Beowulf Cheat Sheet Essays -- Epic of Beowulf Essays

1. Weapons serve as the tools that the soldiers must subprogram to do their job killing beasts or men without get killed. As a artist may be fond of his paintbrush, the soldiers greatly cherish their weapons. Often a weapon is valued for its pedigree. The author often interrupts litigate to delve into a weapons previous owners and its history. In the introduction, Burton Raffel states, The important tools, in this meter, are weapons proven swords and helmets are handed down from father to son, give care the vital treasures they were. Swords have personalities, and names ? (xi) Beowulf uses Hrothgars helmet and armor to protect him from serpents claws while he descends into the lake to meet Grendels mother. The helmet is said to block all battle swords, ascertain all blades from cutting at him?(1451-53) However, the monster bites holes in it. Grendels mother is frustrated by the almost impenetrable armor. She tried to work her fingers through the tight ring-woven light on his breast, precisely tore and scratched in vain.? (1503-05) Hrunting is the sword that Unferth lends Beowulf for the battle against Grendels mother. Hrunting is a lucky sword, No one whod worn it into battle, swung it in dodgy tooshies, daring and brave, had ever been deserted-?(1459-1461) However, Hrunting is useless against Grendels mother, although no swords made by mortals would have pierced the monsters skin. It takes a sword hammered by giants, strong and blessed with their magic? (1557-1559) that Beowulf finds hanging on the wall to cut through the monsters neck. The monsters blood melts the sword but Beowulf brings the sword hilt to Hrothgar as a gift. In the battle against the dragon Beowulf uses a sword named Nagling. It first cracks against the tough dragon skin and then breaks to pieces against the dragons head. Once again, his weapon had failed him, deserted him, now when he needed it most?. Although the iron shield is somewhat effective against the dragons scalding b reath, throughout the poem Beowulf is little aided in battle by a weapon. The author suggests that his hands were too strong, the hardest blade could not help him, th... ...m hilde-deor hearpan wynne?. In the translated edition Burton Raffel uses a more subtle style, although alliteration can still be easily found on every page. An example is the description of Hrothgar playing a ingeminate and how he stroked its silvery strings? (2108) Kenning is the use of figurative phrases instead of a simple noun. Instead of just saying ship the author might use the ringed prow?, the sea-farer?, or the bent-necked wood?. The dragon is refered to as a twilight-spoiler? and whale-road? is an ocean. A king or important noble is called a ring-giver? many propagation throughout the poem. There are several similes is the poem. One example is the description of Grendels claws as nails as hard as bright steel? (985) other simile poetically depicts the Geats journey stating, The ship foamed through the sea like a bird? (218). An Epithet is an identifying repeating adjective used to take the place of a persons name. The kenning term ring-giver is an epithet. Patronymics, a specific type of Epithet, is the naming of people in terms

beyond beef :: essays research papers

      Jeremy Rifkins book, Beyond Beef, is an indictment against the cattle culture that has come to shape our world. Americas obsession with cry has led to increased hunger, disease and environmental destruction. Rifkin, without a doubt, is anti beef and with painstaking verisimilitude attempts to shed light on the horrific conditions which be brought about by the entire industry. Furthermore, his book is somewhat of a continuity of Upton Sinclairs novel The Jungle, the first attempt made at exposing the exploitations of the meat slaughtering industry.      Ironically and rather unfortunately, the evince situation is that while the poor nations of the world are starving their own populations to produce and export beef, the rich, who are able to afford beef, are dying from diseases. Rifkin has some(prenominal) chapters dedicated to the host of illnesses those beef eating individuals are susceptible to. The titles include, Sacrifice to Slau ghter, "Cows Devour People, and "Marbled Specks of Death." cardinal point he makes is that beca use up of the widespread use of antibiotics among the cattle industry, the human population is increasingly vulnerable to mor virulent strains of disease-causing bacteria (12). Rifkin further attests that beef, but ranks second as the food posing the greatest pubic louse risk. The reason is simple beef is the most dangerous food for herbicide contamination and ranks third in insecticide contamination. Eighty percent of all herbicides in the United States are sprayed on corn and soybeans which are used primarily as feed for cattle and other livestock. When consumed by the animals, the pesticides accumulate in their bodies. The pesticides are then passed along to the consumer in the finished cuts of beef. Large feedlots have other sources of potential chemical contamination in beef including use of industrial sewage and oils in feedlot mixtures and aerial spraying of insectic ides on feedlot cattle (13).      Furthermore, Rifkin indicts the human civilization and sheds light into the barbarous actions of men in the early development of the cattle culture. One of the most effective is in the chapter, "The Great Bovine Switch," an expose of the atrocities committed by the United States Army and cattlemen. Rifkin states that the cattle culture was responsible for the demise of many a(prenominal) Indians,           When we get rid of all the Indians and buffalo, the cattle...          Will fill this country...These men the buffalo hunters have          done...more to settle the vexed Indian question than the entire          regular armament has done in the last thirty years.

Role of Calculators in Schools :: essays research papers

For adults, math is used in umpteen ways, from con deliberation sales tax and tips to figuring gas mileage and averages but for children it sometimes seems as if the only time for math is for homework and tests. The initial purpose for schools in this department is for the pupils to see and perceive the practical uses of it, however it is controversial that the use of teaching with calculators changes this idea. In the short essay Ditch the Calculators, the author Diane Hunsaker insinuates that the overuse of calculators in math class defeats the last-ditch goal of education expanding the mind and increasing students abilities to function as contributing members of society. As society enters the twenty-first century it seems that teaching and training has an entirely sensitive perspective. It seems as though the new technologies that are introduced in school, computers and calculators, are not producing the same effects that learning without them once had. As a college level s tudent I feel that, from my own experience, I am an advanced math student because the rules and principles were drilled into my memory and not that of a calculator at a young age. Depending on ones perspective, the use of calculators at the elementary school level is seen as either the solution to or cause of m both of the problems affecting math education in this country. It has been known for a long time that early experience is able to shape the brain and behavior. In the stages of learning at a young age, to fully grasp a concept, a child moldiness understand the principles how and why in order to apply any significance or relation to anything. This particularly applies to such a subject as that of math. Diane Hunsaker expresses her view as well in the following quote maths is as much about knowing why the rules work as knowing what the rules are (668). It seems that Hunsaker is saying that before rules can be applied, there must be a foundation for them. This concept for math, and in general, trains the mind by exercising thinking skills. It is apparent that she agrees by examining her direct statement, Math trains the mind. By this she likewise goes on to say, that by the ability to exercise these particular thinking skills that students are learning to think logically and rationally. I must say, that having the ability to think logically and rationionally in controlled situations has allowed me to progress outside the classroom.

Exploring the Digital Age Essay -- GCSE Business Marketing Coursework

Exploring the Digital Age On January 10, 2000, the largest merger in history was conducted between Time Warner and American Online. On a surface level, this merger could be seen in light of its combined resources, or even its large market value. However, the merger between these two companies has repercussions in the life of every person who uses the Internet. Undoubtedly, the Internet has emerged as a leading technology poised to change the way the world will revolve. The Internet has ushered in the Digital Age where information is king and mass customization is possible. Even the current economy, investors have recognized this and are heavily investing in companies that are a part of this Information Technology Industry. The logic of any merger is that with its combined resources, the new company would be able to exploit opportunities that by itself it would not be able to. Many companies in history have missed these opportunities and have paid dearly for it. IBM, for instance, lost its position as a market attractor when it failed to understand the potential of the personal computer. Xerox did not recognize the potential of a graphical user interface. Both these companies are examples of successful firms that missed the impending arrival of a technology, and the prospect of taking advantage of the opportunities created by it. However, AOL made significant steps to acquire Time Warner, and through its strategic moves, it has shown clearly that it understands the entailment of the emerging Internet technology. The merger of AOL Time Warner is still currently in the process of being fulfilled. Through the analysis done of the merger, and of the individual organization and their previous(prenominal) mergers, it is likely that the AOL Time Warner merger will, in time, prove to be a successful move by both companies.America OnlineContext, Structure, PerformanceIn severalise to predict the outcome of the merger, it is important to look at each organizati on separately. America Online incorporated under its original founding name, Quantum Computer Services, in may of 1985. After its first online service, Q-Link was launched on Commodore business machines, AOL went on to launch America Online for DOS, Macintosh, Apple II, and Windows. Over the next decade, it went on to acquire many Internet-related companies, from developers of Internet applications to Interne... ...ong cultural element, and an aggressive management team will have great opportunities. BibliographyAmerica Online, Inc. Cha, Ariana Eunjung and Walsh, Sharon. (January 12, 2000) Merged Firm To Have New Look Restructuring Called Significant. The Washington office staff (E1).Davis, Stan and Meyer, Christopher. (January 24, 2000) Inventing the digital future. U.S. News and World Report Pg. 34-40.Henry, Shannon. (March 25, 2000) AOL to Lay Off 700 to 1,000, Reorganize Into 4 Units. The Washington Post (E1).Hofmeister, Sallie. (September 26,1995) Better the 2nd Time A round? result Time Warners rocky Marriage Affect New Spouse? Los Angeles Times (D1)Holstein, William J. and Vogelstein, Fred. (January 24, 2000) Youve Got a Deal U.S. News and World Report Pg. 34-40.Maney, Kevin. (November 30, 1995) Is Time Warner undoable to manage? CEO Levin grapples with a house divided? USA Today (1B)Okren, Daniel (January 24, 2000) Happily Ever After? Time Pg.38-43Time Warner. Time Warner 2000. Zaret, Elliot. (March 8, 2000). The Rise and revert of Netscape. MSNBC.com. Retrieved April 19, 2000 from http//www.msnbc.com/news/379409.asp

Environmental Ethics Essay -- Ethics Philosophy Global Warming Climate

Our modern industrial society provides us with spectacular physical and psychological comfort. We live not with a fear for our lives, we atomic number 18 politically stable and dominant even the terrorist attacks against us cannot strip us of our safety bubble. We live with the luxury of convenience provided by our technologies, such as menage appliances, personal computers, indoor heating and plumbing, personal automobiles with endless fuel the list is infinite. We live in a disposable society, where it is not commonplace to have hooey goods fixed, but rather replaced. We have disposable everything, diapers, water bottles, contacts, paintbrushes again, our convenience is never-ending. This convenient lifestyle coupled with our massive desire for material goods has created immense devastation to the Earth. As time progresses we learn of more tragic outcomes of our lifestyles. I result discuss the major environmental tragedies that are facing our planet and possible solution s to the disasters. I will also give comparative thoughts by a handful of philosophers and dispute our moral obligations to the environment and for those whom occupy it. I feel that we need to do something in brief to stop the destruction before it is too late.First off, the biggest argument for preserving the environment would be we have an obligation to early generations. Singer discusses these thoughts in his chapter on environmental ethics in his book, Practical Ethics. He begins with the assumption that people are self-interested, and while current philosophy and economics fail to present answers to the problem of obligations to future generations, we still have them. He recognizes that we do not know exactly what future people will cherish will they cho... ...e need to come together and work towards a common goal a cleaner America. Dont think with tunnel vision, think long term, and consider how quickly world have made an impact on the environment. Earth has been survi ving with out us for millions of years and it took us a couple hundred to wreck havoc. thither are small things that we can do everyday to help right here in Alma recycle, walk to 7-11, bike to the baseball games, and etc. All great things start with an idea and starting is the hardest part.Sources * Flavin, Christopher. The Heat is On The Greenhouse Effect. * Gross, Rita. Toward a Buddhist Environmental Ethic. * Pajman, Louis. Environmental Ethics Reading in Theory and Application. Wadsworth issue Co. March 2002. * Singer, Peter. Practical Ethics. New York Cambridge University Press, 1996.

Environmental Ethics Essay -- Ethics Philosophy Global Warming Climate

Our modern industrial society provides us with great physical and psychological comfort. We fit not with a fear for our lives, we are politically stable and dominant even the terrorist attacks against us cannot strip us of our safety bubble. We live with the luxury of gadget provided by our technologies, such as household appliances, personal computers, indoor heating and plumbing, personal automobiles with endless fuel the list is infinite. We live in a fluid society, where it is not commonplace to have material goods fixed, but rather replaced. We have disposable everything, diapers, water bottles, contacts, paintbrushes again, our convenience is never-ending. This convenient lifestyle coupled with our massive proneness for material goods has created immense devastation to the Earth. As time progresses we learn of more tragic outcomes of our lifestyles. I will discuss the major environmental tragedies that are face our planet and possible solutions to the disasters. I w ill also give comparative thoughts by a handful of philosophers and dispute our moral obligations to the environment and for those whom occupy it. I feel that we need to do something soon to stop the destruction before it is too late.First off, the biggest argument for preserving the environment would be we have an obligation to time to come generations. Singer discusses these thoughts in his chapter on environmental ethics in his book, Practical ethical motive. He begins with the assumption that people are self-interested, and while current philosophy and economics fail to present answers to the problem of obligations to future generations, we still have them. He recognizes that we do not know exactly what future people will foster will they cho... ...e need to come together and work towards a common goal a cleaner America. Dont cerebrate with tunnel vision, think long term, and consider how quickly humans have made an impact on the environment. Earth has been surviving with o ut us for millions of years and it took us a couple hundred to wreck havoc. There are small things that we can do everyday to help right here in Alma recycle, walk to 7-11, hertz to the baseball games, and etc. All great things start with an idea and starting is the hardest part.Sources * Flavin, Christopher. The Heat is On The Greenhouse Effect. * Gross, Rita. Toward a Buddhist Environmental Ethic. * Pajman, Louis. Environmental Ethics Reading in Theory and Application. Wadsworth Publishing Co. March 2002. * Singer, Peter. Practical Ethics. New York Cambridge University Press, 1996.

Bullying on the Bus Essay

By putting cameras and audio equipment in places where children congregate, schools can protect children from bullying and solve the problem. It is our responsibility to take for our children safe however if it is from other children. Bullying happens every day it happens in school, on the school bus, on the way home from school, in the bathrooms, in the hallways, even in the classrooms under the teachers noses. People may think that this is someone elses problem that it is not their concern but it is everyones problem.While doing the research for this authorship I came across this story written in a book by (Cheryl E. Sanders Gary D. Phye) in the Kaplan Library. It was around February of 2003, it was about a 13 year grizzly girl who was attending a middle school in a Denver suburb, she had to change schools for concern of her life (Kirksey, 2003). That wasnt the first time she believed she was way out to die. At the age of 9-years-old, she lost one of her legs to cancer. If tha t wasnt a big enough scare for a child her age.As a young amputee, she should flummox made friends easily and obtained compassion from her peers, but in its place she faced bullying. An under- ground group of several girls recitationd vocal hostility to terrorize her. enjoin blasphemous and frightening messages such as die, bitch, die and you stop watch your back via a website on the Internet as well as comparable with her at school were the major settings for the bullying. After 5 months of living amidst this horror, she (with her mothers reassurance) elected to depart the community middle school and register at another school.They wished to find a pleasing atmosphere where she could thrive, learn, and feel secure. Regrettably, statistics designate that this young girl and others like her are liable to encounter the identical enmity at a fresh school (Beale & Scott, 2001). Bullying in School and on the Bus Intimidation is no longer considered a rite of charge or what kids do but instead has turn out to be an progressively life-threatening hindrance that can have lethal penalties. Youths all all over the United States withstand harassment on a daily basis.Children who are targets need adult direction, counseling and a place to seek sanctuary. A better familiarity of mistreatment will help not only recognize the victims and bullies but also facilitate understanding of what it is, where it occurs and why it is happening. Terrorizing is described as recurrent acts of antagonism against an item-by-item in which the perpetrator deliberately and constantly harms another entity who is frailer than themselves (Olweus, 1993 Nansel et al, 2001).The culprits intention is to cause anguish to their sufferers over time orally, physically or two (Nansel et al, 2001 Olweus, 1993). According to the US Department of Justice (nd) bullying is defined as repeated harmful acts and an imbalance of power. It involves repeated physical, verbal or psychological attacks or int imidation directed against a victim who cannot properly defend him or herself because of size or strength, or because the victim is outnumbered or less psychologically live.The types of belligerent comportments that terrorized children undergo vary according to the length and extent of suffer vary according to the length and extent of are possibly the most well-known(a) methods of harassment and include hitting, punching, kicking, tripping, taking or destructive belongings (Archer and Coyne, 2005 bear et al, 2009 Selekmanand Vessey, 2004). Verbal acts can be more subtle and include insults, name calling, and verbal threats (Juvonen, Graham, and Schuster, 2003).Another type of peer viciousness is known as interpersonal or indirect bullying. Relational bullying may include spreading rumors escape or excluding, gesturing, Bullying in School and on the Bus facial expressions and pitting one child against another (Archer and Coyne, 2005 Lamb et al, 2008). Intimidation by reversal i nvolves influencing others to badger the victim by having someone from the group pick on the victim on behalf of the tormenter. Online bullying or cyberbullying is another well-liked form of harassment.In this method, a bully uses the Internet or other forms of digital communication such as text messaging to insult or intimidate their victim (Juvonen and Gross, 2008 Lamb et al, 2009). There is not one universally accepted definition of cyberbullying however there are common themes. Cyberbullying can be defined as the use of information and communication technologies such as, the internet, cell phones and other devices that are used to send pictures or message to hurt, embarrass and harass deliberately and repeatedly an soul (Bauman, 2010 Campbell, 2005 Shariff, 2005 Vandebosch and Cleemput, 2009).Cyberbullying can be done alone or in groups. What I learned about myself as a writer is I hate write and I am no good at it. I have no problem with what to think about what to write its getting it down on paper and it sounding interesting. That there are a lot of aspect that go into writing and I would never be able to write a book. I learned how to write a thesis statement. That they were a lot smarter then I was when it came to writing. I am not sure if I did it the right way so I have no idea.

PHI – Employee Health Information

Employees of an organization should expect for their health information to remain private. exactly as the government has found it necessary to create laws to protect employees from discrimination, they get to had to create laws to safeguard an employees protect health information (PHI). These laws include health Insurance Portability and Accountability Act of 1996 (HIPAA), Americans with Disabilities Act (ADA) and Occupational Safety and Health Act (OSHAct).While each law explicitly protects employee health information, it also allows employers to physical exertion certain PHI to meet certain requirements of each law and to ensure the safety of employees. What is Protected Health Information? What is protected health information? According to Davis and Salver-Malyska, protected health information is defined as individually identified health information transmitted electronically or maintained or stored on each electronic media (2003, p. 31-32).In the United States the HIPAA Pri vacy Rule allows employers if acting as Plan Administrator to obtain certain PHI. There is no way nigh this, because the administrator must ask the employees doctor to complete certifications and provide back the employers. Companies that have an HMO and also have Workman Compensation, Family Medical retire from Act (FMLA), Short-term and Long term Disability plans will require the doctor or the employee to provide medical certifications that support the need for the employee to be on let or restricted duty.Under the FMLA, companies are required to also get PHI for an employees family member is the leave is requested to lay claim care of a sick or injured family member. Other types of PHI collected by employers include, pre-employee physical information, drug testing prior to employment and random testing. This information is required as part of the hiring process or company liability coverage depending on the nature of the business or job. According to Cascio, the employer is r equired to indicate if a leave is FMLA and the reason for the leave (2010, p. 9). Ethical and Trust Issues At issue with each type of PHI collected or reviewed there is the potential of the employees privacy universe compromised? If companies to not set standard, required policies and procedures for those employees requesting and handling the PHI, then there could be major breaches. Once the breach as occurred, an employees trust is eroded. Managers and supervisors should be provided training, as most of the information for Workman Comp, FMLA or STD claims is already provided to the employees management.But even still, employers cannot directly ask health care providers the nature of an employees lieu unless the employee has provided or agreed to release the information. According to Colquitt, Lepine and Wesson, trust by an employee is their implied and explicit agreement to allow themselves to be vulnerable to a trustee (2009, p. 219). Just the belief of PHI being made accessibl e to individuals who may not be trustworthy creates considerable distress by the employee. An example, of distressed trust, would be an employee who is HIV positive, who is required to take a pre-employment physical.While in theory and supposed practice, an employer is not to request a pre-employment physical until after the offer I made. Nonetheless the employee would still have feelings of reluctance to allow the testing just to get a job. Another example includes the employee who is covered by the ADA, where a company must make comely accommodations for the employees disability. Which means management and HR must ask the question and place into service, the items or accommodations they employee need to meet the projected expectations. In January 2009, the Bush government activity published updated FMLA regulations. One key section clarifies the rules regarding who may request additional information about an employees FMLA certificationand how it should be sought. Recommendation s In my drive as a manger, I refrain from asking employees PHI regarding them or their families. When you have employees who have small children, elderly parents and a disabled spouse, managers must ensure that they never ask an employee what is wrong?Not only should HR provide training on basic requirements for Workman Comp and HIPAA. Each manager must put safeguards in place to ensure employee records are not compromised. My company has established a process that removes the need to certify or review medical information for collapse to work instances. Employees submit items directly to an HR professional and not to the manager or supervisor. By doing this it removes the possibility of deliberate or unconscious violation of the employees privacy rights.ReferencesColquitt, J. A., Lepine, J. A., & Wesson, M. J. (2009). Organizational BehaviorImproving Performance and Committment in the Workplace. New York McGraw Hill. Cascio, W. F. (2010). Managing Human Resources Productivity, Qua lity of Work Life, Profits. New York McGraw-Hill Companies, Inc. Davis, V., & Silver-Malyska, T. (2003). Employers Liability for Use and Disclosure of individualistic Health Information HIPAA Privacy and Employer Functions. Benefits Law Journal, 16(2), 29-46.

In Cold Blood Essay

Few authors have the skill to express their view of a setting without straightforwardly telling the audience. In this slender passage from In Cold Blood, Truman hooded cloak very eloquently does just that, describing the look and feel of Holcomb, Kansas through words. With Capotes use of many elements bid figurative language, imagery, and detain, he reveals his original but mysterious views on the scenery of Holcomb. All while describing this content town, Capote builds up for a drastic transpose to end the excerpt.Starting strong from the first line of the excerpt, Capote puts in uninteresting enlarge about Holcomb, and saying that other Kansans c every last(predicate) Holcomb out there. This brings attention to how isolated and far away from exciting city life this small town really is. Not only does Capote bring in the details of within the town, he describes the location of Holcomb, to give the readers a larger picture. Capote points out that the town is closed in on all a lign with fields of wheat, a river, and prairies. The inner town is shown as remote, boring, and with a sense of calmness. Images such as unnamed, unshaded, unpaved and peeling sulphur-colored paint show how Capote views Holcomb. He describes a remote and boring place to be. It is clear that Capote see the town as average and lacking in experienceliness and excitement.Alongside the details of the landscape, Capote uses a great deal of imagery to describe the towns small impurities and quirks, as well as they lifestyle and personalities of the people that live there. Concentrating on much of Holcombs looks, he describes peeling sulphur-colored paint and ramshackle mansion, as well as flaking gold on a pestering window. This strong imagery portrays the towns deteriorating liveliness. The author then shows the residents of the town with The local accent is barbed with a prairie twang and a ranch-hand nasalness. Capote shows his thoughts of the bland town through visual imagery.Throug h all Capotes imagery and description, he portrays his true feelingsof how average and dull the town of Holcomb, Kansas is. However, all this simplicity is just used to strongly contrast the ending paragraph, which ends in a mysterious turnaround of having Holcomb become noticed for a certain important event.

Learner Guide for a Level Economics

learner track down for Cambridge AS and A Level economical science Learner Guide for Cambridge AS and A Level economic science How to use this guide The guide describes what you consider to know nearly your political economy examination. It pass on sponsor you to plan your revision programme and get out rationalize what Cambridge multinational Examinations is looking for. The guide contains the following divisionitionings segment 1 How will you be tested? This section will give you education ab let out the different examination papers you will take. Section 2 Examination tips This section gives you advice to help you do as well as you can.Some of the tips argon general advice and some are based on the common mistakes that learners make in exams. Section 3 What will be tested? This section describes the five estimation objectives in Economics Section 4 What you learn to know This shows the syllabus content so that you can freeze which topics you need to know abo ut dilates about distri preciselyively topic area in the syllabus how much of the syllabus you have covered Section 5 Useful Websites Cambridge world(prenominal) Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 1 How will you be tested?The sidestep below gives you breeding about the examination papers you will take. Paper Type Duration Number of interrogative moods Maximum Mark 1 Multiple pickaxe (Core) (a) Data Response (Core) (b) Structured Essay (Core) 1 hour 30 30 Weight (% of total marks for syllabus) 40 45 minutes (recomm determinationed) 1 20 30 45 minutes (recommended) 1 from a choice of 3 20 30 2 2 Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 2 Examination tips General Advice It is in truth important that you look very closely at the pedagogy or directive words used in a research.These tell you what we are looking for. If a doubtfulness asks you to identify, state or await something, you should not write a very long answer. If, however, the question asks you to justify or dis wrangle something, this will require you to go into much more detail and your answer should be longer. Very often, with a discuss question, you will be expected to look at something from two contrasting points of view and thus fetch to a reasoned and well supported conclusion. It is also important that you look closely at the number of marks that are awarded for each part of a question.This will give you guidance as to how long you should spend on each particular part. Some parts of a question will totally gain you two or tetrad marks charm other questions will have sections worth eight and twelve marks. Remember to look very closely at the precise wording of each part of a question. You need to make absolutely certain that your answer clearly relates to what is specifically demand. For example, you whitethorn answer a question about ostentation and write all you know about how it is measured, but the actual question asked required you to write about the difference betwixt two causes of flash, cost-push and demand-pull.Time management is crucial. Dont spend too long on one question, or parts of one question, and consequently leave yourself towards the end of the examination with very little time to accept through your answer and correct any mistakes and/or add anything that you feel is missing. W herever possible, use diagrams to aid your explanations, but make sure that they are accurately and clearly drawn and correctly labelled. You should also make sure that you refer to them in your answer. You should also try and bring in appropriate and relevant examples, wherever possible, of current economic issues and capers to support the points you are making.Look back at the question all(prenominal) so often, just to make sure that you are answering the question correctly and staying on track. You do not need to write out the question this is a waste of your time. Just make sure that you write the number of the question, and the sub-part, so that we know which question you have answered and there is no misfortune of confusion as to which question has been answered. Do not answer more questions than you have to. For example in Paper 2, you are required to answer question 1 in Section A and then however one of the three questions in Section B. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics An Example Paper 2 Section A Question 1 This is the data response question which has to be answered. thither are 20 marks purchasable for this question. You need to spend time carefully reading through the information provided in Section A. In the example to a higher place the data response was concerned with the market for onions in Bangladesh. You need to be confident in what you have read so that you are able to identify, hand over and manipulate aspects of the data, depen ding on the particular questions asked.You need to look at the title of the case study this may well give you some clues as to what you will be required to do in answering the questions. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics You need to look at the data provided and appreciate its context. In the example above, this was concerned with the outlays of essential foodstuffs in Bangladesh and the implications of this for mucklers, con essenceers and the government.If the data is in the form of a table, a chart or a diagram, look for the important features and see if you can identify any prototypes, relationships or trends as some of the questions are likely to be drawn from these. Look for the economic theories or concepts around which the case study has been written think about how and where these theories and concepts are embedded in the data as questions are likely to be drawn from these. In the example above, t his was in relation to bells, demand and issue and government intervention in markets). See if there is a stated rise for the case study as this may help you to understand its context.See if you can identify any limitations of the data for example, there may be other information that you would have found profitable, but which has been omitted. The instruction on the examination paper states Brief answers only are required. You need to be able to quote selectively and answer concisely. You need to look closely at and follow the mark allocation in terms of the time to be taken to answer each part of a question. In the example above, all three parts of (a) were allocated two marks each, both parts of (b) were allocated four marks each, and part (c) was allocated sextet marks.Half of the time allocated to the whole paper, 1 hour 30 minutes, should be spent on answering Question 1, i. e. 45 minutes. This room that between 13 and 14 minutes should be allocated to each of (a) and ( c) and 18 minutes to (b). W here the involve or directive word is calculate, you do not need to go into a great compete of detail. In Question 1 (a) (i), in the example above, you simply needed to calculate the approximate price per kilo of onions in September 2003. W here the command or directive word is identify, you again do not need to go into a great deal of detail.In Question 1 (a) (ii), in the example above, you simply needed to identify two reasons why prices might normally be expected to rise forwards the Holy Month of Ramadan you were not required to explain, analyse or discuss these two reasons. A question will sometimes explicitly require you to implicate a diagram. This was the case in (b) (i) and (ii), in the example above, when candidates were required to include a demand and bring home the bacon diagram. In the case of (i), this was to help explain how traders may benefit from reducing the tot up of essential products.In the case of (ii), this was to help analy se the effect on the market for onions of the introduction of an effective maximum price. Your diagrams would need to be neatly and accurately drawn and correctly labelled. You would also need to refer to the diagrams in your answers that is why it says with the aid of a demand and supply diagram in the question. The maximum mark that could have been awarded in each of these sections, if no diagram had been included, was three out of the available four. In some parts of questions, the command or directive word is explain or analyse.In part (b), (i), in the example above, you were required candidates to explain how traders may benefit from reducing the supply of essential foodstuffs, while in (ii) candidates were required to analyse the effect on the market for onions of the introduction of an effective maximum price. It is very important that you fully understand what is meant by these words. inform means to make clear how or why analyse means to examine in technical detail. In som e parts of questions, the command or directive word used is discuss.In Question 1 (c), in the example above, the question required candidates to discuss the Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics desirability of the Governments intervention in the market for onions. You would need to look at this from both points of view, i. e. firstly grammatical construction that it would be receiptsous and then going on to consider some of the possible disadvantages. You would then be expected to reach a conclusion as to whether it would be curiously desirable for the government to intervene in such a market.The maximum mark for only one side of the argument was four the maximum mark for both points of view, but without a clear conclusion, was five. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you have omitted. Section B Questions 2, 3 or 4 This is the screen question and you have to answer just one question from this section. on that point are 20 marks available for this question. Each question will be made up of two parts with eight marks for (a) and twelve marks for (b).Part (a) will always require you to explain something. This means that you are required to give clear reasons for something or to make something clear in terms of how and/or why something is happening. For example, in Question 2 (a) you were required to explain how production possibility kink ups might be used in assessing a countrys economic performance. You would need to demonstrate knowledge of what is meant by a production possibility curve and then go on to explain both the static position of the curve and a movement of it.In Question 3 (a) you were required to explain the difference between absolute and comparative advantage. You would need to define the two terms and then go on to explain th e terms and the assumptions which underpin the two concepts. In Question 4 (a) you were required to explain the difference between costpush and demand-pull inflation. You would need to demonstrate knowledge of what is meant by inflation and then go on to explain the two terms and, most importantly, the difference between them. Cambridge International Examinations 2012Learner Guide for Cambridge AS and A Level Economics As has been said, there are eight marks available for part (a), 40% of the total for the question. You should, therefore, aim to spend about 40% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 40% of that time on part (a), i. e. about 18 minutes. Part (b) will always require you to discuss something. This means that you are required to give the important arguments, for and against, in relation to whatsoever is being asked.For example, in Question 2 (b) y ou were required to discuss whether a mixed economy is the best way for a country to deal with the elementary economic problem. You would need to demonstrate an understanding of both a mixed economy and the raw material economic problem and then go on to discuss both the benefits and the drawbacks of a mixed economy. In Question 3 (b) you were required to discuss whether the principle of comparative advantage is a satisfactory explanation of the trade pattern of an economy with which you are familiar.You would need to apply the principle of comparative advantage to a pattern of trade and discuss the limitations of comparative advantage theory. You would then need to go on to discuss other explanations of trade. This is a particularly interesting question because instead of requiring you to discuss a particular trade pattern between two economies, you are asked to discuss the trade pattern of an economy with which you are familiar, i. e. you are given the choice of deciding which e conomy to write about. In Question 4 (b) you were required to discuss whether a country experiencing inflation will always have a offset of payments problem.You would need to explain the association between inflation and the balance of payments and then go on to discuss the conditions when inflation would be likely to bring about a balance of payments problem and the conditions when inflation would not be likely to cause such a problem. As has been said, there are twelve marks available for part (b), 60% of the total for the question. You should, therefore, aim to spend about 60% of the time available for answering this part of the question. The time allocated to answering this question is 45 minutes, so you need to aim to spend about 60% of that time on part (b), i. . about 27 minutes. You should always try to leave time at the end of answering the question to read through what you have written so that you can check and correct any mistakes and add anything important that you hav e omitted. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics Section 3 What will be tested? The syllabus sets out the five assessment objectives in Economics. Number of appraisal Objective 1 Skill Demonstration of Skill Demonstrate Knowledge and Understanding 2 Interpret 3 Explain and give way 4 Evaluate 5 Organise, Present and CommunicateYou should be able to demonstrate knowledge and understanding of the specified content. You should be able to interpret economic information presented in verbal numerical or graphical forms. You should be able to explain and analyse economic issues and arguments, using relevant economic concepts theories and information. You should be able to evaluate economic information arguments proposals and policies. You should be able to take into consideration relevant information and theory. You should be able to expose facts from hypothetical statements and look upon judgements.You should be able to organise, present and communicate economic ideas and informed judgements in a clear logical and appropriate form. The Multiple Choice component (Paper 1) will seek to test particularly Assessment Objectives 1, 2 and 3. The Data Response part of Paper 2 will seek to test particularly Assessment Objectives 2 and 3 and, to a lesser extent, Assessment objectives 1, 4 and 5. The Structured Essay part of Paper 2 will seek to test particularly Assessment Objectives 1, 3, 4 and 5 and, to a lesser extent, Assessment Objective 2. Cambridge International Examinations 2012Learner Guide for Cambridge AS and A Level Economics Section 4 What you need to know A table is provided below which describes the topics which will be tested in your examination papers. You can use the table throughout the course to check the topics you have covered. You can also use it as a revision aid. The column headed comments can be used to add further information about the details of each bullet point, or to g ive appropriate examples to highlight areas of difficulty which you might need to ask your teacher about. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level EconomicsTheme 1 Basic Economic Ideas base Scarcity, choice and resource allocation Different allocative mechanisms Production possibility curve The margin Positive and normative statements Ceteris paribus Factors of production Division of Labour Money Cambridge International Examinations 2012 You should be able to Define the meaning of scarcity Explain the inevitableness of choices at all levels o single o firm o government Define and explain the concept of opportunity cost Consider basic questions of o what will be produced o how it will be produced o for whom it will be produced Distinguish between market economies planned economies mixed economies and problems of renewing Explain the shape of the production possibility curve shifts of the production possibility curve Explain decision making at the margin Distinguish between positive and normative statements Explain the meaning of ceteris paribus Define the four factors of production Land Labour Capital Enterprise Explain the meaning of division of labour Describe and explain the functions of money the characteristics of money Comments Learner Guide for Cambridge AS and A Level Economics Theme 2 The Price SystemTopic Individual command curves You should be able to Explain the construction of individual demand curves Aggregation of individual demand curves to give market demand Factors influencing demand Explain how individual demand curves are aggregated to give market demand Movements along and shifts of a demand curve Price, income and cross elasticities of demand Firms supply curves Factors influencing market supply Movements along and shifts of a supply curve Price elasticity of supply Cambridge International Examinations 2012 Identify and explain the various factors that can influence mark et demandExplain and specialise between movements along a demand curve shifts of a demand curve Explain the meaning of Calculate Analyse the factors affecting Assess the implications for revenue enhancement and business decisions of o price elasticity of o demand o income elasticity of o demand o cross elasticity of o demand Explain how individual firms supply curves are aggregated to give market supply Identify and explain the various factors that can influence market supply, including substantiative taxes and subsidies Explain and distinguish between movements along a supply curve shifts of a supply curveExplain the determinants of the price elasticity of supply the implications of price elasticity of supply for speed/ease with which businesses react to changed market conditions Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Interaction of demand and supply Equilibrium price and quantity Consumer and producer surplus Prices as rationing an d allocative mechanisms 3 Government Intervention in the Price System Externalities Social cost and social benefits Decision-making using costbenefit analysis Private heartfelts and public goods Merit goods and demerit goodsGovernment intervention Cambridge International Examinations 2012 You should be able to Explain the meaning of equilibrium and disequilibrium the cause of changes in supply and demand on equilibrium price and quantity the applications of demand and supply analysis Explain the meaning of consumer and producer surplus Analyse how prices can be used as rationing and allocative mechanisms Explain and distinguish between positive and negative externalities Explain social costs as the sum of private costs and external costs Explain social benefits as the sum of private benefits and external benefits Explain decision-making using cost-benefit analysis Explain and distinguish between private goods and public goods Explain and distinguish between merit goo ds and demerit goods Explain government intervention through maximum price controls price stabilisation taxes subsidies direct provision of goods and services Comments Learner Guide for Cambridge AS and A Level Economics Theme 4 International Trade Topic Principles of absolute and comparative advantage Other explanations and determinants of trade flows Arguments for free trade and motives for security measureTypes of protection and their effectuate Economic integration 5 Measurement in the Macroeconomy name of Trade Balance of Payments Different forms of measurement in the macroeconomy General price level Price indices Cambridge International Examinations 2012 You should be able to Explain the principles of absolute advantage comparative advantage and their real-world limitations Explain the opportunity cost concept allied to trade Account for other explanations and determinants of trade flows Explain arguments for free trade and motives for protection Explain types of protection and their effectsExplain the features of, and the differences between, a free trade area customs union economic union mo concludingary union Explain the meaning of the terms of trade Explain the components of the balance of payments Explain different types of measurement Employment statistics Size and components of labour force Labour productivity Definition of unemployment Unemployment rate patterns and trends in employment and unemployment Difficulties involved in measuring unemployment Explain the general price level price indices, such as the consumer price index and the retail price index money and real data Comments Learner Guide for Cambridge AS and A Level Economics Theme Topic Shape and determinants of AD and AS You should be able to Interaction of AD and AS determination of level of output, prices and employment 6 Macroeconomic Problems Inflation Define inflation Explain the degrees of inflation types of inflation causes of inflation conseque nces of inflation Explain the meaning of balance of payments equilibrium and disequilibrium causes of balance of payments disequilibrium consequences of balance of payments disequilibrium on the domestic and external economyDefine exchange rates and explain the measurement of exchange rates nominal, real, tradeweighted exchange rates the determination of exchange rates fixed, floating, managed and dirty float the factors underlying fluctuations in exchange rates the effects of changing exchange rates on the economy Analyse policies designed to correct balance of payments disequilibrium or influence the exchange rate Comment on the possible conflicts between these three policy objectives Balance of Payments Problems Fluctuations in Foreign Exchange Rates 7 Macroeconomic PoliciesMacroeconomic policies Conflicts between policy objectives on inflation, balance of payments exchange rate Cambridge International Examinations 2012 Comments Learner Guide for Cambridge AS and A Le vel Economics Section 5 Useful Websites General Economics sites http//www. tutor2u. net This is probably one of the best of the various internet sites that are currently available for students of Economics. It provides a great deal of information on a colossal ordain of topics and one section that is particularly helpful is a range of revision notes on different areas of the syllabus.There are also a number of essay plans on different topics and there is an active forum and advice section, as well as regular news updates. There are interactive quizzes and a VLE (virtual learnedness environment) site. There are also PowerPoint presentations on some topics and a very usable Economics blog. http//brynsaseconomicsblog. blogspot. com This site is updated regularly and shows the list of topics covered down the left field hand side with the number of entries for each topic in brackets. There are useful links to a wide range of resources including not only articles but also video clip s. ttp//www. bized. co. uk/ This is a particularly useful site if you are looking for up-to-date facts about various companies, prepared by the companies themselves but with learners in mind. It also includes a range of learning materials that will be useful across all areas of the syllabus. It has a number of virtual reality exercises in the Virtual Worlds section of the site, including Virtual Economy, Virtual Factory and Virtual Developing Country. http//www. s-cool. co. uk This is one of the better websites, providing a lot of useful information for Economics students.It covers xviii topic areas and in each of these there is a checklist of the main principles, a QuickLearn section that explains the main elements of that part of the syllabus, with some very helpful diagrams, and revision summaries that go over the main terms and concepts in that particular topic area. http//www. jusbiz. org This site is somewhat distinctive in that it aims to focus on the global and ethical dime nsions in Economics. There is a lot of useful material and a very good glossary of key terms and concepts. There are also useful links to other sites. http//www. revisionguru. co. uk/economicsThis site provides an Economics textbook which has definitions and explanations of the key terms and concepts across all parts of the syllabus. It also contains some very useful diagrams. Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http//economix. blogs. nytimes. com This site, linked to the New York Times, uses Economics as a framework for thinking about many events taking place all over the world. http//en. wikipedia. org This internet encyclopaedia has some very good entries on many economic concepts and is helped by the links in blue to many other sections.Television, Newspaper and Magazine sites http//www. bbc. co. uk This is the website of the BBC and is updated regularly. You need to go to the bottom of the home page and click on Busine ss & Money. There is then a menu on the left hand side of the home page you just need to go to Business and click on Economics. It provides convenient links to a wide range of related sites including video and audio links as well as articles. There are useful Country Profiles providing economic information about countries all over the world and a number of Special Reports, many of which are of interest to the Economics learner. ttp//www. cnn. com This website has a range of articles and video clips on many aspects of economics. You can click on your geographical area of the world or on world business. http//www. economist. com There are many magazines and newspapers with websites which will be particularly helpful in gaining up-to-date information about Economics. This is one of the better sites and contains some very good articles, covering all parts of the world, which will help you to consider the application of economic theories to particular events and issues.Some access is lim ited to subscribers only. http//businesscasestudies. co. uk/ This site provides a wide range of case studies featuring a number of internationally known companies. The information is wide ranging and applies many economic theories to particular business situations. http//www. businessweek. com http//www. ft. com http//www. guardian. co. uk/ http//independent. co. uk Cambridge International Examinations 2012 Learner Guide for Cambridge AS and A Level Economics http//www. telegraph. co. uk http//www. the-times. co. uk http//www. thesundaytimes. co. uk/sto/All of these newspapers and magazines will have a great deal of economic information that is regularly updated. You should also get into the costume of looking at the websites of the most important newspapers and magazines in your own country and geographical region. Some access is limited to subscribers only. UK focussed sites http//www. statistics. gov. uk This site is particularly useful if up-to-date economic information is req uired on such topics as taxation, balance of payments, employment, productivity and inflation. It is primarily concerned with statistics that relate to the UK economy. http//www. bankofengland. o. uk This site is very useful for information concerning monetary policy and how it works, such as decisions about interest rates. It is also useful in relation to the role and function of a key bank. The Bank of England will focus on UK matters, but each central bank in the world is likely to have its own site. You will need to find out what is the website for the central bank of your country. http//www. ifs. org. uk/ This is the website of the Institute for Fiscal Studies. It covers a range of issues related to fiscal policy, but tends to be focused mainly on the UK. Cambridge International Examinations 2012