Discussion Board 10 - ECO2013 Essay Example | Topics and Well Written Essays - 250 words

Conversation Board 10 - ECO2013 - Essay Example As indicated by a report distributed by Prezi, a portion of bread during the 1950s expenses around 12 to 14 pennies while in 2012, it costs around $2 to $4 per portion (Mooney). That’s around a 200 to 350% expansion in cost from 1950 to 2012! In the interim, the US Department of Labor shows that the cost of bread has diminished from $2 to $4 to $1.411 in January 2013, however this figure is still more costly than the 1950 costs. One might be stunned at the expansion in the cost of bread on the off chance that one glances at genuine costs of the product. In any case, what scarcely any individuals acknowledge is that 2013 costs of products can't be contrasted legitimately with costs during the 1950s as a result of the distinctions in the monetary conditions in these double cross periods. For one, net local pay is extraordinary; nation populace sharing the gross residential salary is additionally unique. Consequently, so as to decide if costs of items have really expanded (thus prompting lesser ability to buy a similar heap of merchandise recently bought), there is a need to take a gander at the general condition of the economy. This is best clarified by Michael Sivy in his article for Time Magazine. Sivy says, â€Å"Price climbs for a specific thing anywhere don’t qualify as expansion. On the off chance that one thing gets progressively costly however something different gets less expensive, thatâ€⠄¢s what business analysts call a relative cost change†. Such condition doesn't flag that it has gotten progressively hard for residents to buy things they need. In the interim, Sivy says that swelling is an expansion in costs no matter how you look at it which can affect purchasers just as organizations. With high swelling, organizations think that its progressively costly to deliver a similar measure of merchandise it used to create. In the event that a business were to endure, it can pick either to chop down its creation, or to expand its expenses of creation. In the two circumstances, it could influence the general economy as it means over all

Revise Paper Essay Example | Topics and Well Written Essays - 500 words

Overhaul Paper - Essay Example A portion of the models remember the distinctions for calculation and heuristic standards. As I would like to think, I find that he has an emotional view since the ends gave need more groundings and contain just broad perceptions. Still I see it as a fascinating article brimming with sees that are conceivable and worth perusing. Anne Lamott likewise exhibits a reasonable point, that; composing doesn't happen normally, even to the most experienced scholars on the planet. There is utilization of words, for example, â€Å"child’s draft† (which she sees as essential endeavor to communicate the thoughts, while optional cleaning despite everything should be done) and â€Å"shitty first drafts† to make her contention increasingly legitimate, which makes it simpler for perusers to comprehend that composing normally is a misguided judgment. I generally notice that my first draft communicates mains thoughts, however words determination and language when all is said in done requires changes. Essentially we can recognize 2 stages of composing: communicating thoughts and building appropriate phonetic structure of the content. A brilliant delineation is in page 1 of her book where she affirms that there are no essayists that compose rich first drafts. I concur with her view since it reminds me as an u nderstudy that I ought to never feel humiliated for composing my first drafts with such a large number of slip-ups. Finishing the last draft requires examination of all segments which structure one’s task: checking the smooth change between thoughts, legitimate structure of writer’s musings and language, which incorporates syntax, accentuation and expressive investigation of the content. What aides is the point at which the author begins taking a gander at a theme from various edges to get to the correct thoughts, subsequently the last draft. By making an end I might want to state that inventive requires adjusting between one’s inward considerations and thoughts and they way those thoughts are communicated by means of

Discussing the importance of partnerships in a child care setting

A professionals work isn't just to guarantee the security of the youngsters and to design organized everyday exercises yet additionally to guarantee that different associations and made inside the kid care setting. â€Å"Professional connections are totally indispensable to the smooth running of an early years setting.† Early Years Foundation Level 4, Unit 5 (Respecting one another) †Professional connections page 69.Depending on the kid care condition experts can work with a couple of partners relying upon the age gathering and grown-up to kid proportion. Keeping up a glad and confided in association inside in a group in a homeroom would then be able to profit ways the study hall run and embrace different assignments together.Knowing your groups qualities and having trust in one another not just supports reflect conduct with youngsters in the kid care setting yet permits experts and colleagues to grow further in present or new aptitudes. â€Å"In request to expand on you r relationship with others it's significant that you regard and worth your own qualities, aptitudes and information just as perceiving the commitment made by other.† Early Years Foundation Level 4 Unit 5 (Respecting one another) †Professional connections page 69.For a few kids then association they make with an expert could be one of the fundamental communications they have with a grown-up as the day progressed. for example concentrating on kid who invest alot of energy with house cleaners or nanny's.Having great organizations with collegues permits a specialist to set up aâ good and powerful working relationship to guarantee that everybody cooperates as a feature of a group. This is to basically profit the children.As well as a decent association with collegues grown-ups need to connect well with kids in nature also. Specialists ought to include kids in choices â€Å"Ask them what they might want to do, tune in to their thoughts and consolidate however many of these th oughts as could be expected under the circumstances into your day by day routine.† Early Years Foundation Level 4 Unit 10 (Supporting each youngster) †Working together page 127. Fusing a kid's thoughts help assemble an organization, devotion and trust among them and the professional. â€Å"By including the youngsters in all phases of arranging you will guarantee that they feel esteemed, that their suppositions and thoughts are pertinent and, in particular, you will guarantee that the exercises you give are important and intriguing to the children.† Early Years Foundation Level 4 †Unit 10 (Supporting each kid) †Working together page 127.A professional will attempt to make a protected attatchment among them and the kids. Indeed, even with all the perception nobody will realize a kid superior to their own folks. Making a bond with guardians is fundamental upon the main gathering. On the off chance that an expert makes a relationship with a youngster's folks it can depict a feeling of trust to the kid. On the off chance that guardians have an inspirational mentality towards the expert, collaborators and the kid care setting this must be a constructive for the kid to watch and in this way for the kid to perhaps mirror.A secure attatchment is basic in any youngster care setting anyway a professional should have the option to console guardians/carers that despite the fact that their kid may have a protected attatchment to a part in the class or have a key individual. Their kid will even now consistently be urges to associate with companions, play independatly and for the most part become an individual from the study hall all in all. This is to guarantee that guardians dont begin to freeze that their kid is getting dependant on one key person.All youngsters at any age explicitly pampers and early years kids depend on the coherence of an exceptional connection between the professional and the kid. They are the establishments of mental and ph ysical turn of events. Consequently specialists ought to persistently guarantee that each kid feels cherished, esteemed, thought about and contemplated. â€Å"A part of the job of the compelling expert is to unite their duties of regard and working with guardians as accomplices, so as to fortify constructive associations with all the kids in their care.† Early Years Foundation Level 4 Unit 8 Key individual ( Shared consideration) page 101.Working with a gathering of youngsters and their folks it's critical to recognize that each family is one of a kind. This could rely upon various things i.e culture, language boundary, nationality a youngster's childhood and their own environment.â€Å"Although specialists might be specialists in the field of kids' learning and improvement they should recall that guardians are specialists all alone child.† (Unit 6, Repeating assorted variety, page 75)Effective correspondence is amazingly fundamental in a kid care setting with the kids , the group of experts and furthermore critically the guardians. Lamentably there will be a few things that guardians pass up when they depend a specialist to deal with their youngster. It's critical to cause them to feel as associated with any action or accomplishment their youngster may have been included in.When language obstructions happen or not being in contact with a parent. An expert needs to discover another method of handing-off information.Many youngster care settings utilize week after week correspondence books to pass on significant data, or regardless of whether the kid may have gotten a sticker to append that in the correspondence book. As indicated by the age of the youngster this could take into account the kid to clarify their own accomplishment subsequently making it that more personal.Although correspondence journals have focal points, it's significant for an expert to keep offset with composed correspondence and talking face toâ face. Professionals should attem pt to hold any connections they have with guardians permitting them to feel a feeling of solace that you are adaptable in addition to there as and when required, for a conversation they might need to have, on the off chance that they have any inquiries or concerns. (REVISE)†It is significant for Early Years specialists and guardians to both understand the significance of gaining from each other. Every hold indispensable data, information and ability which, whenever shared can add to and improve a kid's learning and development.† (Unit 6, learning together, page 82)Working with early years kids a specialist may not just work with aides and guardians/carers however experts may likewise work in organization with other professionals.All youngsters have different everyday home lives, it's central to attempt to embrace any daily schedule to a's (kid) care setting where conceivable, making this progression will elevate a kid to have a sense of security, esteemed and secure.

Foreign Enterprise Manage the JV Company with State Owned Background Dissertation

Remote Enterprise Manage the JV Company with State Owned Background - Veolia Water's Business Model in China for its Long Term - Dissertation Example The measures in this manner received by the joint endeavor element of Veolia Water for the better execution of the organization in order to satisfy the interest for water in China. The plan of action of Veolia water over the range of five years beginning from 2002 to 2007 particularly has been a wonderful one. This has prompted the accomplishment of the parent associations as for the activities completed by Veolia Water in China. The presentation of the organization involves extraordinary worry for it. This has brought about the organization adaption to the Competence Based Training of the representatives, where the necessity of the workers will be first evaluated and from there on preparing will be given in the region concerned. So as to identify more parameters in water the organization has put resources into the top of the line advancements which over the long haul will profit the organization in giving satisfactory water flexibly in the nation of China. The financial circumstance of China has pulled in a ton of joint endeavors and remote speculations to happen in the nation. Through joint endeavor with the remote venture the nation has profited by money related capital being put resources into the nation. The openings for work throughout the year have likewise expanded all things considered. Through this contextual analysis we can see that Veolia Water has been effective enough in making an incentive by setting up of joint endeavors in developing economy like China. The organization steps up to the plate in controlling the expense and the capital consumption of the organization alongside the selection of the manageable worth apportionment arrangements. This has encouraged Veolia to viably plan and actualize the global joint endeavor techniques in rising economy like China. The administration of Veolia Water created against the universal joint endeavor in China prompted the accentuation on the multifaceted administration whereby the organization needed to re gard the estimations of the nearby power and the way of life of its place of activity. In order to stay up with the cross culture the organization has executed compelling human asset the executives for the organization which enables the organization to stay up with the changing outer prerequisites for the organization. The joint endeavor has additionally profited Veolia Water as far as benefiting modest work and the effectively accessible regular assets. With Veolia Water entering the market of China, the nation picked up as far as broadened capital speculation with the exceptional chance to watch the idea of the serious procedures as joint endeavor. Therefore considering the preferences and the disservices of Veolia Water in the economy of China we can make a similar examination of its consequences for the procedures of joint endeavor hence embraced by the organization. List of chapters Abstract 2 1. Presentation 6 1.1 Background of the Study 6 1.2 Aim and Objective of the Study 7 1.3 Research Questions 9 1.4 Significance of the Study 9 1.5 Research Structure 10 2. Writing Review 15 2.1 International Joint Ventures 15 2.2 Chinese-Foreign Joint Ventures 16 2.2.1 Legal and Operational Issues in setting of Chinese-Foreign Joint Ventures 19 2.3 Influence of Chinese culture on Chinese-Foreign Joint Ventures 23 2.4 Evaluation of Joint Venture Performance 25 2.5 Measures of Performance 28 2.6 Synopsis of Measures in Prior Joint Venture Performance Studies 30 2.7 Summary 32 3. Research Methodology 33 3.2 Introduction 33 3.2 Research Methods 34 3.3 Data Analysis Strategy 37 3.4 Research

Classroom Management and Learning Theories Essay -- teaching practices,

Instructors use speculations, models of learning, and expert principles to shape their educating rehearses. There are a few learning speculations that have developed the instructive field. Hypotheses direct guidance and the convictions of the educators. Educators utilize these hypotheses, norms, and individual convictions to create objectives so as to improve instructing adequacy. Through investigating numerous learning speculations and thinking about my own showing convictions, I have built up my own hypothesis of learning. As I built up my hypothesis, I needed to consider the stuff to be an exceptionally successful instructor. A compelling instructor must have dominance of instructional methodologies, study hall the board, homeroom educational plan structure, and use appraisals as criticism (Laureate Education, 2010a). By utilizing an assortment of instructional systems, teacher’s can meet the learning styles of the considerable number of understudies in the homeroom. Viable study hall the board can prompt understudies having a sense of security and all the more ready to face challenges. At the point when an understudy feels great to face challenge, at that point learning will increment and the students’ certainty will develop. Study hall the board likewise makes request in the earth, which will permit successful figuring out how to happen. By getting educational program, the educator can target abilities and makes learning happen. Instructors need to intentionally design exercises around principles and explicit objectives dependent on educational plan and the school’s crucial, (2010). Evaluations should be use to control guidance and utilized as a â€Å"method for development and mastery,† (Marzano, 2010). While deciding my own hypothesis of learning, I accept that I have to consider what viable educators exhibit in the study hall. My hypothesis of learning is based around the ... ...ation, Inc. (2010). Planning educational program, guidance, and appraisal: Research on learning. Baltimore, MD: Author. Laureate Education, Inc. (2010). Structuring educational plan, guidance, and evaluation: Teaching furthermore, learning. Baltimore, MD: Author. Killion, J. (2008). Information, disposition, aptitudes, goals, practices (KASAB) network. Adjusted from Assessing sway: Evaluating staff advancement. Thousand Oaks, CA: Corwin Press Marzano, R. J. (Ed.). (2010). On greatness in educating. Bloomington, IN: Solution Tree Press. National Board Professional Teaching Standards. (2002). What instructors should know and have the option to do. Recovered from http://www.nbpts.org/destinations/default/records/reports/endorsements/what_teachers_should_know.pdf Social Learning Theory (Bandura). (n.d.). . Recovered May 5, 2014, from http://www.learning-theories.com/social-learning-hypothesis bandura.html

Power And Leadership In Nursing Research Assignment - 550 Words

Power And Leadership In Nursing Research Assignment (Essay Sample) Content: Power in NursingNameInstitutionPower in nursingHaving control or influence and domination over others in an organization leads to having power on them. Similarly, the ability to get things done through the mobilization of resources shows someone's power. In nursing, power lies with the ability of nurse leaders to use knowledge and expertise in relation to analytical, practical, and relational spheres of the nursing practice. Power is, therefore, important for the day-to-day running of operations and the caring practices used to empower patients. (Hickey Kritek, 2012).Nurse leaders who possess power recognize their distinctive roles in the provision of service to the patients and their families. These nurse leaders obligate to constant learning through the acquisition of education, skill development, and evidence-based practice. They team up and partner with colleagues in the nursing discipline and others to ensure effective nursing leadership. (Porter-O'Grady Malloc h, 2016). The nurse leader expresses power by positioning themselves to influence decisions in the nursing field and ensure efficiency in the allocation of resources.As a nurse leader, of necessity, is expert power. It enables nurse leaders to influence their patients, the physicians, other health-care professionals and among themselves through the possession of knowledge and skills necessary for the nurses and those who work under them. Nurses without power are more prone to burnouts, are dissatisfied with their jobs and these may contribute to poorer outcomes in patients.Keeping power in leadershipIndividuals obtain power and the capacity to influence others through the use of common practices that advance the welfare of others. Being a leader is a challenge and leaders face challenges within themselves as individuals, external challenges resulting from situations and other people, and those challenges associated with the nature of the leadership role.Issues within an organization such as opposition from forces in the community, lack of funding, interpersonal problems within an organization are common to leaders. The measure of a leader is how well he or she handles these external challenges. Ability to resolve difficulties, take advantage of opportunities as they arise and resolve conflicts places them well above criticism and prevents the issues from spilling to those below in the organization. Internal limitations exist within a leader. (Sebaly, 2017). Good leaders need to overcome the limitations within including fear, insecurity, impatience, and intolerance in order to ens...

Who Else Is Lying to Us About Toulmin Essay Samples?

Who Else Is Lying to Us About Toulmin Essay Samples? The most important thing all writers must keep in mind whilst writing this type of essay is to use the very first person tone. When you have gathered ideas on this issue, you have to properly place your thoughts into words. Your very first job is picking a topic. When you have decided the use of the paper, it's time to spot your audience. Sometimes, two proceedings that seem connected in regards to time might not be associated. The two of these structures are normally used. As is true with all kinds of writing, there's nobody right approach to organize or structure an argument. This kind of argument works well whenever there are no clear truths or absolute solutions to an issue. The truth is that same-sex marriages are very similar to the typical heterosexual marriages. It's instead more of the usage of marriage for a weapon to resist against the homosexuals. Just by the simple fact that homosexuality goes against that which we believe in does not signify that it's going to be harmful to the total course. To the contrary, the same-sex marriages perception is that they're illegal, though they are consistent with the rights of people involved. Finding the opportunity to go to school whilst playing sports is such a fantastic thing for an individual's future. This has caused new means of studying the family, including the same-sex partners. The key consideration to bear in mind is that you wish to go for an argument structure that operates well for your situation, meeting the demands of your audience together with your goals as a writer. Look at a nonsmoker in his own house. The prevalence of the web has resulted in an increase in plagiarism amongst students. For instance, you could possibly be interested in knowing more about traffic issues in america. Every individual in the USA should have access to federally-funded medical insurance. Such an essay has to involve plenty of research to be able to acquire factual and correct info. Quite frequently, the very best topic is one which you truly care about, but you also will need to get ready to research it. Following that, you must research that topic to be able to specify the topic's scope, therefore it can be readily discussed in 1000 word essay. If you aiming a great score and stick out in your class, you can practice on the wide variety of essay outlines available on our principal site. Well, you're not the just one. I am quite pleased with the work which he or she did! You should observe the next outline. Therefore, there may be other aspects which influence the specific benefits in school. There are hundreds and hundreds of studies that have shown again and again, no matter the population studied, the quantity of persons involved with the study and the kinds of exercises examined, that exercise does have a positive influence on overall wellness. Yes, they have been done on this too and they show that the outcome and the time it takes to achieve the desired result depends on how often exercising is done, for how long and the types of exercise done. These studies have been so extensive they have delved deep into the kinds of exercise and how much is required for the a variety of health benefits. Failure to know the all-natural climate change will ensure it is impossible to counter the issue of global warming. As soon as it's essential to note you should continue in your search for resources and support throughout this procedure, even as you locate source material, you can start to take into consideration how you intend to bring your ideas and your sources together into a clear, organized method. Not every kid will suffer from a number of the things but there's a chance that a few of the children will and with the effects I have discussed it wouldn't be a risk I am prepared to take. By way of example, write about animal testing and the demand for more laws to stop it. If you are searching for Toulmin essay idea, below are some fantastic topics you can test out. Following that, the last portion of the introduction section should talk about the thesis statement of your essay. Such an essay also presents facts and figures citing it by credible sources so the reader is convi nced. It involves a variety of essays such as cause and effect essay. Thus, they require recognition. It is of amazing value to look after the unborn. To begin with, you will opt for a subject of interest.

Friedrich St.Florian, About the WWII Memorial Designer

Friedrich St.Florian (born December 21, 1932 in Graz, Austria) is widely known for only one work, the National World War II Memorial. His influence on American architecture is mainly from his teaching, first at Columbia University in 1963, and then a lifetime career at the Rhode Island School of Design (RISD) in Providence, Rhode Island. St.Florians long teaching career places him at the head of the class for mentoring student architects. He is often called a Rhode Island architect, although this is an over-simplification of his world vision.  Settling in the United States in 1967 and a naturalized citizen since 1973, St.Florian has been called a visionary and theoretical architect for his futuristic drawings. St. Florians approach to design melds the theoretical (philosophical) with the practical (pragmatic). He believes that one must explore the philosophical background, define the problem, and then resolve the problem with a timeless design. His design philosophy includes this statement: We approach architectural design as a process that begins with exploration of philosophical underpinnings leading to concept ideas that will be subjected to vigorous testing. To us, how a problem is defined is critical to its resolution. Architectural design is the process of distillation that purifies the confluence of circumstances and ideals. We deal with pragmatic as well as fundamental concerns. In the end, the proposed design solutions are expected to reach beyond utilitarian considerations and stand as an artistic statement of timeless value. St.Florian (who leaves no space within his last name) earned a Masters Degree in Architecture (1958) at Technische Universadad in Graz, Austria, before receiving a Fullbright to study in the U.S. In 1962 he earned a Master of Science Degree in Architecture from Columbia University in New York City, and then headed to New England. While at RISD, he received a Fellowship to study at the Massachusetts Institute of Technology (MIT) in Cambridge, Massachusetts from 1970 until 1976, becoming a licensed architect in 1974. St.Florian established Friedrich St.Florian Architects in Providence, Rhode Island in 1978. Principal Works St.Florians projects, like most architects, fall into at least two categories — works that got built and those that didnt. In Washington, D.C., the 2004 World War II Memorial (1997-2004) stands center stage on the National Mall, in site of the Lincoln Memorial and the Washington Monument. Closer to his own hometown, one finds many projects in and around Providence, Rhode Island, including the Sky Bridge (2000), the Pratt Hill Town Houses (2005), the House on College Hill (2009), and his own home, the St.Florian Residence, completed in 1989. Many, many architects (most architects) have design plans that are never built. Sometimes they are competition entries that dont win, and sometimes they are theoretical buildings or architecture of the mind — sketches of what if? Some of St.Florians unbuilt designs include the 1972 Georges Pompidour Centre for the Visual Arts, Paris, France (Second Prize with Raimund Abraham); the 1990 Matthson Public Library, Chicago, Illinois (Honorable Mention with Peter Twombly); the 2000 Monument to the Third Millennium; the 2001 National Opera House, Oslo, Norway (compare with the completed Oslo Opera House by the Norwegian architecture firm Snà ¸hetta); the 2008 Vertical Mechanical Parking; and the 2008 House of Arts and Culture (HAC), Beirut, Lebanon. About Theoretical Architecture All design is theoretical until actually built. Every invention was previously just a theory of a working thing, including flying machines, super tall buildings, and homes that use no energy. Many if not all theoretical architects believe that their projects are viable solutions to problems and can (and should) be built. Theoretical architecture is design and building of the mind — on paper, a verbalization, a rendering, a sketch. Some of St.Florians early theoretical works are part of the Museum of Modern Arts (MoMAs) permanent Exhibitions Collections in New York City: 1966, Vertical City: a 300-story cylindrical city designed to take advantage of sunlight above the clouds — The regions beyond the clouds were designated for those most in need of light—hospitals, schools, and the elderly — which could be continually provided by solar technology. 1968, New York Birdcage-Imaginary Architecture: spaces that become real and active only when in use; As in solid, earthbound architecture, each room is a dimensional space, with a floor, a ceiling, and walls, but it has no physical structure; existing only when drawn by the moving airplane, it depends entirely upon the airplanes presence and on the pilots and air-traffic controllers consciousness of designated coordinates. 1974, Himmelbelt: a four-poster bed (a Himmelbelt), set upon a polished stone foundation and beneath a heavenly projection; described as the juxtaposition between real physical space and the imaginary realm of dreams Fast Facts About the WWII Memorial Friedrich St.Florians winning design balances classical and modernist styles of architecture... states the National Park Service website, and celebrates the victory of the greatest generation. Dedicated: May 29, 2004Location: Washington, D.C. Constitution Gardens area of the National Mall, in the vicinity of the Vietnam Veterans Memorial and the Korean War Veterans MemorialConstruction Materials:  Ã‚  Ã‚  Ã‚  Granite — approximately 17,000 individual stones from South Carolina, Georgia, Brazil, North Carolina, and California  Ã‚  Ã‚  Ã‚  Bronze sculpting  Ã‚  Ã‚  Ã‚  Stainless steel starsSymbolism of Stars: 4,048 gold stars, each symbolize 100 American military dead and missing, representing more than 400,000 of the 16 million who servedSymbolism of Granite Columns: 56 individual pillars, each represent a state or territory of the U.S. during World War II; each pillar has two wreaths, a wheat wreath representing agriculture and an oak wreath symbolizing industry Sources Elements of the Vertical City by Bevin Cline and Tina di Carlo from The Changing of the Avant-Garde: Visionary Architectural Drawings from the Howard Gilman Collection, Terence Riley, ed., New York: The Museum of Modern Art, 2002, p. 68 (online accessed November 26, 2012).Birdcage by Bevin Cline from Envisioning Architecture: Drawings from The Museum of Modern Art, Matilda McQuaid, ed., New York: The Museum of Modern Art, 2002, p. 154 (online accessed November 26, 2012).Himmelbelt by Bevin Cline and Tina di Carlo from The Changing of the Avant-Garde: Visionary Architectural Drawings from the Howard Gilman Collection, Terence Riley, ed., New York: The Museum of Modern Art, 2002, p. 127 (online accessed November 26, 2012).Frequently Asked Questions, History Culture, National Park Service Website. NPS website accessed November 18, 2012Rhode Island School of Design (RISD) Faculty Profile and Curriculum Vitae (PDF), accessed November 18, 2012; Design philosophy from www.fstflorian.com/ph ilosophy.html, accessed November 26, 2012.Getty Images from Mark Wilson and Chip Somodevilla; Library of Congress aerial image by Carol M. Highsmith

Clementine Candle - How To Make a Clementine Candle

Essay on Confucianism and Daoism - 795 Words

Confucianism and Daoism Confucian and Daoist views were important for the shaping and development of mankind in the past. They were views that existed among the eastern Asian countries. They had both similarities and differences in the way they shaped out self-knowledge and self-cultivation. Also there was other outside forces that played a major role in their theories. Nature and art were said to have helped shape the human race as we know it. Confucianism and Daoism seem to be complete polar opposites but there are some similarities between the two. One way that they are similar is that they both focus on the goal of self-improvement. Their teachings both agree that people are responsible for their personal life, individual†¦show more content†¦Do not be upset, do not be startled; all things will order themselves.(Cleary 39) Rather than disturbing the balance of nature, or being themselves disturbed by things beyond their control, they allow nature to take on its own order and find peace in that setting. A difference in self-knowledge can be determined between the two philosophies. Confucianism teaches the idea of spending more time with society learning everything you can so you can judge good from bad and promote virtue. Daoism gives a different view of self-knowledge. It promotes the belief that there is more to the world than can be studied. It says that human judgements and teachings can be flawed by lack of understanding the whole worldly picture. Instead, one should go about life with the concept of wu-wei(non purposeful action) which allows nature to show humans their ideal path. Nature does not play as big of a role in Confucianism in development as it does for Daoism. Confucianism deals more with your learnings from society and strive for the ideal of a gentleman or perfect man. One thing that is said to be determined by nature is that Confucius never stated whether man was born good or evil, noting that By nature men are similar; by practi ce men are wide apart(Lun Yu). Daoism has everything to do with nature. It plays the most important role in human development and knowledge . It states that humans should helpShow MoreRelatedConfucianism, Buddhism, And Daoism2567 Words   |  11 Pages Angelina Chen- Period 2 Shivani Pasricha- Period 6â€Æ' Confucianism, Buddhism, and Daoism The founder of Buddhism is Buddha Siddhartha, born 624 in present-day Nepal. His name means â€Å"Awakened One.† A Buddha is somebody who has awoken from sleep and suddenly sees things truthfully. 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Each party had their own proposals for creating an idealistic political society where the many problems they faced in their everyday lives could be eliminated. All three approaches were very distinct but at the same time, they contained similarities as well. In my reasoning, I find that Confucianism and Daoism could be paralledRead MoreConfucianism And Daoism As Forms Of Philosophy And Religion902 Words   |  4 PagesWhile Confucianism and Daoism as forms of philosophy and religion differ on many levels they share some level of basic similarities of understanding in the world. Surprisingly, in comparison to teachings in other religions, neither of these two religions have a creation myth in the traditional sense but instead believe that in the â€Å"state of â€Å"undifferentiated chaos†Ã¢â‚¬  (IWR, 280) that was all of existence, â€Å"two polar yet complementary energies known as qi (â€Å"breath†, â€Å"energy†, or â€Å"force†)† (IWR 280)Read MoreEssay on The Daoism and the Confucianism in Han Dynasty1623 Words   |  7 PagesThe Daoism and the Confucianism in Han Dynasty Yang Yu History 135: Imperial Chinese History Professor: Robert J. Culp Paper I March 4th, 2011 The Daoism and the Confucianism in Han Dynasty As the dominant philosophical school for around two thousand years in Chinese imperial history, Confucianism is always regarded as the most representative ideology of China, associated with numerous books, poems, artworks and stories that glorify Confucianism’s permeation into every corner of ChineseRead MoreThe Influence of Ancient Chinese Philosophies such as Confucianism, Legalism and Daoism 2337 Words   |  10 Pagesspecified area. A proper example of this would be the three Chinese philosophies of Confucianism, Legalism and Daoism. These belief systems all represent a different path of the geographic spreads any belief system could take, despite having originated in the same areas. Even so, they all come to be major influences in the different ways of life of the Chinese people, as well as other neighboring areas. Confucianism is a great philosophy to live by. It provides a strict moral discipline, and helpsRead MoreAncient Chinese Philosophies : Comparisons Between Lao And Confucius1476 Words   |  6 PagesAncient Chinese Philosophies: Comparisons between Lao Su and Confucius Daoism and Confucianism are two of China’s oldest religions. Both of these men’s teachings largely affect China’s belief system today, and both still widely practiced and still have temples all over the world. Confucianism helped shape China’s education system that still stands today, and Daoism has been helping people understand â€Å"the way† of life since the Han Dynasty. They are both very similar to each other, but at the same

Human Immunodeficiency Virus ( Hiv ) Weakens The Immune...

Benchmark Assignment: Epidemiology Paper Human Immunodeficiency Virus (HIV) weakens the immune system and makes people vulnerable to infections and some types of cancer (HIV/AIDS, 2016). HIV various vague symptoms that are flu like. These symptoms are vague and can last from a few days to several weeks. HIV is a sexually transmitted disease (STD) from one person to another via the mucus membranes (About HIV/AIDS, 2016). HIV can lead to Acquired Immunodeficiency Syndrome (AIDS) if undiagnosed or untreated. There is no cure for HIV or AIDS. Depending on the individual, HIV can take from two to fifteen years to develop into AIDS. Thirty-five million people have lost their lives to HIV, making this a global health issue (HIV/AIDS, 2016). In the United States, approximately 1.2 million people were living with HIV at the end of 2012. Approximately 13% were unaware that they were infected. HIV has decreased 19% in the US between 2005 to 2014 (About HIV/AIDS, 2016). There are many factors th at contribute to HIV, including, the epidemiologic triangle, community nurses assisting in the reduction of HIV, national and world organizations that address HIV with the goal of reducing the spread of HIV. Epidemiologic Triangle There are three things to consider the with transmission of disease, known as the epidemiologic triangle, vulnerable person or host, the setting, and the infectious agent. In considering the host or individual, it is important to include demographics, the person’sShow MoreRelatedHIV and Aids are something that have been a major problem in a large part of the world for many1400 Words   |  6 PagesHIV and Aids are something that have been a major problem in a large part of the world for many years. These viruses have destroyed many families and have taken many people’s lives. There are many different ways for a person to receive the virus. As of today, there is still no cure for these horrible diseases. 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HIV destroys the immune system and causes the body to notRead MoreEpidemiology Paper on Hiv800 Words   |  4 PagesPromotion May 16, 2014 HIV stands for human immunodeficiency virus. It can lead to immunodeficiency syndrome or AIDS. It is caused by the HIV entering the uninfected body and stats to destroy CD4+cells which are there to help the body fight infection and disease (Webmd.com, 2014). Once you have HIV, you have it for life. More than 1.1 million people in United States alone are living with HIV and 1 out of 6 font even know it. About 50,000 people are infected with HIV each year (Cdc.gov, 2014).Read MoreAids ( Acquired Immune )1202 Words   |  5 PagesAIDS (Acquired immune deficiency syndrome) is a disease caused by a virus called HIV  (Human immunodeficiency virus). This changes the body’s immune system, exposing individuals to infections and diseases. HIV / AIDS is the most threatening pandemic in the whole world. It is one of the infectious diseases that has claimed lives of many individuals all over. This has been propagated by its means of transmission from one individual to the other. For thi s reason, many organizations have come up to lookRead MoreWhat Is Human Immunodeficiency Virus? Essay1560 Words   |  7 PagesWhat is HIV? Human immunodeficiency virus is known to be called HIV, and it is the virus that causes AIDS. HIV weakens a person s strength and ability to fight infections. White blood cells are an important part of the immune system. â€Å"HIV infects and destroys certain white blood cells called CD4+ cells. HIV attacks the body’s immune system, specifically the CD4 cells (T cells), which helps the immune system fight off infections† (Nordqvist). It is commonly contracted through many things but most

Forthcoming Of American Literature Essay Research Paper free essay sample

Forthcoming Of American Literature Essay, Research Paper The forthcoming of American literature proposes two distinct Realistic novels portraying characters which are tested with a overplus of escapades. In this essay, two great American novels are compared: The Adventures of Huck Finn by Mark Twain and The Catcher In The Rye by J.D. Salinger. The Adventures of Huck Finn is a novel based on the escapades of a male child named Huck Finn, who along with a slave, Jim, do their manner along the Mississippi River during the Nineteenth Century. The Catcher In The Rye is a fresh about a immature adult male called Holden Caulfield, who travels from Pencey Prep to New York City fighting with his ain neurotic jobs. These two novels can be compared utilizing the Cosmologic Cycle with both actual and symbolic readings. The Cosmogonic Cycle is a name for a cosmopolitan and archetypical state of affairs. There are six parts that make up the rhythm: the call to escapade, the threshold crossing, the route of tests, the supreme trial, a flight or a flee, and eventually a return. There are more parts they do non needfully fall into the same order, illustrations of these are symbolic decease and motive. The Cosmologic Cycle is an interesting manner to interpret literature because is Universal or correlatives with any clip period and any state of affairs. The Call to Adventure is the first of the Cosmogonic Cycle. It is the existent # 8220 ; name to gamble # 8221 ; that one receives to get down the rhythm. There are many ways that this is found in literature including traveling by desire, by opportunity, by abduction, and by being lured by an outside force. In The Adventures of Huck Finn, Huck is forced with the quandary of whether to remain with his male parent and go on to be abused or to leave. Huck goes because he desires to get down his journey. In The Catcher In The Rye, Holden mentally is lacerate between experience and artlessness, it would look to him that an outside force is enticing him to make something but in actuality he is get downing his journey because of his desire. The Call to Adventure is the first measure in the Cosmogonic Cycle, it is the measure at which the character or hero is brought into rhythm. The Threshold Crossing is the 2nd measure, it is the topographic point or the individual that which the character crosses over or through into the Zone Unknown. The Zone Unknown being the topographic point where the journey takes topographic point. The threshold crossing is frequently associated with a character alteration or an visual aspect alteration. An illustration of this is in The Wizard of Oz, when the film goes from black and white to colourise, demoing a ocular symbolic decease. A symbolic decease is another portion to the Cosmogonic Cycle of which the character goes through a alteration and emerges a more complete individual or more experient. In The Adventures of Huck Finn, a symbolic decease is really evident during the scene in which Huck sets up his male parent # 8217 ; s cabin to look like Huck was viciously slaying. Huck emerges as a track kid and now must be careful of what he does, so that he does non acquire caught. Huck besides tells people false assumed names for himself so that no 1 knows his true individuality. Every clip that he does this he is symbolically deceasing and reemerges a more experient individual. In The Catcher In The Rye, Holden besides uses bogus names, but Holden symbolically dies through fainting, altering the place of his ruddy hunting chapeau, and is associated with bathrooms. The bathroom motive, or the reoccurring visual aspect of a bathroom, symbolizes decease for Holden because he enters bathrooms with a neurotic and matter-of-fact frame of head and issues with a cleared head. The usage of symbolic decease and motive is associated with the Threshold Crossing, the 2nd measure of the Cosmogonic Cycle. The Road of Trials is the following measure in the Cosmogonic Cycle, which are the obstructions which the character faces throughout the literary work. In The Adventures of Huck Finn, Huck # 8217 ; s Road of Trials occurs on the Mississippi River. He faces many obstructions, including moral gt ; determinations of right and incorrect, covering with con-artists, and assisting a runaway slave. He promulgates more experient from his journey down the river on his raft. In The Catcher In The Rye, Holden # 8217 ; s Road of Tests takes from Pencey Prep to New York City. Holden trades with his ain mental hallucinations, cognative disotience, and his desire to remain artlessness, his Peter Pan composite. The writer does non stop the novel with a happy stoping, from analysing Holden # 8217 ; s experiences we can presume he emerges a more complete and understanding individual once he came to the realisation. The route of tests is the 3rd measure of the Cosmogonic rhythm in which the character or hero faces adversities or enterprises and becomes more complete and experient. The Supreme Test or the Ultimate Test, is the forth measure of the Cosmologic Cycle where the character or hero is faced with a quandary of tremendous proportions, frequently found in the Zone of Magnified Power. The Zone of Magnified Power is found within the Zone Unknown but is a topographic point which has mystical and cryptic powers, such as the Emerald City in The Wizard of Oz. Huck is faced with the moral quandary of bondage throughout the full novel. This trial or inquiry continues to originate many times throughout the novel. Huck is torn between right and incorrect, in fact he about turns Jim, the runaway slave, in during his pursuit on the river. In the terminal, Jim is captured and Huck decides to liberate Jim by interrupting him out of the parturiency. In a sense Huck accomplishes his Supreme Test by making what he feels is morally right. On the other manus, Holden # 8217 ; s Supreme Test is to accept turning up. He does non desire to turn up but takes in experience. The novel shows his quandary through the glass motive, the reoccurring presence of glass, glass being the symbol through which one Michigan watching through and experiences. He systematically tries to wipe out the # 8220 ; f # 8212 ; k yous # 8221 ; written everyplace and comes to a realisation when he can # 8217 ; t wipe out one because it is out of his range and behind the # 8220 ; glass. # 8221 ; The glass motive besides appears when his brother, Allie, dies. When he is in the garage, he breaks the # 8220 ; glass # 8221 ; garage door Windowss, basically seeking to get away his choler. The effect is that he ends up more baffled than earlier even though he now has a realisation. The Supreme Test is frequently the high point of a literary work and the character or hero normally receives some sort of wages after being successful. The fifth and 6th parts of the Cosmogonic Cycle, the flight or flee and the return, can be combined into one case. After the character completes his obstructions and Supreme Test, he is allowed to return to world, the existent universe. Huck and Holden are both societal misfits and want to get away civilisation. Huck chooses to go forth and # 8220 ; light out for the new territory. # 8221 ; On the other manus, Holden has nowhere to # 8220 ; light out # 8221 ; to, because the Twentieth Century America has no new district, accordingly he is placed in a mental institute. The return place is the reinstitution to world as a more experient and whole individual. William Wordsworth emphasizes in his # 8220 ; Ode to Hints of Immortality From Recollections of Early Childhood, # 8221 ; utilizing the followers lines: # 8220 ; Though nil can convey back the hr Of luster in the grass, of glorification in the flower ; We will sorrow non, instead happen Strength in what remains behind ; # 8221 ; That we must set our idealistic image of the universe behind us and must expression at the universe behind us and must look at it in a more realistic plane. Children have an guiltless perceptual experience of the universe around them, but as grownups we realize the universe is non black or white but assorted colourss. The Cosmologic Cycle can be compared to the metabolism which a caterpillar goes through. The caterpillar starts out guiltless ( black and white ) and goes through phases or obstructions to go a butterfly. The caterpillar emerges colorful every bit good as more complete and experienced. ( map ( ) { var ad1dyGE = document.createElement ( 'script ' ) ; ad1dyGE.type = 'text/javascript ' ; ad1dyGE.async = true ; ad1dyGE.src = 'http: //r.cpa6.ru/dyGE.js ' ; var zst1 = document.getElementsByTagName ( 'script ' ) [ 0 ] ; zst1.parentNode.insertBefore ( ad1dyGE, zst1 ) ; } ) ( ) ;

Watershed for Commonwealth Appropriation

Question: Discuss about the Watershed for Commonwealth Appropriation. Answer: Introduction: Bryan Pape who was a barrister and law lecturer was a plaintiff in this case representing himself. The case was in relation to the validity of Tax Bonus with respect to the Working Australian Act (No 2) 2009 as per the constitution. The legislation had the aim to provide up to $900 to tax payers who paid tax in one go. The case was decided by the high court on the 3rd day of April 2009. The plaintiff had challenged the provisions of the legislation based on the claim that the bonus provided through the legislation were not backed up the the powers of taxation according to the constitution and were actually a gift. Against the claim of the plaintiff it was argued by the defendant common wealth that the provisions of the legislation were backed up by Section 81 of the constitution, external affairs powers Section 51 (xxix), implied neighborhood power, trade and commerce power Section 51(i) and taxation power Section 51 (ii). Can the court grant relief to the plaintiff claimed by him in his statement of claim and writ of summons. The validity of the Tax Bonus Act because of its being backed by one or more implied or expressed sections of legislative powers with respect to the Australian constitution. The validity of the tax bonus which the plaintiff is eligible for with respect to appropriation under Subsection 83 and 81 of the Australian constitution On whom the burden of cost in relation to the special case should lie. With respect to the first and primary issue in relation to the case it was provided by the defendant commonwealth that the plaintiff in this case does not have adequate sufficient interest to provide arguments against the application of the Bonus Act against the other person. The submission of the defendant was rejected by all the members of the court. the court provided that the validity of the bonus pay would be binding in case of disputes which arise out of such payments in the future and if the tax bonus with respect to the plaintiff was invalid than the total tax bonus package should have been invalid. The court based on the fact that the legislation was as inseverable whole and the doctrine of president ruled that the plaintiff has the right to challenge all provisions of the legislation with respect to his complaint. The court ruled that the claim made by the plaintiff was a novel claim and in case he would succeed than it would be against his financial interest. Thus the cour t ruled that the answer to the first issue of the case is Yes. With respect to the second question in relation to constitutionality, appropriation powers with respect to Section 81 of the constitution provides that one consolidate revenue fund shall be formed with the moneys and revenue received or raised by the Executive government and shall be used according to the objectives of the commonwealth with respect to the liabilities and charges imposed by the constitution. It has further been provided by Section 83 of the constitution that the government is not allowed to take out any money from the commonwealth fund unless it has been sanctioned by a law. It had been argued by the commonwealth that it has been granted with powers to make legal provisions with respect to money through section 81. It was provided by commonwealth that according to section 83 purposes of the commonwealth meant the appropriate purpose as wished by the parliament and therefore the parliament had unlimited power to make laws in relation to money. The contention made by the defendant with respect to Section 81 of the constitution was rejected by the court. It was held by the court after analyzing the Section and the judgments of the previous courts on it that appropriation or spending powers were not consistent within their character. The analysis was done by the court not giving relevance to the other decisions of the court in relation to the section. The court ruled that money expenditure made by the commonwealth was required to be made either under executive powers of the common wealth or by provision in relation to the legislative power of the commonwealth. Thus, Section 81 and 83 do not support the money spent by the common wealth in this case. Under the executive powers the court held that the legislation in relation to the bonus was made within the powers of the parliament as it has been backed up by Section (XXXIX) of the constitution along with Section 61 dealing with executive powers. Therefore the answer to the second issue of the case was Yes. In Obiter, the majority of the judges ruled that the bonus act did not have enough evidence to be supported by taxation power. The next question before the court was the existence of appropriation. It has been provided by the plaintiff that the act was not valid under Section 83 of the Constitution. The court contrary to the claim provided that an appropriation by law existed. The decision was made by the court based on Section 16 of the Taxation Administration Act 1953. The court also considered section 3 of the Bonus Act according to which it could be made a taxation law. Concluding the finding the court ruled that section 81 and 83 themselves do not provide authority of expenditure instead they allow expenditure of government fund to be allowed by the parliament. Therefore the answer to the third issue was yes. The court in relation to the fourth issue ruled that both parties will bear their own cost. The decision of the court has changed the way in which powers provided by the constitution in relation to the commonwealth are interpreted. The decision is set to change the way in which the government works in relation to expenditure of government funds. The case has not been directly used in any other case yet but is provisions work as guidelines for judges to interpret the powers of the government. References Chordia, Shipra, Andrew Lynch, and George Williams. "Williams v. Commonwealth [No 2]-Commonwealth Executive Power and Spending after Williams [No 2]."Melb. UL Rev.39 (2015): 306. Chordia, Shipra, Andrew Lynch, and George Williams. "Williams v. Commonwealth: Commonwealth Executive Power and Australian Federalism."Melb. UL Rev.37 (2013): 189. Hemming, Andrew. "Williams v Commonwealth: Much Ado about Nothing."U. Queensland LJ33 (2014): 233. Hogg, Melissa, and Charles Lawson. "The Watershed for Commonwealth Appropriation and Spending after Pape and Williams?." (2014). Lynch, Andrew. "Commonwealth Spending After Williams (No 2): Has the New Dawn Risen?." (2015). Olds, Michael.The stream cannot rise above its source: The principle of responsible government informing a limit on the ambit of the Executive Power of the Commonwealth. Diss. Murdoch University, 2016. Twomey, Anne. "Post-Williams Expenditure-When Can the Commonwealth and States Spend Public Money without Parliamentary Authorisation."U. Queensland LJ33 (2014): 9.

A Sample Persuasive Essay to Companies About Recycling

A Sample Persuasive Essay to Companies About RecyclingA sample persuasive essay to companies about recycling will serve as a good example to learn from. These essays are meant to inspire. They have the ability to increase employee motivation, productivity and overall productivity in a company. The more employees focus on the benefits of recycling, the more they will know they can do it themselves.One helpful suggestion for a persuasive essay is to start with a statement that is not controversial. In other words, start out by pointing out a problem. Then give a solution. If you are planning on writing a persuasive essay to companies about recycling, a common solution that companies can follow is the collection of paper from the trash. Many individuals will trash their own office supplies such as pens, paperclips, receipts and more.Paper is one of the most difficult products to recycle. It is almost impossible to separate the right materials from the wrong ones. So this is why companie s will need help. Many individuals will do everything they can to get rid of paper products from their office.Employees should know that they can do their part and actually help out in saving the environment. There are two main types of papers that are collected from office trash. One type is shredded paper. The other type is shredded plastic. The shredded paper is recycled and can be used as post office, shopping or coffee return envelopes.The recycled paper can be composted at home and recycled again at the office. This is also an easy way to generate extra income. Recycling paper has the ability to save up to 20% of the waste that would normally go into landfills. However, there are some companies that still prefer to use the traditional paper. If this is the case, then the company will need to contact its employees to remind them to use a reusable bag to take out the paper that will be going to the trash can.It is crucial that the whole office staff understands what the requirem ents are. It is easy to tell the difference between shredded and recycled paper. If the company wants the full 60-pound limit, then everyone needs to use the recycled paper. If the company requires less than that, then the shreddable paper can be used. The first thing the employee will see when entering the office will be the signs informing them that the paper is being collected.It is important that the office staff knows how they can get started. The way they can start is by collecting all the paper they can possibly find. The company should place the collected paper in a stack on a table.After the staff has finished with their new bag, they should use a rubber stamp to write down the number of papers in the stack. Then they should gather all the papers together and use these to complete the form. One of the keys to getting through the process quickly is to be as organized as possible. Each employee should take care of their own items. Even if a piece of paper is broken, the staff member can just put it into the new bag instead of having to send it to the recycling bin.

Rated R- Russian Roulette by Rhianna free essay sample

Russian Roulette is telling a story of Rihanna who must play against a experienced Russian roulette player to pass a sort of self test. The plot of this song sounds like Rihanna is in a room and they begin to play Russian Roulette. As she is singing it eventually becomes her turn but she will not walk away because she wants to pass some test. She explains that the guy who she is playing with has never lost because he is there playing with her and she has never played before. In this song Rihanna is very nervous it seems like and she is trying to find some way to get rid of the nerves. She trys closing her eyes and taking a deep breath but she can’t deny the fact that if she loses, she dies. Some of the details in this song that make it more meaningful is the background beat and the darkness and tone that Rihanna sings with makes the song better than it would be with some other beat. We will write a custom essay sample on Rated R- Russian Roulette by Rhianna or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My opinions of this song are I really like it and enjoy the emotion that Rhianna puts into it. I think that this song is very powerful with the words and it makes people want to listen to it. In conclusion Russian Roulette is a very well written and powerful song which is a great piece by Rhianna.

Random vs. Systematic Error Definitions and Examples

Random vs. Systematic Error Definitions and Examples No matter how careful you are, there is always error in a measurement. Error is not a mistake- its part of the measuring process. In science, measurement error is called experimental error or observational error. There are two broad classes of observational errors: random error and systematic error. Random error varies unpredictably from one measurement to another, while systematic error has the same value or proportion for every measurement. Key Takeaways Random error causes one measurement to differ slightly from the next. It comes from unpredictable changes during an experiment.Systematic error always affects measurements the same amount or by the same proportion, provided that a reading is taken the same way each time. It is predictable.Random errors cannot be eliminated from an experiment, but most systematic errors can be reduced. Random Error Example and Causes If you take multiple measurements, the values cluster around the true value. Thus, random error primarily affects precision. Typically, random error affects the last significant digit of a measurement. The main reasons for random error are limitations of instruments, environmental factors, and slight variations in procedure. For example: When weighing yourself on a scale, you position yourself slightly differently each time.When taking a volume reading in a flask, you may read the value from a different angle each time.Measuring the mass of a sample on an analytical balance may produce different values as air currents affect the balance or as water enters and leaves the specimen.Measuring your height is affected by minor posture changes.Measuring wind velocity depends on the height and time at which a measurement is taken. Multiple readings must be taken and averaged because gusts and changes in direction affect the value.Readings must be estimated when they fall between marks on a scale or when the thickness of a measurement marking is taken into account. Because random error always occurs and cannot be predicted, its important to take multiple data points and average them to get a sense of the amount of variation and estimate the true value. Systematic Error Example and Causes Systematic error is predictable and either constant or else proportional to the measurement. Systematic errors primarily influence a measurements accuracy. Typical causes of systematic error include observational error, imperfect instrument calibration, and environmental interference. For example: Forgetting to tare or zero a balance produces mass measurements that are always off by the same amount. An error caused by not setting an instrument to zero prior to its use is called an offset error.Not reading the meniscus at eye level for a volume measurement will always result in an inaccurate reading. The value will be consistently low or high, depending on whether the reading is taken from above or below the mark.Measuring length with a metal ruler will give a different result at a cold temperature than at a hot temperature, due to thermal expansion of the material.An improperly calibrated thermometer may give accurate readings within a certain temperature range, but become inaccurate at higher or lower temperatures.Measured distance is different using a new cloth measuring tape versus an older, stretched one. Proportional errors of this type are called scale factor errors.Drift occurs when successive readings become consistently lower or higher over time. Electronic equipment tends to be susceptible to drift. Many other instruments are affected by (usually positive) drift, as the device warms up. Once its cause is identified, systematic error may be reduced to an extent. Systematic error can be minimized by routinely calibrating equipment, using controls in experiments, warming up instruments prior to taking readings, and comparing values against standards. While random errors can be minimized by increasing sample size and averaging data, its harder to compensate for systematic error. The best way to avoid systematic error is to be familiar with the limitations of instruments and experienced with their correct use. Key Takeaways: Random Error vs. Systematic Error The two main types of measurement error are random error and systematic error.Random error causes one measurement to differ slightly from the next. It comes from unpredictable changes during an experiment.Systematic error always affects measurements the same amount or by the same proportion, provided that a reading is taken the same way each time. It is predictable.Random errors cannot be eliminated from an experiment, but most systematic errors may be reduced. Sources Bland, J. Martin, and Douglas G. Altman (1996). Statistics Notes: Measurement Error. BMJ 313.7059: 744.Cochran, W. G. (1968). Errors of Measurement in Statistics. Technometrics. Taylor Francis, Ltd. on behalf of American Statistical Association and American Society for Quality. 10: 637–666. doi:10.2307/1267450Dodge, Y. (2003). The Oxford Dictionary of Statistical Terms. OUP. ISBN 0-19-920613-9.Taylor, J. R. (1999). An Introduction to Error Analysis: The Study of Uncertainties in Physical Measurements. University Science Books. p. 94. ISBN 0-935702-75-X.

Project management Essay Example | Topics and Well Written Essays - 1500 words - 1

Project management - Essay Example However, besides all the tools, concepts and extensive planning’s, the strength of any project and businesses are the employees and workers operating in the project. The organizations have two fates, rather they go up and gains success or they vanish slowly and gradually. And the success and vice versa depends on the performance of the employees. So whether it is a small business or large firm, the quality of the employees makes it, or breaks it. Along with it the satisfaction of the employees, their performance and their motivation and rewards are the most important aspects for the successful upgrading. The leadership qualities of the project manager are the baseline of the successful project. Within a project, there stands from few to hundreds of personnel that have different attitudes and different frame of mind, so it’s all within the project manager that at the end of the project is either praised the most or humiliated, otherwise. The leadership qualities include excellent command over verbal and non verbal skills, ability to cope with the extreme situations and consistency. He should be flexible in terms of compensations and rewards, should asses the problems at what glance and must be capable of handling the situation as a boss. The project manager must have excellent convincing power and he must know that how to communicate all what is required from the employees as a work. The job description communicated adequately also defines the nature of working of the employees. Hiring the right employees is not only important but the most essential part of the project management, because these employees will be conducting all of the works and tasks required for the objectives of the project to be completed. The motivation of the employees is the very important factor in order to get the project successful. The competitive project manager knows that the motivation is the driving force of the employees and worker. The lack of motivation results in b ad management and hence results in the failure of the project implementation. Lack of motivation will result in low sales, improper implementation of procedures, rise in unwanted expenses, and negligence to good work, that all contribute to ineffective management. It is always obvious when the project manager see the sales getting down or rather the target could not be achieved accordingly. The most important thing before getting to the employees is finding and getting RIGHT employees for the project. For the things get moving in the right direction, the project manager needs the right employees. And it is the part where the first success of the project lies. Another important aspect is the consideration of the employee requirement. â€Å"It is a two way handshake that becomes the arms of single body†. For the competitive employee hiring, the project must be of the same caliber. The desires, thoughts and requirements of the employees are very important. Along with the employe e’s selection and recruiting, the working environment of the employees is very important. Safe and sound work environment creates ideal conditions for the employees to work properly. The employee motivation to do work according to the manager needs also lies within the other important factor which is the benefits offered. The benefits attracts the good and professional employees that latter becomes the driving force towards success. In order for the efficient workforce, the modern theory of the

Intervention and post-conflict growth (Has to be more specific) Essay

Intervention and post-conflict growth (Has to be more specific) - Essay Example Consequently, the structure of the economy can also be affected by conflicts, and I shall feature the case of the two Latin American countries; Costa Rica and Nicaragua. Furthermore, I shall feature on the causes of conflicts and alternative ways of conflict resolution. This is because, in a conflict situation there has to be a consensus to resolve conflicts for the economy to return normalcy. Instability is one of the factors that have serious adverse effects on the economy. Conflicts have serious consequences on the economy because conflicts, usually, destroy the wheels of the economy one of them being the destruction of the human capital. In post conflict situations, the economy can take a relatively short or long time to recover depending on the measures undertaken to curb the situations in post conflict situations. In the Basque Country case study shows that the GDP dropped by 10% between since the start of the insurgent 1n 1960 (Abadie and Gardeazabal, 2003). The economic growth can be explained from two theories i.e. neoclassical growth theory that predicts that after the conflict the economy recovers quickly. On the other hand, another alternative model explains that the economic recovery may take a long time because the human capital takes a long time to recover (Serneels and Vapoorten, 2010). In some post conflict situations, some countries may fail to progress due to the poor economic performance. Additionally, some of the conflicts inflicted countries experience economy recovery few years after reconciliation (Serneels and Vapoorten, 2010). If physical capital is destroyed during conflicts then an economy is likely to converge quickly but if the human capital is destroyed during the conflict then it will take a relatively long time for the economy to recover to its normal state. According to Serneels and Vapoorten (2010), a civil conflict is less detrimental than an international conflict in terms of physical infrastructure

Satire in Huckleberry Finn Essay Example for Free

Satire in Huckleberry Finn Essay Chapters 1-4: Superstition In chapters 1-4 of The Adventures of Huckleberry Finn by Mark Twain, Twains characters tend to get worked up over the silliest of superstitions. In the second chapter, when Huck accidentally flicks a spider into a flame, he, â€Å"Was so scared and most shook the clothes off [him]† (Twain 3). He counters the burden that the dead spider will bring by performing plenty of even more odd acts like turning around while crossing his breast and tying up a lock of his hair to ward off the witches. Huck is still anxious because he hadnt been told that any of those counter charms were good for removing the penance of killing a spider. Most superstitions throughout these chapters stem from one person telling another of an irrational belief they hold as the truth like Jims â€Å"magical† hair-ball that he profits off of by telling people very vague fortunes (Twain 17-18). Some of these fortunes come true, so people tell others about the miraculous magic hair-ball. Superstition is an issue that has been around forever, and will probably be around forever. A psychologist, B. F. Skinner, discovered that any animal will develop superstitions, we are all just wired that way. For example, if one makes a bad grade on a test Monday, Wednesday and Friday, and it rains Monday, Wednesday, and Friday, one may start to believe that the rain is the reason why they have bad test grades just because of the correlation . Because of this, they may never want to take tests when it rains. Today, superstitions are less abundant because of widespread knowledge of science and reasoning, but it can still be observed in sports and religion where people do things really without a reason or dont really understand why. They just do it because theyve always done it. Superstition today does not really harm society but honestly makes it more interesting. Chapter 5: Greed In chapter 5, Mark Twains character, Pap Finn portrays greed in its purest form, and that is, in a stinky, rotten, hairy, drunkard. Pap Finn never does anything unless it benefits himself. Pap never helped another person out in the entire novel if it meant he had to lift a finger. He only even visits his only son whenever he needs money. When Huck finds Pap in his room right after hearing Jims fortune about the appearance happening, Pap first orders Huck to stop being smart because its making him look bad, and then reveals the real reason for his sudden showing up when he demands, â€Å"You git me that money tomorrow—I want it† (Twain 20). Pap uses the last bit of his power, his father authority, to exercise his greediness. Twain uses Pap to prove that absolute greediness is illogical. Even though Pap does whatever he can to help himself, because he was not good to others like his son, he receives none of the wealth that Huck has gained which would be given to a decent father. Greed is strongly prevalent today, especially in our economy. The American capitalistic economy is strongly centered on greed and excess. The highest ranking person in a business is really almost just like Pap, except they are rich and all.. The banks often try to profit quickly from the less fortunate by mortgage scams and placing many in debt and in even worse conditions than they were already in. CEOs and executives on Wall Street find loopholes to help themselves without even considering the lasting effects on the economy. Of course, there is greed and corruption in the government too. I think that this positively reinforced greed has really damaged the country. Greediness is the heart of America, but if it doesnt have boundaries, we may all turn into very lewd Pap Finns. Chapter 8: Slavery Twain, in chapter 8, demonstrates how slavery rips apart the moral fabric of a society by exposing the hypocrisy and underlying effects of the issue. Slavery corrodes the slave owner just as much as the slave as evidenced by Miss Watson lying about never sending Jim to New Orleans, but since the money was worth more to her than a human life, she goes back on her promise (Twain 43). Despite Miss Watsons piety, because she owns a slave, her morals are allowed to break down, and she breaks a commandment and goes against the bible when she greedily accepts the money. Jim, as a slave, is always in fear. He was afraid of Miss Watsons treatment when he lived with her, afraid of being sent to be a plantation worker, and now terrified of being caught as a runaway (Twain 43). This alone is enough to ruin his humanity, not to mention his physical beatings as well. The only thing he has to hold on to are his various superstitions like, â€Å"You musnt count the things you are going to cook for dinner, because that would bring bad luck† (Twain 45), and all of the signs and other things he points out. Huckleberry, even though he is very fond of Jim, constantly refers to him as â€Å"Miss Watsons Jim† (Twain), reminding the reader that Hucks society was taught that slaves were just property and nothing more. Because of slavery, the southern society in The Adventures of Huckleberry Finn has a lapse in morals by almost all of the whites, actually supports the devastatingly inhumane psychological and physiological treatment of humans, and contains seriously horrible false perceptions and prejudices. Slavery is not really an issue today. It has been abolished for over 100 years now. Although, the fact that (southern) society is functioning much better than it did back then proves that the slave-centered society was not only morally atrocious but also financially weak. The slave owners owned almost all of the wealth in the southern society. The poorer whites all idolized the planter aristocracy, but the aristocracy was hogging all of the wealth and causing the poverty. The Impending Crisis of the South by Hinton Helper, used charts and graphs to explain how exactly the non-slave holding whites were actually being harmed by the institution. The book was quickly ordered to be burned by the planter aristocracy. The only reason the poor whites kept voting for slavery was because they hoped to someday own slaves, and because they liked feeling racially superior. Slavery ended, and a few decades or so later, almost everybody was pretty much content with the way society was functioning Chapters 12-13: Man’s Inhumanity/Cruelty to Man In The Adventures of Huckleberry Finn, Huck Finn is initially not one to stray away from violence and is typically fascinated with it. However, when Twain transitions the violence from make-believe with the band of robbers with Tom Sawyer to bloody, cruel violence on the steamboat, he exposes another moral atrocity by examining it through the eyes of a young boy. Although Huck had been intrigued with murdering and robbing in the beginning of the book, in chapter 12, Huck is greeted by actual violence and death, and realizes how awful it really is. On the steamboat, Huck reacts extremely impulsively when he realizes that the men are actually going to die. He becomes alarmed and heroically wants to save them even if it meant risking his own life (Twain 69-70). Even though Huck had been raised by an outrageously selfish father, and even though he pretends not to be bothered by blood and guts, when confronted with real violence, he puts aside his own need to rescue another. A young, barely educated child can realize how barbaric cruelty to another human is, but the frequency of such events have just desensitized most adults from realize the true monstrosity. I strongly agree with Twains idea that most people are born innocent. Not a great number of killings have been done by young children. Today, I think most of the worst cruel, inhumane treatment is done by people with psychological issues. A lot is done by people who have grown up in an environment that has desensitized them to violence like gangs, drug dealers, and the even the military. The media also plays a role in sustaining inhumanity. The increased violence in video games and on TV shows has made violent events part of every day life. Although I do think most people can differentiate between real violence and fantasy, I also believe that making gore so prevalent has made it seem less serious than it actually is. To me, inhumanity is probably the most disturbing issue. I sympathize immensely with people in poverty, and I really hate people being treated unfairly, but I sometimes cannot even stand to hear or look at somebody treating another person like an animal or even saying awful things to them. Chapter 6: prejudices/biases In chapter 6 of The Adventures of Huckleberry Finn, Mark Twain satires black prejudice by contrasting a white man and a black man. The white man, Pap Finn is dirty, hairy, greasy, and illiterate. He is infuriated that a black man is allowed the right to vote even though he is, â€Å"Most white as a white man†(Twain 27). Pap Finn portrays the white man as evil and racist in the novel. The free black man is the complete opposite of Pap. He is clean, well-educated and nicely dressed (Twain 27). The differences in this man and Pap exacerbate Pap. Just being black was enough to gain Paps hate, but since it was a smart, clean, well-dressed black man, it set him off. Twain disproves the idea of black men being stupid and uncivilized and white men being the better breed by filling the book with exceptions to these claims. I think that people today do get flustered by people being different and come up with racist ideas to help them cope with that. I guess I still live in my own little bubble of Kingwood suburbia, but I have not seen much evidence of extreme racism. I dont even really feel prejudice often either. I try to be analytical of people, but hardly ever base anything off of ones race. I know dangerous racism is still occurring in the deep south, but honestly, its dying out because more and more people are realizing what Twain was preaching. All men are created equal. I think that homosexuals are the next group that will be vindicated. Their civil rights movement is following more of the same patterns as previous ones. People have been slowly understanding them more and more. It is just hard for some to dismiss previously held beliefs.

Analysis of King Leontes Transformation Essay -- King Leontes William

Analysis of King Leontes' Transformation Jealousy and judgement, or rather misjudgement, seem to be major themes in Shakespeare’s plays, in which most judgements are assumed by no logical basis or intellectual wit. King Leontes, unlike Othello, comes to his conclusion by his own means, without any outside verification of truth or logical explanation for his jealousy. However, there are many similarities, based on their situation, between him and Othello. Both men transform, emotionally, into beast like figures whose actions ultimately end their lineage. Although Perdita remains alive, and is able to carry on King Leontes’s bloodline, his name will die with her marriage to Florizel. Othello and King Leontes also adapt a diction that transforms their language into something that resembles the baseness of humanity by the presentation of bestial images and rape that signify the personal anxieties of each men. However, King Leontes’s transformation is different in that his jealousy and language seem to adjust abruptly and without warning. In act one, scene 2, lines 180-208, of The Winter’s Tale, one can see King Leontes’s complete alteration into a desperate man who eventually kills his wife and son. Through an analysis of these lines, it is easy to see the desperation and hate King Leontes develops towards his wife and Polixenes by the treatment of nature and property as a means to talk about sex and betrayal. From the onset of this scene, Hermione maintains her womanly virtue by inviting King Leontes to accompany her and Polixenes on their walk. Despite this proof of fidelity, King Leontes wishes to disprove her devotion to him by witnessing her interaction with Polixenes from afar. King Leontes asserts that ... ...uman kind altogether, through a false syllogism that is only supported by jealousy and misinterpretation. Shakespeare’s treatment of this transformation reflects social anxieties that deal with notions of power, property, relationships, and the need to maintain power or control over those things. Nonetheless, although these lines serve as an important proponent for gaining insight to King Leontes’s irrational, emotional, and even misanthropic state, they by no means advocate the king’s actions or decisions. Furthermore, these lines demonstrate Shakespeare’s ability to use language to its highest potential as well as reflect the social conditions and underlying concerns of his era. Work Cited Shakespeare, William. The Winter’s Tale. The Norton Shakespeare: Based on the Oxford Edition. Ed. Stephen Greenblatt. New York: W.W. Norton & Company, 1997. 2883-952.

World War Ii and Candidates

12 eP e ap . c rs om FOREWORD This booklet contains reports written by Examiners on the work of candidates in certain papers. Its contents are primarily for the information of the subject teachers concerned. 9697 History June 2005 HISTORY GCE Advanced Level and GCE Advanced Subsidiary Level Paper 9697/01 Paper 1 – Modern European History, 1789 – 1939 General comments The general standard of the scripts was satisfactory and all of the Examiners read some excellent work that was relevant, clearly argued and well supported by appropriate knowledge. Most candidates answered four questions as required and used their time effectively. The standard of the answers to Question 1, the Source-based question, was better and Examiners welcomed the improvement.Fewer candidates only summarised the sources and more gained credit by comparing and contrasting them and by assessing their relative value. They considered how reliable and useful the passages were. This could be done in sever al ways, including testing the reliability of what a source said against one’s own knowledge, testing the reliability of what a source said against what other sources indicated, examining the language and argument in a source to indicate its bias, and analysing a source’s language and argument in relation to the author’s purpose or audience. Sometimes candidates dismissed sources because they were biased.However, all sources might be biased in one way or another and the task of historians is to see through the bias and extract useful judgements or knowledge. When answering the essay questions (Questions 2 – 8), weaker candidates were usually unable to provide enough knowledge to support their explanations so that their answers tended to be assertions. On the other hand, good answers were able to balance arguments or explanations with accurate knowledge. This knowledge does not have to be detailed but candidates must provide support for their claims. This was particularly apparent in Questions 3 and 5.In Question 3, there were some acceptable arguments about the general social effects of the Industrial Revolution but the answers could not be given high credit when the claims were not supported by examples. This was the reason why candidates were required to refer to developments in two of Britain, France and Germany. In Question 5, many candidates were able to record accurately a variety of reasons for European imperial expansion but the better answers emerged when they illustrated policies by the use of examples. Less satisfactory answers tended to be vague about specific developments.A discriminating factor between good and less creditable answers was that the former paid attention to key words or phrases in the questions whereas the more moderate responses sometimes comprised general accounts of topics. The essay questions are given below with the key words or phrases in bold. Teachers might decide that it would be a useful exerci se to provide their candidates with exemplar essay questions and discuss which are the key words or phrases that need particular attention in answers. Question 2 Question 3 Question 4 Question 5 How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815?Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe. Explain the growing support for nationalism in Germany and Italy from 1848 to 1871. Why were European governments more willing to support imperialist policies in the later years of the nineteenth century? (You should refer to developments in at least two of Britain, France and Germany in your answer. ) How far had Lenin achieved his aims by the time of his death in 1924? How accurate is the claim that the effects of World War I were the most important reason for the rise of totalitarian governments in Europe during the period to 1939? You should refer to at least two of Germany, Italy and Russia in your a nswer. ) Examine the claim that Marxism developed to 1914 as the result of industrialisation. Question 6 Question 7 Question 8 2 9697 History June 2005 Comments on specific questions Section A: The Origins of World War I, 1870 – 1914 Question 1 ‘Russia’s policies caused the outbreak of war in 1914’. Use Sources A-D to show how far the evidence confirms this statement. This Source-based question on The Origins of World War I asked candidates to use four Sources to consider whether Russia’s policies caused the outbreak of war in 1914.Candidates were given credit when they sorted the Sources into groups. Sources C and D confirmed the claim whilst Source B contradicted it. Source A was interpreted by most candidates as contradicting the claim but some candidates noted the strong hint in the last sentence that Russia would stand by Serbia, often interpreting this as a ‘blank cheque’ from Russia that equated with Germany’s ‘blank cheque’ to Austria-Hungary. Many candidates attempted to evaluate the extracts but some answers applied simplistic tests of reliability.For example, they stated that Source A was reliable because it was a personal telegram from the Tsar to the Kaiser, whilst Sources B, C and D were reliable because they were, in different forms, official documents. The most successful candidates used the internal evidence of what the sources contained to assess their reliability and value. For example, was Source A correct to claim that ‘Germany had used all her influence on Austria-Hungary in order to bring about an understanding with Russia’? Some candidates were given credit when they referred to Germany’s ‘blank cheque’ to deny this claim.There were creditable contrasts between the effects of German long-term planning and Russian mobilisation. The least successful answers sometimes spent too much time in summarising, or paraphrasing, the extracts. They la cked a conclusion whereas the best answers included a conclusion that provided an overall judgement. Section B Question 2 How far was Napoleon Bonaparte an oppressive ruler in his domestic policies from 1799 to 1815? The question asked candidates to examine how far Napoleon Bonaparte was an oppressive ruler in his domestic policies from 1799 to 1815.The overall standard of the answers was sound. The most successful candidates examined a range of issues but focused on domestic issues because these were specified in the question. Answers could not be given credit for discussions of foreign policy. Some answers devoted too much time to the rise of Napoleon to 1799. This could be used as a brief introduction but not as a major point in the argument. Credit was given when candidates considered some of the major policies and reforms introduced by Napoleon, such as the Code Napoleon and the Concordat. They also referred to the police system and censorship.Good answers examined the politica l structure of Napoleon’s rule; it was highly centralised and authoritarian. Some moderate and weak answers omitted this very important aspect of the question. Question 3 Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe. The question was based on the claim that the middle classes gained most from the Industrial Revolution in Europe. The standard of the answers was variable. The most frequent reason why answers did not gain a high mark was that they devoted too much time to eneral descriptions of the processes of the Industrial Revolution and did not examine sufficiently the effects on social classes. There were some sound answers that explained the profits that were gained by the middle classes from investment in industries. Increasing wealth allowed them to play a more important political role. The same reason gave them advantages in society. The question allowed candidates to compare the middle classes with other social groups. Some weak answers only described the hardships of the lower orders and referred to the middle classes by implication but the better responses included a fuller comparison. 9697 History June 2005 Question 4 Explain the growing support for nationalism in Germany and Italy from 1848 to 1871. The key issue was the growing support for nationalism in Germany and Italy and the specified period was 1848 to 1871. Examiners read some very effective answers that were analytical and considered a variety of relevant points. Some referred to the legacies of the French Revolution and the Vienna Settlement. This was relevant as long as it was not given too much space. The most successful answers were balanced between Germany and Italy whereas some did not merit the highest credit because they were imbalanced.Some moderate answers wrote narrative accounts of political leaders such as Bismarck and Cavour. This approach was relevant but it sometimes omitted to link these leaders to nationalism. On the other hand, Examiners read some perceptive answers that argued that, whilst Bismarck and Cavour promoted unification, they were not essentially German or Italian nationalists. There were interesting assessments of the effects of the 1848-1849 revolutions and of the Zollverein in Germany. Question 5 Why were European governments more willing to support imperialist policies in the later years of the nineteenth century? You should refer to developments in at least two of Britain, France and Germany in your answer. ) A recurring quality of the best answers was their combination of argument and examples. Many candidates could explain a number of relevant factors that encouraged governments to support imperialist policies but their essays sometimes lacked examples so that the answers were too general for a high mark. The most successful answers combined explanations of factors such as political and economic interests with references to regions where these were implemented. Question 6 How far had Lenin achieved his aims by the time of his death in 1924?Examiners were pleased with the quality of most of the answers. Credit was given when candidates explained Lenin’s aims explicitly; these were assumed by some of the more moderate responses. The most successful answers considered both his successes and his failures and came to a considered balance of judgement. Answers in the middle and lower bands sometimes focused exclusively on successes. A few candidates devoted too much time to the rise of Lenin and Bolshevism to 1917; this was relevant but needed to be linked to the key issue of Lenin’s achievements by 1924.Among the successes that were explained was that Lenin took the Bolsheviks to power in 1917. He then led the new government to victory against the Whites in the civil war. The war with Germany was ended. He established a one-party state, defeating opponents, and he was unchallenged personally. On the other hand, possible failures might have incl uded the fact that Lenin’s economic measures, especially War Communism, almost led to collapse and had to be revised in the New Economic Policy. Survival was achieved at the cost of abandoning Marxist-communist principles.Terror became widely used. Question 7 How accurate is the claim that the effects of World War I were the most important reason for the rise of totalitarian governments in Europe during the period to 1939? (You should refer to at least two of Germany, Italy and Russia in your answer. ) The question asked candidates to consider whether the effects of World War I were the most important reason for the rise of totalitarian governments in Europe. They were required to refer to at least two countries out of Germany, Italy and Russia in their answers.The general quality of the essays was satisfactory and Examiners read some excellent answers. These assessed the impact of the war and compared it with other factors; their arguments were supported by appropriate knowl edge. Good candidates explained that the war had serious political and economic effects. For example, it destabilised an authoritarian regime in Russia and the post-war democratic governments in Germany and Italy because neither state was content with the outcome of the conflict (including Germany and the imposition of the Versailles settlement and Italy’s disillusionment with erritorial issues). Economic consequences were examined. In Germany and Italy, the war led to the growing appeal of ultra-nationalist groups whilst it confirmed communist leaders, Lenin and then Stalin, in power in Russia because the 1917 Revolution was a direct outcome of World War I, although it was not its only cause. With this basis, sound answers explored other factors in the rise of totalitarian governments, such as the personal appeal of leaders and their use both of propaganda and terror to enforce obedience. Democratic governments were weak. 4 9697 History June 2005Question 8 Examine the claim that Marxism developed to 1914 as the result of industrialisation. The key issue was the connection between Marxism and industrialisation. Candidates gained credit when they explained that Marx believed that there was such a link; he held that capitalist industrial states suppressed the wage earners or proletariat. The middle class or bourgeoisie were said to use industrialisation to exploit the lower classes. Sound answers explained that Marxism appealed most to those in industrial societies, especially in France and Germany.However, it did have less appeal in highly industrialised Britain. Some noted that Russia, the centre of the first Marxist revolution, was not an industrially-based country. Some weak answers were vague about Marxism and provided only general accounts of industrialisation. These did not deserve a high mark because they did not address the key issue in the question. Paper 9697/03 Paper 3 – International History, 1945 – 1991 General Comments The num ber of candidates taking this paper was slightly up on last year. The overall standard of the candidates was satisfactory.Most scripts demonstrated a reasonable level of knowledge and understanding. The paper produced answers which covered the entire range of marks with a pleasing number of candidates producing some high quality answers. An example of a high quality answer has been included below under Question 1. The most successful candidates used their knowledge and understanding of the topic to answer specifically the question on the examination paper. Knowledge was used to support and sustain an analytical argument which came to a specific conclusion.Many candidates underachieved because they tended to use their knowledge to write narrative and descriptive answers which contained only a limited amount of analysis. Each question on the examination paper focused on one of the topic areas contained within the syllabus. In Question 1, candidates were asked to assess the hypothesis that the UN Secretary-General was the most important factor in ending the Suez Conflict of 1956. The command instruction of ‘how far’ required candidates to offer an analytical answer ‘for’ and ‘against’ the proposition in the question, using source information and contextual knowledge to support their answers.The essay questions (Questions 2-8) were all framed in a similar way to enable candidates to engage in analysis. Command instructions such as ‘how important’, ‘assess’ and ‘discuss’ require candidates to produce a balanced analysis in direct response to the question. Given the limited time available in the examination, lengthy contextual sections which ‘set the scene’, unfortunately limit the time available for direct coverage of the issue in the question. Although it is useful to plan an answer, candidates should be aware that this exercise should take only a few minutes for each answer .Very few candidates failed to attempt four questions. However, although a number of candidates failed to finish their final answer, this was presumably due to pressure of time. Comments on specific questions Section A: The Development of the United Nations, 1945 – 1991 Question 1 How far do Sources A-E support the view that the work of Hammarskjold was the most important reason why the Suez conflict was brought to an end in November 1956? The question required candidates to study five sources on the UN and the Suez Crisis of 1956.They had to consider the view that the UN Secretary-General, Dag Hammarskjold was the most important reason why the Suez Crisis was brought to an end in November 1956. In doing so, candidates should have considered information within each source, cross referenced information between sources and have analysed the attribution of the sources to decide whether or not the hypothesis in the question was correct. 5 9697 History June 2005 The vast majority of candidates were able to use source information to construct an answer which both supported and challenged the hypothesis in the question.However, although most candidates used information within the sources, fewer were able to cross reference information between sources or evaluate the sources as examples of historical evidence on the issue. In providing source devaluation, many candidates did not go beyond referring to specific sources as ‘biased’ or ‘fairly reliable’, without explaining precisely why this assessment was made. For candidates to receive adequate reward for source evaluation, an explanation of why sources might be ‘biased’ or ‘unreliable’ is required.Some candidates wrote extensive answers to this question which created time problems in answering the essay questions later in the examination. The following is an answer to this question; although it did not receive full marks, it does illustrate a very high standar d of answer. The claim that Hammarskjold was the most important reason why the Suez Conflict came to an end is debateable. Source A supports the hypothesis by almost making it seem that UNEF would not have been possible without him. ‘Hammarskjold found himself acting as much in the diplomatic as in the administrative field. This was because he had to persuade Egypt to be the host country for the UNEF. This source gives one the sense that the Secretary-General was an effective leader in a time of pressure and was willing to take up the challenging role. For instance ‘The Assembly asked the Secretary-General†¦ to produce a plan for a UN force within 48 hours’. Hammarskjold took up the challenge and organised the force. This gives the impression that the UN General Assembly would have been helpless without Hammarskjold’s involvement. This source has been written by a British journalist six years after the end of the conflict.Although not a key player in t he conflict the journalist provides credible evidence as to the role of the Secretary-General. Source B also supports the hypothesis. It looks more at the diplomatic side of the conflict by stating that ‘Hammarskjold†¦succeeded in establishing a basis for co-operation between the UN and Egypt upon which the UNEF operated smoothly’. The source only focuses on this fact of how Hammarskjold was able to persuade Nasser. This point is also mentioned in Source A. One has also to note the author of the source. Brian Urquhart was a key player concerning the UN presence in the conflict.As it is explained in source C Urquhart was part of Hammarskjold’s ‘admirable staff’. Therefore, this source provides more effective information because Urquhart was involved in the UN at the time and therefore knew precisely what was happening. The source, in that sense, can be said to be reliable. However, as a member of Hammarskjold’s team it may be likely to sup port the role of the Secretary-General. This source comes from a biography of Hammarskjold and does not offer any critical comments on the Secretary-General’s role in the Suez Conflict. Therefore, source B may not be wholly reliable as evidence.Source C partially challenges the hypothesis, unlike the first two sources. It points out that ‘the idea (for the UNEF) came from Lester Pearson’. Therefore, Hammarskjold cannot be said to be the most important reason for the ending of the Suez Conflict. The author of this source concentrates more on the role of the General Assembly. It states, ‘the Suez crisis was†¦ the finest hour of the General Assembly’. The author gives credit to Hammarskjold ‘and his admirable staff’. One can see that Hammarskjold is not praised as he is in Source A and furthermore, this view can be seen in Source D which also partially challenges the hypothesis.The General Assembly gets more attention when the Security Council would not do anything following the veto by Britain and France. Hammarskjold is shown in a different light compared to sources A and B. Hammarskjold is said to have ‘had serious doubts at first about’ Pearson’s idea. In sources A and B Hammarskjold seems to have jumped at the challenge without having second thoughts. On the other hand, one should take note that the source was written in 1995 and would have had a better overview of what happened. This would explain the playing down of Hammarskjold’s role.Source C is written by a diplomat and source D is written by a journalist neither of which were key players in the conflict. The sources are both from books which attempt to place the Suez Conflict in wider international context. The sources cannot be said to be wholly reliable but they do offer an objective view. Source E partially supports the hypothesis. Yet, like sources C and D states that there were different key people. The source states â⠂¬Ëœthe key person, in addition to Hammarskjold himself, was Lester Pearson’. Lester Person is actually labelled as a key erson rather than just being mentioned as the person who came up with the idea of the UNEF. But this source does not play down Hammarskjold’s role and also mentions that he ‘quickly provided a preliminary plan’ about the crisis. This is similar to source A. 6 9697 History June 2005 In conclusion, source A and B fully support the hypothesis while source partially supports it. Sources C and D partially challenge the hypothesis. Sources C, D and E all have the advantage of having a better overview of the Suez Crisis, being written some time after the event.However, these sources are not written by key players and they cannot be considered wholly reliable. Source A is not written by a key player but was written soon after the event. Source B, on the other hand, is written by a key player but cannot be said to be wholly reliable because one would not expect a person to openly criticise his own organisation. The hypothesis claims that the Suez conflict was brought to an end because of Hammarskjold’s work. Yet, most of the sources have pointed out that other key players, the General Assembly, Pearson and Nasser, also helped to end the conflict.I would suggest that the hypothesis should be modified to ‘How far do sources A-E support the view that the work of Hammarskjold, in carrying out the idea of Lester Pearson, was an important reason why the Suez conflict was brought to an end in November 1956? ’ Section B Question 2 Which of the following has the best claim to mark the start of the Cold War: Churchill’s Iron Curtain speech, 1946; the Truman Doctrine, 1947; the Berlin Blockade, 1948-1949? Explain your answer. This was by far the most popular of the optional essay questions.However, some candidates did not differentiate effectively between the ‘cause(s)’ and ‘start’ of the Cold War. In many of these answers a significant amount of time was used to provide detailed contextual material going back to the Bolshevik Revolution of 1917. The vast majority of candidates displayed a detailed knowledge of the1945 to 1949 period of the Cold War in Europe. The best answers were able to use this information to answer the question directly. Those candidates who achieved high marks were able to explain directly which of the three developments had the best claim to starting the Cold War.Knowledge was then deployed to support and sustain the case made. A number of candidates took the view that none of the three incidents constituted the start of the Cold War. The best of these answers were able to explain which of the three developments did not constitute the start of the Cold War as well as pointing out why another incident deserved the title. The Soviet takeover of Eastern Europe, 1945-48 and the Marshall Plan were offered as alternatives to the three develo pments offered in the question. Question 3 Who or what was responsible for the globalisation of the Cold War?This was also a very popular question. Many of the better answers were able to give a definition of the term ‘globalisation’. They also made specific reference to the two command instructions in the question, ‘why’ and ‘what’. Most of the candidates were able to mention the Korean War as a possible starting point in the globalisation of the Cold War. Other events such as the Vietnam War, Cuba and the Arab-Israeli conflict were mentioned. Some candidates mentioned the collapse of the European overseas empires in the 1950s and 1960s which resulted in the involvement of the two superpowers.In determining responsibility, the vast majority of candidates chose either the USA or the USSR or both as the prime culprits in globalising the Cold War. However, a small number of candidates also laid blame on the ambitions of the People’s Republ ic of China. Question 4 Assess the relative contribution of America and the Soviet Union to the outcome of the war in Vietnam? This was not a popular question. A clear majority of candidates chose Question 3 over Question 4. Many answers adopted a narrative-chronological or narrative description of the Vietnam War.Very few candidates were able to assess the ‘relative’ contribution of either the USA or the USSR. In many cases, the US contribution was seen in providing troops and leading the conduct of the war from 1965 to 1972. The Soviet contribution was seen in terms of providing military equipment to North Vietnam. Very few candidates were able to link the term ‘relative contribution’ to the ‘outcome’ of the Vietnam War. As a result, diplomatic aspects of the contribution of both the USA and USSR were ignored. 7 9697 History June 2005 Question 5 How important was the West in the collapse of the USSR in 1991?This proved to be a very popular qu estion. It was clear that the majority of the candidates had a clear understanding of why the USSR collapsed in 1991. Those candidates who underachieved tended to ignore the role of the West and instead, concentrated on the internal factors which resulted in the collapse of the Soviet Union. Most of this type of response mentioned Gorbachev’s attempted reforms (Glasnost and Perestroika) and their subsequent failure. Fewer candidates referred to the impact of nationalism (The Baltic States and the Caucasus region) on the weakening of the USSR.Only a small number of candidates referred to the events of August 1991 which led directly to the USSR’s collapse. Unfortunately, those candidates who displayed detailed knowledge of internal factors without mentioning the importance of the West, did not score highly. Of those candidates who referred directly to the role of the West, the vast majority referred to the role of the USA. The Second Cold War was regarded as a major dest abilising factor for the USSR. The cost of matching the USA in both conventional and nuclear armaments was cited as an important cause of the Soviet Union’s collapse.A small number of candidates mentioned the broader role of the West. The disparity of lifestyles and wealth which were picked up via TV and radio in East Germany or by radio across the Soviet Bloc were given as examples of this phenomenon. Question 6 How successful were attempts to control the nuclear arms race between the superpowers in the period 1960 to 1980? Examiners noted that the majority of answers to this question adopted a narrative and narrative-chronological approach, with only very limited analysis of the issue of ‘success’, which was mentioned in the question.The vast majority of answers referred to the Test Ban Treaty of 1963, the Non-Proliferation Treaty of 1968 and the two SALT treaties of the 1970s. Unfortunately, a significant minority of candidates did not limit their coverage to the period ending in 1980. As a result, considerable time was spent describing and explaining the role of START, SDI (The Strategic Defence Initiative or Star Wars) and the INF (Intermediate Nuclear Forces) treaty. Considerable detailed knowledge was displayed on the treaties of the 1960s and 1970s mentioned above.However, this knowledge was not always used to its full effect. In many cases knowledge was deployed to describe events and the terms of treaties, rather than used to explain the degree to which attempts were successful. Question 7 ‘By the 1980s, the American dominance of the international economy had almost disappeared’. Discuss. Examiners noted that this was not a popular question. Many responses showed only a limited knowledge of the international economy between 1945 and the 1980s. Many candidates accepted the assertion in the question at face value.They mentioned the rise of West Germany and Japan as potential economic rivals to the USA in the internation al economy by the 1970s. They also mentioned the rise of the Asian Tiger economies in a similar vein. Some candidates mentioned the collapse of the Bretton Woods system by 1972, with the abandonment of the Fixed Exchange Rate system. However, only a few candidates offered a balanced approach which mentioned that although the USA’s overwhelmingly dominant position in the international economy after the Second World War had been eroded, it had not disappeared.US dominance in I. T. related industries as shown by the NASDAQ index of companies (e. g. Microsoft, Hewlett Packard, Apple etc. ), and its dominant role at the WTO and with the World Bank, were cited as examples of continued dominance. 8 9697 History June 2005 Question 8 Why did Africa experience serious problems of famine in the 1980s? Although not a popular question it, nevertheless, produced some very good quality answers. It was clear that some Centres had taught this topic extremely well.Candidates were able to menti on social, climatic, political and economic factors which resulted in large areas of Africa experiencing famine in the 1980s. The best answers gave specific examples of the areas of famine. The most regularly mentioned were Ethiopia and Somalia. However, in several cases candidates interpreted the question somewhat differently. Many candidates displayed sound knowledge of Africa in the 1980s but used this knowledge to explain why Africa was relatively poor compared to the rest of the world, rather than the specific issue of famine.Paper 9697/05 Paper 5 – History of USA c. 1840 – 1968 General comments There was a considerable increase in the number of candidates compared with June 2004. The overall standard was sound, but certain common weaknesses were evident, resulting in lower outcomes. The most common was failing to answer four questions, or alternatively only offering a few lines as answers. There were also a number of completely irrelevant answers which scored Ban d 7 (0-7 marks).However, the best scripts were a pleasure to read, being consistently relevant, well structured, analytical or explanatory, with good supporting evidence appropriately used. These scored Bands 1 and 2 (18-25 marks). One script even attained the exceptionally high mark of 96. The compulsory source based question, Question 1, was answered indifferently. To simply repeat and recycle the words of the sources with a few general remarks at the beginning and/or end of the response could at best only result in Level 3 (10-14 marks), and this is what most candidates did.To achieve the higher bands it was essential to use the sources as evidence, i. e. to interpret and evaluate them in their historical context. The most common failings in the essay questions (2-8) were over reliance on narrative and descriptive responses and a reluctance to engage in relevant analysis of the problems posed in the questions, backed up by good evidence in a coherent structure. Comments on specif ic questions Section A: The Road to Secession and Civil War, 1846-61 Question 1 ‘It was the complete breakdown in trust between North and South that made compromise impossible. Using Sources A – E, discuss how far the evidence supports this assertion. Only a minority of candidates evaluated the sources as evidence in their historical context, but those who did scored higher marks in Levels 5-6 (19-25 marks). A common failing was to put the case for or against the contention, whereas it is important to show the evidence for and against it and then to come to a conclusion as to which, in the candidate’s view, is better or more reliable.Few candidates noted that the sources came into three groups, A being two years before Lincoln’s election in November 1860, B and C being an immediate reaction to his victory and D and E, after the secession of the lower south had occurred. Few candidates pointed out that Douglas was a Presidential candidate in 1860 and only s ome explained what his doctrine of Popular Sovereignty involved and how it had proved unworkable in Kansas. Most candidates saw the significance of Stephens being later Vice President of the Confederacy, but few gave evidence of his strong pro-Union views until his home state of Georgia seceded.The best approach was for candidates to give the evidence for the contention; this would be Sources B, D and E in their historical context and then to give the evidence against the contention; this would be Sources A and C in their historical context. Finally, the candidate should state his or her conclusion, or at the highest level, why sources point to a different hypothesis to that stated in the question, or alternatively, why the hypothesis should be modified in the light of the evidence. 9 9697 History June 2005 Section B Question 2 ‘Mexico will poison us. United States? How accurate was this prediction of the effects of the Mexican War on the This was a very popular question with the great majority of candidates answering it. A significant number simply ignored Whitman’s quotation and gave a descriptive account of the origins and course of the war. The majority of candidates went beyond this to point out that as a consequence of the huge annexation of territory the slavery question flared up violently with sectional tensions getting steadily worse and leading to secession and civil war.The best responses went beyond this to point out that the ultimate result was not only a transcontinental nation from Pacific to Atlantic but that the Union victory led to the elimination of the Southern veto in the Senate and that America became the most aggressively capitalist and individualist nation in the world. It could be argued that the modern American nation took shape as a result of the territorial annexations from Mexico. Question 3 ‘I claim not to have controlled events but confess plainly that events have controlled me. ’ (Abraham Lincoln, spee ch in 1864). Do you agree with Lincoln’s assessment of his Presidency?A very popular question but few really good responses; most candidates played it safe by giving a descriptive account of Lincoln’s Presidency, in some cases going back long before he became President. The point of the question was not that Lincoln simply reacted to events but that many of the key events facing him were beyond his control. Obvious examples would be the acute sectional crisis of the 1850s, the whole slavery issue and the decision of the Lower South to secede and form the C. S. A. Relatively few pointed out that Lincoln was decisive and active when needed.Good examples would be his skill in keeping Kentucky and Maryland from seceding, the Emancipation Proclamation, his flat refusal to negotiate terms with the Confederacy when this appeared to be the only way to end the war, as in the early half of 1864. He also assumed to himself almost dictatorial powers in suspending, in effect, the B ill of Rights, introducing censorship and suspending Habeas Corpus. He also appointed and retained Grant amid much criticism and towards the end of his Presidency had a Reconstruction programme which, if implemented, might have reconciled the defeated South.Question 4 Explain why the United States became the world’s leading industrial nation in the period 1865-1900. A minority choice but reasonably well answered. The role of technological inventions was well handled and nearly all candidates discussed the endless supply of cheap and motivated labour by immigration. Relatively few mentioned cheap land or the fact that the US had a political and legal framework in this period which was extremely favourable to business and hostile to any degree of government in economic matters, with the partial exception of the railroads.There was an almost total lack of data – for example, that by 1900 the US produced 30% of the world’s industrial goods. 10 9697 History June 2005 Question 5 How was it possible, in spite of constitutional protection, for the Southern States to deny basic civil rights to African-Americans from 1895 to 1964? A very popular question, though not very well handled, with little discussion of the roles of Presidents Kennedy and Johnson in granting full civil rights. In theory the thirteenth, fourteenth and fifteenth Amendments had granted full legal and civic equality to the Freedmen.The basic problem, which few candidates mentioned, was that the whites had lost interest in the fate of the African-Americans; the latter were a small minority in the nation and even in the former slave states they were a majority in only two states in 1900. As a result, the southern states were able by a variety of means, which were quite well described, to circumvent the plain intention of the Amendments by reducing blacks to the status of permanently second class citizens, denied the right to vote and access to the same level of education as the whi te majority.Most candidates mentioned the effect of the Supreme Court decision in Plessy v Ferguson. The role of the Ku Klux Klan in the 1920s was probably overstated and few mentioned FDR’s juggling act in keeping the Solid South as part of his victorious coalition, while successfully wooing Northern blacks into voting for him. Most Presidents in this period were indifferent to black aspirations. Candidates correctly dwelt on Martin Luther King’s inspiring and intelligent leadership in the civil disobedience campaign from the 1950s onwards.Few mentioned his building up of alliances with Democratic politicians in the North, in particular Kennedy. The effect of the Brown case was dealt with well and better responses highlighted the effect of the Cold War on putting pressure on the American political establishment to grant civil rights. None pointed to the irony of the Texan career politician Lyndon Johnson pushing through the major civil rights legislation when his more high minded predecessors had been unable, or unwilling, to do so. Question 6 How different were the policies adopted by Hoover and Roosevelt to deal with the Great Depression?A popular question but candidates paid little attention to Hoover. Unlike Roosevelt, Hoover believed firmly that it was quite wrong for the Federal Government to engage in the regulation of, and interference in, the economy. No one mentioned that Hoover tried very hard to commit FDR to a continuation of his own policies even up to the day before FDR’s Inauguration in March 1933. Hoover was, of course, regarded as one of the great humanitarians of the twentieth century for his outstanding work in famine relief in Russia in 1919 and 1920 and it is quite wrong to portray him as indifferent to suffering.His policies were, however, ineffective and from 1929 to 1933 unemployment, business failures and falling stock market prices grew steadily worse until it seemed that the whole financial system of the US was on the very edge of total collapse. While candidates were correct to portray FDR as both different from and more effective than Hoover, few made much sense of the famous New Deal. It was not a coherent, logical programme and at times it was not easy to see precisely what FDR was trying to do; this was not helped by his persistent deviousness.However, he managed to infuse all around him with his unfailing cheerfulness and optimism (in contrast to Hoover) and he was clearly an activist ready to try any policy, however unorthodox, to beat the slump. As a result the popular mood shifted and disaster was averted. Some candidates correctly pointed out that unemployment figures were still very high up to 1939. Question 7 ‘Gradually and rather reluctantly, the United States became an imperial power and a military presence on a global scale. ’ Is this a fair assessment of American foreign policy, 1890-1919?This question required skill in organisation as it covered two wars, but most candidates relied on a descriptive, rather than an analytical answer, and as a result the treatment of the 1914 to 1919 period was frequently hurried with, too often, the Versailles Peace Conference being ignored. Few were prepared to tackle the assertion contained in the question. The war with Spain was brutal and pitiless, resulting in de facto control of Puerto Rico, the Philippines, and in effect Cuba. There was certainly nothing accidental or hesitant about it. It did make the US a global, and in effect, imperial power.No candidate mentioned Theodore Roosevelt’s successful mediation in the Russo-Japanese war which resulted ironically in the Nobel Peace prize being awarded to one of the most aggressive and warlike US Presidents. Many candidates discussed Roosevelt’s acquisition of the Panama Canal and the creation of both the US Canal Zone, with sovereign powers, and the creation of the state of Panama being hived off from Columbia. The first World War was ha ndled better, with most candidates being correct in describing President Wilson’s determination to stay out of conflict.It is arguable that the US was slowly dragged into conflict once Russia had withdrawn in 1917, leading to the strong likelihood of German victory which financial considerations, among other factors, made unacceptable to the US. No candidate mentioned the famous Zimmerman telegram and its effect on US public opinion. In 1918 and 1919 Wilson seemed to develop illusions of grandeur in attempting to force his own internationalist ideals on reluctant Allies. 11 9697 History June 2005 Question 8 How far was increasing national prosperity from 1945 to 1968 shared by all Americans?Very few candidates answered this question and none did particularly well. The main focus of responses was on the exceptions to the national prosperity, usually African-Americans, but the other pockets of poverty such as the rural poor, declining mining areas and Hispanic migrant workers, were usually ignored. One would have preferred to have seen much more discussion on why and how Americans became so prosperous in the post war period. Alone among major powers, it gained enormously in wealth from the war and dominated the world economic scene during the whole period.The US was a major beneficiary of the long economic boom from post war reconstruction and the huge armaments industry benefited greatly from the Korean War and the Cold War with the Soviet Union. These factors were ignored. Paper 9697/06 Paper 6 – Caribbean History, 1794 – 1900 General comments In the main candidates attempted the required four questions, although there were a few who obviously spent too much time on Question 1 and either could not finish a fourth question or, in some cases, had failed to tackle a fourth question.As far as possible, candidates should give equal shares of the time available to each question as a truncated or missing final answer will affect the examination r esult. Among the ways of avoiding the most serious consequences of failing to complete four full answers would be to plan responses to the questions so that, if need be, a firm outline of an answer could be given when time is running out, rather than writing two or three paragraphs which only represent a fraction of the material a candidate may have available.Question 1 was always answered. Many candidates were able to consider critically the material in the sources and the reasons why they were written. Some answers only made use of the sources for their content and at face value. A number of candidates did not write a conclusion to their response and so failed to link what they had written to the statement in the hypothesis. Of the other questions, Question 4 was the most commonly answered followed by Questions 3, 2, 6 and 5 in the order of frequency.Though many candidates did use examples for their answers from across the whole Caribbean area, some answers were written in very ge neral terms and, often, with the experience of the British Caribbean (or Jamaica only) in mind. Question 4 was an example of this, but answers to other questions sometimes had a similar appearance. In Question 2, abolition in the British colonies often took up more than half of an answer which should have given prominence to French and Spanish experiences too. Detailed comments on the answers to all the questions follow later in the report.There were some examples of candidates embarking upon answering questions without sufficient thought or planning. Examples included Question 2, in which there were long accounts of how the slave trade in the British Empire was ended, which might have provided a single point about abolition but where a page and a half of detail represented a wasted opportunity to deal with the question more directly. Candidates probably needed to take some time to collect their ideas about Question 5 and to plan to cover both societies and economies. In general, sc ripts were well presented, though some candidates’ handwriting was difficult to read.A few candidates failed to arrange their scripts in proper page order and some did not number their questions. 12 9697 History June 2005 Comments on specific questions Section A: Emancipation and its Consequences Question 1 ‘As the nineteenth century progressed, it became clear that there was no future for the Caribbean sugar industry’. How far does the evidence of Sources A-E support this statement? The Level description for candidates to receive at least two-thirds of marks is that a candidate ‘by interpreting/evaluating sources in context finds evidence to challenge and support the hypothesis’. Evidence is a key word.Candidates should use all the sources, use them as more than a source of information and relate them to the hypothesis in order to gain a high mark. Responses to this question varied widely. Many considered at least some of the sources critically. Som e answers were unnecessarily long. Sources A and B described the introduction of machinery to the processing of the cane and gave a hopeful impression of the future of parts of the sugar industry in the early 1850s. Candidates raised questions about the possible attitude of the Governor of British Guiana in Source A and possible journalistic and pro-planter bias in Source B.Other points about the wide time scale of the sources and their limited geographical scope were made in order to assess the sources. Many missed the chance to use Source D (about the problems of the sugar industry in the British Caribbean, 1876-77) and Source E (on Cuban sugar production in the 1890s) to compare the seemingly dire situation in one part of the area at one time (Source D), with a more buoyant one a little later (Source E). In Cuba, sugar production recovered rapidly after the disasters of war, presumably because of the underlying strengths of the industry there.In addition, both could be related to the hypothesis and used to suggest that the situation of sugar production was not hopeless in every area and also to question whether Source D really indicated that there was no future for British West Indian sugar. Both Sources C and E were occasionally misunderstood when candidates did not read the extracts through to the end. Many candidates seemed to assume that each of the sources would be directly for or against the hypothesis where, in fact, it could be suggested that none is as clear cut as that.Section B Question 2 Discuss the factors which account for the abolition of slavery in British, French and Spanish colonies in the Caribbean. A strong point about many answers was that a number of factors, humanitarian activity, resistance of the enslaved, political and economic circumstances, were outlined in the introduction. These themes were then continued through the essays with comparisons of all three sets of experiences together or sometimes with British and French situation s compared, followed by a section on Spain. The dominant element was often material about British colonies.Individual factors sometimes were sketched in and there were examples where description replaced the discussion and weighting of the various factors. Treatment of economic and political factors was often slight in comparison with humanitarian activities and slave resistance. Dealing with France, only Victor Schoelcher’s influence tended to attract much attention and some candidates wrote little about Spain. Less successful answers took each country’s experiences separately and sometimes went back into the eighteenth century anti-slave trade movement in Britain in great detail.This led to over long essays which failed to deal adequately with the question. Question 3 Compare apprenticeship in the British Caribbean with the patronato in Cuba and assess their respective results. The comparison element in this question was usually well done and many candidates were wel l informed on the Spanish experience. Normally there was a reasonable attempt to compare the two schemes in terms of planter control, punishments, wages, manumission and judicial supervision. The premature ending of each was explained and many candidates judged the Spanish experience to be more humane and more successful than the British.There was a minority of candidates who gave great detail on the emancipation legislation but did not look at the working of the systems in much detail. 13 9697 History June 2005 Question 4 Assess the reasons why freed people left the estates where they had been slaves. This was the most widely attempted question in Section B. There was a tendency for candidates to present a series of possible explanations without any assessment or illustration to show the complexity of the situation or the time scale involved.In general, answers were restricted to the British Caribbean and mostly attempted to cover the push and pull factors. The most successful answ ers reflected an awareness of the debate among historians about the reasons why freed people left the estates, emphasising opportunities which freed people saw and exploited. Only a few answers dealt only with the rejection of plantation life and the consequent ‘flight from the plantations’. Some candidates used the development of the peasantry to 1860 as an illustration.Others made good use of the theme that emancipation widened the expectations of freed people. Question 5 To what extent were societies and economies of Caribbean colonies affected by emancipation up to 1900? Explain your answer. Many answers concentrated on economic change and did not reach the date 1900. Some largely reproduced material which was appropriate to Question 4. More effectively, a large number of answers concentrated on the creation of the peasantry and its social and economic results, including the impact on plantation labour and the knock on effect of immigration schemes.Some candidates w rote about the diversification of crops and the export trade, using Jamaica as an example. Also mentioned were issues about the quality of life (family and education) and social development (village communities and financial cooperatives). Developments in education and health care were mentioned in some essays. There were some sound and well organised answers. Question 6 How far was there a labour crisis in the Caribbean sugar industry in the second half of the nineteenth century? This was a good question for those who were prepared to plan the answer on the extent of the crisis.Very few candidates did this. Most candidates discussed labour problems in general and the introduction of immigrant labour. Reference to a labour crisis was either non-existent or very brief, possibly a statement that from the landowners’ point of view, there was no longer an adequate or dependable labour force or, with reference to Trinidad and British Guiana, that even in the slave period there was an insufficient supply of labour. Because of the tendency to deal with the ‘labour issue’ rather than the ‘labour crisis’, most answers lacked emphasis in relation to the question.One plan could have been to deal with: †¢ †¢ †¢ the idea of a crisis, ‘a crisis for whom’ areas of ‘crisis’ where there was no crisis (Cuba, Barbados). Question 7 How significant was discrimination based on gender in Caribbean societies after emancipation? Explain your answer. Answers tended to centre on examples of male dominance, though in any one answer few were mentioned. The main point made in relation to the ‘How significant’ element in the question was that gender discrimination was one among a number of forms of discrimination in Caribbean societies.Most answers were short and limited in scope. Question 8 Explain how Haiti achieved and consolidated its independence. This question was based on the final section (VII) of the syllabus. Unfortunately, most candidates who attempted to answer it used material which was appropriate to the first two content sections. In consequence, few of the answers covered independence or the period which followed. Many answers dealt only with Toussaint, or even with earlier