Movie Review Star Wars - 1848 Words

When George Lucas first pitched the idea of Star Wars, a space-western, to movie executives back in the 1970’s; he probably never imagined it to be the cultural phenomenon that it turned out to be. The original Star Wars trilogy (Star Wars Episode IV: A New Hope, Star Wars Episode V: The Empire Strikes Back, Star Wars Episode VI: Return of the Jedi), earned more two billion dollars, after adjusted for inflation in North America (IMDB). Then sixteen years later the next three Star Wars movies were released (Star Wars Episode I: The Phantom Menace, Star Wars Episode II: Attack of the Clones, Star Wars Episode III: Revenge of the Sith), and earned more than 1.5 billion dollars at the box office in North America, adjusted for inflation (IMDB). Not only were the movies box office hits, the movies were also critically acclaimed. Episode VI was nominated for 11 Oscars: including Best Picture, and also won seven Oscars, including a special achievement award (The Academy Awards). The prequels were also nominated for a total of five Academy Awards (The Academy Awards). With all of that aside Star Wars is more than all of that, the franchise has influenced movies and how audiences get involved with movies. Star Wars was not the original blockuster, Episode IV came out two years late to get that title, that title goes to Jaws. Jaws, much like Star Wars, caused the shift from the film industries typical, personal filmmaking, to a much faster paced, big budget movies, aimed towardsShow MoreRelatedMovie Review : Star Wars1214 Words   |  5 Pagesnew toy? In this Duracell commercial a young boy receives a toy light saber like the ones used in Star Wars. As the boy opens up the box to his new light saber, he finds that batteries are not included. He then races upstairs to his bedroom and finds Duracell batteries. After putting in the Duracell batteries into his Star Wars Light Saber, suddenly his whole house and neighborhood turns into a Star Wars battlefield. This Du racell commercial was aired on television on October 30, 2015. This was a greatRead MoreMovie Review : Star Wars1544 Words   |  7 Pagesfilm-inspired games usually appear the afterthought of the Hollywood marketing process. But Star Wars: the Force Awakens isn’t a fairly large franchise film, and these are by no means normal circumstances. A little under a month ahead of what could quite possibly be the biggest cinematic release of all time, we fans have not just a shameless tie-in but a fully-fledged reboot of one of the most loved franchises in Star Wars’ enormous gaming catalogue. And while that may be as much a result of rose-tinted nostalgiaRead MoreReview Of Movie Star Wars 1472 Words   |  6 PagesHunter Keane Dr. Jarrod Whitaker Ritual Studies October 5, 2015 Untitled Jedi Paper When George Lucas released Star Wars in 1977, it would be reasonable to assume he possessed some level of expectations regarding how his film saga would affect and alter the lives of its audience. What he may not have anticipated, however, is that his fictional protagonists, the Jedi Order, and their respective philosophies would resonate so strongly within particular individuals to such an extent that itRead MoreMovie Review : Star Wars1971 Words   |  8 PagesStar Wars has become an American classic in pop culture. George Lucas is the brilliant mind behind the movie who came up with all of what we call now Star Wars. He is the creator of such a brilliant phenomenon in the pop culture. He could not do this all by himself, there were many people involved in the production of the movies. An essential factor to the production of the movies is the music. Lucas decided to give that responsibility to John Williams, a well-known composer, because he had listenRead MoreMovie Rev iew : Star Wars2035 Words   |  9 Pagesthe idea of Star Wars, a space-western, to movie executives back in the 1970’s; I’m sure he never imagined it to be the cultural phenomenon that it turned out to be. 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To Examine Pressure Ulcers Health And Social Care Essay Free Essays

Pressure ulcers as stated by the European Pressure Ulcers Advisory Panel ( EPUAP, 2007 ) : â€Å" A force per unit area ulcer is localised hurt to the tegument and/or underlying tissue normally over a cadaverous prominence, as a consequence of force per unit area, or force per unit area in combination with shear and/or clash. A figure of lending or confusing factors are besides associated with force per unit area ulcers ; the significance of these factors is yet to be elucidated. † In add-on, National Institute for Clinical Excellence ( NICE, 2008 ) defines a force per unit area ulcers as â€Å" A force per unit area ulcer is harm that occurs on the tegument and implicit in tissue. We will write a custom essay sample on To Examine Pressure Ulcers Health And Social Care Essay or any similar topic only for you Order Now Pressure ulcers are caused by three chief things: Pressure – the weight of the organic structure pressing down on the tegument. Shear – the beds of the tegument are forced to skid over one another or over deeper tissues, for illustration when you slide down, or are pulled up, a bed or chair or when you are reassigning to and from your wheelchair. Friction – rubbing the tegument † . Some of the force per unit area ulcers intrinsic causes ( built-in to single ) include decrease mobility, incontinency ( Horn, 2004 ) , old age, malnutrition, hapless hygiene, dry tegument, diabetes mellitus and surgery ( ex. hip break ) and anemia ( Gunningberg, 2000 ) . Some extrinsic causes include clash, shearing forces, hypothermia ( Scott, 2001 ) and length of surgery ( Houwing, 2004 ) . Pressure ulcers are a common complication of lessening mobility due to hip break with reported incidence of between 8.8 % and 55 % ( Baumgarten, 2003 ) . Harmonizing to Versluysen ( 1985 ) , 17 % of patients that is admitted to hospital for surgery had force per unit area ulcers upon admittance and that 34 % developed lesions during the first hebdomad of stay in infirmary. Versluysen ( 1986 ) conducted another survey that 66 % of the patients with hep break developed force per unit area ulcer, bulk of these force per unit area ulcers appeared during the first 48 hours of admittance. Incontinenc e increases the hazard of holding a force per unit area ulcer because of the inordinate wet on the tegument, moist tegument adhere to the mattress therefore consequences to increased shearing forces ( Defloor and Grypdonck, 1999 ) . Dry tegument besides increases the hazard of holding force per unit area ulcers because of the reduced snap of the tegument ( Gunnigberg, 2000 ) . Surgery itself ( Lindgren, 2005 ) and length of surgery of 4 hours or more ( Schoonhoven, 2002 ) have been reported to increase the hazard of developing a force per unit area ulcer. In 2005, the National Institute for Clinical Excellence has issued clinical guidelines to the National Health Service ( NHS ) about force per unit area ulcers. The guidelines are about bar and intervention of force per unit area ulcers, which are recommended for the usage of physicians, nurses and other health care professionals working in the National Health Service in England and Wales. The guidelines were prepared by health care professionals, scientist, and people stand foring the position of those who have or attention for person with the status. The groups make a recommendation based on the grounds available at the clip the recommendation is made on the best manner of handling or pull offing the status, and these clinical guidelines are recommended for good pattern. Under these NICE guidelines ( 2005 ) , it recommends that healthcare professional work together with the patients in order for the patients to hold an active function in doing determination sing their program of att ention with the pick to affect their carer if they wished to. It besides mentioned that health care squad should esteem and take into consideration the patient ‘s cognition, experience, and demands, particularly if the patient has have been at hazard of developing force per unit area ulcers for a long clip. Furthermore, it besides mentioned that patients and carer should be given developing and information as to the grounds why the patient is at hazard of developing force per unit area ulcer, parts of the organic structure most at hazard to hold force per unit area ulcer, how to inspect the tegument and acknowledge the alterations in the tegument, how to alleviate force per unit area, and supply information to the patient and carer where to happen aid, advice, and support. Pressure on the tegument over cadaverous prominence such as sacrum, hips, cubituss, mortise joints, heels and shoulder causes decreased blood flow to the tissue, therefore cut downing tissue oxygenation. If this force per unit area is non relieved, the affected country starts to alter coloring material, inflammation to patients with just skin tone and bluish for patients with darker tegument tone and deemed to be ‘at hazard ‘ ( EPUAP, 2009 ) and may turn out to be difficult to observe, which so advancement to a more intensive tissue hurt if no attention is given. Members of the European Pressure Ulcers Advisory Panel and National Pressure Ulcer Advisory Panel ( 2009 ) have had on-going treatment about many similarities the two organisation ‘s force per unit area ulcer grading/staging systems. They developed a common international categorization system and definition for force per unit area ulcers. EPUAP and NPUAP attempted to happen a common word to depict the class and phase but to no help. The word class was recommended as a impersonal term against phase and class and has the advantage of being non-hierarchical. They recognize that there is a similarity to the words – phase and class, and hence, they suggested to utilize whatever is most clear and understood. The most important addition from this partnership is that the degrees of skin-tissue harm and definition of force per unit area ulcer are the same, even though they may be labelled otherwise. Pressure ulcers are classified into four ( 4 ) stages/categories based on the EPUAP ( 2009 ) categorization system. Non-blanching erythema is labelled as grade/category I, the tegument is integral with inflammation that is non-blanching of a localised country over a bony prominence when light force per unit area is applied. The affected country may be painful, house, soft, and heater or ice chest compared to the environing tissue. As mentioned earlier, patients with dark skin tone may be hard to measure and hold ‘at hazard ‘ . Partial thickness skin loss of both or either one of the first or 2nd bed of the tegument called cuticle and corium is classed as stage/category II, this stage/category of force per unit area ulcer presents itself in many ways, it can be a ruddy or glistening shallow ulcer without gangrene ( bed of dead tissue separated from the environing ) , may besides show itself as an integral or ruptured sero-sanginous filled or serum-filled blister, or merely bruising. Stage/category III is characterized with full thickness skin loss ; it involves harm to or the loss of hypodermic fat but non musculus, sinew, or bone. Pressure ulcer in this stage/category varies harmonizing to the site affected. Stage/category IV portraits as force per unit area ulcer with full thickness skin loss with extended harm of tissue which may include musculuss, facia, and other supporting construction and may set the patient at hazard of developing osteomyelitis or osteitis. NMC Code of Conduct ( 2008 ) EPUAP definition ( 2007 ) hypertext transfer protocol: //www.npuap.org/pr2.htm Nice definition hypertext transfer protocol: //www.nice.org.uk/nicemedia/pdf/CG029publicinfo.pdf Versluysen M. Pressure sores in aged patients. The epidemiology related to hip operations. J Bone Joint Surg Br 1985 ; 67: 10-3. Versluysen M. How aged patients with femoral break develop force per unit area sores in infirmary. BMJ 1986 ; 292: 1311-3. Defloor T, Grypdonck MH. Siting position and bar of force per unit area ulcers. Appl Nurs Res 1999 ; 12: 136-42. Gunningberg L, Lindholm C, Carlsson M, Sjoden PO. The development of force per unit area ulcers in patients with hep breaks: unequal nursing certification is still a job. J Adv Nurs2000 ; 31:1155-64. Lindgren M, Unosson M, Krantz AM, Ek AC. Pressure ulcer hazard factors in patients undergoing surgery. J Adv Nurs 2005 ; 50: 605-12. Schoonhoven L, Defloor T, new wave der Tweel I, BuskensE, Grypdonck MH. Hazard indexs for force per unit area ulcers during surgery. Appl Nurs Res 2002 ; 15: 163-73. EPUAP hypertext transfer protocol: //www.epuap.org/guidelines/Final_Quick_Prevention.pdf ( 2009 ) Lindholm C, Sterner E, Romanelli M, Pina E, Torra y Bou J, Hietanen H, Iivanainen A, Gunningberg L, Hommel A, Klang B, Dealey C. Hip break and force per unit area ulcers – the Pan-European Pressure Ulcer Study – intrinsic and extrinsic hazard factors. Int Wound J 2008 ; 5:315-328. Scott EM, Leaper DJ, Clark M, Kelly PJ. Effectss ofwarming therapy on force per unit area ulcers – a randomised test. AORN J 2001 ; 73:921-7,929-33, 936-28. Houwing R, Rozendaal M, Wouters-Wesseling W, Buskens E, Keller P, Haalboom J. Pressure ulcerrisk in hep break patients. Acta Orthop 2004 ; 75:390-3. Gunningberg L, Lindholm C, Carlsson M, Sjoden PO. Effect of visco-elastic froth mattresses on the development of force per unit area ulcers in patients with hep breaks. J Wound Care 2000 ; 9:455-60. Baumgarten M, Margolis D, Berlin JA, Strom BL, Garino J, Kagan SH, Kavesh W, Carson JL. Riskfactors for force per unit area ulcers among aged hip break patients. Wound Repair Regen 2003 ; 11:96-103. Horn SD, Bender SA, Ferguson ML, Smout RJ, Bergstrom N, Taler G, Cook AS, Sharkey SS, Voss AC. The National Pressure Ulcer Long-Term Care Study: force per unit area ulcer development in long-run attention occupants. J Am Geriatr Soc 2004 ; 52:359-67. How to cite To Examine Pressure Ulcers Health And Social Care Essay, Essay examples

Professor And The Madman Essay Example For Students

Professor And The Madman Essay In The Professor and the Madman, the author, Simon Winchester, does an excellent job of paralleling the history of the making of the Oxford English Dictionary with a touching story of friendship between the dictionarys editor, Professor Murray, and a notable contributor to the dictionary, Dr. Minor. Simon Winchester provides an interesting background as to how the Oxford English Dictionary, one of the worlds greatest books, came to existence. He includes a genealogy of the lives of the two main characters, Dr. Minor, who is in a mental institution for killing a man, and Professor Murray, a dedicated editor to the Oxford English Dictionary. Winchester also includes a brief history of the lack of dictionaries in the 1800s. As for Winchesters style, he colors the novel with a sympathetic touch to the tragic story. He illustrates Dr. Minor as a ? sensitive and intelligent man, a graduate of Yale, and well read and curious? (Winchester 113). Interspersed in the story are definitions such as: lunatic, murderer, elephant and others. These definitions usually occur at the beginning of a new chapter and add emphasis to the themes of the factual tale. The Professor and the Madman is a story based on fact about murder, madness, and the construction of the Oxford English Dictionary. It is a tale about the companionship of two men, who were both actively involved in the creation of the Oxford English Dictionary. Dr. Minor serves as a surgeon in the Civil war, where he endures horrific sights. Dr. Minors experiences in the war are believed to be the leading cause of his madness. As a result of Minors insanity he kills a man during a delusional state, which lands him a place in a mental institution. It is during Minors stay in the Broadmoar Criminal Lunatic Asylum in which he begins writing thousands of definitions to contribute to the dictionary. After several volumes of the dictionary had been completed, Professor Murray meets with Minor, the man who had contributed so much of his time to the prolific cause. The two men play a large role in the making of the biggest dictionary in their time period. Newer editions of the Oxford Englis h Dictionary still exist today and in the words of Simon Winchester, ?The was the heroic creation of a legion of interested and enthusiastic men and women of wide general knowledge and interest; and it lives on today, just as lives the language which it rightly claims to be a portrait? (Winchester 221). English Essays

King Lear King Lear A Tragic Hero Essays - Literature, King Lear

King Lear: King Lear a Tragic Hero King Lear had been discussed by many critics of the play of this name, with some taking the position that he was a tragic hero. However, there are a few who believe that he was not, and that in effect, he might even be a comic figure. This paper attempts to discuss whether King Lear is a tragic hero or not, looking at the works of two critics, each taking opposite sides. On the one hand, there is A.C. Bradley, who takes the position that King Lear is a tragic hero because he demonstrates all the characteristics of a tragic hero as Bradley saw it. On the other hand, G. Wilson Knight believes that the play King Lear is really a comedy of the grotesque, and that King Lear is really a comic figure. The position that I am taking is this paper is that King Lear is a tragic hero, because he fits all the characteristics that Bradley identifies as belonging to a tragic hero, and more than that although there might appear to be comic elements in the play King Lear that the tragic elemen seem to outweigh the comic. Therefore, the position taken by Knight is not accurate in describing King Lear. The tragic hero, according to Bradley, is a person who suffers tremendously, whose suffering goes beyond him. The tragic hero also takes the action that produces the suffering and calamity which leads to death. Other characteristics of a tragic hero are as follows. The tragic hero is a person who is of high degree, and his welfare is intimately tied up with the welfare of the state. The hero is an exceptional being, of high degree, whose actions and sufferings are of an unusual kind, who possesses and exceptional nature. His nature is exceptional in the sense that it is very much like our nature, except that it is intensified. The tragic hero is also involved in conflict, which could be either conflict with someone else, or conflict within himself. The tragic hero is also described as inspiring pity on the part of the viewer because of the intensity of the suffering that the tragic hero is undergoing. Furthermore, the tragic hero is seen as wretched, nevertheless, the audience does not see him as contemptible. Instead, the audience sees the tragic hero as suffering and the order in the world as destroyed. The only way that order would be restored is through the death of the tragic hero. (Bradley) Knight, on the other hand, takes a different perspective of the play King Lear. This author points out that tragedy and comedy are very close to each other. "Humor is an evanescent thing, even more difficult of analysis and intellectual location than tragedy. To the coarse mind lacking sympathy an incident may seem comic which to the richer understanding is pitiful and tragic." (Knight 1949, 34) In other words, tragedy and comedy seem to involve the process of invoking tension, and the relief of that tension could be either through the pain of tragedy or the humor of comedy. This is why there are situations where a person may cry or laugh at a similar set of circumstances. It just depends on how the idea is developed. "The comic and the tragic rest both on the idea of incompatibilities, and are also, themselves, mutually exclusive; therefore to mingle them is to add to the meaning of each; for the result is then but a new sublime incongruity." (Knight 1949, 34) The reason that people laugh at situations is that there is a juxtaposition of things that are incongruous. At the same time, the tragic does involve incompatible things taking place, and thus leading to a resolution of the pressure that is created through pain or crying. Knight does not see tragedy and comedy as being very different in the sense that they both view incongruity. In the case of King Lear, Knight believes that while the character of King Lear is tragic in the sense that he suffers that there is something comic in the situation because King Lear brings it upon himself because of the incongruity of King Lear's behavior. King Lear is mad, and his behavior from the very beginning of the play, where he tries to see which one of his daughters loves him more is incongruous. Knight sees this situation as comic, where King Lear has " . . . staged an interlude, with himself as chief action. . . . It

Free Essays on I Witnessed

I witnessed a miracle About six years ago my parents and I realized how hard it is to nearly lose an immediate family member, someone we truly love. November 29, 1998 was a cold and rainy day in the small town of Splendora, Texas, my hometown. I was at my friend Amanda’s house that day watching movies when I first heard some terrible news. The telephone rang and it was for me. I thought to myself, â€Å"who could be calling me.† I knew that my mom was grocery shopping and my dad was at work, so I did not think it would be either of them. When I answered the phone I realized it was my mother, she sounded horrified, I knew something bad had happened. That was the moment I found out my older brother, Wade, had a deadly disease called bacterial meningitis. Earlier that morning my brother went to his friend Shaun’s house to go play video games. Later that afternoon my mom was grocery shopping when Wade called her and said he was not feeling well. So, my mom rushing through the store quickly finished her grocery shopping and immediately drove to Shaun’s house to go get my brother. When she arrived Wade slowly walked outside on the old wooden porch. At that moment mom realized how bad the situation really was. He looked as if were a walking zombie; he was so weak and stiff. He had large dark circles around his eyes that made him look very tired and restless. With all his might, he slid his feet one by one across the old porch trying to get to the car. My mom looking as terrified as any other mother would, she got out of the car to help him make it down the stairs safely. Wade struggling to walk down the stairs looked at my mom with his dark brown eyes and said in a soft sickly voice, â€Å"take me to the hospitalâ₠¬ . Raging through all the traffic, they rushed to the emergency room at Kingwood hospital. As soon as he arrived the nurses took his temperature, it was 106.2 degrees. They immediately took him in the back on a str... Free Essays on I Witnessed Free Essays on I Witnessed I witnessed a miracle About six years ago my parents and I realized how hard it is to nearly lose an immediate family member, someone we truly love. November 29, 1998 was a cold and rainy day in the small town of Splendora, Texas, my hometown. I was at my friend Amanda’s house that day watching movies when I first heard some terrible news. The telephone rang and it was for me. I thought to myself, â€Å"who could be calling me.† I knew that my mom was grocery shopping and my dad was at work, so I did not think it would be either of them. When I answered the phone I realized it was my mother, she sounded horrified, I knew something bad had happened. That was the moment I found out my older brother, Wade, had a deadly disease called bacterial meningitis. Earlier that morning my brother went to his friend Shaun’s house to go play video games. Later that afternoon my mom was grocery shopping when Wade called her and said he was not feeling well. So, my mom rushing through the store quickly finished her grocery shopping and immediately drove to Shaun’s house to go get my brother. When she arrived Wade slowly walked outside on the old wooden porch. At that moment mom realized how bad the situation really was. He looked as if were a walking zombie; he was so weak and stiff. He had large dark circles around his eyes that made him look very tired and restless. With all his might, he slid his feet one by one across the old porch trying to get to the car. My mom looking as terrified as any other mother would, she got out of the car to help him make it down the stairs safely. Wade struggling to walk down the stairs looked at my mom with his dark brown eyes and said in a soft sickly voice, â€Å"take me to the hospitalâ₠¬ . Raging through all the traffic, they rushed to the emergency room at Kingwood hospital. As soon as he arrived the nurses took his temperature, it was 106.2 degrees. They immediately took him in the back on a str...

A Night at the Opera

A Night at the Opera Analysis Paper A Night at the Opera is a 1935 American comedy film starring the Marx brothers. Groucho Marx, Chico Marx and Harpo Marx. The Marx brothers influence on comedy can still be seen in todays films. There is very few comedians that have ever had as long a lasting influence or been as well-known as they are. It is absolutely astonishing that after over seventy years, it still portrays the same amount of enjoyment and laughter in modern viewers as it did when the film was first distributed. The language of their comedy has not dulled over time, aspects of Marx brother humor can be found throughout sit-coms, movies, comedic acts and especially cartoons. I have been a huge fan of the show called I Love Lucy since I was about 7 years old, but I never knew that the Marx brothers had such an influence on the show and that they based a lot of there comedy scenes from the Marx brothers, and Harpo had actually starred in one of their episodes as well. In the film A Night at the Opera they have a singer names Ricardo Baroni, and in the set of I Love Lucy her husbans name is Ricky Ricardo. I feel as if since A Night at the Opera played such a big influence on their show that maybe they were trying to place that name in there as some type of contribute to them and their film. I also have seen many scenes in the cartoon Tom and Jerry that tie in together from the Marx brothers. This is just proof that from Grouchos wisecracking word play, Chico conning every person he can when he has the chance, to the way Harpos doesnt speak and frankly comes off really dumb founded. There sense of humor is timeless and forever will be a true classic.

Career develpoment plan part (iii) Essay Example | Topics and Well Written Essays - 500 words

Career develpoment plan part (iii) - Essay Example Here are three basic questions to answer: This gives the current-state analysis of skills, capabilities, and knowledge which each individual employee holds at this point in time. They are then required to jot down the strengths and weaknesses, which they think they carry. Their self assessment is then passed on to functional managers for evaluation based on their observation about each individual. This is more like a starting point for the employee’s career, presence of which may un-block potential growth areas. Second question which needs attention is the future-state one seeks to reach, considering the career interest, knowledge, and skills which can be enhanced. It gives a proper direction for pursuing the career one wants to stick to after gaining much experience. Mostly, career counseling or proper mentoring by experts can help in figuring out the place one desires to reach. Lastly, figuring out the gaps between the current-state and the future-state provides structured Action Plan for achieving desired goals. Over here, it’s very critical to have realistic goals in mind, absence of which can make the efforts go invain. The action plan created acts like a detailed map, consisting of step-by-step measures required to progress. The career map formed by the assessment acts like the initial document for carrying out the Performance Appraisal procedure, along with the Job Description and Job Responsibilities’ documents provided to employees at the time of induction. At the time of appraisal, which is the basic step for evaluating the progress, appraisal forms (refer to Appendix A) are shared. The yearly, bi-yearly, or quarterly appraisals highlight the strengths, which have been utilized the most; and the areas of improvement of each employee separately. Feedbacks of the appraisals are shared with the employees individually by calling private meeting in a closed room, where concerns can be shared and disagreements can be catered to

Marketing Communication Plan Essay Example | Topics and Well Written Essays - 1750 words

Marketing Communication Plan - Essay Example Objectives for Future: In order to sustain the organisation’s reputation and to enhance it in the future, they will need to launch new and innovative campaigns in target nations that really have problems, which affect a major share of the population. By doing this, Oxfam can garner a lot of media as well as public attention that will further promote their good will on a global level. In the recent years, the youth oriented programs of the organisation have attracted attention and they are receiving good support for such endeavours. These campaigns are being promoted through Youth Action Group, which provide youngsters to be innovative and orient their actions for fighting against issues that â€Å"matter to them† and thus come under the umbrella of â€Å"active global citizens† (Teachers’ Guide: A Guide to Support Youth Action Groups, n.d.). Developing nations do offer a wide range of options for action with regard to improving the quality of life of young sters, solving a variety of problems that they encounter, providing them better educational and employment avenues etc. Thus, it transpires that the best strategy at this juncture for Oxfam is to focus their attention to some major problem in a developing nation that will offer the scope for excellent PR work. In order to sustain their reputation as a high profile charitable organization, Oxfam needs to focus on the problems on developing nations and take action for supporting the novel causes in those countries. This will enable them to tap the potential of garnering support from these countries as well as create an impression in the international community that the organization is intervening with the real problems that need to be tackled in the modern day. There are many countries in the world where resources are plenty and human talent is available in abundance. However, due to a lack of a proper sense of direction or the absence of resourceful leadership, many aspects may get i gnored thus causing internal problems in the country. Organisations like Oxfam have a key role to play in such nations and by doing so, they will be offering valuable services to such countries. In order to raise funds and promote their reputation as a short term objective, one of the ideal strategies will be to fix a novel price for the Oxfam Anniversary Party and Gathering and to promote its sale through active campaigns, with the propaganda focused on the key issue for which the income will be spent on. In addition, a fund raising endeavour can also be made on the day of the event, with some specific offer as media coverage or advertisement for the donors to the cause. Similarly, parties can also be organized in major cities of the country where the focus campaign is to be conducted, wherein similar special offers may be floated to industries and other interested parties. Thus, Oxfam will be able to generate high revenues from the Annual Party and Gathering. Target: India is a de veloping nation, with its economy poised for high growth and it is also one of the major destinations for foreign investment as the country has a high â€Å"potential for achieving sustained growth† and development (Current State of the Indian Economy: A Balancing Act, 2012, p.7). The country, despite being agriculture based traditionally, has a lot of industries both in manufacturing and service areas as well as other

Home Depot Employee Benefits Essay Example for Free

Home Depot Employee Benefits Essay The first case is against an employee Gunderson working at JMI agency owned by Brown Corporation. It is filed by Brown on account of the defendant’s violation of the employee agreement by joining a competing company after working there continuously for seven months and soliciting and servicing Brown’s customers and disclosing confidential information. The summary judgment was made in favor of the defendant because an employment of seven months is not enough under Illinois law to support the limiting agreement. (Findlaw, 2008) The second case is against an employee Robert M. Bono working at Chicago Transit Board who was discharged from his job on account of misconduct by calling a customer while working though his job duties did not require calling any customers. The call was personal and social in nature involving a sexual joke. The court affirmed the decision of Chicago Transit Board as being reasonable and appropriate. (Findlaw, 2008) Issues:Â  The issue being discussed in the first case is the claim by the parent company of breach of contract by the employee. But since the employment period of Gunderson was only seven months so according to Illinois law no charges can be made against him In the second case, the issue discussed is of an employee misbehaving with a customer on telephone and making personal use of the phone though he is not allowed to do so. Therefore, he dismissed by the company. Implications for Home Depot:Â  At Home Depot, each employee should be clearly told of his/her duties and the consequences of not acting accordingly. Secondly, the employee contract at Home Depot should specify clearly all the terms and conditions specially the time period after which he can be accused of the violation of the contract. Conclusion: Through the analysis of the above cases, I learned that minor mistakes by an employee can result into big troubles and court procedures. Therefore, one should remain cautious every time while working on his job.

Teleconferencing - An Upgraded Means of Communication Essay -- Explora

Teleconferencing - An Upgraded Means of Communication The day-to-day communications and conferencing between people evolved to what we know as telecommunications and information services. Teleconferencing is an elevation of telecommunications and information. Ordinarily, in a conference people meet together in groups small or large to discuss and exchange ideas, and views about facts, subjects, or events. But teleconferencing makes a great difference with new technologies. Putting these ideas together, we agree that teleconferencing is the discussion and exchange of ideas and views by a group of two or more through transmission, emission, and acceptance of signs and signals, images and sounds by wire, optical and other electronic devices without the participants being under the same roof (World Communications 16). How did it come about? According to the book titled, World communications, the root of teleconferencing is traced back to 1837 when Samuel Morse invented the first electric telegraph. This was used for local transmission of messages and information. It became an international means of information transfer in 1876. In this same year with the invention of telephone system by Alexander graham bell, communication system was upgraded (World Communications 50). The telephone not only became an extension of telegraph but a break through and the basis for much of today’s astonishing progress in the routing, transmission and processing of information. The first wireless transmission was established in 1895 (World Communications 51). Communications and conference continued to improve with the invention and discovery of other mass media devices such as the radios in 1930s and the television in 1950s. Teleconferenci... ...rge scale teleconferencing will require a reasonable amount of money to get it done. Conclusion: Teleconferencing is an upgraded means of communication and information that require telephone line/cable, television /screen, video machine etc to make it effective. It connects as many businesses as possible. It saves money, time and energy. It is easy to record minutes of conferences and use it later. Resources Used H.L.Capron. Computers: Tools for an Information Age (sixth edition). New Jersey: Princeton Hall Inc. Telecommunications union: World communications Geneva, Switzerland 1983. http://www.ltss.bristol.ac.uk/teleconf_1.htm (20 May 2001) http://www.lifelearn.depaul.edu/un/ (21 May 2001) http://www..lifelearn.depaul.edu/un/ http://www.kn.pacbell.com/wired/vidconf/ (21 May 2001) http://www.fhwa.dot.gov/reports/pittd/teleconf.htm (21 May 2001)

Significant Effects of Music

The study entitled SIGNIFICANT EFFECTS OF MUSIC aims to determine the factors that causes the youth to get involved to music, the significant effects, whether would be positive or negative, that it brought to them, the comparative effects it take them to music while studying, between listening and reviewing. Specifically it sought to answer the following questions: I. What are the factors that influence and cause the youth to get involved into music? II. What are the significant effects of music? III. a. What are the desirable effects of getting involved into listening music? b. ) What are the undesirable effects of getting involved into listening music? IV. How does music affects their performance in school? The study made use of the descriptive method to determine the desirable and undesirable effects of music. The data were gathered through survey questionnaire given to some junior students. This respondent of the study were roughly 72 students selected using the Proportional Stra tified Random Sampling method. The students were chosen carefully so that the samples represent the population. The study made use of previous researcher, interview, music manuals, research books, related literature on the book from the library and other on formations through the internet. Data gathered were the basis of the research in drawing the conclusion. The researcher problem focuses on the significant effects of music on junior students. After gathering and summarizing data the researchers come up to the following results. That junior student perceived that the psychological/emotional factor obtaining a total evaluated score of 133 ranks as number one factor that drives them to listen to music. Second and third, mental and social respectively. Total evaluated score higher than zero (0) on statements on the desirable and undesirable effects of music presented on the survey questionnaire would mean that evaluated statements were accepted to be true. On the other hand total evaluated score less than zero (0) would indicate that there is no significant evidence to show that the evaluated statement manifest such effect. Junior students perceived DS3 as the most desirable effect of music. That is music makes them happy, relaxed, and energized. Junior students perceived US3 as the most undesirable effect of music. That is music makes them lose track of time enabling them to accomplish their work and household chores. Junior students perceived that music has something to do with regards to their performance in school. Majority agreed that music improves their learning ability while reviewing. (DS1). Music plays an important part of an individual. People listen and engage into music because of many reasons such (1) to fulfill own satisfaction (2) to enjoy (3) to express feelings (4) to relax (5) to produce sense of participation (6) to lighten burden/work easier etc. Based on the survey results, it is the psychological or emotional factor that drives the junior students most to listen to music which is in congruence and in relation to the most perceived desirable effect that is music makes them happy, relaxed and energized. Even so, there is still a great variability to the extent of engagement. Although findings show that music offers a wide selection of pleasant effects since all statements presented were shown and proven to be true, careful considerations must be given to the negative effects for result show that from among 5 presented statements on undesirable effects of music, 3 were evidently true. No matter how little or significant it is, take into account that there is always a risk. When it comes to their performance in school findings prove that majority of the junior students agreed that music enhances their learning ability when reviewing.

Political Parties and Unfair Elections Essay

This party system was the first ‘truly national system’, consisting of the Democrats (followers of Jackson) and Whigs (opponents of Jackson) fairly balanced in most regions (Wilson and DiIulio, Jr. 196). The Civil War split the political parties in several ways. There was a deep difference in opinion between the parties over the issue of slavery and sectionalism. Both parties tried to ‘straddle the issues’ to avoid dividing their followers and losing the election to their rival (Wilson and DiIulio, Jr. 196). But the old parties divided and new ones emerged. As a result of the Civil War the modern Republican Party began as a third party. The Republican Party’s strength lay in the North; Abraham Lincoln did not receive a single electoral vote from a Southern state in 1860. The Democrats in the North divided into War Democrats, who supported the war effort but claimed the Republicans were doing a poor job of leading the Union, and the Peace Democrats, or Copperheads, who opposed the war and were suspected of disloyalty to the Union. To win the election of 1864, the Republicans reorganized themselves as the Union party to attract votes from the War Democrats and nominated War Democrat Andrew Johnson for vice president. When Lincoln was assassinated, Democrat Johnson became president. Following the Civil War, Republicans moved quickly to consolidate their control of the United States government. They quickly added a series of Western states to the Union, states that they expected would remain firm in their support for Republicans. The Republican Party’s pro-business positions played well in the industrial North and Midwest, while the Democrats held the â€Å"solid South. † The large number of immigrants who came to the United States, together with the growing industrial workforce, laid the basis for strong, largely Democratic political machines in New York, Chicago, and other large cities (CliffsNotes. com). So at this point there were basically two political parties, the Democrats and the Republicans. The Democrats dominated national politics for the next 20 years. Democratic dominance collapsed in the 1960s in response to the Vietnam War. There was unprecedented rioting against the principles of the war and Democrats blamed their party for the riots and the rise in unlawful behavior and protests. Due to that fact, support of the Democratic Party sharply declined. From the 1968 election of Richard Nixon to Bill Clinton’s 1992 victory, only one Democrat attained the White House: Jimmy Carter, whose term spanned 1976 to 1980. The Electoral College is a major factor in sustaining a majority two-party system, but does not necessarily keep elections fair. If the popular vote in a state is very close, the winner gets all of the state’s electoral votes. This makes it extremely difficult for a third party to win, i. e. the two-party system is reinforced. In many cases the Electoral College system has failed so far as keeping elections fair. Two instances in particular reveal the inadequacy of the Electoral College procedure. An example of a popular third party candidate that was denied any serious validation as a Presidential candidate would be Ross Perot in the 1992 election. Perot garnered almost 20 percent of the popular vote across the country but did not receive a single electoral vote due to the Electoral College rules. This discrepancy between electoral and popular votes has led to many wanting to put an end to the Electoral College system and replace it with popular voting. Another example of the failure of the Electoral College system was exemplified in the 2000 election, when Al Gore was not chosen to be president although he had the popular vote of the country. A systematic conspiracy to heavily manipulate the vote in the critical state of Florida to favor Bush in the 2000 Bush-Gore presidential election ultimately resulted in a Bush victory. The blatant manipulation methods used were enough to swing the election to Bush and away from Gore. The evident fraud in the voting process and the failure of the courts to intervene in a proper and non-partisan manner cost Gore the Presidency. When it became apparent on November 8, 2000 that neither Gore nor Bush had the majority of the electoral votes required to win the Presidency, the state of Florida became the focus of attention. Both candidates needed a majority in Florida to win the White House, but voting irregularities prevented the final tally from being reached for over five weeks. What voters didn’t realize was that the voting procedure wasn’t the only problem in Florida, but that the process to insure George W. Bush’s victory had been in place for over two years before the election. Florida Governor Jeb Bush, George W. Bush’s brother, was elected in 1998. He immediately put a plan into action that would help his brother gain the Florida electoral votes in the 2000 election. Gov. Bush let special interest groups know that they expected political donations of $2 for every $1 donated to Democrats or defaulters would lose access to the governor and the legislative leadership, and their businesses would tank. The Governor also began replacing   Ã‚   Democrats throughout Florida state government, his first purge of Democratic voters. Governor Jeb Bush’s next step to eliminate Democratic power in Florida was to appoint staunch Republicans to control Florida’s educational system, including state senator Jim Horne as Florida’s first Secretary of Education and most of the individual university presidents. He accomplished this feat by eliminating the Florida Board of Regents. The board was replaced by separate boards of trustees at all ten of the state universities According to Lance deHaven-Smith, in his book entitled The Battle for Florida, â€Å"the governor was given the power to make all the trustee appointments†. This created an enormous source of new patronage and also undermined the political neutrality of the state universities. With the Board of Regents out of the way, Republicans quickly replaced many of the university presidents with political insiders. (deHaven-Smith, 2005) The Florida Republican Party then began a drive to disenfranchise Democratic voters. They paid a private company to purge the voter registry of all ex-felons, even though Florida courts twice ruled that ex-felons whose civil rights had been restored before they came to Florida were entitled to vote. This would benefit the Republicans because blacks made up more than 50% of the ex-felon list and 9 0% of the black Florida population voted Democratic. In 1999, newly-elected Secretary of State Katherine Harris paid Data Base Technologies (DBT) $4. million to compile the most extensive scrub list possible. Race was a big factor in compiling matches for the list. After the election, DBT testified before a congressional committee that Florida officials had ordered them to eliminate voters by making incorrect matches. The information was gathered from the Internet and no verifying telephone calls were made. Five months before the election, Harris (who coincidentally was co-chairing the Bush presidential campaign) sent the list of 57,700 names to all the precincts with instructions to remove those voters from the rolls. Greg Palast revealed the story of the scrub list in The Observer, London, November 26, 2000. The story was ignored by American mainstream press. Palast has since provided irrefutable, hard evidence of fraud. His most recent estimate of qualified Florida voters barred from casting a ballot in Election 2000 stands at 90,000. On January 10, 2001, NAACP lawyers sued and won their case against DBT, Secretary of State Katherine Harris, and Bush loyalist Clay Roberts, Director of the Division of Elections. (Palast, 2003)   On Election Day 2000 in the state of Florida, however; Republican voters stood in short ines and used up-to-date equipment. The machinations of the Republican Party paid off in black districts. Highway patrol officers flagged down voters at roadblocks and checked their drivers’ licenses while others waited in long lines to vote on ancient machines. Innocent citizens were turned away and informed that their names appeared on the ex-felons list when they showed up to vote. Republicans found other ways to disenfranchise opposition voters. Two-page ballots with misleading directions were printed in Austin, Texas (the center of the George W. Bush presidential campaign), returned to Florida, and distributed in black districts. Some votes were simply later trashed by ballot handlers. In Duval County, 27,000 ballots were discarded, over half of them from black precincts in Jacksonville. No official challenges were filed within the 72-hour time limit, so thousands of mostly Democratic votes were lost. Sixteen-thousand votes for Gore disappeared overnight from the ongoing Volusia County tally and were reinstated only when an election supervisor questioned the subtraction of already registered votes. No voting machine company representative or election official was able to explain what happened. (Dover, 2002) Around 8 p. m. on Election Day exit polls from Voter News Service projected a Gore victory, but Bev Harris uncovered an CBS news report revealing that the erroneous subtraction of Gore’s votes in Volusia caused the election to be called for Bush. For several hours the race was too close to call, but shortly after midnight, Bush’s numbers plunged rapidly and Gore gained the lead. Despite Gore’s numbers, at 2:16 a. m. Fox News announced that Texas Governor George W. Bush had won Florida and the other television networks repeated Fox’s false information. (Harris, 2004) Gore heard the fake news of his defeat, phoned his congratulations to Bush and was prepared to deliver his concession speech to the nation. At that point, Gore’s chief advisors in Florida told him it was much too early to concede formally and advised him to hold off since there were still 360,000 uncounted votes. Out of 6 million votes cast in Florida, Bush’s lead was reported to be a mere 537 votes. The Florida Constitution had no provisions for a statewide recount, so Gore asked for a partial recount in four southern counties where glaring irregularities had shown up. The last thing the Bush team wanted was a fair recount. They complained to the press that Gore was a sore loser, and the press largely agreed. (Posner, 2001)   Ã‚  Ã‚  Ã‚  Ã‚  On December 8, the Florida Supreme Court overturned a circuit court decision and ordered a manual recount. Based on findings in the circuit court trial, Gore was awarded 393 votes, reducing Bush’s lead to only 154 votes. That’s when the Bush camp went ballistic. (Simon, 2001)   Ã‚  Ã‚  Ã‚  Ã‚  The National Party sent out-of-state operatives to intimidate Republican county clerks to amend over votes in Republican counties, to amend incomplete absentee ballot applications, and to accept late-arriving military ballots lacking signatures. When the recount actually began they became more radical, charged into the county administration building, threatening county canvassers, and halted the recount of Miami-Dade ballots. Despite court orders, eighteen counties never attempted a recount. The Bush campaign team and lawyers circulated misinformation about Florida’s election laws, about the reliability of manual recounts (both Jeb and George W. claimed that only machines could count accurately), and about the likelihood of a constitutional crisis. (Zelden, 2010) The Florida Constitution specifies that the intent of the voter be paramount during ballot recounting. Because electronic machines had repeatedly failed to read, discern intent, and count ballots accurately, manual recounting was mandated. The law was actually quite clear and no constitutional crisis was imminent. That did not stop the Bush team from pressing the issue, for they wanted the U. S. Supreme Court to intervene and prevent the recount. Republican leadership called the legislature into special session while the judiciary branch still addressed election issues, an extraordinary move. Speaker of the House Tom Feeney, Jeb’s bosom political buddy, took the podium and criticized the Florida Supreme Court decisions. He warned that if the dispute continued to December 12, Florida’s electoral slate would be excluded from the Electoral College vote. Florida had submitted its election results as they were certified, so the electoral slate was never really in danger. The Bush legal team, determined to delay or stop the recount, appealed to the U. S. District Court of Appeals, the Florida Supreme Court, and the U. S. Supreme Court. The justices had no business interfering in the election. The U. S. Constitution authorizes Congress to settle election disputes, not the Supreme Court. The first two courts denied the appeal. Then the U. S. Supreme Court gave them the nod. From that moment, the fix was in. Zelden, 2010) Justices Antonin Scalia and Clarence Thomas had close relatives working for Republican organizations and should have recused themselves. Antonin Scalia’s son Eugene is a Washington law partner of Theodore B. Olson, the attorney who twice argued before the Supreme Court on behalf of George W. Bush. Scalia’s son John is an attorney with the Miami law firm that represented Bush in Florida. Clarence Thomas†™s wife, Virginia, worked for the Heritage Foundation, a conservative think tank, and had been helping to collect applications from people seeking employment in the Bush administration. But they, along with the three other right-wing judges on the court, issued a ruling instructing the Florida courts to find a recount method that would apply â€Å"equal standards. † The decision came down at 10 p. m. on December 12, 2000, two hours before the deadline to submit voting results. In short, the U. S. Supreme Court ran the clock out on American voters and handed Florida’s electoral votes and the presidency to George W. Bush. (Thoreau, 2007) Reviewing the actual results of the statewide examination of 175,010 disputed ballots, on November 12, 2001 Robert Parry, www. consortiumnews. om, cleared away the media fog: â€Å"So Al Gore was the choice of Florida’s voters — whether one counts hanging chads or dimpled chads. That was the core finding of the eight news organizations that conducted a review of disputed Florida ballots. By any chad measure, Gore won. Gore won even if one doesn’t count the 15,000-25,000 votes that USA Today estimate d Gore lost because of illegally designed ‘butterfly ballots,’ or the hundreds of predominantly African-American voters who were falsely identified by the state as felons and turned away from the polls. Gore won even if there’s no adjustment for George W. Bush’s windfall of about 290 votes from improperly counted military absentee ballots where lax standards were applied to Republican counties and strict standards to Democratic ones, a violation of fairness reported earlier by the Washington Post and the New York Times. Put differently, George W. Bush was not the choice of Florida’s voters anymore than he was the choice of the American people who cast a half million more ballots for Gore than Bush nationwide. † Although the 2000 election was a travesty, one positive outcome was the renewal in the nation’s interest in The National Popular Vote bill.

Narrative Paper on Just off Main Street by Elmaz Abinader Essay Example

Narrative Paper on Just off Main Street by Elmaz Abinader Essay Example Narrative Paper on Just off Main Street by Elmaz Abinader Paper Narrative Paper on Just off Main Street by Elmaz Abinader Paper Essay Topic: Main Street Breaking Barriers: Acceptance of Exoticization In her essay Just off Main Street, published by the United States Department of State, Elmaz Abinader stresses the importance of embracing cultural differences. Abinader precisely describes her struggles as an Arab-American attempting to stay true to her two worlds: the American society and her Lebanese culture. As an Armenian I can directly relate to almost every instance Abinader depicts throughout her essay. Abinaders words and descriptions clearly outline the context of her two worlds. For example, a key symbol Abinader consistently mentions is the magic door r portal that separates the outside and inside world (par 1). Through her descriptions, comparisons, and cultural concepts, Adinader creates worlds of meaning between her former portal and the outside world by eliminating the ignorance and sparking a domino effect of acceptance to all Middle Eastern cultures. In her first paragraph, Abinader sets up the norms in todays society. She uses the word standard which immediately causes the reader to picture the typical American community. The first paragraph signaled for a comparison between Abinaders community and her home life. When she states, From the face of it, our businesses looked like any others, I understand that her family is attempting to put up a front in order to blend in (par 2). When Abinader states, my father and my uncle stood in the doorways of their establishments, her use of the word establishments has meaning to me. Most individuals of Middle Eastern, European decent are very hardworking and take their possessions and accomplishments seriously. These cultures have an ideology encompassing strong pride, because in historical situations they have been criticized and undermined. On April 24, 191 5 the Ottoman Turks killed over 1. 5 million Armenians. This tragedy is referred to as the Armenian genocide. However, till this day the Turks and several uninformed individuals deny that it occurred. This denial serves as a perfect example as to why Middle Eastern, Europeans stay close to their culture and have pride. They yearn for a sense of belonging (par 12). Abinader speaks of the belonging and Joy her family scenes brought her, yet she could not share this Joy with those on the other side of the door because of their lack of acceptance (par 12). The description of Abinaders peers, Jeannie and Renee, precisely contrast the two lives on either side of the magic door. Abinader describes her fascination of the shiny bikes with streamers and the collection of Barbie doll paraphernalia. Her fascination and her description of the after-school duties she would partake in created a stark contrast between her and her classmates. Why is different looked upon negatively? The reason Abinader was ridiculed on the playground was not specifically because of her dark hair or her ape like arms (par 4). The ridicule occurred due to her differences; she was exotic. Just off Main Street, incorporated an abundance of cultural elements. Abinaders parents may seem strict to the average American due to their after-school duties or round puffy disks she had Just baked (par 6). However, if one understands the Middle Eastern, European culture, they would know that Abinaders parents are structured and focused people. They dont give their children responsibilities at an early age to punish them; instead, they do this to introduce the cultures morals and alues. Other cultural aspects included in Abinaders essay were her descriptions of the Arabic dishes, the music and dancing in circles, and the stories told from the old days (par 10). All of these elements play a part in creating that home or feeling of belonging which I sense during my own family gatherings (par 21). Yet, Abinader could not mesh her two worlds due to the ridicule she already went through before cracking open her magical door. Similar to Abinader, I found it extremely difficult going through elementary and iddle school known as that foreign girl with a big nose and parents with strong accents. My magic door was always shut until the last couple years of high school. In high school and college, we try to find ourselves, or something that we can distinguish ourselves with. During these years, both, Abinader and I realized that being Middle Eastern is something to embrace and to share with others. It was not until Abinader studied at the University of Pittsburgh that she could finally open the threshold between her two worlds (par 13). The Syria-Lebanese room housed in the English Department revealed all of the beautiful things about Abinaders culture such as the Persian rug designs and the glass multi-colored lights (par 14). As soon as she recognized the appreciation and fascination her peers had of this room that she was associated with, Abinader felt a sense of pride, which inspired her to embrace her culture through literature (par 14). Adinader not only inspires young Arabic writers, but she also inspires young writers of any Middle Eastern, European decent to continue spreading the knowledge to those who are unfamiliar with the Middle Eastern culture. It is through the acceptance from others that we will truly be able to express ourselves and let down our guards. Its difficult to imagine any Middle Eastern individual to not want to inform the public of their cultures rich history. It saddens me that at times these individuals are forced to put up that magic door due to negative thoughts of these cultures or political controversies. However, through more education, we will finally be able to understand and accept one another opening all barriers that prevent worlds of meaning.

Critically evaluate the use of text matching software as an aid to Essay

Critically evaluate the use of text matching software as an aid to developing good scholarship practice - Essay Example The software used to identify data from various sources is the Text Matching Software. The software identifies lines of the paragraphs originating from different sources. This software is easy to install and can identify the matching text from different sources in a very short period. The software can be used in all operating systems by Microsoft. Another advantage of the software is that it can identify missing data on a document One can manage to differentiate columns that are up to date and those which are not updated. The software can also be used to make comparisons of different spreadsheet originating from different sources. Universities and colleges have been discouraging plagiarism among students since it deteriorates learning practice and it has been considered as an offence. Therefore, software has been developed to detect cheating students who are unduly rewarded on their assignments, which is not their own work (Sutherland-Smith, 2008). The software has enabled universiti es and other institutions of higher learning to identify plagiarism and award students fairly at the same time punish those caught cheating. The invention of the software has encouraged the student to do their own original work, and this has improved the scholarly system in colleges and universities. The school’s administration attempted to research on estimates of students being prone to plagiarism. However, their estimates did not have a correct tool to verify whether their estimates were accurate or not. Before the software was invented, most plagiarism was not detected the reason being there were no accurate means of identifying plagiarism. University assignments submitted by student groups have also been a significant challenge because the data have also been found to be plagiarized. One of the categories is that undergraduate are ignorant and inexperienced or rather lack awareness of the repercussions they are likely to face. It is advisable that lectures should identif y students who are beginning their studies and those who are on the verge of completing their career (MacDonald & Carroll 2006, p.233). Research records, which have been kept for five years, have proved that the work handed in by second year students of the business school from the university have been identified with a lot of plagiarism cases. The person in charge of this research was a tutor and an assessor of the students. The research, which was to be carried out by the students, was to come up with a business plan that entailed the research of marketing and financial plans and conditions. The lecturer can hand in the assignment to his or her students and encourage them to use all available sources they can find including the internet. After the assignment has been submitted, the lecturer is supposed to scrutinize the assignment and identify any cases of cheating and plagiarism present. He is supposed to identify any data that are matched to that of the internet. After the stude nts have received the results, they should make corrections in the script according to the specified guidelines recommended by the lecturer and remove any mistakes that may be present. The student is then required to submit the final script, having made the necessary corrections. The lecturer is supposed to quote to the students the reference source of the data so as to verify if it was harmless or it was a serious case of plagiarism (Walker 2010, p.41). The lecturer then issues an indicator of the extent of plagiarism for instance the scripts issued, with more than 20% may be described as severely plagiarized, and those with less than 20% can be termed as less plagiarized. There are instances where the data can be found to contain one or two lines of plagiarism, and in this case it may not be recorded, and it is assumed as ignorance of the student. However, the grading of the extent of

European Union Essay Example | Topics and Well Written Essays - 500 words - 2

European Union - Essay Example The member states benefit from both internal and external aspects of single market. Examples of these aspects include free trade of goods and services among member countries, common competition law that controls non-competitive activities of companies, elimination of internal border control and harmonization of external controls. Additional aspects include citizen’s freedom to live and work in any member state, free capital movement between member states, universal external customs tariff and a universal position in negotiations involving international trade among others. Following the European Union members’ deregulation of the aviation industry, which they accomplished in 1997, they abolished all traditional national protectionism, which resulted into a great improvement in the management of air traffic. With an aim of establishing a safer and efficient flow of air traffic within Europe, they set up a new system of managing air traffic. One very significant component of this system is the single European sky legislation that the EU launched in 1999 and its institutions adopted it in 2004. This legislation involved restructuring of the European airspace, which was formally individual national airspaces that individual member states regulated, into a single area regulated by the alliance (EUROPA, 2007). The single European sky led to the simplification of procedures for controllers of air traffic and pilots as well as fewer handovers where controllers of air traffic manage wider sky expanse while Europe-wide common procedures and rules provide pilots with a flawless service. Minimizing of different areas of control enhances faster services and a structure that is far better in dealing with any eventual trouble. The single European sky has also boosted air travel in EU member countries significantly. It has directly provided airlines with quicker and safer

Performance Management Through Benchmarking Simulation Essay

Performance Management Through Benchmarking Simulation - Essay Example The Nursing Administrator reasoned out that there is unavailability of equipment at the floor where the patients are being treated. She said that nurses spend most of their time looking for equipment on other floors that's why patient care is affected. Because work was getting delayed, nurses are not able to check anymore if the equipments are sanitized. Sometimes improperly cleaned equipment was used. The Materials Manager suggested purchasing enough equipment to be made available for each floor. But according to the Chief Financial Officer, Lenity annually spends much to ensure sufficient equipment and he guaranteed that there is enough for hospital requirements. He advised that nurses should instead be more careful about equipment handling. I favored the assessment of Chief Financial Officer Eric Danemar concerning proper handling of equipment. That will certainly diminish the risk of nosocomial infection. I didn't think that there is a staff or equipment shortage. The dillema of the heightening nosocomial infection rate can be resolved by efficient equipment management. I also took note of the fact that the simulation concentrates on the management of medical equipment. Although I correctly identified the root cause behind the rising nosocomial infection, upon fully understanding the... ied the root cause behind the rising nosocomial infection, upon fully understanding the details from Ian Watt's explanation, I noted that I must meticulously look on the reports to guarantee decision accuracy. ESTABLISH AIRWAY 1. Which two recommendations did you make to improve the equipment management process at LHAC Why Basing my decision on available information and advice of the staff, I decided that Nurses to Return Equipment and Equipment to be Terminal Cleaned as the best mix of processes to improve the medical management system. The combination of these two options earned the highest percentage in the JCAHO Compliance Index. With a budget constraint of $300,000, I instantly rejected the use of disposable equipment from the improvement options. Although disposable equipment is cheaper and more hygienic than reusable ones, its implementation cost is the most expensive among the process improvement options. On the other hand, concerning appropriate metrics to measure the new processes, the three metrics I selected are Total Cost of Managing Equipment, Utilization versus Cleaning Log Ratio, and Equipment Incidents Resolved. This decision was based on my understanding on the Evaluating Metrics. 2. What was the outcome Mr. Watts said that I have done well by recommending the best strategy. Re-designating some of the existing hospital personnel as Inventory Clerk was definitely a great way to ensure effective equipment management at LHAC. Suggesting terminal cleaning of equipment was also a good option. I have recommended the optimal mix of process improvement options. The Chief Operating Officer was happy with my performance in this area. The new equipment management process at LHAC has been a success. Centralized inventory has solved the problem of

Room division operation managment Assignment Example | Topics and Well Written Essays - 3000 words

Room division operation managment - Assignment Example There has to be a safety policy and safety committee which can give the consultation about health and safety of the organization. The act also stress on free personal protective equipment. But the employees have to make sure that the protective equipments should not be misused. Everybody should take care of self and others responsibly 2. Â   Â   Â  To minimize risk the primary step is to identify all the factors exposed to risk. The room division management has to identify the group of guests or employees who are especially exposed to high risk. Outsiders such as contractor, visitor or just a normal person might also be at risk. That has to be considered as well. Then one has to focus on existing risk control system, even if it is not satisfactory that has to be put into practice. Then evaluation and recording of the probability of an accident occurrence has to be done. Even the worst case should also be taken into account. Stress should be given on situation where the danger is imminent. Then immediately measures and precautions should be taken. Additional risk mitigation controls should be taken in priority. 3. Â   Â   Â  A United Kingdom Act of Parliament, the Data protection act 1998 recognizes the right to privacy as a fundamental right. It is especially applicable in the case of processing personal data. The definition of personal data considers the information that can be used to recognize a living individual. Room division operation rather the hospitality sector itself has the access to a lot of personal data of all the guests. However the freedom of information act 2000 modifies this act. The information about anyone should not be passed to any third party and should be protected from any abuse. Another point is that the website or public information system must not ask for personal data. 4. Â   Â   Â  Maintenance and design is the key tool to increase guest satisfaction. Cleanliness is the first thing that the guests ask from the hotel rooms. The success

Using teaching styles to make positive contributions in physical education

Using teaching styles to make positive contributions in physical education The use of appropriate teaching styles makes an important contribution to childrens learning in physical education. Different teaching styles affect many aspects of teaching and learning, including the learning environment and the teachers ability to meet individual needs. As physical education has a wide spectrum of objectives according to Macfayden Bailey (2002) teachers should use a wide variety of teaching styles to ensure that pupils achieve the wide variety of techniques and skills that physical education has to offer. This study will consider the various definitions associated with the topic and pay specific attention to the spectrum of teaching styles proposed by Mosston Ashworth (1986). The study will then specifically focus on use of the productive and reproductive styles by analysing my own experience against findings from literature. The framework for teaching styles and behaviours came from work by Mosston (1966). The ideas that Mosston proposed have changed and adapted since the first publication of the framework. The interaction between teacher and student has been developed since his initial publication (Mosston Ashworth, 1986) and have provided a framework where the decisions are the main element and the relationship between the teacher and the learner has in making those decisions. So influential was it that the work by Nixon Locke (1973) described it as the most significant advance in the theory of physical education pedagogy in recent history. A teaching style is concerned with how an activity is delivered, rather than what is delivered, (Macfadyen Bailey, 2002). Research conducted by Siendentop (1991) has also suggested that a teaching style is typified by the instructional and managerial climate that exists during the lesson which can be observed in the main that the teacher interacts with the pupils and in some cases if there is an interaction at all. The Spectrum incorporates ten landmark styles based on the degree to which the teacher or the student assumes responsibility for what happens in a lesson. This describes a continuum, where at one extreme is the direct, teacher-led approach and at the other lies a much more open-ended and student-centred style where the teacher acts only in a facilitator role. Reproductive Teaching Styles: The reproductive or direct cluster includes the command, practice, reciprocal, self check and inclusion teaching styles (Mosston Ashworth, 2002). Direct styles of teaching require the learner to reproduce known material or knowledge by replicating a specific model. This often involves subject matter relating to concrete facts, rules or specific skills/movements (Rink, 2002). In order for pupils to recreate specific skills Derri Pachta (2007) identified that learners must first be provided with a correct technical model to emulate, sufficient time to practice the model and effective feedback related to the original model, with the correct technical model often being shown by the teacher. Research conducted by Pieron (1998) supports the use of the command teaching style as the author argues that copying the most efficient style (that of the teachers demonstration) is highly profitable. It is seen as more profitable because it saves time as the teacher has the overall responsibility f or correcting faults and it ensures that pupils receive accurate feedback. The research conducted by Salvara et al (2006) highlighted that the direct teaching styles specifically the command style has been shown to have a positive impact on class control and motor performance. Within my teaching I have found that using this style of teaching to be the most effective for class control especially when the class has a large number of pupils and when the class requires a lot of behaviour management strategies used to control to the class. However Pellett Blakemore (1997) conducted a study of task presentation and content performance of four teachers who all had difference levels of experience and found that students taught by an experienced teacher were more effective at performing the skills when compared to being taught by a teacher of little experience. My experience whilst on teacher training has also supported these findings as I was able to present the tasks more clearly to pupils when I had more experience in that particular activity. I was also able to differentiate the task to a higher level with activities that I was familiar with as I had more ideas and experience to draw upon, whereas with activities I had little experience of I found it more challenging to be creative and progress the pupils. This has resulted in me taking actions towards trying to improve subject knowledge in areas of the curriculum where my experience is lacking or insufficient. Research conducted by Griffey (1983) has found that when practicing skills students of lower ability benefited more from the command style of teaching as they had little previous experience to draw from. This is something that I have also noticed, when teaching lower ability groups it is more beneficial to give the instruction or demonstration of task to save time and when working with higher ability pupils allowing the more able pupils to demonstrate the skill to increase pupil motivation. These findings have not been supported by Goldberger Gerney (1990) who found that under circuit training conditions the lower ability pupils seemed to benefit more from the opportunity to make decisions about time spent practicing at each station. However within this study the practice style of teaching has also been examined. According to Byra (2000) in the practice style of teaching the learners work at their own pace and complete teacher designed tasks in the order they choose, the class is organised around stations and the teacher provides individual feedback to the learners. The most effective type of practice style of teaching I have used whilst on teaching experience was the use of circuit training as I chose the activities/skills/tasks to be practiced at each station and the pupils chose the intensity to which they performed as each station. In a study by Beckett (1991) on college age students the practice style has proved to be very effective in promoting motor skill changes. From my experience of using this style I discovered that it was not particularly useful at promoting learning when there was limited time or large groups as different ability pupils will progress at different times and take longer with certain skills. However the ages of pupils should be taken into consideration as my experie nce is from working with pupils aged 11-16 who because they are more susceptible to development in motor skills than college aged students. This may explain why Beckett did not notice any changes in motor skills as the subject in his study may have already fully developed. My experience has also been identified and supported by Goldberger Gerney (1986) Goldberger et al (1982). However I did find this style of teaching useful during a health and fitness unit of work where the amount of skill learning was minimal and the main focus on the lesson was for pupils to be active using circuit training and the learning was aimed at pupils being introduced to new knowledge or gaining a further understanding of current knowledge on different types of exercises rather than developing skills. The reciprocal style has also been examined by Goldberger Gerney (1986) Goldberger et al (1982). These researchers identified that in this style the learners work in pairs to achieve the outcomes. The teachers ability to give effective instruction/information is important when using this style as when one learner performs the other observes and gives feedback to the performer specific to the instruction that the teacher gives at the start of the task and when the performer completes the task the learners switch roles. From my experience the most effective ways of giving instruction are in the form of a demonstration or a criteria sheet, I also found that demonstrations are very effective when demonstrating skills that I can show high levels of competence. In addition to improved skill performance Goldberger (1992) also found that learners in the reciprocal style provided more feedback, expressed more empathy, offered more praise and encouragement and requested more feedback from ea ch other when compared to a control group. However from my experience of this style the pairing of pupils is important as if you pair pupils of different levels the feedback would either be to complex or too simple thus affecting the amount of learning and skill performance. Also when working with pupils/groups where behaviour management is an issue it is more beneficial for the teacher to pair the pupils according to ability rather than letting pupils pick their partner as this tends to lead to the pupils picking friends and being distracted and going off task. I have also found that the way in which you give the instruction also can have an effect on the lesson as task sheets often dont work with groups where behaviour management is an issue as they do not respond well to the resource and see it as something to mess about with rather than an educational tool. Byra Marks (1993) conducted a study which focuses on the reciprocal style and the effects that different pairings had on pupils engagement. This study highlighted pupils who were identified as friends gave more effective and specific feedback due to their comfort levels being higher as they were working with a friend. The authors also found that grouping by ability had no effect on the amount of feedback given or the comfort level which is in agreement with my own personal experiences. This studies findings suggests that pupil working with friends is beneficial however this study does not take into account the behaviour of the group which I have experienced can be a major contributing fact when pairing pupils. I have experienced when allowing pupils to work in friendship pairs can sometimes be detrimental when they feel the task is not rewarding or beneficial as they distract each other and sometimes dont complete the task. I have found that to pair pupils with friends is beneficial only when you have built a rapport with the pupils and are aware of how they react working with friends. My experience of this style is that it is also beneficial to use when assessing pupils providing they are aware of the grading criteria they can receive more feedback thus improving performance when compared to othe r direct teaching styles. In support of this Cox (1986) found that when comparing the reciprocal style against the command and practice styles that the amount of skill movements was very similar which was surprising as the reciprocal style involves a lot more feedback. It was also found that three times the number of feedback statements were offered to performers using the reciprocal style resulting in higher skills and knowledge gains along with the development of social relationship skills. According to Byra Jenkins (1998) within the inclusion style of teaching learners choose the level of difficulty within a task and assess their own skill performance. With this in mind the benefits of the inclusion style are that it provides pupils with the opportunity to engage in activity that is to their appropriate skill/knowledge level potentially increasing inclusion and engagement. My experience of using this style of teaching is that I have attempted to include it in all of my lessons as ensuring all pupils are included is essential to any lesson. However when allowing pupils to decided which skill level they work at often resulted in pupils choosing a level that is not appropriate whether that be to simple or too complex. This goes against the spectrum theory which suggests that the condition provided by the inclusion style should promote success for all learners (Mosston Ashworth, 1994). The findings of Goldberger Gerney (1986) Goldberger et al (1982) has supported my experience and observed that the majority of learners made inappropriate and ineffective decisions for their skill level by choosing levels that were too complex for them to reach success or the objectives even when encouraged or prompted by the teacher. From this I have learned to set boundaries for those pupils that make the task to difficult so for example when throwing and catching setting a maximum or minimum distance they can throw the ball. My experience has also taught me that this style is most effective when used with older pupils as they have a better self concept of their own ability and are less susceptible to peer pressure this was also observed by Beckett (1991). In study of college aged students Beckett (1991) found that the inclusion style to be as effective as the practice style for learner skill performance when learning motor skills. These finding do not support the conclusions of Goldberger Gerney (1986) Goldberger et al (1982) and it was suggested that the difference in students ages as a contributing factor which supports my experience. My experience of the Inclusion style has also highlighted the importance of planning and assessment for the lesson as I have already identified that pupils sometimes dont make the correct decisions. Therefore as a result of this I found it beneficial to assess the pupils who set boundaries and goals that may be above or below their level and pupils who do not work well together and then plan a strategy into the next lesson to ensure that those pupils remain focused and on task. Productive Teaching Styles: When compared to the reproductive teaching style the productive cluster of Mosston Ashworth (1994) spectrum of teaching styles has little background research. The productive cluster requires the learner to produce new knowledge, from my experience the teacher needs a high level of understanding and creativity to create or design scenarios. According to Byra (2000) within the productive styles of teaching pupils should engage in cognitive operations like problem solving, creative thinking, inventing and critical thinking to discover new movements. It is the responsibility of the teacher to provide time for cognitive processing therefore there needs to be a class climate focused on searching and examining and feedback for producing different solutions rather than the same generic response (Mosston Ashworth, 2002). According to Mosston Ashworth (1986) six teaching styles have been identified in the productive cluster they are guided discovery and convergent discovery which both require convergent thinking from the learners and divergent production, individual program learner design, learner initiated and self teaching which require divergent thinking from learners. The majority of the research in this area has studied the effects of the divergent discovery, convergent discovery and guided discovery. In a study by Cleland Gallahue (1993) divergent movement patterns were observed to establish baseline information and to examine the different factors that contribute to a childs production of divergent movement. The findings highlighted that learners could modify, adopt and combine fundamental movement patterns to produce divergent movement. In a further study Cleland (1994) compared the divergent discovery style against the command style and a no instruction control group to examine the learners ability to produce divergent movement. The findings of this study were that students generated a greater number of divergent movements under the divergent discovery condition. The researcher concluded that employing critical thinking in the form of the divergent discovery style positively effects learners ability to generate a higher quantity of divergent movement patterns. My experience of using this teaching style is that the pupils age/maturity and experience levels are major contributing factors as learners with low levels of experience have limited subject knowledge to draw from thus affecting their ability to modify current skills/movement my experience has also been supported by the findings of Cleland Gallahue (1993). As the previous research suggests a pupils ability to think critically is important within the productive cluster of teaching styles, wish this in mind Cleland Pearse (1995) conducted a study which examined the methods that physical education teachers use to ensure that pupils use critical thinking. Critical thinking has been defined by McBride (1992) as reflective thinking is used to make reasonable decisions about movement tasks or challenges (page 115). This studies conclusion match with my experience which was that this style was most effective when employing the practice style of teaching to give instruction/deliver the subject knowledge then adopting guided discovery and convergent discovery to allow the pupils to think critically. The study also highlighted that the more experienced teachers were able to create a more effective environment for the pupils to use creative thinking skills McBride (1992). From my experience I have also been able to agree with these findings as I felt more comfortable creating an environment that was conducive to creative thinking when teaching a subject I had more experience in as I was able to give more effective feedback. The research presented to this point has seemed to favour the use of the productive teaching styles especially when creating cognitive learning however there is conflicting research presented by Salter Graham (1985). Salter Graham (1985) examined the effects of the command style, guided discovery style and no instruction on learners skill learning, cognitive learning and skill attempts. The results showed that although their was evidence that learning occurred using all three styles the pupils in the guided discovery and command style recorded significantly better cognitive learning compared to no instruction. For skill attempts however learners in the no instruction style made significantly more attempts at the task than learners in the other styles. The researchers went onto recommend that a longer practice time than 20 minutes may have resulted in the guided discovery having more skill learning, cognitive learning and skill attempts as this style requires longer practice time fo r the full benefits to be witnessed. From my own experience this is something which I have also observed as pupils respond better when they have longer periods of time to experiment different skill movements. My experience has also taught me that to increase the practice time requires effective instruction delivery which has also been identified by Cleland Pearse (1995). Conclusion: In conclusion several research questions have been answered about the reproductive styles of teaching; what the effects of the reproductive styles have on learning, how learners of different ability level are influenced by different styles, what effect pairings have on pupils ability to give effective feedback, what factors influence learners decision making and what effect the different styles have on learners ability to learn new knowledge. The findings from the productive style are; can learners employ critical thinking, what is the effect of productive styles on learners ability to produce divergent movement and how can teachers promote critical thinking. The amount of research that is available for the productive styles of teaching in limited when compared to the breadth of research studies on the reproductive teaching styles. However, a study by Cothran et al. (2000) has identify that teachers reported using a variety of style in their lessons yet only one productive style was in the top five styles used. Although it is encouraging that teachers report using a variety these results must be interpreted as it suggests that teachers over estimate the variety of teaching styles used thus affecting the amount of research there is available in relation to the productive styles of teaching. Research conducted by Goldberger (1992) has identified that the reason that may remain unconvinced or unsure of the styles use is because of the lack of confirmatory research on those styles. Therefore further research is needed into the productive styles of teaching to provide teachers with a knowledge base on how these styles can be effective at promoting learning. Recommendations: These findings have provided an initial insight into the use of teaching styles across a theoretically linked spectrum. One noticeable exception was that there is conflict within the research findings and not all researchers reported the same findings which identifies that there are a significant amount of variables related to spectrum research and that the variable that is being focused on should be properly investigated by using the correct research method. Spectrum research needs to continue as not all findings regarding assumptions associated to the spectrum have not been supported. However, some assumptions have been confirmed within this study for example the reciprocal style does in fact facilitate the provision of feedback, more so than any another style and having learners chose their partners based on friendships helps improve social skills (Byra Marks, 1993). Other assumptions like, the self check and inclusion styles are the most effective at promoting cognitive developm ent and the inclusion style is most effective at improving participation of low, medium and high ability learners still needs to be examined. Replication studies also need to be conducted in different environments as the research findings and my experience would suggest that the reciprocal style is an effective style at promoting feedback. However, would it be as effective at facilitating learning with different aged pupils in different schools where behaviour management has a far greater emphasis in lessons. After reviewing the appropriate relevant literature and reflecting on my own personal experiences I feel that the use of appropriate teaching styles makes an important contribution to pupils learning in Physical Education and should not be left to chance. Physical Education can provide pupils with the opportunity to think critically, problem solve and to improve own learning. Pupils will be able to think about what they are doing and make decisions independently and know when to use principles such as choreography, games strategies and problem solving. If pupils are to access the full National Curriculum for Physical Education (NCPE) (DfEE/QCA, 1999) and to achieve the outcomes of high quality Physical Education (QCA/DfES, 2005), teachers must employ a variety of appropriate teaching styles to facilitate the opportunities that Physical Education offers. It is because of this that both reproductive and productive teaching styles should be used to enhance learning and motivation.