Mildred Pierce and His Girl Friday:Portrait of Working Women in the Pre

Mildred Pierce and His Girl Friday: Portrait of Working Women in the Pre- and Post-World War Period His Girl Friday and Mildred Pierce are two films from the 1940's that deal with the position of women within the workforce in the time prior to America's involvement in the war, and after the tide turned in the Allies' favor respectively. This has a great deal to do with the ways in which these women--Hildy and Mildred--are portrayed. The two films are of drastically different genres and plots, and this in addition to the social milieu in the two drastically different times that they were made shows the changes in attitudes towards women in the workforce over the course of the war. His Girl Friday is a screwball romantic comedy that creates a fantasy world and a fantasy woman who navigates this world with great ease. She finds love at every turn, and succeeds in earning her heart's desire, which is both a career and a man who loves her, who, with every underhanded trick, proves the power of love. Mildred Pierce on the other hand, was made in a combination of the film noir and melodra matic styles, showing a woman's struggles for both success and love, and within the diagetic space of the film, she is constantly frustrated. Mildred, at the beginning of the film's timeline, has the life that Hildy Johnson, throughout His Girl Friday, claims that she wants--a nice suburban existence with a nice family and a nice house with a metaphorical white picket fence. But a darker picture quickly reveals itself, and this life is not as perfect as it seems. To support herself and her family, Mildred begins to work for a living, soon realizing that with her ambition and intelligence, she can prosper. She wants to give her daughters the life ... ...ountry that shouts freedom from oppression from the rooftops must be insidious when it comes to restricting those freedoms. Mildred Pierce is a fable that gives a picture of what women's lives would be like if they did not let men do their wage earning, if they did not embrace their traditional role, if they did not learn their lesson and stay at home. Mildred had no choice but to search out employment, relying on only herself to support her family, like many women in the war-time period. But she did not keep to her place. She did more than just earn a living, she prospered, and to let that image remain with American women could have been disastrous to the American economy. She could not be allowed to succeed, because she was trying to play too many roles, to achieve in every aspect of her life, and that, according to the American way, from a woman, is not allowed.

Doctor Who vs. Back to the Future Essay

People always love a good science fiction film or show, because even though it can have the same basic idea, they can be completely different. Doctor Who and Back to the Future are two of the world’s most beloved franchises, however, even though they are both based on time travel, they completely different but have some key similarities. Both of these franchises have a basis of time travel. Doctor Who is about an all-knowing alien named The Doctor, who travels through time and space in his time machine called the TARDIS. He is normally accompanied by a friend or a companion that he picks up along his travels. With Back to the Future, it revolves around a seventeen-year old kid named Marty McFly who, after crazy circumstances, winds up taking the time machine his best friend, Doc Brown or Doc, had invented. Marty is accompanied by Doc from different points in Doc’s time line. The extent of time travel is different for these franchises. Time is one of the most complicated ideas in all of history. When it comes to the time travel perspective Doctor Who is much more complicated than the simple Back to the Future model of time travel. In Back to the Future, Marty accidentally goes back in time and stops his parents from ever meeting. Throughout the movie he tries to get his parents to fall in love. When he begins to fail at getting them to fall in love, he starts to fade away. This idea seems to be pretty straightforward. However, you need to take into account the fact if Marty was never born how did he travel back and stop them from meeting. In Doctor Who it goes much more in-depth and time travel gets more difficult to understand. If the Doctor was faced with the same situation as Marty, a paradox would occur and he would have been from a different time stream where his parents got married, and he wouldn’t have faded away. One of the most immense trademarks that define these franchises is the characters. The trademark characters define this genre of film. The Doctor is an alien from the planet Gallifray, who has been traveling for about 900 years. Marty, is a teenager who gets thrown into a time travel with no foreknowledge about the subject. Marty is a naive teenager who doesn’t know the first thing about time travel, whereas the Doctor knows all about time travel, history, science and, most importantly, what not to mess with. Even though they don’t share the same knowledge, their personalities have some similarities. They both show bravery when needed and are willing to rip through time just to help someone dear to them. However, what shines the most about these two characters are their flaws. Whenever someone calls Marty a chicken, he loses all control of himself and does whatever he can to prove he isn’t. The Doctor, on the other hand, has a dark side. If someone breaks the Doctor enough, who is already damaged, he will show no mercy, and that is the scariest thing about him. Even though no one likes them, the antagonist of each franchise is just as important as the protagonist. In Back to the Future the antagonist is Biff Tannen. Biff Tannen bullied Marty’s dad as a kid and continues to bully him into adulthood. With Doctor Who the main antagonist, among many, are the Daleks. They are a robotic alien race that wants nothing more than to destroy anything that isn’t Dalek and will do anything to survive. Both of these enemies only care about can benefit themselves. Neither of them cares if they hurt anyone, or the disaster they can cause in their quest for power or wealth. The Daleks, however, aren’t the same as Biff. The Daleks are very loyal to their own race, whereas Biff isn’t loyal to anyone. In Back to the Future Biff is thought of as a pain that Marty has to deal with whereas when the Doctor has to deal with the Daleks, he is frightened. The Daleks are pure hate and have no sympathy. Biff is a human being so therefore he does have humanity somewhere in him. The science fiction genre is one of the most celebrated genres in all of history. It is so vast and so loved by many. Even though there are so much science fiction, even though some have the same basic idea, they can be so different with a few key things in common that makes it spectacular. Doctor Who and Back to the Future are two enchanting franchises in their own ways, even with both of them revolving around time travel.

Micro And Nano Electromechanical Systems Engineering Essay

IntroductionIt is the procedure by which electricity drives all highly little mechanical devices. It consists of both electrical and mechanical constituents. Components are in the scope of 1 to 100 microns in size and due to its big surface to volume ratio electrostatics and wetting forces dominate. MEMS are fabricated utilizing semiconducting material device fiction engineerings chiefly used to fabricate smaller devices. MEMS is categorized as actuators and detectors. Detectors are non invasive whereas actuators are invasive and modify the environment. MEMS produce big figure of devices, which have indistinguishable belongingss, by batch processing. In aerospace field dependability is more of import compared to batch processing, as the ballistic capsule has to work for longer clip without failure. Miniaturization of electronics is brought about by decreased cost and mass production. These factors along with decreased size, weight, cost, detectors and actuators are used in miniaturis ation of electronics. Micro technology engineering will profit aerospace systems due to decreased size, mass and power demands. Batch fiction of MEMS brought about the revolution of incorporate devices [ 1 ] [ 3 ] [ 5 ] . MEMS integrate the non-electronic detectors with signal conditioning and digital logic electronics on a individual bit. Hence the constituents can be altered based on their on the job status. Actuators are chiefly used to command flux. In aerospace applications MEMS are inserted into micro propulsion systems, strain detectors, inertial gesture detectors, magnetic field detectors, force per unit area detectors, flow rate detectors and so on [ 1 ] .Few Instruments USED FOR AEROSPACE APPLICATIONSMicromachined air-breathing propulsors and actuatorsMEMS engineering has been used in the industry of solid-state propulsion, called the man-made jet. It is based on the construct of pumping the fluid in oscillating gesture. Actuator has a little hole in a pit. Volume of this pit can be modulated in an oscillating manner. To drive this volume of the pit any mechanical device can be used such that it operates at its resonating frequence. The construction is operated at its resonating frequence so that the drive amplitudes, which are achieved, are moderate. Sucking and blowing the fluid instead through a little hole is how the actuator operates. It should be take attention that the pump shot has a directed jet whereas the suction shot will pull fluid from all waies. Finally we see that the unstable drawn from the sides has low impulse and the fluid expelled upwards has higher impulse [ 2 ] [ 4 ] . The disadvantage of this device is that it is non really efficient as a device on the whole as the entire impulse imparted to the jet is really little. Man-made jets, which are fabricated by MEMS, have the undermentioned advantages i ) uniformity if the device is high and the losingss due to mechanical inefficiencies are reduced due to high Q public presentation of MEMS two ) push of the system can be increased by building arrays of actuators [ 2 ] [ 4 ] .NMP ST5 THERMAL LOUVERSThis looks at the flight proof of advanced micro sat engineerings that have non yet been flown to infinite so that the hazard associated with the hereafter NASA missions can be reduced. MEMS shutters have been developed for smart thermic control [ 2 ] .JWST MICROSHUTTER ARRAYJames Webb Space Telescope has developed a MEMS based microshutter array. This was developed near the spectrometer instrument. It is composed of for faculties with dimensions of 175 by 384 pels. This device is advantageous as these microsh utter are extremely selectively configurable in order to do usage of the NASA ‘s sensor. It is made out of Si nitride membrane [ 2 ] [ 4 ] .INCHWORM MICROACTUATORSThis is developed for extremist preciseness placement of the mirror sections in the ballistic capsule. This was chiefly developed utilizing the MEMS/NEMS engineering [ 2 ] .NMP ST6 INERTIAL STELLAR CAMERAIt combines MEMS inertial detectors with active pel detectors in order to do it a multifunctional bundle. This s used to take high-resolution exposures in infinite. It has embedded MEMS gyroscope [ 2 ] .MICROTHRUSTERSThese enable micropropulsive tactics for formation winging and besides the pointing of nano, pico and micro orbiters exactly. Without MEMS engineering being used for propulsion these devices can non fulfill the limited system mass and power restraints. MEMS engineering is used it provides the advantage of high denseness, low power and volume, big push degrees, quotable push vectors and integrating is sim ple. For MEMS we make usage of a Si substrate for fabricating [ 2 ] .Fabrication OF MEMS TECHNOLOGYMEMS fiction is a portion of the fiction engineerings. Traditional machining procedure uses big sum of diverse stuffs, 3-dimensional devices can be fabricate in order to bring forth precise devices. When we use MEMS fiction the stuffs used are more limited but little dimension devices can be manufactured. The fiction methods can be grouped into three chief classs. They are: Lithography, Galvanoformung, Abformung ( LIGA ) Bulk micromachining Sacrificial surface micromachining The last two procedures are silicon based. Bulk micromachining utilizations wet or dry etching procedures besides in order to bring forth isotropic and anisotropic stuffs. They produce MEMS structures that can be used for inertial detectors, force per unit area detectors and noses [ 3 ] [ 5 ] . LIGA – It helps to do complex constructions of metals, which are electroplatable, and holding high aspect ratios and thickness of several hundred micrometers. This procedure makes usage of ten beam lithography, thick resist beds and metals in order to organize complex constructions. The procedure starts by lodging a thin bed of sacrificial bed used for dividing the LIGA country from the country of the substrate after fiction. This has good adhesion and merely a think stuff will be sputter deposited. Titanium and Ni are the common stuff used for this procedure. X ray synchrotron is done following in order to bring forth walls over the thick resist to for a mask. Then we do electroplating of the base stuff after which shining is done. The sacrificial bed is removed in order to bring forth the LIGA portion. Magnetic propulsion is possible with this [ 3 ] [ 5 ] . BULK MICROMACHINING – The different countries that have to considered during etching is: Dissembling Selectivity of etch due to crystallographic orientation Etch halt and stop point sensing Endpoint sensing is used in order to command the deepness of the etch and besides to minimise the harm to the movies lying beneath. Plasma etching is best suited for this procedure [ 3 ] [ 5 ] . SACRIFIAL SURFACE MICROMACHINING – This method is holding its roots on deposition, modeling and etching of stuffs on a substrate. They will hold alternate beds of sacrificial and substrate stuff. Sacrificial bed is removed towards the terminal of the procedure, which consequences in a mechanical construction. An anneal is required in order to cut down the degrees of emphasis. The MEMS micromachines are much larger and thicker compared to the microelectronic devices [ 3 ] [ 5 ] . MEMS bundles for aerospace applications – these bundles are used in order to minimise the size, cost, mass and complexness of the system. It helps to supply interface between the overall system and the constituents. These bundles must run into demands such as thermic cycling, humidness, high temperature operation, radiation and daze to call a few [ 3 ] [ 5 ] . MECHANICAL SUPPORT – This is extremely mechanical in nature hence it has to be protected from high acceleration, mechanical daze, radiation and other physical amendss associated with it. This depends strictly on the applications like when a ballistic capsule lands on the planet ‘s surface it will see greater mechanical daze than any other ballistic capsule. Coefficient of thermic enlargement ( CTE ) of the MEMS bundle should be equal to or greater than CTE of Si on order for it to be dependable. The thermic parametric quantities can ensue in delamination or decease checking if there is any job with the Si or emphasis. After CTE job is take attention of the following thing to be considered is physical harm [ 3 ] [ 5 ] . Protection FROM ENVIRONMENT- MEMS packaging has to be protected from physical harm and besides when it is packaged during fiction and before it is sealed. Main attention has to be taken because of its reaction with wet as it causes the stuffs to swell, emphasis and delaminate. Hence, these bundles need to be hermetic with the sidewalls, base and palpebra in order for high dependability. They should be constructed from stuffs that can move as good barriers to liquid and gases and besides they should non pin down gases. Some MEMS french friess require vacuity conditions in order for it to run decently [ 3 ] [ 5 ] . Feature size 3-5Â µm 3-5Â µm 1Â µm 10-25Â µm Device thickness & A ; gt ; 1mm & A ; gt ; 1mm 13mm Very Large Lateral dimension & A ; gt ; 2mm & A ; gt ; 2mm 2mm & A ; gt ; 10m Relative tolerance 10^-2 10^-2 10^-1 & A ; gt ; 10^-3 Materials Electroplated metals or injection plated plastic Very limited stuff Very limited stuff Highly big sum of stuff Assembly demands Assembly required Assembly required Assembled as fancied Assembly required Scalability Limited Limited Yes Yes Microelectronic intergrability No Yes Yes No Device geometry Two dimensional high facet ratio Two dimensional high facet ratio Multi bed two dimensional Very flexible three dimensional Processing Parallel processing at wafer degree Parallel processing at wafer degree Parallel processing at wafer degree Consecutive processing Table: COMPARISION OF MEMS FABICATION METHODSTYPES OF MEMS PACKAGESMetallic element PACKAGES – This provides first-class thermic dissipation and electromagnetic shielding. They can hold big internal volume but still dependable. Package will hold integrated sidewalls and base with palpebras. Materials are mainly metals like CuW, which have good thermic conduction, and higher CTE compared to silicon. Trapped gases should be removed invariably as it reduces failures related to corrosion. Au-Sn solder is used when stuffs have to be bonded. Welding can besides be used alternatively of solder. The metallization procedure allows for wetting the conducting pin wholly to the ceramic. Incomplete wetting consequences in failure during proving [ 6 ] [ 7 ] . CERAMIC PACKAGES – These have low mass, cost and can be produced in majority. These can be made hermetic and can execute different map. When we incorporate multiple beds of ceramics and interconnect lines, electrical public presentation of the bundle will run into the design demands. On each movie a metal bed is deposited utilizing thick movie processing and holes for interconnects are drilled. After these beds are fabricated the portion is fired at high temperature and MEMS and other constituents is attached to it. Many factors should be take attention of in this bundle that is the sum of holes, shriveling beds, treating temperature and ceramic belongingss. Frequently used metals are W and Mo. Normally used music directors are Ag, AgPd, Au and AuPt [ 6 ] [ 7 ] . THIN-FILM MULTILAYER PACKAGES – Two engineerings are used. First uses polyamide sheets, which are laminated together. Second, polymeric amide is used in this instance besides but each bed is spun onto and baked on carried to organize beds. In this method we use etching. The polymeric amides have lower permittivity so it has low line electrical capacity, which consequences in faster circuits [ 6 ] [ 7 ] . Plastic PACKAGES – These have lower fabrication cost. These are non extremely dependable and are non anchoritic in nature. These bundles are susceptible to checking in humid environment. Hence these bundles have non gained much importance [ 6 ] .EXAMPLE APPLICATIONS OF MEMS FOR SPACEMEMS devices used for infinite applications have reduced weight, cost, size and power ingestion. Common detectors and actuators used are accelerometers, gyroscopes, gaussmeters and spectrometers.VARIABLE EMITTANCE COATING INSTRUMENT FOR SPACE TECHNOLOGY 5The tegument on the orbiter where we need to maintain the MEMS based thermic control is called variable emittance surfacing instrument. This consist of 2 parts I ) MEMS shutter array radiator ( MSA ) and electronic control unit ( ECA ) . MSA located on bottom deck of ballistic capsule whereas ECA located within the ballistic capsule. Consists of arrays in the order of 150mm long and 6 millimeters broad shutters and are driven by electrostatic combs . Device exposed to the radiator and substrate should be thermally and electrically coupled to the radiator so that heat is allowed to reassign and electric charging is prevented. A polymer called CPI, which is both transmissive and electrically conductive, is used to extinguish the jeopardies due to environment. A 4mm movie midst is sandwiched and bonded. CPI movie is suspended above shutters and Acts of the Apostless as a barrier between MEMS and environment. Coating of InSnO2 is applied to for electrical conduction [ 7 ] .FLAT PLASMA SPECTROMETER FOR THE USAFA FALCONSAT-3MEMS fiction helped in doing usage of level plasma spectrometer ( FIaPS ) , which provides finer declarations and angular distributions. FIaPS was placed on the orbiter which will so mensurate the ion spectra derived function in energy. This instrument includes a PCB, power supply, detector caput array and human body. Sensor caput is fabricated and assembled, it consists of an array of indistinguishable spectrome ter faculties and an anode home base for sensing. This consists of three beds of Si and two beds of Be Cu. Five beds are stacked instead. CuBe home bases were used for preciseness to accomplish array of channels. Each Si had 5 dies. Wafer was diced such that each of the five dies are bonded separately to the CuBe home bases. The remainder of the points were assembled and packaged into ballistic capsule interface lodging unit utilizing many prison guards. Bonded constituents of detector caput used iridite plated aluminum rods for maintain the MCP [ 7 ] .MICROMIRROR ARRAYS FOR THE JAMES WEBB SPACE TELESCOPE ( JWST )JWST is equipped with mutiobject spectrometer, MEMS mirror arrays which acts as a slit mask for the spectrometer and selectively direct visible radiation from different parts in the infinite to the spectrometer. CMOS driver bit was designed. Large french friess are bonded onto Si substrate to extinguish emphasiss due to mismatched coefficients between the bit and substrate. CMOS assembly was put inside the bundle utilizing peripheral force per unit area contacts [ 7 ] .MICROJET JET ENGINESThis is a micromachined actuator used for propulsion and energy transitions. This device is being developed presently consists of a compressor, burning chamber and turbine. It uses H as its fuel. High aspect ratio of this device is obtained utilizing reactive ion etching ( RIE ) which is an advanced method of MEMS engineering [ 7 ] .Detectors and Actuators in Aerospace ApplicationsDetectors are used in assortment of aerospace applications like set downing cogwheel, ice protection. Measuring of fuel and pilotage. Modern airplanes have automated cockpits and a batch for information about the aircrafts tallness, velocity, temperature and cabin force per unit area is given by the array of detectors in it. These vehicles besides have automatic pilotage due to inertial counsel systems and conditions updates are given continuously. These detectors are utile in meteoric face ts to cognize more about the conditions [ 7 ] . The usage of MEMS in aerospace systems is extremely application particular and reduced the size, power ingestion and weight at the constituent degree. The cost and advantage and electronic integrating capacities of MEMS will assist in leting distributed measuring and propulsion. This helps in cut downing size, wet content and it becomes more vulnerable and dependable [ 7 ] .DecisionHere we have seen a big figure of packaging applications that ‘s have been used by MEMS devices in infinite applications. In the semiconducting material industry, these bundles are the lone devices that can protect devices from radiation and this holds for packaging of MEMS device. These actuators and detectors need to be exposed to the environment to execute their original maps ; besides due to the individualism of MEMS devices, there is no general bundle solution, every device requires its ain bundle attack of MEMS. The bundle needs to protect the device from all the environmental conditions. Humid and wet content has to be taken attention of decently for MEMS bundles to be dependable. There been many chances to turn out how utile these bundles are in the flight and infinite applications. In order to larn more about MEMS applications many more flight chances should be made [ 6 ] .

‘Of Mice and Men’ By John Steinbeck Essay

Its like my weekends never change, it’s like a daily routine being alone and cold with no one to talk to. Books, all I have is books, I read so much my head hurts sometimes. Line after line, headache after headache, in a way imp already used to it. It’s a Saturday night and all the men have gone to the whore house in town or should I say Suzy’s place. I wonder sometimes why I can’t go but it’s always the same because I’m black. Why would anyone want to dance with a black man? Why would anyone want to sleep with a black a man? Why would anyone want to drink with a black man? I’m just so alone. I actually got a bit of company today from a guy called Lennie. Lennie is a huge man, shapeless face, with large pale eyes, with wide sloping shoulders and he walked heavily, dragging his feet a little, the way a bear drags his paws. He came in while I was rubbing ointment on my back. At first I felt angry and that my rights were being invaded. I told him that he wasn’t allowed in but me being a black man and him being white it was like he had power over me so I let him in. A big guy like him and a crooked man like me I could have never stopped him. The only people that have entered my room are the boss and slim and when they have entered I have been powerless to stop them. Well, Lennie came in and I started to question him on his relationship that he had with George which realty intrigues me. I was jus talking and he was just laughing at me because he didn’t understand what I was talking about. I asked him what he would do if George never came back, what if George dies what would he do, but Lennie was adamant that George would be safe and that he was careful. He started to approach me and I felt so scared and small that I leaned back into my corner, I told Lennie that George would be alright and that he was safe. I didn’t expect Lennie’s response to be so aggressive. It jus shows how close Lennie and George are. I didn’t really want to upset him but I did, I just wanted him to feel how lonely my life is. I have no one to confide in and I only have my judgment to rely on. I explained to him that I jus kept all my feelings and my worries inside and that I start to feel sick because I have no one to express my emotions to. Lennie is so dumb to understand it felt like I was talking to myself for at least 10 minutes. I told him about my child hood with the company of my brother when we used to live on a farm and that my father didn’t like us paying with white children and that we had each other so we should play together. I didn’t think about what friends I had when I was younger but now I realize why my father told us not to play with them. I was telling him this because I wanted him to know what life was like for a black man but obviously it was like I was talking to myself again. After I had told him all of this I felt like I had made a friend and that all the stress I had kept in had gone out of my system. I didn’t feel so lonely after all but I had a gut feeling that by the time Lennie had gone I would be back to my old ways again. Lonely, depressed and in need of a friend. At that particular moment I felt really good about myself. About 10 minutes later Candy came in looking for Lennie. He looked really uncomfortable about coming into my room. I know that me and candy have been on the ranch for a long time but he has never come into my room. When he came in him and Lennie were talking about getting their own piece of land which Lennie had been talking about before. While candy was talking I was starring a him thinking about how isolated I am compared to everyone else who have lived in one room but with the company of each other. I joined in with their conversation about getting their own land, they were very convinced that they would get it but I thought different, I told them about all the other ranchers that have wanted the same thing but have never as far as a step to getting their own land. Even when they heard the stories of other ranchers they were still adamant that they would get it. I still disagreed with them, but when Candy told me how close and hard they have worked to get this land I gave up and asked if I could join them. I didn’t really have much future on the ranch so the thought of being free was very tempting. We were all very excited and then Curley’s wife came in as usual looking for her husband Curley. We all looked at her scornfully and didn’t take any notice of her when she spoke. She asked again if we had seen Curley and Candy told her to get out because she wasn’t wanted and that her husband wasn’t here. I kept myself quiet because she didn’t listen to Candy and she surely wasn’t going to listen to me. For a while it felt like we had united together to stop her from coming in, but she was still at the door peering in. Then I attempted to get her to go away but she came back with a vengeance saying that I should keep my mouth shut and that she could get me strung on a tree so easily. It was like she tore through my defence. Candy tried to defend me but there was no stopping her. We had to face it that we were powerless to stop her. Candy then told her that all the men were back from town and then she went in a flash. I felt so small that I crawled back into my corner again because I knew that what Curley’s wife was saying was true. There was no point in fighting back, that’s one thing I dislike about Curley’s wife is that she is always putting people down. By the time she had left George came back. I was staring scornfully at Candy and Lennie even though Candy had tried to defend me I had lost every bit of friendliness towards them. George looked at me like he could tell something had gone on. After a couple of minutes of awkward silence they were leaving, while they were going a told them I didn’t want to join them on their farm and George looked confused then they left. I went back to rubbing ointment on my back. I changed my mind about the farm because it just seemed odd for three white men to share a house with one black man. They could turn on me jus like Curley’s wife did and I didn’t want to take any chances, suppose they chucked my out where would I go I couldn’t get a job anywhere else because there is so much unemployment in California. There isn’t a lot of banks and I would be left without money for food, clothes and rent like the millions of other people in California. I had heard of farmers losing their land and the banks dispossessed their families and were left homeless. If a get left on the street I would be picked up and taken away and beaten or taken to a refugee camp. I would hate to be taken to a refugee camp because I don’t want to end up lining up in a big queue waiting for food. I like the ranch because I have my own room, I have lots of possessions and my room is neat and tidy, although it is next to the manure heap. I don’t like the ranch because I get left out and can’t join in with all the other games the ranchers play. I don’t have any regrets in life because before I got kicked in the back by the horse I tried to live my like to the fullest and the best way I could. Now they have all gone, I have time to reflect on what has happened tonight and my life. I have time to think about what I’m going to do tomorrow. I can read a few books if I please without being disturbed. If I had the power, I would make everyone have equal rights, all the white and black people not to fight and make them get along together. I would want everyone to have their own piece of land and that they could work under their own rules. Everyone to be happy and live life to the fullest, I would like there to be a rule that any black man could go into a whore house and have a drink any time he wants and not worry about getting criticized because of the colour of their skin and last of all I will make violence an offence and that anyone that engages in violence will be sent to prison.

Caribbean Studies Syllabus

MODULE 1: CARIBBEAN SOCIETY AND CULTURE OVERVIEW Module 1 introduces students to the role played by geography in shaping the society and culture of the Caribbean region as well as the historical evolution of Caribbean society, the cultural characteristics of the Caribbean people, and the ways in which Caribbean society and culture influence and are influenced by societies and cultures outside the region. GENERAL OBJECTIVES On completion of this Module, students should: 1. Understand the factors which have shaped Caribbean society and culture; 2. Appreciate how cultural traits evident throughout the region have resulted from Caribbean peoples’ experiences; 3. Understand the common features which exist within Caribbean diversity; 4. Understand the relevance of concepts encountered within the Module, to their own lives and to the lives of their communities SPECIFIC OBJECTIVES Students should be able to: 1. Locate and define the Caribbean; 2. Explain the terms ‘society’ and ‘culture’; 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the impact of the historical processes in Caribbean society and culture; . Assess the impact of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions impact on their lives; 7. Analyze how the global community and Caribbean society impact on each other CONTENT 1. Location and Definition of the Caribbean Region i. Geographical location: a. Names of territories b. Sub-regions, for ex ample, Greater Antilles, Lesser Antilles, Western Caribbean, Southern Caribbean, The Bahamas; c. Position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses i. Definitions of the Caribbean Region a. Geographical; b. Geological; c. Historical; d. Political; iii. Caribbean Identity and Culture 2. Characteristics of Society i. Society a. Shared common purpose; b. A defined territorial space; c. Continuity over time and space; d. Citizenship within a space; ii. Culture a. Learned behavior common to all human beings; b. Norms and values which provide a guide to behavior; c. Institutions which prescribe behavior; 3. Characteristics of Caribbean Society and Culture i. Cultural Diversity Positive and negative effects of cultural diversity; ethnic and cultural differences; the accommodation made among different ethnic groups with respect to space, political and economic power and social visibility. ii. Social Stratification a. Plantation society and its impact on Caribbean social stratification (that is, race, colour, and money as major factors in social stratification); education as a basis for new class formation and upward mobility; b. Concepts such as plantocracy, intelligentsia, middle class, bourgeoisie, working class, underclass, caste; iii. Social Mobility iv. Hybridization a. Factors such as racial admixture and colour in the formation of Caribbean society and culture; terms like mulatto, meztizo, dougla, transculturation, creole; b. Erasure, retention and renewal of cultural practices 4. Impact of Historical Processes i. Migratory movements and the establishment of patterns of settlement by different groups within the Caribbean from pre-Columbian times to the present ii. The development of systems of production: encomienda, slavery, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide: resistance, revolution, development of peasant groups v. Movements toward independence a. Political enfranchisement: i. Adult suffrage; ii. Internal self-government; iii. Economic enfranchisement; iv. Entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition; b. Location and movement of the Caribbean plate; c. Earthquakes and volcanoes: soc ial displacement. ii. Hurricanes – social and economic consequences iii. Soils – erosion, conservation iv. Coral reefs – coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean People i. Family i. Education iii. Religion iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns: goods and services; b. Creative expressions: festivals, music, theater arts, culinary practices; c. Education: impact of colonialism; the information age; language; curriculum reforms, for example, teaching of Caribbean Studies in universities in the United Kingdom d. Political influences: i. Westminister System; ii. Rule of law; iii. Electoral processes; iv. Caribbean contribution to the political life of the host communities of Europe and North America; . Labour: the influence of migratory labour; vi. Sport – cricket, soccer, basketball, track a nd field; vii. Religion – traditional and non-traditional religious practices e. Mass Media f. Tourism ii. Caribbean influences on extra-regional countries a. Important political issues created within countries of Europe and North America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill Carnival in the United Kingdom (U. K. Labour Day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the areas where they occur ; the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, pageants and street parades of the countries of North America, Europe, Africa, and of Japan. d. The impact of Rastafarianism on countries throughout the world e. The i nfluence of Caribbean culinary practices within the countries of North America and Europe. Suggested teaching and Learning Activities To facilitate student’s attainment of the objectives in his Module, teachers are advised to engage students in the following teaching and learning activities. 1. Students are encouraged to compile a Glossary of key terms and concepts drawn from the module 2. Students can create a scrapbook based on newspaper, magazine and Internet clippings which are relevant to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4. Individual or group projects in which students conduct interviews with members of the society on societal and cultural changes 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations; documentaries on slavery, resistance and free villages and independence 7. Class debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and international agencies on hurricanes and volcanoes. Students can produce their assessment of the impact of these disasters on society and economy 9. Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to deliver 5-7 minute presentations on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari: Roots and Ideology, Mona: Syracuse University Press Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science: A Caribbean Perspective. Vol: 1, 1994 James, C. L. R. Beyond a Boundary, London: Hutchinson and Company Limited, 1993 Nettleford, R. Caribbean Cultural Identity, Kingston: Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston: Ian Randle Publications, 1993 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine: ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in New York City: Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London: The MacMillan Press Limited, 1992 http://www. pwi. netcom. com/hhenke http://www. caricom. org MODULE 2: ISSUES IN CARIBBEAN DEVELOPMENT OVERVIEW Module 2 introduces students to different conditions which satisfy the definition of development; to interrelationships among social, cultural, political and economic factors in the development of the Caribbean region; and to key individuals and institutions which have shaped the region’s development GENERAL OBJECTIVE On completion of this Module, students should demonstrate an understanding of the relationship between: i. Politics, economics and development; ii. Culture and development; iii. Technology and development; iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to: . Describe the concepts of development and the indicators used to measure development; 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and technological factors; 3. Assess the ways in which globalization affects development in the region; 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region; 5. Evaluate the importance of sports to the development of the region; 6. Assess the significance of Caribbean thought to development of the region; 7. Critically analyze factors which impact on the mass media’s contribution to the development of the region; 8. Formulate reasoned responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Concepts a. Sustainable development b. Economic development ii. Indicators a. Levels of income b. Productivity c. Social and economic equalization d. Modern knowledge e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies; popular movements i. Distribution of wealth; resources; income generation iii. Changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of productive sector vii. Tourism a. Contribution b. Challenges 3. Globalization and Development i. Definition and Stages Facilitators of globalization, for example: a. World Trade Organi zation; b. International Monetary Fund; c. World Bank; d. Transnational organizations; e. Technology; f. Trade; g. Ideologies ii. Impact and Response a. Industry and commerce; b. Distributional sector (supermarkets, department stores); . Labour; d. Technology; e. Ideology 4. The integration movement i. The evolution of: federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of three of the following: a. Caribbean Community (CARICOM); b. University of the West Indies (UWI); c. Caribbean Examinations Council (CXC); d. West Indies Cricket Board (WICB); e. Caribbean Tourism Organization (CTO); f. Caribbean Single Market and Economy (CSME); g. Regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. Health and fitness iii. Educational opportunities iv. Sense of Caribbean identity v. Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following: a. Pan Africanism; b. Negritude; c. Industrialization by invitation; d. Marxism and neo-Marxism; e. Caribbean perspectives on British Capitalism; f. Trends in Caribbean feminist thought; g. Indo-Caribbean thought; h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of information about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of national identity . Cultural imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, recognition of natural rights, welfare and mutual advantage ii. Discrimination on the grounds of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice: a. Levels of social and economic equalization b. Productivity c. Quality of life Suggested Teaching and Learning Activities To facilitate student’s attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning ctivities 1. Students are encouraged to compile a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class research project: for example, the development by groups of students of charts to show a comparative performance among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, crime and economic issues 6. Panel discussion on Caribbean intellectual tradition 7. Students write a ‘play’ on globalization and its effects 8. A guided tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class discussion 10. Students write letters to the editor of national newspapers, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURCES Beckles, H. A Spirit of Dominance: Cricket and Nationalism in the West Indies, Kingston: Ian Randle Publications, 1997 Globalization, Communications and Caribbean Identity, Kingston: Ian Randle Publications, 1995 Rethinking Development, Kingston: Consortium Graduate School In the Social Sciences, 1995 Black Meteors: The Caribbean in Intenational Athletics, Kingston: Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) Gender: A Multi Disciplinary read er on the Caribbean, Kingston: Ian Randle Publications, 1996 MODULE 3: INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some of the major concepts and skills which should be mastered in conducting research. Through the research process, students will have the opportunity to deepen their understanding of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should: 1. Demonstrate research and analytical skills; . Work independently or in teams to formulate, conduct and report on inquiries into issues they have identified as significant to the region 3. Appreciate the importance of ethical issues in conducting research SPECIFIC OBJECTIVES Students should be able to: 1. Explain the nature and purpose of research; 2. Identify a research problem; 3. Evaluate existing information about the problem; 4. Formulate relevant research questions and or hypothesis; 5. List var ious methods and instruments of data collection; 6. Apply appropriate formats in presenting data; 7. Draw conclusions and make recommendations; 8. Use American Psychological Association convention correctly; 9. Adhere to basic principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and validity in research iv. Problem solving 2. The research problem Identification of a research problem 3. Sources of Information h. Identifying and accessing sources: a. Existing literature; b. Internet Resources; c. Oral histories; d. Newspaper reports; e. Minutes of meetings; . Archive i. Criteria for selection and use: a. Relevance; b. Degree of objectivity; c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct link to research problem iii. Informed by sources iv. Clarity 5. Methods and Instruments of Data Collection i. Sampling a. Probability and non-probability; b. Target population i. Surveys a. Types of surveys; b. Interview techniques; c. Questionn aire construction 6. Format of Presenting Data i. Tabular ii. Graphic iii. Text 7. Conclusion and Recommendation i. Main findings in relation to research objectives ii. Areas of contention in relation to research objectives iii. New and interesting findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example: i. Consent of research subjects; ii. Respect for privacy and confidentiality; iii. Integrity and transparency of the research process THEMES Recommended Areas for Investigation The following themes represent areas of interest to the contemporary Caribbean in terms of their significance to regional development. The list is not considered exhaustive and it is expected that new themes will be added. Under each theme heading, broad areas for possible study are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The Environment i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management Coming to terms with Natural and man-made Disasters Housing growing populations Protection of Parks and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v. Impact of selected media on cultural expressions and values Issues arising from the control of information by extraregional media organizations Issues surrounding censorship and freedom of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean – causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the law D. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign dominance of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/modern medicine Health care and the economy Sexual and reproductive health – social, economic, ethical and legal issues F. Crime in the Caribbean i. ii. iii. iv. v. vi. Crime as a function of changing social structures and technologies Trade in illicit narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work Place i. ii. iii. v. v. vi. Patterns of unemployment; causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial Law in the work place Providing education for the world of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. iii. iv. Implications for maintaining European languag es as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii. Emergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on religion in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, Performing and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean Ethical and legal issues – copyright, censorship Impact of globalization ii. iii. v. Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discuss the importance of the research paper in terms of the overall examination 2. Discuss research types and methods by teacher and other resource pe rson(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of sample problem statements 4. Provide examples of literature reviews to identify pertinent elements, such as: i. Relevance of theories and research findings to topic; ii. Agreement or disagreement between the stated theories; iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an understanding of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid plagiarism 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project Scope and Depth of Study Students should be guided in making decisions about scope and depth as they conduct and repor t on this study. Constraints of time and project length will affect the nature of the problem chosen, the population selected for study, and the extent of coverage of the relevant literature. It will also increase the demand that coverage of the literature be relevant and succinct. Time Management During the course of study, twenty contact hours are proposed for teaching the basic concepts of research and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the student’s independent work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading List Boxill, I. , Chambers, C. M. , Wint, E. Introduction to Social research with Applications to the Caribbean, Kingston: Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge: Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS: The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3: 1, 1990 West Indian Commission A Time for Action: Report of the West Indian Commission, Mona: The Press, University of the West Indies, 1992 World Health Organization Health and Environment in Sustainable Developments Five years after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL ASSESSMENT 60% Written Papers – 4 hours 30 minutes Paper 01 (1 hour 30 minutes) Fifteen compulsory shirt-response questions 27% Paper 02 ( 3 hours) Eight essay questions of which candidates must answer four 33% INTERNAL ASSESSMENT 40% Paper 03A The internal assessment will consist of a research project. The project will enable the student to demonstrate skills and competencies developed from each of the three modules. Paper 03B Private candidates are required to write Paper 03B, an Alternative Paper to the Internal Assessment MODERATION OF INTERNAL ASSESSMENT An Internal Assessment Record Sheet will be sent each year to schools submitting students for the examinations. All Internal Assessment Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. Copies of the students’ assignments that are not submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes – 27% of Total Assessment) 1. Number of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus Coverage Knowledge of all topics is required. The intention is to test candidates’ knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates’ understanding of concepts and issues 4. Mark Allocation Questions will not necessarily be awarded the same number of marks. A question may be worth three, four, five or at most six marks The maximum number of marks for this paper is 80. This paper contributes 27% of the total mark for the Unit Paper 02 (3 hours – 33% of Total Assessment) 1. Number of Questions This paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this section will test higher order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular point of view, using the concepts and issues discussed in the course There will be two types of questions. Type A There will be four questions of this type. These will test candidates’ ability to explain and elaborate on conceptual issues and apply general principles to a problem situation. Each question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view. Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A – Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this CAPE subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended to assist in doing so. The internal assessment component of the examination is worth 120 marks. This contributes 40% of the total mark for the unit. The Research Project The internal assessment for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH PROJECT I. II. Length: 2,000 – 2,500 words Structure: Cover Page (Title, Name, Date): Acknowledgements Table of Contents: III. a. Introduction and Purpose of Research b. Literature Review c. Data Collection sources d. Presentation of Findings e. Interpretation of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated according to the following scheme: Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and Writing Skills (12) H. *The points to be considered for section H are as follows: Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks] [Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1: 1: 4. For example if the total marks for the project is 72, divide the mark in the ratio 1: 1: 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION CARIBBEAN STUDIES MARK SCHEME Candidates will be awarded a total of 12 marks for communicating information in a logical way using correct grammar. The marks are awarded in Section H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research – Statement of Problem) ? (15 Excellent explanation of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? Defined clearly all or nearly all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ? Stated clearly the question or problem to be researched ? Explained well the educational value of the research ? Defined clearly most or nearly all the technical terms used in the study (10 – 12 marks) ? Explained adequately the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Explained in a limited way the purpose of the research ? Stated vaguely the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 – 6 marks) ? Explained poorly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no meaningful definition of technical terms used in the study (1-3 marks) B. LITERATURE REVIEW mark s) (15 ? Showed an excellent understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research clearly in context (13 – 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 – 12 marks) ? Showed an adequate understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 – 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 – 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the pr esent study, that is, was unable to put the research in context (1 – 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 – 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 – 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 – 6 marks) ? Gave a limited description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (3 – 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how th ese sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately (16 – 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately most of the time (12 – 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as many varied methods as could have been used; the data were for the most part accurate and adequately labeled (8 – 11 marks) Gave a weak presentation of the findings using few graphs or tables or text, not always using the most effective method; the data were not always well presented or accurate (4 – 7 marks) ? Gave a poor presentation of the findings; little thoug h is given to the labeling and presentation and to the accuracy of the data (1 – 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being studied (17 – 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 – 12 marks) ? Interpretation was unclear, inaccurate and of limited relevance to the issues being studied (5 – 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 – 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 – 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a satisfactory discussion of findings and their implications and comparison with previous studies (7 – 9 marks) ? Provided a limited discussion of findings and their implications; little reference to previous studies were made (4 – 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 – 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) †¢ Conclusions were very clearly stated, very well developed, logical and relevant (13 – 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 – 12 marks) †¢ Conclusions were satisfactorily stated, developed, some recommendations (7 – 9 marks) †¢ Conclusions were inadequately stated, showed limited relevance and development, recommendations were inappropriate and not very practical (4 – 6 marks) †¢ Conclusions were inappropriate and sho wed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i. Presentation (4 marks) †¢ Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) †¢ Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) †¢ Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) †¢ Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendices, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) Demonstrated very high level of writing competence, for example, organization, use of language, grammar, spelling (7 – 8 marks) †¢ Demonstrated high level of writing competence, for example, organization, use of language, grammar, spelling (5 – 6 marks) †¢ Demonstrated adequate writing skills, for example, organization, use of language, grammar, spelling (4 marks) †¢ Demonstrate d limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) †¢ Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 – 2 marks)

Abundance of drama Essay Example for Free

Abundance of drama Essay Arthur Miller (560) , The Crucible (395) , John Proctor (276) , Mary Warren (139) , Tituba (113) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? She and the other girls give the names of innocent people who had nothing to do with witchcraft leaving the act with a dramatic hysterical close as all the girls try to cleanse themselves of the confrontation with Beelzebub hinting at the future prospects of the play. The act steadily builds up to when Tituba is accused at the end of the act of witchcraft. Each ingredient of the, story, which we know is hearsay, is added until it comes together and there is sufficient evidence for her to be accused by Hale. The story, which has been building, takes a turn and instead of the inquisitive nature of which it started, it becomes more action orientated and becomes a name and shame game where people are incorrectly blamed and gives a dramatic effect to the audience. This final dramatic scene of the act is placed there to end the act with a mini peak of the story and to keep the audience interested and wanting more. Act two begins with a long conversation between Proctor and his wife. They talk about the every day things but the stage directions and language Miller uses, like the scene with Proctor and Abigail, strongly projects the dramatic effect on the audience and emotions of the relationship. Proctor is not at ease with his wife, the atmosphere appears tense and uncomfortable. He attempts to make conversation, â€Å"are you well today? † which is not the sort of thing a husband would say to his wife. He tries to make her happy by complimenting her: â€Å"it’s well seasoned† and grinning. It is obvious that the atmosphere could be cut with a knife â€Å"as gently as he can† depicts that he is carefully choosing his words and trying to be a good husband but desperately trying not to bring up the affair. But it is not in vain as Goody Proctor reacts warmly to him, â€Å"blushing with pleasure†; giving an inkling that she still loves him. Though the feeling is that of betrayal and guilt there is a warm, gentle fragment of loyalty and love emancipated out of their conversation, which proves they still both feel love towards one another. Mary Warren comes in to the house-hold to discuss the events which took place in Salem earlier on and that, â€Å"Aye a proper court they have now. They’ve sent four judges out of Boston,† and that â€Å"39† women have been accused of witchcraft. She then proceeds to talk about the accused and that Mrs Proctor has been accused. This shocks them and that Rebecca nurse has also been accused, as she is a well-respected person in the Salem community and adds to the drama. Both of the women have enemies who wish to destroy them (Abigail and Mrs Putnam) and two rival factions are now clearly taking form, Goody Proctor is arrested. The home scene between Proctor and his wife is placed before she is arrested to dramatically show how innocent and plain Goody Proctor was and the contrast of her seeing John in the wrong by her being arrested, this dramatically portraits injustice. Proctor’s actions towards the arrest of his wife are dramatic as he runs out adding to the action and pace of the scene, â€Å"I will not have her chained! † The fact he will not have her chained when they are authorised to do so indicates conflict and gives drama, the use of an apostrophe shows his anger again adds gives a dramatic effect to the audiences Towards the end of the act pressure is placed on a character this time it is Mary who is being pressurised by the now fiery Proctor due his wife’s imprisonment. Proctor tries to force Mary to tell the court about the â€Å"poppet† which Mrs Proctor was arrested for, â€Å"You will tell the court how the poppet come here. † Mary claims she â€Å"cannot†, which she repeats and she begins to cry. Proctor’s language creates his mentality with the omnipotence of his language and the harsh anger which has built up inside to terrify Mary to get her to divulge her information to the court, â€Å"Aye naked! And the wind will, gods icy wind will blow! † His use of the word icy creates the chilling ominous threat to all the people who are dishonest and shows that he himself would not do it or he would be severely hypocritical. This, from what he said, is the first indication of his stern and ethical character and that Mary’s character is frail and easily manipulated both by Abigail and Proctor. Not only does the dramatic structure give the end of the act a dramatic finish but also the end of the act uses language to get across the seriousness and religious terror being brewed in Salem. Act three is set in the courtroom, the cases are being investigated and the questions and debating ensues. Mary now forced by Proctor to support Goody Proctor tells the court that she lied the day before. However she shows her weakness when she herself is blamed by Abigail, and cracks when Abigail condemns her by pretending that there is a spirit conjured by Mary, â€Å"Let me go Mr Proctor, I cannot, I cannot†. This leads to Proctor to loose his cool and condemn Abigail for doing all of this to spite him and to rid the world of his wife. He now has to admit to committing the sin of adultery: â€Å"I have known her sir! † This leads us to the turning point in the play. Proctor reveals to the court that his wife never tells a lie and that she would tell the court about his affair. By stating the truth it would obviously mean that she was telling the truth about the witchcraft and proving her innocence but would she be able to disgrace Proctors, name, which means so much to the people of the time period that the play was set. Miller’s dramatic structure brings the play to a mini climax if not the most important one by great structuring of the play; the play reaches a cross-roads. If Goody Proctor tells the truth it undermines everything that Abigail has said and shows her as a liar and everyone wrongly accused is released and brings about the end of court. But if she lies it means that all the people who have kept their morality and not lied will be charged. It defines the future of the factions and the play, having been built up throughout the opening acts. This is well dramatically structured to create complete unpredictability and a sense of curiosity as to how it will end. She is brought in and interrogated. Goody Proctor’s body language portraits the tension: â€Å"liking her lips to stall for time† now created in the court, as they all know this is the defining moment. She thinks about what she should say and â€Å"glances at Proctor† looks for help. In, agony, she answers the questions. Hard thought and constant silent pauses build the pressure within the room, â€Å"Is your husband a lecher? † Danforth the judge asks her. â€Å"No. † The pressure is lifted and the stomach churning feeling of the characters and audience takes over, this is summed up by the comment, â€Å"oh god! † when Goody Proctor realises what she’s done. But by lying, going against everything she stands for. She obviously forgives Proctor as she took one for him when he had committed adultery this shows the romantic drama that she loves him so much she would give up her morals for his name. Abigail then starts off again pretending to draw attention on to herself, that Mary is conjuring spirits and uses her power to create mass hysteria. Miller liberally uses exclamation marks to emphasise the shouting and adding to the general madness of the courtroom. Abigail’s actions are dramatised and create a lot of fear, â€Å"Abigail pointing with fear† and which is added to by having all the girls at once shouting. It gives a fearful representation that the girls are possessed by some sought of satanic spirit. Mary shifts the blame onto Proctor who is then accused by the court. This is dramatically used as the story declines after the climax in act three and the story needs to be built up quickly to reach the final climax. In Act four this is done by the hysteria and the fact that Proctor is now being blamed by Abigail and ironically the reason the trouble started was because she wanted him, now she is getting rid of him and achieving nothing. In Act four Proctor has an emotional talk with his wife as she tries to persuade him to confess and be released. Miller goes to work on giving the audience’s heart strings a pull using again language and stage actions to show the emotions of love and despair and create a great sense of drama using dramatic devices. Goody Proctor has forgiven him and believes; whatever, he does â€Å"it is good man that does it†, and thinks she drove him to have an affair. She states that, â€Å"John, I counted myself so plain, so poorly made no honest love could come to me! Suspicion kissed you when I did†. She thinks that there was nothing to love about her and before it was not her who kissed him but personified. This also implies that now when they talk and hold each other it is pure love for the first time in their relationship bringing a sense of romanticism to the ordeal that they’ve been through. Miller’s dramatically structure places the conversation before the final and ultimate climax to act as the calm before the storm and to increase the pressure on John and ultimately be decisive to the final sequence of events. Proctor is to be hung but because he was persuaded he confesses but all the official figures want his confession in writing. By doing this he is giving up his, name. He realises that he will die before he will give up his name and rips up his â€Å"life† which he had signed. This then brings us to the most powerful and dramatic action within the whole play in my opinion as, â€Å"His breast heaving, his eyes staring, Proctor tears up the paper and crumples it, and he is weeping in fury, but still erect. † This shows that he will not sign away his, name, showing his courage. He has thrown away his life but still stands â€Å"erect†, they’ve pushed him all the way physically and mentally but he has not fallen keeping his dignity, ethics and pride, which we know mean so much to him as does his life which is why it is so dramatic. Miller has created a twist luring the audience in with Goody Proctors persuasion, hooking them in with signing the confession but masking the fact he was to â€Å"rip up his life,† and die for what he believes and becoming a type of martyr or tragic hero. Miller’s, The Crucible, is structured to gain dramatic effect. Each act takes on the same structure and has very similar properties. The first two scenes to begin with build up information about different events, which take place off stage. All acts build up to a climax, giving away hints about the next act and each act ends with pressure being placed on a certain character. Act one it is Tituba; act two it is Mary; act three Mary and Mrs Proctor and act four John Proctor. â€Å"The Crucible† is a fitting name for the play as a crucible is a melting pot, which eventually displaces the pure from the waste. Which also happens in the play each act is a small melting pot as in act one, the different things are added by way of the story being built up and then heated. The heat in act one is Hale and overall the whole play is a melting pot. The story built up, the heat added by the way of the court and the pure displaced from the waste. The pure, being the characters that wouldn’t pass on the blame because they were too strong and would not give up their morals. The irony is that the people who deserved to be killed i. e. Abigail and Paris compared to the remorseful Proctor and the innocent Rebecca nurse. Miller created a dramatic play by incorporating dramatic language, stage directions and the play is structured in such a way that it gives the audience an abundance of drama. Abundance of drama. (2017, Oct 17).

Counselling Theory and Practice 2 Essay Example | Topics and Well Written Essays - 3000 words - 1

Counselling Theory and Practice 2 - Essay Example In practice, communication between the counsellor and the client enables the former to identify the issues presented by the later. This profession exposes the counsellor to client’s personal information. The details of some of this information may be emotional, but the counsellor should not let the emotions of the client carry him away. Perhaps this is the most challenging bit of this counselling profession. Maintaining one’s composure amid the tides of the client’s emotion is what distinguishes the professional counsellor and non-professional one. The principles of counselling practice border on a number of psychological theories because the profession attempts to solve the cognitive problems (Tudor, Keith, Valentine, & Worrall, 2004). In this essay, I will evaluate the recorded transcript with respect the client centred theory. The client centred perspective emphasise that the counsellor should maintain his or her composure while extracting information from the client (Tudor, Keith, Valentine, & Worrall, 2004). The essence of counselling is to establish and solve the problems of the client. The proponents of this view insist that counsellor should hide his expertise so that he or she can extract information from the client. People often share information depending on the relationship that exists between the parties involved. Concept of trust tends to affect the amount of information that one would share (Corey, 2012). In counselling practice, counsellors often strive to build a good relationship with the client so that the later may feel free to share personal information including secrets that haunt them. Obviously, individual’s past at times tends to affect the amount of information that one can share. Too many people that seek the services of the counsellors have spent their lives in environments that are