Virgin and Child with Saint Anne

The Virgin and Child with Saint Anne Rebecca Townsend Hum2235 Dr. Hoover Edison College Fall 2012 Townsend 1 The painting of The Virgin and Child with Saint Anne took more than a decade to complete. It was created in the 16th century, in Florence Italy. A young master artist declined the original commission for The Virgin and Child with Saint Anne and suggested Leonardo da Vinci. The monks who commissioned the painting, an artifact of Christ’s family tree, gave Leonardo a workroom.The figures in the picture are of Saint Anne representing the grandmother, the Virgin as mother (Mary/Madonna), the Child as Christ, and the lamb as the future sacrifice of Jesus. They are closely intertwined in the painting showing their tight bond in Christian History. Da Vinci could not separate Christianity from his work. Leonardo in his painting as well as in his life seemed to cultivate a sense of mystery (Capra XIX). The monks of the Florentine Santissima Annunziata commissioned Leonardo to pa int The Virgin and Child with St. Anne as an altarpiece for their high altar. In his typical fashion, Leonardo did not complete the work on time.The monks, eager for their altarpiece had to commission another artist to complete the work. The monks approached Filippo Lippi to complete the work Leonardo had started. Filippo Lippi was the artist that painted Madonna and Child with Two Angels in 1465. Lippi was the artist who had initially rejected the commission suggesting the monks give the project to Leonardo. Lippi considered Leonardo to be a superior artist. Lippi agreed to finish the project but died before its completion. After Lippi died, the monks had a young Florence artist named Perugino finally complete the piece.At last, the monks of the Santissima Annuziata in Florence had their painting for their high altar. Some consider the painting to be a treasure of esoteric and occult wonders. Some are fascinated by the sight of St. Anne supporting her heavy daughter on her knee, wi th no visible means of support (Budny36). Townsend 2 It’s hard to find any evidence of Leonardo’s beliefs in his paintings, since there are no written records that have survived if they ever existed. Leonardo believed that a good artist must also be a good scientist in order to best understand and describe nature.The humanistic, naturalistic, and scientific aspects of Leonardo’s life and work are not always clear because he was an original Renaissance man [Leonardo’s art, scientific investigations, technological inventiveness, and humanistic philosophy were all bound] together. During the 16th century he made numerous drawings and sketches with different themes that eventually lead to this famous artifact The Virgin and Child with Saint Anne. Various designs still exist of the version painted in 1510. Leonardo could not fuse the two qualities he desired: an abstract formula and the immediacy of life.The final painting now hangs in the Louvre in Paris. The painting is a complex and masterful synthesis of his previous variations (Capra 105). In some research it is stated that this artifact is unfinished, even though he had worked on this painting possibly for eight or nine years (Bramly 321). Leonardo had a habit of never finishing his work. Leonardo had drawn many different cartoons painting and sketches leading up to the final painting of The Virgin and Child with Saint Anne. One of his cartoon sketches had St. John the Baptist kneeling next to Christ (Capra 105). Leonardo switched St.John to a lamb in the final painting. The lamb (sacrificial animal) represents passion suffering in Christ’s destiny. It is not known why Leonardo replaced St. John, who was Christ’s cousin, with a lamb. He painted the Christ child as being about a year old. It looks as if he is slipping out of his mother’s hands and trying to grab hold of his destiny, the lamb. The lamb, being embraced by Christ has his head bent, while its tail a nd hind legs are clearly indicated to be in a comfortable place (Johannes 86). Townsend 3 Leonardo put his thoughts to paper and painted through, light, shadow, and geometry, using three dimensions.Da Vinci declared, â€Å"There are three kinds of perspective. † The first is concerned with the reason for the diminution of things as they form from the eye. Second contains the way in which colors vary as they form the eye. The third and last declaration of how objects should appear less distinct the more distant they are. Examples, perspective of disappearance (Capra 219). Perspective in painting was his destiny. From the pyramidal construction to the fact that only three feet belonging to the figures are visible, everything in the picture seems to be threefold.In fact in this painting, Leonardo was pursuing a theological meditation on the destiny of Christ, which had begun in his early painting Virgin of the Rocks (Bramly 320). Most research indicates the rocks, mountain strea ms, and escarpments of his childhood made up his private landscape in his paintings (Bramly 86). Leonardo depicts the women as sister like in age even though they are indeed mother and daughter. Saint Anne, the mother of Virgin and Child, sits with her daughter on her lap. The Virgin is half rising from her sitting position and she appears to want to restrain her daughter from separating the Child and lamb (Kemp 273).It is unusual for Mary to be portrayed in her mother’s lap. The painting may have more meaning to it than the Passion of Christ. Saint Anne perhaps represents the Church in this painting. Art critics have admired the unity of the three figures, the freedom of movement, the sweet and melting quality of the faces, and the mountains in the background. The family figures almost blend into each other in their rhythmic balance, with Leonardo’s dreamy mountains, foreshadowing the landscape of the Madonna, in the background (Capra 105). What better way to describe the bond of maternal love uniting three generations?Leonardo had written in a short note in one of his journals, The Virgin and Child Townsend 4 with Saint Anne means â€Å"the glorification of motherhood†. The Virgin and Saint Anne in this masterpiece seem to be about the same age in the painting, with their two bodies merging almost into one. Leonardo gave the child two mothers both graced with the blessed smile of happiness. To the viewer’s eye, the painting may imply to evoke his thoughts on his childhood which the painter wanted our thought as childhood had been divided between his real mother and his stepmother.He may have united them in his mind as he did in his painting, a picture that no one could have painted except of Leonardo De Vinci (Bramly 318). Both women, Saint Anne and the Virgin, have dedicated their lives to God, which had touch Da Vinci. One research source stated that in the painting Virgin and Child with Saint Anne, the Virgin is designed first, as she is in so many of his drawing, and the landscape seems to flow from her. The Painting is designed by Da Vinci in a diagonal, where we formerly saw a pronounced swing down from top right at the crown of the tree, through St .Anne’s left arm and elbow, through the successive arm/knee/arm/knee configuration of the Virgin, down to the placement of St. Anne’s feet on the then more brightly â€Å"spotlighted† left section of the rocky foreground. Against that progression, we saw in the earlier state how Leonardo had orchestrated a countervailing upper left to the bottom right sweep through the principal heads and the arms of the Virgin and the Child, down to the rump and tail of the lamb. This movement was decisively echoed and enforced by the parallel diagonals of the Virgin’s right leg and St.Anne’s left leg (Johannes 3). It is stated that Saint Anne’s left arm was painted the same way in another Leonardo da Vinci painting. Townsend 5 Leo nardo’s composition of the Virgin and Child with Saint Anne is perhaps the one which, of all his designs, he contemplated the longest and in great depth. Perhaps, he felt attracted by the particular formal and iconographical problems presented by the subject. When we were asked to select an artifact to research and write about, the painting of the Virgin and Child with Saint Anne caught my eye.The love and compassion in the women’s eyes and their expressions towards the innocent child reminds me of the love I have for my own children. Although much research has been done to discover why Leonardo painted the picture the way he did, it is still unclear. It is unclear why the women appear to be the same age and why he substituted St. John with the lamb for the final painting. Research is still being done on his journals and notes. Leonardo, who was left handed, wrote all his notes in mirror writing, from right to left (Capra, 27).Perhaps further analysis of his notes and sketches will reveal more insight into the painting of the Virgin and Child with Saint Anne. [pic] Work Citied Bramly Serge. Leonardo the Artist and the Man. Penguin Group. Great Britain. 1994. Print. Budny Virginia. The Art Buletin. Vol. 65, No. 1 (Mar. , 1983), pp. 34-50. Print. Capra Fritjof. The Science of Leonardo. New York. Anchor. December 2008. Print Johannas Nathan. Miteilungen. 36. Bd. H. ? (1992), pp. 85-102. Article. Kemp Martin. Leonardo on Painting. Yale Nota Bene. Yale University. 2001. Print. Marani Pietro C. Leonardo Da Vinci. Abrams Harry N. New York: 2000. Print.

Comptetitive Advantage of Fiat

Also, Fiat has a control (almost 60% of the shares) over he legendary Ferreira which is a huge competitive advantage itself. Innovativeness: Fiat is a very innovative brand, they can adapt to industry changes very well. For example, their Alfa Romeo Mitt is a prototype of the brand's future sport style based on an optimized power-to-weight ratio. Also, Fiat ICC with electrically controlled soft top is a very innovative car. Their innovative products enable Fiat to gain competitive advantage among its competitors and help Fiat to differentiate its products.Distribution Network: Fiat has a very well organized distribution network spread around the whole world. Environmentalist: Fiat is the pioneer carmaker that has responded most effectively to the need to limit impact that transport has on the environment. Fiat is the leader brand for the production of compact cars, the most environment-friendly cars, like Flat 500. R;D center of Flat managed to reduce emission too minimum percentage. All of those advantages are sustainable and well working.But Flat needs to continue to Improve its quality. Flat cars were not considered as the best cars In the world. But since the early sass's, Flat Improved Its quality dramatically. Yet, Flat needs to continue to Improve Its quality If they want to be considered as a high quality car producer. If they can Increase their quality, their value would Increase as well. Since they have control over legendary Ferreira and Mistreat, the luxury sports cars, Flat has the necessary assets to reach that prestigious status.

5 Student Hurdles and How To Overcome Them

1.I’m Never Going to Find a Job This is something a lot of third year and post graduate students start to think about as the end of university approaches. It might seem that unless you did a degree in Engineering, Medicine or Law – where it’s quite obvious what roles you might move into – the post-graduation job search could be difficult. Your degree might not provide an obvious indication to how you might use what you have been studying. But the truth is – many graduate schemes and employers look for graduates from a range of degrees because studying and getting a degree alone shows that you have the capacity to research, reason, write, debate and perform under pressure. 2. My Dissertation isn’t good enough It’s quite common for students to start to feel like their dissertation is way off track; after all, you’ve been performing self-guided study, research and writing for the last few months – it would be easy to feel a bit lost without your lecturers guidance. However, many tutors are more than happy to offer advice and insight into your work and will offer their time to answer any questions or fears you might have. If you would like some help making sure your dissertation gets a passing grade, then our site offer dissertation writing and editing services. 3.I’m all alone When the pressure is on with rent due, deadlines looming and – for many students – being far away from home – it can start to feel like you are very isolated from anyone who can help you. However, there are loads of services around that are designed for students who feel like this – many universities offer free counselling services where you can drop in and speak to a qualified professional. If you are feeling isolated with your studies, websites like our site can really help support you in your academic research and writing concerns. 4.I don’t know how to meet people and make friends One of the hardest challenges of being a student and going to a new city or place is meeting people. This is a problem felt by a lot of international students who have travelled from overseas to study. There are lots of things you can do if you are struggling to make new friends – join a sports club or society, or do some volunteer work with a local charity. All of these activities are great ways to meet like-minded people, and they also look great on your CV – double bonus! 5.I can’t stay healthy while I’m a student! Many students often complain that the cost of eating healthy is too much – after all a Pot Noodle costs a lot less than a big mixed salad! However, you shouldn’t ever compromise on your diet or exchange healthy food for quick snacks and – more commonly in the case of students – beer! Manage your finances more carefully, shop at more affordable supermarkets, and do not put drinking alcohol ahead of a healthy diet! 5 Student Hurdles and How To Overcome Them 1.I’m Never Going to Find a Job This is something a lot of third year and post graduate students start to think about as the end of university approaches. It might seem that unless you did a degree in Engineering, Medicine or Law – where it’s quite obvious what roles you might move into – the post-graduation job search could be difficult. Your degree might not provide an obvious indication to how you might use what you have been studying. But the truth is – many graduate schemes and employers look for graduates from a range of degrees because studying and getting a degree alone shows that you have the capacity to research, reason, write, debate and perform under pressure. 2. My Dissertation isn’t good enough It’s quite common for students to start to feel like their dissertation is way off track; after all, you’ve been performing self-guided study, research and writing for the last few months – it would be easy to feel a bit lost without your lecturers guidance. However, many tutors are more than happy to offer advice and insight into your work and will offer their time to answer any questions or fears you might have. If you would like some help making sure your dissertation gets a passing grade, then our site offer dissertation writing and editing services. 3.I’m all alone When the pressure is on with rent due, deadlines looming and – for many students – being far away from home – it can start to feel like you are very isolated from anyone who can help you. However, there are loads of services around that are designed for students who feel like this – many universities offer free counselling services where you can drop in and speak to a qualified professional. If you are feeling isolated with your studies, websites like our site can really help support you in your academic research and writing concerns. 4.I don’t know how to meet people and make friends One of the hardest challenges of being a student and going to a new city or place is meeting people. This is a problem felt by a lot of international students who have travelled from overseas to study. There are lots of things you can do if you are struggling to make new friends – join a sports club or society, or do some volunteer work with a local charity. All of these activities are great ways to meet like-minded people, and they also look great on your CV – double bonus! 5.I can’t stay healthy while I’m a student! Many students often complain that the cost of eating healthy is too much – after all a Pot Noodle costs a lot less than a big mixed salad! However, you shouldn’t ever compromise on your diet or exchange healthy food for quick snacks and – more commonly in the case of students – beer! Manage your finances more carefully, shop at more affordable supermarkets, and do not put drinking alcohol ahead of a healthy diet!

Online Gambling Term Paper Example | Topics and Well Written Essays - 750 words

Online Gambling - Term Paper Example Utilitarian theory is divided into several forms; act, rule, negative and preference utilitarianism. All these types of utilitarian theory were used to explain the actions of individual’s morals in the society (Pettit, 1993). In the case of online gambling, utilitarian theory would support the action if the outcome of the gambling process will yield greatest happiness to the participants (Harris, 2002). In this case the benefit would be financial; it disregards the laws of the land when it comes to gambling rules. If the participant get maximum utility in their actions then that would be considered as morally right. As much as utilitarian theory focuses on utility there are some objections and difficulties in justifying the benefit generated by an action, firstly there is a difficulty in measuring the degree of pleasure or happiness, secondly it disregards the opinions of the majority, thirdly it neglects the motives and intentions of the actions and finally it gives emphasis on pleasure and disregards the impact of the action on the participants (Brandt, 1992). Kantian theory is also known as deontology theory, it states that persons are obliged to act or behave in a certain manner regardless of the outcome or results (Blackburn, 2001). According to Kant some actions are considered as morally wrong even if they give a positive outcome, the outcome is judged separately from the action i.e. deontologists do not equate the right from a good outcome. The will to act determines the moral worth of an action and is the only thing that can be said to be good without qualification. Good will is the action done in accordance with the moral duty or law. These moral categories are referred to as imperatives and are divided into the following types; Using reasoning and application of this principle we can identify if an action is morally permissible. For instance an action like online gambling could be taken as good. Imagining a scenario

English High School Essay Example | Topics and Well Written Essays - 500 words

English High School - Essay Example Blanche is a character possessing relatively low self-esteem. Her driving force - desire - makes her constantly suffer inside. That's why Blanche has the habit of always bathing as if it were a cleansing ritual. But the feeling of refreshment and renewed strength is not long lasting: the past does not wash away so easily and brings her to the terrible climax. Blanche feels desperately lonely and hopes to meet someone to save her from falling into depression. She focuses on this so much that she falls in the end. Art, as a symbolic expression, often reflects intra-physic conflicts within the artist, and many of Tennessee Williams' plays contain themes of desperate loneliness, human disconnectedness, and victimization between the powerful and the weak. Human psychology in A Streetcar Named Desire is not represented as a guiltless thing; on the contrary, it is more so being represented as an instrument that aids people in committing terrifying deeds. The psychology of humans is being described by Blanche's weak psychological state. Blanche has the psychology of a deprived woman; she wants to be loved, but can never reach it. Stanley's active hatred towards Blanche is obvious throughout the play, especially during his birthday gift to her, his damage of her relationship with Mitch, and his raping her.

Write a research proposal about Apple Example | Topics and Well Written Essays - 2500 words

Write a about Apple - Research Proposal Example The company, since its inception, has adopted resourced based view of business management. Under such management, the company has expanded business branches across numerous economies, after saturation of the domestic market. Despite achieving success, Apple’s trade is threatened by potential rivals within the electronics industry. In this epoch, companies are exposed to greater competition and complication in the business world, where market influences of externalities are found to be soaring. This proposal is framed for a future management research that would analyze major strategic business issues faced by Apple Inc. and finally, the researcher would elaborate on ways whereby these problems can be minimized. The research proposal for the dissertation aims to evaluate issues faced by Apple Inc. and in turn frame productive ways to eradicate the same. It is highly rational to conduct such a research work because if these problems are not resolved, then Apple Inc. can surely lose its dominant position within the industry in long run. The above profit (income) and revenue graph of Apple Inc. precisely elaborates on its current primary strategic issue. The graph shows that although aggregate revenue earned by the company is increasing with time, income or profit share is falling. Rising revenue, but falling income, indirectly points out increasing operational cost experienced by Apple Inc. It is highly viable to determine the primary cause of such a problem because in long run, similar strategic issues can arise in any multinational organization. The publicly traded organization of Apple Inc. was founded in 1976. The firm produces computer hardware and software products as well as other electronic gadgets such as, Smartphones and tablets. Some popular products of Apple Inc. are iOperating System, iPad and iPhone (Apple Inc., 2013). The headquarters of the organization is located in

Effect of the American Revolution on Native American groups Research Paper

Effect of the American Revolution on Native American groups - Research Paper Example The Native Americans had no centralized governance that can unite the whole country. In addition, they also had no laws. With this, Europeans described the Native Americans as barbaric or savage. Although the Native Americans had their own civilization, the Europeans still considered it as something backward as compared to their own civilization. This perspective became the reason of the Europeans to colonize America.2 Parts of America became a colony of the Spanish a year after Columbus’ discovery of it. There had been major changes in America. Since the reasons of Spanish in colonizing other territories included â€Å"glory, gold and God†, the major changes in the American Indians’ lives happened in these areas. In this era, Native Americans first acquired their religion, Catholicism.3 America was rich in resources and this attracted more colonizers, which included French and Dutch people. Also, the colonizers started mixing or forming marriage with the Native Americans.4 All colonizers of America contributed to the development of the nation. Each colonizer has its own perspective of living that has been imparted to the Native Americans. Also, one of the major contributors in civilization of the Americans was the English nation. The English nationals brought Protestantism in America. They also introduced the notion of â€Å"conqueror† to the Americans. Also, they started the slavery of the â€Å"blacks†. The English brought Africans to America and treated them as slaves working in the agricultural sector.5 It can be seen that colonialism greatly affected Americans. From being â€Å"behind† and â€Å"savage†, the Americans acquired religion, improved food system and governance from their colonizers which shaped the identity of the Americans. However, they did not settle as a colony only. America acquired freedom from their colonizers and became a nation. The Americans revolted against their colonizers and strugg led to achieve independence.6 From the revolution, Americans developed their definition of freedom. Americans worked to improve the view of the nation in terms of slavery. America became United States of America after the revolution.7 The development of country was soon observed. There were issues concerning the nation that the leaders started to encounter such as the establishment of the government and different social issues (e.g. gender issues) that started to rise and affect the development of the country. The Americans applied what they learned from the past years of being a colony to their newfound freedom. The building of the nation was much improved, laws were made and disputed. Slavery was reformed and people became more educated. After being colonized, America enlarged the nation’s territory also. Although the slavery had been reformed, it was not enough to eliminate slavery especially in the non-white settlers of United States of America. The people’s belief on their race heightened and expanded outward their territory. The US expanded their territory to the West. The Americans viewed their own race to be more important than that of the people with different skin color. They felt that it was a Divine right to extend their territory and the other

Position paper defining the needs of public personnel today Essay

Position paper defining the needs of public personnel today - Essay Example The public personnel today are still faced by various problems among which political interference, which is still a problem despite the government’s efforts to curb it. Mismanagement of funds and poor management facilitated by bureaucracy is also a problem. The public personnel have various needs that they still need to address in the search for an ear for their plight. Sustainability is one of the factors that must not be underrated. The growth of public personnel will highly depend on the manner of labor distribution in a manner that can exist without interference for a long duration. The change in the division of labor has today been a major concern in union development in that various unions representing various personnel may be limited by various changes that maybe introduced in the undertakings and activities of the personnel as stated by Ronald (1994). Politics play a role in the performance and efficiency of public personnel. People in political and influential positions often make the choice of leaders. This reflects that the loyalty of the chosen managers is owed to the politicians rather than the union members. The equity based on social grants job preference to individuals or groups based on the initial sacrifices or discrimination that render them incompetent. The political instability reflects the union instabilities hence poor performance According to Lipset (2004), Pension scandals have been very rampant among other scandals, the pensions in most cases appear to be grossly excessive which may not be the case in the official statistics during compensation for the reason that they reflect give a reflection of the future cost but not the current cost. The various excessive aspects within the public sector pension include early retirements where some unions expand the generosity of public pensions. Double dipping is whereby some workers retire early and go for other jobs in the public sector.

Human resources management Case Study Example | Topics and Well Written Essays - 2000 words

Human resources management - Case Study Example In higher developing countries like China, customers are facing late deliveries and bad services because of the dealers. Apart from few verified dealers, majority of others are inefficient and incapable of proper servicing. As a result, high end customers often get distraught due to these lazy and inefficient deals. Considering the current issues in China as the foundation, the case study will evaluate the establishment and milestones achieved by Benz in China. Then the case will move on to describe the incidences which led to the overall decrease of sales performance in China (Barchan, 1999). The evaluation of experiences and evidences and analysis of the case will lead to various future strategies. These strategies as well as those selected for the long term growth and development of the automobile company will also be discussed. Behind the Scenes: The Firm Mercedes-Benz is a German brand known for its high quality motor vehicles for business and private customers. Their era starte d in the year 1886 when Karl Benz created the first petrol-powered car. Right now Mercedes-Benz is an international company with factories all around the globe and employs more than 100 000 people. The company is also involved in providing associated primary services. It is currently headquartered in Stuttgart, Germany. The company is famous for its sports and lifestyles vehicles. The organization provides a supportive work environment for its employees. In order to ensure that, employees consider the brand as best place to work, the company engages in various developmental programmes, performance appraisals, insurance and health care benefits programmes, outdoor activities tec. Being in automotive sector, the overall organizational structure of Benz is complex. A separate team handles every region around the globe. Constant communication is required between the marketing and production team. Thus, overall structure of the organization can be considered as lateral and open. Section 2 The Story The year 2012 proved to be bad year for Mercedes Benz. The German carmaker slipped from numero uno to further to third position in the luxury car segment. The performance in China had deteriorated further. In spite of the sharp increase in sales of luxury cars, Benz posted a meagre growth of 4 percent. Further research into the matter exposed two critical factors. First was the poor quality of the cars. After complaints from consumers regarding faulty vehicle parts and hazardous interior materials, the company had to recall many of its vehicles. Another issue which came into light was low quality of customer service. This was evident from the huge number of customer complaints posted over internet in the past two years. The after sales service of the German car maker did not meet its expected brand image. Customer complaints were also found in case of imported Benz cars and the poor quality of the C and E class Benz cars. As a result, the overall rating of Mercedes-Benz in customer service fell way beyond industry average. This was more so in case of China, where it fell below local Chinese brands such as Geely, Roewe and Chery. As the company failed to

Social Movements Essay Example for Free

Social Movements Essay The black struggle for civil rights are tracing their origins back to the arrival of the first Africans in America and also to their work in manufacturing firms, plantations and homes of Americans Taylor, (2000). The civil rights were born as labour movements to fight for the alienated immigrants to have equal rights in America. Since then these movements in the United States have been primarily considered as nonviolent movements that struggle to bring equality and full civil rights for all the American people under the American laws. Most of these movements had long lasting impacts in tactics and increased social and legal acceptance of the civil rights movements because they brought abilities the exposure of the existing and persistent racism and its cost. The American civil rights movement has been made up of many movements though these movements have always been referred to as struggles between 1945 and 1970s. Many movements were initiated but they did not achieve much in terms of political legal social and economic liberations. This was due to their inability to mobilize people to join in their struggle for liberation. However there were two civil rights movements that achieved greater success and can be considered to be the most effective groups. In this case effectiveness of a movement would be defined as; the ability of a movement to mobilize people to join in its activities it’s capacity to make fundamental changes and it’s ability to leave behind legacies in cases of decline or when banned from operating in a state. The civil rights movements that achieved these were the NAACR and UNIA both which had their headquarters in the US and had large support from blacks and social democrats of white origin. The most effective civil rights movement in the USA in the 20th century was the National Association for the Advancement of Colored People (NAACP). This was and still is the most influential movement in the USA. A large group of people but from different races founded it on November 12 1909. The founding fathers of NAACP included DUBOIS and Ida Wells-Barnet who were African Americans, Henry Moskowitz (A Jew). Mary White Orrington (white) Oswald Carrison Villad (German born white) and William English Walling (white son of former slave owning family: In 1905 Du Bois advocated for a meeting in a Canadian hotel some meters from Niagara tells, to discuss the challenges facing â€Å"people of color†. People of color were the then used to refer to the blacks in America. 32 prominent African American people attended the meeting and this movement was called the Niagara movement. A year later, the whites that were against racism joined the Du Bois team. The Niagara movement then approached some 60 prominent Americans of the day to ensure that they broaden its membership to be more effective and have larger scope. It then changed from Niagara falls movement to NAACP in 1910 and the name was formerly adopted in may 30, 1910. NAACP was more viable reliable influential and diverse organization due to its mission. The mission of NAACP according to Mann (2000) was to promote equality of rights and to evaluate cost or value of racial prejudice among American citizens, to secure for the â€Å"colored people† importance suffering, to advocate for their interests, to increase their ability and opportunities for securing education for the children, justice in the courts, employment with accordance to their ability and complete equality before the American law. As Mann (2006) argues in his book; Katrina’s Legacy, he has identified the black-led movements to be more important than man-made disasters of Katrina as very important and significant to the possibilities of controlling imperialistic and capitalistic ways of life. They are also very vital in the transformation of a destructors and unstable imperialism and white supremacy. From Mann’s argument it is therefore very obvious that NAACP was effective in terms of democratic vision, ability to mobilize more members and ability to eradicate the racial prejudice. NAACP through Jim Crow’s states that were meant to legalize racial discrimination and by 1913s the people of color would go to the notes and any other restricted areas. NAACP’s president and board members were on in 1913 to oppose president5 Woodrow Wilson’s introduction of racial discrimination and segregation in the federal government policy. To be more effective the NAACP is having four departments within if; the department of education, legal office, health department and the local departments based in member colleges and towns. The legal department is entitled to legal maters. If facieses court cases with broad importance to minorities for instance, handles legal matters pertaining to systematic racial discrimination in employment, educational institutions, health institutions and recreational institutions. It is also entitled to pursuit legal cases involving government discrimination. The health division is endowed with the responsibility of advancing proper health care for minorities through public policy inanities and education. Through education the minorities are reminded about their rights to health care and all the legal frameworks that guides medical services and practitioners. The NAACP is having a Bureau in Washington DC which is responsible for lobbying for the US government. While the education department works in all the member states to improve the quality of education offered a t several atate4 and local levels. The local youth and college department are responsible for the organization of activities for individual members. In terms of mobilization of members NAACP has been able to recruit very many individuals since its initiation in the early 1900s. The headquarters of NAACP is based in Baltimore Maryland with regional offices in states of Texas, California, Georgia, New York, Missouri and Michigan. The regional offices are supposed to coordinate the efforts of state conferences and any other included within the region. 64 members board of directors runs NAACP with each coming from the member states. The Board elects their president and chief executive office for the organization, under the leadership of a chairperson of the board. Currently NAACP is approximately 400,000 people, this includes paying and non-paying members. The main political achievement of NAACP was its National Voter Fund to launch a major get-out-the vote offensive during the 200 US presidential elections. This saw about 10. 5 million African Americans cast their ballots in the presidential elections, a number which was estimated to be 1 million more people than four years before. This achievement was greatly credited by the international observers and they congratulated NAACP for playing a very important role in handling the Ai-Gore states as Michigan and Pennsylvania where elections were close. In the late 1970s Marcus Garvey found black liberation movement to fight against the oppressive rules against the blacks and non-blacks in Diasporas. Garvey’s movement was considered the most original innovative and important of all the movements of late 19th century. This movement was geared towards the struggle for black and African liberation and it provided a very powerful inspirations and valuable teachings for black and non-black member in the Caribbean countries. In early 1900s Garvey moved into the US and started an extremely successful movement known as The Universal Negro Improvement Association (UNIA). Thousands of UNIA chapters developed in the four continents, because it was viewed, as would be new and successful road to cultural, economic, political and social liberation for blacks and African nations. As NAACP, UNIA also proved very effective in liberation of the blacks through initiating several organizations and groups. The black women association was initiated to fight against racial prejudice among black women and was to advocate for their civil rights in the society. The musical group was aimed at fighting for the rights of the black musicians who had interest in the music industry. It opposed the limits set for the black musicians and called for participations from the ghettos to the gypsies and anybody who had interest and abilities. UNIA saw the initiation of the African Orthodox Church to carter for religious needs of the Africans. This saw the end of discrimination in the then missionary churches in Africa. To ensure that all the blacks and Africans got access to proper and reliable medical services the movement initiated ‘The Back Nurses’ Association to offer medical services needed by members of UNIA. Further on UNIA was able to initiate an internationally distributed newspaper ‘The Negro’ throughout the world. This was a means of education to the blacks stressing on self-reliance and critical evaluation of the books written by the whites about Africa and the blacks. The newspaper would also correct the overcritisism of the black movement and instead unveil the scenes of the whites associated with lynching of blacks. UNIA also developed black economic corporations for example the famous ‘Black Star Lines’ shipping company. Several ships were bought for this company and it was intended to bring back the Africans who were interested in going back to their original homeland. However during the period between 1920 and 1923 UNIA was faced with a decline because the US government for alleged fraud in the international transactions involving the ‘Black Star Lines’ imprisoned Marcus. Other African nations like Liberia refused to accept the blacks from Europe and the US. The movement also suffered persecutions from imperialists and capitalist governments. However UNIA is not dead as it would be for the US government it’s legacy still lives on to this century. Scholars like Mann (2000) are still advocating for the reinforcement of the historical perspectives, which are deeply rooted in centuries of struggle by black liberation. Mann thinks that capitalism, colonialism and imperialism have devastated environment and human lives, so struggle by the oppressed and the colonized is the main tool for liberation which in turn is the key to building new, more just, ecologically-sound and humane society. Though Garvey was jailed and later on released and deported to Jamaica his movement for the blacks UNIA still had great influence in the US. There are some movements that owe their origin to UNIA for example The Black Muslims Association and Neo-Garveyist Movements. He inspired numerous African leaders to fight for colonial liberation. For instance the first Ghanaian president Kwame Nkrumah appreciated the self-reliance calls made by Garvey in his books. Kenya’s first president who was a revolutionary leader Jimo Kenyatta was also inspired by Garvey’s works, Kenyata’s renown labour activist Tom Mboya also borrowed ideas from Garvey. On any occasions of independence attained in Africa scholars like Malcolm X would link it to Garvey’s colonial liberation. Malcolm argues that any independence attained kept the spirit of Garvey alive. UNIA’s legacy still lives on as all sided and the largest black movement with totality of cultural, political, economic and spiritual liberation. It is also the movement that achieved greatest strength internationalism, with membership of more than 25 nations with local chapters in each member country. UNIA also had approximately 2,000 delegates from all over the world. NAACP and UNIA were both civil rights organizations aimed at working on behalf of the African Americans and the blacks to fight for their rights. NAACP retained the name ‘Color People’ in accordance with the tradition of the last surviving users that is the few colored people still found in the US. UNIA on the other hand had advocated for self-reliance and critical analysis and evaluation of the literature by white people. The movement was virtually fighting for black liberations in issues related to land ownership, reparations, full democratic rights and the right of self-surficiency. Therefore it can be said that both NAACP and UNIA played a very important and significant role in black liberation because both contributed to the racial prejudice and disintegration as well as colonialism that were oppressive to the blacks. NAACP is still very vital in advocating for changes in the contemporary society. For instance it opposed election of president W Bush associating him with racism and other oppressions towards African Americans. President Robert Mugabe is still keeping the spirit of Garvey burning by insisting on a self-reliant Zimbabwe and he has locked out all the international aids to his people. It’s therefore evident that NAACP and UNIA have largely contributed to major radical changes in US. References Erick Mann (2006) Katrina’s Legacy; White Racism And Black Reconstruction In New Orleans and Gulf Coast, Frontlines Press, Los Angels. Jonathan B, Clevance Taylor, (ed) (2000), Civil Rights Since 1787;A Reader On The Black Struggle, NYU, Press, New York.

Coronary heart disease in London

Coronary heart disease in London Mortality rates due to Coronary heart disease are increasing in the London and its one of the borough Newham. Newham has second height rates of early death due to cardiovascular disease (Newham PCT 2007). 68% of total population are South Asian origin ( Newham, 2008). This eassy is examine the distribution of coronary heart disease among the South Asian community in the London borough of Newham. It will look the demography and ethnicity of borough by using various epidermiolgical data to follow the situation of coronary heart disease among the various community of South Asian ethnic groups.It will also disscuss the mortality rates due to coronary heart disease in different boroughs of London. In addition, it will also disscuss the social and other factors that is responseable for coronary heart disease in the South Asian population in the borough. And at last it will discuss the various international, national and local policies and from the various service gaps it will give some re commendation and ended with conclusion. Coronary heart disease is the one of the main cause of death in the whole world, accounting 18 million death s each year (33% of total death in each year) (World Health Organization, 2001 ). Mortality rates vary considerably between countries, being lower in Japan and Mediterranean countries such as France, Spain, Portugal and Italy, and highest in eastern European countries such as Latvia and Lithuania (World health organization). Around 50% of these deaths are from CHD and further 25% from stroke. Cardiovascular disease mortality rates in the UK are currently amongst the highest in the world, accounting for 36% of premature deaths in men ( those aged less then 75 years ) and 75% amongst women . (sara stanner, 2005,p1 p5 ) Death rates from coronary heart disease are higher in south Asian (Indian, Pakistani, Bangladeshi) men and women than general population of United Kingdom. Across all the age groups, the death rates are 40% higher in south Asian community, with a two fold excess of deaths in south Asian men before the age of 40. South Asian women are affected at later stage. The high death rates due to coronary heart disease are common feature of all the main groups of coming from south Asia. ( Paul McKeigue Leena Sevak, 1994, p1). London, the capital of England and U.K, is the worlds ninth largest city. It has 32 boroughs, of which 13 are situated in the inner London and 19 are situated in outer London. It is the second largest region in terms of total population, accounting for 12 per cent of the UK total. There were 7.6 million residents in 2007.( National Statistics 2009 ). Newham is one of the boroughs of London. The population of Newham is about 262,116 in 2008. The age structure of the population of Newham is predominantly young as shown on the fig1 Source: Joint Strategic Needs Assessment 2008 Only 8% of populations are over 65 years old, compared to national average of 16%. This is the second lower proportion of older people in the country.35% of population are under 25, highest proportion in the country. 22% population is under 15 years old, compared to national average, which is 18%.The population of Newham is estimated to have grown by 7.5 % between the 2001 National Census ( 243,891) and 2008 ( 262,116 ). Two thirds (68%) of population of Newham are usually BMI groups. The largest group was estimated to be South Indian (32%) of which Indian (12%), Pakistani (10%), Bangladeshi (10%).There is also significant numbers of Black African(15%) and Black Caribbean(7%) people in 2006. A large number of people who live in this borough come from outside of the UK. 38% of boroughs population was born outside of the UK. This includes a significant number of people who came as asylum seekers or refugees. There is a marked change in the ethnic composition of wards in Newham between 1991 and 2001. There was an inverse relation ship between the proportion of White resident and Asian. Normally, the wards with high proportion of white residents had a low proportion of Asian residents and vice versa. For example, in Green Street east ward 65% was Asian where only 16% was white resident. In contract, in Royal dock, 61% of population was white and only 7% wa s Asian (Newham, 2008) Ethnicity by ward in Newham Source: Joint Strategic Needs Assessment 2008 Coronary Heart Disease is the major cause of death in the South Asian population in the UK and the death rates of South Asian population due to CHD is higher than the indigenous white population which is stated 46% higher in men and 51% higher in women in the south Asian community in the United Kingdom. Besides the death rates between the South Asian community and rest of the population is increasing they by day due to slow decreasing rates of mortality in the South Asian community rather than the rest of the population ( DOH, 2003). Coronary Heart Disease is prevalent among the South Asians. South Asian people born in India, Bangladesh, Sri Lanka and Pakistan are approximately 50% more susceptible to die prematurely from coronary heart disease than the general population. A joint report by NHS and British Heart Foundation said that it is not completely uncovered why South Asian suffered more heart disease than the other group of population. There is several hypothesis have been offe red. For example, South Asian are genetically more prone to have coronary heart disease and their back ward socio-economic position may also put them at higher risk. Other risk factor common in South Asians are high level of smoking ( Particularly amongst the Bangladeshi men ), low exercise rate and taking high fat diet and low intake of food and vegetables. In addition to suffering high level of heart disease, evidence shows that Asian communities tends to be diagnosed at late stage of the disease and that leeds to poorer survival rates ( DHSSPS, 2004). . The mortality rates due to coronary heart disease in most deprived 20% areas of England is nearly 60% higher than the mortality rates of the least 20% areas of England for both sex between 2001 to 2006. The most vulnerable groups in the United kingdom for coronary heart disease are the South Asian community. Compared to national average, men born in Pakistan or Bangladesh who live in UK are more than twice chance of die due to coronary heart disease ( British Heart Foundation, 2009). Several risk factors that causes the coronary heart disease is identified after extensive statistical study. There are several risk factors pointed by the American Heart Association of which some of the risk factors can be modified or treat ed and some of the risk factors are not, causes of this risk factors are idiopathic. The major risk factors that cant be changed are usually increasing age, gender and the hereditary factor. Above 83% of people, who died due to coronary heart disease are usually over 65years old. Men are more vulnerable to heart attack then women and they are developing the heart disease early stage of the life then women. The third risk factor is hereditary, means the children are more risk of developing heart disease in their life whose parents are suffering from heart disease as well (American Heart Association, 2009). The other major risk factors that can be modified, controlled or treated to cure are discussed below: SMOKING: The people who smoke usually put themselves 2-4 times more risk to develop coronary heart disease then the non smokers (American Heart Association, 2009). South Asian people usually smoke more than the overall general population. But the level of smoking may differ in various ethnic groups. The level of smoking is relatively high in Bangladeshi community and particularly in older people. 42% people in Bangladeshi community are smoker, where only 27% of general population are smoker. 70% of the older men in Bangladeshi community aged 54-70 are usually smokes and the percentage of smoker in the age range of 30-49 is 54%. Smoking levels of South Asian women are much lower than South Asian men and lower than the women who smoke in general population. But there is marked number of Bangladeshi women (14%) are usually smoking cigarettes (DOH, 2004).Chewing tobacco is common in Bangladeshi community .19% of men and 26% of women in the Bangladeshi community are fond of chewing tobacco. Chewin g tobacco is the main tobacco product among the women of Bangladeshi community ( British Heart Foundation, 2002).Fig-4 shows the prevalence of smoking in Newham, where 46% Bangladeshi men and 33% Pakistani men are smoker and among the women the percentage is Pakistan 4%, India1%, and Bangladesh 1% ( Savings life 2007). DIET : The one of the main reason of high prevalence of coronary heart disease in UK is unhealthy diet. People intake too much saturated fat in their diet and consumption of vegetable and fruit. Total energy receive from the fat by adults is falling in a very slow rate, 40% in mid 1970s and now it is around 37%. Now the food habit of the population is changing and percentage of taking saturated fat are falling from around 19% to around 15%. In contrast, 88% of men and 83% of women still taking saturated fat higher than the normal level. The people are eating more fresh fruits since 1940s but the level of taking vegetable is going low. Now a days only 13% of men and 15% of women are taken the right amount of fruit and vegetable in UK. Among the minor ethnic groups, Indian and Pakistani men and women are taking sufficient amount of fruits (British Heart Foundation, 2009).Normally, Bangladeshi men and women are fond of red meat and fried food so their intake of red meat and fried food is highe r than the other community. On the other hand, the men and the women of the Indian community take red meat less frequently and Indian men are not fond of fried food. This food habits affects the overall fat score. The highest fat score in men is naturally goes to Bangladeshi men (22%) and lowest with the Indian men (11%) men. 27% of Bangladeshi women have high fat score compare to Indian women, they have only 8% of them with high fat score. Bangladeshi adults take the lowest level of fruits. Only 15% of Bangladeshi men and 16% of Bangladeshi women eats fruits more than six times in a week. The Pakistani Community have lowest level of vegetable consumption. Only 7% of men and 11% of women in the Pakistani community takes vegetable more than six times a week (British Heart Foundation, 2002). Physical activity: Physically activities definitely lower the risk of coronary heart disease. As a adults, 30 minutes a moderate physical activities at least five times in a week is good for health. But the Health Survey For England shows that only 40% of men and around 28% of women in this country are as active as the recommend level is. The more recent data obtained from Health Survey For England shows that physical activity is little bit increasing between men and women in all age from 1970 to 2006 ( British Heart Foundation, 2009).South Asian men and women usually avoid the physical activities. Among all the south Asian community, lowest levels are found in Bangladeshi community. Only 18% of Bangladeshi male fulfil the recommend level of physical activities, where the percentage of Bangladeshi women is only 7% (British Heart Foundation, 2002). Overweight and Obesity: Obesity is much lower in Indian, Pakistani and most especially in Bangladeshi men. Bangladeshi men are more then 3 times less obese than the general population. The weight to hip ratio is relatively high in Indian, Pakistani and Bangladeshi men. The percentage of centrally obese Indian men is 41% compare to the general population where the percentage is 28%. Among The women, Pakistani women have low prevalence of obesity and Bangladeshi women have high prevalence of obesity. The level of central obesity of all minor ethnic group women s is higher than the national average ( British Heart Foundation, 2002). Alcohol: Alcohol is relevant to the control of cardio-vascular disease in both ways. First, there is some evidence that shows that moderate alcohol drinking may reduce the risk of heart disease. On the other hand, heavy drinking of alcohol may rise the blood pressure and causes the obesity. Both of them are responsible for increasing the risk of coronary heart disease ( Paul Mckeigue and Leena Sevak, 1994, p19). Adults from all minority ethnic group excluding the Irish community less likely to intake alcohol than the national average of general population. A very small amount of Bangladeshi adults the percentage is less then 5 % and less then 10% of Pakistani adults is ever drinking alcohol at all. Compare to the men , women South Asian community is usually non drinker ( British Heart Foundation, 2002,p109). Blood Pressure: In the report of World Health Organization ( 2002) shows that marked rise of blood pressure is one of the leading risk factor of coronary heart disease (British Heart Foundation,2009). Blood pressure is similar to the levels of the Europeans, in Gujarati Hindus and Pakistani Muslims. The average blood pressure of Bangladeshis are usually lower than the European( Paul Mckeigue and Leena Sevak, 1994,p19). Bangladeshi men have 25% less chance to have high blood pressure than the men of general population. Pakistani women usually have around 25% more chance to grow high blood pressure then the women of general population ( British Heart Foundation, 2002,p130). Psychosocial Well-being: A number of psychosocial factor have been found to associate with the risk of increasing rates of coronary heart disease. They are work stress, lack of social support, depression (including anxiety) and personality (particularly hostility). The General Health Questionnaire ( GHQ12) is used assess the levels of depression, anxiety, disturbance and happiness by the Health Survey for England. It shows that women have high GHQ12 score compared to the men. 18% of women have high score. On the other hand, the percentage of men with high score is only 13%. The younger age groups has lower score then the women and men over the age of 75. There is no strong connection between GHQ12 scores and social class but there is a inverse connection between the GHQ12 scores and income, people who incomes less money usually have high score. Men living in the inner part of the London have more scores than the men of outer London. In case of women, 25% difference between inner Lond on and outer London. Among the ethnic community, Bangladeshis have the highest score followed by the Pakistani community. The percentage of Bangladeshi men and women who have high score is 28% and 30%.According to report, men has less social support then women. 16% of men are reported to have severe lack of social support, where only 12% women claim that they lave lack of social support according to Health Survey for England. Social support also varies with ethnicity. South Asian men and women are more reported to a lack of severe social support. Bangladeshi men are in the highest position with the 37% and Indian women with 34%. Diabetes: Diabetes is one of the major risk factor for coronary heart disease. Men who are suffering from type-2 diabetes have two to four fold of greater risk coronary heart disease. With more risk of coronary heart disease in women. Over 5% of men and 4% of women are suffering from the diagnosed diabetes.The Health survey for England estimate that around 3% of men and 1% women are suffering from diabetes in the UK, which are not diagnosed yet ( British Heart Foundation, 2009). The prevalence of diabetes is much more higher in South Asian community than the general population. In Bangladeshi and Pakistani men and women have the prevalence of diabetes five time higher than the general population( British Heart Foundation, 20002, p-152). The World Health Organization expresses the importance of giving focus on the major known risk factors. Smoking, diet and physical activity associated with other biological factor like blood pressure, dyslipidaemias and obesity is the main risk factor coronary heart disease, so these should be the main focus of the prevention policy. Among all the factors WHO gives more importance to take more steps on tobacco use and obesity ( World Health Organization, 2002). Due to premature mortality rates in the South Asian community ( Indians, Pakistani, Bangladeshis and Sri Lankans) and the rates are higher than national average and the difference in the mortality rates between South Asian Population and white European. Finally, the Campaigns to change the life style organised by NHS is not as effective in South Asian community as the rest of the population. So British Heart Foundation take various activities to fight with coronary heart disease. British Heart foundation produce various videos of different case study in different language for health professionals and carers such as living to prevent heart disease which focuses on prevention and management of coronary heart disease and another one is Get fit, keep fit, and prevent heart disease based on physical activities. Two booklets in Urdu, Hindi, Bengali and English. Looking after your heart which contain the information about prevention and management of coronary heart disease and Medicine for Heart about the drug information. Health advocates project taken by the British Heart Foundation to deals with prevention and management of coronary heart disease in minority groups. This project deals with the training of advocacy worker to act as a interpreter in the minor ethnic groups to translate the situation in their own native language ( /////). British Heart Foundation also run health promotion in the Melas( South Asian fair) where they run a project called QUIT which gives the service of carbon monoxide check, Blood pressure checkand diabetes check ( DOH,2004). Department of health take various policies to prevent the coronary heart disease among the South Asian like Smoking cession service which continue to give advice to qiot smoking(///). To help the South Asian community to give free advice to give up smoking, the NHS has NHS Asian Tobacco Helpline in various language. To increase the physical activity Department of Health launched GP exercise referral schme where GPs are increasing people to take physical activities, Local exercise pilot programme launched at 2003. This project takes different approaches to increase the ethnic communities to take physical activities. Department of Health also take Walking Way to Health project where DOH gives pedometer in various GP centre as a motivational tool to encourage the people to walking. To improve the dietary habit Department of Health took various initiatives such as 5 A DAY initiative where they run cookery classes to increasing the people to take fruit and vegetable. 5 A DAY logo to to give people clear and continious message to eat more fruit and vegetables. Besides that DOH also run a project called school fruit and vegetable scheme where every children( 6-8) will have a piece of fruit or vegetable ( DOH2004). Newham Primary Care Trust also takes some initiatives to prevent coronary heart disease in the South Asian community. Newham Stop smoking Service: This project delivers a evidence based intervention and effective service among the people who want to give up smoke. The hospital smoking service is situated in the Newham university hospital trust in 2005 who give advice to give up smoking among the patient who stay in the hospital. Beside that, as the Newham house hold panel shows that 42% Bangladeshi men 33% and 22% of Pakistani men are smoker the NHS is selecting a advisor in the mosque who will discuss the adverse effect of the smoking and run a anti smoking Champaign in the Ramjan Since 2004( Newham 2007). Physical activities in Newham: Newham Primary Care Trust takes various initiatives to increase the physical activities among its population. Newham Step-o-metre programme to encouraging the patient to take more physical exercise by allowing them to use a free pedometer in short loan period. The Newham gold card system allows its population aged between 5-17 to free entry to Newham leisure club for swimming and other sports. Besides that the trust takes extended school programme and school sport programme( Newham 2007) Newham Fit Club: It is a joint venture by the between the council and PCT launched in 2005.The club gives advice to improve health among the boroughs population. It has two component, open programme for all the resident to increase awareness to improve health and Targeted programme includes a range of physical activities among the Newham employee and senior swims. Food and Nutrition of Newham: There is number of initiatives are taken by the PCT to improve the nutritional status of the population. Food in School is the one project which established in April 2006. It took various steps such as training for the school cook by trained chef, encouraging the people to choose healthier food, a healthy eating theatre production , healthy laucnch packet session for parents etc. There is a pilot programme called Family Life Style programme takes place in autumn of 2005 to increase physical activities, improve the diatary habits and prevent obesity among the children age7-11 ( Newham 2007). After carefully examine the policies I found some service gaps. British Heart Foundation published some videos to improve the awareness among the South Asian community but they dont mention the how it helps the target population, either it was free or people have to buy it. The booklet published in different language is good but it must be insure that it will available to the communities. Department of Health took action against the smoking is good but need more importance. The Asian help line which gives good advice to give up smoking among the South Asian did not say that caller have to pay or not. To increasing the physical activities DOH takes various initiatives but it is too general, as in the South Asian communities, women are also vulnerable to coronary heart disease, but there are no specific policies for women. In the policies to improve the diet Department of Health is focused on the particular age groups rather than the whole population. Newham Primary Care Trust takes va rious initiatives to stop smoking is good, but as the South Asian population is marked smoker need more focus on this communities.To increase the physical activities Newham PCT took various steps but it is more specific about the age and there is no particular steps for women as the South Asian women are conservative in nature and not like to take physical activities in front of male. The steps taken to improve the food habits by the Newham PCT is only based on specific aged groups. As the pattern of food habit is different in South Asian communities so they need more importance in this sector. To improve the situation I have some recommendation in my mind, British Heart Foundation can play theier videos in the South Asian melas where large number of South Asian people can join. Department of Health can make the Smoking quary lines are free of charged. About the policies in physical activities national and local policies are too specific about the aged groups and more generalised. Government and Newham Local Authority can arrange some physical compition like race, marathon etc among the South Asian community so that they can incourage to have more physical activities. To improve the the food habit among the South Asian population I think the best way to trained the South Asian women, because in the South Asian communities usually women are cooking food for all the members. Besides that Government and Local Authority have to give more priorities in education, general health and to provide sufficient house among the South Asian and most importantly create more job vacancies b ecause unemployment is one of the main cause of stress in South Asian community. To conclude, I have to say that South Asian people are distributed largely in the United Kingdom. They are different in religious belief, language and cultural pattern from the indigenous population in the United kingdom. So the risk factors for coronary heart disease is different in South Asian population than the indigenous population. Government should be examine the demography and epidemiological factors, socio-economic factors and various cultural factors that put South Asian population in the Risk of coronary heart disease before making the policies. Reference: Sara Stanner(2005): Cardiovascular Disease: Diet, Nutrition and Emerging Risk Factors, Oxford, Blackwell Publishing Ltd. Petersen, S and Rayner, M (2002): Coronary heart disease statistics, London, British Heart Foundation. McKeigue, P and Sevak, L ( 1994): Coronary Heart Disease in South Asian Communities, London, Health Education Authority. National Statistics (2009): London Population and Migration [online] Available from: http://www.statistics.gov.uk/CCI/nugget.asp?ID=2235Pos=2ColRank=1Rank=326 [accessed 08/0709] Newham.com Publication (2008): Joint Strategic Needs Assessment[online] Available from: http://www.newham.gov.uk/NR/rdonlyres/E21461B5-9D9D-4CED-8689-09AEFE90A385/0/JSNA2008ch1.pdf [accessed 08/07/09] DHSSPS Publications (2004 ) : HEALTH AND SOCIAL WELLBEING: CORONARY HEART DISEASE [Online ] Available From: http://www.dhsspsni.gov.uk/coronaryheartdisease.pdf [accessed 08/07/09 ] Habib Naqvi ( 2003) : Ischaemic heart disease audit of primary care patients ( 2001-2002) : comparisons by age, sex and ethnic group [online] Available from: http://www.dh.gov.uk/en/Healthcare/Coronaryheartdisease/DH_4098644 [accessed13/07/09] Department of Health (2004): Heart disease and South Asians: Delivering the National Service Framework for Coronary Heart Disease [Online] Available from: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4098586 [accessed13/07/09] British Heart Foundation ( 2009): Coronary Heart Disease Statistics Fact Sheet 2008/2009 [online] Available from: http://www.bhf.org.uk/plugins/PublicationsSearchResults/idoc.ashx?docid=7480f285-ae7c-4a82-9a5e-2645112e279aversion=-1 [accessed13/07/09] World Health Organization (200)2: Life course perspectives on coronary heart disease, stroke and diabetes, Key issues and implications for policy and research [Online] Available from: http://whqlibdoc.who.int/hq/2001/WHO_NMH_NPH_01.4.pdf [accessed 07/04/09]. Public Health For Newham ( 2007): Savings Lives 2007 [online] Available from: http://www.newhampct.nhs.uk/savingLives07/Saving%20Lives%202007%20FINAL.pdf [accessed15/07/09]

Inferno as a Manifestation of the Pain of Dante Alighieri Essay

Inferno as a Manifestation of the Pain of Dante Alighieri Dante's "Inferno" was a great epic poem of the early Renaissance. It was known for its astute commentary on political and religious levels, both deeply woven into the work through allegory. "Inferno," written in 1314 by Dante Alighieri, was the first canticle of the "Divine Comedy." Dante called it a comedy both because of its happy ending and its style, "which lies between that of the tragedy and that of the elegy."(Vossler, 665) Although most respected writers of the time wrote in Latin, Dante wrote the "Divine Comedy" in the vernacular Italian language so that the common man could read it. The fact that this masterpiece was written in the vernacular helped elevate Italian as the written language of their new age. From the misery and corruption surrounding him in his beloved Florence, he wrote the comedy because he wished to show the path to goodness, the salvation of the human soul "guided by both reason and divine grace."(Vossler, 665) Dante intended the work to be read on three levels: literal, allegorical, and moral. The work was structurally written in eleven syllable lines grouped in threes to make interlocking tercets. The rhyme scheme that he created f!or this is called "terza rima"(Vossler, 664), which forms the words in the pattern aba-bcb-cdc-ded and so on. These are grouped into conceptual units of 150 lines each, called cantos. The entire "Divine Comedy" has one hundred cantos, consisting of one introductory canto and three "principal divisions"(Vossler, 664) or canticles of thirty-three cantos each. In the spring of 1265 Dante was born to a modest noble Florentine family called Alighieri. Even though they were nobles, the family had lost its riches and high social stature through the generations. His mother died when he was young and his father is not often mentioned. He received a careful education, although little of it is known precisely. His family's modest social standing did not prevent him from pursuing his studies. Dante probably studied rhetoric with the scholar Brunetto Latini, from whom he says that he learned "how a man becomes eternal"(Inferno XV line 85). As a young man, Dante largely taught himself how to write verse, but he also studied with the great troubadours of Florence, writing to them and circulating his own love lyrics. In 1295 he began an active ... ... lines 52-53). The most treacherous crime Dante accuses Boniface of comes out of the mouth of another damned soul. Directly saying the pope had sinned was not a wise thing to do, one could be called a heretic and be killed. This poor spirit, Guido, was a soldier whose duty was to militarily advise Boniface when he broke into war with the Colonna family in 1297. Guido was very ill towards Boniface, saying, "But for the High Priest - may he rot in Hell!"(Inferno XXVII line 70). He says about Boniface that "he, the Prince of modern Pharisees,/ Having a war to wage by Lateran -/ Not against Jews, nor Muslim enemies,/ Every foe he had was a Christian,"(Inferno XXVII lines 85-88). Guido charges the pope with waging war not against Jews or Muslims, but other Christians. "Inferno" was a manifestation of the frustration and pain Dante must have felt from the political and religious events of his day that exiled him from the city he so loved. Although Dante's journey took him through the depths of hell and expressed Christian beliefs about the afterlife, his thoughts were secular as he condemned one religious leader after another to the depths of the hell they had created for him.

Dulce et Decorum Es :: essays research papers

An Analysis of â€Å"Dulce et Decorum Est† Dolce et Decorum Est is the product of Wilfred Owen’s frustration, not only against those who repeat the old lie â€Å"Dulce et Decorum Est†, in other words, it is sweet and right to die for your country, but also against a certain kind of poetry. Through his poem, Owen who himself took part in World War 1, has no difficulty to convince us that the horrors that took place at this moment far outweighs the idea of those who encourage war. In this essay, I will approach the symbolic significance of the poem by analysing each stanza. In the first stanza, Owen sets the scene. This stanza contains a lot of simile and metaphors that shows us how crushed these men are, physically and mentally. Soldiers are turning their back to the lights of the battle field â€Å"Till on the haunting flares we turned ours backs†. Exhausted, their knees are touching â€Å"knock-kneed†, tired of supporting their heavy backpack â€Å"like old beggars under sacks†. The condition of the poor soldiers is so miserable that the author compare them to â€Å"old beggars† and â€Å"hags† (ugly old woman). Some men had lost their boots and the only shoes they have is the blood on their feet â€Å"blood-shod†. They are walking painfully, not even hearing the noise made by the shells rushing through the air â€Å"deaf even to the hoots†. Then, little bye little, soldiers struggle away from the battle field, shells now falling behind â€Å"Of tired, outstripped Five-Nines that dropped behind† . In the second stanza, the author is focusing on one man who, because of stress and fatigue was not able to put his gas mask in time. The author describe the pain of this poor man throughout a big underwater metaphor: â€Å"flound’ring†, â€Å"green sea†, â€Å"drowning† and â€Å"plunges†, in the third stanza. Plugged by the glass in the eyepieces of the gas masks and the green light (chlorine gas) â€Å"Dim, through the misty panes and thick green light†, Owen can see his comrade succumbing to the poison gas. In the third stanza, our speaker compare the scene to a nightmare. Owen will never forget the images of his friend, dying: â€Å"plunges at me†, â€Å"my helpless sight†. Dismayed, Owen can’t do anything to help his friend. In line 16, by guttering, the speaker was probably referring to the sound in the throat of the man, that was gurgling like water draining down a gutter.

Accounting Ethics Essay -- essays research papers

paper will discuss the public perception of CPAs in today's society, pitfalls that they may encounter, methods to prevent some of these negative behaviors and consequences they may face should they fall short. Most "Who Do You Trust?" surveys rank politicians, lawyers and used car salesmen at the bottom and certified public accountants at the top. That is because the CPA profession has a squeaky clean image--anal-retentive little wimps who wear thick glasses and cannot get a date. CPAs are known and respected for their honesty. The profession that goes out of its way to project that image, and there is a certain amount of truth to it. Not all accountants are anal-retentive little wimps who cannot get a date. Many of them are quite articulate. Some are quite lovely, in some schools, more than half of the accounting majors are women. Also, not all CPAs are squeaky clean and respected for their honesty. Some are quite dishonest and are putting a black mark on the image of the entire profession. There is one area where the CPA profession has fallen short of protecting the public interest. The general duty that accountants owe to their clients and the other persons who are affected by their actions is to "exercise the skill and care of the ordinarily prudent accountant" in the same circumstances. Two elements compose the general duty of performance: skill and care. Another element and responsibility is owed to clients and other persons, that is that accountants should observe a standard of ethical or social responsibility. One set of difficulties concerns ethics education's ability to instill the chosen values and to make them stick after the educational process is completed. Instru ction in accounting ethics is directed at people whose character-or lack there-of-has largely been formed by the time the instruction occurs. Although such instruction should increase the moral awareness of those who are already predisposed to listen, its effect on the basically self-interested, indifferent, or unethical is questionable. Even those who are positively influenced by ethics instruction, moreover, may still behave irresponsibly if their careers or their livelihoods require them to act in their client's financial interest. Recent pressure to include more ethics instruction in the accounting classroom has placed an emphasis on individuals who have a sen... ... the trust instilled in me very seriously. I hope that this paper has enlightened you to the pitfalls many certified public accountants face today, both with ethical standards and with impending educational requirements. Reference Page Fulmer, W.E. and B.R. Cargile: 1987, "Ethical Perceptions of Accounting Students: Does Exposure to a Code of Professional Ethics Help?" Issues in Accounting Education 2, 207-219. Loeb, S.E.: 1988, "Teaching Students Accounting Ethics: Some Crucial Issues', Issues in Accounting Education 3, 316-329. Metzger, J.D.: 1992. "Business Law and the Regulatory Environment: Consepts and Cases 8th Edition. 1061. McGee, Robert W., "CPAs vs. the Public Interest". Dumont Institute, Ethic Information Center. 1. Whiteck, C: 1992, 'The Trouble with Dilemmas: Rethinking Applied Ethic', Professional Ethics 1, 119-142. er, J.D.: 1992. "Business Law and the Regulatory Environment: Consepts and Cases 8th Edition. 1061. McGee, Robert W., "CPAs vs. the Public Interest". Dumont Institute, Ethic Information Center. 1. Whiteck, C: 1992, 'The Trouble with Dilemmas: Rethinking Applied Ethic', Professional Ethics 1, 119-142.

Pike by Ted Hughes Essay

Envisage the Yin and Yang emblem. The idea behind it is that there is no such thing as purity. You can’t have pure evil – there is an element in all things of some good, however small. Similarly, you can’t have pure goodness – there is an element in all things good that is itself bad. We see the idea in great poems like Chinua Achebe’s â€Å"Vultures† and in our day to day actions as member of a fickle and capricious human race. This is the idea of Pike. It is attempting to demystify; debunk a stereotype. It’s kind of like a love poem to what many consider a hideous animal – such is Hughes’s awe and veneration of the creature. Hughes more than anything else is trying to make us realise the beauty of the pike, its power, its wonder, its awesomeness and its importance, to both him and us. Don’t get put off by its size – if you break down Hughes’ Pike into logical sections, then this poem will make perfect sense. The basic shape is an exploration of identity in stanzas 1-4; personal experience in 5-7; and in stanzas 8-11, a shift in and reassertion of the pike’s power. The primary idea behind Pike is pike: the beauty of pike, the malevolence of pike, and Hughes essentially tries to communicate how in one simple, often overlooked animal exist two profundities of existence, the good and the bad. There is beauty in how it moves, how it lives, how it is made – beauty in its power and sense of threat. The first 4 stanzas basically give us this paradox and underpinning this is Hughes’ sense of awe and disbelief. The tone is quiet, appreciative, impersonal – as if a connoisseur appreciating and marvelling over the contradictions of such an animal. Stanzas 5-6 shift and give a personal account of Hughes trying to keep them as pets, to no avail, and linking his experience to the gruesome aggressiveness he seems to have witnessed in the wild in stanzas 6-7. These animals are fearsome, programmed to be killers, and intolerant even of each other. Though the images are more grim and violent, there is no sense of judgement – at worst its detached and neutral; at best, even within its informative tone, there is a sense of admiration: for its power, for its solitariness; for its authenticity to itself. Stanzas 8-11 suddenly expand outwards, and return us to a personal experience – Hughes fishing in an ancient pond, fishing for pike that he imagines to be as ancient as the monks that created it, as ancient as the idea of England itself. And as he fishes for the pike, we get a sense of reversal – the poet, who spoke so convincingly of his expertise, experience and veneration for the animal for so much of this poem, may have narratorial power (after all, it is he who controls the poem – the pike is the object of Hughes’ gaze), but in reality, he possesses none – he is nothing more than potential prey for the violent fish. The final stanzas see a defined emotional shift to one founded upon a sense of uncertainty, of vulnerability – how he is decidedly a target for the predator. However, you get the sense that Hughes wouldn’t judge or even begrudge the pike this – it is merely doing what it is meant to do, and, Hughes would argue, that is just as it should be.

Poetry and Icarus Essay

The fateful tale of Icarus has been adapted in multiple ways in poetry and in paintings. In â€Å"Icarus†, a poem by Edward Field, a popular mythological character from long ago is transformed into the vastly different reality of a more contemporary world. Irony and figurative language are essential elements of Field’s version of the tale of Icarus, who is immersed into the twentieth century. Irony is extremely evident right when the poem begins to unfold. It starts off by mentioning the setting and the people that live within it. The line that mentions the witnesses of Icarus’s fall running off to a â€Å"gang war† is in my opinion, an ironic reversion of the roles. Field also says Icarus’s police report is â€Å"filed and forgotten†, which is more irony since that is the opposite of what should be done. In the first stanza alone there are immediate differences of the traditional life of Icarus and the new one. Field also uses diction to portray to the reader that the poem is a more contemporary version of the myth of Icarus. The words â€Å"suit†, â€Å"gang war†, â€Å"committees, and â€Å"trains† show that the writer is trying to tell you that the poem is in a more modern time. Field doesn’t even attempt to make the poem sound monumental like older poems and stories usually do. Edward Field adapts the Icarus myth so well that it still has the same lure as the actual Greek myth. His diction and irony definitely clarify the newer, more modern setting. He reflects an effective change of Icarus’s setting in a unique way that I haven’t seen done before, until now, that is.

Expressive Art Essay

â€Å"The Last Supper† found on page 101 is Leonardo da Vinci’s masterpiece created using tempera on pitch, gesso and mastic as medium. The subject matter of the painting, as the title suggests, is the last meal of Jesus Christ together with his twelve apostles. â€Å"The Last Supper†, strikes its audience with an instant depiction of the momentous scene where (through John) Jesus states, â€Å"Truly, truly, I say to you, one of you will betray me†. The last supper or the meal is characterized by the presence of leavened bread, fish, herb and wine. In addition to this, there are twelve glasses and several plates present; all made from metal that untypically portray the supper of conservative Jews. All the items found in the table or supper are nonobjective arts; they do not represent any other objects. â€Å"The Last Supper† presents a pyramidal composition, where an impression of stability is presented to the audience. Twelve models representing the twelve apostles are divided into groups of three, each having distinct expressive characteristics. Bartholomew, James (the younger) and Andrew, found on the left side of the table, shows expressions of fear or horrification. Andrew provides the most expressive reaction as he holds his hands up, as if expressing a gesture of â€Å"let’s calm down†. Judas, Peter and John form the next group, where Judas’ face is in shadow while cunningly holding a small bag which represents money or his betrayal. Furthermore, both Judas and Jesus reached for bread at the same time. On the other hand, Peter clutches a knife which is pointed away from the back of Judas while his other hand is placed on John’s shoulder. It seems like Peter is asking John, who in return leans towards him, â€Å"Who does he say it is? † In â€Å"The Last Supper†, John is represented by an effeminate model or character due to his modest nature. Christ on the other hand, who is the only calm individual in the scene, is located on the center, serving as the center of balance between the groups of apostles who are in turmoil. Three windows are behind him, where the biggest is placed directly behind him, which may represent a halo. Four doors with varied sizes are placed on each side which gives an impression of space or point of view. Thomas, James (brother of Jesus) and Philip are seen next to Jesus. Thomas who is pointing upward seems to doubt the announcement of Jesus. His other hand is placed on the table between the two apostles as if looking for solid evidence. James and Philip are stunned. James is observed to be looking at the left of hand of Jesus while Philip looked like asking, â€Å"Is it me? † Matthew, Thaddeus and Simon, the last group, all looked surprised or startled. Matthew and Thaddeus seem to be asking Simon about the announcement, who in return answers with his hands showing a gesture of â€Å"I don’t know†. Contrary to Leonardo da Vinci’s â€Å"The Last Supper† is Rembrandt’s â€Å"Three Crosses† created using drypoint and burin technique which can be found in page 78. Due to the technique used by Rembrandt (with an emphasis on using lines), the print is black and white. By engaging on the colors used, a feeling or atmosphere of stark and harsh can be felt. This is an effective method especially since the subject matter is the dramatic death of Jesus Christ on the cross at Golgotha. Moreover, it is the narrative representation of â€Å"darkness covered the earth†, an account of the Crucifixion made by St. Luke. The colors or technique emphasizes on the representation of violence, sadness and hope during the said event. Black represents the dark, evil, lack of wisdom or ignorance. Black served as the background, as if representing how darkness covered the earth. On the other hand, white represents light, the sacrifice of Jesus to save mankind or removal of darkness through Christ. The lines provide emphasis to the light which shined on Jesus Christ and the two murders. Moreover, the light seems to be descending from the heavens or from one light source because of the lines. On the contrary, â€Å"The Last Supper† and â€Å"Three Crosses† are similar, in the sense that both shows confusion among the crowd or apostles and Jesus Christ is the center or cause. Reference â€Å"Art as an Expression†. (2008) Retrieved June 1, 2008.

English Assessment Essay

? Controlled Assessment is a new form of internal assessment. Following a coursework review by QCA, Controlled Assessment has been introduced as part of nearly all new GCSEs, to replace coursework. High, medium or limited control levels are set for each of the Controlled Assessment processes: task setting, task taking and task marking. For each stage, the level of control will ensure reliability and authenticity, and make assessments more manageable for teachers and candidates. Weighting of Controlled Assessments is defined by QCA subject criteria and, depending on the subject, will be  25% or 60% of the total assessment. 1. 2 What does ‘control’ actually mean? QCA has produced a Glossary of terms for Controlled Assessment regulations. The levels of controls are defined as follows: ? Formal supervision (High level of control) – the candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed. Informal supervision (Medium level of control) – questions/tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to (i) ensuring that the contributions of individual candidates are recorded accurately, and (ii) ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates. Limited supervision (Limited level of control) – requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes. ? ? 1. 3 What is the purpose of this Guide? This Guide provides detailed information for teachers about how to manage Controlled Assessment: some of the information applies to all GCSE subjects and some information provides subject specific guidance. It is important to make the point that this Guide plays a secondary role to the Specification itself. The Specification is the document on which assessment is based and specifies what content and skills need to be covered in delivering the course. At all times,  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 3. therefore, this teacher support should be read in conjunction with the Specification. If clarification on a particular point is sought then that clarification should be found in the Specification itself. Teaching of this qualification will vary greatly from school to school and from teacher to teacher. With that in mind, this Guide is offered as guidance but may be subject to modifications by the individual teacher. 4  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 2 Summary of the Controlled Assessment units Unit A242: Making your mark in business. This unit represents 60% of the total GCSE (Single Award) marks and 30% of the total GCSE (Double Award) marks. It has a maximum of 60 marks. Candidates will choose one business scenario from a selection of five. They then choose a local business on which to base their subsequent research and complete all the tasks. This unit is internally assessed, applying the principles of Controlled Assessment. Controls are set within the assessment in each of the stages of the assessment process: Task setting: high level of control in relation to the setting of tasks. Task taking: this stage is divided into 2 different stages, each with a different level of control: – Research/data collection: limited level of control – Analysis and evaluation: high level of control Task marking: medium level of control. More information about each stage of the process is provided in the following sections of this Guide. Unit A244: Business and you This unit represents 60% of the total GCSE (Single Award) marks and 30% of the total GCSE (Double Award) marks. It has a maximum of 60 marks. Candidates will choose one job role from a selection of five and investigate a range of human resource activities in relation to this role. This unit is internally assessed, applying the principles of Controlled Assessment. Controls are set within the assessment in each of the stages of the assessment process: Task setting: high level of control in relation to the setting of tasks. Task taking: this stage is divided into 2 different stages, each with a different level of control: – Research/data collection: limited level of control – Analysis and evaluation: high level of control Task marking: medium level of control. More information about each stage of the process is provided in the following sections of this Guide.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 5 3 Teacher guidance on how to plan Controlled Assessment 3. 1 Controlled Assessment delivery flow chart Timetabled Lessons OCR set tasks for centres Unit A242 Making your mark in business Task 1: Get prepared 2 hours Teacher Guidance/ Feedback Candidates Work in Progress Task induction Task research Task 2: Research Up to 30 hours Task 3: Consider your results 5 hours Task 4: Attract customers 6 hours Candidates Work in Progress Review outcomes of research. Task 5: Reflect on outcome 2 hours Unit A244 Business and you Task 1: Research Up to 30 hours Candidates Produce Outcome for Assessment Task completion Task authentication Task 2: Apply for the post 5 hours Task 3: Getting selected 5 hours Task 4: Best practice – induction 2 hours Evaluation/ Review Task 5: A promotional opportunity 3 hours Teacher Assessment and Submission to OCR for Moderation by specified deadlines Submission of marks: January series: 10 January June series: 15 May 6  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 3. 2 Guidance on the release of Controlled Assessment tasks to candidates 3. 2. 1 Choice of Controlled Assessment task For these GCSEs in Applied Business, OCR will assume a high level of control with regard to task setting. A number of scenarios will be available from OCR for the Controlled Assessment units. Once a scenario has been chosen, then the candidate will carry out necessary research in order to respond to a series of tasks. These tasks have been designed to meet the full assessment requirements of the unit. It is important that before candidates begin the assessment, they are equipped with the necessary knowledge, understanding and skills specified in each of the unit specifications for Units A242 and A244. Unit A242 – The candidate must choose one business scenario from a list of five and then choose a local business on which to base their subsequent investigations. The series of tasks which the candidate must complete are supplied by OCR. It should be noted that the types of business scenario have been chosen to be as wide ranging as possible to suit all centre requirements. Unit A244 – The candidate must choose one job role scenario from a list of five and investigate a range of human resource activities in relation to this role. The series of tasks which the candidate must complete are supplied by OCR. It should be noted that the types of job role scenarios have been chosen to be as wide ranging as possible to suit all centre requirements. Further guidance on how to choose a scenario for the Controlled Assessment will be provided within the Controlled Assessment scenario. Live OCR Controlled Assessment material must NOT be used as practice material. Centres should devise their own practice material or use the specimen Controlled Assessment material. 3. 2.2 When and how to give Controlled Assessment tasks to candidates Controlled Assessment tasks will be available from Interchange from 1 June 2009. Centres must be aware that live Controlled Assessment material will be reviewed on a regular basis to ensure to ensure that it continues to be fit for purpose. Should it be necessary to amend or revise the material then centres will be notified. Centres should refer to the sample scheme of work and lesson plans which are available to download from OCR’s website to assist planning and delivery of the Controlled Assessment units and its assessments.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 7 3. 3 Guidance on research/data collection There must be a medium level of supervision when candidates complete the research/data collection element of these units. Candidates may need access to the internet; library, textbooks, and/or optional visits to local businesses. This research element can be carried out as part of a group or individually as outlined in the specification. (a) Authenticity control: Candidate can complete the research individually or in a group without direct teacher supervision. In Unit A242, each candidate MUST carry out both individual and group research. The write up of findings and responding to tasks must be completed individually and under direct supervision. The teacher must be able to authenticate the work. (b) Feedback control: Feedback to the candidate will be permissible but tightly defined. Within these specifications, OCR expects teachers to equip candidates with the knowledge, understanding and skills which they will need before they respond to the tasks. It should be remembered that candidates are required to reach their own judgements and conclusions without any guidance or assistance from others. When supervising tasks, teachers are expected to: Exercise continuing supervision of work in order to monitor progress and to prevent plagiarism Exercise continuing supervision of practical work to ensure essential compliance with Health and Safety requirements Ensure that the work is completed in accordance with the specification requirements and can be assessed in accordance with the specified marking criteria and procedures. (c) Time control: The overall time limits available to the candidate to complete the Controlled Assessments are specified in Sections 4. 1 and 4. 2 of these specifications. A more detailed breakdown of time limits for particular tasks is contained in the specimen Controlled Assessment material for Units A242 and A244. Tasks should be completed within the time limits set, and be supervised and marked by the teacher. Some of the work, by its very nature, may be undertaken outside the centre, eg research work. The use and application of the research material will be undertaken under direct teacher supervision. With all internally assessed work, the teacher must be satisfied that the work submitted for assessment is the candidate’s own work and be able to authenticate it using the specified procedure in Section 5. 4. 4 of these specifications. (d) Collaboration control: Group work is permissible in some cases for the research phase of the units. However, each candidate must respond to the tasks individually. Where group work is suggested as an alternative to individual work, candidates will still be analysing the outcome of the group work on an individual basis before forming their own conclusions. (e) Resource control: Access to resources will be limited to those appropriate to the task and as required by the unit. Candidates will need to be provided with the most appropriate materials and equipment to allow them full access to the marking criteria but this must be closely monitored and supervised, especially the level of ICT access. During the write up (Unit A242 Tasks 3, 4 and 5 and Unit A244 Tasks 2, 3, 4 and 5) candidates should only have access to their research which they have made during the research phase of task taking (Unit A242 Task 2 and Unit A244 Task 1). Generating and reviewing the action plan should be done in the specific time allocated for the completion of this task and should not form part of the write-up phase. It is the responsibility of the 8  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business centre to ensure that these are only research and that they do not include a draft or final version of the tasks 3. 4 Guidance on the production of the outcome 3. 4. 1 Controls for the production of the outcome Teachers must keep live Controlled Assessment tasks secure and confidential at all times whilst in their possession. For example, candidates may collect the results of any research or investigations undertaken in a research folder which must be handed in to the teacher before the writing up sessions begin. In such circumstances, it is the responsibility of the teacher to keep the research folders secure between the writing up sessions and that candidates do not have access to these folders outside of the allotted sessions. There must be a high level of supervision when candidates complete the Controlled Assessment tasks for these units. Although candidates will  have access to their research notes, they must work individually and be supervised at all times. Analysis and evaluation of findings – high control When candidates analyse and evaluate their findings as they address each of the Controlled Assessment tasks (excluding the research tasks, which carry no marks), they must be supervised at all times and work individually. Completing the tasks The candidate will be provided with sufficient time to complete all of the tasks. It is suggested that evidence is produced in a number of sessions, each focusing on a specific mini-task. Each candidate must produce individual and authentic evidence for each of the (mini) tasks. It is particularly important that those candidates who conducted research as part of the group still produce individual evidence. The teacher may give appropriate support and guidance to the candidates during the research phase of these units but not during the write-up phase. This support and guidance should focus on checking that the candidates understand what is expected of them. It is not acceptable for the teacher to provide model responses or to work through answers in detail. The candidate will have the opportunity to use information from a wide range of resources as part of their research time in Units A242 and A244. This research will help them to produce evidence which is clearly targeted to meeting the assessment requirements of each of the remaining tasks. It is not permissible, however, for candidates to introduce any new material into their evidence that is not accessed during this research time, and teachers must safeguard against this. Candidates must also be guided on the use of information to ensure that confidentiality and intellectual property rights are maintained at all times. It is essential that any material directly used from a source is appropriately and rigorously referenced. In both Units A242 and A244, candidates  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 9 will be asked to complete a bibliography during their research time which will be required for review at the point of internal assessment and external moderation. 3. 4. 2 Controlled Assessment task security It is the responsibility of the centre to ensure that downloaded Controlled Assessment Tasks and candidates’ scripts are stored securely. Any breach in security must be reported to OCR as soon a possible by submitting a written report (a blank report form is available on Interchange) from Head of Centre to the OCR Quality and Standards Division detailing the circumstances, the candidates concerned and any action taken. Candidates’ scripts for all completed Controlled Assessment tasks must be stored securely and they should be available for moderation. It is suggested that they are destroyed after the last date for Enquiries about Results following the examination series in which entries for the units concerned are made. Candidate absence at the time of assessment If a candidate is absent from a centre when an assessment is carried out, the Controlled Assessment task may be set at an alternative time provided that the centre is satisfied that security has been maintained by keeping all materials secure. Unexpected circumstances If an unexpected problem (such as a fire alarm or other circumstances beyond the teachers’ control) occurs while a Controlled Assessment task is taking place, the task may be resumed subsequently provided the teacher ensures that no candidate is likely to have been advantaged or disadvantaged by doing so. 3. 4.3 Presentation of work Candidates must observe certain procedures in the production of Controlled Assessments. ? charts, graphs, images and tables may be produced using appropriate ICT. These should be inserted into the candidate’s evidence at the appropriate place any copied material must be suitably acknowledged quotations must be clearly marked and a reference provided wherever possible work submitted for moderation or marking must be marked with the: – centre number – centre name – candidate number – candidate name – unit code and title. ? ? ? 10  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Work submitted on paper for moderation or marking must be secured by treasury tags. Work submitted in digital format (CD or online) must be in a suitable file structure as shown in Appendix B of the Specification.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 11 4 Controlled Assessment candidate guidelines 4. 1 Task setting For this subject OCR will provide a list of tasks. 4. 2 Task taking 4. 2. 1 What can I do in relation to research, drafting and re-drafting? Your teacher will discuss the tasks on offer and the proposed areas of enquiry and the resources available. An induction period into the research methods, sourcing and the use of equipment may also take place. Time constraints and a programme should be adopted and this will be explained by your teacher. Your research and planning may involve interviews, fieldwork, visits, library research, internet research or questionnaires. You should keep a record of the sources you have consulted at this stage and this will form part of your portfolio. You should provide a plan of action to the teacher which can be discussed. You teacher will inform you what materials are appropriate and inappropriate. Your draft piece will be discussed with your teacher and they may offer advice, answer any questions and give feedback. Throughout this process your teacher will supervise to ensure there is no plagiarism and will ensure all your work is within the Health and Safety requirements and that all candidates work is in accordance with the Controlled Assessment regulations. At no stage will model answers be provided. You should reach your own conclusions and make your own judgements and any teacher support will be recorded. You may be given opportunity to edit, check redraft and reorganise your work. During this period your teacher may make general observations but will not give any specific advice. 4. 2. 2 How much teacher support can I expect? During your work for Controlled Assessment you must produce work/evidence independently but your teacher will be able to give you some advice, support, guidance and feedback but the amount will vary depending upon the type of task you are doing. You must make your own judgements and draw your own conclusions but your teacher will: 12  ©OCR 2009 Guide to Controlled Assessment in GCSE Applied Business ? ? Offer advice about how best to approach a task offer guidance on the way you work in groups so that you all have an opportunity to tackle your tasks offer advice to help your research, possibly arranging visits to place of interest, if this is appropriate monitor your progress to make sure your work gets underway in a planned and timely manner ensure that your work meets the Specification requirements keep a log of the feedback they give you supervise any practical work you do to ensure you receive advice about health and safety. ? ? ? ? ? The support given by your teacher will be to make sure you understand what it is you have to do. Your teacher will not be allowed to provide model responses for you or work through your responses or outcomes in detail. 4. 2. 3 What can I expect in the supervised sessions? This period should include some form of evaluation either in the written form, in a teacher interview or a presentation to the group. For the last two your teacher may record these sessions. This is particularly essential in group work where the teacher will be attempting to ascertain your individual contribution within the group. You should reference all sources used and any materials you have used in the whole piece whether in supervised or unsupervised sessions. Quotations should be clearly marked and referenced to ensure all intellectual property rights are maintained. It is unlikely that complete downloaded documents from the internet are suitable. Your teacher will sign an authentication form to complete the process. You may also be asked to sign the form.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 13 5 Teacher guidance on task marking 5. 1 Generic guidance on how to mark Controlled Assessment tasks The marking criteria detail the skills, knowledge and understanding which the candidate is required to demonstrate. The (mini) task should be marked by the teacher according to the given marking criteria using a ‘best fit’ approach. For each of the (mini) tasks, the assessor should select the descriptors, provided in the marking criteria, which most closely describe the quality of work being marked. Marking should be positive, rewarding achievement rather than penalising failure or omissions. The award of marks must be directly related to the marking criteria. Teachers use their professional judgement in selecting the descriptor which best describes the work of the candidate. To select the most appropriate mark within this descriptor, teachers should use the following guidance: ? where the candidate’s work convincingly meets the descriptor, the higher marks in the mark range should be awarded where the candidate’s work adequately meets the descriptor, the most appropriate mark in the middle range should be awarded where the candidate’s work just meets the descriptor, the lowest marks in the mark range should be awarded. ? ? The final mark for the candidate for each unit is out of a total of 60 and is found by totalling the marks for each of the (mini) tasks. 5. 2 Unpacking assessment objectives in Controlled Assessment tasks Assessment objectives (AOs) identify what the candidate has to do. They specify the context and use the ‘command words’ to indicate the level of the intellectual task, so, for example, the candidate may be directed to ‘identify’, ‘describe’ or ‘explain’. 14  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Assessment objective 1 assesses candidates’ ability to recall, select and communicate their knowledge and understanding of concepts issues and  terminology; Assessment objective 2 assesses candidates’ ability to apply skills, knowledge and understanding in a variety of contexts and in planning and carrying out investigations and tasks; Assessment objective 3 assesses candidates’ ability to analyse and evaluate, make reasoned judgements and present conclusions. 5. 3 Interpretation of the Controlled Assessment marking criteria These general assessment objectives have been contextualised to the specific tasks in each Controlled Assessment (see the assessment grids below). So the teacher needs to: 1.identify the knowledge and skills the candidate will need to demonstrate if they have meet the AO 2. identify what the candidate has to do with this knowledge and/or skill; for example, should they be describing or explaining? Each assessment objective has been written at 3 levels, which increase in intellectual difficulty. The teacher will need to make a holistic judgement of which level (1, 2 or 3) best fits the candidate’s work. In general terms, a candidate who is able to produce some limited evidence for achieve Mark Band 1. A candidate who produces a range or evidence but significant gaps in coverage, knowledge and understanding, is likely to achieve candidate who has addresses most, or all of the issues needed to fully complete to achieve Mark Band 3. a task is likely to where there are Mark Band 2. A the tasks is likely For example, in Mark Band 1 a candidate might identify some relevant knowledge required to address the task but fails to adequately explain the issues. In Mark Band 2 a candidate might list a comprehensive range of issues and explore them all to the required standard but some explanations are incorrect or lacking application to the context. In Mark Band 3 a candidate is likely to identify an appropriate range of issues and analyse them all appropriately, in depth and within the required context. 5. 4 Authentication of Controlled Assessment outcomes Teachers must be confident that the work they mark is the candidate’s own. This does not mean that a candidate must be supervised throughout the completion of all work but the teacher/course tutor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of the candidate’s work. Candidates must not plagiarise. Plagiarism is the submission of another’s work as one’s own and/or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to the candidate being disqualified. Plagiarism sometimes occurs innocently when candidates are unaware of the need to reference or acknowledge their sources. It is therefore  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 15 important that centres ensure that candidates understand that the work they submit must be their own and that they understand the meaning of plagiarism and what penalties may be applied. Candidates may refer to research, quotations or evidence but they must list their sources. The rewards from acknowledging sources, and the credit they will gain from doing so, should be emphasised to candidates, as well as the potential risks of failing to acknowledge such material. The candidate must sign a declaration to this effect. Centres should reinforce this message to ensure that candidates understand what is expected of them. Please note: Centres must confirm to OCR that the evidence produced by the candidate is authentic. The Centre Authentication Form includes a declaration for assessors to sign. It is a requirement of the QCA Common Criteria for all Qualifications that proof of authentication is received. 5. 5 Internal Standardisation of Controlled Assessment It is important that all internal assessors, working in the same subject area, work to common standards. Centres must ensure that the internal standardisation of marks across assessors and teaching groups takes place using an appropriate procedure. This can be done in a number of ways. In the first year, reference material and OCR training meetings will provide a basis for centres’ own standardisation. In subsequent years, this, or centres’ own archive material, may be used. Centres are advised to hold preliminary meetings of staff involved to compare standards through cross-marking a small sample of work. After most marking has been completed, a further meeting at which work is exchanged and discussed will enable final adjustments to be made. 5. 6 Moderation of Controlled Assessment All work is marked by the teacher and internally standardised by the centre. Marks are then submitted to OCR, after which moderation takes place in accordance with OCR procedures: refer to the OCR website for submission dates of the marks to OCR. The purpose of moderation is to ensure that the standard of the award of marks for work is the same for each centre and that each teacher has applied the standards appropriately across the range of candidates within the centre. The sample of work which is presented to the Moderator for moderation must show how the marks have been awarded in relation to the marking criteria. Each candidate’s work should have a cover sheet attached to it with a summary of the marks awarded. If the work is to be submitted in digital format this cover sheet should also be submitted electronically within each of the candidate’s files. 5. 7 Minimum requirements for Controlled Assessment There should be clear evidence that work has been attempted and some work produced. If a candidate submits no work for an internally assessed component, then the candidate should be indicated as being absent from that component on the mark sheets submitted to OCR. If a candidate completes any work at all for an internally assessed component, then the work should be assessed according to the internal assessment objectives and marking instructions and the appropriate mark awarded, which may be zero. 16.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 5. 8 Submission date for Controlled Assessment Candidate’s marks must be despatched to the Moderator and to OCR. Please refer to the OCR website for details of submission dates relevant to the current series of examinations.  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 17 6 FAQs What are the dates in which the Controlled Assessments can be taken? Controlled Assessment is a form of internal assessment and as such there isn’t a specified date in which Controlled Assessment has to be taken. It is up to the centre to decide when Controlled Assessment will be taken: guidance on this can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). When can teachers and candidates access the material? Controlled Assessment tasks will be available from Interchange on 1 June of the year prior to an assessment series, i. e. 1 June 2009 for assessment in June 2010 series. Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task. Why are you not making hard copies available to centres? This is an internal assessment and centres are responsible for the resource of internal assessment. It would be impossible to despatch hard copies of the Controlled Assessment without vast amounts of provisional entry data. Can any preparation work be done out of the classroom? Yes. Controls are set at the level of tasks setting, task taking and task marking. Preparation work comes into the task taking level, under Research and Data Collection, which have a limited level of control i. e. work can be carried out without direct supervision. More guidance on this can be found can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Is there a minimum or maximum time that can be spent on the assessments? Suggested time limits vary per subject: there are suggested time limits given in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Where can the Controlled materials be accessed and by whom? Controlled Assessment tasks and other documents are accessed via Interchange. Centre access to the Interchange Controlled Assessment area will be available to the registered Centre User (normally the Examinations Officer). However, the Centre User can set access permissions to others within their centre, eg HODs, subject leaders or subject teachers. How long is each assessment valid for i. e can we use last year’s one this year? 18  © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task. Where can the Mark Schemes be accessed? Mark Schemes are included in the specifications and can also be accessed from the OCR website: In addition, Mark Schemes are attached at the end of each Sample Assessment Material and also available from OCR Interchange. Do we have to take the Controlled Assessment under exam conditions/teacher supervision? Yes, but only for the write up , i. e. the last part of Controlled Assessment when candidates are producing the outcomes of their research – note that this can be over more than one supervised session. More guidance on this can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Are the Controlled Assessments the same as written examinations, can we re-sit? Yes, candidates can resit controlled assessed units but as with any other unit, candidates can only resit once. Also, the 40% terminal rule means that 40% of the assessment has to be taken in the examination series in which the qualification has to be awarded. Centres have the responsibility to ensure that the correct tasks are used for a controlled assessme.