Personal Development Qcf Level 2 or 3 Health and Social...

Personal development guidance notes on how to write a reflective account qcf health and social care level 2 or 3 unit 2 personal development study aid or guidance notes A Reflective account, which addresses the subject of personal development, within the role of a social care worker. You could use this learning resource as a guidance/reference aid, in producing your own reflective account. This explains understanding of your personal development, training, and support available within your role. EXAMPLE REFLECTIVE ACCOUNT I have been employed as care worker with my Company, for the last 4 years. Upon joining the Company, I received an induction, which covered guidance and training, in areas applicable for my role. I also received a job†¦show more content†¦If I have a work related problem, I can approach my supervisor, and line manager for support. I feel comfortable in doing this, as I am confident that they will address my issues, and help me to resolve them. I have the opportunity to develop in my role, as my employer arranges regular ‘in-house’, training opportunities. My employer has also encouraged me to undertake my NVQ qualification, and has allowed me ‘paid’ time for study. My employer advertises job vacancies internally, and I have been encouraged to apply for more ‘senior’ positions, for my careerShow MoreRelatedPersonal Development Qcf Level 2 or 3 Health and Social Care Guidance Notes966 Words   |  4 PagesPersonal development guidance notes on how to write a reflective account qcf health and social care level 2 or 3 unit 2 personal development study aid or guidance notes A Reflective account, which addresses the subject of personal development, within the role of a social care worker. You could use this learning resource as a guidance/reference aid, in producing your own reflective account. This explains understanding of your personal development, training, and support available within your roleRead MoreLearning and Social Care Essay examples30870 Words   |  124 PagesCACHE Qualification Specification CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE  © Copyright 2011 All rights reserved worldwide.    Reproduction by approved CACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their ownRead MoreCashe Level 2 Essay example18123 Words   |  73 PagesCACHE Qualification Specification CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF)  © CACHE 2011 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in MicrosoftRead MoreLeadership for Health and Social Care and Children65584 Words   |  263 PagesQUALIFICATION HANDBOOK Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) (3978-51/52/53/54/55/56) December 2011 Version 2.1 (July 2011) Qualification at a glance Subject area City Guilds number Age group approved Entry requirements Assessment Fast track Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) 3978 19+ There are no entry requirements Portfolio of Evidence, PracticalRead More4222 206 Workbook Role of the Health and Social Care Worker5486 Words   |  22 Pagesï » ¿ Evidence Ref: Issue No: 2 Issue 30/12/13 Page 1 of 6 Author: Mike Smith Ref: 206 Workbook Sampled By IV Initials Dated: Unit 4222-206 – The Role of the Health and Social Care Worker Candidate Name: Mark Mainwaring Date of Activity Award Title / Level Observed by your Assessor: Professional Discussion: Self Reflective Exercise: Seen By A Witness: Seen by an Expert Witness: Product Evidence: Questioning to Support Standards: YES Write Up/Factual Account ElectronicallyRead MoreUnit 2 Promote professional development3611 Words   |  15 Pagesï » ¿Unit 2 Promote professional development 1.1 Explain the importance of continually improving knowledge and practice It is essential, in order to provide a good quality of service and ensure best practise, that managers and their staff receive the relevant regular mandatory training and updates. This training should be identified at the annual appraisal and then reviewed at supervision where positive/negative feedback can be given as appropriate to show how any training received is incorporatedRead MoreEssay, Term Paper, or Research Paper5605 Words   |  23 PagesLevel 2 Diploma in Health and Social Care (Adults) for England (4222-21) Candidate logbook 501/1306/9 Mandatory Units All pathways www.cityandguilds.com June 2011 Version 1.0 August 2012 Version 1.1 About City Guilds As the UK’s leading vocational education organisation, City Guilds is leading the talent revolution by inspiring people to unlock their potential and develop their skills. We offer over 500 qualifications across 28 industries through 8500 centres worldwide and award around twoRead MoreEssay on Pdf Unit 45 Level 3 Health and Social Care3593 Words   |  15 PagesUnit 45: Independent Learning in Health and Social Care Unit code: D/600/9026 QCF Level 3: BTEC Nationals Credit value: 10 Guided learning hours: 60 Aim and purpose This unit aims to enable learners to work independently and contribute effectively in a learning environment. Learners will be able to focus on learning and how they approach the process of learning, including learning choices, methods of learning and resources. Unit introduction Learners are increasingly being encouraged toRead MoreExplain key influences on personal learning processes of individuals4164 Words   |  17 PagesUnit 6: Personal and Professional Development in Health and Social Care Unit code: D/600/8958 QCF Level 3: BTEC Nationals Credit value: 20 Guided learning hours: 120 Aim and purpose This unit aims to enable learners to understand the learning process and to give them the skills they need to plan for, monitor and reflect on their professional development. Learners will then be able to investigate and gain an understanding of health or social care provision. Learners mustRead MoreSafeguarding and protection of vulnerable adults (P1) Essay8208 Words   |  33 Pagespolicy developments on approaches to safeguarding vulnerable adults in own service setting (Our Health, our care, our say, Putting People First, No Secrets, In Safe Hands, Vetting and Barring Scheme / Independent Safeguarding Authority, Local Safeguarding Adults Boards Policy developments not only influence Safeguarding policies and procedures within our services, they underpin them. City Care Partnership has worked in partnership to develop and adopt multi agency procedures and guidance relating

Self-Awareness and Contiuous Self-Development Essay

SELF AWARENESS AND CONTINUOUS SELF DEVELOPMENT WORD COUNT: 1098 words This part will discuss self-awareness and continuous self-development through analyzing a number of prior researches, then come up with the link of them to support my role as a manager in the future. Self-awareness Self-awareness is a terminology that has been widely discussed in not only psychological but also business and managerial perspectives. There are a number of authors trying to propose different definitions of it. In very earlier research, the theory developed by Wicklund (1975, 1978, 1979) defines self-awareness mostly as one’s ability to self-observe. That person will base on certain standard or new information to judge his own behavior (as cited in†¦show more content†¦The higher level of self-awareness an individual has, the more effective he has in work performance. Church’s finding in 1997 is also consistent with that research on managerial self-awareness. He reports that higher levels of managerial self-awareness are positively related to greater levels of individual effectiveness as rated by supervisors. Similarly, following Goleman (1995)’s research, self-awareness inadequacy can damage one person’s relationships and career (as cited in Whetten Cameron, 2011). However, there are cases people can refuse self-awareness. According to Maslow (1962), people avoid acquiring new knowledge about themselves because of the uncertain and uncomfortable feelings they can receive (as cited in Whetten Cameron, 2011). Whetten and Cameron (2011) believe dis-closure is the key for people to overcome that panic. By discussing one’s own aspects with others, people can reduce the ambiguity of problems. For instance, through exchanging results of self-analysis toolkits in Developing Self seminars, people can be more aware of their own strengths and weaknesses as well as receive feedbacks from others. Their Johari Window of what I know and what others know can be more extended. Continuous self-development Self-development is also appeared in many works, especially in a context of an organization. Self-development is defined by Knowles (1975, p. 18, cited in Ellinger, 2004) as â€Å"a process in which individuals takes the

World War Ii and Candidates Free Essays

string(148) " ruler in his domestic policies from 1799 to 1815\? Discuss the claim that the middle classes gained most from the Industrial Revolution in Europe\." 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. We will write a custom essay sample on World War Ii and Candidates or any similar topic only for you Order Now 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 several 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 exercise 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 answer. ) 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 lacked 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 political 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 c lasses 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 genera l 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 included 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 knowledge. 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 t otalitarian 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 2005 Question 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 number 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 standard 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 o rganised 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 the 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 support 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 ‘the 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 par tially 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 developments 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 Republic 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 question. 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 destabilising 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 international 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 mention 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 Band 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 specific 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 conclu sion 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 some 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, speech 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 Bill 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 white 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 handled 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 result. 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 general 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, scripts 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. Some 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 situations 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 well 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 answers 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 wrote 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 How to cite World War Ii and Candidates, Essays

Im Not Scared essay free essay sample

Niccolo Ammaniti’s I’m Not Scared is a novel that portrays a range of human emotions, reactions and how they can affect our decision making. The common theme of the book is fear; such can be ascertained by the title. It focuses intently on the different ways characters face their fears and ultimately triumph against them or how they give in to them. People’s values are called into question throughout the book; particularly the impact fear can have in our ability to follow our morals. The main character, Michele takes the lead in looking past his fear and following his moral convictions. 1978 Southern Italy is where our story takes place; in particular a small village named Aqua Traverse is where we meet our protagonist Michele for the first time. Michele is a relatively quiet nine year old boy, however his ethics and compassion are far beyond his age. Indeed he shows much more courage and convictions in his morals than many of the adults in the story who are too blinded by lust for money and hope for a way out of Aqua Traverse to care much for morality. We will write a custom essay sample on Im Not Scared essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Michele demonstrates his understanding of right and wrong when describing Barbara’s forfeit, where Skull had ordered her to unbutton her shirt and show the group her breasts. â€Å"I felt bad as about it, the forfeit wasn’t fair. † Although he disagreed with the forfeit Michele did not speak up due to his own fear of Skull. What is important however is that he considered the right and wrong thing to do, even saying â€Å"I didn’t like my sister being there†. His protectiveness of his sister is the first sign of his wholesomeness and compassion, even in the face of bad acts. Michele stumbles upon a terrible secret whilst completing one of Skull’s forfeits. He discovers a young, innocent boy chained up and living in the most appalling conditions. The most pressing and continuing issue is whether Michele will tell anyone of his discovery. His ethics urge him to, however after finding out that his father is involved; Michele is hesitant to trust anyone with his secret. Fear is a main element to the story and we see Michele overcome his initial fear of the boy and eventually return, this shows Michele’s selflessness and is an early indication that Michele’s fear will not override his morals. When Michele does reveal the existence of Filippo to Salvatore, he immediately feels bad. He scolds himself saying that he was â€Å"worse than Juda who had bartered Jesus for thirty pieces of silver†. He exhibits regret in his actions by thinking â€Å"I shouldn’t have told him. I had wasted my secret†. This demonstrates Michele’s conflict about whether to tell or not and that he now believes he made the wrong decision by confessing to someone about Filippo. Trusting Salvatore with this secret that he had already had conflict about whether to keep or not.

Balanchine influence free essay sample

Blanching took classic ballet movements and combined them with many flashy American moves of the time. Born In 1904, Blanching was fortunate enough to grow up In a time lavish with beautiful jazz music. He choreographed a few Russian ballets with limited success, but in 1933 he came to America and his career took off. Blanching was fascinated with the American culture. He loved how so many people, all of different races, could come together and live happily.Blanching also fell in love with African-American culture, specifically their Jazz and dance moves. Blanching knew that he wanted to incorporate African-American dancers, Jazz USIA, and a Jazz choreography Into his ballet routines. Blanching wanted his dances to be Like the American culture: a diverse ethnicity of dancers dancing In part to this Jazzy new music. Besides jazz, Blanching also had a love for tap dancing.He enjoyed tap dancers quick, precise steps, and the complexity of the dance moves. We will write a custom essay sample on Balanchine influence or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He loved the series of intricate and complicated steps that had to be executed to perfection to create music. Blanching made sure to Inject his ballets with many tap dance moves, and many jazz dance moves. When watched a Blanching ballet, you can notice how quick many f the steps are, and how intricate the dance is. This is Balances love for tap dance coming out.You also see his dances rich with jazz dance moves. The dancers are often crouched down and waved their hands up and down. This is a very American move and classic Jazz dancing. You also see the dancers using lots of flat hands while they dance. This Is another classic Jazz move. Blanching pulled many things from the African American culture to shape his neo-classical form of ballet. Tap steps, jazz steps, and American culture all had great influence on his works over the years.

A Biography Of Sir James Chadwick Sciences Essay Example

A Biography Of Sir James Chadwick Sciences Essay Example A Biography Of Sir James Chadwick Sciences Essay A Biography Of Sir James Chadwick Sciences Essay James Chadwick had many accomplishments Nobel Prize, wartime knighthood, Master of Gonville and Caius, Companion of Honor but was a troubled, hyper-tense human being, capable of love and choler every bit good as restraint. Chadwick was born in Bollington, non far from Manchester, England, on October 20, 1891, to John Joseph Chadwick and Ann Mary Knowles. Chadwick senior owned a wash concern in Manchester. At the age of 16, Chadwick won a scholarship to the University of Manchester, where he had intended to analyze mathematics. However, because he was erroneously interviewed for entree to the natural philosophies plan and was excessively diffident to explicate the mistake, he decided to remain in natural philosophies. Initially Chadwick was disappointed in the natural philosophy categories, happening them excessively big and noisy. But in his 2nd twelvemonth, he heard a talk by experimental physicist Ernest Rutherford about his early New Zealand experiments. Chadwick established a close working relationship with Rutherford and graduated in 1911 with first awards. Chadwick stayed at Manchester to work on his maestro s grade. During this clip he made the familiarity of others in the natural philosophies section, including Hans Geiger and Niels Bohr. Chadwick completed his M.S. in 1913 and won a scholarship that required him to make his research off from the establishment that granted his grade. At this clip Geiger returned to Germany, and Chadwick decided to follow him. Chadwick had non been in Germany long when World War I broke out. Soon he was arrested and sat in a Berlin gaol for 10 yearss until Geiger s research lab interceded for his release. Finally Chadwick was interned for the continuance of the war, as were all other Englishmen in Germany. Chadwick spent the war old ages confined at a race path, where he shared with five other work forces a stable intended for two Equus caballuss. His four old ages at that place were quiet, cold, and hungry. He managed to keep correspondence with Geiger. Although the work he did under such rough conditions was non really fruitful, Chadwickfelt that the experience of internment contributed to his adulthood. Furthermore, when Chadwickreturned to England, he found that no 1 else had made much advancement in atomic natural philosophies during his clip off. His careful self-humbleness, though, kept him from the spotlight, and his primary function over the following 20 old ages was as Rutherford s helper. They had a complex relationship where Chadwick was confidant, critic and counsellor every bit good as general factotum ( labourer ) for the great adult male, peculiarly during their long association at the Cavendish Laboratory in Cambridge. One of Chadwick s first undertakings was to assist Rutherford set up a unit of measuring for radiation, to help in experiments with the radiation of atomic karyon. Chadwick so developed a method to mensurate radiation that required the observation of flashes, called scintillations, in Zn sulphide crystals under a microscope and in complete darkness. Chadwickand Rutherford spent much clip experimenting with the transubstantiation of elements, trying to interrupt up the karyon of one component so that different elements would be formed. This work finally led to other experiments to estimate the size and map the construction of the atomic karyon. Throughout the old ages of work on the transubstantiation of elements, Chadwick and Rutherford struggled with an incompatibility. They saw that about every component had an atomic figure that was less than its atomic mass. In other words, an atom of any given component seemed to hold more mass than could be accounted for by the figure of protons in its karyon. Rutherford so suggested the possibility of a atom with the mass of a proton and a impersonal charge, but for a long clip his and Chadwick s efforts to happen such a atom were in vain. For twelve old ages, Chadwick looked intermittently and unsuccessfully for the neutrally-charged atom that Rutherford proposed. In 1930 two German physicists, Walther Bothe and Hans Becker, found an unexpectedly penetrating radiation, thought to be gamma beams, when some elements were bombarded with alpha-particles. However, the component Be showed an emanation form that the gamma-ray hypothesis could non account for. Chadwick suspected that impersonal atoms were responsible for the emanations. Work done in France in 1922 by physicists Frederic Joliot-Curie and Irene Joliot-Curie supplied the reply. Analyzing the conjectural gamma-ray emanations from Be, they found that radiation increased when the emanations passed through the absorbing stuff paraffin. Although the Joliot-Curie squad concluded that gamma beams emitted by Be knocked H protons out of the paraffin, Chadwickimmediately saw that their experiments would corroborate the presence of the neutron, since it would take a impers onal atom of such mass to travel a proton. He foremost set to work showing that the gamma-ray hypothesis could non account for the ascertained phenomena, because gamma beams would non hold plenty energy to chuck out protons so quickly. Then he showed that the Be karyon, when combined with an alpha-particle, could be transmuted to a C karyon, let go ofing a atom with a mass comparable to that of a proton but with a impersonal charge. The neutron had eventually been tracked down. Other experiments showed that a B karyon plus an alpha-particle consequences in a N nucleus plus a neutron. Chadwick s first public proclamation of the find was in an article in the diaryNaturewith a title feature of his retiring personality, Possible Being of a Neutron. It was his find of the neutron, in an experiment of demilitarizing simpleness in 1932, which pulled him from Rutherford s shadow and won him, with unusual promptitude, the Nobel Prize for natural philosophies in 1935. He was now a giant in his field, and all his studious attempts to give recognition to others could non hide it. That same twelvemonth, Chadwicktook a place at the University of Liverpool to set up a new research centre in atomic natural philosophies and to construct a atom gas pedal. Chadwick s repute manifested his engagement with the atomic bomb and the single-mindedness he brought to the early thought and feasibleness work in Britain, and to the subsequent development of the arm in the US. Chadwick, among the first to see the potency for a arm and to recognize that Nazi Germany might be doing it, threw himself into the undertaking and ended up in consequence in charge on the British side. Chadwick s find of the neutron made possible more precise scrutinies of the karyon. It besides led to guesss about uranium fission. Physicists found that pelting uranium karyon with neutrons caused the karyon to divide into two about equal pieces and to let go of energy in the really big sums predicted by Einstein s expression E=mc2. This phenomenon, known as atomic fission, was discovered and publicized on the Eve of World War II, and many scientists instantly began to theorize about its application to warfare. Britain rapidly assembled a group of scientists under the Ministry of Aircraft Production, called the Maud Committee, to prosecute the practicality of an atomic bomb. Chadwick was put in charge of organizing all the experimental attempts of the universities of Birmingham, Cambridge, Liverpool, London, and Oxford. Initially Chadwick s duties were limited to the really hard and purely experimental facets of the research undertaking. Gradually, he became more involved with other responsibilities in the organisation, peculiarly as interpreter. Chadwick s work in measuring and showing grounds convinced British authorities and military leaders to travel in front with the undertaking. Chadwick s engagement was wide and deep, coercing him to cover with scientific inside informations of uranium supplies and radiation effects every bit good as broader issues of scientific organisation and policy. His correspondence during this clip referred to issues runing from Britain s relationship with the United States to the effects of Co on the wellness of sheep. As the force per unit areas of war became greater, the British realized that even with their theoretical progresss, they did non hold the practical resources to develop a on the job atomic bomb. In 1943 Britain and the United States signed the Quebec Agreement, which created a partnership between the two states for the development of an atomic bomb. Chadwick became the leader of the British contingent involved in the Manhattan Project in the United States. Although he was diffident and used to the isolation of the research lab, Chadwick became known for his tireless attempts at coaction and his acute sense of diplomatic negotiations. He maintained friendly Anglo-American dealingss despite a great assortment of scientific challenges, political battles, and conflicting personalities. On July 16, 1945, he witnessed the first atomic trial in the New Mexico desert. After the war, Chadwick s work continued to concentrate on atomic arms. He was an adviser for the British representatives to the United Nations sing the control of atomic energy around the universe. Although he pushed for atomic policy issues every bit much as he pushed for scientific solutions, Chadwick finally saw the inutility of the atomic bomb. Margaret Gowing, in her article, James Chadwick and the Atomic Bomb, wrote that Chadwick made a comment about the bomb saying Its consequence in doing agony is out of all proportion to its military consequence. Chadwick s postwar engagement with atomic energy was non limited to arms. He besides was interested in medical applications of radioactive stuffs, and he worked to develop ways of modulating radioactive substances. Chadwick was a dedicated and indefatigable scientist who balanced his committednesss to science with a committedness to his household. He and his married woman, Aileen Stewart-Brown, whom he married in 1925, had twin girls. Chadwick was diffident and serious and had an demanding sense of subject and a indefatigable attending to item. When he was at the Cavendish research lab, all documents that went out for publication passed under his critical regard. Here is a adult male known as psychologically delicate so weak at times that he would plead unwellness to avoid an unwelcome confrontation with a mere undergraduate who for five old ages drives meetings, knocks scientific caputs together, toughs ministries and conducts the most delicate diplomatic negotiations with the Americans. He went on to fall in the great and good in postwar Britain and was honored for his work, but what he had done in the war, invariably fighting against his ain nature and inherent aptitudes, left him weakened and at times about defeated by life. Although his ability to work out jobs and form people neer left him, he seems progressively to hold used unwellness ( which mystified his physicians ) to screen himself against troubles. In 1950 he was proposed as vice-chancellor of Cambridge University, but turned it down on wellness evidences. He was knighted in 1945 and in 1948 was elected maestro of Gonville and Caius College, a station from which he retired in 1959. Three old ages subsequently he retired besides from the United Kingdom Atomic Energy Authority, on which he had served as parttime member from 1957. Sir James Chadwick died in Cambridge, England, on July 24, 1974. Mentions 1. Brown, Andrew ( July 31, 1997 ) The Neutron and the Bomb: A Biography of Sir James Chadwick. Oxford ; New York: Oxford University Press. 2. James Chadwick ( 27 Feb. 1932 ) Letterss to the editor: Possible being of a neutron, Nature, vol. 129, page 312. 3. Chadwick, J. ( 1932 ) The being of a neutron, Proceedings of the Royal Society, Series A, vol. 136, pages 692-708 4. Gowing, Margaret ( January, 1993 ) Notes and Records of the Royal Society of London. JamesChadwick and the Atomic Bomb, pp. 79-92. 5. Oliphant, Mark ( December, 1982 ) The Bulletin of the Atomic Scientists. The Beginning: Chadwick and the Neutron, pp. 14-18. 6. Pollard, Ernest ( October, 1991 ) Physics World. Neutron Pioneer, pp. 31-33. 7. Ioan, James ( 2004 ) Remarkable Physicists From Galileo to Yukawa. United Kingdom: Cambridge University Press. Madison Ellenburg Physical Science

Eugene onegin Essay Example | Topics and Well Written Essays - 500 words

Eugene onegin - Essay Example A dandy, deprived strict moral values and norms, he goes on the booze. Through this character, Pushkin depicts the gap between expected, traditional, usual things and reality people try to escape. He shows that perception of the world was limited by traditions and values imposed by their society. â€Å"Tatyana leaves Onegin kneeling, / looks at him with a steady gaze† (Pushkin). This remark shows that Tatyana is deeply hurt by Onegin who ruins her life and Olga’s happiness. The surface of her story is limpidly clear and beguilingly placid, but Pushkin’s use of it is to enforce by close logic an impossible and often very shocking proposition driven with distinct and startling imagery. Onegin deserves his fate because his desire to possess love of Tatiana is nothing more than dissatisfaction of the past that resulted in losses and hopelessness. On the other hand, I sympathize with this character because love becomes a vein sacrifice that is painful and sorrowful causing terrible sufferings and emotional burden for people. Quite early Onegin explores the meaning and significance of money and social status in life which brings him no good: â€Å"Onegin, my good friend, was littered / and bred upon the Nevas brink’ (Pushkin). On the other hand, Pushkin’s contribution to the pessimism which characterizes so much of the important writing of the ninetieth century was to probe the inner recesses of human behavior to see by what instincts people are governed. Onegin proposes a view of mans essential nature: greedy and rakish. In practice it is possible and desirable to create new law and values, because new environment forces people to change their personal priorities and morals. Social ideology and way of life typical for many young people of his age is the main cause of his suffering and fate. â€Å"Onegin swiftl y came to know / his tale of youthful love, narrated / with deep emotion through and through, / to us, though,

Psychology Personal Statement Example | Topics and Well Written Essays - 750 words - 1

Psychology - Personal Statement Example It seriously mattered what others had on mind about me so I had been cautiously acting and speaking in this regard. I may not be conscious of this issue as it was back then but with my present level of thinking and discernment of situations with youths in general, I manage to assess that my 'self-concept' of identity and recognition at that early age was normally attached with my concern of views beyond myself. The unpleasant scenario with my aunt may not be the most embarrassing yet it was by far sufficiently concrete even to this point, that it left me somewhat speechless and sleepless in a couple of days pondering how I could possibly reconstruct the image of confidence lost. By the time I discovered that this case is not isolated like the treatment I gave it, I gradually learned how to cope emotionally with similar occasions that followed. On witnessing that some acquaintances and neighbors had also undergone times as unfortunate, I could relate and sensed a significant connectio n that my feelings began adjusting to the level where I first acknowledged the type of emotion involved then took control by diverting my attention to other concerns and understanding that time heals in the process. As a child, this development is essential particularly as I aimed to replenish hopes and composed myself due to realization of a chief interest. Because I looked up to someone and wanted something like all the other children had, I could not let distressing emotions blow my drive to yield to such ends. Consequently, I was able to identify an emotional trend or cycle which would often remind me to keep calm and have patience on anticipating subsidence of an upset sentiment. Currently, though I consider varying approach in dealing with circumstances that entail getting embarrassed, learning the basics through my concrete operational stage stays intact. When I turned a sophomore in high school, I had a friend in campus whom I was with constantly and who strongly convinced m e to try part-time jobs for some extra cash in addition to the allowances given on a regular basis by my parents. With loads of school work however, I could not quite manage whenever another task got in the way so I did not fully proceed with the job offer but helped my friend instead in exchange of commissions we had agreed I could be apportioned with on accomplishing my part of the project. At that age, the material or physical drive of earning income all the more urged my sense of independence to grow, thinking that it would be a mature step to prepare myself for a more challenging endeavor later on. Little did I know that the more I thought so ideally of managing my situations of acquiring my own means of financial support, the more I was consumed with impatience in handling other important matters. It did feel emotionally rewarding as it encouraged me to work hard and be proud upon discovery of new potentials at first but as the going got tough, I got exhausted at the expense o f my studies and healthy interactions. I became rebellious toward my parents unconsciously, seeking my way with reasons and pointing out that there was something I could prove.

The League of Nations Essay Example | Topics and Well Written Essays - 2250 words

The League of Nations - Essay Example War weariness is a common phenomenon, more so when the gains from such wars are intangible and far removed from domestic affairs. In the aftermath of prolonged periods of conflict, "war prevention assumes a high priority[and]the favoured technique is to institute measures of cooperation and consultationwith a view to preventing war"(Buzan 1983, 163). The League of Nations established in 1919 in the aftermath of World War I, was one such attempt to change the focus of war prevention from individual to collective security. For such an organization to be effective, it had perforce to have the backing of the major powers. Great Britain, France, Italy, Japan, and later Germany and Russia - all great powers in their own right - joined the League of Nations. The United Sates on the other hand, was the only major power not to join the League in spite of having been instrumental in creating it in the first place. According to Meg Harney, "While an excellent idea in theory, the League met with repeated problemssimply because nations had not adapted their foreign policy to change". The Senate Foreign Relations Committee was one such institution that could neither envision nor endorse this shift from a, 'balance of power' diplomacy to a new diplomacy giving greater weightage to collective security. This dichotomy i.e. ... onal requirements was highlighted by Robert Putnam in his 'two-level game' theory, and the failure of the United States to join the League of Nations could be analyzed in this context. To this end a brief overview of the theory would not be out of place to place in perspective the salient aspects of the theory, against the backdrop of the events leading to the formation of the League of Nations. The clash between President Wilson and the Senate over the formation of the League of Nations has been analyzed form many viewpoints. While some analysts see it as nothing more than the outcome of partisan politics, others view it as a clash of ideas between the 'internationalists' and the 'isolationists'. Though formally articulated only in 1988, the US failure to join the League of Nations can also be viewed through the lens of Putnam's 'two-level game' theory. It is a well-known fact that national leaders are simultaneously discharging their duties at two levels - the international level and the national level - with a dynamic interplay between the two. National leaders do not conceive of foreign policy in a domestic vacuum, nor domestic policies without considering the international ramifications. As far as foreign policy is concerned, they have to consider the interests of their domestic constituencies, balancing the 'costs' of implementing foreign policy initiatives against domestic imperatives such as national economy and social welfare. Thus, the right moves at one level (of the game) can affect the other level, ultimately impacting upon the deliberations at that level. An analogy could be that of a magnet held below a sheet of paper controlling the movement of a metallic token placed above the sheet. Keeping this in mind, Robert Putnam summarized the connections

Analysis Of Moral Education

Analysis Of Moral Education The word ethics is taken from the Greek word ethos which means custom or usage. Ethics can be defined as a philosophical study of morals; that is of good behaviour moral obligation moral attitude moral responsibility social justice and good living conditions VALUES : Can be defined among other things as price appraisal,ie the price of something compared with the price of another rank quality grade standard and high attributes (in thoughts, religion and society) The terms moral value and ethical value are usually used to convey the sense of good or correct as opposed to immoral and unethical. Morality is a social instrument that guides individuals and groups in their daily lives. It requires individuals and groups to follow it. It helps the people to behave rationally as members of society. NORMATIVE AND DESCRIPTIVE STATEMENTS V. Grassian (1981) says that attempts to give coherent or logical, systematic and justifiable answers to moral questions are called normative ethics. This means that moral ethics focuses on normative statements which have implications on human behaviour. Hence, it can be said that a normative statement is a value judgement that is good or bad, wrong or correct, acceptable or unacceptable. The example, Abortion is an immoral act is a normative statement. Moral judgements can be divided into either special or general. According to W.K. Frankena (1973), he says that in a moral judgement; we can say that a certain action or type of action is morally good or bad obligatory or non-obligatory necessary or unnecessary to carry out. Such a judgement is called a judgement of moral obligation or denotic judgement. As a class we can discuss matters that are not actions nor types of action concerning persons, their motives, aims and behavioural traits or nature. Similarly, we can also say they are morally good, bad, virtuous (having better behaviour or higher moral principles than others), vicious( evil, cruel) responsible, saintly, etc. Evaluation of this sort is called moral value judgement or aretaic(excellence of virtue) judgement. Table 1.1 1) Normative Statements with Moral Judgements Special General Judgements of moral obligation (Deontic judgements or obligations) I do not like to dispise anyone You need to be a dedicated student What Ahmad has done is wrong ? It is not proper to force your son to work until late night. We need to keep to our promise All dictators deceive their people All human beings need the right to freedom Bribery is wrong in the eyes of law. Moral value judgements (Aretaic judgements) my father is a kind-hearted penghulu he is always responsible in his work you ought to be fined alis motive is good. a good person does not cheat or steal benevolence(kindness) is a noble quality jealousy is an ignoble(mean) motive the person who can forgive such a negligence or mistake is a saintly person. 2) Normative Statements with Non-Moral Judgements Special General Judgements of non-moral obligation (deontic judgements) you need to buy a new pair of shoes you only need to buy tickets for this concert you really should sleep earlier shakira has to eat at the school canteen every day. to make a table, you need nails, not scotch tape. A good method is to send troops to the battlefield To answer correctly, students must read the questions care fully. All hostel residents should care for their safety Judgements of non-moral value (aretaic judgements) that car is good his life is not happy I did not brush my teeth in the correct way Kamarul attempted to defend his argument in the debate. pleasure is good in itself democracy is the best form of govt. peaceful demonstrations are allowed in many western countries sweet food is not healthy. Normative statements in the form of direction or orders ie. To direct or order an individual or the public to obey a regulation or law, ex : parents must be respected Non-normative statements are known as descriptive statements and they are not concerned with judgement of moral values. Ex : in Malaysia, reshuffling the cabinet is the prerogrative of the prime minister. No Matter Non-normative Normative 1 General elections Fewer people are registering themselves as voters Good citizens must register themselves as voters 2 Genetics We still do not know much genetic engineering Genetic manipulation should be used to check the deformity of babies at birth 3 Suicide Suicide cases have increased Killing oneself as a personal sacrifice is permitted 4 Pornography Pornography tarnishes life in the campus Pornography is banned in the campus 5 Parents Parents have authority in the family Always obey the orders of your parents Basic concept of value : 1) On our red currency note, bank Negara Malaysia makes this declaration this currency note is legal tender of Ten ringgit this is an example of value from the materialistic aspect. From the aspect of morality- there is no difference between a theft of RM10 and a theft of RM100, although there is certainly a difference in monetary value. 2) in a society, if a person has a lot of money, he is considered rich; if he does not have much money, he is considered poor. However, we should not assess a person solely on the basis of his wealth or the amount of money he possesses. Instead we should appraise him from the point of view his quality of living, his character and the moral values that he possesses. Such intrinsic value can only be felt by the person concerned or are noticed and taken into account by people who observe them. M.Rokeach (1973) in his book, The Nature of Human Values, points out another characteristic of moral value; a value changes from time to time and is different from one place to another. Values has its own functions ; it acts as a criterion or standard which is consistent and strong for an individual or society to act in a way that is good, correct, and acceptable it is an indicator, reference, and guide to solve moral conflict. Different moral values may be in conflict with each other, but a guide from value itself will be referred to in order to resolve the conflict. Ex; you are offered a reward to carry out a task which is dangerous. The task might be good for society but bad for your family (your safety is at risk) In this conflict, value plays an important role in making you arrive in a decision whether to accept the task or to reject the offer. It places a restriction on the behaviour or action of an individual or the society. An individual will or will not do something or behave according to the values held by family. Instrumental (Extrinsic) Values and Intrinsic Values Instrumental values: Quality received or rejected as instrument to achieve certain objectives Dependent on other values to achieve certain objectives Second order values; Bravery, diligence, respect for others. Intrinsic values: Quality received or rejected solely because it is good or bad without considering its effect. Not dependent on other values to achieve certain objectives. The value mentioned it itself the final objective First order value; kindness, love, justice Subjective values and Objective Values Subjective values : Quality accepted or rejected by someone who gives his views Accepted or rejected on the basis of an individuals opinion Objective values: Quality that may be valuable or not valuable but free from personal choice Accepted or rejected on the basis of a set of criteria agreed upon by all or a majority of people. Relative values and Absolute values Relative values : Value accepted or rejected by regulations in a society in order to achieve certain societal objectives Can change with time Absolute values: Value the worth of which is not related to the custom of a certain society Constant at all times and in all places and in almost all norms of society. Chapter 2 : Theories and Value Systems The objective of the theory of normative obligations is to guide us to make decisions and judgements about actions in certain situations i.e. to try to determine what we and other people ought to do. Social Morality Theory : (SM) The theory of SM is a theory which attempts to relate moral standards, regulations of a society and the countrys or universal law with ethical concepts. It also stresses the individuals responsibility to follow orders from an authoritative body. An individual has to know what he can and cannot do and whether a certain action is right or wrong or a certain behaviour is good or bad. Religious aspects Buddhists are advised not to be extreme in life i.e. not to unnecessarily torture themselves and not to be controlled by desire. They should also behave virtuously (to be kind and loving) in order to be rewarded, and finally to attain nirvana. Christians is governed by the commands and prohibitions set out in the Ten Cmmandments which prohibit killing, adulterous relations and stealing. Hindus are required to observe the moral regulations stated in ancient writings like the Ramayana and the Upanishads. These regulations guide the Hindus about what they ought to do and what they must avoid. Malays Muslims must practice a disciplined life observing the moral and ethical teachings of the Koran and the Hadis. Members of a society normally observe a system of moral standards with general principles related to moral norms. 2 most important functions are :- the moral standards system in the society identifies situations so that each person wards off self-interest to strengthen a system of behaviour that brings benefits to self as well as to other people moral standards serve to resolve conflict in the society by giving justifications that are acceptable to the public as bases for action which involves prudential claims and moral claims. Prudential claims are based on self interest that is on the needs, desires or objectives of individuals. Moral claims are based on standards that are outside the personal interest of individuals. A weakness of SM is that when different societies have laws, regulations, customs, and moral values that differ, misunderstanding, conflict and social tension may occur. Theory of Personality Virtues (PV) According to R.B. Ashmore, moral theory, which is said to be a systematic way in determining questions on values, begin when we ask, Why should I act in this way and not that ? MG Velasquez says that the individual is not born with the ability to understand and apply moral standards. This ability, like his physical, emotional and cognitive abilities, develops with maturity. Hence, his ability to deal with moral issues is formed as he grows. Aristotle, the famous Greek philosopher says that our moral ability, called personality virtues or morally good habits, is built through training and repeated practice. Moral ability is taught to us by our families or by society until we have become accustomed to thinking, feeling and acting in ways that are morally appropriate. Qualities like courage, temperance, generosity, self-control, honesty, sociability, modesty and fairness or justice are personality virtues that can be acquired through habit. The formation of personality is in gradual stages and as follows : during childhood we are told what is correct and wrong. We will obey advice as to avoid punishment. Childhood obedience to moral standards is based on self interest. teenage the moral standards become internalized. We begin to understand the implications clearer and obey them. Obedience is based on loyalty to family, to friends to country. Matured we inherit from family, peers, culture or religion. We begin to evaluate moral standards. An individuals PV can be summarized as : All PV are acquired through the teaching-learning process or training. PV are habits, which means that they are ordinary deeds definite and prominent. When such a habit is formed, a stable tendency develops in the individual and this can be called that individuals characteristics. PV are operational ;ie they enable us to determine how to behave and act in a certain way PV are good; they differ from bad habits and vices. There are perfect, and allows us to act in the best possible manner. With the acquisition of PV, we become good individuals. Read up page 23 differences. 1993 THE TWELVE PILLARS (page 25) VALUE TIME DILIGENCE BRING SUCCESS ENJOY YOUR WORK MODERATION IS VIRTUE PERSONAL ENHANCEMENT BE KIND INFLUENCE BY EXAMPLE DUTIES MUST BE DONE PRUDENCE AND THRIFT GIVE PRIORITY TO PATIENCE SHARPEN YOUR ABILITY BE CREATIVE SERVICE ETHICS, VALUES AND NORMS Source : Institute Tadbiran Awam Negara (INTAN) Malaysia Refer to table 2.1 Personal Enhancement- positive negative (page26) Theory of Teleological Ethics Can be divided into 2 sectors :- Teleological Theory (TT) Deontological Theory (DT) TT states that whethera value is right or wrong depends on the final results of an action. The final decision depends on the number of good or right matters that have been done. TT places great emphasis on the consequential results of an action is also known as consequentialism. Utilitarianism Theory (UT) UT states that actions are right if they are useful or for the greatest happiness of the greatest number of people. The bombing of Hiroshima, for example, was aimed at ending the world war which had caused untold suffering. Jeremy Bentham (1748-1832) an English philosopher introduced a scientific principle to analyze the quantity of pleasure. He allotted each factor with a value which can be analyzed into 7 factors : intensity of pleasure derived from an action duration of pleasure certainty of pleasure propensity of the experience of pleasure fecundity / tendency to be followed by more pleasure purity / tendency for an action to produce opposite effect and pain the calculus is done by multiplying the total balance with the extent or number of people experiencing pleasure or suffering. Factors 1 4 are used to measure the value of pleasure or suffering. It is only aimed at a person and his experience of pleasure and suffering. Factors 5 and 6 are used to measure when counting many pleasures and suffering. Factor 7 is used when many people are involved. It also shows by giving attention to the increase in general happiness. This means that that UT requires us to choose an action that will produce the greatest good ( happiness and pleasure) for the greatest number of people. Some weakness : the intensity of pleasure or pain is a subjective matter which is difficult to measure bcoz individuals feel differently. the quality of pleasure and pain experienced by one individual is not the same as that of another. It is difficult to measure the quantity of pleasure and pain of an individual at different times in different circumstances. Egoism Can be defined as a theory which considers a value as good if it benefits the individual himself/herself, and bad or cruel if it harms or causes him to suffer or loss. Egoism can be divided into 2 factors : psychological egoism is a descriptive theory which states how people act. It considers that all MEN are selfish. It stresses that people act for their own self-interests and cannot act in any other way 2) Ethical egoism prescribes how they ought to act and that all men ought to be selfish or have the right to be selfish. Factors that encourage egoism are : the social environment in influencing an individuals values our moral judgement, habits and behaviour are socially conditioned. b) The phenomenon called the new narcissism or admiration of oneself, emerged from the desire to defend oneself from feeling shame or guilty because of unequal distribution of profits which benefits oneself but causes others to suffer. The presence of inelasticity in motivation and encouragement. Psychoanalysis and genetic reports consider that each personality trait can be traced to infancy but has been argued and disagreed by many psychologist saying that the operative motive in a baby or a small child is not the same as an adult. Deontological Theory (DT) Deon means duty. A person who holds deontological views believes that to act morally, we must have self-consciousness in receiving specific constraints or rules which place our limits between self interest and the general good. Deontologists say that there factors which determine whether an action or rule becomes good or right apart from good or evil in its consequences. DT examines how responsible we are in treating other people and what our duties are towards them this is known as act oriented approach. It means the measurement or evaluation of ethics depends on the action of an individual and NOT the consequence of that action i.e. whether that action is right or wrong. From the DT theory- appears a principle known as Principle of Duty. Principles of Duty (PD) PD emphasizes duty for the sake of duty. Immanuel Kant is regarded by some philosophers as the most important thinker on ethics. He wrote on ethics, commitment to freedom, dignity, human prestige and moral obligation. He believed that moral obligation does not spring from God or community or human authority but from reasoning. His moral views came to be referred to as Kants Ethics read up, page 37. Kants Ethics 1 The concept of good will The principle of categorical imperative Kants Ethics 2 Formalism Rigorism Abstraction Conflicting ground of obligation Place of inclinations No accounts for wrong doing Chapter 3 The Values of Religion and Belief. Main religions and beliefs Islam Youngest of the worlds major religion From Saudi Arabia 1,400 years ago Spread to all over the world by the end of the 20th century Islam and human development life of an individual is a process which has continuity the process begins 9 months before baby is born, i.e. from the time of fertilization until death and enter hereafter. God, i.e Allah swt, will send an angel to place a roh or soul in the embryo. This will influence and determine 4 aspects of the babys fate in the future : livelihood deeds in the life death suffering or happiness death does not mean the destruction of roh. The roh will exist, after death, in a non-material from until punishment is passed on judgement day and it will be decided then whether YOU go to heaven or hell. The final objective of a virtuous life on earth for a muslim is to go to heaven eventually. Human Beings from an Islamic perspective : In Islamic view man does not emerge from a material process but is made by essence that controls the world, ie Allah and possesses 2 elements; roh and body. Man as Caliph / kalifah: mans appointment as a caliph is a great reward from Allah which makes him more noble than other creatures including the angles. The attributes of a caliph are basically in existence in man when he makes the agreement with Allah in the roh. As a caliph, man should display his natural attributes that he has within him through knowing and believing in Allah and His qualities Islamic Holy books: The Koran is regarded as the original teaching of Allah. The holy verses in it contain messages revealed by Allah to Prophet Muhammad s.a.w. Hadith (hadis) which is a record of the saying and actions of the Prophet S.a.w. Koran and Hadith are the most authoritative sources of Islamic teaching. Read up Koran Hadis Aspects of Islamic Teaching The concept of Ibadah Islamic Moral Values: only the Koran must be the yardstick to understand Islamic moral value. If one practiced the Koran in full, one would be virtuous and pure Failure to obey or rejection of the Koranic teaching would bring chaos and disorder to mankind. Islamic morality is founded on aqidah (faith); provides strong foundation for the belief in Allah in the qadak and qadar (Faith), in sin and merit (pahala) in rewards and punishments in the hereafter. The Koran itemizes behavioural traits that are despicable : unbelieving in Allah s.w.t. hypocritical envious jealous treacherous (dangerous but looks safe) lying, cheating, killing, drinking, committing adultery, etc. Read up examples of Islamic morals and important terms. Christianity places great importance on the worship of God there is only 1 god and is a union of 3 persons God of Father, God of Son and God of the Holy Spirit. The founder of the religion is Jesus Christ. Anno Domini (AD), the year of the birth of Jesus Christ. A.D is used in dates in the non-muslim world to indicate the number of years or centuries that have passed since the birth of Jesus. Christians consider Jesus is the son of God sent to world to free man from sin. The Bible is the holy book for Christians. 2 parts ie Old Testament, written before the birth of Jesus Christ, and the New Testament, written by followers of Jesus Christ. History and Christian Denominations: Christ mean deliverer The earliest Christians were Jews who believed that Jesus was a prophet who came from that community. Old testaments deals with preparation and implementation about the birth of Jesus . New testaments is a testimony to the life, death and triumph over death of Jesus ,the new community, (the church) people of god which emerged as a result of Jesus. Denominations: The Orthodox church mainly in eastern Europe and Russia The Roman Catholic church the largest Lutheran church supporters and followers of Martin Luther (german). The protestant church in Germany The Calvinist Church followers of John Calvin of the Protestant sect The Anglican Church Church of England Methodist. Christianity and Human Development : Mans relationship with God is more important than physical and cognitive development and growth. Many Christians believe the difference between man and animal is that man has been created in the likeness of God. This puts man on a higher class than gods other creatures. Man has 3 types of soul ie:- growing soul enables man to multiply and grow feeling soul are external senses and internal emotions Intellectual soul allows man to think, to remember to have affective, creative, etc Bible : Is a scripture of the Christians. It will guide man to live a moral, bright and excellent life, advice him to avoid sinful activities and save him from negative elements. The whole Bible contains 66 volumes. Genesis is the first book of Moses(the first volume) in the Old Testament mentions how god created the world in 6 days and rested on the 7th, the first man and woman; Adam and Eve. In the book of Proverbs it says obey your parents, avoid sin, be loyal and faithful, be rational avoid adultery, dont be lazy, be honest, be generous. The Revelation of Jesus Christ is the last volume in the New Testament. Mentions the teaching of Jesus Christ. It contains other ethical values taught by Jesus such as humility, friendliness, patience, fairness, moderation, consideration for others. Terms in Bible : Read -up page 70 Bible; God; Man; Heaven; Sin; Hell; Jesus Christ Christian Festivals read up page 71 Refer to the text book from pages 72 to 96 on these religions. Buddhism Hinduism Taoism Confucianism Sikhism Native beliefs END CHAPTER 4 THE MORAL PERSON The concept of moral will be looked at in 3 aspects : Moral content Moral form Moral dimension A) Moral content Refer to rules of society and human characteristics. Under the rules of society, there are certain restraints on their freedom to act in order that the safety and human rights of others can be protected. These rules are compiled from old and new knowledge and experience in human life. The moral issues experienced first by an individual are the customary rules and regulations that form the mores of a society. These customs are validated by a human group. It refers to standards or rules of our ancestors. An individual accepts and acts accordingly because they are prescribed norms. They cannot be disobeyed or challenged. Expected to behave within the boundaries of customer morality. Reflective morality calls for reasoning and consideration of the individual. This leads to the formation of specific criteria to judge the way to act The difference between customer morality and reflective morality is not what is believed but the reason that belief is preserved Rules of society can be put into 10 points : improve the standard of living of the people develop the intellectual capacity of the people so that they can function more effectively protect human life defend human rights and peoples welfare prevent degradation in behaviour and morals of the society stabilize conditions in the society maintain peace in the society create and preserve social order preserve social harmony 10) save time and effort when making decisions for oneself or other people. Human characteristics can be applied to Intrinsic motivation not to do something in a certain way, ex; reluctance to break or promise, or hurt person and reluctance to help someone in need. Feeling of guilt and disapproval when an individual acts in a manner contrary to his own intrinsic motivation. Believed importance conduct brought about by intrinsic motivation is considered very important to an individual to the extent that he feels it should become part of his nature. Admiration or esteem Opposed to the negative attitude one has for people lacking in moral motivation is feeling of admiration and esteem for someone who has done something extraordinary in he moral sense. Special terminology A person find it difficult to or does not know how to communicate his motivation, action or feelings. Believed justification must have justification for his motivation, sinful feeling, disagreeable attitude and admiration. B) Moral forms You are offered a high position in a government department that is riddled with corruption. If you try to oppose the corrupt system they expel you and replace you with someone new. In such a situation, is it right for you to accept the offer ? How do you resolve the moral conflict or dilemma ? Using your intelligence and referring to societal rules; Consider moral principles which you consistently uses; Arrange the principles in a hierarchy so that one of more basic moral principles can be used as a tool to justify other moral principles; Make sure the principles in No 4 do not conflict with each other. Read-up on Principalistic Ethics Form and Situational Ethics Form page 106-107. Moral Dimensions can be broken into 3 factors; reasoning; feeling and performance. Refer to the diagram on page 108/109 Moral reasoning to think and judge rationally and freely. Moral feeling love, compassion, sympathy. Moral performance to conduct oneself that is morally correct. Moral Agent and Recipient and Ethical Dimensions -page 110 CHAPTER 5 SOLVING MORAL CONFLICT Types of conflicts that may arise : A type of right may clash with another type of right, or a kind of freedom may clash with another type of freedom. BN and PKR conflict may arise between one person and another rights, utility, happiness, freedom and justice conflict arises between various values and concerns. Ethical Conflict Egoism and general utility egoism can be seen when ones life is delightful (self or own interest) and general utility refers to interest or welfare of others rather than self. Happiness and duty good or bad (good for self but bad for others) right or wrong (right decision for self but wrong decision for others) Normative Conflict in Social Philosophy related to freedom, justice, rights, law and sovereignty. Some of these conflicts can be categorized as ; Conflict between justice and social utility many groups in society can be said to be very costly, ex ; children, the elderly and handicapped. They incur greater cost than benefits they bring. By reducing these cost, we are denying these group of people from a full share of benefits seems unjust / wrong. Education, medical treatment and special care should be considered. It is clear that the cost of the expenditure is higher than the benefits derived from them. In a situation like this, justice and utility conflict. 2) Rights and Freedom a woman has the right to have as many children as she likes, but the UN Declaration of Human Rights proclaims that it is the right of every children to have nutritious food and medical care. To maintain that right, only mothe