Code Of Ethics And The Workplace - 2544 Words

Management is when someone controls or regulates entities including employees, customers and products. Good management requires identifying diversity in the workplace in order to have a healthy work environment. Bad management comes when the person does not care about their employees or acts on instinct rather than think decisions through a process. Proper management is necessary for growth of a business and helps organize things for time efficiency and gain positive outcomes. Management is essential in all fields and aspects of the world. Additionally, management can be very powerful and the organizations that have proper attributes and practices will be considered the most successful and well managed. The following is an outline of ten†¦show more content†¦Strategic alliances are defined as â€Å"a partnership between an organization and a foreign company in which both share resources and knowledge†. This helps both companies grow and develop new ideas and products. Business and partnerships of any sizes can benefit from international partnerships because they provide a different perspective and collaborating can bring benefits to both parties. An important practice for managers to follow is avoiding biases. Bias is a term that describes a tendency or preference toward a particular perspective or ideology (Robbins/Coulter 132). It is generally seen as a â€Å"one-sided† perspective. Being bias can create all kinds of inaccurate judgments and attitudes (Robbins/Coulter 132). As a manager you want to stay open-minded and hear other people’s opinions. This will make you a better leader than a manager. You want people to be able to come to you and talk about things that could better the business. It is also important to avoid biases when hiring employees with different backgrounds and only focus on essential skills necessary to work the position. This added diversity will help create a good public image and will generate more customers and support. Another good practice of a well-managed business is how to properly deal with stress. Stress is the reactions of a person due to overload of work, which causes

Eureka Forbes Case Free Essays

EUREKA FORBES (The Direct Marketing Pioneer) The case examines the strategies adopted (over the years) by leading consumer appliances company Eureka Forbes in India. The case explores how the company built up the vacuum cleaner and water/air purifier markets in India from scratch through its direct marketing efforts. The various initiatives to ensure good customer service and enhance customer satisfaction are examined in detail. We will write a custom essay sample on Eureka Forbes Case or any similar topic only for you Order Now The case also discusses the company’s attempt to enter the bottled water business, its decision to increase the thrust on the retail business, and the problems between its owners, Forbes Gokak Ltd. and Electrolux. Discussion Questions ANS1:- The different marketing strategies adopted by Eureka Forbes to popularize vacuum cleaners and water purifiers in the Indian market are as follows: * Followed tried ; tested direct selling route. Direct Marketing is a method which helps to create a direct connection with the potential consumer to obtain an immediate response and cultivate lasting consumer relationship. * Eurochamp ‘the friendly man from Eureka Forbes’. * Advertising campaigns featuring actors from Hindi TV serials. * Customer care network including CRC ; 4000 sales personnel for after sales services. * Annual Maintenance Contract Operation Red Zone * Mobile service van facility * Water labs * Euroclean home contest * Gift a Smile scheme * Exchange offer at a discounted price for water purifier * Service call back within 48 hours with the help of pagers. * 24 hour – 365 days virtual call center. * B2E strategy. * Online model to interact with the customers over the intern et. * Ad campaign featuring maidservant using the vacuum cleaner. However Direct Marketing Consumer cannot touch and feel the products before buying. The scope of expansion is limited in this kind of marketing. It has higher per person cost than other form of advertising. There is great scope for misleading and deceiving customers by dishonest businessmen. It may cause irritation to the consumer through unwanted mail and spam. ANS2:- The main reason behind decision to increase the share of dealer sales in its revenues is to focus more on the retailing business by making it products available in retail outlets through its dealer network. Company also wants to create push demand through these dealer networks. No, I don’t think company can hamper its direct marketing expertise by introducing bottled water . It was a move only to strengthen the core products by capitalizing on their brand image. The company wanted to position itself as one- stop shop for products related to providing pure water. On the other hand reach of direct dales was limited to only the top end of the market. ANS3:- EF tried to change the advertising strategy for its vacuum cleaners in late 1999 to increase the growth of VC market which was stagnant due to lack of product usage at homes and to establish the fact that VCs were easy to use and that even maidservants could be trusted with the product. Following environmental initiatives were taken by EF to boost its image of environment- friendly and hygiene – oriented company. Establishment of Eureka Forbes Institute of Environment. * Daily measurement of air pollution in 8 metro cities in association with NDTV ; Star News. * Free pollution control camps in 10 metro cities on World Environment Day in association with National Geographic ; the UNICEF. ANS4:- Yes EF will be able to hold on to its leadership status after the departure of Electrolux be cause Swedish partner never had management control of the company and its involvement was more related to technical inputs. Technology was not a big issue for EF because it keeps changing very frequently and its not a competitive advantage anymore. None of players in the market had been able to break EF’s hold on the VC ; WP market because of its * Unique direct selling approach. * Innovative marketing strategies * Ability to maintain a good relation with their consumers. * Dedicated customer care network for post sales services. * The hard work of all Euro champs. * Creation of push ; pull demand. * Environmental activities. * 24 hour 365 day virtual call center. * Free demonstration of product at customer’s place. ————————————————————————————— How to cite Eureka Forbes Case, Papers

A Reflective Essay of an Overseas Nurse free essay sample

This is a reflective essay which will address a recent experience gained from the Intensive Treatment Unit (ITU) that occurred during my placement and while under the Overseas Nurses Programme. This will utilize John’s Model for Structured Reflection (MSR). This essay will also be integrating the first learning outcome of the course. This incident involves a 48-year old female who came in to the Accident and Emergency (AE) with chief complaint of shortness of breath, productive cough and pleuritic chest pain. A nose and throat swab for swine flu was done. Swine flu is a â€Å"respiratory illness caused by a new strain of influenza virus which has been named pandemic (H1N1) 2009 influenza by the WHO† (Health Protection Agency (HPA), 2009, p. 01). The swab was required by the Trust’s â€Å"Practical advice for investigating individuals with possible swine flu infection† (Hospital Policy, 2009, p. 01). Initially, she was admitted to the regular wards but she deteriorated and was subsequently intubated and hooked to a mechanical ventilator and transferred to the ITU. The patient was then admitted on a regular bed in the ITU, during this time the isolation rooms of the ITU were not available. It was mentioned at the morning rounds by the doctors if she needed to be transferred to an isolation room because of the query of swine flu. The doctors replied that she might only be a severe case of pneumonia as can be seen on the Chest X-ray. They also explained to the patient’s family that she is being treated for pneumonia and is also receiving antibiotics. Staff nurses who come in contact with the patient wore no protective equipment other than regular aprons and clean gloves, including myself and my mentor. Late in the afternoon, the result of the swab was confirmed by the microbiology department as positive for swine flu. WHAT ARE THE KEY ISSUES WITHIN THIS DESCRIPTION THAT I NEED TO PAY ATTENTION TO? Concerns regarding infection control were one of the primary issues to be dealt with in this situation. Breaking the news to the patient’s family was also a concern then. WHAT WAS I TRYING TO ACHIEVE? WHY DID I ACT AS I DID? As soon as I heard about the results, I was waiting for the next intervention we should perform. Aside from properly documenting the results on the care plan, it was also included in the doctor’s progress notes. The Nursing and Midwifery Council (NMC) (2008) strongly suggests that nurses keep accurate and clear record of events and care given to each patient; thus, justifying action done during that time. Secondly, we were concerned of moving her into a side room for infection control purposes. The Health Protection Agency (HPA) (2009) enumerates ways in which Swine Flu can be transmitted. Amongst them are â€Å"large droplets from coughing and/or sneezing by an infected person within a short distance (usually 1 metre or less) of someone; touching or shaking the hand of an infected person and then touching your mouth, eyes or nose without first washing your hands and touching surfaces or objects (eg door handles) that have become contaminated with the flu virus and then touching your mouth, eyes or nose without first washing your hands† (HPA, 2009 p. 01) The need to inform the family was also addressed; this was done by the doctors, charge nurse of the shift and my mentor. Follow up information was then provided by me. Stillwell (2007) identifies the family’s need to be rightly informed of the patient’s current situation as well as their right to take part in decisions concerning treatment for their patient. Coordination with the other members of the health team such as the microbiologist, doctors, physiotherapists and other nurses was of importance at that time as well. It was recognised by Doenges, 2006 that interrelation between the different healthcare disciplines direct towards providing individualised and holistic care to patients. WHAT ARE THE CONSEQUENCES FOR MY ACTIONS? FOR PATIENT AND FAMILY, MYSELF, PEOPLE I WORK WITH? It has been recognized by Cesario (2009) that the most common safety issue for patients and healthcare workers is hospital-acquired infections. By deciding to move the patient into a side room, we created a sense of safety for the patient and family as well as the other healthcare professionals involved in her care. HOW DID I FEEL ABT THIS EXPERIENCE WHILE THIS IS HAPPENING? As soon as my mentor approached me and told me she was positive for swine flu, I felt nervous since I was not using appropriate protective equipments for my patient’s case. I was also concerned that my patient was not on solation, during a time that the ITU had a full census, with visitors coming in and out of the area all day. It seemed to me that these people are at risk for this disease. The Nursing and Midwifery Council (NMC) strongly suggests the nurses â€Å"work with others to protect and promote the health and well-being of those in your care, their families and carers, and the wider communityâ₠¬  (NMC, 2008, p. 05). By failing to place the patient in an appropriate isolation room, it felt like we were unable to meet this certain standard set by the NMC. HOW WERE OTHERS FEELING? HOW DID THE PATIENT FEEL ABOUT IT? HOW DID I KNOW THE PATIENT FEELS LIKE THAT? There was no clear assessment of the patient’s feelings during that time because she was intubated and sedated. The family appears concerned both for their patient as well as for themselves. They needed further explanation from the doctors regarding the course of the treatment. They were also informed of the need to seek treatment as soon as signs and symptoms of swine flu appear. The doctors and other nurses were concerned of the safety of the other patients and the risk of nosocomial infection because she was not placed initially in a side room. WHAT INTERNAL FACTORS INFLUENCED MY DECISION MAKING PROCESS? Being a new staff under supervised practice, it felt like I had less power to insist on transferring the patient. It was also not possible because the rooms were full. The doctors also mentioned there is no need to transfer because they thought it was plainly pneumonia. WHAT SOURCES OF KNOWLEDGE DID OR SHOULD HAVE INFLUENCED MY DECISION MAKING AND ACTIONS? The decision to transfer the patient was guided by infection control measures for the safety of the patient and others. Information given to the family was in accordance to the NMC’s code of conduct to provide information to the patient and family as well. COULD HAVE I DEALT BETTER WITH THE SITUATION? I believe that we made the correct actions at that time although it could have been better if patients who are queried for swine flu are placed into isolation rooms as a precautionary measure. Doing so would prevent the stress of transferring the patient from one bedspace to another. On the other hand, Woodrow (2006) believes that breaking the news regarding patient’s outcomes be done in a private room and away from distractions instead of it being done in the bedside. If this was done, the family could ave been more relaxed sitting in a room and will be able to understand the patient’s situation, treatment and prognosis more. Both parties could have been more focused on the conversation and the condition could have been discussed in more detail. HOW CAN I MAKE SENSE OF THIS IN LIGHT OF PAST EXPERIENCE AND FUTURE PRACTICE? Although the experience put stress to myself and the other staff, it became a learning experience for e veryone. It teaches us to prioritise putting patients in side rooms if they are queried for such illnesses. This seems better than putting other patients at risk just because the diagnostic tests have not arrived yet. It also reminds us to properly document results and interventions provided for each patient. It also prompts us of the importance of the family in patient care because they need information as much as the patient. I also learned that calmness and composure of the medical staff as well as the environment is essential in delivering news to patient and family.

ShakespeareS Biography Essays (1352 words) - Kings Men,

Shakespeare'S Biography Shakespeares Biography Shakespeare is one of those historical literary figures whose name carries the connotation of genius. His name is mentioned with the same reverence given to those masters of the arts who have become larger than life, so famous that they are known by last names only: Chaucer, Beethoven, Bach, Degas, Monet, Mozart, and Picasso. Shakespeares plays have become so ingrained in part of the English-speaking culture that it is impossible to list all of his contributions to language, literature, and drama. Shakespeare is the most quoted English author of all time. Although Shakespeares name and contribution to literature is awe-inspiring, the man himself was undistinguished. He never thought to be famous, and that one day his plays would be taught in schools all around the world. William Shakespeare was born on April 23, 1564, in Stratford-upon-Avon to John and Mary Arden Shakespeare. He was their third child. He survived infancy which is remarkable considering the bubonic plague had come to Stratford the following summer killing about one-sixth of the entire population. Neither of Shakespeares parents could write; however, they made sure that William could not only read but write as well. In Stratford, education was free to the sons of the Burgesses the middle class which John Shakespeare was a member. John Shakespeare worked himself up from a simple glove maker to a merchant and one of the leading members in the town. At the age of 5 the boys were sent to petty school and were taught the alphabet by using hornbook and cross-rows. William Shakespeare must be remembering his hornbook when he wrote in Richard III, He hearkens after prophecies and dreams/ And from the cross-rows plucks the letter G. Based on scattered comments throughout his plays, Shakespeare may not have liked his school years. In Romeo and Juliet, he writes Love goes toward schoolboys from their books/ But love from love, toward school with heavy looks. Geromio, in The Taming of the Shrew, returns from Petruchios troublesome wedding states As willingly as eer I came from school. Regardless of how he felt about his schooling, it provided him small Latin and less Greek that he would need to succeed in his chosen profession. John and mary Shakespeare were the most influential in Shakespeares writing, for they encouredged him to write; however, it was the simple people who lived at that time who influenced his writing. About 1577, John Shakespeare fortune began to decline to a point where he had to take William out of school at the age of thirteen . In 1582, Shakespeare at the age of eighteen married Anne Hathaway. Anne Hathaway was eight years older than her husband. Shakespeare was married by special license for one could not marry during a certain time due to religious. However, the reason became clear after six months of marriage when she gave birth to a baby girl named Susanna. Two years later in February 1585, Anne Shakespeare gave birth to twins, Hamnet, a boy and Judith, a girl. Shakespeare seemed to have regretted his early marriage in his later life, and his plays contain many references that seems to criticisms of his own youthful misadventures. In A Midsummer Nights Dream, Lysander tries to talk his way into Hermias bed, saying, One turf shall serve as pillow for us both/ One heart, one bed, two bosoms, and one troth. Hermia turns him away, and tells him to Lie father off, in humane modesty;/ Such separation as may well be said/ Becomes a virtuous bachelor and a maid. However Shakespeare did live up to his family obligations. The years of 1585-1592 is referred to as the lost years. Since there are no records of what happen during that time of his life, Shakespeare simply fades away and re-appears in London in 1592 as a writer.From that point on he wrote plays and sonnets and was a bookkeeper for theaters for a living untill he opened up the most famous theater, The Globe. For each play, there was a reason why he wrote it. Most plays were written for plain entertainment and money while many other were written for either Queen Elizabeth or noblemen who paid well. Macbeth was written for King

An Introduction to Combustion (Burning) Reactions

An Introduction to Combustion (Burning) Reactions A combustion reaction is a major class of chemical reactions, commonly referred to as burning. Combustion usually occurs when a hydrocarbon reacts with oxygen to produce carbon dioxide and water. In the more general sense, combustion involves a reaction between any combustible material and an oxidizer to form an oxidized product. Combustion is an exothermic reaction, so it releases heat, but sometimes the reaction proceeds so slowly that a temperature change is not noticeable. Good signs that you are dealing with a combustion reaction include the presence of oxygen as a reactant and carbon dioxide, water, and heat as products. Inorganic combustion reactions might not form all of the products but are recognizable by the reaction of oxygen. Combustion doesnt always result in fire, but when it does, a flame is a characteristic indicator of the reaction. While the activation energy must be overcome to initiate combustion (i.e.:Â  using a lit match to light a fire), the heat from a flame may provide enough energy to make the reaction self-sustaining. General Form of a Combustion Reaction hydrocarbon oxygen → carbon dioxide water Examples of Combustion Reactions Here are several examples of balanced equations for combustion reactions. Its important to remember that combustion reactions are easy to recognize because the products always contain carbon dioxide and water. In these examples, oxygen gas is present as a reactant, but trickier examples of the reaction exist where the oxygen comes from another reactant. combustion of methaneCH4(g) 2 O2(g) → CO2(g) 2 H2O(g)burning of naphthaleneC10H8 12 O2 → 10 CO2 4 H2Ocombustion of ethane2 C2H6 7 O2 → 4 CO2 6 H2Ocombustion of butane (commonly found in lighters)2C4H10(g) 13O2(g) → 8CO2(g) 10H2O(g)combustion of methanol (also known as wood alcohol)2CH3OH(g) 3O2(g) → 2CO2(g) 4H2O(g)combustion of propane (used in gas grills and fireplaces)2C3H8(g) 7O2(g) → 6CO2(g) 8H2O(g) Complete Versus Incomplete Combustion Combustion, like all chemical reactions, does not always proceed with 100% efficiency. It is prone to limiting reactants the same as other processes. So, there are two types of combustion you are likely to encounter: Complete Combustion - Also called clean combustion, clean combustion is oxidation of a hydrocarbon that produces only carbon dioxide and water. An example of clean combustion is burning of candle wax, where the heat from the wick vaporizes wax (a hydrocarbon), which reacts with oxygen in the air to release carbon dioxide and water. Ideally, all the wax burns so nothing remains once the candle is consumed. The water vapor and carbon dioxide dissipate into air.Incomplete Combustion - Also called dirty combustion, incomplete combustion is hydrocarbon oxidation that produces carbon monoxide and/or carbon (soot) in addition to carbon dioxide. An example of incomplete combustion would be burning coal, where a lot of soot and carbon monoxide is released. Many of the fossil fuels burn incompletely, releasing waste products.

A Research Proposal of the Effects of Online Gaming

However, although many claim that educational potential lies within video games, they still have not been universally been regarded as a quality learning tool. Patricia Greenfield (Mind and Media) claimed in 1984 that with increasing technology and increased research that future video games would be a vital component to the educational process. David Sheff (Video Games: A Guide for Savvy Parents) said almost the exactly same thing in 1994. Thus, it seems as if the issue of using video games for educational purposes is still not fully accepted and their implementation brings forth many concerns.It is also seen that we have constantly regarded video games as having high potential and that their use in education will be vital in the near future. However, these visions have remained the same as time has passed and the foreseeable goal of implementation has still yet to be reached, for we keep pushing the time line further into the future. This brings forth the question of will this push back continue as years pass or will the educational potential of video games be reached in the near future?Video games are seen as a good learning tool because many think that they can teach children in ways that their teachers are failing by sparking their minds, stimulating their thinking, and inspiring their imagination. Addictions to Internet games, particularly massive multiplayer online role-play games (MMORPGS), have emerged as a threat to public health—a new epidemic. Although they pose no direct physical danger, they take a toll on the mental well being of players. This disease is as equally debilitating as an addiction to drugs or alcohol.Consequently, addictions to these games have ruined lives as they disrupt family life, distract students, and compromise jobs. Although some video games provide benefits to society, when used as a tool to engage children in the classroom, or train soldiers on urban warfare, the posit ive impact of these programs are negated as soon as one considers the potential damages. Proper use of games requires the responsibility of the gamers and the marketers. Software developers should reveal the potential dangers associated with the games, like how the games have a possible addictive nature.Perhaps these programs need to have labels that warn of possible health consequences. The labels would be similar to the labels that law requires tobacco companies to place on their cigarettes. Public awareness should encourage members of society to be aware of the personal consequences of excessive gaming Conceptual Framework: To conduct a research to test the in observing them of the effects of online gaming in students. Statement of the problem: This study aims to know the effects of online gaming to the students: Significance of the study:Although the addiction factor and gender issues still exist to the same extent in online games as they do in offline games, it looks as if online gaming has provided answers to the other negatives that have plagued video games. The first obvious positive that online gaming has brought to video games which was no t available to off-line games is interaction among numerous other people. Off-line games were mostly solitaire in nature and had zero social aspects associated with them. Online games have allowed for a reintroduction of socialization among games. And this socialization has no boundaries, for a very diverse Internet population exists.Playing over the web will help develop friendships, whereas playing off-line can lead to a decrease in friendships. Another positive that online games bring forth is a decreased amount of violence. Most of the violent games being played off-line are quick action games that require rapid button-pushing. However, because of latency and lag issues these games have had a difficult time being transformed into an online medium. Furthermore, when these type of games are successfully transformed into an online game the number of enemies is drastically decreased. One is no longer playing against a tremendous amount of monsters that have been implemented into the game but rather just a few enemies being played by other humans. This forces one to methodically formulate strategies on how to dominate and beat the other individuals instead of creating an atmosphere of just killing everything in sight. The final negative factor of video games that online gaming may alleviate is decreased intelligence. Much more constructive thinking is necessary to be successful in online games, mainly because human opponents are more unpredictable and tougher than the monsters in offline games.

A raisin in the sun Essay Example | Topics and Well Written Essays - 1250 words

A raisin in the sun - Essay Example African-Americans suffered racial discrimination, which was present, since the times of slavery where they were subjected to inhumane acts by White people. The play, by Lorraine Hansberry, depicts the battles that African-Americans had to go through in the early 1900s in the fight for equality in society. Discrimination was promoted by White American supremacists who advocated for segregation of minority races in society. The black African-American population bore the greatest blunt of racial discrimination in the American society. Segregation was effected in all sectors of life in schools, public transport, jobs and housing. The play highlights the Young family’s struggle with racial discrimination, and the hardship they went through for buying a house from a white man in a white neighbourhood. The play has a cast that is composed of Walter Lee who is unhappy with his current job and dreams of becoming an entrepreneur. He is a dreamer who believes that money can solve all of the family’s problems and buy them happiness. Ruth is a character who is depicted battling poverty and domestic troubles frequently. She is also depicted as a peacemaker who is willing to do anything to protect her family. Beneatha is a character who displays feminist perspectives in the play. ... She thinks that money is not something that makes a family happy. She is depicted as a nurturing mother and stands firm in her beliefs. As the head of the family, she demands that members of her family respect one another as well as take pride in their dreams. Linder is the only white character in the play who acts as the representative for the white community. He goes to great lengths to keep black African-Americans out of the white neighbourhood. His actions are best depicted when he offers the Young family a deal to reconsider moving into his all-white neighbourhood. This shows his determination in ensuring that his neighbourhood is free from ‘blacks’ who are perceived as pariahs in society (Loos 213). The play addresses themes of the essence of dreams as a supposition that was famously proposed in a poem wrote by Langston Hughes. He wrote about dreams that were neglected or postponed and ponders if those aspirations wither like raisins in the sun. This is illustrated by Walter’s desire to have money so that he can afford to cater for his family. The display of dreams and aspirations for a better life is not confined to one race, but it can be recognised in people of all backgrounds. The underlying motivation to yearn for a better life is universal irrespective of race, and it varies in different people. Walter’s notion of the American dream is the ideology of materialism which places much emphasis on the importance of money and the things it can acquire. In play, Hansberry shows how Walter envies Charlie Atkin’s dry cleaning business because it makes an annual income of $100, 000. Walter is blinded by his desire to acquire riches and partners with people of questionable characters who end escaping with all of

Business Models and Planning Chapter Questions Assignment - 5

Business Models and Planning Chapter Questions - Assignment Example The leading indicators consist of measures of economic activities where shifts attempt predicting onset of a cycle. This group employs approximately 10 distinguishing indicators. They include orders made by consumers to the manufacturers, index performance of vendors, manufacturer’s orders for nondefense goods, building permits issued in a period, average working weeks, interest rates in treasury bonds, and average initial claims among others. b. Coincidental indicators- these constitute a collection of processes of business events that fluctuate in the business process. Hey /play an important role in shaping the business cycle as compared to the rest. Their movement is directly proportional to movement of the economy. Four categories are included in coincidental indicators. They include: the number of people employed in nonagricultural businesses, industrial production, individual incomes, and manufacturing and trade sales. c. Lagging indicators- Just as the name suggests, lagging indicators show the phases in the cycle after business events. Normally, they are visible after six to twelve months of a business event. Close to seven measures are used as lagging indicators in business. They include: consumer’s price indices, outstanding commercial or industrial debts, unit cost in manufacturing, ‘fractions of consumers’ credits, and mean durations of unemployment and ratio of inventories to sales. A business model in this context will describe the justification of how a business forms, delivers, and takes note of values in an economic setup. The models in this scenario are a way of the business attaining the aims and objectives. The business models become representations when they are used for a number of events in formal or non-formal setups. The models are used for representations of business strategies, infrastructure, trade events, and given operational processes To develop a full business model that develops to a

Principle of teaching Essay Example for Free

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

Cloning :: Biology Cloning

For the last few decades, cloning was a fictitious idea that lay deep within the pages of some sci-fi novels. The very idea that cloning could one day become reality was thought to be a scientific impossibility by many experts but on one exhilarating day, what was thought to be "purely fiction" became reality. That fine day was February 22, 1997. A team from the Roslin Institute which was lead by Dr. Ian Wilmut changed the face of history forever by revealing what looked like an average sheep. That sheep was what was going to be one of the most famous if not the most famous sheep in modern day. Dolly was this seven month old Trojan lamb's name and Dolly was the first ever clone of a mammal. She was an exact biological carbon copy, a laboratory counterfeit of her mother. In essence, Dolly was her mother's biological twin. What surprised most thought, was not just the fact that Dolly was a clone but was that the trick to Wilmut and his team's success was a trick that was so ingenious yet so simple that any skilled laboratory technician could master it. Therein, lied a pathway towards a new future. This news shocked the world for Dolly was the key to many new and prosperous possibilities. But Dolly was not the first clone ever. Cloning of a more limited sort had been done before her. Creatures such as mice, frogs and salamanders had been cloned from as early as the 1950's. Then, a different procedure was used. This procedure included the destruction of the nucleus inside the egg cell. Then a new "donor" cell would be brought and injected into the egg cell as a replacement. The egg would then grow into an progeny of the same genetic make-up as the donor. Later on in the 1970's a new technique was developed. This technique included transferring the genes from one organism to another by combining the DNA from a plant or animal cell with the DNA in bacteria. When the bacteria divided the cells were now the clones of both plant/animal DNA as well as the DNA it had originally. This cloning technique allowed for the growth of many endocrine system treatments such as hormone, insulin and interferon. In 1993, researchers in the US began and successfully cloned a human embryo in order to develop new ways to treat human infertility.

The relationship between Machbeth and Lady Macbeth

The relationship between Macbeth and Lady Macbeth By Myra Civilly Macbeth, the play written by William Shakespeare in 1606, shows us the relationship that exists between the characters Macbeth and Lady Macbeth and how it creates most of the actions, reactions, moods, feelings and attitudes. Both love each other and that deserves any sacrifice. At the beginning of the play, they are very close and this is shown when he calls her, â€Å"my dearest partner of greatness. † He clearly demonstrates being open with his wife.Afterwards, they seem more and more assistant, each into his/her private world. Although Lady Macbeth shares many personality traits with her husband, such as the pride, she is endowed with unwavering firmness of mind and her aggressiveness and cruelty almost denies her feminine nature. By analyzing her actions throughout the play, we realize her coldness. We can also see her power when she uses her sensuality to convince Macbeth to commit the murder and when she taunts him calling for his love, â€Å"From this time such I account thy love† (Macbeth, Act l, Scene VI', p. 4) and questioning bout his virility (calling him a coward), disregarding the fact that killing the king is unfair and brutal, â€Å"What beast wasn't, then, then, that made you break this enterprise to me? When you durst do it, then you were a man; And to be more than what you were, you would be so much more the man†. (Macbeth, Act l, Scene VI', p. 35) Macbeth seems to be persuaded by all the intense arguments of Lady Macbeth. She could convince him, even if he had no desire to perform the murder. The function of provocation by Lady Macbeth only awakes of Machete's evil side.Despite the fact he s a noble, bold, and brave man, he has a gloomy nature. Macbeth conveys an uncertainty to commit or not the crime and although he has already thought about killing the king, he needs precision and motivation from Lady Macbeth to do it. After the murder, when Macbeth com es back to his bedroom horrified with his hands covered with blood, he meets Lady Macbeth who gets impatiently with Machete's thoughts. When she sees that he had not left the dragger in the scene of the crime, she gets angry and tells him to take them there, but he refuses to do so.She accuses IM of being a coward, and takes the dragger herself, â€Å"Coward! Give me the daggers. Dead and sleeping people can't hurt you any more than pictures can. Only children are afraid of scary pictures† (Macbeth, Act II, Scene II, p. 43). From the moment that Lady Macbeth notices her hands covered with blood, she shows us, for the first time, the feeling of fear. The guilt starts to take account of Lady Machete's mind. However, even after Machete's wife realizes what she did, she continues to give support to her husband because she thinks he getting the throne is the best thing that could append for both.Lady Macbeth tries not to weaken in front of Macbeth, â€Å"Things without all remedy should be without regard. What's done is done† (Macbeth, Act Ill, Scene II, p. 64). She keeps guiding her husband in her weakness. Although Macbeth is also beginning to feel guilty, he is obsessed with the position of king and he has no problem with killing other people. After Lady Macbeth deploys the unscrupulous courage in her husband heart, she loses her power over Macbeth and, as a result, he starts to plan his actions, like murders, without her knowing.Now, we see that he intros Lady Macbeth, which means that he makes decisions by himself. Once crowned, he rises and his wife descends in importance. The secret that Lady Macbeth hides disturbs and unbalances her. Before, she was a calm, controlled, and strong wife, now, her mental state begins to damage. She wakes up in the middle of the night, sleep walking and speaking aloud, Out, damned spot! Out, I say! -?One, two. Why, then, ‘its time to do ‘t. Hell is murky! -?Fie, my lord, flee! A soldier and afeard? Wha t need we fear who knows it, when none can call our power to account? ?Yet who would have thought the old man to have had so much blood in him. (Macbeth, Act V, Scene l, p. 114) Lady Macbeth and her husband separate of each one not only physically – she gets mad and he doesn't care about her anymore, because he is obsessed with his enemies. Arising from this, unable to bear the madness, she commits suicide. Macbeth reacts with indifference to Lady Machete's death saying, She should have died hereafter. There would have been a time for such a word. Tomorrow, tomorrow, and tomorrow. Creeps in this petty pace from day to day, to the cast syllable of recorded time.And all our yesterdays have lighted fools the way to dusty death. Out, out, brief candle! Life's but a walking shadow, a poor player that struts and frets his hour upon the stage, and then is heard no more. It is a tale told by an idiot, full of sound and fury, signifying nothing. (Macbeth, Act V, Scene V, p. 126) This lack of emotion means that his feelings about his wife were over. Thus, we can see how their relationship has changed throughout the play and how he has changed, in contrast to his guilt when he killed the king Duncan.Now, Macbeth is too eager to enable his conscience to stop him from doing cruel things. However, near the end of the story, he seems to be relieved to know that the English army was coming and it means that he would return to the battlefield, where he starts to win, nevertheless, he loses the battle dying. We can conclude that the relationship between Macbeth and Lady Macbeth has always been about complicity and fidelity despite this mutual union deteriorates in the final moments of the story.Macbeth needed Lady Machete's mental strength while for Lady Macbeth her husband's hysterical force was indispensable to commit the barbaric act. This represents a balance between the characters; one completes the other and vice versa. They are partners in crime, in greed, in corr uption, in madness and in their allocations, which symbolizes an irony of a â€Å"wonderful† union. References http://www. Sparseness. Com/Shakespeare/Macbeth/ http://www. Clientà ¨les. Com/literature/m/Macbeth/character-analysis/Macbeth http:// www. Shampoos. Com/Macbeth/plot-analysis. HTML http://www. Graveside. Com/Macbeth/study-guide/sections/

A World Affected by Pollution and Global Warming Essay

Roy M. Harrison.(2001) Pollution:Cause, Effects and Control. Royal society of chemistry. This author concentrates mainly chemical and radioactive pollution. The book speaks of the sources of pollutants and their effects on both living and non livings especially human. It also shows how chemical pollution can also cause of water, air and land pollution. Agarwal S.K. Water pollution. APH publishing(Jan.1 2005) The author bases the book on recent views, ideas and contribution of various leading ecologist information of water pollution. It show how to use waste water and its treatments. Irina Gray (2008). Pollution effects on humans, animals, plants and the environment. The writer shows the various types and causes of pollution and its effects on the environment. It shows the effect on human ranging mild discomfort to serious diseases. It also how the effect destroy animal life and the atmosphere. Credit: www.Tropical-Rainforest-Animals.com Margaret A. Wheatley(1996). Social and cultural impact of mercury pollution on Aboriginal people in Canada. Neurotox 17(1), 251-256 The writer explores the link between mercury pollution and social &cultural disruption in Canadian aboriginal communities. It shows the difficulties in communication that contribute to the social and cultural impacts and their health effects.Credit: V. Ramanathan and G. Carmichael(2008). Global and regional climate changes due to black carbon.Nature Geoscience 221-221. The writers express how black carbon becomes air pollution and how it affects both the climate and the environment. This book said that the pollution affect different regions and the â€Å"black carbon in soot is the dominant absorber of visible solar radiation in the atmosphere.† Credit: www.nature.com/ngeo/journal/v1/n4/full/ngeo/56.html S.Fred Singer.(1968) Global Effects of environmental pollution. Science 13 vol. 162 no 3859. The author talks the pollution effects on humans, animals, plants and the environment. It expresses the cause of pollution and how it causes the extinction of animals and plants species which is a grave loss for mankind. It shows how the advancement in technology aids the improvement of a well being of mankind but also its consequences. Credit: books.google.com/books Clive Glifford (2006). Planet under pressure:pollution. Rain-tree ISBN-13: 9781844439 744. The book examines how pollution has become a global issue and looks at the debate over possible solution. It shows how pollution whether air, water, radioactive or terrestrial affect the lives of a lot of people causing disease and contributing to the global warming. Credit: www.booksdirect.com.au/books/?isbn=9781844439744 Green StudentU. Pollution. This is a encyclopedia entry which speaks of how toxic chemicals from factories pollute the land, air and water. It explains what pollution is and why there are different types . Of the types, It takes of their sources and how to prevent them. It gives link to environment protection agency website if to be involved in prevention of pollution. It also gives the statistics of the people affected by pollution and other. Credit: www.greenstudentu.com/encyclopedia/pollution

A Rose for Emily -Characterization

A Rose for Emily -Characterization William Faulkner's "A Rose for Emily" uses the character Emily Grierson to show contrast between the past and present, specifically of her life as it was, in the town of Jefferson, located somewhere in the southern United States.The narrator begins with the funeral of Emily. Miss Emily is referred to as a "fallen monument" (ARE 531, NIL). This indicates to us that Emily represented what was left of the prominent Grierson name, long time, and upstanding citizens in the town of Jefferson. She was the ideal of past values but fallen, because of her passing.Emily is the product of an earlier era and surrounds herself with reminders of the past. After the death of her father, his crayon portrait is given prominence in her house and is hung above her coffin upon her death.The image of Emily trying to hold back the encroachment of new generations is shown in the description of her house, which is of a traditional style mansion, of southern well-to-do families, despite being surrounded by ne wer buildings.English: Emily RoseFaulkner writes: "Only Miss Emily's house was left, lifting its stubborn coquettish decay about the cotton wagons and the gasoline pumps" (ARE 532, NIL). Her home was an eyesore amongst the newer, yet different buildings in her neighborhood.A description of her home "the house smells of dust and disuse-a close, dank smell" (ARE 532, NIL) and a description of Emily in relation to her home is disclosed by the narrator "She looked bloated like a body long submerged in motionless water, and of that palled hue (ARE 532, NIL). We can see the comparison of the two and find they are closely related.Emily did not always have a drab-used appearance. In the crayon picture Emily with her father, which hung in...

How can people best cope with technology overload Research Paper

How can people best cope with technology overload - Research Paper Example However, there are strategies that can be applied to cope with technological overload. According to Ring (n.d.), time connected has to be estimated. For example, one has to set time at which he or she can routinely check emails. Once the time is evaluated, one can determine why he or she is connected at that time. According to Ring (n.d.), evaluation of the main facets of life such as things that one enjoys or makes him happy reduces overload of technology. Significant amount of time spent on technological application gives one less time with family and friends. However, evaluation of some important aspects and focusing on it reduces technology overload. Technology is the best part of our lives if used within limits and for its intended purpose. For example, mobile phones can be accessed anywhere. This gives the user freedom of movement. However, one has to consider the main purpose of acquiring technology. Some gadgets such as cell phones are acquired for access in a suitable time, not as a burden that has to be accessed anytime. Time management reduces technology overload. One can schedule time access of emails or phone calls. Additionally, scheduling of other personal activities and adhering to it is

Writing to Evaluate Essay Example | Topics and Well Written Essays - 750 words - 1

Writing to Evaluate - Essay Example The blog makes the life of Apple managers an easy time. The paper discusses the various categories found on 9 to 5 Mac blog. The paper also discusses the blog design as well as writing and the content found in the blog. Additionally, the paper outlines the history of the blog, its readers, creators, and followers. Discussion. History 9 to 5 Mac was established in 2001 when the launch and the announcement of iPhone was made. The launching and announcement was made at Paris apartment (Seth Weintaubs' residence). Weintraub supervising the work of Mac IT development while the wife secured a fellowship to further her studies in France. The blog was established to keep up with developments in technology and bring up a writing career that had gained ground at an IDG publication in Computer world. The team was joined by Mark Gurman when the logo of the blog was still a coffee mug. The blog then became a career in 2011 as soon as Weintraub stopped working with Fortune magazine. He started 9 t o 5Google.com and 9 to 5Toys.com. He continues interacting with additional reporters and editors. 9 to 5Forums.com with assistance from VanillaForums.com was started in 2012. It served as both community of vibrant users and systems of comment. Currently, has over five hundred thousand viewer daily. The other 9 to 5 sites do not have much traffic. According to the author, writing on issues of technology is a greater achievement. Author The author of the blog 9 to 5Mac is called Seth Weintraub. Seth Weintraub is an award winning blogger and journalist. He secured awards in Neal when he covered Apple and Goggle from 2007 to 2010. Developing the blog 9 to 5Mac was his hobby and favorite. In 2011, he decided to take blogging as his full time job. He added his followers to 9 to 5Google.com and 9 to 5Toys.com deals and gear site. Weitraub was an IT director of Global and web developer for various companies. He had experience in branding and multimedia agencies in New York, Madrid, Sydney, and Madrid before becoming a blogger and a publisher Reviews and tags. The reviewers of 9 to 5 review the blog for free. The blog always receive review units for free and comprehensive instructions on usage. The blog run reviews for software and hardware that seem interesting to the audience and worth appealing. The blog "9 to 5 Mac has tagged adobe, client, iPod, Macintosh, rumors, and server. Consequently, the blog tags administration, iwork, open directory, nano, and iphone. Affiliate linking. The blog uses affiliate links if possible. The blog runs software that increase the number of affiliate tags to any external linking as a mechanism to generate revenue. It uses the strategy of supporting the link y buying the products. 9 to 5Toys is news and shopping deals where they aim to post credible and original news on notable drop in price and new update, Delanewa.com, and stack Social. Design. The blog uses the Grunge style on the wall of their website. The blog has employed a bigge r trend in grunge design including the minimalist grunge, where the theme of the blog is minimal. The grunge elements are bigger and are more defines. The blog design is not messy. 9 to 5mac has a design style that has space for individual and creativity expression. Content and Objective. The blog has options for apple, IOS devices, Enterprise, tips, Apps, reviews, 9 to 5 Forums, and products. The blog sells Apple products to Gazelle. Some of the apple products that the blog advertises include iMac, Mac Mini, Mac Pro, Mac Book Air, iPads, iPod, iPhone, and other products such as Airport Base Station, and Apple Thunderbolt Displays. The site quotes the recommendation status and the time product was released. On the Enterprise section the