Help Graduates Avoid Financial Ruin

Emigration Sana Hasan Emigration is a way to move from one country to another to live and work. Throughout history emigration has played a major role in the formation of different cultures that exist today. It has been a phenomenon as common as any other basic need of human been. Nowadays, many people decide to emigrate to have a better life. Those people live in bad conditions make them put the emigration as a best solution for their problems. In spite of the fact that this step may cost them their lives, they will not hesitate to hazard.They are looking for place they can achieve their dreams in it and they make their children have better opportunities to build their lives. During last decades, we can see strong waves of emigration. There are many things cause emigration like employment opportunities, education opportunities, and wars. Employment opportunities are most common reason that people decide to emigrate. Many countries can’t provide jobs for their people, or they g ive educated people low salaries which guide them and their families to live in poverty.Therefore, people prefer emigrate to other countries which have variety kind of jobs and as a result people will have a lot of opportunities to find a job. Moreover, finding a job in other countries will probably lead to have high salary. For instance, the emigration of Mexican people to the United States. The emigration can lead people to a better life with high possibility of personal development. It can improve the economy of a certain country. For instance, in Egypt when people emigrate to work in other countries, they send part of their salary to their families.Therefore, this amount of money will help to improve the economy. It might cause a brain drain. The skilled and educated people such as doctors, lawyers, engineers, and teachers of undeveloped and poor countries often emigrate to rich and more developed ones. One of the most important causes for emigration is the war. There are many v arious of wars. The two severe wars are religion’s war and civil war. When one of these wars happens, the situations in the country will deteriorate. Destruction will be everywhere and the people will lose their basic rights.The families in these countries try to insure a safety life for their members. Therefore, a lot of families prefer to emigrate to another country. They are trying to protect their children from involved in these situations. The people who lead these wars they don’t distinguish between a kid and an old person or a woman and a man. They kill everything they found in their way. They destroy everything. The conflict escalates and guides the country to the collapse. Therefore, a lot of people leave their country and looking for safety place to live in.That obviously happens in the most African’s countries and in the Middle East countries. For instance, what happened in the second Iraq war is a great example for that. A lot of families left their homes and their jobs when violence speared everywhere. Finally, there are so many causes for emigration that force people to leave their homes and sometimes their families to find a place they can achieve their dreams in it. Among all the causes we can figure a main cause which guide to the others; it is the governments.If each government put the people benefits in the first rank, no one would suffer and all the people will have a good life standard. They can avoid a lot of disasters if they think in correct way and forget their tyrannical. Therefore, instead of spending a big fortune for the weapons, they can use this fortune in other thing like develop the economy, create a lot of jobs, raise the salaries, and develop education system. Also they can avoid wars by finding another solution for their conflicts.

Music History Medieval -> Baroque Notes

Music History 1st year midterm notes Chapter V: The Middle Ages and the Evolution of Polyphony Early Middle Ages (5th-10th century) High Middle Ages (1 lath-13th century) Late Middle Ages (14th-1 5th century) Composers: Hildebrand of Binge (1098-1179) Songs composed Plainchant Sequence: Combat Aspect About: -German writer, composer, philosopher, Christian, and visionary -had visions and later recognized as a gift from god. -was sent to the church in god's service, due to her visions or political position. -elected magistrate in her community in 1136 -wrote 69 musical compositions music composed is very monophonic.Banter De Vendor (1130? – 1200?) Court Music: La Dough Vote -a troubadour and secular composer -his composition/writing style helped establish the classical form of courtly love poetry -is French -approximately 45 of his composition and works survived. Pertain/Pertain the Great (End of 12th Century – Beginning of 13th Century) Organza Music: Alleluia: Diffuse e st. gratin -European Composer (believed to be French) -pioneered the style of organza triplet/quadrupled (3/4 part harmonies) -his works are preserved in the â€Å"Magnums Libber† Gallinule De Mach Nova)Songs Composed Polyphonic Progression: Dame, De quiz touted ma Joke event Quant en mom -Medieval French poet and composer -part of the musical movement known as Ears Nova -helped developed the motet and secular song forms -survived the black death/plague -composed 400 poems, 235 ballades, 76 rounded, 39 varietals, 24 alas, 10 complaint's and 7 chansons royals. -majority of his poems reflect on the conventions of courtly love. Chapter VI: The Renaissance Began in Italy after late middle ages and spread to the rest of Europe Cultural movement that spanned from 14th-17th centuryThe printing press was developed which helped spread this movement. Gallinule Duffy (1397-1474) New Attitudes: Eve Maria Stella -Netherlands composer of the early renaissance -most famous and influential c omposer in Europe in the 1 5th century -printing press allowed for his works to spread rapidly -wrote 7 complete masses, 28 individual mass movements, 15 chants, 3 magnificent, 15 antiphons, 27 hymns, 22 motets, and 87 chansons.Joaquin des Perez High Renaissance Style: Panged lingua Mass, Keri Panged lingua Mass, from the Gloria Music As Expression : Mille Regrets Netherlands composer of high renaissance -wrote both sacred and secular music -wrote 18 masses, 100 motets, 70 chansons -traveled a lot -a humanist composer, uses word painting Giovanni Pepperoni dad Palestinian (1525-1594) Late Renaissance Style: Pope Marcella Mass -Italian Renaissance Composer -Incidentally enough, was born in a town called Palestinian -under the influence of the European style of polyphony -choir master and composer -wrote 105 masses, 68 offertories, 140 madrigals, 300 motets Thomas weeks (1576-1623) Secular Music Style of Renaissance: As Vests was from Lattes Hill English Composer -Became organist of W inchester College and Chester Cathedral 1 598 -wrote many many madrigals -works consisted heavily on vocal compositions -most anthems written are verse anthems Chapter VI': The Early Baroque Period From 1600-1680 Period of artistic style and development of exaggerations and motions Encouraged by the roman catholic church Giovanni Gabriele (1554-1612) Renaissance to Baroque Progression: O magnum mysteries -Italian composer and organist -Influential musician in the shift of Renaissance to Baroque -born in Venice -became organist of SST. Marks Basilica in 1585Later Medieval Polyphony Anonymous: Round: Summer is legmen In CD 1:5 -repeating motifs everywhere -Early medieval English round or paragons (I. E. Row row Row your boat) Mach: Dame, De quiz touted ma Joke event CD 1:6 Mach: Quant en mom -French -Motet -lots of dissonance -floats melody Chapter VI: The Renaissance Ears Nova: 14th century -age of exploration -age of humanism -focus of human life and accomplishment, of appreciation in the beauty of a life – secular movement develops New Attitudes Duffy: Eve Mans Stella CD -very arrogantly decorated -floats modal melody -in Gregorian style -Latin The High Renaissance Style – blend of homophony, and imitative counterpoint. – has rich harmonic textures – usually in chapel onlyJoaquin: Panged lingua Mass, Keri CD 1:8 -very implicates -repeating motifs in other voice parts -ends palpably Joaquin: Panged lingua Mass, from the Gloria CD 1:9 -repeating motifs in other parts in specific order -pneumatic Music as Expression Joaquin: Mille Regrets CD 1:10 -very intimate and sad -unresolved ending -word painting used heavily -motifs taking turns in other parts Late Renaissance Music Palestinian: Pope Marcella Mass CD 1 -solid chord structures -every part is equally as important The Motet Secular music of the Renaissance Wilkes: As Vests was from Lattes Hill CD 1:12 -English -very secular heavily polyphonic, pneumatic -word painting heavily emph asized -danceable Instrumental Music: Early Developments Anon: Gaillardia Daphne CD 1:13 -triple time -dance rhythms Anon: Kemps Gig CD 1:14 -fast and with dance rhythms -duple time Dance Stabilization Basso Continuo: Chords that are written specifically for an instrument that fills in the harmonic textures. -allows soloists to sing more freely Castrate: Male singers who were menstruated so that they could sing soprano parts. -aristocrats of opera -very very wealthy From Renaissance to Baroque G.Gabriel': O magnum mysteries CD 1:15 -homophobic full, rich chords and structures Style Features of Early Baroque Music Opera – tells a story – all dialogue is sung Monteverdi: Coronation of Poppa CD 1:16-17 -Italian -Homophobic -has aria -dialogue in song -telling a story Purcell: Dido and Names CD 1: 18-19 -very sad -minor key going chromatically down -repeats base motif over and over again but becoming more decorative as the song progresses -Italian on 18 -English on 19 The Rise of Instrumental Music Foreseeable: Suite (Cannons, Ballet, Corrected, and piccalilli) CD 1:20-23 -very dance like -only played by instrument -sounds like an organ

Pop Culture Essay

Movie Genres There are many movie genres out today than there were before in earlier years. Movie genres are basically different types of movies, such as: horror, suspense, mystery, drama ,romance, etc. Today it seems that most peoples favorite movie genre is horrow or action. Action movies have a lot of different stuff in them that is pleasing to the eye. Action movies are typically loud and have a lot of fighting, racing, and adventurous things in the film. Horror movies on the other hand have a lot of scary things in the movies. Their big thing is that the more blood they have the better it is to the audience watching. Even though horror and action may be the top picks of the rest of the country, I have my own genre of movies that I particularly like the best. My favorite genre of movies is romance. In a romance based movie, it is filled with love and a lot of laughter throughout the whole movie. While most romance movies start off bad and end up with a happy ending, some start out good and end good as well. Most romance movies today start out being bad and then it ends up in the happy ending that you suspect from the title of the movie. Romance movies go through every movie genre there is. There is suspense and sometimes a little horror as well. Sometimes, and most of the time, they contain a lot of drama. The best romance movies are the ones full of drama that is fun to watch. Every woman around the world enjoys a good romance movie. Many women around the world love romance movies, including myself. Simply because they meet the cravings that every woman has sometime throughout their lives. Each and every romance movie touches a woman in some way or another. Every girl dreams of having that guy from a love story. They want them to be loving and caring and when we watch these movies we imagine ourselves being the girl in the movie. Some movies, even make a girl feel better after a breakup. However, some of the real love stories can make it worse than ever before. Also, romance movies will make you cry if it is one of those that are filled with sad moments throughout the whole movie. As a girl, sometimes we feel the need to cry, whether it is stress or PMS. The romance movies are a good way to bring out the inner emotions and in the end, make you feel a whole lot better. Drama is another movie genre that gets included into romance movies. Drama can be funny and it can also bring out deeper thoughts and emotions. Everyone and especially women, have a fair share of their love for drama. Women like to gossip and chick flick, love stories are filled with it. Gossiping is a way to let things out and to give out information that can be bad or good. It just depends on who is saying it or what is said. The good thing is, the drama in the romance stories are usually not true. Even though we all get a good laugh at the stupid ones in the movie. In conclusion, romance genre movies are a favorite. They can make you happy or sad or bring out different emotions. Romance movies are twisted with drama along with romance to bring out laughter or anger in the audience. Everyone will have their own personal reaction to every single romance movie that comes out. Therefore, in my opinion, romance genre movies are the best because they contain many qualities that other genres do. Meaning that they satisfy almost every â€Å"craving† that a person has for a good movie.

Business Economics Speech or Presentation Example | Topics and Well Written Essays - 750 words

Business Economics - Speech or Presentation Example   In winter, it is vice versa. Product supply and demand imbalances also cause the prices of gasoline to fluctuate. This is so because at times demand rises unexpectedly or supply declines suddenly due to production problems. When supply is low, people tend to compete for the little available stock, thus increasing the prices. Such imbalances cause the common fluctuations (Stone, 2008).Since 2005, the prices of gasoline have been continually rising. At no given time have the gasoline prices of the previous year been higher than in the current year. Prior to 2004, the prices were relatively stable – around $2 a gallon. With the growing economy and population, there has been global fear that the oil deposits may soon run out. This has led to people being persuaded to use fuel saving vehicles (Verma, 2007). This, however, has not been forthcoming, because the rich still use fuel guzzlers, and governments have been forced to increase prices of gasoline so that people feel squeez ed and obligated to use fuel conservatively.The prices of gasoline rose steadily from 2005 to 2011, at one point reaching a peak of $4 a gallon in 2011. However, they gradually declined to $3 a gallon in following months. The reason that has caused the prices to rise in 2011 was the political tension in the Middle East and parts of North Africa. Situations like this cause downward shift in the supply curve. When supply decreases and demand remains constant, this leads to a higher price equilibrium.

Managing a Project's Human Resources Assignment

Managing a Project's Human Resources - Assignment Example With this new organizational emphasis on innovation, however, came a corresponding emphasis on stringent work elements (Lashinksky 2012). As such Apple is regarded as a highly stratified organization, with great degrees of privacy. In addition, there is tremendous emphasis within the organization on production and commitment to excellence with employees expected to adhere to these organizational elements or risk termination (Lashinksky 2012). Although Job’s has since left the organization, in terms of structure Tim Cook has assumed the chief executive officer position. Cook reports to a board of directors the head of which is Arthur Levinson. Cook then oversees a diverse array of departments that then oversee subordinate departments (Organizational Chart Apple, 2012). As this is a large scale organizational project the project manager will be CEO Tim Cook who will oversee Industrial Design head Jonathan Ive, Software Engineering design head Craig Federighi, and Hardware Engine ering design head Bob Mansfield (Organizational Chart Apple, 2012). These individuals will in turn oversee sub-teams of designers under them. The stakeholders are both inter-organizational interested parties, as well as stockholders. 2. There are a variety of methods of project control and coordination. Lock (2007) articulates a number of overarching notions in regards to coordination and control mechanisms, including compiling a work breakdown schedule, planning a timescale, and managing changes and managing costs. To an extent these coordination mechanisms function as large-scale signposts in the project design. In these regards, the project underwent a two-year timescale. During this period the work breakdown schedule was segmented such that overall organizational goals were on a need to know basis, with Tim Cook and Project Management heads being the only individuals informed of the true scope of the project. Project management teams within these spectrums of division undertook specific tasks. Project costs were established from a top-down structure and reassessed accordingly. In terms of managing change, an agile management approach was implemented. Agile management, also referred to as extreme project management, has been noted to be useful new method for technology companies implementing software or hardware development (Maex 2011). Agile management is an approach to design that implements dynamic iteration and change. Figure 1 below demonstrates the iteration process implemented in the project design. Fig. 1 Project Feedback Loops In these regards, upon task completion as distinguished by the previously established timescale, coordinating project elements would be combined and these elements would then undergo project iteration. Apple, Inc. is unique in its limited emphasis on customer feedback, as such iteration was conducted internally, the results of which were then reincorporated into further project design and management. In this context of unders tanding, the project was coordinated and managed in the most efficient way possible. Still, ultimate success will be determined based on return to stockholder equity, as such the market will determine if differing project management should have been undertaken. 3. There are a variety of leadership qualities that a Project Manager must possess. Kouzes (1997) indicates that one of the overarching elements is that the individual inspire a shared vision. In the context of Apple, Inc. product design has

Strategic Management Assignment Essay Example | Topics and Well Written Essays - 2000 words

Strategic Management Assignment - Essay Example b) In the case of a university of your choice, state what you believe to be their core competences and how they show themselves to their several stakeholders. Â  (15 marks) In the pursuit of its mission, all universities must be committed to holistic development of human being and to uphold truth, virtue, character formation, personal integrity and academic excellence. All universities for that matter must have its vision, mission and statement of purpose. They must all have competencies in administration, instruction, research and extension services. This is true to all universities who are mandated to follow and maintain accredited standards and rules that are set by government to ensure that they will perform and function in accordance to constitutional, legal and executive orders. Universities, as center for excellence, should not only be perceived of its educational services but also as a melting pot for tourism, sports, arts, humanities and culture. It’s a social struct ure which helps the country develop human resources to contribute for development, peacebuilding, understanding an appreciation of diversity, and as resource-engine for national growth. The measure of its performance achievement is the number of students who passed and top the bar, government licensure examinations, and its contribution to social developments through research and extension of services. The academe’s competencies provide an integrated approach and system for quality education to promote national identity, cultural consciousness and moral integrity. Graduates of these universities are human resource supply to required regional and national manpower for national development. It must also pioneer in research and extension to lead economic upliftment of communities so that people will lead superior lives. In addition to its traditional function, universities should promote and accelerate integration of graduates to the mainstream of national body politics. Hence, it must also actuate as tool for national policy formulation in addition to its traditional function as an institution of higher learning. Question 5 George Hull is the Chief Executive of a growing industrial company developing and marketing its own products for the brush making machinery, government defense and mobile phone industries in UK. Until now, Hull has organised the company on Functional lines but is having doubts that this structure will serve his new strategy for growth in each market sector. a. What is a Functional organisation and what advantages and disadvantages do you believe this structure possesses when looking to further grow the business. (10 marks) Functional organization emphasizes the role of top positions throughout the business structures to deal with business’ problems and its functional authority restricts itself to guide all departments to ensure performance quality and uniformity in its operations. Often authorities are specialists appointed to m anage relevant or key positions. For instance, a managing director or marketing director is designated to

Business Law Ethics - Utilitarianism, Kantian and Virtue Ethics Case Study

Business Law Ethics - Utilitarianism, Kantian and Virtue Ethics - Case Study Example The waiters are university students who need to pay their university bills; Mike the chef is the sole breadwinner of his family who fends for his young family. (Hoffman, Frederick & Schwartz, 2014). If the business is closed due to its bad hygiene, the customers may shun from the restaurant even after being reopened. The loyal customers might feel cheated and disappointed due to the unhygienic food they have frequently been served (Hoffman, Frederick & Schwartz, 2014). The closure of the business will affect the surrounding community due to its bad reputation. The community provides the business with labour and other social values like goodwill, which when broken would be so hard to replace (Hoffman, Frederick & Schwartz, 2014). By the restaurant being closed, the local government may lose its periodical levies due to lack of operation of the restaurant. The government depends on fiscal policies like taxes to implement its strategic and short-term objectives (Hoffman, Frederick & Schwartz, 2014). Ted should remit the $500 bribe in order to maintain the happiness of his key stakeholders to avoid future problems. The stakeholders would greatly suffer socially and financially in case Ted refuses to part with the amount. (Hoffman, Frederick & Schwartz, 2014). In Kant theory, actions should be governed by the accepted principles of Maxims. Universal acceptability will not conform to Ted’s issuance of the bribe due to its negative perception globally. In terms of respect, Ted respects the well being of his employees and that’s he should pay to safeguard their future (Brenkert & Beauchamp, 2010). When formulating a maxim against bribery and later testing it against the categorical imperative, two results are realized. The first maxim fails in Universal acceptability because bribery is an economic crime worldwide. The second maxim against respect conforms to the categorical imperative; this is due to Ted’s respect to his key stakeholders.  Ã‚  

Producing sustainable self compacting concrete Literature review

Producing sustainable self compacting concrete - Literature review Example Research Methodology The research methodology that I intend to implement entails collecting relevant data on the topic of self-compacting and concrete from different documents and compiling the databases to critically analyze the topic and arrive at an understanding that is more complete. The methodology also entails shading some light on questions that relate to the topic and on the results of the 9 mixes of cement, fine aggregate, coarse aggregate, water, and fly ash. The work to be undertaken in this research involves doing a mixture of substances and finding out the results. Some of the risk assessment to consider in this research is such as; taking careful measures when mixing different substances, following given instructions carefully to avoid mistakes that can lead to inappropriate results and so on. Components in the Mixture Cement 584 2 584 2 Fine Aggregate (0/4mg) 987 3 987 3 987 3 Coarse aggregate (4/8mg) 526 526 5 526 5 Water 260 260 260 Fly ash 0% 5% 10% 20% NJ 50 1% 3% 5% W/C 0,445053064 0,445053064 0,445053064 Cement 584 2 584 2 Fine Aggregate (0/4mg) 987 3 987 3 987 3 Coarse aggregate (4/8mg) 526,5 526 5 526,5 526,5 Water 292,1 292,1 292,1 292,1 292,1 Fly ash 0% 5% 10% 20% NJ 50 1% 3% 5% W/C 0,5 0,5 0,5 Producing Sustainable Self Compacting Concrete Sustainability is the newest standard in the engineering sector. This new standard is proving according to research and many experiments to be one of a better future. In the Following paper, we shall discuss the production of self-compacting concrete cement, acrylic polymer, and fine aggregate sand. These are all part in the engineering sector of structures that are all around us. However, they are different in that they are the new technologies that most first world countries want to start using if they have not started already. The above new technologies are set to take the world by storm by their nature to create structures with a significant less affinity to deformity. The aforementioned precast concrete is a type of Self-compacting concrete. Production of a Sustainable Self-Consolidating/ Compacting Concrete According to numerous dictionaries, sustainability is the ability of maintaining a subject or an object. Dictionaries go further and state that the maintenance of an object has the ability to use the natural resource repeatedly without having to destroy the balance created naturally in the ecological system. In the construction world now, this definition states that manufactured concrete has the ability to utilize the natural resources without interfering with the ecological system. This brings forth an issue that the construction sector is experiencing. Is it possible to produce concrete that is friendly to the eco-system? The answer to this is yes it is possible (Park, 2010). Over a century ago, production of over ten metric tonnes of cement was produced in the construction sector. The whole world produces this amount. However, the amount of concrete produced was ro ughly around 40 million cubic meters. In the 1900 the total human population was roughly 1.64 billion people, the number now has more than quadrupled with the population staggering over 7billion people. In those times the amount of cement a person could use

Carnival Cruise Line, The Fun Ship Assignment Example | Topics and Well Written Essays - 1000 words

Carnival Cruise Line, The Fun Ship - Assignment Example Whereas such an approach may work well in many other product or service offerings that exist within the current economy, oftentimes when people go on vacation luxury and immunity are some of the first things that they seek to ensure our present. Although there is nothing wrong with seeking to make Carnival Cruise Lines the Walmart of cruise lines, publicly stating such an approach is likely have a negative impact on sales and further foster negative images within the consumer. Anytime one seeks to engage with the given firm as a means of determining its overall strength within the market, it is necessary to perform what is known as a SWOT analysis. Such a SWOT analysis is merely shorthand for analyzing the strengths, weaknesses, opportunities, and threats the present themselves to given firm with any given market. Accordingly, in analyzing Carnival Cruise Lines strengths, weaknesses, opportunities, and threats, it is the understanding of the student that the most salient strengths ar e with regards to its recognizable name, large budget and extent vessels and staff, and overall profitability of the brand. Each of these strengths helps the firm, even if economic difficulties present themselves, to continue to exist and draw upon these strengths as a means of furthering business. Likewise, with regards to weaknesses, it can be understood that Carnival Cruise Lines exhibits the following: poor public relations, bad image, and a brand that is struggling to differentiate itself within a market that is increasingly saturated. Similarly, with regards to opportunities, these can be understood as a means to counter the weaknesses that it been previously mentioned (DATAMONITOR, 2013). Accordingly, the opportunities are as follows: working to increase public relations, building a better image, and finding a more appropriate way to can P with and stand apart from the many forms of competition the currently exist within the market. Lastly, the threats that it been chosen to be analyzed within this brief response are concentric upon the following: noticeable downturn in economy, reduction in overall number of people each year choosing cruises as their preferred means of vacation travel, and the demographic shift that threatens to further reduce cruise participation once the baby boomer generation discontinues their currently high level of vacation spending. As a function of these specific strengths, weaknesses, opportunities, threats, the reader can come to be understanding that the primary issue facing Carnival Cruise Lines is with regards to the extent which it continue to be relevant within the current market, as well as speak to specific concerns that individuals within society have doubtless come to realize with respect to the overall cleanliness, hygiene, and safety of cruises as a form of relaxation and vacation. As with any firm, one of the most effective means of determining the overall financial success that it is enjoyed over the past several years is to review the stock price and draw inference upon the means by which investors have valued the company over time. As a function of performing this particular analysis with current cruise lines, it can be determined that the most financially turbulent times were of course realize right after the financial crash 2007/2008 (Conant, 2013). At such a time, Carnival Cruise L

Review article Example | Topics and Well Written Essays - 250 words - 2

Review - Article Example Consequently, the authors show how circadian rhythm is produced by the donor tissue and not a consequence of spontaneous recovery of function. The title, a diffusible coupling signal from transplanted superchiasmatic nucleus controlling circadian locomotor rhythms, is adequate in describing the content of the article. It contains the entire content that is discussed in the article. From the article, the authors’ goal is to show that transplanted SCN can sustain circadian activity rhythms by diffusible signal means. The fact that transplant of SCN restore circadian activity rhythms to ablated animal SCN has motivated the research and discussion in the paper. The other factor is that coupling nature of signals from grafted SCN is unknown and presumed that re-establishment of appropriate synaptic connection is required in functional recovery. In conclusion, the findings showed that neural afferents are essential for circadian rhythmicity. Additionally, it shows how circadian rhythm of SCN can be relayed to targets. Further, the results demonstrate that diffusible signal is sufficient to rhythmicity restoration. The finding in the paper is significant as it demonstrate how diffusible signal is sufficient in rhythmicity

The incoming UK government Essay Example for Free

The incoming UK government Essay In 1997, the incoming UK government provided The National Literacy Strategy, a steady and consistent1 means of raising standards of literacy, in English primary schools. The motive behind raising these standards was for the economy because if the levels of literacy were to low in a significant proportion of the population, then the economy could have shattering consequences. In a report on the impact of literacy, education and training on the UK Economy, the accountants Ernst and Young estimate that; 60% of all jobs now require reasonable reading skills2 and goes on to warn that UK productivity is relatively low compared with its major competitors Whilst in opposition, the government had set up a Literacy Task force, which set out a National Literacy Strategy designed to raise these standards in English primary schools across the UK. Targets were set and by 2002, 80% of year six children were expected to reach level four or above in the Key Stage 2 English tests. The Framework inside the National Literacy Strategy had been derived from means developed by the previous government in the National Literacy Project, also aimed to raise standards of literacy but only in a specified number of LEAs. This Framework sets out teaching objectives from reception through to year six to enable children to become fully literate and it provides a useful structure of class and time management for the daily Literacy hour. It is also expected that extra time may be needed for the allocation of reading to the class, pupils own independent reading for interest and pleasure and extended writing as well as Literacy being productively linked to other curriculum areas. The main objectives that the framework focuses on is three broad divisions of literacy, these include word level work, e.g. phonics, vocabulary, spelling, and handwriting, sentence level work, e.g. punctuation and grammar. And finally text level work, e.g. comprehension and composition. The National Literacy Strategy gives examples of what a literate primary pupil should be able to do, for example, read and write with confidence, fluency and understanding; be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their reading and correct their own mistakes3 As far as childrens progress in reading is concerned the National Literacy Strategy states that from the outset children must understand that words are made up of letters and these letters correspond with spoken sounds. In Key Stage 1, they should be taught to check their reading for sense, using grammar and the meaning of the text. This should then help them identify errors and correct them, not only whilst in Key Stage 1 but Key Stage 2 and beyond. Methods of teaching reading suggested by the National Literacy Strategy include, shared reading, guided reading and individual reading, each playing an important part in the learning to read process. Shared reading involves the whole class using a text e.g. a big book, text extract or poster. Here the teacher leads the reading pointing as she goes, with the children joining in. This method was developed by teachers working with Don Holdaway (1979) in New Zealand and has advantages that can over ride some of the difficulties that teachers experience with regular books, for example the book can be shared by the whole class and every one can see the print, the teacher can direct the childrens reading by pointing to indicate where they start reading and can bring to attention certain words, punctuation, graphology quicker by indicating using a finger or pointing tool. Holdaways idea of shared reading and carpet time is to re-invent the bed-time story and create a homely routine that can be practised in the classroom, and allow all the children to have intimate access to the book. From my own experience of shared reading I find that the children enjoy this part of literacy hour because of the intimacy and informal set up of the classroom. I found that even years five and six enjoy carpet time because it brings the class closer together and the formal classroom atmosphere almost disappears. Research by Lloyd Eldredge, Ray Rentzel and Paul Hollingsworth at Brigham Young University proved that this method was more successful than previous methods i.e. round robin. After four months, the shared reading group had significantly higher scores on tests of reading fluency, vocabulary acquisition and comprehension. There was evidence that the supported reading experience of the shared reading group had the greatest impact on the word recognition abilities of the pupils who initially were the poorest readers 4 In this situation I found the children more likely to ask questions about the text or the vocabulary used and children who were not used to reading or seemed distanced when reading individual work were more alert and interactive and able to work from texts beyond their independent reading levels. From being in a classroom one of the difficulties I have noticed, especially in the reading progress, is coping with differentiated groups. This is where guided reading comes into action. As with shared reading, guided reading helps children to progress by developing a deeper and clearer understanding than might be achieved individually. Talking to the teacher and their peers whilst reading a text can develop skills such as critical perspectives, predicting plot developments and being able to extract key points in a text. As well as being developed for the childrens progress, guided reading was introduced to make more efficient use of the teachers time. A report by OFSTED (1996) found teachers spending too much time listening to each child read. Guided reading has been developed so the teacher is in a position to focus on points tat are relevant for the whole ability group rather than individuals. It has also been noted that boys respond more positively to active and interactive nature of such readings 5 This sounds all very well but drawing on my own experience I find it does not always work like that. When the teacher is working with one group, the other groups do not work to their standard, either because a discussion has turned into an argument, the children are having difficulties and there is no one to help or they have lost concentration. However, for what ever the reason the children are distracted, this part of the lesson seems to be a difficult section to maintain the standards and expectations as stated in the National Literacy Strategy. On my first placement I saw a different approach to guided reading, in the form of reading in pairs, a year six child and a year three child were reading partners. I believe that this reading partner technique should play a bigger part in the National Literacy Strategy than it already does. At present all it states in the document is; to enable other pupils to work independently individually, in pairs or in groups without recourse to the teacher 6 In the situation I witnessed where an older child choose a book for a younger peer and listened to him reading it, was a valuable experience for both children. The year three enjoyed the attention from the older child and seemed highly motivated in his reading. The year six however, gained experience in choosing books for other people, rather than reading a book he was thinking about suitable content, language and illustrations for the younger child to enjoy. This is an excellent way in which to offer a meaningful context for children to consider these different aspects of the reading process. For the year three child this partnership allowed for development within the zone of proximal development, this is Vygotskys description where; what a child can do with assistance today she will be able to do by her self tomorrow7 Also for the older child the routine is challenging as it enforces a different thinking. In the same twenty minute period as guided reading the National Literacy Strategy also expects some individual work to take place. The objectives for these are stated in the document and include; independent reading and writing proof reading and editing comprehension work8 The National Literacy Strategy also states that; pupils should be trained not to interrupt the teacher and there should be sufficient resources and alterative strategys for them to fall back on if they get stuck 9 Having taught a literacy lesson I find this last quote ironic. The whole point of having a teacher is to teach the children to read and here it says the children must be trained not to interrupt the teacher. I am speaking from my own experience when I say that no matter how many resources or alternative strategies you offer children, the child will always come to the teacher first. However, I do agree with the fact that children should be taught and learn, not train, to find information and solve difficulties using alternatives such as a CD-ROM or a dictionary. Other strategies that are discussed in the National Literacy Strategy that will forward their progression in reading include; Direction, this is to enable the pupils to know what they are doing, to draw attention to key points and to develop key strategies in reading and writing. Another example is modelling; pupils are to discuss features of written texts through the process of shared reading of books and extracts. From first hand experience I believe that the National Literacy Strategy, along with other documents i.e. National Numeracy Strategy, will benefit children and teachers and make primary pupils more literate. The structured routine is consistent and concise throughout Key Stage one and Key Stage two however, for a teacher to meet these standards and produce high quality work from the children as well as making lessons, discursive, interactive, well-paced, confident and ambitious (as stated in the National Literacy Strategy) is a demanding challenge. In 1992, Jaap Scheerens meta-analysed research from across the world and provided factors which affect schools and their performance. His research showed structured teaching was important and defined this as; making clear what has to be learnt, dividing material into manageable units, teaching in a well considered sequenceregular testing, immediate feedback10 His research also showed that whole class teaching is often more effective than individualised teaching and the time spent on subjects and how the children are inspired, challenged and praised all increase learning activity. The National Literacy Strategy incorporates most of Scheerens findings and because of the way it is set out as a uniform for the whole country to follow, I believe standards could be raised. However, I also believe that the way children are taught to read and understand texts by using extracts and part of texts could be damaging to the pupil. It makes reading seem un-enjoyable and this is exactly what the National Literacy Strategy is trying to avoid. Most of the children I have worked with have enjoyed the Literacy Hour more when they can work on a text they have read all the way through and they feel they have a better understanding and better liking of the text. Resource List * Eldredge, J.L., Reutzel, D.R., and Hollingsworth, P.M., 1996, Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin and the Shared Book Experience, Journal of Literacy Research. * Ernst Young, 1993, Literacy, Education and Training: Their impact on the UK economy * Graham, J., Kelly, A., Reading Under Control, Teaching Reading in the Primary School, 2000 * Literacy Task Force, 1997b The Implementation of the National Literacy Strategy, DFEE * National Literacy Strategy, Introduction, 1998,DFEE * Scheerens, J., 1992, Effective Schooling: Research, Theory and Practice * Vygotsky, L., 1962, Thought and Language 1 Literacy Task Force, 1997b The Implementation of the National Literacy Strategy, DFEE 2 Ernst Young, 1993, Literacy, Education and Training: Their impact on the UK economy 3 National Literacy Strategy, Introduction, 1998, DFEE 4 Eldredge, J.L., Reutzel, D.R., and Hollingsworth, P.M., 1996, Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin and the Shared Book Experience, Journal of Literacy Research. 5 Graham, J., Kelly, A., Reading Under Control, Teaching Reading in the Primary School, 2000 6 National Literacy Strategy, Introduction p 12, 1998, DFEE 7 Vygotsky, L., 1962, Thought and Language 8 National Literacy Strategy, Introduction p 13, 1998, DFEE 9 National Literacy Strategy, Introduction p 12, 1998, DFEE 10 Scheerens, J., 1992, Effective Schooling: Research, Theory and Practice

Enforcement Directorate Essay Example for Free

Enforcement Directorate Essay Enforcement Directorate ‡Pertains to the establishment of Directorate of Enforcement and the powers to investigate the violation of any provisions of Act, rule, regulation, notifications, directions or order issued in exercise of the powers under this Act. The Director have been empowered to take up investigations. Enforcement Directorate ‡ The Directorate of Enforcement is mainly concerned with the enforcement of the provisions of the FEMA to prevent leakage of foreign exchange which generally occurs through the following malpractices. 2.Remittances of Indians abroad otherwise than through normal banking channels, i. e. through compensatory payments. 3.Acquisition of foreign currency illegally by person in India. 4.Unauthorized maintenance of accounts in foreign countries. 5.Illegal acquisition of foreign exchange through Hawala. 6.Secreting of commission abroad. Organizational Set-Up *The Enforcement directorate, with its HQs at New Delhi has seven zonal offices at Bombay, Calcutta, Delhi, Jalandhar, Madras, Ahmedabad and Bangalore. The zonal offices are headed by the Dy. Directors * The Directorate has 9 sub zonal offices at Agra,Srinagar, Jaipur, Varanasi, Trivendrum, Calicut, Hyderabad, Guwahati and Goa, which are headed by the Asstt. Directors. FEMA 1999 ENFORCEMENT DIRECTORATE Established by Central Govt to investigate due adherence to the provisions of the Act by market participants. Concerned with enforcement of the provisions of the Act to prevent leakage of foreign exchange occurring through various malpractices. Directorate of Enforcement is responsible for detection of cases relating to violation and performance of adjudicatory functions to curb malpractices FUNCTIONS To collect and develop intelligence relating to violation of provisions of FEMA. To conduct searches of suspected persons, conveyances and premises for seizing incriminating materials. To enquire into and investigate suspected violations or provisions of FEMA. To adjudicate cases of violations of FEMA for levying penalties and also for confiscating the amounts involved in contraventions. To realise penalties in departmental adjudication. The Parliament has enacted the Foreign Exchange Management Act,1999 to replace the Foreign Exchange Regulation Act, 1973. This Act came into force on the 1st day of June,2000. To investigate provisions of the Act, the Central Govt. have established the Directorate of Enforcement with Director and other officers as officers of the Enforcement. ROLE OF ENFORCEMENT DIRECTORATE The Directorate of Enforcement is mainly concerned with the enforcement of the provisions of the Foreign Exchange Management Act to prevent leakage of foreign exchange which generally occurs through the following malpractices 1) Remittances of Indians abroad otherwise than through normal banking channels, i.e. through compensatory payments. Acquisition of foreign currency illegally by person in India. Non ²repatriation of the proceeds of the exported goods. Unauthorised maintenance of accounts in foreign countries. Under ²invoicing of exports and over ²invoicing of imports and any other type of invoice manipulation. Siphoning off of foreign exchange against fictitious and bogus imports land by Illegal acquisition of foreign exchange through Hawala. Secreting of commission abroad. 2) 3) 4) 5) 6) 7) 8) Directorate has to detect cases of violation and also perform substantial adjudicatory functions to curb such malpract ices. ORGANISATION SET-UP The Enforcement Directorate, with its Headquarters at New Delhi has seven zonal offices at Bombay, Calcutta, Delhi, Jalandhar, Madras, Ahmedabad and Bangalore. The zonal offices are headed by the Deputy Directors. The Directorate has nine sub ²zonal offices at Agra, Srinagar, Jaipur, Varanasi, Trivandrum, Calicut, Hyderabad, Guwahati and Goa, which are headed by the Assistant Directors. The Directorate has also a Unit at Madurai, which is headed by a Chief Enforcement Officer. Besides, there are three Special Directors of Enforcement and one Additional Director of Enforcement, FUNCTIONS The main functions of the Directorate are as under: ² The main functions of the Directorate are as under 1 2 3 4 5 6 7 8 9 To enforce Foreign Exchange Management Act 1999 and Prevention of money Laundering Act 2002. To collect and develop intelligence relating to violation of the provisions of Foreign Exchange Management Act and Prevention of money Laundering Act 2002. To conduct searches of suspected persons, conveyances and premises and seize incriminating materials (including Indian and foreign currencies involved) To enquire into and investigate suspected violations of provisions of Foreign Exchange Management Act and Prevention of money Laundering Act 2002. To adjudicate cases of violations of Foreign Exchange Management Act penalties departmentally and also for confiscating the amounts involved in violations. To realize the penalties imposed in departmental adjudication; To attach and confiscate properties involved in the act of Money laundering. To arrest the pers on suspected to be involved in the act of money laundering. To prosecute the person involved in the act of money laundering. In addition to the above functions relating to the Foreign Exchange Management Act. Directorate also processes and recommends cases for detention of habitual offender under the Conservation of Foreign Exchange and Prevention of Smuggling Activities Act,1974 (COFEPOSA), which provides interalia for detention of a person with a intention of preventing him from acting in a manner prejudicial to the conservation and augmentation of exchange. PROCEDURAL PROVISIONS For enforcing the provisions of various sections of FEMA,l999, the officers of Enforcement Directorate of the level of Assistant Director and above will have to undertake the following functions: 1) 2) 3) 4) Collection and development of intelligence/information. Keeping surveillance over suspects. Searches of persons/vehicles as per provisions of Income ²tax Act,1961. Searches of premises as per provisions of Income ²tax Act,1961. 5) Summoning of persons for giving evidence and producing of documents as per provisions of Income ²tax Act,l96l. Power to examine persons as per provisions of Income ²tax Act,196l. Power to lcall for any information/document as per provisions of Income ²tax Act , 1961. Power to seize documents etc. as per provisions of Income ²tax Act,196l. Custody of documents as per Income ²tax Act,196l. Adjudication and appeals- Officers of and above the rank of Dy Director of Enforcement, are empowered to adjudicate cases of contravention of the provisions of the Act; these proceedings which are quasi ²judicial in nature, start with the issuance of show cause notice; in the event of cause tshown by the Notice ²not being found satisfactory, further proceedings are held, vis. personal hearing, in which the noticee has a further right to present his defence, either in person or through any authorised representative; on conclusion of these proceedings, the adjudicating authority has to examine and consider the evidence on record, in its entirety and in case the charges not being found proved, the noticee is acquitted, and in the e vent of charges being found substantiated, such penalty, as is considered appropriate as per provisions of section 13 of the Act can be imposed, besides confiscation of amount involved in these contraventions. The penalty imposed has to be deposited in the concerned office of the Dy. Director within 45 days of the date of receipt of the Adjudication order. In case the party feels aggrieved by the orders of the adjudicating authority, he/she/they can refer appeal, before the Appellate Tribunal/Special Director (Appeal), Foreign Exchange. Whereas, another appeal lies to the High Court, against the order of the Appellate Tribunal, however, only in the matters involving question/points of Law. PUBLIC GRIEVANCES MACHINERY The Directorate keeps a constant vigil over its officers/staff and strict action is taken against anybody found/suspected to be involved in any undesirable activity. The Vigilance Cell of the Directorate works under the direct supervision of the Director of Enforcement, and, at present, it includes two very senior officers.

Effects of Caffeine and Nicotine on the Mind

Effects of Caffeine and Nicotine on the Mind Jodi Hawkins Nicotine and caffeine are substances that most people do not consider a drug, but most do acknowledge that they are addictive substances. The effects on the mind and body are something else that most do not consider significant, however, both are highly addictive and affect numerous aspects of the mind and body. This paper will cover some of the misconceptions and myths and provide clarification of the actual effects of nicotine and caffeine on the mind and body. Caffeine is probably one of the most misconstrued drug of the two and most do not consider it much of a danger or consider that it has effects on the body other than simply producing a bit of energy. Die hard caffeine drinkers will often complain of a headache if they do not have their normal dose of caffeine, while it appears to have no effect on others no matter how much or how often they consume it. What must be understood about caffeine is that it is a drug, it is considered a psychoactive drug, and has effects on the body that must be taken into consideration. Julien, Advokat, and Comaty (2011) discuss the known effects such as the effects on the central nervous system (CNS), the cardiac and respiratory systems, the diuretic effects, therapeutic effects including treatment of asthma and migraines, and describe caffeinism. Caffeinism is a clinical syndrome that occurs when there has been an overuse of caffeine and symptoms include anxiety, agitation, and insomnia as well as tachycardia, hypertension, cardiac arrhythmia’s and gastrointestinal disturbances. This goes to show that caffeine is like many drugs in that it can be a good thing if used in moderation, but can have adverse side effects when used improperly or overused. Perhaps one of the most common therapeutic uses of caffeine is the use for migraine headache and headache in general. It can be found in combination with aspirin in several products due to the constriction of blood vessels it causes. When the vessels constrict it decreases the blood flow to the brain by up to thirty percent which can reduce pressure to the brain relieving the headache (Julien, Advokat, Comaty, 2011). Consumption of caffeine that is prolonged can cause several adverse effects such as headache, fatigue, osteoporosis, adrenal stimulation, and apathy, and also has the ability to cross the placental and blood-brain barrier and has the potential to cause fetal malformation if the fetus has not developed the enzymes needed for demethylation of caffeine (Gummadi, Bhavya, Ashok, 2012). So in essence, some of the desirable and therapeutic effects that are garnered such as headache relief and energy increase can reverse in overuse or prolonged use. And even though it is a drug, it is not a regulated drug but is a much researched drug due to the therapeutic effects and the seemingly endless applications. Athletics is an application where caffeine is highly promoted in energy drinks, energy bars, and diet aids. Although caffeine is considered a stimulant and performance enhancing it is widely accepted and not regulated or banned from use in athletic competitions. McDaniel, McIntire, Streitz, Jackson, and Gaudet (2010) discuss some of the research done in regard to athletic performance and caffeine use and the increase in speed and power and ability to train longer when caffeine is used. Nicotine is another drug that is not necessarily considered a drug by the general public, although there is a general consensus that it is found in tobacco products and not necessarily good for the body. Unfortunately this assumption is mainly based on the fact that it is in tobacco and the tobacco is usually the focus of most mainstream media along with the effects of tobacco on the user and second-hand effects on people in the vicinity of the user. While tobacco is unhealthy, it is the nicotine contained in the tobacco products that causes the addiction to the tobacco and should have more focus placed on it when discussing or reporting the negative effects of tobacco. Nicotine like caffeine is a psychoactive drug and is one of the three most widely used (the other two being caffeine and ethyl alcohol), and while it has no therapeutic applications in medicine it is nevertheless widely used and has a well-defined toxicity (Julien et al., 2011). Nicotine use used to be limited to more traditional cigars, pipes, cigarettes, chewing tobacco, and snuff, but more recently it has been expanded to include other smokeless products as smoking has been more and more regulated. Some of the products that are currently flooding the market are strips, sticks, pellets, snus pouches, e-cigarettes (smokeless nicotine vapor electronic cigarettes). Traditional cigarettes contain between 0.5 and 2.0 milligrams of nicotine, but some of the smokeless applications such as the strips can contain just under a milligram to as much as four milligrams of nicotine in one use (Julien et al., 2011). Nicotine is absorbed through every site on or in the body and the elimination half-life in a chronic smoker is approximately two hours which necessitates a frequent administration to avoid withdrawal symptoms, and has effects on the peripheral nervous system, hear, and other body structures (Julien et al., 2011). In researching the addictive properties of nicotine, there is far less research found on the actual effects than there is on cessation from the addiction. Some articles say that nicotine is addictive as heroin while others say that one could not possibly ingest enough nicotine to equal the addictiveness of other drugs, and both types of articles have multiple peer reviewed sources to back up the claims. This author has first- hand experience with nicotine and tobacco use/addiction, and while tobacco can be an enjoyable experience, it is this author’s personal view that believes the research that claims that nicotine is highly addictive causing withdrawal symptoms and cravings. Withdrawal symptoms can include nervousness, agitation, mood swings, lack of concentration, and increased appetite as observed by the author. The increased appetite at times appears to be a nervous response to needing something to do with the hands and mouth rather than an actual increase in appetite, but regardless it can and does often lead to weight gain upon cessation of smoking. Julien et al. (2011) further reinforce this belief as abstinence symptoms listed include the previously mentioned along with restlessness, insomnia, and severe cravings, as well as pointing out that many times when smokers seek treatment for drug or alcohol addictions it is often more difficult to quit smoking than to quit other drugs. No matter how adverse the effects of nicotine is on the body or mind, the primary problem is that the products that nicotine are in cause far worse health problems than the nicotine does. Various forms of cancer, increased risk of stroke, and heart attack are just a few physical problems directly related to tobacco use, and although e-cigarettes are touted as being relatively safe because they do not contain tobacco product the fact remains that they still contain a substance that is considered addictive. Any drug that is considered as addictive, can and will have adverse effects on one’s body and should not be treated lightly, and as in the case of nicotine a drug that directly affects the brain is nothing to sneeze at. Nicotine induces physiological and psychological dependence in the majority of smokers and very few smokers seem capable of sudden termination of smoking without experiencing abstinence symptoms (Julien et al., 2011). What also must be taken into consideration is the effects of second-hand smoke that is experienced by others in the close vicinity of a tobacco smoker, and it is the carcinogens in the smoke and not the nicotine that causes the health problems that can be experienced when subjected to second-hand smoke. One thing that should be taken into consideration is that both nicotine and caffeine are considered drugs, addictive drugs that are also psychoactive and thus mood altering. According to the Bible our bodies are God’s temple, â€Å"What? know ye not that your body is the temple of the Holy Ghost which is in you, which ye have of God, and ye are not your own?† (I Corinthians 6:19, KJV) which would bring one to the conclusion that any substance that alters one’s being and is not therapeutic (medically prescribed and necessary) should not be used. This does not mean that most people consider either nicotine or caffeine as a sin, but if the Bible is taken literally then both substances would be considered forbidden. While there are some religions that do consider caffeine along with any other mood altering substance as forbidden, it is generally accepted as can be witnessed in almost any church kitchen for most contain coffee and coffee making appliances. Smoking is more frowned upon by most Christians, but as other vices in this day and age is not considered as â€Å"bad† as it once was Biblically speaking, just physically detrimental. In conclusion, the evidence is overwhelming that both nicotine and caffeine are physically and psychologically addictive, but caffeine is the only one of the two that has therapeutic uses but still must be used in moderation to avoid adverse effects. References Gummadi S N Bhavya B Ashok N 2012 Physiology, biochemistry and possible applications of microbial caffeine degradation.Gummadi, S. N., Bhavya, B., Ashok, N. (2012). Physiology, biochemistry and possible applications of microbial caffeine degradation. Applied Microbiology and Biotechnology, 93(2), 545-554. 201401121455511055491090 Julien R M Advokat C D Comaty J E 2011 primer of drug actionJulien, R. M., Advokat, C. D., Comaty, J. E. (2011). A primer of drug action (12th ed.). New York, NY: Worth Publishers. 2014011214131192421770 McDaniel L W McIntire K Streitz C Jackson A Gaudet L 2010 effects of caffeine on athletic performance.McDaniel, L. W., McIntire, K., Streitz, C., Jackson, A., Gaudet, L. (2010). The effects of caffeine on athletic performance. College Teaching Methods Styles Journal, 6(1), 33-37. 20140112152043315758228

Essay on the Power of Language in The Plague -- Albert Camus Plague Es

The Power of Language in The Plague In his novel The Plague, Albert Camus presents a pseudo-historical documentary of a plague that confines and controls the citizens of Oran within their city gates. The plague possesses the power of life and death over the people, as it determines which citizens will face their death or those who work to stop death. These latter men, personified by the character's of Rieux, Grand, and Tarrau, each struggle endlessly to master the plague's power over their lives, even with the realization they may never succeed. For Camus, this idea of "impossible struggle" against an unseen power resonates throughout the novel and reoccurs in another "plague" which these men must contend - the limits of human language. Camus's characters place great emphasis and importance upon the power of language and lament their inability to express themselves clearly. As a result, Camus establishes that human language, like the plague, possesses an elusive power in determining the lives of these men even as they struggle to master and control it. Camus demonstrate this first through his description of Rieux's struggle to choose words carefully as he recognizes their power to both define and control his work. Next Camus establishes the power of words in his comical yet poignant portrayal of Grand, whose inability to "find the right words" stifles and confines both his work and his marriage (p.42). Lastly, Camus elaborates upon this power of words through the actions of Tarrau who directly links the misuse of words with the power to kill. For Dr. Bernard Rieux, the use of human language will eventually help define his work. Therefore he struggles to choose his words carefully. When being asked to describe the mysteri... ...termine events in human life even when the speaker works to prevent this. Thus, he establishes once again the power of language over people who can be conscious of language's power but never completely control this power in human life. Through his portrayal of Rieux, Grand, And Tarrau, Camus depicts the power of language as each attempt to master and are mastered by it. In doing so Camus pays tribute to language and makes The Plague a commentary on the artistic process, as Camus himself struggles with language in his career as a writer. Thus Camus's novel also serves as a fable of the written word, as writer's must struggle to master the language in their writings. For Camus, the moral of the story warns the reader to be careful when choosing his words as each has potential power to control lives. Works Cited: Camus, Albert, The Plague. Vintage: NY, 1991.

Conformity and Convenience in Friedrich Durrenmatt’s The Visit Essays

Friedrich Durrenmatt’s epic tragicomedy The Visit is a haunting commentary on the nature of mankind and morality. Bringing to the surface many questions about the difference between justice and revenge, the play is constructed in a way that leaves the reader at once perplexed and conflicted. The difference between right and wrong is often overlooked and even contorted in order to conform with convenience as the citizens of the town become more desperate. The Visit is both a philosophical masterpiece and a harrowing tale of conditional morality. From the very first mention of the millionairess Claire Zachanassian, the reader is barraged with philosophical questions about the difference between right and wrong. Ill shares stories about Claire’s past which immediately foreshadow her perverted sense of morality and justice. For instance, he tells the mayor that: †Clara loved justice. Most decidedly. Once when they took a beggar away she flung stones at the police. . .She stole potatoes once for an old widow (Durrenmatt 15).† The town exalts her for her generosity and self-less behavior. Already, you begin to see the citizens of Guellen overlooking her immorality because it is convenient for them to do so, as she has the ability to help them recover from their state of financial distress. Upon hearing the proposition made by Claire Zachanassian, a million dollars in exchange for the murder of Alfred Ill, the town immediately reacts with disgust. The Mayor argues: †You forget, we are not savages. In the name of all citizens of Guellen, I reject your offer; and I reject it in the name of humanity. We would rather have poverty than blood on our hands (Durrenmatt 39).† The Mayor refuses to accept the offer made by Madame ... ...ty, good living, and luxury: we are moved by this matter of justice, and the problem of how to apply it.† Finally, we see the town conclusively turning their back on Ill, reversing their initial decision for one more suited to settle their problem; though, in order to grapple with what they’ve done, the town convinces themselves that they have done it for reasons of altruism so that their contorted sense of morality is justified. While the town had every intention of remaining humane originally, the escalation of poverty in the town, coupled with people’s willingness to overlook this, resulted in the inevitable murder of Alfred Ill. As the play ends, the viewer is left with a haunting picture of the members of Guellen standing together in a chorus, making one last justification for what they have done, conforming their morals to the mold of their convenience.

Baseball and Females :: Sports Expository Essays

Baseball and Females The legendary game of baseball, the roar of the crowd, the crack of the bat, the hot dogs and peanuts, and most of all the excitement. America's pastime has had a long history filled with great moments, heroic players, and breakthroughs in our modern society. It all started in 1869 when the first professional baseball team, the Cincinnati Red Stockings took the field. They were all male and would eventually be known as the first boys of summer. The first professional girls team was created six years later which in turn grew into more women's teams, but was overshadowed by the growing men's leagues and they eventually dwindled and faded away. The women knew they could play and compete at a level as high or higher than their counterparts and throughout the 20th century proved this by developing successful women's leagues and teams. These were strong determined women who believed in themselves and proved to the world that they were the girls of summer. In 1870's women could not vote or own property, but they could play baseball. In 1875 the first professional girls baseball team was created. They wore uniforms that weighed almost thirty pounds, consisting of floor length skirts, underskirts, a long-sleeved high-necked blouse, and high button shoes. In the 1890's Amelia Bloomer developed a more practical uniform and in her honor the "Bloomer Girls" teams were created. The Bloomer Girls teams rarely played each other, but traveled across America challenging local town, semi-pro, and minor league men's teams. The Bloomer Girls won on frequent occasions, playing competitive ball. These teams gave women an excellent opportunity for employment, travel and adventure for anyone who could hit, field, slide, or catch. The Bloomer girls would eventually dwindle and disappear in 1934, and be replaced by professional softball teams. It was a less competitive game with shorter base paths, a bigger ball, no stealing, and underhand pitching. In 1943 a man by the name of Phillip Wrigley received word from President Roosevelt that the Major League Baseball season would be suspended due to the manpower shortage caused by World War II. Phillip Wrigley wanted to keep baseball going through the wartime, and joined forces with several small town entrepreneurs and created the first official baseball league for women called the All American Girls Baseball League (AAGBL). Thirty scouts were hired to start looking for the best softball players all over the United States. Baseball and Females :: Sports Expository Essays Baseball and Females The legendary game of baseball, the roar of the crowd, the crack of the bat, the hot dogs and peanuts, and most of all the excitement. America's pastime has had a long history filled with great moments, heroic players, and breakthroughs in our modern society. It all started in 1869 when the first professional baseball team, the Cincinnati Red Stockings took the field. They were all male and would eventually be known as the first boys of summer. The first professional girls team was created six years later which in turn grew into more women's teams, but was overshadowed by the growing men's leagues and they eventually dwindled and faded away. The women knew they could play and compete at a level as high or higher than their counterparts and throughout the 20th century proved this by developing successful women's leagues and teams. These were strong determined women who believed in themselves and proved to the world that they were the girls of summer. In 1870's women could not vote or own property, but they could play baseball. In 1875 the first professional girls baseball team was created. They wore uniforms that weighed almost thirty pounds, consisting of floor length skirts, underskirts, a long-sleeved high-necked blouse, and high button shoes. In the 1890's Amelia Bloomer developed a more practical uniform and in her honor the "Bloomer Girls" teams were created. The Bloomer Girls teams rarely played each other, but traveled across America challenging local town, semi-pro, and minor league men's teams. The Bloomer Girls won on frequent occasions, playing competitive ball. These teams gave women an excellent opportunity for employment, travel and adventure for anyone who could hit, field, slide, or catch. The Bloomer girls would eventually dwindle and disappear in 1934, and be replaced by professional softball teams. It was a less competitive game with shorter base paths, a bigger ball, no stealing, and underhand pitching. In 1943 a man by the name of Phillip Wrigley received word from President Roosevelt that the Major League Baseball season would be suspended due to the manpower shortage caused by World War II. Phillip Wrigley wanted to keep baseball going through the wartime, and joined forces with several small town entrepreneurs and created the first official baseball league for women called the All American Girls Baseball League (AAGBL). Thirty scouts were hired to start looking for the best softball players all over the United States.

Unilever Business Manual

Also the organization has set objectives that needs to be achieved. Goals of Milliner (termed â€Å"The compass Milliner strategy for sustainable growth†): ; This clearly outlines their vision for the future where their brands and services will be used all over the world thereby doubling the size of Milliner ; Decreasing damage caused to the environment and impacting society positively. Another aspect of this also includes improvement in the way of life of people in areas such as health, food, annotation, and opportunities within societies ; Combining its multinational competence with Milliner's strong relationship in various cultures to provide a wide range of products to satisfy a range of users and also building strong relationships in new markets which will be of significance in the future growth of Milliner. ; â€Å"Achieving significant growth objectives while decoupling growth from environmental and increasing our positive social impact is a bold but challenging vision † Milliner 1 CEO Paul Pullman.Milliner's mission can be put into key points: Proving a daily better future for all. ; Helping personal image with Milliner's brands and services ; To be an inspiration in taking action to benefit the world ; Doubling the size of its business ; Developing its products further to work towards its goal of doubling the size of its business ; Limiting environmental impact through innovation and developing effective and efficient ways to reach people Primary and Secondary goals On 1 5th November 2010 Milliner announced its plans of sustainability by or before 2020.These goals include: Acquiring 100% of its agricultural raw materials from sustainable sources. ; Improving hygiene for one million people in Asia, Africa, and Latin America through the usage of ‘lifebuoy' soap thereby reducing diarrhea which is a large cause of infant mortality. ; Making safe water available though their low-cost water purifier called Purest which is produced in India and distributed to a half billion people across the world. ; Improving the living conditions of people in developing countries by collaborating with organizations such as Oxford.

Health Services Administration

Health Services Administration Angelina House HSC 111 10-26-12 Health services administrators can also be called medical services managers or healthcare executives. They are responsible for managing the business of healthcare at a facility, or within a department of a facility. Their job duties can vary, depending on their level of management, the size of the facility, their level of education, and work experience. Healthcare administrators play an important role in healthcare services.Most healthcare administrators have at least a bachelor’s degree, and many have a master’s degree as well. In addition, although it is very rare to pursue it, there is also a Ph. D. available. There are some bachelor’s degree programs online, and even more master’s degree programs. This is because many administrators gain some experience in the field, before deciding on a master’s program. Therefore, an online degree is designed to accommodate working individuals, as well as give them the opportunity to immediately implement their new knowledge in the workplace (Guide, 2012).The typical college courses required to obtain a degree in healthcare administration include hospital organization and management, accounting and budgeting, human resources administration, marketing, strategic planning, health economics, law and ethics, and health information systems (Bureau, 2012). Master’s degree programs, which usually have a competitive admissions process, also include a one year residency in a medical facility (Health, 2012). There are many different settings in which someone with a degree in health services administration can be employed.These places are hospitals, physicians’ offices, dentists’ offices, home healthcare services, other practioners’ offices, outpatient care centers, ambulatory healthcare services, medical and diagnostic labs, and nursing and residential care facilities. Nursing home administrators must also b e licensed through the state. Requirements for licensing vary from state to state but, in order to obtain a license, one must also pass an exam, and be under supervised practice for a set period of time.As well, they must complete continuing education classes to keep that license valid (Guide, 2012). The Nursing Home Administrators State Board of Examiners regulates these licenses (Health, 2012). The job duties of healthcare administrators can vary depending upon their position and the facility of employment. Generally, they are responsible for improving the efficiency and quality of healthcare services, by implementing and creating policies and procedures, and in connection with that, must stay up to date on new laws and regulations.They hire and supervise staff in their department or facility, create work schedules, and keep organized records of services. They may manage the finances, such as, patient fees and billing, and ordering necessary supplies. They must also effectively co mmunicate with medical staff, other department heads, and higher ranking administrators (Bureau, 2012). Sometimes healthcare mangers are required to travel, for meetings, conventions, or to oversee other affiliated facilities (Guide, 2012).Health services administrators usually work a full-time schedule, forty hours a week, or more. They may be required to work days, evenings, midnights, and weekends, because the facility they are employed at may operate twenty-four hours a day. Typically, entry-level administrators work forty to fifty hours a week, while senior level administrators may work over seventy hours a week. Managers may also be called in during an emergency situation (Guide, 2012). The median annual wage for health services administrators is about $85,000.The amount of money earned varies by level of management, type of healthcare service provided, and the size of the facility. Lesser paid managers make about $50,000 per year, while high ranking mangers make up to about $ 150,000 per year (Bureau, 2012). The need for healthcare administrators is expected to grow by about twenty percent over the next ten years, faster than any other occupation. Factors that contribute to this are, the aging baby boom generation, and people living longer. As the demand for healthcare grows, so does the need for someone to mange that increasing demand (Bureau, 2012).Healthcare administrators play a key role in the effective and efficient treatment of patients. There are a wide variety of job positions, and settings, for someone with a degree in health services management. The prospective job outlook and competitive wages make this a promising degree to obtain, as well the personal fulfillment of knowing that you are doing something that can help others. References Allied Health Schools. (2012). Health Services Administration Career Overview. Retrieved from http://www. llalliedhealthschools. com/health-careers/health-care-administrator/health-services-administration-care er-overview Bureau of Labor Statistics, U. S. Department of Labor. (2012). Occupational Outlook Handbook. Medical and Health Services Managers. Retrieved from www. bls. gov/ooh/Management/Medical-and-health-services-managers. htm World Wide Learn. (2012). Guide to College Majors in Healthcare Administration. Retrieved from www. worldwidelearn. com/online-education-guide/health-medical/healthcare-administration-major. htm

Foreign Study

Study Confirms Accuracy of UE Leak Detectors * Tags:  ultrasonic inspection UE Systems announces a major step in independently verifying the accuracy of its UE3000 leak detectors to estimate compressed air leak flows. Gary Mohr, President of UE Systems, explains, â€Å"We always felt that our leak detector did a good job estimating the size of air leaks by using our ultrasonic intensity measurement approach. â€Å"But to find out that Air Power USA, one of the most highly regarded and experienced compressed air consulting groups in the country, had taken it upon themselves to run head-to-head comparisons of air flow estimates made using our UE3000 system and Air Power’s own engineering- and experience-based approach was gratifying. Air Power’s study results concluded the two approaches came within 5 percent of each other in the aggregate estimate of air flows for five different air studies.Having the difference in the size estimate of any individual leak usually fal l within 2 cfm is truly amazing and great news for our customers. † Hank van Ormer, president of Air Power USA, explains the unusual effort by his company, â€Å"Over 70 percent of our business is ‘performance-based,’ which means we only get paid to the extent we deliver energy savings that can be verified by an independent evaluator. As such, we have greatly increased our measurement capabilities so we know which customer projects will produce the payback we need and whether the independent evaluation is on target. â€Å"We have always taken pride in our in-house training for our senior air auditors and air specialists to quantify leak flows. In a number of cases, Air Power has reviewed leak estimates made by our competitors, where we have found that our flow estimates were less than half for the very same leaks. We feel vindicated when the post-project flow measurements associated with those leaks confirm our original estimates. † â€Å"With the UE3000 system, we can now get that same level of accuracy faster and at a lower cost.In addition, the repeatability of the UE3000 flow estimates is an important bonus that provides credibility when we have independent evaluators checking our work. † Information about the UE3000 leak detection system can be obtained from UE Systems Inc. at  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  800-223-1325  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  or [email  protected] com. Information about Air Power’s study on Leak Flow Estimation or about its comprehensive consulting services to improve compressed air systems can be obtained from Keith Jenkins at  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  740-862-4112  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  or  [email  protected] com.

Principle of teaching Essay

Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research – and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.