Life and Women Bearing Women Essay

Harwood’s elegy Mother Who Gave Me Life nostalgically explores the confronting concepts of the unavoidability of death and past bleak memories. Harwood explains explores the fragility e nature of life through the fabric motif symbolism; â€Å"fine threadbare linen† depicting symbolising the frailty image of her mother and the inevitability of her demise. Similarly, the reminiscent cosmic and iconic imagery depicts the futile effort to extend life â€Å"I prayed you would see live to see Halley’s Comet a second time. Furthermore, the reference to Halley’s Comet informs the audience of the persona’s short-lived hope for human immortality, on to be brought back to the reality of death. In addition, the author speaks ofoutlines a cycle of death and the continuity of life, shown through repetition that is as perpetuated through motherhood shown through repetition; â€Å"I think of women bearing women† which utilises gender specific diction to highlight the significance of women as a . Thus, the cycle of women bearing women is shown as a symbol of life and continuity. Likewise, through cumulative listing, Harwood provides an insight into the human history of motherhood, noting that that it transcends all temporal restraints indicated through cumulative listing â€Å"your mother, and hers and beyond†, and its ability to never cease. Though Harwood constantly implies of her desire to be able to extend life she acknowledges that in reality death is inevitable through the use of elegiac language; â€Å"you left the world so†. Finally through elemental references and natural imagery, Motherhood is portrayed to be infinite and as the link between prehistoric and current epochs elucidated through elemental references and natural imagery; â€Å"ice, rock, fire. † Hence, through the use of a variety of language techniques, Harwood is able to explore the challenging images of the inevitability of mortality through its inevitable nature whilst offering nostalgic recollections of her mother to signify the mportance of motherhood in establishing the continuity of life providing reader’s with a valued text. and cycle of mournful self-reflective thoughts through the use of motherhood, providing a valued text. The ode style poem Harwood’s diptich poem, Father and Child, investigates the notion centrality of seminal experiences in shaping one’s understanding of of a melancholic longing for the past whilst simultaneously acknowledging the inevitability of death through the rhyming pattern of its stanza, hence creating a valued text for the audience reader. The idea of childlike innocence and naivety immortality is expressed through the masculine diction â€Å"master of life and death† and power metaphor â€Å"a wisp-haired judge† exposing the child as an self-proclaimed vigilante. However, the self vilification of the child upon the his shooting of the owl is, expressed through a woeful reminiscent self reflection; â€Å"mirror my cruelty†. This portrayings the confronting topic of mortality through the physical pain of the owl and the emotional torment of the child. Another memory that highlights the both the challenging concepts of nostalgia and death, is the symbolic death of the child’s innocence demonstrated in the juxtaposition; â€Å"a lonely child who believe death clean and final, not this obscene. † Hence, this shows the naivety of the child, and the stinging memory of an un-romanticized death that has remained. Finally through the use of empathic language, the child’s harsh epiphany is shown â€Å"I†¦ wept, owl blind in the early sun. This implying lies the persona’s is transformation to show a new appreciation for morality. In â€Å"Nightfall† the second part of the poem the persona uses a collective pronoun to depict togetherness as a notion of eternity which transcends earthly beings; â€Å"we stand in time’s long promised land. † The nostalgic tone presents the audience with Harwood’s perspective of the unyielding process of time and the inevitability of death. This notion is emphasised through parallelism; â€Å"we pick our last fruits†, hence utilising showing the reader of the organic discourse which to presents the comparison of the ripeness of fruit to the infinite life cycle of birth and decay. Furthermore, inevitability of death is illuminated through past tense of the self reflective question â€Å"Who can be what you were? † implying that persona’s father has ceased to exist. Through the character of the child, it is clearly evident that the poem Father and Child explores the challenging ideas of nostalgia and mortality making the texts valued in the eyes of the reader.

Caribbean Studies Syllabus

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

Birth Control and Abortion

Other times of birth control which are a little bit more complexes are the IUD anther more percent type of birth control is getting there tubes tied. There are other things that women can do if they do become pregnant and they choose they do not want to have a child at this time in their life. There are pills they can take five days after they have sex which can be bought over the counter at any drug store, There are also abortion pills that can be taken up to your 6th week of pregnancy, and last but not least a women has the choice to terminate a pregnancy by getting an abortion. Abortion is a big issue in today’s times and it is also a topic that can make some feel one of many different types of emotions. Abortion can happen up until the 13 week of a pregnancy. Abortion is a permit solution in terminating a pregnancy it can also be damage a female in many different ways not only physically but mentally as well. Abortions are a way to terminate pregnancies but they should not be used as a type of birth control. There are many pros and cons of both situation and everyone women should look into their options Birth Control comes in many forms for both men and women. The most common for the two would be condoms and birth control pills. Women can also seek other methods like diaphragms, Depo-Provera shots, Norplant’s, Nuvarings, or even a birth control patch however; the most powerful form of birth control would be absence (Planned Parenthood Federation of America, 2007). All these methods are proven effective but may cause some side effects in some people. Birth Control Method| Common Side Effects| Depo-ProveraLess than 1 out of 100 women a year will become pregnant by taken the shot when directed. Cost: $35 – 75Injected into the arm and last for 3 months. * Irregular bleeding especially within the first year. * Change in sex drive. * Change in appetite or weight gain. * Headaches * Nausea * Sore breast| Norplant’s (Implants)Less than 1 out of 100 women a year may become pregnant. Cost: $400-800Inserted into the arm and last for 3yrs. | * Change in sex drive. * Irregular bleeding within 6 to 12 months. * Discoloring or scarri ng where the implant was placed. * Rarely, an infection in the implant location. * Sore breast * Weight gain| Birth Control PillsFew as 1 in 100 women will become pregnant in a year if they use the pill effectively. Cost: $15-50 per monthMust take pill every day at same time to be most effective. | * Bleeding between periods. * Breast tenderness. * Nausea and/or vomiting| Condoms 2 out of 100 women may still become pregnant after using a condom correctlyCost: $1 eachCan be used by men. This device also prevent against sexual transmitted diseases. Female condoms are also available. | * Most common complaint is people are allergic to the latex which condoms are made from. * Condoms do break which forms no protection. | These are just a few of the outlined cost and complications that have been associated with different forms of birth control. Although, many have a great success record absence is the only method that is truly 100% effective. However, if women and men both actively participate in using contraceptives then they may avoid STD’s (with the use of condoms), and unwanted or unplanned pregnancies. Abortion is a medical procedure for any expecting mother to elect to have about her own body. The procedure can be performed up until the mother is in her second trimester. When a child is in the first trimester they weigh on average a 1/2 ounce and estimated to be 3 inches long (Just mommies, 2003-2012). During the first trimester the child also has a heartbeat that can be heard with ultrasonic devices. When a mother reached her second trimester the child is still growing developing more specific features. By the end of the second trimester the child will have developed all major organs (Just mommies, 2003-2012). Many people consider the abortion procedure to be immoral and wrong because it involves taking the life of an unborn child who has already developing in the womb. Over 7% of women just their reason for seeking an abortion because they were a victim of rape or incest and health concerns for the mother or baby (M, 2012). Many women who opt for this procedure may find themselves suffering from guilt or depression afterwards resulting in a life altering experience. For individual who don’t want to have children they have different types of birth control that can to prevent pregnancy. Birth control can come in a pill, patch, shot, surgical, internal, or abstinence. Birth control is not only for women but men as well. Men can use condoms to help protect them from getting women pregnant as well as protect themselves from sexually transmitted diseases. Men can also have a vasectomy which can cause them not to be able to produce children at all. Women have a similar procedure but it is called a tubal litigation. This prevents the woman from producing an egg and being fertilized. Each form of birth control comes with some type of side effect and it is best that the individual chooses what is comfortable for them. The side effects can vary depending on the individual and how their body adapts to the medication. Some women like to look at abortion as a type of birth control. There are different types of abortion and also different types of birth control. With abortion the different methods are used at each different point in pregnancy and may be performed different each time also. There are the first trimester abortions which can be suction aspiration or dilation and curettage also known as Damp;C. the suction aspiration is the most common surgical methods that is used in the first trimester abortions, this is when the cervix is numbed and stretched open. It allows the abortionist to suck the baby’s body out with a knife like plastic tube. During the suction the lining of the uterus may be torn away. The Damp;C methods are somewhat similar to the suction. The instrument used for this procedure is called a curette (a loop shaped steel knife) which is used to scrape the wall of the uterus. During this procedure the baby and the uterus if cut up into pieces and then sucked out. An abortion can also be performed with a chemical implantation. Abortions can take place in each stage of pregnancy and is performed in different ways according to the size of the baby and what stage you are at in your pregnancy. For the second trimester there is a procedure that is used that is similar to the Damp;C and it is called the Damp;E or dilation and evacuation. With this procedure the woman is given some type of sedative and the abortionist is dilates the women and use instruments such as forceps to pull the baby to pieces. There is also a late second and third trimester abortions. During the late second and third trimester abortions the abortionist uses instillation techniques which is injects lethal chemicals into the amniotic fluid by an amniocentesis, intra cardiac injections which stop the unborn heart or hysterectomies which are identical to a cesarean section and is intended to harm the child. These are only a few of the abortion techniques that are used but more exists. Birth control and abortions can help with decision making when it comes to having or not having children. Some individuals look at abortions and are totally against it and other may use it as a form of birth control. Women start out as teenagers using birth control to prevent early pregnancy or pregnancy at all. Both of these methods come with side effects and it should be strictly the individual’s choice to use either one.

Volkswagen in China Research Paper Example | Topics and Well Written Essays - 4000 words

Volkswagen in China - Research Paper Example In order for MNCs to operate effectively and gain a competitive advantage it is important to assess the competitive position and the relationship between success and strategies. In a highly competitive market it is very important for companies to gain a competitive advantage over its competitors. This can be achieved by either cost advantage or offering differentiated product. Hills work suggests that the differentiation strategies in the automobile sector in China can be beneficial because of many reasons like Chinese automobile is an expanding market and is the world’s second largest automobile industry, therefore has a lot of potential for business. Automobile industry in general has a lot of potential for differentiation strategies and gaining market through it which is evident by the lavish expenditure done on the promotion of these cars. (Chen, J., & Yao, S. 2006; Barrow, C. 2009) This paper will focus and discuss Volkswagen’s globalization strategies for internalization, how it formed strategic alliances globally and how it positioned itself for global competitiveness through its formulated strategies and built strategic ventures and alliances. VOLKSWAGEN INTERNATIONAL Volkswagen dates back to 1937, was founded by Ferdinand Porsche who started it as an automobile advisory company. Being unsuccessful in selling his proposed model he collaborated with Nazi Government to setup a factory and produce the cars of his proposed model. In the post World war period, VW made the most selling car of the 1950s the Beetles. It was then that VW gained recognition throughout the world. In 1960s it opened a plant in Mexico which produced cars on new lines and technology and with time strengthens its position all around the world. (Rana et al.2005) Volkswagen started off with its two joint ventures in China. Its first project was a 50% venture with local leading brand Shanghai Automotive Industry Corporation (SAIC). The other venture was another 50% joint venture with First Auto Works (FAW) in 1991. Initially the company struggled to gain market but later in 1990s its brand Santana ruled the market. These joint ventures together occupy almost half of the market shar e in Chinese market and have a 70% annual growth rate. China is Volkswagen’s second largest market in the world after German market. (Chen, J., & Yao, S. 2006; Barrow, C. 2009) Volkswagen since its start in its Shanghai joint venture in 1985 was considered to be one of the leading the carmaker in China and occupied an eminent position in the market. The emerging Chinese automotive market was a threat for Volkswagen dominant market and soon it faced severe competition with companies like Toyota, Suzuki and General Motors in Chinese markets. One of the head of VW China commented in 2005 that suddenly China has become the toughest market. (Thun, E. 2006) Not even foreign, local market players like Cherry and Geely also competed and tried to win the market by aggressive pricing strategies. In a research of 2002 Volkswagen occupied the largest market share in China, the details of top 5 market share holders are given below: Manufacturer Sales (units) Market Share Shanghai Volkswag en 301,095 23.8 FAW-Volkswagen 207,858 16.4 Shanghai GM 110,763 8.8 FAW Toyota 95,433 7.5 Dongfeng Citroen 85,088 6.7 The table shows Volkswagen in combination with both its ventures SVW and FAW-VW have been the leading automobile company in China with largest market share in 2002. (Chen, J., & Yao, S. 2006; Barrow, C. 2009) SVW initially competed with minimal investment in China, it was able to capture high market share in the early days but soon it faced competition by the modern foreign and

Economics and Management of Competitive Strategy Assignment

Economics and Management of Competitive Strategy - Assignment Example Likewise, in terms of the cost per movie of the movie studios who are the movie rental supplies, the total cost is the cost of producing the movie. However, to determine the supplier value, it is equal to â€Å"the difference between the payment the firm makes to the supplier and the supplier’s cost† (Spulber, 2009, p. 206). Their cost could be estimated by determining the cost of using their assets; or by calculating their operating profit. Likewise, the costs per movie of the movie rental chain are, therefore, the total costs or expenses that the movie rental chain is willing to pay to deliver the total value to the consumers. Thus, the value created per movie of the movie rental chain is the â€Å"total value created a net of customer value and supplier value† (Spulber, 2009, p. 210). (ii) The retail price per movie is the price paid by the customer per unit of renting a movie; while the wholesale price is the price in volume, of say, renting movies in batches of 10 or more. The factors that affect retail and wholesale prices include transaction cost per unit, direct labor, and overhead costs. Consumers’ surplus is determined by the net benefits from purchasing the goods; while producers’ surplus, also known as operating profit is the supplier value, defined as â€Å"the difference between the payment the firm makes to the supplier and the supplier’s cost† (Spulber, 2009, p. 206). ... lowering supplier cost; (2) providing greater benefits to customers by improving products and services; and (3) developing innovative transactions that offer new value to the market† (Spulber, 2009, p. 210). Likewise, the movie rental chain can increase the value that it captures either through the increase of prices to customers; reducing payments to suppliers, or making more effective use of its assets. (iv) In a rent or sale of DVDs alternative, the movie rental chain should take into consideration the following factors: (1) the costs of paying suppliers (supplier value) for the DVDs to be sold or rented out; (2) direct costs (labor and overhead); and (3) the perceived customer value from either renting or buying DVDs.  Ã‚  

Liability analysis Essay Example | Topics and Well Written Essays - 2250 words

Liability analysis - Essay Example The basis of partnership can be made legal by either the word of mouth or through a written agreement. The partnership agreement administers the partner’s relation to each other and to the partnership. The agreement Partnerships between members of the family as in this case are viewed in a different perspective by the law. If the family members are to share in the profits it will be clear that they have a partnership, however, if they are to receive some share of the profits as repayment of debts, or wages the relation is termed as protected partnership, and there will be no legal indication that a business partnership exists. If the family members are to conduct any retail business, there will be clear evidence of an existence of a general partnership. The formation of the partnership is associated with certain rights and duties among the members and with third parties (Cheeseman, 257). Therefore, under this case, each partner will have a right to share in the profits, and al so contribute equally incase of a loss, unless the partnership agreement will have been otherwise stated. Additionally, each partner is allowed to take part equally in the supervision of the company partnership. Incase of a dispute, the majority vote rules. Nonetheless, under a partnership, each member is entailed to the duty of Good faith, and loyalty (West's Encyclopedia of American Law, 7). That is, each partner is required to account to the other partners for any benefit that one receives when engaged in the business partnership. Under the duty of loyalty, no partner is permitted to use the partnership property for ones own personal gains. Also, the partners are not to engage in any business that competes with the partnership. In reference to the contribution of funds as the parents’ idea of 2 million, the contributed resources towards the growth of the business, becomes owned by all members under partnership (West's Encyclopedia of American Law, 20). In addition, any oth er property that is to be purchased by any partner using the partnership assets automatically becomes partnership property and is held under the partnerships name as indicated by RUPA. Transfer of property is only possible under the name of the partnership and, and the partnership property cannot be sold without the consent of members of the partnership. In terms of liability, each member of the partnership is liable to the obligations of the partnership. That is, each partner is equally liable for the unlawful acts or blunder of a member-if the act is committed while the partner is acting under the authority of the other members, or on behaves of the partnership. In UPA Section 15(a) it is said that associates are jointly and severally responsible for the torts and violation of trust. (Cheeseman, 258) Under this a third party can sue one or more associates independently, â€Å"CASE 14.2 Tort Liability of General Partners Zuckerman v. Antenucci† (Cheeseman, 256). Despite the fact that a partner caught on the wrong is sued individually, the partnership agreement provides for the compensation of the partner for the fraction of damages in surplus of ones relative share of the business. Any member in the business partnership will be perceived as an agent of the partnership. That is, each member has the authority to act on behave of the business, and a members admission concerning

The successes of the Ottoman-Turk Empire Essay Example | Topics and Well Written Essays - 500 words

The successes of the Ottoman-Turk Empire - Essay Example The military strength of the Ottoman Empire in terms of the advanced weapons they used was immense. These weapons were acquired from those places they conquered and also as a result of the large wealth that enabled them to purchase the weapons. This gave them an upper hand when it came to fighting other empires and they therefore acquired a large land. The military number was great and especially because the Ottoman used two different types of military tapping on the strengths of each group. These two groups were the locals and the Kapti Kallari forces and the locals. The strength exuded by such military power led to the success of the whole empire in general. Lastly is the wealth of the empire which made them unapproachable by other states which might have wanted to conquer them. The wealth was contributed by the increase in land of the empire and also wealth left behind by the Byzantine empire. The relationship between the Turks and non-Turks was very noble and people had no issues with their diversity whether from religion or even tribe. During the Ottoman Empire leadership, the Turks were very tolerant of the other people that were non-Turkish. The Ottoman people were Turks and they were Muslims but the rest of the people within that location were Christians but they related no different with them than they related with their own tribesmen and religious men. The leaders showed their fellow tribesmen that all people were equal and they could coexist if they accepted their diversity. This is another reason that made this empire very strong because they embraced diversity (Goldschmidt and Davidson, 2012). The leadership of the Ottoman empire was almost in sync with the leadership in Europe and since Europe did not tolerate religious or tribal prejudices, then the empire did also not tolerate it. The issue to note however is the fact that