Relationships in Minimum of Two Essay Example for Free

Relationships in Minimum of Two Essay The story ‘Laps’ encapsulates the importance of confronting past failures and losses. As a young adult, Queenie is rejected by her hometown community of Angelus, made into â€Å"a loser, an outcast†. From early on in the opening passage we are given an indication of past hurts, â€Å"a grave and a crusade and a well of bitterness†. Through this use of strong imagery and metaphor, Winton establishes character and highlights Queenie’s sense of disconnection from her past. Additionally, the use of interior monologue such as â€Å"all this time they’ve been growing, and I’ve gone to fat† gives us an indication that although time has passed and people have moved on with their lives, Queenie has remained stationary in her past, unable to move on from her rejection and loss. She is numb with the weight of the past, feeling â€Å"as though all this was a story she had read somewhere; it didn’t seem part of her life†. Queenie’s isolation is further reflected in the setting. Angelus is a physical representation of Queenie’s past, as she says â€Å"I want to confirm things†¦. ike this town being the past†. Additionally, water is used as a reoccurring symbol; the ocean, once a place of happy childhood memories, is now a place of exile and defeat. The metaphoric description of the â€Å"steel surface of the harbour† is an example of pathetic fallacy, reflecting Queenie’s hardness, her sense of rejection and defeat as an outsider. Furthermore, juxtaposition in setting is used to contrast the urban – representing the present, new life of â€Å"softness† – with her prior life in the countryside – a symbol of â€Å"hardness† and her past loss and defeat. Queenie is aware that she has not moved on from her past, â€Å"The hurt of seven years before had healed them together in a way they had not expected†¦she had been numb for longer than she could remember†. She confronts her husband, suggesting they return to Angelus for a weekend, saying â€Å"places shouldnt frighten us anymore†¦. a place can’t screw you forever†. We can see that Queenie has come to the realisation that in order the move forward she must take a step back into her past. As Queenie and her young family approach Angelus, the town is described as a â€Å"new galaxy†, reflecting change and as well as Queenie’s sense of foreboding and anticipation. As they enter the town, the family is dumbfounded by how much it has changed – â€Å"Angelus had learned to live off its dying†¦it was a town looking bright faced into the future†. The notion of the town and community having moved on in time is a stark contrast to Queenie’s step back into her past. As they return to Angelus, Winton begins to give us snippets of information similar to flashbacks – of her past. The revelation of Queenie’s loss and defeat to the reader is parallel to Queenie’s confrontation with her past. As the family move through the town, visiting places from their past, we see that Queenie slowly gains hope and comfort that she can move on with her life, as well as regaining her confidence, putting her past into a broader perspective. The idea of Angelus as â€Å"just a place† suggests that through visiting , Queenie is finally able to detach herself from her past. The story ends on a sense of hope as Queenie lunges into the water, â€Å"not invincible but strong†. She comes to the realisation that â€Å"she knew she could swim it all out of her† – she can finally move on from her grief and loss. Through this story, Winton reveals that sometimes in order to move forward you have to take a step back; you have to move on or your past will destroy you. â€Å"Gravity† is another story highlighting the importance of confronting the past. On the anniversary of his father’s death, Jerra is forced to confront his loss and father’s absence. From earlier stories in the Nilsam suite we learn that Jerra can be self-indulgent and immature, taking a long time to accept changed circumstances. This inability to confront the past reaches a climax in â€Å"Gravity†. Jerra is unable to move on – the loss of this father has bounded him to the past, giving him a sense of emptiness, â€Å"there was a hole in him†¦something was lost. † From the opening passage Jerra’s self-indulgence and bitterness is evident by his reluctance to return to the party he is supposed to be co-hosting. The use of flashbacks of Jerra’s father teaching him to ride a bike highlights the bond of the father-son relationship and the pain of Jerra’s loss – â€Å"And then the grip gone, no old man. Sudden grave feeling of independence. Turning, turning†. Jerra is hit with the realisation that his father is gone, that he is alone â€Å"it was riding down that street, as though he had been balancing a cycle for the first time. There was no exhilaration in it, only a terrible sense of gravity†. The memory of learning to ride a bike is a metaphor of Jerra’s current struggle to deal with reality – he must stay on the bike in order to move forward or be dragged down by gravity; Jerra must move on or be held down by the past. The vibrant atmosphere of the party is a stark contrast to Jerra’s sense of loss. Everything is a blur, â€Å"he felt a little punch drunk†, disoriented. As â€Å"the party wore on†, Jerra seeks refuge in the studio which his father built for him. As Jerra unlocks the studio door, he is unlocking his past. The studio is linked to â€Å"the Tower of Babel†, suggesting a safe haven, a place of sanctuary. Compared to the world outside the walls of the studio, everything within is clear – Winton uses listing to describe the studio in great detail. The studio is a physical representation of the connection between father and son. By coming here, we are given an indication that Jerra is ready to confront his past and move on with his life. The studio is full of memories, and as Jerra is forced to confront them and reflect, we see a sudden change in the way he sees the world. â€Å"Nilsam was a father. He was a husband. He was a son† – Jerra finally accepts his responsibilities and understands his place in life. As with ‘Laps’, the story ends on an optimistic note, the setting of dawn symbolizing a new day and bright future. Today he would do many things† – Jerra is finally able to move forward and make the most of his life, after directly confronting his father’s loss. Jerra acknowledges his father’s death and his responsibility of his own role as a father, and comes to the realization that life needs to be lived. On the other hand, ‘Minimum of Two’ challenges the idea of confronting the past. The story highlights that taking the wrong approach to a problem, especially matters that involve others, can have disastrous consequences. Madigan is consumed with anger, frustration and bitterness over the rape of his wife Greta. The use of short, sharp syntax in the quote â€Å"I was ashamed. That hatred came back and I was frightened of myself† illustrates Madigan’s raw emotion of fear, anger and guilt at his inability to console his wife. Winton uses contrast to show Greta’s deterioration – â€Å"Greta had never been a weak person†¦ [but] Greta was no longer strong, there was nothing†. Madigan is well aware that the couple’s relationship is disintegrating, likening it to â€Å"starving to death†. This simile shows his utter helplessness as he watches his wife suffer physically and mentally. His hunger for his wife and helplessness at her alienation drives Madigan into darker emotions, his anger building up into hatred and revenge, to the want â€Å"to kill Fred Blakey†. Unlike ‘Laps’ and ‘Gravity’, the story has a sombre ending, with Madigan realising that â€Å"something had slipped from [his] grasp†. Consumed with anger, Madigan kills Fred Blakey, yet â€Å"in that moment [he] knew [he] had lost [his] life. [He] was a dead man. † In the moments following his act of revenge, Madigan has the crystalline realisation that revenge means absolutely nothing. In this story, Winton suggests that sometimes when we try and confront our problems, we end up making things worse. Winton explores both the positive and negative outcomes of confronting one’s problems, highlighting the need to do so in order to move forward. This message is evident in ‘Laps’ and ‘Gravity’, where the protagonists are forced to confront their past loss and defeat. In these two stories, Winton suggests that in order to move forward, a backwards step into the past is necessary. Although the process may bring back painful memories, Winton shows that there is hope for those who confront their problems. However, Winton also emphasises the need to deal with problems from the right approach, with calm rather than bitterness, the failure of doing so resulting in potentially disastrous consequences as seen in ‘Minimum of Two’. As a whole, the anthology of stories reveals to us that those who confront their problems do deal with them more successfully, and are able to move on with their lives.

The Neurosurgeon :: Biology Science Medical Essays

The Neurosurgeon The temporal lobe comprises all the tissue that lies below the Sylvian fissure and anterior to the occipital and parietal cortex. The temporal regions can be divided on the lateral surface into those that are auditory (Brodmann’s area) and those that form the ventral visual stream on the lateral temporal lobe. The visual regions are referred to as either inferotemporal cortex or by von Bonin and Bailey’s designation, TE. The sulci of the temporal lobe contains most of the cortex. The superior temporal sulcus (STS) which separates the superior and middle temporal gyri can be divided into many sub regions. It receives input from auditory, visual, and somatic regions as well as the frontal and parietal regions and the paralimbic cortex. The medial temporal region includes the hippocampus (and surrounding cortex) and the fusiform gyrus. The posterior end of the temporal lobe is referred to as the parahippocampal cortex and includes areas known as TH and TF. The fusiform gyrus and interior temporal gyrus are part of the lateral temporal cortex. The uncus refers to the anterior extension of the hippocampus. The hippocampus, as well as the amygdala, are buried deep within the temporal lobe. The temporal lobes have many internal connections which project to the sensory systems, to the parietal and frontal regions, to the limbic system, and to the basal ganglia. The neocortex of the left and right lobes is connected to the archicortex. Studies have demonstrated four projection pathways of information in the temporal lobe which each form separate functions. First, auditory and visual information processes from the primary regions ending in the temporal pole form the ventral stream of visual processing. Its function is thought to be stimulus recognition. Second, auditory, visual, and somatic project into the superior temporal sulcus whose function is stimulus categorization. Third, auditory and visual information is projected to the medial temporal regions including the hippocampus (called the preforant pathway) and the amygdale. This pathway is crucial to long term memory. Fourth auditory and visual information goes to the area of the frontal lobe which is necessary for various aspects of movement, control, short term memory, and affect. The Neurosurgeon :: Biology Science Medical Essays The Neurosurgeon The temporal lobe comprises all the tissue that lies below the Sylvian fissure and anterior to the occipital and parietal cortex. The temporal regions can be divided on the lateral surface into those that are auditory (Brodmann’s area) and those that form the ventral visual stream on the lateral temporal lobe. The visual regions are referred to as either inferotemporal cortex or by von Bonin and Bailey’s designation, TE. The sulci of the temporal lobe contains most of the cortex. The superior temporal sulcus (STS) which separates the superior and middle temporal gyri can be divided into many sub regions. It receives input from auditory, visual, and somatic regions as well as the frontal and parietal regions and the paralimbic cortex. The medial temporal region includes the hippocampus (and surrounding cortex) and the fusiform gyrus. The posterior end of the temporal lobe is referred to as the parahippocampal cortex and includes areas known as TH and TF. The fusiform gyrus and interior temporal gyrus are part of the lateral temporal cortex. The uncus refers to the anterior extension of the hippocampus. The hippocampus, as well as the amygdala, are buried deep within the temporal lobe. The temporal lobes have many internal connections which project to the sensory systems, to the parietal and frontal regions, to the limbic system, and to the basal ganglia. The neocortex of the left and right lobes is connected to the archicortex. Studies have demonstrated four projection pathways of information in the temporal lobe which each form separate functions. First, auditory and visual information processes from the primary regions ending in the temporal pole form the ventral stream of visual processing. Its function is thought to be stimulus recognition. Second, auditory, visual, and somatic project into the superior temporal sulcus whose function is stimulus categorization. Third, auditory and visual information is projected to the medial temporal regions including the hippocampus (called the preforant pathway) and the amygdale. This pathway is crucial to long term memory. Fourth auditory and visual information goes to the area of the frontal lobe which is necessary for various aspects of movement, control, short term memory, and affect.

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary and Advanced Level MARK SCHEME for the November 2005 question paper 9708 ECONOMICS 9708/04 Paper 4, maximum raw mark 70 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. †¢ CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Page 1 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section A 1 (a) What evidence is there in the article that the UK mobile phone companies operate in an imperfect market structure? Only four companies, can fix price, have product differentiation in the handsets, no perfect knowledge. (b) Explain the statement ‘one result will be that cross-subsidisation will disappear and the price of a new handset will go up considerably. Explanation of meaning of subsidising one product or service by the profits on another which itself may be overpriced. The removal of the subsidy will result in the price of the subsidised product increasing if profit levels are to be maintained. Often the subsidised product makes a loss but is produced because it is supplementary to other profit making products or services. (c) The article says the decision of the High Court will cost the companies ? 1. 5 billion to ? 2 billion. Explain how the phone companies might react in order to retain their profit levels. Could try to reduce labour costs, implement some redundancies, could stop research and development, could generally try to reduce costs or could try to increase revenue by promoting products through advertising. (d) Explain with the aid of a diagram how the existence of termination charges would affect consumer surplus. Termination charges are placed above the market level. Diagram should show a price above market clearing which will result in reduction in consumer surplus. 1 mark for D/S diagram correctly labelled; 1 for showing the reduced area of consumer surplus; 1 for explanation. e) Does the information lead you to agree with the spokesperson when he said that consumers should not necessarily regard the decision as a good thing? In consumers’ interest: they would save ? 700 but over next three years, price reduction would be on all calls. Against consumers’ interest: cost of telephone handset would rise; there is a fear of increased calls for text messages; possib ility of phone company finding some other way to keep profits high. [6] [4] [4] [3] [4]  © University of Cambridge International Examinations 2005 Page 2 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 General comments for Section B The essay questions carry a maximum mark of 25. Try not to ‘bunch' marks, but use the whole mark range. If there is any doubt in your mind, give the benefit of doubt to the candidate. The difference in grades should be assessed on the ability of the candidate to demonstrate the various objectives of the examination listed in the syllabus and not purely on the ability to itemise further facts from the content of the syllabus. Marks should be awarded for the ability to demonstrate that aim (b) of the syllabus has been achieved as well as aim (a) – which refers to content knowledge. It is the objective of the examination, as listed in the syllabus, to assess both these aims. An overall guide for marks for individual questions is given below; these are from a total of 25. They may be applied proportionally of course to parts of questions where the total is less than 25: Mark 1 – 9 (Linked to level one in individual question notes). 1-5 where the answer is mostly irrelevant and only contains a few valid points made incidentally in an irrelevant context. There will also be substantial omissions of analysis. here the answer shows some knowledge but does not indicate that the meaning of the question has been properly grasped. Basic errors of theory or an inadequate development of analysis may be evident. 6–9 Mark 10 – 13 (Linked to level two in individual question notes). 10 –11 where there is evidence of an ability to identify facts or some ability at graphs and/or a fair ability to apply known laws to new situations. There should be an a ccurate although undeveloped explanation of the facts relating to the question together with an explanation of the theory, and evidence of some bility to discriminate and form elementary judgements. Do not expect a clear logical presentation. There will not be much evidence of the ability to recognise unstated assumptions, nor to examine the implications of a hypothesis, nor of the ability to organise ideas into a new unity. 12 – 13 where the answer has a more thorough relevance to the question but where the theory is incompletely explained.  © University of Cambridge International Examinations 2005 Page 3 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 14 – 17 (Linked to level 3 in individual question notes). 4 –15 where there is a good knowledge of the facts and theory of the question, clear evidence of the ability to use the facts and theory with accurate reference to the question that may have presented the candidate with a novel ap plication. There should also be evidence, where appropriate, of the ability to examine the implications of the question and an attempt to distinguish between facts and value judgements. Clear statements, supported by reasoned arguments should be given and there should be some attempt at a conclusion to the question. There should be a reasoned structure to the whole answer. Do not expect too many extra Illustrative points which are not explicitly referred to in the question, do not expect too much critical comment on unstated assumptions 16 – 17 for an answer showing a well reasoned understanding of the question's requirements and of the relevant theory: the analysis should be sound though the illustration and development may not be very full. 18 – 25 (Linked to level 4 in individual question notes). 18 –20 where there is a thorough knowledge of the facts and theory with an excellent ability to describe, explain or analyse this in a precise, logical, reasoned manner. There should be an ability to query some of the assumptions in the question and clear evidence of an ability to distinguish between fact and value judgements and to draw some conclusions on the matter being discussed. Conclusions should be formed and expressed within a sound structured answer so that the whole is well presented. New illustrations and apposite examples should be introduced as further evidence of an ability to recognise the principles of the question and their application to relevant current situations. 1 – 25 for an answer which, given the time constraint, could not be improved significantly: it will have clear analysis, ample illustration and a good attempt at considered evaluation. Be positive in your marking, awarding marks for what is there without being too much influenced by omissions. Marks should not be deleted for inaccuracies. Corresponding marks for sub-sections. Total Mark 10 Total Mark 12 Total Mark 13 Total Mark 15 1 1-3 1-4 1-4+ 1-5 2 4-5 5-6 5-6 + 6-8 3 6-7 7-8 7-8+ 9-11 4 8-10 9-12 9-13 12-15  © University of Cambridge International Examinations 2005 Page 4 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section B 2 (a) Explain what is meant by efficient resource allocation in a free market. L4 L3 L2 L1 (b) For a sound explanation with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. [6 – 7] For a correct explanation of a free market but undeveloped explanation of allocative efficiency. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 3] [10] Would you agree that in some circumstances it is best to accept the decision such as that of the French government and abandon the search for economic efficiency through the free market? [15] Discussion of the reason for market failure. Monopolies, merit goods, public goods. Consideration of whether this might apply in the case of the large engineeri ng company. L4 L3 L2 L1 For a reasoned discussion of causes of market failure and clearly structured answer. [12 – 15]. For a fair explanation of market failure but lack of development and reasoned conclusion. 9 – 11] For a limited but acceptable attempt to consider some market failures. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] 3 (a) Explain how trade unions can be incorporated into the economic analysis of wage determination. [12] Candidates are asked to comment on trade unions so the economic theory of wages that they should use is that for an imperfect market. This theory should be explained using marginal revenue productivity. Trade unions can have an effect on the supply curve which is now no longer solely determined by market forces. Where the actual wage will be determined depends upon the relative strengths of the employer and the trade union. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. [9 – 12] [7 – 8 D and S approach] For a competent comment but with limited elaboration of the analysis. [7 – 8] [5-6 D and S approach] For a correct explanation of part of the analysis. Candidates might explain either the government or the unions. 5 – 6] [3+ – 4 D and S approach] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 4] [1 –3 D and S approach]  © University of Cambridge International Examinations 2005 Page 5 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss the possible effects that trade unions might have on the economy of a country. [13] Trade unions could affect the supply of labour and working practices. They could cause production to decrease with consequent downward effects on income, spending and national income. Candidates could explain this using the multiplier concept. Union could, however, through negotiation prevent disruption of production, or could monitor the implementation of safety procedures which might involve extra spending by the employer. This might well have an upward effect on national income. L4 L3 L2 L1 For a reasoned and clear explanation with accurate development of theory contrasting possible outcomes. [9 – 13] For a clear but undeveloped explanation which concentrates on change of income in one direction only. 7 – 8] For a limited attempt to consider the theory and with a greater concentration on the descriptive elements. [5 – 6] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis are substantial. [1 – 4] 4 (a) With the help of diagrams distinguish between normal profit and abnormal profit. [10] Diagrams to show normal and abnormal profit with accompanying explanation of the c urves used in the diagram. Candidates can distinguish between perfect and imperfect markets. L4 L3 L2 L1 For a sound explanation, good diagrams correctly labelled, with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. Diagrams clear but not fully labelled. [6 – 7] For a correct explanation of terms but some poor diagrams. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3] (b) Discuss whether firms always want to maximise profits and are able to do so in the way suggested by economic theory. 15] Discussion of the theory of profit maximisation. Candidates should consider not only whether it is possible to calculate marginal revenue and marginal cost to achieve profit maximisation but also whether the firm might have alternative aims. Sales maximisation, behavioural, managerial, satisficing, market share aims might be mentioned. L4 L3 L2 L1 For a reas oned discussion and clearly structured answer. [12 – 15] For a fair discussion but undeveloped answer mentioning either only one part of the question or both parts but only scant mention of alternative aims. 9 – 11] For a limited but acceptable attempt to consider the question with very limited development of either part. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5]  © University of Cambridge International Examinations 2005 Page 6 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 5 How far do you agree that low interest rates and low inflation are the most important aims of government policy in maximising economic welfare? 25] Discussion of the general macro aims of government policy with a comment on whether the two mentioned should be regarded as the most crucial. The effect of low interest rates and low inflation and po ssible links between them can be developed. Reasons should be given for either choosing or not choosing these aims as the most important. L4 L3 L2 L1 For a thorough explanation of the aims, a clear analysis of the link between them, a discussion of the possible outcome of a choosing either those aims or alternatives with a reasoned conclusion. 18 – 25] For a competent explanation of the aims but where there is only limited attempt to consider the significance of the importance of the aims. There will be some discussion but the evaluation will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 9] 6 With the appr oval of the Malaysian government, the Swedish company IKEA, the world’s largest retailer of home furnishings, has invested $106 million in Malaysia in the past three years. It plans to open another large store in the country, employing 450 people with expected sales of approximately $50 million in the first year. (Herald Tribune Aug 15 03 p 12) (a) Use the multiplier analysis to explain what effect this investment might have on the Malaysian national income. [10] Discussion of the effect of increasing investment in terms of employment, income, spending, saving. Multiplier analysis. Usually this question is asked with reference to government spending and investment but this is a large investment and it also will have multiplier effects. L4 L3 L2 L1 For a sound explanation of the analysis and a clear understanding of the principles involved. [8 – 10] For a competent comment but with limited elaboration of the analysis. [6 – 7] For a correct explanation of part of the analysis. Candidates might explain how investment might increase income but might not deal with further increases in as they do not discuss what leakages occur at each ‘round’. 4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3]  © University of Cambridge International Examinations 2005 Page 7 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss whether the activities of multi-national companies are always beneficial. Candidates should discuss the effects of large companies. They could consider whether a large company is beneficial for the shareholders, the workforce and the consumer. These groups may be in different countries. They should comment on the effect in host country where wages/incomes/employment might increase and on the possible benefits for directors (and shareholders) who may be in the home country. The multi-national might have chosen to operate in the host country because of reduced costs or cheaper inputs so a comment on the possible benefits of comparative advantage would be pertinent. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. Reasoned evaluative comments should be given. 12 – 15] For a competent comment but with only limited evaluation of the effects. [9 – 11] For a correct discussion of the analysis but with only very brief, or no evaluation. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] [15] 7 ‘There are so many difficulties in measuring living standards that w e can never be sure that people in one country are better off than those in another country. ’ Comment upon this statement. [25] Candidates should consider each part of the statement. They should discuss whether there are many difficulties in measuring living standards and give reasons for their conclusion on this part of the question. They should then consider whether it is possible to compare one country with another and discuss what use national income statistics might be. They should form an overall conclusion. L4 L3 L2 L1 For a thorough explanation of the difficulties of measuring living standards, and a clear conclusion to the assertion followed by a consideration of the usefulness of using the statistics to make comparisons. [18 – 25] For a competent explanation of the difficulties but with a limited conclusion. There will be some consideration of comparison between countries but this will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. The conclusion will be weak. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 9]  © University of Cambridge International Examinations 2005

Altering Perceptions of Bram Stoker’s Dracula - 1416 Words

Perception is the manuscript for the past, present, and future alike. Ones perception of a novel could be completely unlike the next. Online research regarding Bram Stoker’s â€Å"Dracula† provided many useful points of view on numerous topics such as Count Dracula’s idea â€Å"The blood is the life† (Stoker 121) This statement can range anywhere from the literal meaning of Count Dracula needs blood to continue his life or that blood is a contributor that enables humans to possess life. When reading a novel each and every person will have altering perceptions about things in this novel. Bram Stoker’s writing style is vague to the point that he requires the reader to draw their own interpretation of the novel which enables the reader to think critically. Perception is all around us, it’s unique and assists one’s ability to process information. He was a famous investor that was famous for his appearance and his strange practices when it comes to dealing with his clients. Yes, we are talking about Count Dracula. The Count is a successful corporate tycoon that ran numerous multi-billion dollar cooperation’s. It is to go unsaid that Count Dracula was beyond what us peons know as rich. He had numerous mansions but he wanted to relocate to a different part of the country so he could leave some of his demons in his closet so to speak. The Count wanted to live as normally as possible and be as low key, out of the public’s eye as â€Å"humanly† possible. Not only was he wishing to have hisShow MoreRelatedComparing Dracula, And I Am Legend By Richard Matheson1584 Words   |  7 Pagesinto different types† and are portrayed in different ways throughout several books. This paper will focus on three vampires from the following books: Dracula by Bram Stoker, and I am Legend by Richard Matheson. Dracula is co nsidered to be the traditional vampire, where it all started, and the vampires in Matheson’s book, follow somewhat Stoker’s concept, but is more of a modern â€Å"type† of vampires. Certain vampire elements have been presented, but others have been completely removed or altered. In