Syllabus free essay sample

Learning Outcome Results: By the end of the semester, students will be able to: *Understand responsibility for creating a successful college experience. *Connect with resources that support their academic, career and personal goals. *Demonstrate familiarity with college organizations, regulations, rules, and support services. *Develop a personal academic plan. *Set, pursue, and achieve academic and personal goals. *Manage time more efficiently to reduce stress. *Become more culturally competent *Learn communication and conflict resolution strategies. *Develop problem-solving and decision-making skills.Read a textbook with improved understanding and retention. *Listen with comprehension, to a lecture. *Take effective notes. *prepare for and take tests. *Assess and improve general wellness habits. *Explore career possibilities and aptitudes. Instructional Methodology: Because of the interactive nature of this course, a variety of instructional methodology will be used including but not limited to: lectures, group discussions, group activities, guest speakers, exploration activities, and the use of computer and web functions: Students will have an opportunity to tap into their creativity to further enrich learning. We will write a custom essay sample on Syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Cell Phones: Cell Phones and testing are not allowed in class which means I do not want to see your cell phones during class time. Make your family and friends aware of your class time. You are not to be going in and out of class to talk on your cell phone. If so, I am going to ask you to leave class and mark you absent. Special note: Your syllabus is a legal binding contract between you and your instructor and may be subject to change. College Policy: Code of Conduct: All students should review and adhere to the Student Code of Conduct manual that is found at: http://www. Award. Du/ PDF Rules and regulations are located in the handbook. You are in college. You will be treated and respected as an adult. Discipline problems are not tolerated. ANY discipline problem will be dealt with swiftly and permanently. First a conference will be held with the professor. Second, if behavior continues you will be referred to the Dean of Student Affairs. Third, if behavior in class is at the point Of no control, security will be called to remove you from the class.Attendance/Tardy: Realizing that student success in college is largely dependent on attending lass, it is imperative that you make an effort to attend every class. On certain occasions, circumstances may arise such as sickness, family issues, childcare and unavoidable transportation problems. In such cases it is your responsibility to contact the instructor. Students will be required to meet with your instructor outside of class time and make-up work missed due to absence.Class begins promptly at the time specified on your schedule. Students who fail to attend class the first two weeks after add/drop will be reported and withdrawn (WIN). Students who subsequently stop attending would be withdrawn with a (W) with the last date of attendance clearly referenced. Those who disappeared prior to the 60% mark, having received financial aid, will incur liability. Students who quit after the 60% mark must receive a grade of WE. Please remember F grade must be earned. Do not award As to students for failure to attend class. Government audits require that F grades be substantiated with faculty records that prove poor student performance. Attendance Policy/Students Responsibility Relative to Nan-penalized Absences: Non-Class Days. Owing to unanticipated circumstances that are ended anyones control or when concerns are raised about the safety and/or security of the students, faculty, staff, and/or facilities, the President of his/ her designed has the authority to close a campus or the College.For purposes of grading and attendance policies, the day(s) during which the campus/ College is closed shall be considered a non-class day(s). When this occurs, each Faculty member shall determine how best to make-up the lost time. Non-penalized Absences. There shall be no penalty for a student who is absent from academic activities because of religious holy day observances in is/her own faith, the students serious illness, death in the immediate family, or attendance to statutory governmental responsibilities.Student Responsibilities Relative to Non-penalized Absences. A student shall notify instructors in advance of absence(s) to observe a religious holy day(s) in his/her own faith, and shall likewise notify instructors in advance of other absences when practicable under the circumstances. Death in the immediate family/ shall be interpreted to mean mother, father, spouse, child, brother, sister, grandparents or grandchildren. Statutory governmental susceptibilities refer to such matters as jury duty, subpoena for court appearance, or unplanned military obligation.I a non-penalized absence occurs on the first day of class, the student shall notify the instructor Of the reason for his/her absence at the next class meeting. Documentat ion for non- penalized absences shall be presented by the student should the faculty member request it. The student shall be responsible for the material covered in his/her absence and shall be granted a reasonable amount of time to make up any work or test missed for non-penalized absences. Withdrawals: This course is required and withdrawal from this class can affect your entire semester schedule.According to the college withdrawal procedure if you stop attending class prior to withdrawal date, you will be administratively withdrawn from a class and receive a W, or, if it is your third attempt, an F. If you stop attending class after the withdrawal date, you will receive a WFM that will then be computed as an F in your Grade Point Average. TO avoid this situation, you should remain an active learner in this class and always communicate extenuating circumstances to me. Ongoing communication tit the instructor is critical to your course success.The last day to drop a course is October 31 the 2012. With my permission, you can change from credit to audit through October 31 the 2012. To receive the audit designation (EX.) on your transcript, you MUST attend class regularly. I will not assign either W or XX grades once both deadlines have passed. If you stop attending class and participating in class discussions, submitting assignments or fail to take quizzes or test prior to the withdrawal date, you will be administratively withdrawn from class and receive a W or an F if it is our third attempt. You withdraw through the Registrars Office (online) on or before that date, you will receive a grad of W. If you simply stop attending class and do not withdraw yourself through the proper channels, you will receive an Academic Honesty Policy/BC College Catalog: Broad College expects its students to be honest in all Of their course work and activities. Breaches of academic honesty include cheating plagiarism and misrepresentation, bribery, and the unauthorized possession of examination papers or other class materials that have not been formally released by instructor.A students academic work must be the result of his or her own thought, research or self-expression. Cheating includes, but is not limited to: copying the work of another person (Plagiarism) or permitting your work to be copied by another person, discussing test answers or questions with people who have not completed the test, distributing assignment materials to other students, poses same course materials that have not been formally released to students in the course, and collaborating on the completion of assignments not specifically designated in the syllabus as being group projects.Examples: 1 ) If it appears that two or more students have submitted the same material for any solo assignments, each student involved will receive zero points for that assignment. 2) If it appears that a student has copied an assignment from published materials (including Internet sites), the student will receive zero points for that assignment Breaches of Broad Colleges policy on academic honesty may result in academic penalties and/or disciplinary action.At the discretion of the instructor, academic penalties may include, but are not limited to, a failing grade for the course. In addition, the instructor or another BC employee may refer a student to the Dean of Student Affairs for disciplinary action in accordance with BC Student Handbook. Such discipline may include suspension or expulsion from the college.Special Needs: Students having special needs as defined by the Americans with Disabilities Act (DAD) should: Inform the instructor and contact the office of Disability Services (Office of Disability Services) at 954-201-7492 so that reasonable and appropriate accommodations can be implemented. Us port Services: Broad College has a considerable variety of support services available to dents such as computers for student use and support labs for college prep classes. Evaluation and Grading Scale: You must meet all course requirements in order to pass this course. Syllabus free essay sample Well cover the major genres used in business writing and survey the methods and distinctive theatres of effective professional communication. My goal is for you to leave this course ready to write persuasive memos, reports, and letters in the workplace and effective essays, case studies, and correspondence within the BAS program of study. My office hours can be found on my faculty weapon at http://tiny. Com/frowzy. Encourage you to contact me if you plan to come by, as Im often in meetings on campus.I am happy to meet with you on campus, via telephone, or via Keep. Please email or call if youd like to make those arrangements. I will do my best to return phone calls within 24 hours. Course Description This course emphasizes the basics of business writing while reviewing the various kinds of written business correspondence. Students are expected to integrate business decision-making and analytical thinking skills into the content. We will write a custom essay sample on Syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Students must be able to determine solutions to problem-based exercises.PR: ONCE 1101 or equivalent; junior level status or permission of the chair is required. (This course number was formerly GAB 3212). 4, SSP US. Learning Outcomes and Methodology By the end of this course, you will be able to: Recognize and illustrate how business writing affects business outcomes. Draft workplace-appropriate documents in accordance with the Plain Language Movement Master the basic features of business writing genres including letters, reports, proposals, and memoranda Prepare and deliver effective media and technology based presentations. Write collaboratively in a team Select and/or create reader-centered information graphics and visually appealing page designs Demonstrate the strengths and weakness of communicating using different mediums (electronic, telephone, fax, letter) Integrate concepts from other BAS courses will guide you in an active learning environment and you are expected to allow this guidance to influence other classmates in a positive manner. You will utilize all six of the following levels of learning: 1. Knowledge recall and memorization 2. Comprehension -? the ability to paraphrase and interpret information in your own words 3.Application use knowledge in a new situation 4. Analysis break down knowledge into parts and show interrelationships 5. Synthesis bring together parts of knowledge to form a whole 6. Evaluation make judgments based on given criteria These six methods allow us to integrate real-world applications, life experience, and instructional materials into the course. Texts and Materials Required: Boer, S. (2005). Contemporary Business Communication (6th De. ). Houghton Muffling. ISBN 0-618-47252-5. You can lease this text for $25 through membership in the BAS club.Club membership requires a one-time $20 donation, after which you can lease all the books in the BAS program. Call Cindy at 386-506-3086 for details. Additional required readings may be provided via PDF online. Recommended: Writers Workbench Version 8. 3. All students in the BAS program are encouraged to purchase and utilize the Writers Workbench software to improve writing skills throughout the curriculum. Faculty expect you to use this software to improve your grammar, sentence structure, punctuation, and spelling. You can purchase the software by viewing www. Worcestershire. Mom. The cost is approximately $119. You can use this software for free at our BAS computer lab, in the libraries on most campuses, and in the Academic Support Centers. Course Policies 1 . Disclaimer: Teaching policies and regulations for this course are not open for discussion or negotiation. This syllabus has been constructed to be as complete as possible but is by no means a binding document. Reserve the eight to alter policies, procedures, and the syllabus as needed. Please utilize the course website regularly as any changes to the syllabus will be posted there. . Assignment Submissions: This course is organized by weeks. Assignments for each week are generally due on Sunday nights at 1 1 :pm (dates are on the course schedule). Assignments must be submitted to the dropped. Only submit ONE document per week (that means do all of your assignments and activities in ONE document). Just put a few spaces and a heading before each section. Label that document like this: Electromagnetisms#. So if my name is Meghan Griffin and its Week 6, my document should be saved as GriffinMeghanWeek6.Submit documents as Word attachments. If you dont have Microsoft Word, save your documents in Rich Text Format (. RTF). Five points will be deducted from each assignment that is submitted without following these guidelines. 3. Communication: I expect you to keep up with course email regularly. Will send announcements and information using this feature. You can expect me to respond to emails and voice mails within 3 business days. You can expect me to grade your assignments within 2 weeks after they are submitted. You must login to Florida Online every 48 hours. Be sure to post in the discussion boards as required on the course schedule. 4. Attendance and Lateness Policy: Due to the accelerated nature of our program, attendance is an absolute requirement. I expect you to be present for every class period. Assignments and activities missed during an absence cannot be made up. Your grade will be impacted by missing class. For online courses, this means that you need to participate every week and complete each weeks assignments as they are scheduled. 5.Late Work/Make-up Work and Exams: If you miss an assignment deadline, I will accept it up to one week late for no more than half credit (that means a 20-point assignment that is late-?even by one minute-?and perfect can only receive 10 points). I do not offer make up work or make up exams except in the case of documented medical emergencies. As in the workplace, timeliness is an essential indicator of performance. Plan ahead, manage your schedule wisely, and submit early to avoid last-minute technology glitches. Timeliness is essential in professional communication. 6.Academic Integrity Policy (see student handbook pages 7-13 http:// www. Demonstrate. Du/regret/files/student_handbook. PDF) a. Daytona State College is committed to providing you with quality instruction, guidance, and opportunities for academic and career success by fostering academic excellence in a supportive and personalized learning environment. Maintaining high standards of academic honesty and integrity in higher education is a shared responsibility and an excellent foundation for assisting you in making honorable and ethical contributions to the profession for which you are preparing. In order to preserve academic excellence and integrity, the College expects you to know, understand, and comply with the Academic Integrity Policy, which prohibits academic dishonesty in any form, including, but not limited to, cheating and plagiarism. Grades conferred by instructors are intended to be, and must be, accurate and true reflections of the coursework actually produced and submitted by you. B. All cases of suspected violations of the Student Code of Conduct, including academic dishonesty, are reported to the Judicial Affairs Office for resolution. C.Forms of Academic Dishonesty Cheating- Cheating can be defined as: receiving or giving unauthorized assistance on a quiz, test, exam, paper, or project or unauthorized use of trials to complete such; collaborating with another person(s) without authorization on a quiz, test, exam, paper, or project; taking a quiz, test, or exam for someone else or allowing someone else to do the same for you. Plagiarism -Plagiarism can be defi ned as: submitting work in which words, facts, or ideas from another source are used without acknowledging that the material is borrowed whether from a published or unpublished source. For specific information on how to document information from other sources, students should check with their instructors, academic departments, or a agonized writing manual, such as the MEAL or PAP Fabrication -Fabrication can be defined as: listing sources in a bibliography that one did not actually use in a written assignment; presenting false, invented, or fictitious data/ evidence in a written assignment. D.Other Academic Misconduct: Other Academic Misconduct might include, but is not limited to: In a testing situation, conduct, such as, looking at a classmates test, talking to a classmate, or leaving the classroom without the instructors or proctors permission. Obtaining by the theft/purchase OR selling/ giving part or all off est.. Entering an office or building for the purpose of changing a grade on a test, assignment, or in a grade book or for the purpose of obtaining a test. Altering or attempting to alter academic records of the College which relate to grades; being an acce ssory to same. . College Network Acceptable Use Policy: The purpose of this policy is to outline the acceptable use of the network and resources provided by Daytona State College and to establish a culture Of openness, trust, and integrity. Please make yourself very aware Of this policy by clicking these two links: http://www. Demonstrate. Du/regret/ files/student_handbook. PDF (College Network, pages 4-5). Http:// online. Demonstrate. Due/docs/acceptable_use. PDF (Florida Online) f. Financial Aid: please refer to your Falcon Mail account for up-to-date information regarding your financial aid.Check your account periodically. Direct financial aid questions to Mitch Pietas at 386-506-3515. Academic Support Center: The Academic Support Center promotes learning and helping students to achieve their potential by providing the resources needed to become successful and independent learners. Tutoring sections as a group or one-on-one, placement instruction, weekly learning sessions, and instructor assistance are available at the Centers. Centers are available on each campus. For locations and times, please go to http://. W. W. Demonstrate. Due/ass/ for more information. College Writing Center: The College Writing Center assists students, staff, and faculty to become better writers through face-to-face or virtual consultations (up to 45 minutes) and workshops. As the hub of writing at Daytona State, staff work with all writers at any stage of the writing process-?so whether youre brainstorming ideas for a psychology paper you event started yet, or youve revised a letter several times and you want a fresh perspective, you can bring it into the CSCW. We recommend scheduling an appointment because we tend to book up quickly; call (386. 506. 297) or visit our website (WV/. Demonstrate. Due/CSCW) for more information. Library Services: The library hosts books, e-books, videos, helpful handouts, library tutorials, advise for students, Ask A Librarian, and general internet resources that includes How to Write a Fascinating Thesis Statement, Ten Steps Towards Better Research, How Not to Plagiarism, etc. For more information go to http:// www. Demonstrate. Due/library/. Basis for Final Grade Overall grades will be determined using the schema below: Grading Scale (%) 90-100 87-89. 9 80-86. 9 77-79. 9 c. 70-76. 9 67-69. 9 60-66. D 0-59 Scores will not be rounded. Students must earn a grade of C or better in all BAS courses to meet program completion requirements. The final grade for Business English is a combination of reading responses, writing assignments, a final portfolio, a presentation, and participation. Each course component is weighted as follows: Assessment Percent of Final Grade Basic Business Correspondence (Team) Resume and Cover Letter Reflection Memo / Final Exam 20% Quizzes and Discussions Writing for the Web Project 25% 100% Grading Standards and communication An A text is exceptional.This is the kind of document that might lead to a promotion in the workplace. It is professional and reflects the writers careful consideration of audience and purpose. It contains all necessary information, is written in an appropriate and engaging style, is arranged in a logical manner, is memorable, and its delivery is visually appealing. It is free of mechanical errors. A text in the B range is strong. It would be considered acceptable in the workplace. It too is professional and reflects consideration Of the rhetorical situation.It is above average in terms style, arrangement, and delivery, but falls short of excellence in one or more category. It is free of mechanical errors. A text in the C range is competent. It would probably be returned for revision in the workplace. It is generally average in terms of the major criteria listed above. It has few mechanical errors. Low C or D work is weak. It would probably get the writer into a bad situation in the workplace. It falls below average in terms of one or more of the major criteria. F work fails in terms of one or more of these criteria.One or more of these texts would probably get a writer fired in the workplace. Grade Communication: Most major assignments will be submitted using the dropped function. Likewise, grades will be posted electronically via the graduated as soon as assignments are scored. It is your responsibility to keep track of your grades. Please let me know if you see a discrepancy. Schedule The following schedule is subject to revision: Week Date Reading Schedule and Assignments week 1 8/26 Chi 1-2 Assignments due Sunday 9/1 at 11:59 pm 1. Read chapters 1 and 2 2.Discussion post 1: introduce yourself in the Student Introductions board. This counts as your attendance this week. Tell us who you are, what you do for a living and/or for fun, and what you hope to accomplish in this course or in the BAS program. 3. Discussion 2: Five Communication Components. Look at Exercise 2 page 30 (Chi 1). Watch a TV show, play, or a movie and explain how the five components of communication were illustrated by the show/ movie you watched. You can use bullets points, but write your answer in complete sentences. Post your analysis in the discussion board. 4. Quiz on the syllabus. Look under the Quizzes tab and take the syllabus quiz. You MUST read the whole syllabus before taking the quiz. 15 questions, 30 minutes allowed, 2 attempts (highest grade will be taken). 5. There is a fundamental difference between the type of writing you have done in the past (essays, creative pieces) and professional writing. Business writing must be clear, correct, and brief. That means using simple, plain language. Spend about 45 minutes reviewing http://w. www. Phenylalanine. Gob/whitetails/ index. CFML. Review the samples from the No Gobbledygook Awards here: http://www. Languages. Gob/examples/award_winning/ gobbledygook. CFML. / Week 2 9/2 Chi 3-4 Assignments due Sunday 9/8 at 1 1:59 pm 1. Read Chapters 3 4 2. Grammar Quiz. (a) Review the Punctuation Review Worksheet punctuation Powering and Grammar Guides available under the content tab. (b) Look under the Quizzes tab and take the Grammar Quiz. 20 questions, 60 minutes allowed, 2 attempts (highest grade will be taken). 3. Basic Business Correspondence Assignment Teams Assigned-?begin developing a plan with your team within the discussion area.Review the Basic Business Correspondence assignment in the Content area of the course and begin immunization with your team in the discussion area about your plans for the assignment. 4. For those of you who need more practice with correct grammar, I suggest that you complete some of the quizzes below as you work through the course content. I suggest taking at least the following quiz Vs. 3, 76, 77, 80-89. You can access them at http://grammar. ICC. Comment. Due/ grammar/quiz_list. HTML Week 3 Chi 5-6 Assignments due Sunday 9/1 5 at 1 1 pm 1. Read chapters 5 and 6 2.Keep working on Basic Business Correspondence Assignment in your team 3. Word Usage/Business Correspondence Quiz. (a) after reading Chapters 5 ND 6 in our textbook, look at pages 603-608 (located in the back of the book under the Reference Manual Section A) to learn about the common errors in word usage. (b) Then, look at pages 611-619 describing the common features of business correspondence {such as e-mail, memos, and letters. Your quiz will come from the pas 603-608 and 611-619. (c) Look under the Quizzes tab and take the Word Usage/Business Correspondence Quiz. 0 questions, 60 minutes allowed, 2 attempts (highest grade will be taken). Week 4 9/16 Assignments due Sunday 09/22 at 1 1 pm 1 . Practice again the Punctuation Reminder Worksheet available under the News section of the course home page and review the answers to the worksheet before submitting the group business correspondence assignment. You do not have submit this worksheet for a grade, but you are responsible for knowing its content. Use it to refresh your memory about these aspects of grammar and usage. 2. Basic Business Correspondence Due to the Team Dropped Week 5 9/23 Chi 15, 11, 12 Assignments due Sunday 9/29 at 1 1 159 pm 1. Read chapters 15, 11, 12. Read Writing for the Web Assignment Sheet 2. A) Search online to find three Web sites that provide information to help build assumes and cover letters; (b) post the three Web site addresses to the discussion board (list all three sites in ONE posting per student) and a brief description of what that resume Web site contains so that other classmates can see what example sites youve found; (c) print and keep for your review at least one example resume and one cover letter for reference when you begin drafting your own. 3.Draft a Cover Letter describing why the employer should grant you an interview. This should be in response to an actual job posting or an actual job that you would like to obtain. If absolutely necessary, you can make up a job post. . Draft a Resume to accompany your cover letter. This is your chance to list your achievements and skills. Remember that resumes needs to be visually appealing, concise, and CORRECT. 5. Suggest posting drafts of your resume and cover letter to your team discussion areas for feedback before submitting them to me for a grade.Reviewing one anothers work will help you all to improve your professional documents. Keep in mind that providing feedback to your peers is part of your participation grade. For planning purposes, try to do this by Wednesday in order to get feedback and revise before final submission on Friday. Your final resume and cover letter must be submitted to me in the dropped by Friday at 1 1 :pm. 6. Read the Writing for the Web Assignment Sheet and begin performing your research.Visit the discussion boards to discuss progress with your classmates (this is not graded). Week 6 9/30 Chi 13,14 Assignments due Sunday 10/6 at 1 1 pm 1. Read chapters 13, 14, the Blobbing Facets handout, and the Writing for the Web PDF chapter 2. Complete your Writing for the Web project and submit to dropped 10/7 Assignments due WEDNESDAY 10/9 at 1 1:59 pm 1. Reflection Memo: Rather than taking a final exam, you will draft a memo of affliction detailing what youve learned in the course and how you will use it in the workplace.This 400-500 word memo should include some reflection on your experience this semester, some insights about what youve learned about professional writing, and explain how you will implement what youve learned in the BAS program and in your workplace. This is your opportunity to show me some evidence of your learning throughout the term. I am grading based on (1) professional writing style (including correct grammar and usage), and (2) evidence that you have synthesized material covered in the course. This is an individual assignment and you may not work together. Withdrawal Process: Although it is not necessary to have approval from the instructor to withdraw from the course, you should discuss the situation with the instructor. Many times the issue can be resolved with communication. You should also check with the Financial Aid office to determine how this withdrawal might affect your funding. If the decision has been made to withdraw, you should 1. Go to Falconer and login 2. Go to the Registration and Records Menu 3. Go to Class Registration and continue to the next page 4. Select the term you are registered for . Syllabus free essay sample If I do not receive it on time, you will not get credit for the assignment without time-stamped email proof that you sent it before it was due. Having trouble with your email, computer, or ISP is not an excuse for a late assignment. Attendance: Everyones presence is an intrinsic and vital feature Of the class. Even if you do not speak, your presence has an effect on what is said by others. Attendance can be the deciding factor for course grades on the borderline. Class Format: The class will be a combination of lecture, discussion, and practice. This format demands that students be well prepared for class.You do not have to understand all the readings before class, but you need to read all the readings before class and be prepared to ask questions about what you do not understand. Electronic Devices: No computers, cell phones, smart phones, Pads, pagers, or other electronic devices may be used in the classroom. We will write a custom essay sample on Syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Please turn off all devices before class begins. Students with Disabilities: If you have a disability that may impair your ability to successfully complete his course, contact your instructor as soon as possible to arrange accommodations. GAL. has two programs that provide supports services to students with disabilities. Office of Disability Services http://view. Gus. Du/-?woods/ 404. 413-1 560 Accessibility At GIGS http://www. Gus. Du/-?m. N. Award/ 404. 464-9044 Students who wish to request accommodation for a disability may do so by registering with the Office of Disability Services (second floor in the Student Center; [emailprotected] Du). Students may be accommodated only upon issuance by the Office of Disability Services of a signed Accommodation plan ND are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought.ACADEMIC DISHONESTY: Failure of the course is the default departmental penalty for plagiarism, cheating on a test, copying someone elses work, letting someone else copy your work, or any other form of academic dishonesty. For example, copying someone elses standardization of an argument is a case of plagiarism and will result in failure of the course. You are encouraged to study for tests with your classmates, but all work turned in for credit must be either your own work, or correctly cited. If you use even a small part of a classmates work or a line from an online source, you must use proper citation.If you dont, you have violated Geol.s academic honesty policy. Finally, note that on assignments in this class, no outside sources are permitted for in-class tests or SES. Moreover, you are liable for further administrative action, which might include expulsion with notation on your permanent record. See the GUS Policy on Academic Dishonesty attached to this syllabus, available in the University Student Handbook, and found online at http://WV. Gus. Du/ -?wigwam/overview/index. HTML In addition, be sure you give due consideration to what it means to be a good friend!Not infrequently, students draw the natural but erroneous conclusion that allowing or facilitating a friends cheating is somehow helping that friend. FAR FROM IT! Good friends, truly good friends, help us to avoid cheating and any other kind of dishonesty. HOW TO DO WELL IN THIS COURSE: Come to Class and Come on Time: Because of the way grades are computed, and the fact that so much of the course is discussion based, your grade will suffer if you are not present for discussions, and your grade will be favorably affected if you are present. Study Outside of Class: 1 .A normal expectation is that undergraduate students will spend a minimum of two hours studying outside of class for every hour spent in class. 2. Since this course meets for 2 hours of class time each week, you should plan on spending at least 4 hours outside of class each week studying the material. It is also likely that it will take more than that amount of time to complete the readings in a manner sufficient to understand the material. Remember in Summer session, every day is equivalent to one week in a Fall or Spring term! Read the Assignments Multiple Times: Philosophy is demanding reading. Peck you to do all the readings before class and after class. We will not read a great many pages, but some of the readings might be dense or difficult to follow. First, read the work through quickly to get the general idea and to circle any words you dont understand. Then look up all the words you dont know and read the work again slowly. Third, after we cover the reading in class, read it again, slowly. Read. Rinse. Repeat. Final Notes: The course syllabus provides a general plan for the course; deviations may be necessary. Everything in this syllabus can change (and something always goes). Syllabus free essay sample Lon Kurashige and Alice Yang Murray, Major Problems in Asian American History (Houghton Mifflin Co. , 2003). ISBN 0618077340. 2. John Luther Long, Madame Butterfly (General Books, 2009). Available free online at http://xroads. virginia. edu/~hyper/long/contents. html 3. David Henry Hwang, M Butterfly (Dramatists Play Service, Inc. , 1998). 4. Lac Suh, I Love Yous Are for White People: A Memoir (P. S. ) (Harper Perennial, 2009). ISBN 978-0061543661. Grades – All grades are determined by your TA 20% Section participation 20% Paper 1 20% Paper 2 20% Midterm 20% Non-cumulative final exam What you should expect: Papers: You will be writing two papers. The first should include all relevant readings and lectures up to David Henry Hwang on the syllabus; the second should include all relevant materials up to and including Lac Suh. All papers should have a unique central argument and be between 4-6 pages in length. Please include an original title that reflects your argument, use 12 pt Times New Roman or Times only, and print double-spaced, double-sided. We will write a custom essay sample on Syllabus or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All papers must be submitted in hard copy AND to turnitin. com. Students taking this course agree to this requirement. Your essay will be marked 1/3 step down for every day it is late. (Saturday + Sunday = 2 days. After class on the day due = 1 day. A 1/3 step is from an A to an A-, A- to B+, etc. ) Any requests for extensions will be decided by the TA except in extenuating circumstances. Essay 1: Which orientalist views does David Henry Hwang attack, and how effectively does he do it, in your opinion? Reference all relevant readings up to week 5 for this essay. Essay 2: What makes the concept of a â€Å"model minority† problematic and/or compelling in the twentieth century? Reference all relevant readings from weeks 5-10 for this essay. OPTION: You are welcome to turn in a traditional essay for this assignment. If you earned at least a B on your first essay, you may choose to make a short video between 5-7 minutes in length answering this same question and including at least 3 substantive, specific references to historical content from your readings. You may work with a partner if you choose to make a video. Both members of the group must have earned at least a B on the first essay. Prof. Kwak reserves the right to show your video in class if you choose this option. What is the purpose of these essays? What I am really looking for in these papers is first and foremost, your ability to articulate an original argument. Think carefully about what YOU want to say; do not just regurgitate. The second critical component of the essays is to demonstrate your understanding of the readings and to show me you know how to use quotes. Quotes should never be just put into your writing without explanation or discussion; each quote requires scrutiny, analysis. How will the optional video project be graded? The video project will be graded based upon three key criteria. First, does it clearly answer the central question? Second, are the three historical references used effectively and substantively? Third, how polished is the final product? Does it show careful thought, effort, and organization? Midterm and Final Exams: Midterm review sheets will be distributed exactly one week prior to the exam. Final exam review sheets will be distributed on the last day of lecture. You will not be tested on anything that is not on the review sheet. Exams will consist of short answers and fill-in questions. You should bring a blue book to both exams. Policy on lecture notes: I will not post or give out my lecture notes. Please do not ask for them. Powerpoint presentations will always be posted 24 hours AFTER the lecture. Academic honesty: Academic honesty is expected at all times. Any instance of plagiarism will be dealt with according to university and departmental policies. Schedule: FIRST HALF Week 1 Th 9/27 Course intro: What is Asian America? Week 2 Tu 10/2 Coolies, miners, and railroad workers Th 10/4 Nineteenth-century American orientalism Read for section: Major Problems, ch. 1. John Luther Long, Madame Butterfly Week 3 Tu 10/9 Labor and anti-Asian movements Th 10/11 Legal rights Read for section:

Criminal Law in U.S. Society

Criminal Law in U.S. Society Part 1There are many purposes and objectives of criminal law in modern U.S. society. The conflict perspective of criminal law envisions two groups in society: the dominant class and those they dominate. Defining and enforcing crime becomes a means of reproducing the power and socioeconomic inequalities between these groups, as the dominant interests conflict with their subordinates. The group dominating society use their power to formulate laws, to apply these laws to less powerful groups, and to rationalize their behavior as legitimate. Some, like Emile Durkeim, believe crime contributes to fair and orderly functioning within our complex society. This consensus perspective portrays criminal law as a product of social needs and values that operates in the interest of society at large where rules and laws are viewed as serving the needs of a majority of society. In Henry Cheeseman's "Contemporary Business and E-commerce Law" book there are about eight main purposes of the law: keeping the peace, shaping moral standards, promoting social justice, maintaining the status quo, facilitating orderly change, facilitating planning, providing a basis for compromise, and maximizing individual freedom."The Old Bailey, Known Also as the Central Crimina...Whatever one believes is the function of crime, it is widely accepted that law is designed to control behavior, whether it is criminal or civil law.According to lawinfo.com a crime is "an act or omission which is prohibited by criminal law. Each state sets out a limited series of acts (crimes) which are prohibited and punishes the commission of these acts by a fine, imprisonment or some other form of punishment. In exceptional cases, an omission to act can constitute a crime, such as failing to give assistance to a person in peril or failing to report a case of child abuse." Many problems arise when using this legalistic definition. Crime is only relative to when it...

Understanding Art, Media and Design Essay Example | Topics and Well Written Essays - 1500 words

Understanding Art, Media and Design - Essay Example Understanding Art, Media and Design Immediately after coming back from Japan in 1954, the designer of rocking stool decided to construct the object (Falk, 2009). To enable the making of this object, Isamu Noguchi, the designer of the object personally took the Rocking Stool design to Hans Knoll. Knoll was to be the producer of that furniture. In terms of the object designing, the rocking stool stirs up the dumbbell outline of those stools that can be found in African countries. Despite the fact that Isamu Noguchi had a desire of using material that could be considered new at that time, he had proposed the use of polyurethane to produce that object of furniture. However, he at long last picked on a combination of a material that was highly luxurious. The rocking stool had a somewhat curved seat. In addition its sections of the base were turned in walnut and teak before being waxed. The joints of the stool were made from chromed rods of steel wire that diagonally slanted to create a round, central foot. That round shape was intended to acknowledge its object designer and wire artist, Harry Bertoia (Lavine, 2007). Given that rocking stool was designed generally for children, it has an extraordinary sitting sentiment. That sitting feeling was actually designed to be experienced by its intended users. Since the Rocking Stools combined ergonomic and playful aspects, they were fun for anyone to be seated on. The arc like bases of rocking stools make the stools to gently rock in each and every directions being protected by a plastic support and an edge that is contoured. The Rocking Stools were later shaped into a miniature table that could be advertised as a travel companion to a wired chair meant for children, made by Harry Bertoia. Based on his personal initiative, Hans Knoll allowed the diminutive table to be enlarged and extended to full size in the year 1957. The evolved large size rocking stool was sometime referred to as cyclone table. It was regarded as one of the elegantly designed dining table in the twentieth century (Dudley, 2005). This object that was stained maple wood, chromed steel rod and toned in Walnut finish is not being produced at the moment thus only limited quantity is available in stock. Rocking stools can be availed in both low and high versions. Whereas the high version measures about 42.5 cm, the low version measures up to 25 cm high. Both low as well as high versions of seats have a diameter of 36 cm. Rocking stools and chairs were designed to be used during time of relaxation. Just like porches, they are meant to be used during a scorching summer evening when one is drinking an iced tea and thinking deeply or having a pleasant conversation. No one can deny that the best way to lazily enjoy an afternoon summer is by rocking away boredom of a rough day while sitting on a rocking stool in a shade. There is even an option of mixing ones modern frantic lifestyle with the ancient way of having a break. Outdoor rocking stools are a grand way to loosen up and take pleasure in the outdoor activities. The majority of wooden rocking stools are shipped when they are unfinished. This means that if need arises, one can finish them up by using a special furniture paint, oil or other colorings. Prior to finishing up, several factors have to be taken into consideration ahead of finalizing on new outdoor rocking stools. Weather should be considered first. Whether it is cold or hot, the place to store the rocking stools matters. While a number of people have a preference to leave their outdoor rocking

Dangers of social networking for employees Research Paper

Dangers of social networking for employees - Research Paper Example However, social networks also brought many challenges in the organizational world. The misuse of social networks by the employees is causing big headache to the organizational world. Employees are spending too much time in front of the social networks and failing to complete their routine works in time. They are providing vital company information to the competitors knowingly or unknowingly through social networks. Competitors are exploiting the possibilities of social networks to know the business secrets of organizations through employees. It is necessary for the organisations to regulate the activities of employees in social networks. The traps existing in the social networks are unaware to many of the employees. Employees should be encouraged or trained to use the social network in a judicious manner while working in an organization. This paper analyses the dangers raised by social networks to the employees. Dangers of social networking for employees (Tomexy, 2011) At the time of introduction of social networks such as twitter, Facebook, MySpace, YouTube, Skype etc, nobody thought that it may affect human life as it does now. Initially the purposes of social media were; spending leisure time, relaxation, enjoyment and instant communication etc. However, after few years from introduction, social media have changed everything. It is difficult to describe the influence of social media on current human life in few words. Virtually, all the segments of current human life are influenced by social media now. Irrespective of culture, race, gender, age or socioeconomic background, people from all parts of the world are interested in social media activities. However, teenagers and employees are more active in social media websites. Social media bring lot of opportunities to the business people and teenagers. At the same time, it brings lot of challenges also. Business is one segment in which social media brings lot of opportunities as well as challenges. Social netwo rking marketing spending has been increased a lot in the past. According to a report, it has increased from $884 million to $2.34 billion in between the period 2007-2009 (Dickey & Lewis, 2010, p.140). Currently, organizations are utilizing social media not only for the recruitment of employees, but also for marketing products and services as well. Social media brought lot of opportunities to the employee community. It is easy for them to share their thoughts and relieve their personal and professional stresses through social networks. However, there are plenty of dangers hiding in social media for an employee. Many of the social media savvy employees in the past suffered a lot from social media. If not used judiciously and carefully, social media can bring more harm than good to an employee. This paper analyse the dangers involved in social media as far as an employee is concerned. Discussion Unlike many other media or channels of communication, social media has the ability to furni sh two-way communication. It should be noted that television and newspaper like communication channels are incapable of helping people in interacting each other instantly. Instant two way communication is good as well as bad as a far as employee is concerned. Instant two way communication helps employees to get the feedback or vital information from the other end quickly and take decisions based on that. However, while performing two way communication, employees often forget about the value of time and they may forget other important matters as well. Most of the employees engage in casual talks with others along with the professional matters while they use social media for communication. Casual talks often end up in waste of

2000 Trade Agreement with China and the Damage it has caused to the Research Paper

2000 Trade Agreement with China and the Damage it has caused to the United States - Research Paper Example This agreement came as a result to the current conceding to China of permanent ordinary trade relations position by the United States Congress, paving the way for China’s entrance into the World Trade Organization. Given that the United States has long complained in relation to the huge trade shortage with China, this agreement should develop the bilateral trade balance in support of the United States. All the same, many long-standing trade concerns between China and the United States remain unsettled to the present. Identification and description: Historical Event The identification of the event concerning trade between the two nations stems for several years of long-term business. It is worth to mention that the two nations have been doing business transactions before the implementation of the trade agreements in the year 2000. Notably, these two nations have been benefiting from each other through various ways while doing business (Jialin, 2003). However, with reference to different statistics of the two nations, there is some understanding that China has had various benefits while causing some damages on the economy of the United States in the end. The understanding of this concern is well demonstrated throughout the entire discussion thoroughly. The main issue of concern is the different measures of the bilateral trade inequity by the two nations. ... In that case, distorting the bilateral trade equilibrium, and puff up the U.S. trade shortage with China (Ransom, 2001). A comparable aspect is the weight of capital flow. The majority of Chinese export goods to the United States are manufactured by outward-processing organizations. Nearly all returns accumulate to the United States and other foreign owners of such firms, whilst China gets only an insignificant manufacturing fee. Taking into consideration such aspects, the United States trade imbalance with China is considerably smaller compared to the official data suggestions (Horn & Mavroidis, 2001). In its implication, there is no reason to make the whole issue a captive in the United States domestic partisan effort and consequently poison U.S. and China political connections. One of the international trade agreements is the General Agreement on Tariffs and Trade (GATT) and is also the foundation through which other trade agreements and frameworks have been formed for instance, t he â€Å"General Agreement on Trade in Services† abbreviated as GATS. The agreement established major principles to monitor business and trade operations among the member countries. The important principle is that of non-discrimination for foreign goods within the member countries. GATT also reduced trade barriers and tariffs to international trade including importation quotas and bringing equality (Jialin, 2003). The other principle harmonized the standards of goods and services internationally thus establishing a regulatory ceiling for trade operations. Very soon, the global economy was closely integrated thanks to technological changes and the invention of the internet (Murray & Raynolds, 2007). Later in 1995 the World Trade Organization (WTO) was established by the member

Boundary Issues in Therapy: Case Study

Boundary Issues in Therapy: Case Study Critically analyse the actions of the therapist from the perspective of the BACP and BABCP codes of practice and from the perspective of boundary issues. The initial assessment of S revealed the presence of depressive symptoms, alcohol and substance use and poor coping skills, characterised by a chaotic household routine and difficulties managing her two children. Although limited information is available regarding the development of S’s current problems, it would appear that predisposing factors may include a history of physical abuse in her own family and pre-existing â€Å"low mood and irritability†. During the assessment, S described a vicious cycle of depressive feelings, negative automatic thoughts and avoidance behaviours, which appear to have maintained and exacerbated her current state. In addition to the disordered domestic situation previously mentioned, S depicted her relationship with her two young children as being something of a struggle, as she found their fighting with each other problematic and she stated that she â€Å"sometimes loses control† and slaps them â€Å"hard on their legs and handsâ € . Furthermore, S stated that she leaves her 11 year old child daughter to look after her 5 year old daughter. Whilst professing her wish for help, S also acknowledged her fear of losing her children. The counsellor articulated their wish to help S with her depression. In doing so, the counsellor is complying with fundamental principles of both BABCP and BACP guidelines, in terms of â€Å"aiming to resolve problems and promote well-being† (BABCP, 2007) and adhering to the â€Å"beneficence† principle (BACP, 2007). However, the counsellor did not, at this stage, expand upon any possible interventions which may be employed for S’s depression, nor did they explicate a plan to manage S’s alcohol and substance use. At this stage of therapy, it would be useful to begin the process of establishing a therapeutic alliance (Derisley and Reynolds, 2000), in terms of introducing mutually agreed goals and a shared formulation (Kirk, 1989). Such an alliance has been demonstrated to be positively associated with treatment participation and outcomes amongst alcoholics (Connors, DiClemente et al., 1997). Furthermore, this is congruent with the BACP principle of â€Å"a utonomy†, i.e. â€Å"the importance of the client’s commitment to participating in counseling or psychotherapy† and with the BABCP’s guideline of discussing and agreeing the aims and goals of interventions from the outset of therapy. The quality of empathy, an attribute described in BACP guidelines as one which counsellors and therapists should â€Å"aspire to† is not manifestly portrayed in the case study. An empathic therapist style has been associated with low levels of client resistance and with greater long-term change amongst individuals with addictive behaviours (Miller, Sovereign and Krege, 1989 cited in Miller and Rollnick, 1991). Accurate empathy has also been described as facilitating further disclosure of feelings and cognitions and thus, therapeutic collaboration (Marshall, 1996). Confidentiality within a therapeutic relationship is acknowledged as a crucial and implicit feature within BACP codes of practice. This is reflected in the principle of â€Å"fidelity†, i.e. â€Å"honouring the trust placed in a practitioner †¦ confidentiality is an obligation †¦.. any disclosure is restricted to furthering the purposes for which it was disclosed† (BACP, 2007). The BABCP also lists confidentiality within its guidelines for good practice, but is slightly less robust in its communication of this, stating that â€Å"information acquired by a worker is confidential within their understanding of the best interest of the service user and the law of the land† (BABCP, 2007). The counsellor working with S made the decision to break confidentiality due to their concerns about the welfare of S’s children and informs S that she will be requesting a social services assessment of the home situation. In view of S’s previous expression of her fear of losing her children, this information is highly likely to reinforce her anxieties and potentially risks alienating her from the therapeutic alliance and disengaging from any intervention. However, the clear dilemma facing the counsellor was acting upon the perceived risk to S’s children, whilst maintaining confidentiality and trust. Both BACP and BABCP codes of practice affirm that confidentiality must be within legal constraints. When elucidating the principle of â€Å"justice†, the BACP refers to â€Å"remaining alert to potential conflicts between legal and ethical obligations† and further to â€Å"be aware of and understand legal requirements and be legally accountable†. With regard to legal aspects of S’s case, the children’s act of 2004 continues to allow smacking as long as it does not cause visible marks. It is not clear whether S’s smacking of her daughters constitutes illegal activity, however of more concern is her admission that she â€Å"loses control† when slapping them. Also of concern is the information that S allows her 11 year old daughter to care for her 5 year old when she herself feels unable to cope. Whilst S does not actually leave the children alone in the house and therefore is not breaking the law, the emotional impact upon her children would be a potential issue requiring attention. Returning to the actions of the counsellor in this circumstance, it would be highly beneficial to obtain more information about the nature of S’s relationship with her daughters, including the frequency of her smacking them and a clearer impression of their routine, in order to establish the possibility of neglect. The BABCP code of practice states that the therapist should â€Å"minimize possible harm and maximize benefits whilst balancing these against any possible harmful effects to others† (BABCP, 2007) and this is echoed by the BACP, which draws attention to â€Å"situations in which clients pose a risk of causing serious harm to themselves or others†¦ the therapist should be alert to the possibility of conflicting responsibilities between those of their client, others and society† (BACP, 2007). Whilst the decision faced by the counsellor was a difficult one, a possible course of action would have been to declare the potential need to break confidentiality from the outset. Good practice guidelines typically incorporate an initial statement which refers to disclosures remaining confidential unless there is a risk of harm to the self or others (Jenkins, 1997; Bond, 2000) and apprising S of this possibility from the outset may have attenuated, to some extent, the impact o f learning that a social services assessment would be requested. One alternative course of action for the counsellor in this situation would have been to postpone a social services assessment until S had had an opportunity to implement the contract of behaviour regarding her children and the counsellor had sought supervision. There did not appear to be any urgency in S’s home situation, therefore it would seem reasonable to seek supervision prior to taking any immediate action. Both BACP and BABCP codes strongly dictate seeking supervision if â€Å"faced with a situation outside their competence† (BABCP, 2007) and paying â€Å"careful consideration to the limitations of their training and experience† (BACP, 2007). In terms of informing the GP of S’s overall problem issues, but keeping the substance and alcohol abuse confidential, this would appear to be consistent with guidelines of keeping communication between colleagues â€Å"purposeful† (BACP, 2007) and â€Å"relevant† (BABCP, 2007). The counsellor mentions working on strategies to reduce S’s behaviours around substance and alcohol abuse and, as previously mentioned, further clarification of this intervention would have been helpful. Cognitive therapy for substance abuse emphasises identifying and testing thoughts and images about using drugs, modifying beliefs that increase the risk of drug use, coping with drug cravings and providing relapse prevention (Beck et al., 1983; Marlett and Gordon, 1989). Illustrating this process with S may have ameliorated the formation of a working alliance, as well as providing her with greater information about the intervention process, thus increasing her â€Å"self-determinat ion† and â€Å"autonomy† (BACP, 2007). Furthermore, as S appeared to be at the â€Å"contemplation† stage of motivation to change (Prochaska and DiClemente, 1982, cited in Miller and Rollnick, 1991), an informative approach may have consolidated this state and enabled S to further move around the â€Å"wheel of change† into a state of determination or action. With regard to boundary issues in the case study, a clear example of how this may be problematic in the counsellor’s relationship with S is in the area of a dual relationship (Schapp et al., 1996). That is, the emergence of conflicting responsibilities relating to S being the client but her children’s welfare being a clear cause for concern contributed to a potentially disruptive, ambiguous boundary. In this case, the ethical dilemma was apparent and although the codes of practice referred to provide some guidance and principles for managing such difficulties, it has been noted that guidelines and standards inform rather than determine our ethical decisions (Gillon, 1986). As such, in dealing with a client with sole parental responsibility, this is the nature of the issues confronted by a counsellor. References Beck, A.T., Wright, F.D., Newman, C.F. and Liese, B.S., 1983. Cognitive Therapy of Substance Abuse. The Guildford Press. Bond, T., 2000. Standards and Ethics for Counselling in Action. London: Sage. British Association of Behavioural and Cognitive Psychotherapy, 2007. Guidelines for Good Practice of Behavioural and Cognitive Psychotherapy.  Available from: www.babcp.co.uk  [cited: 30 April, 2008] British Association of Counselling and Psychotherapy, 2007. Ethical Framework for Good Practice in Counselling and Psychotherapy.  Available from: http://www.counselling.co.uk  [cited: 30 April, 2008] Children’s Act, 2004. Chapter 31. London: HMSO. Connors, G.J., Carroll, K.M., DiClemente, C.C., Longabaugh, R. and Donovan, D.M., 1997. The therapeutic alliance and its relationship to alcohol treatment participation and outcome. Journal of Counselling and Clinical Psychology, 65 (4), pp. 582-598. Derisley, J. and Reynolds, S., 2000. The transtheoretical stages of change as a predictor of premature termination, attendance and alliance in psychotherapy. British Journal of Clinical Psychology, 39, pp. 371-382. Gillon, R., 1986. Philosophical Medical Ethics. New York: Wiley. Jenkins, P., 1997. Counselling, Psychotherapy and the Law. London: Sage. Kirk, J., 1989. Cognitive Behavioural Assessment. In, Hawton, K., Salkovskis, P., Kirk, J. and Clark, D.M. (Eds), 1989, Cognitive Behaviour Therapy for Psychiatric Problems: A Practical Guide. Oxford: Oxford University Press. Marlett, G.A. and Gordon, J.R. (Eds), 1989. Relapse Prevention: Maintenance Strategies in the Treatment of Addictive Behaviours. New York: Guildford. Marshall, S., 1996. The Characteristics of Cognitive Behaviour Therapy. In, Marshall, S. and Turnbull, J., 1996. Cognitive Behaviour Therapy: An Introduction to Theory and Practice. Balliere Tindall. Miller, W.R. and Rollnick, S., 1991. Motivational Interviewing: Preparing People to Change Addictive Behaviour. New York: Guildford. Miller, W.R., Sovereign, R.G. and Krege, B., 1989. The Check-up: A Model for Early Interventions in Addictive Behaviours, cited in, Miller, W.R. and Rollnick, S. (Eds.), 1991, Motivational Interviewing: Preparing People to Change Addictive Behaviour. New York: Guildford. Prochaska, J.O. and DiClemente, C.C., 1982. Transtheoretical therapy: toward a more integrative model of change, cited in Miller, W.R. and Rollnick, S., 1991. Motivational Interviewing: Preparing People to Change Addictive Behaviour. New York: Guildford.

Critical Lenses Essay

L. a Date: 11/14/12 Critical Lenses Herodotus once said â€Å"men are at the mercy of events and cannot control them. † In saying this Herodotus meant that men cannot control any situation, but that it is fate that determines what is to occur. Prince Edward from The Prince and the Pauper by Mark Twain and Macbeth from Macbeth by William Shakespeare prove this statement to be both true and false. Macbeth in the play (structure) Macbeth by William Shakespeare proves the statement true.The story is about a man named Macbeth and him becoming king (plot). In the year 1040 in Scotland (setting) three witches prophesize to Macbeth that he will be King (foreshadowing). Macbeth is forced to kill the current king, King Duncan, in order to take the throne. After Macbeth kills King Duncan he feels very guilty. Macbeth ends up killing even more people to cover up his lie (characterization) As Macbeth’s life goes on as king, he begins hearing voices and having hallucinations of Banq uo’s ghost (imagery).These are just the consequences of his actions, and he had to live with them. Macbeth goes from gaining respect, appreciation and wealth to losing everything (characterization). Macbeth chooses to listen to the witches’ prophesy, rather than listening to Banquo telling him the prophecy may be evil; thus, Macbeth causes his own problems. In contrast Prince Edward from The Prince and The Pauper by Mark Twain was more at the mercy of his situation than was Macbeth. In this novel (structure), Prince Edward has been raised in luxury.Prince Edward birth was celebrated by the whole country and was wrapped in silks and satins (imagery). He is used to fine foods, magnificent clothing, and to being waited on by hundreds of servants, as well he is accustomed to being protected and to giving commands that others obey quickly. He is used to these things simply because they are part of the life of a prince. Having spent his entire life in the confines of the roy al palace, he has daydreamed about the freedom experienced by boys such as Tom Canty (the pauper).One afternoon Prince Edward and Tom Canty trade clothing and as a result, they trade lives as well. Prince Edward trades places with Tom Canty and ends up in Offal Court. Prince Edward gets to experience what Tom Canty’s everyday life was like: to be poor and be treated horribly by Tom’s father. Prince Edward is now learning how hard life is for his subjects and how unfair the laws are. Edward, as a child, is now at the mercy of adults outside the palace, both good and bad.After many adventures, matters are set right again, with the help of Miles Hendon to take him back to the palace, with one of the boys resuming his rightful, royal position and the other boy accepting a position that recognizes his innate intelligence and good heartedness (plot). Macbeth from Macbeth by William Shakespeare and Prince Edward from The Prince and The Pauper by Mark Twain prove Herodotusâ₠¬â„¢s saying â€Å"men are at the mercy of events and cannot control them† to be true as well as false.The statement means that men cannot control any situation but that it is fate that determines what is to occur. Both Prince Edward and Macbeth make poor decisions which get them into trouble . However, Macbeth, the adult, makes worse decisions that are wrong and evil and deserve punishment. Edward, the child, makes an innocent mistake and is punished anyway. Yet, fortunately, though the kindness of Miles Hendon, Edward is able to return home, having learned from his experiences, unlike Macbeth who loses everything and is killed.

Conservative dominance in the years 1951 to 1964 Essay

The main reason for conservative dominance in the years 1951 to 1964 was labour disunity?† Access the validity of this view I agree with this statement as the labour party leaders were ageing. The labour leaders were from the pre-war era therefore it meant that they were not in touch with the population. This led to labour disunity throughout the years as it caused Attlee to retire, he found that he couldn’t understand what the young wanted. For the public they left their trust with the labour party and put it in the conservatives as they felt that labour had failed to create the consumer revolution that everyone had hoped for. By 1951 the public were also fed up with the rationing that they still had to endure even though the war had ended 6 years ago therefore this helped the conservative dominance in those years. Another reason as to why labour disunity was to blame for labour dominance was the growing split in the party caused by the Bevanites and Gaitskillites. The split in the party was due to Gaitskell introducing prescription and dentistry charges. Bevan supported the left wing of the party whereas Gaitskell supported the right wing of the party and followed Attlee in becoming the next leader of labour government. The split led to disunity as Gaitskell didn’t have the full support of the party; his ideas were always going to be argued against. Another reason why the split caused disunity in the labour party was to do with the trade unions. The trade unions were supporting the left wing of the party; this was a problem particularly during the Scarborough conference in 1960. Frank Cousins was the leader of the one of the most powerful unions, TGWU (transport and general workers) and was an extreme left wing. He led fierce opposition to Gaitskell over Britain’s nuclear weapons. Gaitskell wanted Britain to have nuclear weapons because of the looming threat of Russia, during the cold war; they could wipe out countries at any time. At the party conference in Scarborough Frank Cousins opposed Gaitskell’s leadership over the labour party and in particular nuclear weapons. He challenged Gaitskell over his decision not to refect unilateral disarmament. This caused disunity in the party because it showed to the public how weak the labour party was if a trade union leader, who had no power within the party was able to dictate what they did. It showed to them that someone who was a small minority was able to gather a lot of power. It was humiliation for Gaitskell because it showed he wasn’t able to control what was happening to the party. Alsoà ‚  disunity in the party was due to the fact that the left wing of the party was closely associated with CND (campaign for nuclear disarmament). The left wing side of the labour party were in favour of nuclear disarmament and being connected with nuclear disarmament scared many labour supporters. Many people were not in favour of nuclear disarmament as it was at the height of the cold war and they were scared of a nuclear war happening; this link between the CND and the labour party could have led to many voters turning away from the labour party in the 1959 election. Another reason which could have turned people away from voting for the labour party in the 1959 election was the association of CND being anti-government. Their ‘unilateralism’ became a powerful magnet for anti-government protest in some ways it almost was seen as a substitute for opposition in government. With many labour left-wingers associated with one of the most powerful pressure groups in Britain it made people question the ideas that the labour government had and their ability to run the country. The final reason for a split in labour disunity was clause four. Clause four was the commitment to nationalisation of everything which was a step towards socialism and communism. Gaitskell put forward the idea to abolish this clause and labours commitment to nationalisation to nationalisation. He was impressed with the way Germany had dumped their commitments to Marxist ideas in their party conference in 1959. Many people including the left wing of labour opposed this ide a and Gaitskell had to back down from his idea. With events happening in the world connected with socialism and communism, the abolishment of clause four was linked to the ideas of radical socialism which scared people as it was too close to communism for their liking. However it wasn’t just the labour disunity that caused the conservative party to remain dominant. The conservatives had strengths of their own that they used to the best of their ability. When conservatives came into power in 1951 it marked the end of the austerity era and the start of the post war boom. From 1952 most economic indicators pointed upwards with the boom in car ownership, home ownership increased, helped by the easy access to cheap mortgages and food rationing ended completely in 1954. Harold Macmillan who was then the housing minister fulfilled the election pledge of getting new homes constructed above 300,000 per year. The age of affluence helped keep the conservatives dominant in politics as it meant the public saw that party  as the ones who could make a change. Also the conservatives keeping their promises meant the public would respect them. In the run up to the 1955 election Butler was able to boost conservative election prospects with a ‘give-away’ budget. This meant for people in the middle classes would be provided with  £134 million in tax cuts. For these middle classes it meant an overwhelming support in favour of the conservatives because of the classes that might not have been able to afford the consumer goods were given a chance to. For the conservatives in the 1955 general election the public mood was what was described as a ‘feel good’ factor. They wanted the continuation of the consumer goods and therefore they would continue to vote for the conservatives as they saw them as the party who would be able to offer them it. Another reason for conservative dominance was that the national press was overwhelmingly in favour with the conservatives. During the 1955 election this helped win support and it also helped during Macmillan’s time as prime minister. Macmillan seemed to have the media in the palm of his hand using the new political opportunities that were provided by the television. With the conservative party gaining wide spread coverage throughout the country and labour not, it meant people knew more about the conservative party. With the national press focusing on the conservatives it gave them enough attention to win the elections crushing labour in every defeat. An important reason for the conservative dominance was the personalities that led the party. Winston Churchill gained his reputation for leading Britain to victory during the war. However during his post war leadership he was very much absent and Anthony Eden the acting prime minister led the conservatives. Eden was the first prime minister that the public felt they could understand what they wanted. Anthony Eden was said to have ‘represented contemporary manhood.’ This led the public to believe that for the first time after the war they would receive the benefits that they wanted. Eden has also many progressive ideas in domestic affairs however in the end this was his downfall. The Suez crisis split the conservative party and for the first time it looked like they would be weakened and labour would take power however it didn’t. Eden was resigned in 1957 and Harold Macmillan who led the campaign to abort the Suez crisis emerged as prime minister. He restored the party unity and in the 1959 led the conservatives to another win in the election. Macmillan from 1957 showed  his aura of confidence and political mastery. This showed to the public that the politicians and leaders in the party were strong willed and would do anything in their power to protect their country. This gave the conservatives the respect that they needed to go on and win the elections. Overall I think that although the labour party were weak, and this weakness led to the conservatives dominating politics and government; conservative dominance was due to the power that the leaders had. The people saw that this party was able to give them everything they wanted with the age of affluence. Also conservatives made sure that labour supporters would change sides as they gave respect to the labour’s post war consensus. With keeping with the post war consensus it showed to the people they were leaders who knew what they party wanted and not the ageing leader s in the labour party.

Kalahari Desert essays

Kalahari Desert essays Desert- an arid land mass covered with sand and thorny bush which receives less than 10 inches of rainfall per year. A desert, in my opinion, is a harsh environment that is unable to support life. So let us explore a so called desert and compare it to definition. The Kalahari is a desert located in Southern Africa, but is it a desert? It is argued that the Kalahari resembles the Sahel more so than the desert. What is the Sahel? It lies on the outer regions of desert and has more vegetation and grassy hills. In short it is land that is able to support life, mostly through various vegetation and increased rainfall. Through researching the desert it is apparent that the Kalahari is in fact not a desert by definition or by my opinion, and is known to receive up to 40 inches of rainfall per year, defying the definition of a desert. This region is home to several tribes, many species of wildlife, and various vegetation. This contradicts my opinion and the definition. Thus, the Kalahari is a life supporting environment and not an uninhabitable desert. The Kalahari Desert is large arid landmass that covers more than 190,000 square miles of Southern Africa. It spreads from the Orange River to Angola, and from Namibia in the west to Zimbabwe in the east. This desert is spread through several countries including South Africa, Namibia, and Botswana. Its landscape includes vast amounts of waterless land, red sand, sand dunes, some trees, shrubs, grasses, low hills and flats. The Kalahari has only one river as a source of water to support the life around it. This huge sand mass was created by erosion of the soft stone formations of the past . So at one point in time it can be said that the Kalahari was not a desert. Through these years of erosion it became a desert. Now, through the adaptation of vegetation (10-20,000 years ago) it has become more like a Sahel. This has allowed the Kalahari to be inhabited by various forms of li...

Labor issues surrounding the Department of education

Labor issues surrounding the Department of education Introduction The education department is facing serious labor issues with teachers being mistreated and many saying that teachers are paid way below their qualification. This paper will thus discuss recent labor issues surrounding the department of education and their teachers, specifically those in Seattle, Wisconsin and Pennsylvania.Advertising We will write a custom research paper sample on Labor issues surrounding the Department of education specifically for you for only $16.05 $11/page Learn More It will discuss whether any progress has been made to resolve the issues. The paper will finally discuss the importance these particular cases may have for future cases, particularly for the current situation in New York between the department of education and its employees. Discussion Recent labor issues surrounding the department of education and their teachers in Seattle In Seattle, teaching salaries vary depending on the academic level of the instructor, lo cality, and working experience. Teachers in the state, therefore, get different earnings for their work and this leads to discontentment with those salaries. Teachers at the bottom of the pay scale earn around $47,100 to $51,180 with their counterparts earning around $75,190 to $80,970. These high disparities have led to severe labor issues in the nation department of education (Amarachuku, 2011). The issue of teacher recruitment and retention is another labor issue in Seattle. The capability of teachers to enter and stick to the profession depends on the features of the school as well as the district in which the school is located. Some schools lack the policies required for efficient recruitment and retention of teachers and this has posed a serious labor issue in the state (Amarachuku, 2011). Mistreatment of teachers by principals is another labor issue facing the department of education in Seattle. Head teachers mistreat instructors in terms of ignoring their needs, isolating th em, holding back resources, overloading and even criticizing them (Amarachuku, 2011). Several actions have been taken to resolve the above issues in the state. For instance, school reform organizations in Seattle require that head teachers and instructors work together in a collaborative manner. School principals need to trust their teachers as well as the schools they lead.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This acts as a foundation for a friendly, honest and philosophical professional dialogue in the school organization and this makes it to develop as a powerful community of students who are responsible and competent. The educational department also requires that all teachers confront all types of administrative mistreatment that undermine them as instructors. Recent labor issues surrounding the department of education and their teachers in Wisconsin Teachers in Wis consin on February 26, 2011 protested the planned budget repairs by Governor Scott Walker. The Governor announced that the 2011-2013 budget would include more than $800 million cuts in school funding. This posed a great threat not only to the salaries of teachers, but also to the learning of students across the region. Many people were watching the outcome of the planned actions and it was seen that the outcome would influence negotiations between many state governments in the country and organized labor. Thousands of people working in the education sector were and are facing a lot of difficulties including pay cuts and layoffs. While commenting on the planned actions a special-ed teacher, Jim Kammer, said: â€Å"I knew going into education that some people didn’t like educators, and that’s okay, but this is just disrespectful. Both my husband and I are special-ed teachers, and we went into teaching hoping that we could afford a house and have a solid income to suppor t a family. Now we wonder if we’ll be able to keep our home. It’s not what we wanted for our family.† (Clark, 2011) This crisis caused many teachers to lose a lot of teaching time as schools across the Wisconsin district shutdown with some closing for three days during the first week of protests. The governor was opposed to increasing taxes and argued that the only way to tackle the budget deficit was by union-busting. Teachers across the region argue that the budget deficit is not unique to the region as many other states are facing the same predicaments in their 2012- 2013 budgets. According to Kevin Cunningham, an associate lecturer in the university of Wisconsin, the bill posed a great threat to future teachers; he says, I am trying to remain optimistic, but the bottom line is, is what we ask these future teachers to do worth it? No one goes into teaching expecting to make a lot of money, but people go in expecting to be treated as professionals who are capab le of making decisions about their classrooms, and this bill would strip that from them.† (Clark, 2011)Advertising We will write a custom research paper sample on Labor issues surrounding the Department of education specifically for you for only $16.05 $11/page Learn More They argue that although Wisconsin falls in the middle compared to the other states, the worst hit states have not resulted to taking such draconian actions of cutting funding into the education system. The impact of this actions was seen in early March as many schools across Wisconsin began sending preliminary layoff notices to their teaching staff. By March 15, nine Wisconsin districts had given notices to schools to lay off teachers. The Walker’s planned budget repair bill was seen as one that would nullify union contracts held by teachers and this was going to affect many of those who stood to lose their employment without compensation (Clark, 2011). Although the region an d the country as a whole is experiencing large budget deficits, the way to tackle this problem should not be primarily based on reducing funding to schools and laying off teachers. The region should adopt the various ways that other regions in the country are adopting in response to the crisis without necessarily threatening the future of education. Recent labor issues surrounding the department of education and their teachers in Pennsylvania The major problem that is facing the department of education and teachers in Pennsylvania concerning work is that teacher wearing religious symbols in their classes are discriminated. There has been a law in the state of Pennsylvania since 1895 that punishes teachers who wear religious symbols in their classrooms (Andren, 2011). Under the law, any teacher found wearing them could be suspended for one year and if there is a repeat the teacher may be permanently disqualified. The school board members are also criminally liable if they fail to enf orce the law in their schools. This law has come under criticism from many people and Pennsylvanian teachers are fighting it terming as a violation of the first amendment. Teachers in the region have faulted the department of education for enforcing this law and currently there are two members of the Pennsylvanian legislature who are pushing a bill to repeal the law (Andren, 2011). In 2003 a teacher, Brenda Nicole, successfully won a case against her dismissal after she wore a cross necklace in class (KERR, 2011). In April of that year, Brenda was suspended without pay for one year and this led to her suing the school and the education department for wrongful dismissal.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More After winning the case, she was re-instated to her former position and she now continues to serve in her former position as a teacher. This discrimination against teachers has in the past threatened to bring learning to a standstill in the region and, therefore, there is need to have the law repealed or struck down by courts as being unconstitutional (Andren, 2011). The law that discriminates teachers who wear religious symbols in the classrooms should be scrapped as it contravenes the first amendment. Teachers should be allowed to dress the way they want, as long as they are decent and follow the dressing code of schools (KERR, 2011). Importance of these particular cases for future cases particularly; how it could affect the current situation in New York between the department of education and its employees The current situation in the New York’s education sector comprises of about 780 employees losing their jobs as a result of layoffs. The layoffs are the result of budget c uts to academic institutions, and since this has taken place in the last four years, then school principals in the state are now forced into making tough verdicts concerning what and whom to survive without. In the last few years, school aides in New York have been protected from layoffs by federal funds though 5% of them have currently lost their jobs. Financial cuts in the State have cost 2186 instructors their full time working in the city schools. Teachers have been protected from layoffs mostly because of the Bloomberg agreement, which provides them with small allowances in exchange for security of their jobs. New York’s district committee is held responsible for the layoffs. The Department of education statistics shows that the layoffs have caused a large number of teachers to retire leading to several vacancies in the education department. The above cases in Seattle, Wisconsin and Pennsylvania help future cases, for example the cases of teacher layoffs in New York, to be solved. It is surprising that New York also recruits young teachers while laying off excess old teachers. The above cases have helped solve the current situation in New York. In this state, the effect of leadership on student success has become evident with principle makers placing more pressure on head teachers. Rewards and punishments affecting school heads have become increasingly common in the state with the New York law threatening to fire school heads as a probable consequence in poor performing academic institutions. In New York, a small portion of a principal’s pay is determined by the professional standards associated with learner outcomes. These trends signify an increasing acceptance that head teachers play a crucial role in influencing students achievements and should be accountable for it. As a result of the above cases, the role of the school head has swelled to encompass a staggering range of professional duties and competencies. Principals in New York are e xpected to be instructive visionaries, educational and syllabus leaders, evaluation experts, disciplinarians, society builders and guardians of contractual and official mandates. Principals in New York are expected to pay attention to the contradictory wants of students, parents, tutors and federal agencies. The demands of the teaching profession in New York have thus changed so that conventional methods of preparing principals are no longer sufficient to satisfy the leadership challenges in public institutions. References Andren, K. (2011, June). Legislation would allow Pennsylvania teachers to wear religious insignias. Web. Amarachuku, E. C. (2011, June). Finding plan b: critical remedy construction for school districts operating under education equity consent decrees post Seattle and Louisville. Web. Clark, M. (2011, March). Wisconsin Teachers, Students Face Uncertain Future. Web. KERR, C. (2011, September). Teachers’ Religious Garb as an Instrument for Globalization in Ed ucation. Web.

Materials for Snowboard Essay Example | Topics and Well Written Essays - 1000 words

Materials for Snowboard - Essay Example It had a rope attached to the front tip of the snurfer (board) which offered the rider some control, and there were steel tacks poking through the upper deck for putting the rider's feet in place. Snowboarding then gradually started gaining popularity in the 1970's and 80's, when Snowboarding pioneers like Dimitrije Milovich, (East Coast surfer), and Jake Burton Carpenter unveiled new snowboard designs, related materials and machineries. The development has been quite phenomenal since then. By the end of 20th century there are hardly any Ski-resorts around the world without the snowboarding facility. This game has so far gained more popularity in Europe and USA, with rapid stride in other parts of the world as well. Snowboards are generally similar in construction with exception to some tooling modifications. Some designers think that Cap Construction enhances edge hold on hard snow and generally improves board responsiveness while others contend that caps are harder to repair if the sidewall is damaged. Both types have proved their merits though. Snowboards are categorized into groups like race, alpine, all-mountain/all-around/free-riding and half-pipe/free-style depending upon the style of snowboarding. Snowboards are fabricated from advanced composite materials. Composites are combinations of two materials. One of the materials, called the reinforcing phase, is in the form of fibers, sheets, or particles, and is embedded in the other material/s called the matrix phase. The reinforcing material and the matrix material can be metal, ceramic, or polymer. Typically, reinforcing materials are strong with low densities while the matrix is usually a ductile, or tough, material. The eight main materials in a snowboard are: Topsheet with printed graphic Fiber glass or epoxy Wood or foam core Steel inserts Plastic base, (P-tex) Metal edges Resin Sytsem (glue) Rubber Foil Anatomy of Snowboard The length of metal edge on the Snowboard which touches the snow is the effective part that is used to make a turn. So, it does not include the edge of the tip and tail. The effective edge is in contact with the snow when the board is in a carved turn. A longer effective edge makes for a more stable, controlled ride; a shorter effective edge makes for a looser, easier turning board. Contact points are the points at which the board makes contact with the snow without the pressure of the rider being displaced on the board. This is also called the board's "wheel base". Snowboard construction also differs in the type of materials used in several layers. A Snowboard is constructed in the following steps; i. A layer of UHMW (Ultra High Molecular Weight) polyethylene or plastic commonly known as P-Tex (its brand name) is placed at the bottom of the board. This provides the slippery surface that makes the snowboard slide on snow. During the winter months wax is added to this base to keep it running fast. ii. This

Human Resources Staffing Plan with Three Year Forecast by Quarter Essay

Human Resources Staffing Plan with Three Year Forecast by Quarter - Essay Example It is evidently clear from the discussion that the management has discovered that restaurant profits are growing at a very low rate of about three percent annually and the trend is worrying. The first section of the plan shall deal with the essential matter of task identification. An effective human resources management team will be judged based on its competencies. The appropriate behaviors that employees ought to have to work are competencies. A competent framework entails a structure that defines and lays down the employee competency. The human resources must operate within a specified framework in order to view employees and restaurant s as being synonymous. The human resource team must develop a better working environment and terms for the employees to be effective at work. The aim of the company as Miss Cutter put it is business. However, people conduct the business. In other words, human resources must have what will make the employees do their work effectively. This begins wi th appreciating that employees are human and not just tools. The team should then proceed to put the right structures. Following these basics will determine the competence of the human resource framework. Most companies reduce the human resources department to handling payments and being involved in the recruitment exercise while at the same time handling salary omission complains that arise from the staff. The reason is that the human resource has limited its scope of operations by neglecting other roles. The most significant remains ensuring employees is in a perfect psychological state to increase efficiency at work. The human resources ought to carry out an evaluation of the staff based on their efficiency. By doing this, the human resources department will assume a new but rightful passion within restaurants.