The Film Embassy Siege, A Bbc2 Documentary Reported By...

Documentaries use diverse tools to make their subject matter accessible for the audiences, as well as they can while still staying true to their reportage. One of these methods is dramatisation, or re-enactment, where historical events are replicated on the camera for different purposes. This essay will discuss this blend between fact and fiction in the context of SAS – Embassy Siege, a BBC2 documentary reported by Peter Taylor (2002). The actual events took place 22 years earlier, in 1980, when six armed men went to the Iranian Embassy in London and took 26 hostages. The documentary is constructed from the contemporary news footages as well as current interviews of the people involved in the multiple sides of this event. The essay will†¦show more content†¦Besides colour SAS – Embassy Siege slows down the dramatised footage from time to time. These techniques give the dramatised scenes a cinematic feel when paired with the straightforward news footage featured in the documentary. In couple occasions the documentary anchors the fictional footage by presenting it at the same time with something factual, like showing footage of the 1980 Wolrd Snooper Championships, which the SAS men claim to have been watching in the lead-up to their attack. The documentary also employs stock footage from around London, to fill in the narration. These snippets of trees and the busy streets of London cross the threshold between fact and fiction by being real but still constructed. This footage is treated the same way as the dramatised scenes, with coloured filters and temporal changes, a good example of this being timelapses. There is also the matter of juxtaposing these dramatisations with interviews or the narrator telling about the events, adding another layer of factual information into the reconstructed. This interplay between what is real and what is constructed is clearly thrown around, and the lines between reality and fiction get blurry. In his article David McQueen talks about the juxtaposition of factual and fictional images in

Japanese Imperialism - 2070 Words

Imperialism in its most simplistic form can be defined by the dictionary of human geography as â€Å"the creation and or maintenance of an unequal economic, cultural and territorial relationship, usually between states and often in the form of an empire, based on domination and subordination.† It is also declared by this work to be primarily a western phenomenon that utilizes â€Å"expansionist, mercantilist policies† which was demonstrated during the nineteenth and twentieth century. Japan in the earlier years of the Tokugawa reign isolated itself from the rest of the world. It was a feudal system in which each citizen was obedient and knew its place in society. However by 1914, Japan had grown to be an imperial power itself following various†¦show more content†¦Government reformation also required that privileges once granted to the feudal lords of the Tokugawa era, such as the ownership of land had to be ended and retrieved. The first European styled consti tution was established in 1889 in which a parliament was formed with the emperor keeping his sovereignty. The education system was also transformed to the French and German models. They borrowed technology, social systems, infrastructure, and educational methods from countries around the world and adapted and fitted those to their own needs and culture. They used what worked and abandoned what did not. This sudden transformation can be described as a strategy as it gave the Europeans the impression that Japan had become one of them. Japan was no longer a threat or rival but was now a docile prospective colony which in later years lowered the guards of the European powers. The state of Japan after learning of the success of European imperialism, decided to advance itself in a stage of industrialization. Japan after making observations on the European states and their economic development advanced its industries. They moved from a Tokugawan agrarian economy to a modern producer. Practicing the statement â€Å"fukoku kyokei (enrich the country and strengthen the military) Japan developed into an â€Å"optimized industrial state† whose mass production became the focus of its culture. (hyhist) After they had opened their borders to the foreign nations, they importedShow MoreRelatedCompare and Contrast Japanese and Western Imperialism in Asia and the Pacific3853 Words   |  16 PagesCompare and Contrast Japanese and Western Imperialism in Asia and the Pacific 23 October 2013 at 18:10 The Japanese pursuit for an empire in South East Asia helped changed the balance of world power away from Europe, by taking their most lucrative colonies. Soon after the Japanese defeat in World War II, most of the colonies won their independence from their European masters. This essay will be arguing that despite the vast geographical distance and cultural, racial differences, as well as theRead MoreJapanese War And Japanese Imperialism1909 Words   |  8 PagesThe Nanjing Massacre was one of the bloodiest fights due to the results of the Sino- Japanese War. In 1937, Japan invaded the city of Nanjing after successfully taking over the city of Shanghai. Driven by violence and greed, Japanese troops were ordered to brutally execute the civilians in Nanjing. The Japanese troops raped and tortured thousands of innocent civilians, including children. This inhumane act of aggression caught the attention of foreign countries and allowed them to turn their sidesRead MoreThe Reform of Japan ese Imperialism1019 Words   |  4 PagesJapanese imperialism was uniquely derived during the nineteenth century within the structure of the informal empires of the West in East Asia. 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Japanese Imperialism1539 Words   |  7 PagesImperialism Cartoon Paper During the late nineteenth century, the United States and Japan joined European nations to become an imperial power. Their ultimate goal was to influence other areas around the world for their own benefit, interest, and advancement. Countries become imperialistic for various reasons such as economics (secure markets), military power (excessive force and control), and political reasons (nationalism). In order to extend their power, they used these three main components toRead MoreImperialism Cartoons Vs. Japanese Imperialism1537 Words   |  7 PagesImperialism Cartoon Paper During the late nineteenth century, the United States and Japan joined European nations to become an imperial power. Their ultimate goal was to influence other areas around the world for their own benefit, interest, and advancement. Countries become imperialistic for various reasons such as economics (secure markets), military power (excessive force and control), and political reasons (nationalism). In order to extend their power, they used these three main components toRead MoreJapanese Imperialism During World War II1415 Words   |  6 PagesJapanese imperialism had taken flight and hoped to expand its influence and control over various parts of Southeast Asia. Unfortunately, over the course of a decade, Japan only taunted the world with their idea of self-sustainment and colonial expansion. The underlying principle to their failure was the theory of Imperial overstretch, as Hook explains, â€Å"a pattern in which great powers have consistently expanded their foreign commitments beyond their ability to remain economically solvent and militarilyRead MoreAmerican Imperialism : The Japanese Attack At Pearl Harbor Hawaii989 Words   |  4 PagesAmerican imperialism in the 1800s was the primary cause of the Japanese attack at Pearl Harbor Hawaii. When Millard Fillmore sent Commodore Matthew Perry to open ports of trade in Japan the clock began ticking as to when Japan and America would go to war against each other. Perry’s show of modern military armaments sent the nation that was controlled by a feudal warlord the Shogun into a state of chaos, and the eventual forced removal of the Shogunate. The subsequent infusion of militarism and modernismRead MoreJapan and The Influence of Imperialism Essay1006 Words   |  5 Pagesin 1854. While it had a strict policy about maintaining its isolation, it had no choice but to succumb to imperialism. When Commodore Matthew Perry visited, Japan realized that isolation had resulted in their inability to develop economically and militarily with the industrialized world. Thus from 1854 to 1914, the Japanese changed from being under the influence of imperialism to becoming an imperialist nation, as well as coming out of feudalism and going to into modern militarismRead MoreThe Modernization Of Japan During The Meiji Restoration971 Words   |  4 PagesImperialism not only influences colonial territories to better themselves because of a mother country believes it is in their best interest to do so or to further their realm of power, it can also have a significant impact on the people’s lives in terms of culture, education, environment, and even politics. Japan and Britain, for example, were two imperial systems that countered each other in many facets but also had strikingly similar qualities that had helped them become strong imperial powers

Understanding Early Childhood Issues and Controversies

Question: Explain about the article on Understanding Early Childhood for Issues and Controversies? Answer: Children Rights and the Ethics of Childhood: The United Nation convention issued some particular sensitive rights for children to avoid discriminatory activities imposed upon them. The rights have been brought under law to certify a position for the children below the age of 18 years in their social and cultural rights. Various issues have discriminately burdened upon the minors for their mere immature age. In my opinion, children attaining the age when their expression is disclosed through language must have thier own childly cravings. The cravings of a child comes from his or her intense mental desire which has to be brought under consideration. The children in their teens have multiple transitional impacts which must be sensitively fostered by the parents through extreme care and reason. It is my fervent psychological establishment that a child has his or her right to freely take part in childly accomplishments. In their adolescence, children have their impulsive exuberance in their activities on which the parents should have sincere observation. But they should be mindful of the fact that their child must not be devoid of their spontaneous elation because of the frequent unreasonable reprimands. This is my contemplation regarding the position of children that they should be adopted to the urgency of situation with extreme possible naturalness. Child rights are commissioned to pursue ethical grounds in thier childhood. Parents have the utmost right for their childrens wellbeing but the consideration should not have harsh impact. Except for their academic pressures, the children have the right to execute their childly extravaganza including relaxation, playing. Freedom etc. They also have their own cultural rights. The UN convention considered the right to be effective for the children only because of thier unhindered psychological exposures. This is my opinion that a child has to have their own perspective of viewing the universe. The rights issued by convention for the children are intended for the right and timely exposure of their psychological attributes. The right exposes that a child must have the right to have leisure period for their own relaxation. I think they must have the proper exposure of maintaining an autonomous authority where they can freely think and unveil their fragmented desires. Proper psychological disclosures are ardently necessary for them to have a healthy growth. On another note, it is their ethical and moral right to have enough time space for playing. In the article 31 of UN Convention on Child Right, it has been imposed that a child must have the ground to nurture adequate space for relaxation and playing. As per Penn (2014, p.78) stated that during playing, a child can mingle with various other children which increases a social flexibility. The children must enjoy the right of protection and care as they are invariably dependent on their parents and other superiors. I think this is their sole right to avail as the parents have the certain responsibility to foster. The children must have the cultural right which is also included in the UN Convention. This right issues the childrens right to participate in all sorts of social and cultural activities. In my opinion, engaging cultural rights to the children helps improving their effective mental exposures. Patchwork 5: Inspirations from Reggio Emilia - Passion, Pedagogy, and Empowerment Patch 5: No Way. The hundred is There! The poem No Way. The hundred is There! expresses a requirement of free homely atmosphere for children. The poem spontaneously craves for a world for children where they can invariably show their potentialities. The children must always have their own space to envisage things to apply them in their own kind of activities. The children must not be only taken for granted for their inevitable dependency. They must have thier own universe to exuberantly express their views regarding social, cultural and polical attributes. Their knowledge may be of little importance but entertaining all those things bring extreme interests in their schooling. The poem argues that there are hundred ways the children can express their views. The poem conveys that the children have multiple extra curricular prowess that can be extracted by the effective pedagogical approach. They must be encouraged in their way of viewing things. Childrens brains are naturally fresh to welcome every little knowledgable attributes. They are naturally extremely inquisitive about every single actions happening around them. They must be considered as competent enough to share their views regarding all granted affairs concerned to their livelihoods. This is evidently up to the teachers and guides to mingle with their emotions who initially care for them. The children must always be kept in sheer flexibility of knowledge where they can avail the freedom to share their own emotional outputs. The poem reveals that the children have multiple ways and methods to build their own existence. In terms of knowledge, they have their own desirous procedure of playing and expressing feelings. They have their own multiple ways of sharing mirth and rejoice in their own activities. As stated by New (2010), through these spontaneous activities, the children can have the reasonable ground to construct their prospective knowledge in diverse affairs. They have the spacious room to discover their their own world. It is the sole duty of the early teachers and guides to create a friendly environment to teach and guide the children according to their natural movements. The poem has been written in the objective of accomplishing the children empowerment. Friendly and sensitive philosophical pedagogical approches must be maintained during controlling the chil dren in their studies. Reggio Emilia approaches in a different method in terms of pedagogy that is applicable to the children. The children must not be engulfed in a dire necessity based regulation where they cannot express their own desires. They must have logical atmosphere where they can nurture their decisive quality in every single aspect. Integrated learning process and adoption of sensitive pedagogy are the bridging qualities that lead to ultimate development of the childrens cognitive domain. The poem clearly tells about the futuristic vision of children who have multitudes of unlimited qualities to explore. These explorations are completely dependent on the flexible attitudes of learning process. Patch 8: Thinking critically about our ideas Patch 8: Critical Reflective Commentary The module has an extensive proposition into the ground for imposing child rights. Children must have their own right to think and act. The UN Convention issues rights for the children in various steps. It has been proposed in the objective of making a substantial psychological development of the children. The childrens psychology is the breeding ground for different new thoughts and ideas. The ideas may be inclusive of dire social and cultural perspective. Alderson (2012) stated that childrens brains are considered to be the prospective spheres where diverse epistemological concerns are constructed. They have their own competencies to share ideological perspective according to their capabilities. From the proposals, I have learnt that the children are not subjectified to the status of a mere recipient of illogical reprimands. They should have adequate room share their ideas and thoughts that could be of social and cultural relation. They should acquire sufficient reasons in them to construct invariable knowledges. The timely flourishes can be expected from them whether they can have the adequate exposure to nurture such things in thier adolescence. I think that the children should be open to all societal and institutional engagements to unveil their own kind of psychological outputs. The rights have been engaged for them so that the children have a autonomous outlook in all their natures. I have learned from this particular engagement of ethical and moral rights to the children that proper space for relaxation in terms of thinking and viewing helps extracting a pacified working culture. If they have the ground for maximising their vision, they can be able to produce a better future for them. Playing is such an attribute in a childs life where they can manifest their social culture. Freire (1970) mentionaed that children have the sole right to play for a scheduled time everyday which eases their mental stability. This can be invariably effective in the field of studies and other culture. The children in this consequence can nurture the development of culturally independent psychological prospects and an firm intellectual base. The overall learning engages the fact regarding the pedagogical approches towards the children where the empowerment of children can be accomplished. From this proposition, I have learnt that children must be brought under flexible learning where their individual potentials can be exposed gradually. I have learnt that the children are not subject to harsh material facts rather they must be encouraged to the utmost productive way. As argued by Freeman (2013), it is primarily the parents responsibility to guide their children in the most sensitive way where the children can have the extreme prowess to substantiate their social and cultural existence. In terms of knowledge, the children as well as the adolescents must have their intellectual prospects to govern their further steppings. Reference list and Bibliography: Books: Penn, H (2014). Understanding Early Childhood: Issues and Controversies. Maidenhead: Open University Press. Freire, P., (1970).Cultural action for freedom. London: Harvard educational review. Journals: Alderson, P., (2012). Children as Researchers The Effects of Participation Rights on Research Methodology.Research with children: Perspectives and practices, 32(5), p.241. Gray, D.E., (2011). Facilitating management learning developing critical reflection through reflective tools.Management learning,38(5), pp.495-517. Freeman, M., (2013). The sociology of childhood and children's rights.The International Journal of Children s Rights,6(4), pp.433-444. Hatton, N. and Smith, D., (2015). Reflection in teacher education: Towards definition and implementation.Teaching and teacher education,11(1), pp.33-49. Kaplan, S., (2014). Is there a gifted child pedagogy?.Roeper Review,25(4), pp.165-165. Kroll, L. (2013). Early Childhood Teacher Preparation: Essential Aspects for the Achievement of Social Justice, Journal of Early Childhood Teacher Education, 34(1), pp.63-72. Hatton, L. and Kaplan, S., (2010). Major trends and issues in early childhood education: challenges, controversies, and insights, Choice Reviews Online, 35(03), pp.35-1658-35-1658. New, R. S. (2010). Reggio Emilia As Cultural Activity Theory in Practice. Theory Into Practice, 46(1), pp. 5-13. Schoorman, D. (2011). Reconceptualizing Teacher Education as a Social Justice Undertaking: Underscoring the Urgency for Critical Multiculturalism in Early Childhood Education. Childhood Education, 87(5), pp.341-344. Van Manen, M., (2013). Phenomenological pedagogy.Curriculum inquiry,12(3), pp.283-299.

Types of transitions free essay sample

Types of transition table. Types of transition Description of the transition Explain (how to give adult support for each transition) Physical transition A physical transition is something that every child goes through in their life, for example â€Å"Children attending a setting for the first time† (Walker, 2012, p44). You could support a child going through this transition by staying with the child at the setting, until they are settled in to a activity or tell them that mummy or daddy will be back later to see you. Physiological transition A physiological transition is â€Å"puberty† (Walker, 2012, p144), something a child goes through around the age of 11 to 13, girls become women by the age of 16 and boys become men by the age of 16 and 17. You could support the child going through puberty by the adult â€Å"reassuring the child that puberty is nothing to worry about† (www. bbc. co. uk date accessed 02. 12. 13). The adult could also support by the child by having a 5 minute chat, seeing how things are going through the child’s mind and to explain what happens through the body cycle. We will write a custom essay sample on Types of transitions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Emotional transition An emotional transition is something which a child could go through e. g. â€Å"being separated from parents or carers† (Walker, 2012, p144). For example this could be staying with a baby sitter for the first time. An adult can support the child by saying that â€Å"both parents still love them even though they are not together† (www. rcpsych.ac. uk date accessed 02. 12. 13). A adult could say to the child that they can stay with their dad or mum for a couple of hours so they still see each other, which shows the child that their parents still love them. Small transition A small transition is something that a child could go through, for example â€Å"transitions between lessons in primary school† (Walker, 2012, p144). An adult can support the child; you can reassure the child every 10 minutes to tell them that they are going to their next lesson or next activity.

How To Write A Precis - Easy Guide With Format & Example

Youre sitting in class daydreaming and suddenly you hear the Professor assigning homework. Hes talking about writing a precis. What is a precis? If youre on the internet trying to figure out how to get your assignment done then congratulations, you are at the right place. This guide will teach you how to write a precis step by step, with informative examples and templates. Quick Links 1. Precis Definition? 1.1 Precis Characteristics 1.2 Precis Qualities 2. How to Write a Precis? 3. Precis Format 3.1 Introduction 3.2 Body 3.3 Conclusion 4. Precis Example 1. Precis Definition? It is derived from the French word prcis, which means summary. The literal meaning of the term is precise or cut short. It is a clear and to the point summary of the key ideas of a passage. It isnt merely a paraphrased text. When asked to write a precis summary, make sure that the key points are being reflected along with its tone and mood, etc. The key to write a prcis is is to keep it concise and simple with a clear and defined structure. You may be given a summary on a scholarly article, dissertation, or any other published work. Remember, that you dont need to add your personal opinion, or discuss the whole piece of writing in detail, just cover the important aspects. Lets move on to the next section to see how to write a precis? 1.1 Precis Characteristics It is a critical summary of a published piece of writing. Not a re-written version of the original piece. Written in your own words and not in the words from the original piece unless you are quoting it. Its length is of the length of the original piece unless you are told otherwise by the professor. A precis format includes the thesis that the original author supports, methods he used, results and conclusion. 1.2 Precis Qualities A precis is a critical piece of writing, make sure that yours has the following qualities. It should be well-written so the reader can easily understand what you are trying to convey. Use clear and simple language. It must be correct and error-free, add correct facts and figures, check for any grammatical and punctuation mistakes. Stay objective; only provide useful information and not your opinion. It should be coherent with the original text. Keep it concise; avoid adding unnecessary information. 2. How to Write a Precis? Before starting the writing process, keep in mind that your precis should be able to make the reader understand the original work without having read it. As any other academic writing, start by conducting thorough reading and research. Just because it is a small piece of writing doesnt necessarily mean that it is going to be easy or quick. The writing process can be divided into examining the original work, creating a structure and the writeup itself. To find out how to write a precis, follow the tips mentioned below. Read the work under analysis carefully and note down the essential points and arguments. Try different reading practices to better understand the work. Focus on what the author is trying to communicate through his work. Point out the evidence and appeals used by the author. Restate the thesis stated by the author in your words according to your interpretation. Remember, to keep it short and to the point. For each section, write a summary that is one-two sentences long. Include the summary of each section, but it shouldnt be too long. The key is to describe the original piece in your own words. Once you are done with the summary, read the original piece again to ensure if its in accordance with your summary. Go through the summary again to make sure you havent missed any important point and used a logical structure. Before handing in your document, make sure that it is clear and concise without any grammatical errors. When it comes to writing a precis, you need to cite the attributes taken directly from the piece under analysis. Also, keep in mind that teachers only assign a precis to check how well students can communicate their thoughts and want them to develop critical thinking skills.3. Precis Format Precis outline is similar to an essay; it consists of an introduction, body paragraphs and conclusion. 3.1 Introduction The introduction consists of information about: The author Title Publishing date within parenthesis A verb to represent the thesis The thesis 3.2 Body The body of the precis has separate paragraphs dedicated to each section of the original piece of work where you present the authors thoughts, ideas and purpose. Dont forget that you cant give your own opinion or interpretation; instead, your focus should be to analyze the authors take on the main idea or issue. 3.3 Conclusion With your conclusion simply restate the main idea without any personal statements. To further strengthen your understanding, we have added the basic precis template for you to follow. Just go through it step by step to have a well-written precis. 4. Precis Example It is important to go through examples before you start writing it yourself as it will give you an idea how to start writing your own precis. We have gathered informative precis examples for you to seek help from. Well, now that you have reached the end of this article we hope that you have found the answer to your question how to write a precis? If you still think that the best option for you is seeking professional help then worry not. At 5staressays we have the solution to all of your academic writing problems. Our expert writers will help you come up with an exceptional precis worthy of impressing your professor of english and literature, in the most affordable rates. If someone asks you, will you be able to define precis in your own words?

Angelo Buono, the Hillside Strangler

Angelo Buono, the Hillside Strangler Angelo Anthony Buono, Jr. was one of the two Hillside Stranglers responsible for the 1977 kidnap, rape, torture and murder of nine girls and young women in the hills of Los Angeles, California. His cousin, Kenneth Bianchi, was his crime partner who later testified against Buono in an effort to avoid the death penalty. The Early Years Angelo Buono, Jr. was born in Rochester, New York, on October 5, 1934. After his parents divorced in 1939, Angelo moved to Glendale, California with his mother and sister. At a very early age, Buono began showing a deep disdain for women. He verbally assaulted his mother, a behavior that later intensified towards all women he encountered. Buono was brought up as Catholic, but he showed no interest in attending church. He was also a poor student and would often skip school, knowing that his mother, who had a full-time job, could do little to control his activities. By the age of 14, Buono had been in a reformatory and was bragging about raping and sodomizing young local girls. The Italian Stallion Beginning in his late teens, Buono married and fathered several children. His wives, who were at first attracted to his macho self-proclaimed Italian Stallion style, would quickly discover that he had a deep loathing for women. He had a strong sexual drive and would physically and sexually abuse  the women in his life. Inflicting pain seemed to add to his sexual pleasure and there were times that he was so abusive, many of the women feared for their lives. Buono had a small, semi-successful car upholstery shop attached to the front of his home. This offered him seclusion, which was what he needed to act out his sexual perversions with many of the young girls in the neighborhood. It was also where his cousin, Kenneth Bianchi, came to live in 1976. A Career Jump Into Pimping Buono and Bianchi embarked on a new career as small-time pimps. Bianchi, who was more attractive than his wiry, large-nosed cousin, would lure young runaway girls to the home, then force them into prostitution, keeping them captive with threats of physical punishment. This worked until their two best girls escaped. Needing to build up their pimp business, Buono purchased a list of prostitutes from a local prostitute. When he figured out he had been scammed, Buono and Bianchi set out for revenge, but could only find the prostitutes friend, Yolanda Washington. The pair raped, tortured and murdered Washington on October 16, 1977. According to authorities, this was Buono and Bianchis first known murder. The Hillside Strangler and Bellingrath Link Over the next two months, Bianchi and Buono raped, tortured and killed another nine women ranging in ages from 12 to 28. The press named the unknown killer as the Hillside Strangler, but police were quick to suspect that more than one person was involved. After two years of hanging around his piggish cousin, Bianchi decided to return to Washington and reunite with his old girlfriend. But murder was on his mind and in January 1979, he raped and murdered Karen Mandic and Diane Wilder in Bellingrath, Washington. Almost immediately the police linked the murders to Bianchi and they brought him in for questioning.  The similarities of his crimes to those of the Hillside Strangler was enough for the detectives to join forces with the Los Angeles detectives and together they question Bianchi. Enough evidence was found in Bianchis home to charge him with the Bellingrath murders. Prosecutors decided to offer Bianchi a life sentence, instead of seeking the death penalty, if he gave full details of his crimes and the name of his partner. Bianchi agreed and Angelo Buono was arrested and charged with nine murders. The End for Buono In 1982, after two lengthy trials, Angelo Buono was found guilty of nine of ten Hillside murders and received a life sentence. Four years into serving his sentence, he married Christine Kizuka, a supervisor at the California State Department of Employee Development and a mother of three. In September 2002, Buono died of a suspected heart attack while in Calipatria State Prison. He was 67 years old. Interesting Note: In 2007, Buonos grandson, Christopher Buono, shot his grandmother, Mary Castillo, then killed himself. Castillo was married to Angelo Buono at one time and the two had five children. One of the five children was Chris father.

Written Assignment 3 - Bank of America Corporation

Written 3 - Bank of America Corporation - Assignment Example Purchasing countrywide financial and Merrill lynch can be termed as an unwise decision taken by the company (Richard, 2013) as they did this while the economy faced a financial crisis. Therefore, the company failed to make sound decisions relating to its operations. Bank of America serves as the largest consumer bank in the United States of America. It has a large number of members, both locally and internationally. Being a global company allows it to reach a wider group of customers, thus increasing its competitiveness. More to these, the company deals with a multiple of activities. The activities include consumer and small business banking, corporate banking, credit cards, mortgage lending, and asset management. The various activities contribute to the success of the company as losses in one segment can be countered by profits in another sector. More to this, the law suit against the company exposes it to negative publicity, which may lead to greater losses of the company. The bank also faces a financial shortage, which makes the running of the organization difficult. According to the company’s balance sheet for this period, the company experienced a decrease in its cash resources by $12912 million, its fixed assets dropped by $1194 million, while the noncurrent assets increased by $42804 million. The debtors of the company increased by $3708 million. This shows that the company’s operations became worse from 2009 to 2010. More to these, the liabilities of the company grew by $44806 million, thus depicting financial difficulties for the company. In terms of shareholding, the number of preference shares reduced by more than half within this period, but the ordinary shareholding increased marginally. However, the company received a decline in the amount of total equity from 2009 to 2010. Given the need to retain, and attract more customers to the company, the bank should focus on promoting the convenience of

Describes the three higher issues of accountability,globalization, and Research Paper

Describes the three higher issues of accountability,globalization, and technology that will most significantly impact higher edu - Research Paper Example Raby, R.& Valeau, E. (2009) Community College Models: Globalization and Higher Education Reform. New York: Springer. This book focuses on community colleges and how they are affected by globalization. In the part that is summarized in the literature review, the authors look at how community colleges can help with humanitarian concerns. It also looks at the neo-liberal model, which means that colleges are looked at like a commodity, and the implications of this in the global world. They also look at the â€Å"global paradox† (p. 23), which means that the needs of the local grow greater as the polity and the economy grows larger. Technology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Cook, J., White, S., Sharples, M., Sclater, N. & Davis, H. (2007) The design of learning technologies. In Contemporary Perspectives in E-Lea rning Research: Themes, Methods and Impact on Practice. Ed. Grainne Conole and Martin Oliver. New York: Routledge. This article examines new learning technologies, focusing on technologies that encourage students to learn interactively. These technologies include interactive games, and virtual worlds. Also looks at how students may be encouraged to create their own technology. Accountability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..10 Burke, J. (2005) The many faces of accountability. In Achieving Accountability in Higher Education. Ed. Joseph C. Burke and Associates. San Francisco: Jossey-Bass. In this article, Burke looks at what educational accountability means. He focuses on the different types of accountability, which means that universities are accountable to different stakeholders. He also looks at what the changing landsc ape – increasing tuition and enrollments and exploding state needs – means for accountability in higher education. Zumeta, W. (2005) Accountability and the private sector: State and federal perspectives. In Achieving Accountability in Higher Education. Ed. Joseph C. Burke and Associates. San Francisco: Jossey-Bass. In this article, the author looks at how state and federal stakeholders view higher education accountability. Erwin, T. (2005) Standardized testing and accountability: Finding the way and the will. In Achieving Accountability in Higher Education. Ed. Joseph C. Burke and Associates. San Francisco: Jossey-Bass. This article looks at the push for standardized testing in higher education, and looks at why educators are opposed to the idea. Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..13 Applicationâ₠¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦15 Introduction In higher education today, there are a variety of challenges that educators and college and university leaders must face. One of these challenges is that the world has become increasingly globalized. The implications for the institutions of higher learning are that students must become multi-cultural, and they also must have the skills which are needed in a changing world. These skills are also constantly changing, as there are paradigm shifts in what is necessary to

Creative Strategies for Community Health Assignment

Creative Strategies for Community Health - Assignment Example Currently 17 percent of children in the United States who are aged between the ages of 2 and 19 years old, and an average of 10.4 percent of preschoolers are overweight. The condition affects children of all ages, race, gender groups and countries (Davies, Fitzgerald & Mousouli, 2008). One of the most successful strategies used in Childhood obesity management is weight and nutritional counseling at the community level. This strategy is effectively being applied in a community based, Childhood obesity management program in Boston that has been dubbed â€Å"Fitness in the City† (FIC). 11 Boston community health centers are currently actively participating in the project with clinicians, nurses and other community based health practitioners being used to offer weight and nutritional counseling services to the community (Graham, 2008). The foremost benefit of this approach is that, clinicians are able to attend to both children and parents at the same time, and hence they find themselves better equipped to help work out adequate lifestyle changes suitable for the whole family. Another major advantage of this strategy is that the children attending the appointments and the rest of their families are not required to leave their neighborhoods so as to be able to access the services this has been of immense help in reducing the number of children who end up missing appointments (Graham, 2008). The Columbus city schools wellness initiative uses innovative strategies to help in reducing childhood obesity rates in the district. The programs uses strategies such as regular BMI screenings for children, water only options in vending machines, in the schools participating in the program, restricted servings for beverages other than water, development of enhanced health education curriculums in the schools. These strategies have considerably helped reduce the

Compare And Contrast Tcsec And Cc Information Technology Essay

Compare And Contrast Tcsec And Cc Information Technology Essay To evaluate a computer system or product to see it meets the security requirements based on the information security evaluation standards. Trusted Computer System Evaluation Criteria (TCSEC) was the first computer security evaluation standard which was published by the U.S. defense department in1985. TCSEC influenced other European countries and very soon some countries based on TCSEC to develop their own security evaluation standards. In 1996, America combined with 5 European countries (UK, France, Germany, Netherlands and Canada) and NSA (National Security Agency) and NIST (National Institute of Standards and Technology) developed a new criterion which was called Common Criteria (CC). In 1999 Common Criteria (CC) was recognized by ISO and named ISO/IEC 15408-1999. In this essay TCSEC and CC will be discussed, compared and contrasted to find out the similarities and differences and the strength of CC will be indicated. The answers for the topic are based on research on relevant articles and journals and most of the resources are from the internet. The materials are then analyzed and discussed. The outline of the report is as follows: Introduction- brief description of the topic. Background- explanation of TCSEC and CC. Compare and contrast the two standards Describe the similarities and differences between the two standards and state the advantages of CC. Some journals, articles and books are used in this report which can be found in the references. Background This session discusses TCSEC with the evaluation class of TCSEC. And also describes the CC and evaluation of assurance level of CC and the evaluation process. TCSEC Evaluation Class CC- Assurances Levels D Lowest protections EAL1 Functionally tested C1 Discretionary Protection EAL2 Structurally tested C2 Controlled Access Protection EAL3 Methodically tested checked B1 Labeled Security Protection EAL4 Methodically designed, tested, reviewed B2 Structured Protection EAL5 Semi-formally designed and tested B3 Security Domains EAL6 Semi-formally verified design and tested A1 Verified Protection EAL7 Formally verified design and tested Table 1- Evaluation Class of TCSEC and Evaluation Assurances Level CC TCSEC is commonly called the Orange Book (the cover of book is orange). TCSEC has 4 divisions and 7 evaluation classes. Each class contains security requirements and it is used to determine the level of trust of a computing system. The divisions of TCSEC are A, B, C, D and the seven evaluation classes are: D (lowest), C1, C2, B1, B2, B3 and A1 (highest). A is more secure than D, and 2 is more secure than 1. (See Table 1) Level D: non-secure system Level D only contains D1 evaluation class. D1 is the lowest protections and only provides security protection for file and user. Level D can be applied to any system which has been evaluated but did not meet the higher evaluation class requirements. Level C: Discretionary protection Level C provides audit trial protection and Level C includes C1 and C2.C1 is discretionary security protection and its class is lower in Level C. C1 provides discretionary access control and it has the responsibility for Identification and authentication. C2 has all the security features of C1 and has the function of audit trail and access protection. C2 requires single- user log-in with password and an audit trail system. C2 works through log-in process, security event and source isolation to increase access. Level B: Mandatory Control. There are 3 classes in Level B and they are B1, B2 and B3.B1 has all the requirements of C2 and it also has some new requirements: each object has a label which is under system control. It uses sensitivity labels as a basis of all the access control and labels the object which will import to the system. When the system administrator adds a new communication channel or I/O mechanism, he has to manually assign security level to the channel and mechanism. The system uses user password to determine the user access level and it also uses audit to record any unauthorized access [13]. B2 has all the requirements of B1. Besides that, the B2 administrator must have clear and documentation style of security policy for trusted computing base. B2 has some new security requirements: system must immediately inform any changes between user and associated network, only user is able to do initial communication in the trusted path and the trusted computer base supports inde pendent administrator and operator. B3 has all the requirements of B2. But B3 has stronger ability to monitor access and anti-interference. B3 system has to set the security of the administrator. The new security requirements for B3 are: provide a readable security list, some objects are not allowed for certain users to access, the system has to provide a description of the users and to identify user before any operation and the trusted computing base establishes security audit trail for each labeled object [13]. Level A has the highest security. Level A only has A1 class. A1 is similar to B3. A1has the obvious features a developer of system must adopt for a formal design specification to analyze a system. After analysis, the developer has to use verification technology to ensure that the system meets the design specifications. The entire installation operation must be done by the system administrator and each step has to provide formal documentation. In TCSEC, to identify the security and to give some assurance to the system, it has to meet the security requirements [14]. The TCSEC was replaced by CC. CC is a framework of mutually recognized evaluation criteria and it contains 3 parts: security model, security functional requirements and security assurance requirements. Security assurance components are the basis for the security assurance requirements and it expresses in Protection Profile (PP) or Security Target (ST) [15]. A Protection Profile is the security requirements of customers and a company of users for a class of Targets of Evaluation (TOE) [15]. A PP uses a template independently to express security requirement. This is useful when implementing a product line or a family of related products [7]. Protection Profile copy TCSEC security requirements of C2 and B1. Protection Profile include: a template of commercial security profile, Firewall profiles which use for packet filters and application gateways, Smart card profiles, Database profile and a role which is based on control profile [16]. A Security Target consists of a collection of security requirements and used to evaluate computer system or product [7]. Figure 1 The PP/ST specification framework [7] Evaluation is that use defined criteria to evaluate a computer system or IT product [16]. Figure 1 shows specification framework to the Targets of Evaluation. The Common Criteria evaluation process starts from identifying a TOE (Target of Evaluation), and then input an ST which describes the security functions of the TOE [16], the example of TOE is computer system or product, To see if the result of the system is secure, it should meet a set of security requirements or protection profile [7]. Common Criteria provides a set of Evaluation Assurance Levels (EAL) from EAL1 (lowest) to EAL7 (highest) and it will be awarded to products and system upon successful completion of evaluation (see Table 1). The Common Criteria is absorbed by ISO (NO. 15408) EAL1- Functionally tested. For the correct operation of EAL1, it requires a certain confidence of occasion. This situation is of the view that the security threats are not serious [7]. EAL1 provide the evidence of testing and its documentation. EAL2- Structurally tested. In the delivery of the design information and test results, EAL2 requires the developer collaboration. But do not spend too much energy beyond the good commercial operation of consistency. EAL3- Methodically tested checked. Without a lot of changes on the premise of reasonable development practices, it allows a conscientious developer to obtain maximum assurance during the design phase from the correct security engineering. EAL4- Methodically designed, tested, reviewed. It allows the developers to obtain maximum guarantee from the correct security engineering, the security engineering is based on good and strict commercial development practice. This development practice does not need much professional knowledge, skills or other resources. In the rational economic conditions, and to renovate an existing production line, EAL can achieve the highest level of result [7]. EAL5- Semi-formally designed and tested. It enables the developers to obtain maximum security from the security engineering. The security engineering is based on a strictly commercial development practice. It relies on the appropriate application of professional safety engineering technology for support. EAL6- Semi-formally verified design and tested. It enables the developers to gain a high level of certification through the application of safety engineering technology and strict development environment, and. This is to produce a costly TOE to protect high-value assets against major risks [16]. EAL7- Formally verified design and tested. It is applicable to safe TOE development and it applies to places where the risk is very high, or high value assets that worth higher expenses. In this session discussed TCSEC and CC, an explained evaluation class of TCSEC, evaluation assurance level of CC and the evaluation process. Those discussions are very important that helps to find out the similarities and difference of TCSEC and CC. Next session, TCSEC and CC will be compared and contrasted based on the above discussion. Compare and contrast TCSEC and CC This session will discuss the similarities and differences between the security standards based on the above description on TCSEC and CC. It will also state the strength of CC and to explain why CC is a relatively successful security evaluation standard. Similarities Even though TCSEC has been replaced by CC, they still have some similarities. Both of them are security evaluation standard and evaluate computer system by security level classification and each level has security requirements. Both of them provide confidentiality security functionality and evaluate Computer Operation System. Differences Although CC has some similarities as TCSEC, but both of them are different. TSCEC is only used in U.S. In the beginning, it was proposed that TCSEC was to focus on independent computer system and it suited evaluation of military operating system. TCSEC does not involve security criteria for open system and it is the criteria for static model. TSCEC just considered protecting system owner and operator but did not cover user security area especially for the security of telecommunication system user. And also only considered confidentiality for documents of system owner and it did not address integrity and availability. From Table 1 we see that the evaluation of TCSEC is mix security and functionality. So if any hardware of software is changed, it will start to evaluate the system again. But CC is recognized by ISO organization and it applies to nations. Compared CC with TCSEC, CC is more complete. Common Criteria is not only focus on operating system but also for Network and Database. Common Criteria involve security criteria for open system and the criteria for dynamic model. CC keeps system confidentiality, availability and integrity through TOEs security specifications. CC has distinguished security and functionality, any change does not affect the evaluation. The evaluation process of both also is different. TCSEC checks system to see if it is secure by using the security requirements which is classified by evaluation class. In a Common Criteria evaluation, use Common Criteria to evaluate the product or computer system. The evaluation stages are: Protection Profile evaluation, Security Targets evaluation, TOE evaluation and Assurance maintenance.CC evaluates system starting from identifying a TOE, and then developing a set of criteria to the TOE for evaluation. For each step, detailed information will be added. To get to know if the system is secure, it should meet a set of security criteria or protection profile. Finally TCSEC has been substituted by CC. That means TCSEC was abandoned but CC is still the ongoing security evaluation standard. The advantages of CC Form the above comparison of the differences between TCSEC and CC, we can point out that CC is a relatively successful security evaluation standard because CC has some advantages. CC is an international security standard and many countries acknowledge the testing result. CC is absorbed in security objectives and the related threats and the evaluation process help to enhance confidentiality, availability and integrity of the system. CC provides a set of security criteria in detail and the criteria details are easily understood by customer and supplier. Customer can use them to determine the security level of the products and also to find out their own security requirements. So that supplier can design product for them and also use them to identify their product or system security features. Customer can trust the evaluation because the testing is done independently and not by the supplier. In this session, the similarities and differences between TCSEC and CC have been discussed and after comparison, the advantages of CC have been indicated. Conclusion To sum up, through the discussion of the evaluation process and assurance level of TCSEC and CC, we found out the similarities and differences between the two standards and also the advantages of CC. TCSEC is firstly a security standard and it develops 4 levels and 7 evaluation classes. Each evaluation class contains security requirements and using the requirements it will help to identify the security level of the system or product. TCSEC has provided identification and authentication for user to access the system document and also to provide audit trial and access protection. TCSEC evaluates system or products by checking security requirements to see if the system meets them. TCSEC has been replaced by CC and CC is an international security evaluation standard. CC provides Protection Profiles and Security Targets which are documents for specifying security requirements. [2] CC has 7 Evaluation assurance levels. Because CC came from TCSEC, they have some similarities but actually they are quite different. TCSEC only applies to operation system and it focuses on the demand of confidentiality. CC has full description of security mode, security concepts and security functionality. Compared with TCSEC, CC has some advantages. The testing result is accepted by nations, supplier can design product for customer based on their requirements. CC keeps system confidentiality, availability and integrity. After comparison we can say that CC is relatively a successful security evaluation standard.

big lots :: essays research papers

Big Lots Inc.   Ã‚  Ã‚  Ã‚  Ã‚  Big Lots Inc. is not your everyday retail store such as Wal-Mart or K Mart. Big Lots, Inc. is the largest broadline closeout retailer in the nation. Big Lots’ theme is â€Å"Brand names at closeout prices!† This motto is the foundation of what the company is built upon. More than 3,000 manufacturers provide the company’s stores with brand-name products at prices 20-40% below traditional discount retailers. Big Lots meets the needs of customers by providing an assortment of merchandise, including consumables, seasonal products, furniture, housewares, toys, and gifts.   Ã‚  Ã‚  Ã‚  Ã‚  Big Lots was established in 1982 through Consolidated Stores Corporation. The stores name was called Odd Lots which made its debut in Columbus, Ohio. In 1985, the company made its initial offering on the American Stock Exchange. At this time Big Lots was first launched. Thanks to their buyers, managers, associates, and other supporters, the company celebrated its first billion dollar year in 1993. In 1994, the company acquired Toy Liquidators which added 82 stores in 38 states. Two years later Consolidated Stores Corporation doubled its size and sales with the purchase of KB Toys. Big Lots Furniture became one of the fastest-growing furniture retailers after it began with 9 freestanding stores and 53 in-store departments in 1997. After gaining shareholder approval, Consolidated Stores Corporation changes its name to Big Lots, Inc. in 2001. After rebranding was complete in 2002, the company made many improvements in the Big Lots shopping experience, including updat ed, attractive stores and even better customer service. The changes bring record-setting increases in customer transactions.   Ã‚  Ã‚  Ã‚  Ã‚  Most closeout retailers rely on the distribution of weekly or monthly circulars to inform customers of the latest deals. Big Lots uses targeted mixtures of circulars to drive immediate customer traffic along with network television advertising to build awareness with consumers. In 2003, launched it’s first-ever $50 million television advertising campaign. Commercials can be seen all over daytime and nighttime television. With a host of different types of products to market, Jerry Van Dyke plays the lead role in promoting the company’s products. Consumers also receive a weekly sales promotion in the mail that brings to life what Big Lots has to offer in its â€Å"Here today, gone tomorrow† deals. Advertisement strategies have the potential to make or break a company. Fortunately, the company seems to be moving in the right direction. Location on the other hand is also a key factor in a company’s success.

Music can help Essay

While music has long been recognized as an effective form of therapy to provide an outlet for emotions, the notion of using song, sound frequencies and rhythm to treat physical ailments is a relatively new domain, says psychologist Daniel J. Levitin, PhD, who studies the neuroscience of music at McGill University in Montreal. A wealth of new studies is touting the benefits of music on mental and physical health. For example, in a meta-analysis of 400 studies, Levitin and his postgraduate research fellow, Mona Lisa Chanda, PhD, found that music improves the body’s immune system function and reduces stress. Listening to music was also found to be more effective than prescription drugs in reducing anxiety before surgery (Trends in Cognitive Sciences, April, 2013). â€Å"We’ve found compelling evidence that musical interventions can play a health-care role in settings ranging from operating rooms to family clinics,† says Levitin, author of the book â€Å"This is You r Brain on Music† (Plume/Penguin, 2007). The analysis also points to just how music influences health. The researchers found that listening to and playing music increase the body’s production of the antibody immunoglobulin A and natural killer cells — the cells that attack invading viruses and boost the immune system’s effectiveness. Music also reduces levels of the stress hormone cortisol. â€Å"This is one reason why music is associated with relaxation,† Levitin says. One recent study on the link between music and stress found that music can help soothe pediatric emergency room patients (JAMA Pediatrics, July, 2013). In the trial with 42 children ages 3 to 11, University of Alberta researchers found that patients who listened to relaxing music while getting an IV inserted reported significantly less pain, and some demonstrated significantly less distress, compared with patients who did not listen to music. In addition, in the music-listening group, more than two-thirds of the health-care providers reported that the IVs were very easy to administer   compared with 38 percent of providers treating the group that did not listen to music. â€Å"There is growing scientific evidence showing that the brain responds to music in very specific ways,† says Lisa Hartling, PhD, professor of pediatrics at the University of Alberta and lead author of the study. â€Å"Playing music for kids during painful medical procedures is a simple intervention that can make a big difference.† adult patients, too. Researchers at Khoo Teck Puat Hospital in Singapore found that patients in palliative care who  took part in live music therapy sessions reported relief from persistent pain (Progress in Palliative Care, July, 2013). Music therapists worked closely with the patients to individually tailor the intervention, and patients took part in singing, instrument playing, lyric discussion and even song writing as they worked toward accepting an illness or weighed end-of-life issues. â€Å"Active music engagement allowed the patients to reconnect with the healthy parts of themselves, even in the face of a debilitating condition or disease-related suffering,† says music therapist Melanie Kwan, co-author of the study and president of the Association for Music Therapy, Singapore. â€Å"When their acute pain symptoms were relieved, patients were finally able to rest.†

Free Essays on Mayas Vs. Incas

â€Å"Noble life demands a noble architecture for noble uses of noble men. Lack of culture means what it has always meant: ignoble civilization and therefore imminent downfall,† a quote from Frank Lloyd Wright. The Mayan and the Incan cultures were very different from one another. Who are the Incan people and the Mayan people and how did they relate and differ from each other? The Mayan empire was located in Mexico and Central America. The Maya area is situated in the southeastern part of Meso-America, which is also the most diverse land in the world. The Mayan civilization contained all of the Yucatn Peninsula, in the present-day Mexico, and parts of the present-day Guatemala, Honduras, and El Salvador. There are two natural settings in the land of the Maya, highlands and lowlands. Volcanoes dominate the Mayan highlands, both extinct and active. This land curves down from southeastern Chipas towards lower Central America. Rain and erosion have made a rough landscape, with deep ravines, and there are few broad valleys. The highland vegetation is closely related to the soils and topography. On the tops of the slopes and ridges, pines and grasses grow. But down in the ravines where there’s moisture, oaks dominate. In the family life, immediately after birth, the babies’ parents went to consult with a priest to learn the destiny of their child and the name it was to have until baptism. The young men stayed apart from their families and they lived special houses where they learned about war. Girls were brought up by their mothers and suffered harsh punishments for the loss of their chastity. Marriages were arranged and there were strict rules about with whom an agreement could or couldn’t be formed with. Monogamy was general, but adultery was punished by death. In the government, political power over much of the Mayan area was in Mexican or Mexican- influenced control. Small towns were headed by t... Free Essays on Mayas Vs. Incas Free Essays on Mayas Vs. Incas â€Å"Noble life demands a noble architecture for noble uses of noble men. Lack of culture means what it has always meant: ignoble civilization and therefore imminent downfall,† a quote from Frank Lloyd Wright. The Mayan and the Incan cultures were very different from one another. Who are the Incan people and the Mayan people and how did they relate and differ from each other? The Mayan empire was located in Mexico and Central America. The Maya area is situated in the southeastern part of Meso-America, which is also the most diverse land in the world. The Mayan civilization contained all of the Yucatn Peninsula, in the present-day Mexico, and parts of the present-day Guatemala, Honduras, and El Salvador. There are two natural settings in the land of the Maya, highlands and lowlands. Volcanoes dominate the Mayan highlands, both extinct and active. This land curves down from southeastern Chipas towards lower Central America. Rain and erosion have made a rough landscape, with deep ravines, and there are few broad valleys. The highland vegetation is closely related to the soils and topography. On the tops of the slopes and ridges, pines and grasses grow. But down in the ravines where there’s moisture, oaks dominate. In the family life, immediately after birth, the babies’ parents went to consult with a priest to learn the destiny of their child and the name it was to have until baptism. The young men stayed apart from their families and they lived special houses where they learned about war. Girls were brought up by their mothers and suffered harsh punishments for the loss of their chastity. Marriages were arranged and there were strict rules about with whom an agreement could or couldn’t be formed with. Monogamy was general, but adultery was punished by death. In the government, political power over much of the Mayan area was in Mexican or Mexican- influenced control. Small towns were headed by t...

20 Exploratory Essay Topics What to Write about the Nature of Synthesis

20 Exploratory Essay Topics What to Write about the Nature of Synthesis Welcome to our first guide, 20 topics for an exploratory essay on the nature of synthesis, in order to help with writing an exploratory essay right away. You’ll also find a sample essay on one of those topics in this guide. The essay itself would prove to be very useful as it will assist you in understanding how an exploratory essay is really written. After this guide, we recommend checking out our second and final guide, pro guide for an exploratory essay and don’t forget our 10 facts on the nature of synthesis to into the topic. There, you’ll learn exceptional techniques, methodologies and formats that define the hallmarks of a perfect exploratory essay outline. Even if you do know how to write an exploratory essay, we recommend you go through this guide. You might find tons of useful information. Without further ado, here are 20 topic ideas on the nature of synthesis: The Designs by Nature for Her Own Purpose: An Exploratory Essay about the Nature of Synthesis Natural Product Synthesis: The Source of Inspiration for the Medically Relevant Scaffolds’ Development Properties of Natural Products Unveiled: The Reflection of Natural Products in the Environment Why Living Organisms are Spending Their Energy and Matter to Create Chemical Architectures Have Become a Delight for Organic Chemists. An Exploratory Essay on Recent Synthetic Methods that Allow Atom and Step Economies to Prosper Exploring the Total Synthesis of Putative 11-epi-Lyngbouilloside Aglycon The Representation of Non-Enzymatic Metabolics of ALA by PhytoPs The History and the Art and Science of Natural Product Synthesis The Impact of Natural Product Synthesis on Medicine and Biological Science An Exploratory Essay on the Revolutionary 1828 Discovery Made by Wohler in Germany Studies on Tumor Promoters: An Exploratory Essay on The Synthesis of Phorbol In-Depth Study on The Recognition of Human Ability to Probe, Isolate and Create Naturally Occurring Molecules The Preparation of Natural Products through Total Synthesis and Semisynthesis Natural Product Synthesis: How Cosmetics, Foods and Dietary Supplements are Produced from Natural Sources Rather than Artificial Ingredients The Significance of Secondary Metabolites which Enable Organisms to Have an Evolutionary Advantage The Therapeutic Benefits of Natural Products that Became an Inspiration for One-half of U.S. FDA Approved Drugs National Product: A Synthesized Organic Compound that’s Produced by a Living Organism Primary Metabolites: Natural Products Having an Intrinsic Function that’s Essential to the Survival of Organisms that Produce Them The Significance of Primary Metabolites: The Basic Building Blocks of Life The Functions of Secondary Metabolites and How They Act You might have probably shortlisted 2 to 3 topics already. However, before attempting to write, take a look at our sample essay below. Sample Exploratory Essay: The Significance of Primary Metabolites: The Basic Building Blocks of Life In the organic chemistry industry, natural products are defined as purified organic compounds which are produced by primary or secondary metabolites ― isolated from their natural sources. Primary metabolites are quite essential to the survival of living organisms. Primary metabolites are the building blocks of life since they include nucleic acids, lipids, carbohydrates, and amino acids. They are also responsible to create photosynthetic and respiratory enzymes, which are necessary for proper enzyme function. In fact, the basic structures of cells and organisms we find on Earth are composed of primary metabolites. You might now truly understand how significant they are. Speaking of enzymes, folks   of the Vitamin B family are also included in primary metabolites (enzymatic cofactors, to be precise). Vitamin B2 acts as a coenzyme for carbohydrate metabolism. Vitamin B2 is a necessity for redox reactions (not all of them, but many). The same can be said for Vitamin B3, along with the electron transport. Vitamin B5, a constituent of coenzyme, can be found in carbohydrates, fatty acids, amino acid metabolism and polypeptides. Vitamin B6 is also involved in amino acid metabolism, whereas Vitamin B12 becomes essential for fatty acid and methionine production. In fact, the archives of our genetic information, DNA and RNA, are also comprised of primary metabolites (nucleic acid). By now, you’re well aware of how significant primary metabolites are for life and survival. Without these primary metabolites, life on earth would cease to exist since the building blocks of living organisms are found in primary metabolites, which we have very thoroughly discussed above. However, what isn’t really necessary for a living organism to have are secondary metabolites. Studies show that they aren’t really necessary for a living organism’s survival, however, they do help fight diseases, illnesses[4]   etc. There has been controversy about secondary metabolites and nobody really knows why they are produced by living organisms. There is speculation, however, that they provide an advantage in terms of competition with organisms that produce secondary metabolites. Many scientists have also come to the conclusion that secondary metabolites are as important as primary ones but research shows otherwise. Perhaps, it’s a lack of studies or something else, no matter; this is why I believe primary metabolites are significant and important for living organisms. References: All natural. Nature Chemical Biology. 3 (7): 351. July 2007. doi:10.1038/nchembio0707-351. PMID 17576412  https://dx.doi.org/10.1038%2Fnchembio0707-351 Samuelson G (1999). Drugs of Natural Origin: A Textbook of Pharmacognosy. Taylor Francis Ltd Websters Revised Unabridged Dictionary (1913). Natural product. Free Online Dictionary and C. G. Merriam Co.  thefreedictionary.com/natural+product Williams DA, Lemke TL (2002). Chapter 1: Natural Products. Foyes Principles of Medicinal Chemistry (5th ed.). Philadelphia: Lippincott Williams Wilkins. p. 25. ISBN 0-683-30737-1. Hanson JR (2003). Natural Products: the Secondary Metabolite. Cambridge: Royal Society of Chemistry. ISBN 0-85404-490-6 Bhat SV, Nagasampagi BA, Sivakumar M (2005). Chemistry of Natural Products. Berlin ; New York: Springer. ISBN 81-7319-481-5. Maplestone RA, Stone MJ, Williams DH (June 1992). The evolutionary role of secondary metabolitesa review. Gene. 115 (1–2): 151–7.

Retailing- Boots V Superdrug Essay Example | Topics and Well Written Essays - 4750 words

Retailing- Boots V Superdrug - Essay Example In order to remain competitive in the market, the retailers have to adapt some strategies in order to differentiate their business from others. In this report, the strategies adapted by two retailers; Boots and Superdrug based in the same market sector and segment have been compared. The report also evaluates the retail strategy as well as the implementation of those strategies in the light of its competitive environment. Both the retailers are present in the United Kingdom. In the end, both the retail businesses are compared using the SWOT analysis with the intention to provide a clear view of the business. The aim of this comparison is to analyze which retail business is more effective in today’s competitive environment and the strategies adapted by which of the two retailers are better than the other. BOOTS Boots is the one of the most recognizable businesses in United Kingdom. Being established in the 1849, the company has a strong heritage and wide range of products offer ed to customers. This is the main reason why the company is very well regarded by the customers. Boots is a very reputable brand in UK as well as in other parts of the world. It could be said that Boots in itself is a very strong brand and it owns several strong sub-brands as well which includes No.7, Soltan and Botanics. Boots is the member of Alliance Boots which was formed in the year 2005 to face the rising competition in the market. The alliance has helped the business to become the UK’s leading pharmacy and beauty retailer. With the merger, the company has remained focused on its philosophy of treating the customers fairly and equally. Moreover, the company has been expanding its offerings to further improve its profits. (Taylor, 2012a). MARKET SECTOR AND SEGMENT The market sector in which the company operates is the retail business and provides the customers with variety of products. The products being offered by the company includes; Health and beauty Personal care Co smetics and toiletries Baby care Dental care Bathroom toiletries Hair care Men’s toiletries Pharmacy services Skincare Perfumes Paper products OTC medicines (Bized, 2009) The company’s market segment is based on demographics; age. The company aims to provide the mature women; that are more health and beauty conscious, and would pay higher price than normal to look young and beautiful again. The company also provides the male customers with products to enhance their looks and to remain smart and handsome even at the maturity age. EVALUATION OF RETAIL STRATEGY IN LIGHT OF COMPETITIVE ENVIRONMENT Boots strategies to deal with the environment External environment or factors influence the businesses of retailers as well (Lusch, Dunne, & Gable, 1990).. Therefore it is important for retailers to formulate strategies to manage their external environment (Oldfield, Ian, & Malcolm, 2000). The strategies to deal with the environment adapted by Boots are as follows Strategies to d eal with the Political factors To deal with the political environment, the company always looks for flaws in the business and creates contingency plans for their vulnerability. The company also employs rigorous planning for the identification and assessment of political environment in order to remain ahead of schedule. Boots aims to operate in countries that are politically stable therefore the company does not actually face many problems from the

A SWOT analysis explores the relationship between the environmental Essay

A SWOT analysis explores the relationship between the environmental influences and the strategic capabilities of an organisation - Essay Example Critically speaking, it is a fact that an internal strategic capability analysis puts the entire focus on the way the environment gets in contact with the product that is marketed under the aegis of an organization. The direct link with the competitors is always apparent in the case of one such analysis. However, what is most important here is that the product is compared against its own basis nonetheless. The manner in which the link between the environmental influences and the strategic capabilities of an organization is made clear is something that brings sanity within the realms of an organization. It puts the basis right of many an undertakings within the business enterprise and tells the senior management where they are going wrong and what corrective steps need to be taken under their aegis (Devane, 2007). Therefore a SWOT analysis is a good enough beginning for finding out where the product is at a particular period in time. It finds out where it will be in a given time as we ll. This is important because the product within the aegis of an organization is moving from one position to another, and discerning new avenues of growth and development all this while. This consistent race to reach the coveted top position within the industrial settings ensure that the product will bring in new standards and advancements to make sure success comes about in full circle (Richter, 2009). The SWOT analysis would eventually be the difference between how things are being managed and how these shall be taken care of in the coming days. It is of fundamental significance to realize the gravity of the situation at hand because the SWOT analysis presents a clear cut picture of where the strengths and weaknesses lie within the internal realms and how the opportunities can be cashed upon and the threats be reduced to larger proportions. The entire understanding of the SWOT analysis emanates from finding out where the organizations are being handled properly and where they are losing ground on most of the occasions. However it is always a difficult proposition to begin with and it is imperative to know how the product under the realms of an organization aims to determine its strong points and the problems that lie close to its own basis. In keeping with this discussion, this paper tries to establish the link between the environmental influences and the strategic abilities and capabilities so that a better understanding of the product and indeed the organization is made in the long range scheme of things. Essentially the use of the Porter’s Five Forces Model suggests that success could only be achieved within the SWOT analysis if proper efforts and undertakings are incorporated within it. This would mean that the new entrants are tapped, their threats are analyzed and foreseen and the required steps are taken beforehand to thwart any hiccups that may so arise at a later point in time. The Porter’s Five Forces Model is indicative of the fact t hat the SWOT analysis will be done in an effective and efficient manner. It highlights the exact ways and means through which different threats are analyzed and thus countered with the passage of time (see Appendix 1). These five forces surround the discussion of the new entrants which could come about at any

Intercultural communication class- research paper

Intercultural communication class- - Research Paper Example nships between these multicultural societies it is also very important to understand how the world today is characterized by an ever growing number of contacts that results from communication between people of different linguistic and cultural backgrounds (Samovar, 2006). This paper takes a stand that cultures plays an important role in determining the method of intercultural communication amongst the Hispanic community living in United States. Culture has different meanings although it is used to denote to a set of standards, values, art, practices and music of a particular group. Becker (2004) defines culture, as a complex whole that includes beliefs, arts, knowledge, morals, law, and any other capability and habit which is acquired by mankind within a society. Furthermore, he denotes that culture is normally acquired and learned, as opposed to biological traits which are inherited (Samovar, 2006). As we are made to comprehend that this was innovative against the background of colonialism, social evolution and racialism which were the most common ideologies during the nineteenth century (Davis, 2000). They are regarded as a highly group-oriented form of social setup. In this sense, Hispanics put strong emphasis on the family as the main source of the identity of an individual, and it protects against the hardships an individual passes through. People who do not have the capability of creating this set up are not easily trusted, and this process is very cautious (Toomey and Chung, 2012). The model of a family, amongst the Hispanics normally comprises of aunts, grandparents, cousins, etc. They use the term Familismo to describe their strong and supreme loyalty to extended families. Due to an emphasis on harmony, collectivity and corporation amongst the Hispanic people, this group normally emphasizes collective responsibility (Toomey and Chung, 2012). Within these groups, there is a very rigid definition of sex roles. The elderly are revered and very much valued

The length of the hydrocarbon chains affects Essay Example for Free

The length of the hydrocarbon chains affects Essay The aim of this experiment is to find out whether the length of the hydrocarbon chains affects how runny the oil is. Preliminary work needed: With the apparatus that is available in the school laboratory there are 2 different possible ways in which to carry out this experiment. From doing preliminary work testing both methods we hope to find out which one will give the most accurate reliable results. This will then be the experiment we carry out in the actual experiment itself. The two different methods we could use are as follows: 1. To simply take a slide, place it at an angle and drip oil down timing how long it takes to get to the bottom. 2. The other way would be to have a thin long tube filled with the oil, and timing how long it takes a small ball bearing to travel through each different oil. Preliminary results: From testing these two methods we immediately found that method 1 would be somewhat inaccurate. We found that each time we dropped oil onto the slide it took a different path every time. Therefore each different oil will be travelling a different distance. To gain any sort of accurate results the oil must travel the same distance each time. However, we found that we could make the oil go down in a straight line, but only if the slide was placed at a much greater angle. We initially tested this with the C12 oil, and with this it was fine. Then when we tried to ensure that the angle was ok for the C6 oil also we encountered problems. The oil fell down the slide so fast it was impossible to time. From the preliminary work we soon realised that method 2 would be far more accurate. From testing various different angles to place the tube at we found that 15i let the ball bearing roll through the oil at a manageable pace to be able to time it. We also found suitable start and finish marks for which the ball could pass through. Also using this method is far more practical, engine designers, for example, have to work out how long a liquid will take to pour down a tube. The diagram below shows how many different paths the oil could take going down a slide, with a tube the U shape at the bottom keeps the ball going in a straight line. This gives us far better results to take speeds of the ball from. Method: We are going to drop ball bearings into a small narrow but relatively long tube of oil, and time how long it takes for the ball to get past a given points: We will fill the tube up with oil, starting with C6 the going all the way through up to C16. ON each oil we will drop the ball bearing in from the top, start the timer when it goes passed the start mark and stop the timer when it goes past the finish mark. It is important that we ensure there is exactly 1. 5ml of oil in the tube and also the tube is placed at 15i. We plan to take 5 readings of each oil and then take an average of the results. Apparatus needed: 1. Clamp stand 2. Stop clock 3. Semi permanent marker pen (to mark start finish points) 4. 5 ball bearings 5. Protractor 6. Oils 7. Pipette 8. Safety goggles It is important to wear safety goggles throughout this experiment as we are dealing with oils. Maintaining a fair test: Two things need to be measured in this experiment and these are the amount of oil to use and the start and finish lines. From the preliminary work we found that 1. 5ml of the oil would sufficiently fill our tube up to a given point. When deciding where to mark the start and finish points we made sure that at the bottom of the tube was enough space for 5 ball bearings to lay. When marking the finish point we took this into consideration and marked the finish point accordingly, 1. 5cm up from the bottom of the tube. This was so that when we dropped each ball bearing in the same oil we wouldnt have to keep tipping all the oil out to get the ball bearing out each time. This would have made the experiment far more messy and time consuming. When marking the start point we made sure that for the runniest oil we had, the ball baring had enough distance to pick up a greater speed than what it would be travelling through the oil. Therefore for every oil we had, the ball would immediately hit the oil and slow down. The distance this gave us from start to finish was 10cm. There will only be one controlled variable in this experiment and that is the chain length of the oils we use. For accurate results we will be using 5 different oils, these are: C6, C8, C10, C12, and C16. We are unable to use a C14 oil but hopefully the graphs plotted from the results will allow us to see what result we would have gained from a C14 oil. Everything else in the experiment will be kept a constant. That is the angle of the tube, the ball bearings, and the same person stopping and starting the clock. To ensure that our results are even more accurate and reliable we will run the test through once before we actually start to take any results. This is because when the ball bearings have been in the oil once it is extremely difficult to remove all the particles of oil, there will always be an oily residue left on the ball. So the only way to solve this would be to ensure that before taking any results the ball already has this thin layer of oil over it for every different test on each of the oils. In addition to this it is important that the ball is placed into the tube right at the top and left to roll down pushing the ball down into the tube will provide inaccurate results. Prediction: I predict that as the chain length of an oil increases, the runniness of the oil will decrease, (the ball bearing will take longer to travel through the oil). If you compare a hexane molecule (C8 H12) to an octane molecule (C8H18) it is clear that the octane molecule has more carbon atoms and hydrogen atoms: The difference between them is to do with the overall size of the molecule.

Buddhism Essay -- essays research papers

The followers of the Buddha believe life goes on and on in many reincarnations or rebirths. The eternal hope for all followers of Buddha is that through reincarnation one comes back into successively better lives - until one achieves the goal of being free from pain and suffering and not having to come back again. This wheel of rebirth, known as samsara, goes on forever or until one achieves Nirvana. The Buddhist definition of Nirvana is "the highest state of spiritual bliss, as absolute immortality through absorption of the soul into itself, but preserving individuality" (Head1 57). Birth is not the beginning and death is not the end. This cycle of life has no beginning and can go on forever without an end. The ultimate goal for every Buddhist, Nirvana, represents total enlightenment and liberation. Only through achieving this goal is one liberated from the never ending round of birth, death, and rebirth (Head3 73). Transmigration, the Buddhist cycle of birth, death, a nd rebirth, involves not the reincarnation of a spirit but the rebirth of a consciousness containing the seeds of good and evil deeds. Buddhism's world of transmigration encompasses three stages. The first stage in concerned with desire, which goes against the teachings of Buddha, is the lowest form and involves a rebirth into any number of hells. The second stage is one in which animals dominate. But after many reincarnations in this stage the spirit becomes more and mo... Buddhism Essay -- essays research papers The followers of the Buddha believe life goes on and on in many reincarnations or rebirths. The eternal hope for all followers of Buddha is that through reincarnation one comes back into successively better lives - until one achieves the goal of being free from pain and suffering and not having to come back again. This wheel of rebirth, known as samsara, goes on forever or until one achieves Nirvana. The Buddhist definition of Nirvana is "the highest state of spiritual bliss, as absolute immortality through absorption of the soul into itself, but preserving individuality" (Head1 57). Birth is not the beginning and death is not the end. This cycle of life has no beginning and can go on forever without an end. The ultimate goal for every Buddhist, Nirvana, represents total enlightenment and liberation. Only through achieving this goal is one liberated from the never ending round of birth, death, and rebirth (Head3 73). Transmigration, the Buddhist cycle of birth, death, a nd rebirth, involves not the reincarnation of a spirit but the rebirth of a consciousness containing the seeds of good and evil deeds. Buddhism's world of transmigration encompasses three stages. The first stage in concerned with desire, which goes against the teachings of Buddha, is the lowest form and involves a rebirth into any number of hells. The second stage is one in which animals dominate. But after many reincarnations in this stage the spirit becomes more and mo...

Q Manual Essay

After the lecture Tutorials and your learning Reading in your study 2. 8. 1 Reading to understand or comprehend 2. 8. 2 Reading for critical comment Checklist for studying faculty units and courses 13 14 14 15 16 16 Chapter 3 The research process: A basic guide 3. 1 The research process 3. 1. 1 Step 1: Understand the assignment topic/question(s) 3. 1. 2 Step 2: Decide what sort of information you need to complete the assignment 3. 1. 3 Step 3: Decide where to look for this information 3. 1. 4 Step 4: Develop and use a search strategy for database searching 3. 1. 5 Step 5: Evaluate the information found and revise the plan 3. 1. 6 Step 6: Presentation 3. 1. 7 Step 7: Final evaluation Using the Internet for research 3. 2. 1 Some further tips for productive Internet research 17 17 17 17 18 18 20 22 22 23 23 3. 2 Chapter 4 Academic writing skills 4. 1 4. 2 4. 3 4. 4 Characteristics of successful writing 4. 1. 1 Responding to the task Exam question, Accounting and Finance 4. 2. 1 Initial analysis, key terms and directions Structuring your writing clearly 4. 3. 1 Writing structure Forming and expressing your perspective on the task 4. 4. 1 â€Å"Crystallised response† 4. 4. 2 Plan the response Supporting your perspective 4. 5. 1 Paragraph structure 4. 5. 2 Use of references Presenting a consistent and logical response Expressing your ideas clearly 4. 7. 1 Formal academic language 4. 7. 2 Some other features of academic language Checklist for academic writing skills 25 25 25 27 27 27 28 29 29 30 31 31 32 33 33 34 34 36 4. 5 4. 6 4. 7 4. 8 Chapter 5 Writing essays 5. 1 5. 2 5. 3 5. 4 Analyse the task Synthesise your information Plan the essay Reference the sources of information 37 37 37 37 38 Chapter 6 Writing a literature review 6. 1 6. 2 6. 3 6. 4 The nature of a literature review Procedure for completing a literature review Writing the literature review Checklist for a literature review 39 39 40 40 41 Chapter 7 Report writing 7. 1 The process 7. 1. 1 Identify the purpose of the report 7. 1. 2 Identify the readers and their needs 7. 1. 3 Research the topic 7. 1. 4 Outline the report 7. 1. 5 Write the draft 7. 1. 6 Edit the draft 7. 1. 7 The finished product 7. 2 Report presentation and layout 7. 2. 1 Structure of a report 7. 3 Report writing checklist 42 42 42 42 42 43 43 43 44 44 44 46 Chapter 8 Case study method 8. 1 8. 2 Some general issues Problem solving case format. 49 49 49 Chapter 9 Academic integrity and honesty: avoiding plagiarism in written work 9. 1 9. 2 What is plagiarism? Monash University Statute 4. 1 and policy regarding plagiarism 9. 2. 1 What happens when plagiarism is suspected 9. 2. 2 Students’ responsibility Using references appropriately in your written work Use of references in writing 9. 4. 1 Unsuitable use of references Suitable integration of references 9. 5. 1 Techniques for using an author’s ideas 9. 5. 2 A summary 9. 5. 3 Paraphrasing, or writing in your own words Conclusion 51 51 52 53 53 54 54 54 55 55 56 56 57 9. 3 9. 4 9. 5 9. 6 Chapter 10 Referencing. 10. 1 10. 2 10. 3 10. 4 What is referencing? When should you reference? Why should you reference your work? Referencing using the APA style 10. 4. 1 Creating in-text citations 10. 4. 2 Creating a reference list Footnoting 10. 5. 1 In-text citations using footnotes 10. 5. 2 Creating the bibliography 58 58 58 59 59 59 62 69 70 74 10. 5 Chapter 11 Presentation skills 11. 1 11. 2 11. 3 What is a presentation? Planning and preparation 11. 2. 1 Analysing your audience Presentation design 11. 3. 1 Objective 11. 3. 2 Content 11. 3. 3 Structure Visual support 11. 4. 1 Handouts Delivery 11. 5. 1 Methods of delivery 11. 5. 2 Rehearsal Nerve control 11. 5. 3 11. 5. 4 Your voice 11. 5. 5 Non-verbal communication Group presentations 11. 6. 1 Team balance 11. 6. 2 Transitions 11. 6. 3 Support for the speaker 11. 6. 4 Your role as coach Evaluating the presentation Why do some presentations go wrong? 76 76 76 76 76 76 77 77 79 79 80 80 80 80 80 81 82 82 82 82 82 83 83 11. 4 11. 5 11. 6 11. 7 11. 8 Chapter 12 Exam strategies Preparing for exams 12. 1. 1 Establish the type of exam 12. 1. 2 Develop a broad understanding of the unit’s objectives 12. 1. 3 Develop summaries of topics 12. 1. 4 Review unit material and topics 12. 1. 5 Practise past exam questions 12. 1. 6 Multiple choice questions 12. 1. 7 Short answer and essay questions 12. 1. 8 Calculation questions 12. 2 Operating in the exam 12. 2. 1 Reading and noting time 12. 2. 2 Completing the exam Answering multiple choice questions 12. 2. 3 12. 2. 4 Completing written response questions 12. 3 Checklist for exams 12. 1 84 84 84 84 85 85 85 85 86 87 87 87 87 88 88 88 Q Manual Preface and Acknowledgements The purpose of the Q (for Quality) Manual is to provide new students with practical and easily accessible information regarding university-level study. As its name suggests, this publication is aimed at increasing your effectiveness as a student. For many of you who have not experienced university level study, the Q Manual will provide you with ideas, suggestions and guidelines to enable you to achieve academic success by producing quality work, and getting it submitted on time. We suggest you read the Q Manual thoroughly and refer to it often throughout your course of study. The Q Manual commences with an overview of the Faculty of Business and Economics, its goals, structure and expectations regarding student performance, as well as important policy information about student assessment. The next chapter provides useful advice in relation to approaches to study at the university level. Then follows the bulk of the Q Manual, which focuses on research skills, academic writing skills, and in particular, chapters devoted to commonly required academic assignments, such as essays, literature reviews, reports and case study method. The section relating to academic writing and assignment preparation is followed by chapters covering academic honesty and referencing techniques. The final sections of the Q Manual cover oral presentation skills and exam strategies. There are many people whose valuable contributions to this edition of the Q Manual must be acknowledged. They include (in no particular order): Andrew Dixon, Caulfield Campus Library David Horne, Caulfield Campus Library Owen Hughes, Faculty of Business and Economics Sally Joy, Faculty of Business and Economics Lynne Macdonald, Faculty of Business and Economics Michael Scorgie, Department of Accounting and Finance Claire Tanner, Faculty of Arts Our special thanks go to Lynne Macdonald and Claire Tanner for the many hours spent collating and editing the content and for coordinating production of the Q Manual. Without your efforts and patience, this edition could not have been published. Sincere thanks also go to my dear friend and colleague, Glenda Crosling, who has collaborated with me for many years on a number of significant educational projects for the faculty. A dedicated educator, Glenda works enthusiastically and tirelessly, keeping an open mind, and most importantly, always retaining her wonderful sense of humour! Glenda also thanks Nell for her collegiality, dedication, inspiration and hard work on this and other educational projects. Together, we have produced a publication that we hope will assist you in your studies. Finally, we wish you a stimulating, challenging and rewarding learning experience throughout your undergraduate and postgraduate studies with the Faculty of Business and Economics. Nell Kimberley Department of Management Faculty of Business and Economics January, 2008 Glenda Crosling Education Adviser Faculty of Business and Economics Chapter 1 Introduction 1. 1 Welcome Congratulations on your selection to study one of the courses offered by the Faculty of Business and Economics at Monash University. This manual is intended to provide you with information on how to produce quality work and achieve the best possible results in your examinations. The major goal of the university is to assist you to obtain an excellent education so that you may take your place in society as a well-qualified graduate. It is important to note that while the courses provide the teaching support and the necessary framework for your studies, success can be achieved only through your personal commitment and dedication to hard work throughout all the years of your course. The following information is aimed at familiarising you with the Monash University study environment and increasing your effectiveness as a Monash student, thereby enabling you to reach your potential. For those of you who are experiencing university level study for the first time, this manual will lay an important foundation and prepare you for a new world. 1. 2 Monash University Monash University was established in 1961 and named after General Sir John Monash (1865–1931). Sir John was a soldier, scholar and engineer, and the Commanding General of the Australian forces in France in World War 1. In addition, as the first Chairman of the State Electricity Commission, he took on the immense task of overseeing the development of the LaTrobe Valley’s brown coal resources. Sir John was a man of wide interests and vast intellectual range. He was this country’s first Doctor of Engineering and exemplifies the University’s motto – Ancora Imparo (I am still learning). The university now has a population of more than 50,000 students from over 100 countries, who speak 90 languages. There are eight Monash campuses and two centres, in Italy and London. The primary pursuits of teaching and research are carried out in the university’s ten faculties. The faculties, which each cover a specific body of knowledge, are: Art and Design; Arts; Business and Economics; Education; Engineering; Information Technology; Law; Medicine, Nursing and Health Sciences; Pharmacy; and Science. 1. 3 1. 3. 1 Faculty of Business and Economics Goals The aim of the faculty is to use its scale, scope and unique internal diversity to become an international leader in the pursuit, dissemination and analysis of knowledge, particularly in the disciplines of accounting, banking, econometrics, economics, finance, management, marketing, and tourism. By the application of such knowledge, its staff and students will contribute to the economic, social and commercial development of Australia and other countries in an increasingly globalised environment. 1. 3. 2 Faculty structure The Faculty of Business and Economics is the largest faculty in the university, with more than 17,000 students enrolled over five Australian campuses at Berwick, Caulfield, Clayton, Gippsland and Peninsula, as well as in Malaysia and South Africa. In addition to a diverse range of undergraduate bachelors degrees, the faculty offers a comprehensive range of graduate courses including an executive certificate, graduate certificates and diplomas, masters degrees by coursework and research, the Master of Business Administration, the Doctor of Business Administration, the Master of Philosophy and the Doctor of Philosophy. Courses are delivered on campus, usually through lectures, tutorials and WebCT Vista, while offcampus students are catered for by distance education. 1 The Dean and the main faculty office are located on the Caulfield campus. In addition, there are faculty staff located at the other campuses. Go to http://www. buseco. monash. edu. au/student/contact/ for location and contact details. 1. 3. 3 Departments and centres The Business and Economics faculty is subdivided into organisations that are responsible for particular areas of knowledge. There are six departments and two research centres. The departments are: Accounting and Finance, Business Law and Taxation, Econometrics and Business Statistics, Economics, Management, and Marketing. The research centres are: Centre of Policy Studies, and Centre for Health Economics. They cover fields of study including accounting, banking, business law, business statistics, economics, econometrics, finance, international business, management, human resource management, marketing, taxation and tourism. Whatever your major or areas of study it is essential that you have an understanding of each of the disciplines and how they interact with each other in the overall operations of a business organisation. 1. 3. 4 Aims for learning at Monash University and in the Faculty of Business and Economics The university and the faculty recognise the needs of students for their lives following graduation. As a Monash graduate you will be operating in a globalised and rapidly-changing world, and the university and faculty aim to develop in students’ attributes beyond the ability to understand and operate competently with course and unit content. The aims are that students will develop in ways that will enable them to: †¢ Engage in an internationalised and increasingly globalised world; †¢ Engage in discovery, analysis, integration and application for problem solving and learning with knowledge; †¢ Communicate competently orally and in writing across cultures and settings, including their specific disciplines. As you undertake your studies, you will notice an emphasis on these attributes and you will be engaged in activities and tasks to help you develop them. In the following chapters of this guide, we explain the influences of these attributes on your approach to study. 1. 3. 5 Units Each department offers a wide range of undergraduate and postgraduate units. In a three-year undergraduate degree, there are twenty-four units, with four units to be taken in each semester (parttime students would normally undertake two units each semester). The unit leader or coordinator is responsible for the administration of the particular unit. You can consult with your unit leader, and or coordinator in larger units you may also consult with the other lecturers and tutors. 1. 3. 6 Role of lecturers/tutors Lecturers and tutors have a key role as facilitators of your learning. They are able and most willing to help you with your studies and can be contacted using your student email account. Their email addresses are located in the unit outline. Alternatively, academic staff can be contacted during their consultation hours which are often posted on their door or outside the main administration office. 1. 3. 7 Role of on-line sources of information Monash has adopted a learning management system which provides you with access to on-line unit information. The web contains information that you need to know for the unit, both of an administrative nature as well as useful material for your studies. 2 1. 3. 8 Role of course directors/coordinators If you are encountering academic performance issues, course progression and similar problems you should initially discuss these with enrolment officers or course advisers. You may, occasionally, then be referred to course directors or course coordinators to help with these issues. Undergraduate students are referred to course directors or course coordinators by the faculty office and postgraduate students by departmental administration staff. If referred, course directors and coordinators are available during their consultation hours. 1. 3. 9 Additional important information The Undergraduate and Postgraduate Handbooks and the Student Resource Guide provide important information regarding various aspects of university life. The Student Resource Guide is distributed to all students at the time of initial enrolment and is available on-line at www. monash. edu. au/pubs. It contains details of the university’s code of practice for teaching and learning, as well as grievance and appeals procedures. Further copies can be obtained from Student Service Centres on all campuses. An excellent resource for students is also available on-line via the student link on the Business and Economics Faculty webpage at http://www. buseco. monash. edu. au/student/. The site contains links to important information regarding: courses and units, admissions and enrolments, schools and departments, exams and results, administration, study resources, calendars and timetables, IT and computing, support services, careers and employment, international students, and clubs and associations. 1. 4 Faculty expectations of student performance As students of the faculty, there are a number of units that you will study as part of your course. Although these units may have differing methods of assessment, the faculty has the following expectations of your behaviour and performance. 1. 4. 1. Attendance and participation at lectures and tutorials Lectures and tutorials are central to your performance in the university. Lectures provide the material you require in order to understand the overall nature and direction of the unit. Important concepts and analysis can be emphasised by the lecturer and put into context for the student. Tutorials are a vital part of your studies. They reinforce lecture material and provide you with an opportunity to discuss material presented in lectures, as well as to ask questions. Tutorials also provide you with the opportunity to develop your oral communication skills. The material presented is not designed to give you one view on a topic but to facilitate your understanding of the issue under discussion. Where there are alternative views on an issue, you should learn to articulate, critically approach and assess these differing positions. 1. 4. 2 Special consideration and extension of time for submission of an assessment task Students need to use a Special Consideration Application when applying for Special Consideration for overall assessment, end-of-semester examinations, or additional assessment for a unit (or units) studied during the current semester. Please refer to the following webpage for information on both faculty and university special consideration policy and procedures: http://www. buseco. monash. edu. au/secretariat/policies/spec-con. html Students who require more time to complete a piece of work should apply for an extension of time for submission of an assessment task. Reasons for special consideration include serious short term circumstances beyond the student’s control, such as illness, accident, personal trauma, family emergency or compassionate grounds. Applications should be discussed with the examiner/lecturer/tutor responsible for assessing the task. Please refer to the current student faculty webpage for forms and further information: http://www. buseco. monash. edu. au/student/exams/specconsemester. html 3 1. 4. 3 Workload You are expected to undertake private study in addition to attending lectures and tutorials. Preparation of work to be discussed in tutorials is essential. You will also be required to complete assignments and projects and submit them on the due dates. When taking into account the work carried out during mid-semester breaks and exam weeks, you would expect to study more than thirty hours each week. 1. 4. 4 Self-reliance Compared to your school experience, at the university you are expected to be more independent and self-reliant. In contrast to teachers at school, lecturers and tutors usually teach large numbers of students, sometimes as many as one thousand. They are happy to assist you, but you need to approach the staff member and be clear about what you wish to discuss. It is also your responsibility as a self-reliant student to attend lectures and tutorials, prepare your tutorial work and submit all written work on time. 1. 4. 5 Time management. The expectation at the university is that you learn to manage your own time. This applies to full-time students who have a great deal of time available outside of classes, as well as for part-time students who have to balance work and study. The following chapter on study techniques in this manual provides, among other things, some helpful hints on how to best manage your time and get the most out of your career as a student. 1. 5 Student assessment Assessment in a unit may be made up of several components: a formal examination, essays, tests, assignments, oral presentations and tutorial participation. Assessment details for each unit are provided in the unit guide that you will receive in the first week of each semester. The final mark that a student receives in a unit will be determined by the board of examiners on the recommendation of the chief examiner, taking into account all aspects of assessment. The rights of students to have assessed work re-marked are determined at the departmental level. A student can only be failed after the exam paper has been marked by two staff members. All results are reviewed by the unit leader. You can find further information relating to the university’s assessment in undergraduate units and the responsibilities of examiners using the main policy bank link at: http://www. buseco. monash. edu. au/secretariat /policies/ 1. 5. 1 Examinations For details of examination regulations, please refer to the Monash University Calendar: http://www. monash. edu. au/pubs/calendar/ 1. 5. 2 Use of English dictionaries and calculators As English is the language of instruction within Monash University, foreign language translation dictionaries are not permitted to be used by students sitting examinations. Calculators are permitted if specified on the examination paper, but some units may have a calculator restriction. Students are advised to familiarise themselves with any calculator restrictions applying in units they are studying. For permitted calculator(s) for examinations and units of study go to the faculty policy link at: http://www. buseco. monash. edu. au/secretariat/policies/calculator. html 4 1. 5. 3 Results At the end of each semester, following the completion of examinations, a board of examiners considers student performance as a whole before the results are published. All undergraduate and coursework graduate students who pass are graded into the categories of high distinction, distinction, credit and pass. Honours courses use a different grading system, classified into first class, second class division A, second class division B, third class and pass. 1. 5. 4 Marks and grades Following is a list of marks and grades used within the faculty: 0–49 40–49 45–49 50–59 60–69 70–79 80–100 N NS NP P C D HD NE WH Fail Fail, supplementary exam awarded by Board of Examiners only to graduate students and under special circumstances Near pass is only awarded to undergraduate students. It may be awarded for the last unit to complete a degree. Pass Credit Distinction High distinction Not examined. Used when a unit is taught over two semesters Withheld. Used, for example, when assessment is outstanding due to a special consideration application or incomplete assessment. DEF Deferred examination granted SFR Satisfied faculty requirements This grading system will be current until 2009. For amendments after this time go to: http://www. buseco. monash. edu. au/secretariat/policies/methods-assessment. html 1. 5. 5 Honours grading Honours units are graded as follows: Below 50 50–59 60–69 70–79 80–100 Fail HIII HIIB HIIA HI 5 1. 5. 6 Examples of grades and corresponding achievement levels HD High Distinction 80–100% D Distinction 70–79% A very high standard of work which demonstrates originality and insight C Credit 60–69% Demonstrates a high level of understanding and presentation and a degree of originality and insight Thorough understanding of core texts and materials P Pass 50–59% Satisfies the minimum requirements N Fail 0–49% Fails to satisfy the minimum requirements General description. Outstanding or exceptional work in terms of understanding, interpretation and presentation Strong evidence of independent reading beyond core texts and materials Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline Demonstrates imagination or flair. Demonstrates originality and independent thought Highly developed analytical and evaluative skills Ability to solve very challenging problems Reading Evidence of reading beyond core texts and materials Evidence of having read core texts and materials. Very little evidence of having read any of the core texts and materials Knowledge of topic Evidence of an awareness Sound knowledge of and understanding of principles and concepts deeper and more subtle aspects of the topic Knowledge of principles Scant knowledge of and concepts at least principles and concepts adequate to communicate intelligently in the topic and to serve as a basis for further study Articulation of argument Evidence of imagination or flair. Evidence of originality and independent thought Clear evidence of analytical and evaluative skills. Well-reasoned argument based on broad evidence Sound argument based on evidence Very little evidence of ability to construct coherent argument Analytical and evaluative skills Problem solving Evidence of analytical and evaluative skills Some evidence of analytical and evaluative skills Very little evidence of analytical and evaluative skills Ability to solve non-routine Ability to use and apply problems fundamental concepts and skills Well developed skills in expression and presentation Good skills in expression and presentation. Accurate and consistent acknowledgement of sources. Adequate problem-solving Very little evidence of skills problem-solving skills Expression and presentation appropriate to the discipline Highly developed skills in expression and presentation Adequate skills in expression and presentation Inadequate skills in expression and presentation. Inaccurate and inconsistent acknowledgement of sources Source: University of Adelaide 2005 6 Chapter 2 Approaching study in the Faculty of Business and Economics Introduction Study at university is like a full-time job that requires commitment, and cannot just be added on to a range of other interests. It differs in many ways from study in other educational settings. A major difference is the independence and self reliance expected of students in their study. This idea concerns: †¢ Managing your time, balancing your study with other commitments. †¢ Your approach to learning in your units. In this chapter, we discuss the implications of independence and self reliance for the way you approach your studies. Assistance with time management is also available from university learning and personal support services, go to http://www. monash.edu/pubs/handbooks/srg/srg-266. html for faculty and campus contacts. 2. 1 The study â€Å"mindset† The units that you study present information, concepts and theories. It is expected that you will understand these fully. In addition, you must think critically and analytically so that you can evaluate and apply the knowledge, concepts and theories to different situations. You also need to think about the information from international and global perspectives, and to communicate your thinking clearly and appropriately orally and in writing. This means that you must do more in your written work than merely describe the concepts and knowledge, which will not get you good marks. There are times when you do need to provide definitions and an overview of concepts and theories, but such information usually only functions as an introduction for your integration of ideas, critical analysis and application, in relation to the issue, topic and task. Integration of information and critical and analytical thinking are central to the idea of independence in study. It means that you take an objective approach to the knowledge, concepts and theories. Such an approach is necessary so that you can: †¢ Integrate sometimes contrasting ideas from a range of sources and develop your own perspective on an issue or topic in relation to these; †¢ ‘Pull apart’ the knowledge in your units and explain how the parts all work together (analysis); †¢ Evaluate the strengths, weaknesses, advantages and disadvantages of knowledge, concepts and theories for particular situations (critical approach). This emphasis may differ from how you approached your study in other educational settings. For instance, you may have expected there to be one right answer, or two sides to an issue or topic. In your university studies, you need to understand that there are multiple views surrounding a topic or issue. The suitability of the view that you develop, often by synthesising several views, depends on the perspective from which you look at the issue. Such a concept of the relativity of knowledge applies to all the business and economics disciplines. In accounting, for instance, particular accounting situations are interpreted in terms of the Standard Accounting Concepts, and in econometrics and business statistics, a set of data is interpreted in relation to a particular purpose, or the needs of a particular user. Your ability to operate in the way explained above is based on you understanding the nature of academic enquiry and discovery, as we explain in the next section. 7 2. 2 Academic enquiry, discovery and independence in study Academic enquiry and discovery are concerned with the development or advancement of knowledge in a field of study, which occurs through research and investigation. Students engage in academic enquiry and discovery, to some degree, when they integrate and apply knowledge, concepts and theories to different situations. Thus, in university study, there are: †¢ No absolutes †¢ Knowledge evolves as researchers challenge, confirm or modify earlier understandings. When investigating an issue for an assignment task that is based on evidence from the literature, you need to overview and integrate the range of views surrounding the issue or topic. When you have formed your response and structured your written work to express this, you must indicate to your reader how you have arrived at that view. That is, the ideas and views that you read in the literature function as the ‘building blocks’ of your response. In your writing, if you do not explain to your reader the evidence or the building blocks for your view, you are only expressing opinions. These are ideas unsubstantiated by evidence and are not valued in university study. Another perspective The manager has a range of roles that are significant in the operations of an organisation, and decision making is one of these (Mintzberg, 1979) One perspective Decision making is an important aspect but only part of the manager’s role (Lee, 2000). Decision making in the manager’s role. Further perspective Decision making is the foundation of a manager’s role (Brown, 2002) Figure 1: Multiple views of a topic or issue Figure 1 depicts the situation in relation to a topic in a unit that relies on views in the literature. Note how decision-making in the manager’s role is seen from different perspectives by different authors. In a unit such as econometrics and business statistics, you may be required to analyse a set of data from a perspective of, for instance, a marketing manager, or a city council. Thus, the information in the data that would be relevant for the former would be on aspects such as sales, while for the city council which is concerned with providing services, the emphasis would be on the city’s population and its needs. Thus, in units that rely on data such as econometrics and business statistics, you need to analyse the data, form a perspective on the issue from the data analysis, and then select from your data to support the viewpoint you have developed. In a unit such as economics, it means being able to distinguish between facts and value statements. 8 2. 3 Approaching study in the faculty disciplines As you continue with your faculty study, you will realise that the approaches to knowledge in the disciplines of the faculty differ in some ways. Understanding such variation will help you adjust your thinking and approach across your units of study. This is particularly applicable if you are a double degree student and studying across two faculties. For instance, when you are studying a first year law unit in your Business and Economics degree, you will be presented with problem question assignments. You approach and think about these, and structure information differently, than you would for essays in a unit such as management, or, for example, reports in a marketing unit. You are using different forms of data and evidence, and applying critical analysis in ways that are particular to the unit and its discipline. The approach that the disciplines take to knowledge is reflected in the way information is put together in the texts and in lectures. These exemplify the characteristics of the particular discipline. To develop some understanding, you should think about your units in terms of: †¢ The type of data and info.