The Scarlet Letter Creative Assignment Paper

Various Hester Prynne Diary Entries June 14th, 1641 This morning I awake in the prison, waiting for guards to take me to the market place. Pearl and my fate will be decided very soon and I am shaking with anxiety. What will become of us? Will it be that the people see the need of the death punishment? Perhaps they will take dear Pearl away from me! Oh I am trembling with fear. Pearl is sleeping in the corner and she is the most beautiful sight I've seen. Here comes the guards†¦ I pray to the father that Pearl and I can live through tonight. Hester PrynneJune 16th, 1641 I have been sentenced to 3 hours on the scaffold while the whole town gawked and spoke gossip about me. I also must wear the mark of the Scarlet Letter upon my breast for the rest of my life. The day of the sentence, I saw Roger in the crowd†¦ Oh the poor man, what have I done! He visited me yesterday in the prison as well. I was wary that he was going to hurt Pearl or myself. He sure is itching for some reve nge from the father. I didn't disclose who it was but he seemed pretty intent on finding out himself. Oh I pray he never finds out.In the meanwhile, I will be living on the edge of the forest doing various needlework jobs for people in order to keep my head above water. Hester Prynne August 3rd, 1641 Pearl becomes more brilliant each day. Often times I think about her name and how much it means to me. â€Å"Pearl†, as in bought with a great price – my only treasure. With such a sin that I committed, I was given such a lovely child whom I adore with every ounce of my heart. I make sure that I dress Pearl in majestic and ornamented clothing. She radiates love and beauty wherever she is. Once of the first things Pearl really noticed in this world, was the dreaded letter.Why must she be so intrigued by this symbol of pain that I must bear? Hester Prynne March 25th, 1642 Today Pearl and I took a trip to the Governor's Hall. The mansion was furnished so fancy and ornately. C olorful tapestries hung on the walls as well as portraits and armor and mirrors. The governor questioned whether I was capable of raising a child with all that I have done. I told him I would teach Pearl everything I have learned by wearing the Scarlet Letter and that it would be sufficient. When Pearl told them that I plucked her off of a rose-bush, it did not help their consciousness.I pleaded my case over and over and finally Mr. Dimmesdale came to my rescue. I knew he would stick up for me considering the circumstances†¦ All that matters is I'm back home tonight with Pearl. Hester Prynne June 7th, 1648 I cannot bear to stand what Roger is doing to Dimmesdale. He is mentally and emotionally destroying the man. Oh the guilt, and sorrow that must plague him. I have escaped this easily. I have been forward about the sin on my part. Whereas he must pretend nothing has ever happened and let it eat away at his consciousness. Oh the poor man. I wish I could do something to help! He ster PrynneJuly 18th, 1648 Dimmesdale is looking worse and worse. I ran into him in the woods today by the brook. We've concluded that we should run away. We could start a new life back in London and wash away all remnants of this life. We could change our names, and I could dispose of this letter. I will start to make plans. I really hope Pearl warms up to him. The girl knows nothing but her mother and the letter. She was mighty apprehensive when I took the letter off today. It's such a shame she finds comfort in that, for it felt like a huge weight was lifted off my shoulder. She will warm up to him and me, I know it. Hester Prynne

Ethical neutrality Essay

In what follows, when we use the term â€Å"evaluation† we will mean, where nothing else is implied or expressly stated, practical value-judgments as to the unsatisfactory or satisfactory character of phenomena subject to our influence. The problem involved in the â€Å"freedom† of a given discipline from evaluations of this kind, i. e., the validity and the meaning of this logical principle, is by no means identical with the question which is to be discussed shortly, namely, whether in teaching one should or should not declare one’s acceptance of practical evaluations, regardless of whether they are based on ethical principles, cultural ideals or a philosophical outlook. This question cannot be settled scientifically. It is itself entirely a question of practical evaluation, and cannot therefore be definitively resolved. With reference to this issue, a wide variety of views are held, of which we shall only mention the two extremes. At one pole we find (a) the standpoint that there is validity in the distinction between purely logically deducible and purely empirical statements of fact on the one hand, and practical, ethical or philosophical evaluations on the other, but that, nevertheless – or, perhaps, even on that account- both classes of problems properly belong in the university. At the other pole we encounter (b) the proposition that even when the distinction cannot be made in a logically complete manner, it is nevertheless desirable that the assertion of practical evaluations should be avoided as much as possible in teaching. This second point of view seems to me to be untenable. Particularly untenable is the distinction which is rather often made in our field between evaluations linked with the positions of â€Å"political parties† and other sorts of evaluations. This distinction cannot be reasonably made: it obscures the practical implications of the evaluations which are suggested to the audience. Once the assertion of evaluations in university lectures is admitted, the contention that the university teacher should be entirely devoid of â€Å"passion† and that he should avoid all subjects which threaten to bring emotion into controversies is a narrow-minded, bureaucratic opinion which every teacher of independent spirit must reject. Of those scholars who believed that they should not renounce the assertion of practical evaluations in empirical discussions, the most passionate of them – such as Treitschke and, in his own way, Mommsen- were the most tolerable. As a result of their intensely emotional tone, their audiences were enabled to discount the influence of their evaluations in whatever distortion of the facts occurred. Thus, the audiences did for themselves what the lecturers could not do because of their temperaments. The effect on the minds of the students was to produce the same depth of moral feeling which, in my opinion, the proponents of the assertion of practical evaluations in teaching want to assure – but without the audience being confused as to the logical distinctiveness of the different types of propositions. This confusion must of necessity occur whenever both the exposition of empirical facts and the exhortation to espouse a particular evaluative standpoint on important issues are done with the same cool dispassionateness. The first point of view (a) is acceptable, and can indeed be acceptable from the standpoint of its own proponents, only when the teacher sees it as his unconditional duty – in every single case, even to the point where it involves the danger of making his lecture less stimulating – to make absolutely clear to his audience, and especially to himself, which of his statements are statements of logically deduced or empirically observed facts and which are statements of practical evaluation. Once one has granted the disjunction between the two spheres, it seems to me that doing this is an imperative requirement of intellectual honesty. It is the absolutely minimal requirement in this case. On the other hand, the question whether one should in general assert practical evaluations in teaching – even with this reservation – is one of practical university policy. On that account, in the last analysis, it must be decided only with reference to those tasks which the individual, according to his own set of values, assigns to the universities. Those who on the basis of their qualifications as university teachers assign to the universities, and thereby to themselves, the universal role of forming character, of inculcating political, ethical, aesthetic, cultural or other beliefs, will take a different position from those who believe it necessary to affirm the proposition and its implications – that university teaching achieves really valuable effects only through specialised training by specially qualified persons. Hence, â€Å"intellectual integrity† is the only specific virtue which universities should seek to inculcate. The first point of view can be defended from as many different ultimate evaluative standpoints as the second. The second – which I personally accept – can be derived from a most enthusiastic as well as from a thoroughly modest estimate of the significance of â€Å"specialised training†. In order to defend this view, one need not be of the opinion that everyone should become as much a pure â€Å"specialist† as possible. One may, on the contrary, espouse it because one does not wish to see the ultimate and deepest personal decisions which a person must make regarding his life, treated exactly as if they were the same as specialised training. One may take this position, however highly one assesses the significance of specialised training, not only for general intellectual training but indirectly also for the self-discipline and the ethical attitude of the young person. Another reason for taking this position is that one does not wish to see the student so influenced by the teacher’s suggestions that he is prevented from solving his problems in accordance with the dictates of his own conscience. Professor von Schmoller’s favourable disposition towards the teacher’s assertion of his own evaluations in the lecture room is thoroughly intelligible to me personally as the echo of a great epoch which he and his friends helped to create. Even he, however, cannot deny the fact that for the younger generation the objective situation has changed considerably in one important respect. Forty years ago there existed among the scholars working in our discipline, the widespread belief that of the various possible points of view in the domain of practical-political evaluations, ultimately only one was the ethically correct one. (Schmoller himself took this position only to a limited extent. ) Today this is no longer the case among the proponents of the assertion of professorial evaluations – as may readily be observed. The legitimacy of the assertion of professorial evaluation is no longer defended in the name of an ethical imperative resting on a relatively simple postulate of justice, which both in its ultimate foundations as well as in its consequences, partly was, and partly seemed to be, relatively unambiguous, and above all relatively impersonal, in consequence of its specifically trans-personal character. Rather, as the result of an inevitable development, it is now done in the name of a motley of â€Å"cultural evaluations†, i. e. , actually subjective cultural demands, or quite openly, in the name of the teachers’ alleged â€Å"rights of personality†. One may well wax indignant over this point of view, but one cannot- because it is a â€Å"practical evaluation† – refute it. Of all the types of prophecy, this â€Å"personally† tinted type of professorial prophecy is the most repugnant. There is no precedent for a situation in which a large number of officially appointed prophets do their preaching or make their professions of faith, not, as other prophets do, on the streets, or in churches or other public places- or if they do it privately, then in personally chosen sectarian conventicles – but rather regard themselves as best qualified to enunciate their evaluations on ultimate questions â€Å"in the name of science† and in the carefully protected quiet of governmentally privileged lecture halls in which they cannot be controlled, or checked by discussion, or subjected to contradiction. It is an axiom of long standing, which Schmoller on one occasion vigorously espoused, that what takes place in the lecture hall should be entirely confidential and not subject to public discussion. Although it is possible to contend that, even for purely academic purposes, this may occasionally have certain disadvantages, I take the view that a â€Å"lecture† should be different from a â€Å"speech†. The unconfined rigour, matter-of-factness and sobriety of the lecture declines, with definite pedagogical losses, once it becomes the object of publicity through, for example, the press. It is only in the sphere of his specialised qualifications that the university teacher is entitled to this privilege of freedom from outside surveillance or publicity. There is, however, no specialised qualification for personal prophecy, and for this reason it should not be granted the privilege of freedom from contradiction and public scrutiny. Furthermore, there should be no exploitation of the fact that the student, in order to make his way in life, must attend certain educational institutions and take courses with certain teachers with the result that in addition to what he needs, i.e. , the stimulation and cultivation of his capacity for understanding and reasoning, and a certain body of factual information – he also gets, slipped in among these, the teacher’s own attitude towards the world which even though sometimes interesting is often of no consequence, and which is in any case not open to contradiction and challenge. Like everyone else, the professor has other opportunities for the propagation of his ideals. When these opportunities are lacking, he can easily create them in an appropriate form, as experience has shown in the case of every honorable attempt. But the professor should not demand the right as a professor to carry the marshal’s baton of the statesman or the cultural reformer in his knapsack. This, however, is just what he does when he uses the unassailability of the academic lecture platform for the expression of political – or cultural-political- sentiments. In the press, in public meetings, in associations, in essays, in every avenue which is open to every other citizen, he can and should do what his God or daemon demands. The student should obtain, from his teacher in the lecture hall, the capacity to content himself with the sober execution of a given task; to recognize facts, even those which may be personally uncomfortable, and to distinguish them from his own evaluations. He should also learn to subordinate himself to his task and to repress the impulse to exhibit his personal sensations or other emotional states unnecessarily. This is vastly more important today than it was 40 years ago when the problem did not even exist in its present form. It is not true – as many have insisted – that the â€Å"personality† is and should be a â€Å"whole†, in the sense that it is distorted when it is not exhibited on every possible occasion. Every professional task has its own â€Å"responsibilities† and should be fulfilled accordingly. In the execution of his professional responsibility, a man should confine himself to it alone and should exclude whatever does not strictly belong to it – particularly his own loves and hates. The powerful personality does not manifest itself by trying to give everything a â€Å"personal touch† on every possible occasion. The generation which is now coming of age should, above all, again become used to the thought that â€Å"being a personality† is a condition which cannot be intentionally brought about by wanting it and that there is only one way by which it can – perhaps- be achieved: namely, the unreserved devotion to a â€Å"task†, whatever it – and its derivative â€Å"demands of the hour†- may be in any individual instance. It is in poor taste to mix personal concerns with the specialised analysis of facts. We deprive the word â€Å"vocation† of the only significant meaning it still possesses if we fail to adhere to that specific kind of self-restraint which it requires. But whether the fashionable â€Å"cult of the personality† seeks to dominate the throne, public office or the professorial chair – its effectiveness is only superficially impressive. Intrinsically, it is very petty and it always has injurious consequences. It should not be necessary for me to emphasise that the proponents of the views against which the present essay is directed can accomplish very little by this sort of cult of the â€Å"personality† for the very reason that it is â€Å"personal†. In part, they see the responsibilities of the university teacher in another light, in part they have other educational ideas which I respect but do not share. For this reason we must seriously consider no only what they are striving to achieve, but also how the views which they legitimate by their authority influence a generation with an already extremely pronounced predisposition to overestimate its own importance. Finally, it scarcely needs to be pointed out that many ostensible opponents of the academic assertion of political evaluations are by no means justified when they invoke the postulate of â€Å"ethical neutrality†, which they often gravely misunderstand, to discredit cultural and social-political discussions which take place in public and away from the university lecture hall. The indubitable existence of this spuriously â€Å"ethically neutral† tendentiousness, which in our discipline is manifested in the obstinate and deliberate partisanship of powerful interest groups, explains why a significant number of intellectually honorable scholars still continue to assert personal preferences in their teaching. They are too proud to identify themselves with this spurious abstention from evaluation. I believe that, in spite of this, what in my opinion is right should be done, and that the influence of the practical evaluations of a scholar, who confines himself to championing them on appropriate occasions outside the classroom, will increase when it becomes known that, inside the classroom, he has the strength of character to do exactly what he was appointed to do. But these statements are, in their turn, all matters of evaluation, and hence scientifically undemonstrable. In any case, the fundamental principle which justifies the practice of asserting practical evaluations in teaching can be consistently held only when its proponents demand that the proponents of the evaluations of all other parties be granted the opportunity to demonstrate the validity of their evaluations from the academic platform . But in Germany, insistence on the right of professors to state their preferences has been associated with the very opposite of the demand for the equal representation of all tendencies- including the most â€Å"extreme†. Schmoller thought that he was being entirely consistent when he declared that â€Å"Marxists and the Manchester school† were disqualified from holding academic positions, although he was never so unjust as to ignore their intellectual accomplishments. It is exactly on these points that I could never agree with our honoured master. One obviously ought not in one breath to justify the expression of evaluations in teaching – and when the conclusions are drawn therefrom, point out that the university is a state institution for the training of â€Å"loyal† civil servants. Such a procedure makes the university, not into a specialised technical school- which appears to be so degrading to many teachers- but rather into a theological seminary, although it does not have the religious dignity of the latter. Attempts have been made to set certain purely â€Å"logical† limits to the range of evaluations which should be allowed in university teaching. One of our foremost professors of law once explained, in discussing his opposition to the exclusion of socialists from university posts, that he too would be unwilling to accept an â€Å"anarchist† as a teacher of law since anarchists, in principle, deny the validity of law – and he regarded this argument as conclusive. My own opinion is exactly the opposite. An anarchist can surely be a good legal scholar. And if he is such, then indeed the Archimedean point of his convictions, which is outside the conventions and presuppositions which are so self-evident to us, could enable him to perceive problems in the fundamental postulates of legal theory which escape those who take them for granted. The most fundamental doubt is one source of knowledge. The jurist is no more responsible for â€Å"proving† the value of these cultural objects which are bound up with â€Å"law†, than the physician is responsible for demonstrating that the prolongation of life should be striven for under all conditions. Neither of them can do this with the means at their disposal. If, however, one wishes to turn the university into a forum for discussion of practical evaluations, then it obviously is obligatory to permit the most unrestricted freedom of discussion of fundamental questions from all standpoints. Is this feasible? Today the most decisive and important political evaluations are denied expression in German universities by the very nature of the present political situation. For all those to whom the interests of the national society transcend any of its individual concrete institutions, it is a question of central importance whether the conception which prevails today regarding the position of the monarch in Germany is reconcilable with the world interests of the country, and with the means- war and diplomacy- through which these are pursued. It is not always the worst patriots nor even anti-monarchists who give a negative answer to this question, and who doubt the possibility of lasting success in both these spheres unless some profound changes are made. Everyone knows, however, that these vital questions of our national life cannot be discussed with full freedom in German universities . In view of the fact that certain evaluations which are of decisive political significance are permanently prohibited in university discussion, it seems to me to be only in accord with the dignity of a representative of science and scholarship to be silent about such evaluations as he is allowed to expound. In no case, however, should the unresolvable question – unresolvable because it is ultimately a question of evaluations – as to whether one may, must, or should champion certain practical evaluations in teaching, be confused with the purely logical discussion of the relationship of evaluations to empirical disciplines such as sociology and economics. Any confusion on this point will hamper the thoroughness of the discussion of the logical problem. However, even the solution of the logical problem will provide no aid in seeking to answer the other question, beyond the two purely logically required conditions of clarity and an explicit distinction by the teacher of the different classes of problems. Nor need I discuss further whether the distinction between empirical propositions or statements of fact and practical evaluations is â€Å"difficult† to make. It is. All of us, those of us who take this position as well as others, come up against it time and again. But the exponents of the so-called â€Å"ethical economics†, particularly, should be aware, even though the moral law is unfulfillable, it is nonetheless â€Å"imposed† as a duty. Self-scrutiny would perhaps show that the fulfillment of this postulate is especially difficult, just because we reluctantly refuse to approach the very alluring subject of evaluation with a titillating â€Å"personal touch†. Every teacher has observed that the faces of his students light up and they become more interested when he begins to make a profession of faith, and that the attendance at his lectures is greatly increased by the expectation that he will do so. Everyone knows furthermore that, in the competition for students, universities when making recommendations for promotion will often give a prophet, however minor, who can fill the lecture halls, the upper hand over a much weightier and more sober scholar who does not offer his own evaluations. Of course, it is  understood that the prohet will leave untouched the politically dominant or conventional evaluations which are generally accepted at the time. Only the spuriously â€Å"ethical-neutral† prophet who speaks for powerful groups has, of course, better opportunities for promotion as a result of the influence which these groups have on the prevailing political powers. I regard all this as very unsatisfactory, and I will therefore not go into the proposition that the demand for abstention from evaluation is â€Å"petty† and that it makes lectures â€Å"boring†. I will not go into the question as to whether lecturers on specialised empirical problems must seek above all to be â€Å"interesting†. For my own part, in any case, I fear that a lecturer who makes his lectures stimulating by the intrusion of personal evaluations will, in the long run, weaken the students’ taste for sober empirical analysis. I will acknowledge without further discussion that it is possible, under the guise of eliminating all practical evaluations, to insinuate such evaluations with especial force by simple â€Å"letting the facts speak for themselves†. The better kind of parliamentary and electoral speeches in Germany operate in this way – and quite legitimately, given their purposes. No words should be wasted in declaring that all such procedures in university lectures, particularly if one is concerned with the observance of this separation, are , of all abuses, the most abhorrent. The fact, however, that a dishonestly created illusion of the fulfillment of an ethical imperative can be passed off as the reality, constitutes no criticism of the imperative itself. At any rate, even if the teacher does not believe that he should deny himself the right of rendering evaluations, he should make it absolutely explicit to the students and to himself that he is doing so. Finally, we must oppose to the utmost the widespread view that scientific â€Å"objectivity† is achieved by weighing the various evaluations against one another and making a â€Å"statesman-like† compromise among them. The â€Å"middle way† is not only just as undemonstrable scientifically – with the means of the empirical sciences – as the â€Å"most extreme† evaluations: in the sphere of evaluations, it is the least unequivocal. It does not belong in the university – but rather in political programmes, government offices, and in parliament. IThe sciences, both normative and empirical, are capable of rendering an inestimable service to persons engaged in political activity by telling them that (1) these and these â€Å"ultimate† evaluative positions are conceivable with reference to this practical problem; and (2) that such and such are the facts which you must take into account in making your choice between these evaluative positions. And with this we come to the real problem.

Microeconomics Assignment Example | Topics and Well Written Essays - 750 words - 3

Microeconomics - Assignment Example A good graphical representation of functional utility is shown below. Marginal rate of substitution represents the rate at which customers are ready to give up one commodity in order to exchange while ensuring a same level of utility. MRS varies with points along the indifference hence it is vital to keep locally in the definition. In addition, MRS of a commodity X is equivalent to the marginal utility of X over the marginal utility of Y. a. An increase in the price of a normal good: This had direct effect of changes in income on consumption choice. In this case, consumers buy more goods when their income rises as the prices remain fixed in the market. In this case, a change in the income of the buyer causes the demand curve to shift. This is evident through a negatively sloped demand curve to counter the space in the exhibit. Therefore, the increase in demand causes an increase in demand and a shift to the right of the demand curve for living space. b. A decrease in the price of an inferior good: In the market, a decrease in the prices of such goods leads to increase in the equilibrium quantity demanded. Therefore, the substitution effect would force the consumer to buy more of the good. c. An increase in the price of a Giffen good: In economics, an increase in the prices of Giffen good increases the quantity of the good that is demanded in the market. This results to an upward sloping demand curve due to interactions of the income and substitution effects. The income effect can be positive or negative when the price of these goods

The Evolution of Grunge in the fashion world Research Paper

The Evolution of Grunge in the fashion world - Research Paper Example Having no money, young people bought clothes on the thrifts and gradually invented so-called â€Å"grunge fashion†. Immensely effected by success of such grunge groups as Nirvana or Pearl Jam, many youngsters also organized local bands and played their own â€Å"loud and guitar-based† music. Finally, it was also about heroine which became cheap and affordable. All grunge musicians were heroine addicts and, therefore, popularized its usage among their followers. Later it will be utilized in the purpose of fashion trend known as â€Å"heroine chic†. Grunge subculture existed from the end of 80s till the beginning of 90s. However, within such a short period of time it made a great impact on the future fashion trends and peoples outlook. Grunge was considered rather controversial phenomenon. Originally, grunge fashion was referred as anti-fashion. However, many critics believed that it was neither fashion, nor anti-fashion, but so-called â€Å"non-, or un-fashion† (Grindstaff, 2014). As for its status as subculture, some also acknowledged that it was rather debatable: â€Å"People who listened to grunge music did not refer to themselves as â€Å"grungers† in the same way as â€Å"punks† or â€Å"hippies† (Price, 2010). Nevertheless, the crucial issue for this paper is mainly grunge style in clothing so further the main grunge tendencies will be analyzed and described. The word â€Å"grunge† means â€Å"dirt, filth, trash† (Martin, 1992). As a term to call new Pacific Northwest sound, it was first used by independent record label Sub Pop in 1980s. Jonathan Poneman, a Sub Pop founder described grunge music as the following: â€Å"It could have been sludge, grime, crud, any word like that†.The group provided cheap recording service for local Seattle bands. Grunge, or Seattle sound, was a â€Å"mix of heavy-metal, punk, and good old-fashioned rock and roll† (Grindstaff, 2014).

Improving Decision Making Essay Example | Topics and Well Written Essays - 1250 words

Improving Decision Making - Essay Example The company's defence that the price was part of a "random price test" and could be refunded solidified the suspicion further it was into dynamic pricing activity, as similar instances were far too many. Just like the company offered $51 less by Amazon than its own usual price on a dedicated bargain website (ramasastry, cnn.com). An analysis can be done from figures provided as quarter wise sales data, of a particular book sold through this portal, (Niles, R., ojr.org). It shows that the company had skimmed high earnings through a dynamic pricing policy in the first quarter sales. Eleven and twelve copies of the same book were sold at the prices of $11.02 and $11.50 each respectively while in the second quarter the same book sold sixteen and eleven copies each at the prices of $11.02 and $11.70 respectively meaning a highly elastic nature of the book's demand can be computed at a elasticity demand- coefficient of two, which is greater than unitary. It may be noticed here that there was an increase in sales of the books even when the prices charged were higher. If total earnings based on variable pricing quarter - on - quarter are considered , then they range from 15% to almost as high as 40%. This is where the marketers like Amazon.com have the opportunity to maximize their earnings from unsuspecting custome rs through their dynamic pricing strategy as even against a higher price Amazon sold more number of copies. The remaining quarters also showed a similar effect. Benefits & disadvantages The benefits of dynamic pricing comprise of stimulating demand which helps to churn inventory quicker translating into more revenue and greater margins. The new focus is on target pricing, with technology profiling the price sensitivity of customers to determine the selection of groups which can be discriminated on pricing. . It is believed by the company to help in maximizing the total revenue for the company. The associates and partners of Amazon even share historical data of their dynamic pricing. (Liquid commerce, information-age.com). The disadvantages are also quite a few such as customer loyalty start disappearing once regular customers find out that they are being overcharged in contrast to a new customer offered a lower promotional price . This could drive customers to bargain counters where everyone is treated fairly and there is no discrimination through dynamic pricing. The other drawback of this method may be a legal threat incase it appears that the firm is violating an titrust laws or not having a fixed price policy. Conclusion However, it may be an end of an era of list prices where the product life cycle is short, (Strategic interactive marketing, managing change.com), the distance minimized and delivery lead times lessened with the help of technology and modernization. Industry experts have reportedly observed dynamic pricing to be a boon to high fixed and low marginal cost industries and also as a necessity for e commerce (Weiss, R., M. & Mehrotra, A., K.,

Argumentative Research Essay Example | Topics and Well Written Essays - 500 words

Argumentative Research - Essay Example They include harsh treatment of the minor offences, engaging the offender’s family, and failure to protect the innocent. The sex laws in America are unjust. Small and large offences are treated the same way, which is not fair. For example teenagers who engage in sex, they are legally allowed to be punishable by law. In addition, those sharing revealing photos get the same punishment with those who have committed the rape offence. The law puts their names in their registry (The Economist, 2009). The teenagers do not have the knowledge about the sex laws but they undergo the same treatment as if they were acquitted with the law. It is not fair to treat the cases the same. In the end, this ruins their lives and this is an issue per se to punish and publish their names in the registry of sex offenders. The American sex law punishes both the offender and their families. Not anyone with the offence is allowed to interact with other people directly. An example is a man who once slept with their girlfriend is not allowed to take his children to the playground or any public place (The Economist, 2009). The children are likely to suffer because of the offence committed by their dad thirty or so years ago. Notably, this is an unfair treatment of the innocent children. In addition, restraining the sex offenders from finding a job a home makes likely to reoffend. The police are not able to identify and trace the dangerous offences due to the registration of pretty offenders. Some of the serious offenders go unrealized and un-convicted. It is unfair because, those with mere cases get severe punishment and leaving those with serious offences (The Economist, 2009). It is hard to get the most dangerous offenders due to the large number of offenders. They operate under very tight budget to sustain the huge and swelling sex-offenders. The law is unfair and it makes it difficult to re-design America’s sex laws. The state must take a hand in assessing each of the

Annotated Bibliography Essay Example | Topics and Well Written Essays - 750 words - 1

Annotated Bibliography - Essay Example They further assert that increase in the number of women who are pursing education and work may have positive outcomes in the future, but currently, there is a lack of positive impact on workforce market, which suggests that there are certain restraints to the expected social effect of increase in education among women. They also assert that women in Egypt are even gaining education in order to attain better results in the market of marriage, but this assertion is not yet substantiated. Researchers further figured out that changes in family structure are taking place in Egypt as Egyptians prefer their independence through nuclear family over living in extended families. The researchers pointed out that the amount of delay in marriages and engagements has extended due to several reasons, such as preparation of marriage. They stated that the working condition for women are not so good in the region of Egypt, and these conditions are discouraging women to join the workforce. The researc hers further claimed that a desire for better living standards has increased among young females, and they tend to achieve this by carefully planning their marriage with the assistance of their family members. Researchers assert that gender roles in marriage are being accommodated with the perception of work being a provisional part of life. The scientists cite the research by Mensch et al., stating that 90% of the male gender in the region expect women to conduct household chores while being a part of certain accepted profession. Similar type of thinking is even reinforced with the assistance of the curriculum of educational settings. The researchers postulate that unacceptability of women in the workforce by the private sector discourages women to continue work after they get married. The authors figured out that until and unless the gender role expectation of both male and female is changed, no positive impact can be witnessed on the status of Egyptian women even if they gain edu cation, become a part of the workforce, or even delay their marriages. Amin and Al-Basusi even provide a certain solution to the problems experienced by women in Egypt. They state that the educational settings need to play a major role in the promotion of equality among both the genders, and the curriculum of the schools should not promote traditional gender roles, which are rigid in nature. The researchers figured out that the belief that trade liberalization has changed the conditions and status of women in Egypt was not true, and trade liberalization did not positively impact the wages of working women in Egypt. The authors cite other researches that state that there are certain limitations which restrict women from moving from one end to another in search of employment opportunities, and even policy makers have failed to assist the female gender in this issue. The scientists cite that women’s participation in the workforce can be increased with the assistance of proper in dustrial planning which takes into consideration the planning of residences. They cite Al-Bassusi’

The Learner's Log Book (LLB) for the Saudi Airlines Case Article

The Learner's Log Book (LLB) for the Saudi Airlines Case - Article Example The EFQM Excellence Model, developed by the European Foundation for Quality Management, enables organizations to analyze themselves systematically. All the necessary elements for organizational excellence (process quality, employee satisfaction, customer satisfaction, leadership quality, etc.) are analyzed  The  EFQM Journey to Excellence (J2E) / Internal Excellence Assessor (IEA-EFQM) Training  gives you the skills to organize a self-assessment based of the EFQM Excellence Model, to act as an Internal Excellence Assessor, and to develop, after the self-assessment, a plan for  Striving for Excellence. Are you interested to learn how to use the EFQM Excellence Model to identify and drive improvements at your organization? Would you like to learn how to conduct a successful self-assessment based on the Excellence Model? Would you like to act as an Internal Excellence Assessor? Then this training is for you! EFQM excellence model is developed by the Saudi Arabian Airlines industry to evaluate them methodically. For this, the essential ingredients of organizational excellence such as workers satisfaction, quality process, consumer satisfaction, and leadership quality etc are evaluated. Followings are the key learning points in this article. Saudi Arabian Airlines industry adopts various quality management techniques to improve the overall functioning of the industry. In order to improve the quality, Saudi Arabian Airlines adopted the Self Assessment model in tandem with the European Foundation of Quality Management (EFQM) which is considered as an effective tool for empowering activities in the direction of business excellence.

Memo- soaps Essay Example | Topics and Well Written Essays - 250 words

Memo- soaps - Essay Example According to the article the study has shown that some customers are not aware of existence of some brands. Some brand soaps like Lux, Dettol and Lifebouy have a high demand and on the other hand, there is less demand for brands such as Dyna, Camay and Sach. The research involved administration of questionnaires. These articles have gone further to give projections on the sale of liquid soaps and antibacterial soap. Soap marketers are trying to come up with new brands to try and heighten the current slow growth soap sales (Berger and Arthur 78). In Europe, tablet and liquid detergents account for the huge soap market. However, in US this is not the case as put by Kumra. The high cost of Raw materials has made the cost of the soaps to shoot. Cross-category branding has is a global strategy that has been used Dove and this has made its products to become competitive at global level. This memo has advised soap makers have to embrace efforts made on global branding and pay attention to established and new products so as to meet consumer’s expectations. I would love to discuss this with you at your earliest

Analyzing Dickinson’s Poetry Essay Example for Free

Analyzing Dickinson’s Poetry Essay To analyze Dickinson’s poetry, this paper will involve the analysis of three of her works, `Safe in their Alabaster Chambers†, â€Å"I Heard a Fly Buzz-when I died†, and â€Å"The Brain-is wider than the Sky†. 1. The poems were written in the first person. Since most of her poems tackled the depressing situation of death, the speaker of the poem can in fact be a dead person. However, it seemed that ED may also be assuming an all-observing, all-seeing speaker like God. In the Brain-is wider than the sky, it even seemed that God was in fact the speaker since â€Å"the weight of God† was compared to the â€Å"brain†.   As for the poem’s audiences, it may be that the literary works were directed towards the ‘living’ – people who are not safe within alabaster chambers and who have not heard the buzzing fly as they lay on their deathbeds. 2. In the â€Å"The Brain – is wider than the sky†, there is really no definite setting, it can be likened to any moment of rationalization. In â€Å"I heard a fly buzz when I died†, the setting was in a deathbed while it was perhaps in the cemetery for the poem â€Å"Safe in the alabaster chambers†. The situation was related to dying. It may be that the speaker is already dead, or nearing his death. Nonetheless, the action in the poems remains the same – surrendering to the abyss. 3. Most of the poems had their verbs in the present tense, and in the indicative mood. The style may be to emphasize that the speaker is actually experiencing whatever situation is being imparted in the poems. Such style makes the poems more contemporary and typical, and thus engaging to read and easier to relate to despite the fact that they were written centuries ago. The syntax may also indicate that the poems will be eternal since the action involved is always presented as a current situation. 4. In her poems, Dickinson uses two formal patterns alternatively- tetrameter and trimeter. In every stanza, the first and third lines always have four stresses while there are only three stresses in the second and fourth lines. The rhyme schemes come in the ABCB form. 5. Dickinson uses the slant rhyme in the second and fourth lines of the first two or three stanzas to provide a sense of association and form. In the last stanza however, she then uses a true rhyme also in the last words of the second and fourth stanzas to emphasize conclusions to the proposed action. 6. In â€Å"The Brain is deeper than the sky†, the phrases â€Å"The brain is† and â€Å"The one the other will† were repeated thrice and twice, respectively, to give both indicative and comparative effects. The repetition emphasizes the subject of the poem â€Å"the brain† and stresses its association with other elements – the sea, the sky, and the weight of God. 7. To extensively describe the subjects of her poems, Dickinson The poem contained metaphors and personifications to describe her chosen subjects. In one poem, she likened a fly to death perhaps to stress out the repugnance of not being able to experience the simple joys of living. It is also important to note that she always compared the poem’s settings to universally recognizable elements of nature. For example, she likened the stillness of being dead to â€Å"heaves of storm†. 8. The effectiveness of Dickinson’s poems in relaying thematic obsessions may rely on the fact that she uses a mixture of images to convey the setting of her works. In `Safe in their Alabaster Chambers†, Dickinson describes the situation of the dead through their inability to be â€Å"touched by morning†, feel the sunshine, and hear the birds and the bees. She also totally equates death to â€Å"soundlessness†, darkness, and numbness. The same image associations can also be observed in â€Å"I Heard a Fly Buzz-when I died†. However, in contrast to the first poem, the latter’s scenario of soundlessness exempted the buzzing of the fly.   In â€Å"The Brain-is wider than the Sky†, visual comparisons were made with the brain and major elements of nature. 9. In most of the poems, the speaker just describes poem subjects in relation to what she sees, feels, or hears. In the process, she narrates her observations and seemingly creates an underlying story for her works. In these stories, the climactic moment is death and the resolution is one’s total submission to the darkness and numbness of losing her life. 10. Dickinson’s poems are mostly playfully dreadful as they deal with death in relation to bees, sunshine, and castles. Death was portrayed as a very awful situation of being deprived of the small things which make living simply a pleasant experience. Although not portrayed as something gruesome, the description of a death as a natural and inevitable experience adds dread to poem’s tone.

The Purpose and Benefits of Classroom Observation

The Purpose and Benefits of Classroom Observation Classroom observation is a process by which the institute of nursing-Academic Support Person(ASP) sits in on one or more classroom sessions, records the instructors teaching practices and student actions, and then meets with the instructor to discuss the observations. The main purpose behind the classroom observation is to allow a teacher to get feedback from an objective, experienced observer and to involve in context-specific discussions about teaching with adviser. The observation should not be an endorsement for promotion and tenure, a judgment of the teachers teaching methods, styles and skills, or an assessment of the teachers knowledge of disciplinary content. It is purely developmental rather than intimidation and making decisions. Classroom observation has been used many years ago to evaluate the quality of teaching provided and the consistency between the curriculum plan and the actual delivery of the material by teachers. Wagg (1999) stated that the purpose of looking at implementation is to see whether there is mismatch between intention and strategies. Classroom observation has constantly been seen as an effortful task from the side of the teachers. Negative attitudes have been expressed from several teachers venting their disappointment about the process by which observation has been implemented. This feeling of unhappiness and dissatisfaction is not a product of today; it is possibly an aggregation of many years of authoritarian, impressionistic, and impartial models of supervisions with teachers feeling of little ownership. Because the observer has a great role in renewing the teachers contracts, they had to conform to the supervisors viewpoints .This is considered an exceptional limitation of the obser vation process. Diverse research revealed that the way teachers behave in the classroom and the instructional methods they use impact the degree students learn. Consequently, using classroom observations, educators and investigators are capable of providing feedback that may improve the teaching practices in the class. Hopkins (2002) considers that the motivation behind any school observation is not limited to classroom research only but it extends to the professional development of teachers. This is because of the many years of observations that contemporary educationalists agreed to desert through time the conventional recitation lesson (Wragg 1999). Clearly, different forms observations encompass different criteria. These criteria may be comprehensive or specific. Some observation forms may focus on the students behavior while others may seek out the response of teachers to such behaviors. According to Hopkins (2002), there are four methods of observation: open, focused, structured, and systematic. Each method needs special instrument. . Observation tools are forms that are to be filled out by the observer. Depending on the observation technique, some forms or instruments may simply be a blank sheet, a worksheet, a scale, checklists, computer software, or a tally sheet. Some observers may be affected by the setting in which the lesson takes place and may focus on some particular feature of the teaching of one specific subject, like science or English. This in turn may influence whether they adopt a quantitative style, which is a type of systematic approach; counting and recording of individual events, or a qualitative method, wh ich is a type of the open observation approach, trying to look behind and beneath the mere frequencies (wragg 1999). Furthermore, there are many observations tools used by teachers on their classes or in peer observation settings (Malamah-Thomas 1987, Wajnryb 1992). Such instruments are powerful developmental tools for teachers and for trainees advisors, allowing both to look at the lesson systematically in conjunction with the feedback from advisors. Therefore, teachers and observers must perceive the instruments similarly to avoid misinterpretations and predispositions of the items within the tools. At the level of the ION, instructors have expressed the issue of the perception of the observation tool many times. In addition to the way the classroom observation is conducted. However, the questions that continue to irritate my colleagues and leave them preoccupied with an answer to them are that, do all classroom observers perceive and interpret the same observation items within the checklist in the same wayà ¢Ã¢â€š ¬Ã‚ ¦?Is there any problem in the observation methods? This actually urges me to investigate these issues in the Institute of Nursing (ION) to find out any discrepancies in the understanding of the observation checklists and or any defect in the observation process. To pursue the task appropriately, the advisors will not be participated in any other job but collecting data. Randall and Thornton (2005) refer to an advisor who has no other than to observe and take notes as a non-participant observer (Gebhard and Oprandy 1999). As the name designates, this kind of observation requires the observer not to engage in any interaction with the individuals being observed. Instead, the observer should concentrate on a particular behavior a specific criterion (Wragg, 1999, Hopkins 1999, 2002). For an observer, it is very important to avoid preconceptions and afterward approach whatever is to be observed with an open mind (Wragg 1999). Due to its direct involvement with the individuals observed, observation does have a benefit; however, it is time-consuming (Robson, 2002). Pre-judgments and predispositions may also produce troubles with observation. Such troubles may lead to misinterpretation of the data being collected (Brophy Good 2003). Therefore, the observer should avoid any personal biases that may contaminate his/her results. In this small scale study, the entire process of observation, from the instrument used by the observer to different stages of teacher observation, was totally decided by the observer and the investigator. The terms observer and advisor will be used interchangeably. Background The United Arab Emirates (UAE) encompass three institutes of Nursing (ION) located in Sharjah, Ras ELkhaimeh and Fujairah Emirates and they are governed by the Ministry Of Health (MOH).According to the policy, the ION has an observation system performed by three persons: the Central Academics Coordinator (CAC), Academic Support Person (ASP)and the Branch Manager(BM). The class room observation is held two times per semester and as needed. One observation is announced and the other is unannounced. At the level of each ION; the observation responsibility is delegated to the ASP. In case the teacher observation result was unsatisfactory, the CAC will be called to reobserve the same teacher within two weeks of the unsatisfactory observation but can also observe those with satisfactory outcomes. The BM does a spot check from time to time on the ongoing of the teaching process. The three observers use the same observation instrument and it is qualititative (open methods) in nature where ob servation bias can sometimes significantly affect the result. The session Appraisal form is composed of 29 items focusing on two areas of classroom practices: Effective Questioning (8 items), Effective Teaching Practices (21 items). These items are marked as, Accomplished, Partially accomplished, and Not accomplished. The final result is either satisfactory or unsatisfactory (Appendix 2). The adopted teaching methodologies are cased-based and lecture-based, depending on the course. Most of the teachers at the ION are well experienced and hold master degree. I have been working as a senior nursing tutor for the last seven years in the ION. It happened more than once a teacher got two or more different feedbacks from the observers. The teachers always blame the observers for their inconsistency in the understanding of the observation items and in the way the observation is conducted. The majority of the tutors wonder whether a difference should be there while using the same observation checklist and the same observation methods. The investigator will try to answer this question and orient the teachers to the findings. Research Questions Is there a significant difference in the perception of the same observation items within the instrument used by the different advisors in the ION? Is there any defect in the observation process? Purpose The investigator will try to: Find out any discrepancies in the observation tool among the observers. Identify the drawbacks of the observation method. Report to the curriculum committee and teachers these inconsistencies (if any). Observation Methods Classroom observation is a collaborative process. Both the teacher being observed and the observer have vital roles before, during, and after the observation. Collaborating at each phase of the process can help put both participants at ease so that each benefits from the experience (University of Washington 1998). Classroom observation is conducted through three phases that were adapted from Day (1993) and Richards and Lockhart (1994) were: pre-observation meeting, observation phase, and post-observation follow-up phase. The researcher will be use the ION designated tool during the observation process. (Fig 1). Pre-conference phase is executed before the classroom observation. The purpose of this meeting to share information that helps both the instructor and observer prepare for the observation and to illuminate the explicit outcomes of the lesson observed. It also aims at clarifying the activities through which these outcomes will be attained. Information exchanged during this meeting includes overall process of the evaluation, the purpose of the observation, course information, lesson plan, instructional objective(s) , class activities, instructional methods, What you want the observer to pay attention to, Where youd like the observer to sit , what will happen during the observation, and observation follow up opportunities. This phase does not take place in the ION. The second stage of the process is the observation phase (Data Collection) or the execution of lesson. The ION observers gather information to be discussed latter with the tutor. These data include instructor doing/saying, students doing/saying, instructional methods, teacher-students interaction, and flow of the sessionà ¢Ã¢â€š ¬Ã‚ ¦etc. Generally, the ASP will use a checklist tool designed for this purpose of classroom observation (Appendix 2). The observers, unlike the traditional supervisors who usually sit at the back and document the classroom events, sit where they can have a good view of the class. Analysis of the collected data and preparing for the post-conference take place immediately, next to the observation, it is suggested that observers code the data checked in their notes. Identify information that links to the following: Organization and presentation of the lesson, level of student concentration, interactions, and participation, the quality of interpersonal relationships between the teacher and students, effectiveness of instruction and how instruction could be improved. The third stage is the post-conference phase or follow-up. Shortly after the observation, the advisors emphasize the positive areas of the observation process such as the strengths of the lesson. The teacher will be asked to evaluate and reflect on his lesson at first. Then, the observers will discuss the collected data with the teacher. It is a descriptive stage where the observers describe the various phases of the lesson. The observers during this phase ask probing questions that guide the teacher through the process. They also provide direct feedback on the areas the teacher has asked for in the pre-observation conference. In doing so, many of the areas for improvement are originally stated by the teachers because they had a chance to reflect on their teaching. Figure Observation Cycle: Adapted from: http://www.commnet.edu/emprel/trng/tm_3_2_clasobs.html (2004). Validity and reliability in observation It is essential that observation is as objective as expected and advisors must be mindful of their own interests and predispositions so that the data gained is as valid and reliable as conceivable and not designated to verify a point (CCC 2004). Observers customarily continue-the-spot notes to complete an observation schedule so that any extra or uncommon actions can be noted. For example A come into the class and talked to teacher, this interrupted classroom for 3 minutes; Fire alarm rang at 2.24pm so the class was shorter today than usual. Field notes are often written post assessment and the advice is to do this as early as possible. Robson (2002) proposes that you should never begin a second class observation before sorting out your records for the first one Practice in utilizing a schedule before the actual observation will assist the observer to settle uncertainties in how to employ it or how to record unforeseen or vague data. Reliability of observation will originate from appraiser consistency. Appraisers have to make sure that they make parallel decisions about similar situations on diverse events. They must also take similar decisions about similar events if they see or hear them again; say on video or audio tape. Preferably, having more than one appraiser observing the same events, at least in initial practice sessions, so that there can be agreement on what is going on and how it is to be coded. The two observers at the ION were aware of these points to ensure the validity and reliability of the class supervision. Limitation of the study It is worthy to mention that the scope of this study is limited to a group of teachers of Nursing in Fujairah campus in an educational zone. Therefore generalization of the study might not be possible. Literature review Even though the classroom observation is seen as a crucial element of each educational system, researchers have found that teachers were not satisfied with the observation process. The main reasons researchers found were judgmental, evaluative nature of observation, authoritative role of observers and prescriptive nature of feedback (Akbari and Tajik 2007). Wang and Seth (1998) found out that classroom observation has gained a negative reputation in the ELT profession because of its subjective, judgmental, and ill-defined nature. Many instructors resent being observed at short notice by important people who judge their performance according to their own, not necessarily appropriate criteria, and make unwelcome suggestions for change. It seems as if these inspectors have the final word on whether their performance is good or bad, right or wrong. In many situations the observers enter the classes to look at the teachers performances to decide at the end of the academic year who will continue in his/her job or not. Certainly, this perception places teachers under too much stress which negatively impacts their performance in classroom. Randall and Thornton (2001) believed that anxiety levels in the lesson execution phase can become very high and can precipitate failure on the side of the teacher to generate an effective lesson (Fig 2). Figure 2: The effect of anxiety on performance (adapted from Randall and Thornton, 2001) Regarding the process of the classroom observation in the UAE, Alwan (2001) find out that the instructors in the UAE are acquainted with the observation; yet, it does not take the systematic approach that would increase the achievements for the teachers. Consequently, such ad-hoc appraisal practices can simply yield extensive teacher anxiety, a lack of belief in the validity of the observation, and a delicate discouragement of other institutional initiatives to sustenance teachers efforts to deliver courses effectively (Murdoch, 2000). Nevertheless, classroom observation should be intended at enhancing professional growth of the teacher rather than threatening them. It should also focus on the strengths of the lesson. The tutors and through their dealings with the students will recall which areas delivered in a good manner and the ones that require revisiting. It is valuable to point out that the advisors role is to explore with the teachers so that they have the chance to reflect on their own teaching with the expectation that this approach will turn into a fundamental part of the teaching and learning process. Therefore, it changes into a reflection in action process that is conducted during the teaching learning process. Schon (1983) explained this reflective process by saying: Both ordinary people and professional practitioners often think about what they are doing, sometimes even while doing it. Stimulated by surprise, they turn thought back on action and on the knowing which is implicit in actionà ¢Ã¢â€š ¬Ã‚ ¦usually reflection on knowing-in-action goes together with reflection on the stuff at hand. (Schon, 1 989) Therefore, classroom observation is getting more importance than before. The purpose of many of them is intended towards professional development. It is through experiential learning that the tutors will be self-evaluative and hence will be capable of reflecting on their teaching strategy. Heron (cited in Randall and Thornton 2001) said that working from experience the client (the teacher) is prompted to uncover incidents which are important, reflect on these incidents and to discover new meanings for these incidents, and then prepare to put the learning from experience and reflection back into new experience. Finally, it is of merit to mention that teachers teach many lessons of which only few of them are observed. Accordingly, If the observed lessons are considered valuable and worthy to be observed then they must be regarded as worthy to be analyzed appropriately, for little purpose was served if, after a lesson, observers simply exude good will, mumble vaguely or appear to be uncertain why they are there, or what they should talk about (Wragg, 1999). Methodology To inquire about teachers dissatisfaction with the overall observation process, a two phase qualititative study was conducted. In the first phase, the observation instrument revisited to see whether the observers perceive its item similarly or not. In the second phase, a questionnaire was distributed to all ION teachers in an attempt to evaluate the method of observation conducted there. Ethical Considerations The ethical considerations were carefully considered before conducting the study. A permission letter was sent to the concerned people to consent them. Anonymity and confidentiality of teachers responses guaranteed (Appendix 3). Part I: Procedures and Participants Two observers visited Diploma I class to assess a teacher teaching Nursing Care of Adults 201.One of the observers is the ASP whose tenure is 11 years and the other is a critical friend who holds a master degree in education and has 10 years of teaching experience. Both are familiar with the observation tool. This approach was used to explore inconsistencies in the perception of the observation items within the specified from. They were informed about the process; they should sit at different corners in the back of the class (Fig 5), do not speak to each other, and fill in the appraisal form the way they perceive it with an evidence for each partially or not accomplished item. Data Analysis At the end of the classroom observation the researcher collected the two filled forms and sit with the two observers to discuss the findings. The data analyzed by utilizing simple statistics, and tables. Results The two forms were collected, and it was found that two items were uneven where each tutor has his own perception. Class Subject Observer 1 Observer 2 Session Time Teaching Method Diploma 1 Nursing Care of Adults/Hyperthyroidism Academic support person, 11 years teaching Experience Critical Friend, more than 10 years teaching 50 minutes Case-based The mismatched items were two out of 29 items; the two items were located under the Effective Teaching practices. See table below: Finding of first observer marked as (1) and (2) for the second Effective Teaching practices Accomplished Partially Accomplished Not Accomplished 26. Asks students to evaluate their own or others responses. 2 1 29. Demonstrate the ability of dealing with problem students 1 2 Observers Justification First observer 26. Asking student to evaluate and reflect on the answers given, getting feedback from classmates should be done frequently in the case based session as this would involve the students in the class and enhance their understanding. This should be observed as a dominant feature in the session and not only once or two. 29. The students were enthusiastic, motivated and participating actively, it was loud voice but not noise, but you have to ask students to lower their voices to hear their classmates .Raising their hands without calling Sirà ¢Ã¢â€š ¬Ã‚ ¦. Is fair enough. Second observer 26. Students were fairly able evaluate their answers and that was done with two students only. As for the responses of their colleagues; the students were called more than once to reflect on their answers when the teacher asked them: 1) Do you agree with S? Why? 2) Why did M relate the presence of excessive eating to weight loss? Comment on her answer. Although, the teacher tried with them, the students were not able to evaluate their responses. 29. Loud voice from the side of the students will disturb the learning environment preventing the others from hearing the answers, the teacher tried to control students noise particularly when they gave answer together, but he could not. Abiding by the classroom norms is the responsibility of the teacher. Setting clear guidelines should be made to limit this behavior. At the back of the session appraisal form there is a room left for the appraisers comment to reflect and set the areas that need improvement on points that are not covered clearly in the observation form but should be part of the lesson or he may emphasize certain points seen in the class. The first observer A) Group work: The teacher should give more time (more than 10 minutes) for the group work to allow the students to prepare and discuss the task properly among them as the task given require deep analysis. Moreover, the teacher should ensure that all the students are participating in the discussion within the group. Checking group work output is not necessary to be done with each group, as far one or two groups were investigated, then the other groups could be done if required by the judgment of the tutor. The Second observer A) Group work: Ten minutes for each task is fair enough as the students should come prepared from their home. The time is given only for discussion and preparing the transparency. Giving more time will waste the teacher time and hinder his ability to cover the course objectives. Group work output was not explored: teacher has to reveal all group findings and seek evaluation or comments from other groups. The first observer B) Teaching strategy The teacher should implement various teaching strategies in the classroom such as role play, watching and commenting on videos to promote students understanding, involvement and make the session interesting. The Second observer B) Teaching strategy The session was quite interesting. According to the task discussed in the session, role play or video would not be effective as the demonstrations used by the teacher plus the clinical examples and the real life examples given by some students were satisfactory to cultivate the different concepts in the sessions. Discussion One method for analyzing the observation findings of the two observers is through triangulation. Triangulation in the classroom research involves checking the perceptions of more than one person to see if ones own interpretations have any support Wragg (1999:111).The total number of the items in the observation checklist is 29, and the debatable points were 2. Then, the agreement was around 93% and disagreement in 7%, which means that the instrument used is reliable. When the observers agree on > 80% of their observation, this means the information and the data are reliable Wragg (1999). It is believed that different style dimensions of learning of the observer may have a possible influence on providing feedback to the teacher. (Randall and Thornton 2001:134). The first observer, the academic support person, conducted more than four observations to the observed teacher, and knows him better than the second colleague. Hence, he built his feedback on his previous knowledge of the learning style of the observed teacher and provided the feedback in a consultative rather than confronting approach, The students were enthusiastic and participating actively, it was loud voice, but not noise, but you have to remind students to lower their voice to hear their colleagues . Part II Procedure: The participants filled a qualititative questionnaire of seven questions (Appendix I). The questionnaire was piloted before being administered. A total of eleven questionnaires were administered through face to face contact with the investigator. Ten of them were collected and analyzed. Participants The participants in this study were ten teachers of Nursing in one of IONs. They have been teaching in the ION for more than 7 years. Those teachers have been observed by three different observers using the same tool. The teachers are male and females and range in age from 36 to late 54. They majority of them are native Arabic speakers from different countries and two teachers are westerns. They are of multi-cultural background. Data Analysis The responses to the questionnaire were gathered and then analyzed. The responses were calculated using simple statistics and presented in charts. Results of the Questionnaire Items No. of Teachers Percentage I have been observed two times by the ASP 8 80% I have been observed three times, two by the ASP and once by the CAC 2 20% I felt anxious and blocked when the observer visited my class 10 100% I am dissatisfied with way I observed. I did not meet with the observer before the session 10 100% The observer was sitting in the back, ticking on the observation form. 7 70% The observer did not tell the students who he is, creating unstable setting in the class. 7 70% The late feedback does not reflect the immediate feedback. 8 80 % The observation is not intended at teacher development. 9 90% The feedback is threatening if it is unsatisfactory. 9 90% Classroom observation does not fulfill my educational need 7 70 Classroom observation has no impact whether negative or positive. 2 20% Classroom observation partially fulfill my educational need 1 10% Discussion Obviously, there are no defects in the observation instrument. So, where is the problem? The result of the questionnaire provided to ten teachers revealed that the problem is in the observation process itself. The majority of the tutors (80%) have been observed two times per semester by the ASP whereas the remaining 20 % were observed three times by the ASP and the CAC (table 1). All the teachers (100%) expressed various levels of frustration and anxiety when they are observed. They assured that the observers themselves were a source of apprehension. Teachers added that none of the observers take an action to alleviate their anxiety. All the tutors (100%) expressed their feelings of dissatisfaction with the observation methods as no pre observation conference is conducted neither before the announced or the unannounced visits. This puts more stress on the side of the observees. Furthermore, 70% of the teachers mentioned that the way the observer enters and sits at the back of the cla ss ticking items on a checklist. This disrupts the stability of the classroom environment as the students perceive that he is observing them making them reluctant to answer and participate in the class effectively which in turn impact the execution of lesson. This is because the observer did not identify himself to the students as well as the purpose of being there. Moreover, he sits in the corner of the class and started to document his notes all the time. Accordingly, the students think that he is writing about them. Another significant point raised by 80 % of the teacher is the feedbacks given by the observers. They confirm that the immediate feedback provided is inconsistent with the late feedback received by the teachers. The striking issue was the perception of the 90% of the teachers for the session appraisal as a threat rather than developmental (Fig 3).Teachers feels intimidated and frightened by the entire supervisional process. This is because the models of observation we inherited are authoritarian and directive. All these factors combined their effects to increase teachers anxiety and dissatisfaction. When teachers asked to rate their level of satisfaction with the process of observation, 70% considered it unsatisfactory as it does not fulfill the educational needs of the teacher and did not enhance their teaching methods, 20% were neutral and 10% was fairly satisfied( Fig 4). This necessitates reconsideration of the overall observation process. Number of teachers Frequency of observations Percentage 8 2 80% 2 3 20% Table Frequency of observation Figure 3 Perception of classroom observation Figure 4 Satisfaction level Recommendations: Based on the findings of this Investigation, the investigator recommends certain points to enhance the process of the classroom observation. Having a pre-observation conference will guide the observers during the observation phase and will ease the teachers level of anxiety that result from the process in the part of the teachers. This will also assist the discussion that takes place in the post-observation conference. The professional teacher is one who is able to reflect critically on their own practice (Schon 1983, Wallace 1991). Accordingly the overall process will promote refl

John Cabot :: essays research papers

Earlier this week received word that the famous explorer John Cabot died. He died mysteriously, no one really knowing when, where, or how he died. He was born in Genoa, Italy in 1450. His name was actually Giovanni Caboto, but he would be remembered by the English translation, John Cabot. In 1476, Cabot lived in Venice, Italy, the main trading center for the entire Mediterranean region. He worked there as a merchant and a navigator. Horrible experiences with Arab traders probably influenced Cabot’s decision to find a new sea route to the Far East which would allow merchants to trade directly with Asian traders instead of the Arab traders.   Ã‚  Ã‚  Ã‚  Ã‚  In 1483, Cabot moved to Bristol, England. He believed that Asia could be reached by sailing west. In 1493, when word of Columbus’ reports of his successful journey to the New World arrived, Cabot convinced King Henry VII that England did not have to sit still while Spaniards helped themselves to the New World. Even though the Pope had given Spain control of all of the new lands in the New World, King Henry VII liked Cabot’s idea. He had this to say about Cabot, â€Å"He was so Passionate about helping England I just couldn’t turn him down.† He paid for Cabot to begin an exploration of the New World because Cabot convinced him that it was possible to reach Asia on a more northerly route than Columbus had taken, and this route would be even shorter. The idea that a northern route existed started the search for the Northwest Passage to the Indies.   Ã‚  Ã‚  Ã‚  Ã‚  Cabot sailed out of Bristol with his ship, the Matthew, on May 2, 1497. He landed in the New World, believing that he had landed on the east coast of Asia. Even now, we don’t know exactly where he landed. He may have landed in Maine or Newfoundland, Canada. Wherever he landed, he claimed it in the name of King Henry VII. Cabot became the first European explorer to discover the mainland of North America. He sailed further north, making the first recorded attempt to find the Northwest Passage, only to find icy waters. John Cabot :: essays research papers Earlier this week received word that the famous explorer John Cabot died. He died mysteriously, no one really knowing when, where, or how he died. He was born in Genoa, Italy in 1450. His name was actually Giovanni Caboto, but he would be remembered by the English translation, John Cabot. In 1476, Cabot lived in Venice, Italy, the main trading center for the entire Mediterranean region. He worked there as a merchant and a navigator. Horrible experiences with Arab traders probably influenced Cabot’s decision to find a new sea route to the Far East which would allow merchants to trade directly with Asian traders instead of the Arab traders.   Ã‚  Ã‚  Ã‚  Ã‚  In 1483, Cabot moved to Bristol, England. He believed that Asia could be reached by sailing west. In 1493, when word of Columbus’ reports of his successful journey to the New World arrived, Cabot convinced King Henry VII that England did not have to sit still while Spaniards helped themselves to the New World. Even though the Pope had given Spain control of all of the new lands in the New World, King Henry VII liked Cabot’s idea. He had this to say about Cabot, â€Å"He was so Passionate about helping England I just couldn’t turn him down.† He paid for Cabot to begin an exploration of the New World because Cabot convinced him that it was possible to reach Asia on a more northerly route than Columbus had taken, and this route would be even shorter. The idea that a northern route existed started the search for the Northwest Passage to the Indies.   Ã‚  Ã‚  Ã‚  Ã‚  Cabot sailed out of Bristol with his ship, the Matthew, on May 2, 1497. He landed in the New World, believing that he had landed on the east coast of Asia. Even now, we don’t know exactly where he landed. He may have landed in Maine or Newfoundland, Canada. Wherever he landed, he claimed it in the name of King Henry VII. Cabot became the first European explorer to discover the mainland of North America. He sailed further north, making the first recorded attempt to find the Northwest Passage, only to find icy waters.

the 5 pillars of islam Essay -- essays research papers

Five Pillars of Islam   Ã‚  Ã‚  Ã‚  Ã‚  In order to follow the right path in the Islam religion its followers, Muslims, are required to practice its five pillars, or duties. Each of these duties is mentioned in the Quran; however, scholars have found a more detailed explanation in the Hadith. The five pillars are uttering the Shahada, prayer, zakat, participating in the fast, and a pilgrimage to Mecca.   Ã‚  Ã‚  Ã‚  Ã‚  The first of the five duties is uttering the Shahada, a phrase that declares the faith of the follower. The phrase is, â€Å"There is no god but God and Muhammad is His messenger.† This phrase is used in the daily life of Islam’s followers, because this phrase illustrates the central beliefs in the Islam faith.   Ã‚  Ã‚  Ã‚  Ã‚  The second ritual duty is prayer. Muslims are obligated to pray five times each day. The prayer sessions must take place at designated times of the day and following the proper procedures. These designated times are at dawn, midday, in the afternoon, during the evening, and at sunset. Before prayer begins Islam’s followers must cleanse themselves both physically and mentally to achieve the purity required to engage in prayer. Prayer also must follow a cycle. Takbir is the first step in the cycle. This step is the opening sutra which means that the follower says, â€Å"Allahu akbar,† which mean â€Å"God is great.† At this point the worshiper will perform four postures, standing, bowing, postrating, and sitting...

Do you agree that Achebe shows an - awareness of the human qualities :: English Literature

Do you agree that Achebe shows an - awareness of the human qualities common to all men of all times and places - or do you find the novel only uniquely African and of its time? Achebe’s style has been described as one of â€Å"remarkable economy and subtle irony†¦ uniquely and richly African .. revealing Achebe’s keen awareness of the human qualities common to all men of all times and places†. Do you agree that Achebe shows an â€Å"awareness of the human qualities common to all men of all times and places† or do you find the novel only uniquely African and of its time? â€Å"Things Fall Apart† by Chinua Achebe is a twentieth-century African tragedy written about the destruction of the African Igbo tribe by ‘white men’ from the west. The novel focuses on Africa’s gradual invasion by white Westerners and the effects of colonisation on specific individuals and groups within the society. The novel has many distinct African features that define the pre-colonial culture of the Igbo tribe. The very beginning of the novel describes an African festival, in which drums and flutes are being used whilst the spectators look on in awe, â€Å"The drums beat and the flutes sang and the spectators held their breath.† Achebe’s use of sensory language, such as the sounds of the instruments, gives the audience a greater sense of shared experience of what it was like to be part of the Igbo tribe. Achebe’s style of writing throughout the novel allows the audience to imagine being in the position of characters such as Okonkwo who had their common, traditional beliefs and rituals gradually overridden by the increasingly-dominant Western ideology. Achebe uses simple language throughout the novel, particularly at the beginning and this reflects the simplicity of the African oral storytelling tradition. As most African stories were told in traditional verbal ways by illiterate people, the language used tended to be simple, â€Å"Unoka went into an inner room and soon returned with a small wooden disc containing a kola nut, some alligator pepper and a lump of white chalk.† Achebe uses this technique to provide some simple, vivid visual imagery for the reader, while making them aware of traditional African foods such as kola nuts. This type of sentence perfectly illustrates Achebe’s intentions of making this novel ‘uniquely African’. Henrickson suggests â€Å"Things Fall Apart uses language and structures †¦ that make its world seem familiar to Western readers; but questions whether it really is familiar to us.† Henrickson believes that the novel is there to provide an understanding of the African perspective of colonisation; however, he does not argue that the novel is relevant to us.

Castle Rock Essay

How is an Atmosphere of Fear and Evil Created in the Chapter ‘Castle Rock’? The infamous ‘Lord of the Flies’ chapter ‘Castle Rock’: By the time you reach the chapter â€Å"Castle Rock†, the children’s behaviour is deteriorating, as they turn into savages, and start attacking and stealing from each other to survive in the ghastly wilderness. It is here that they expect that nobody will travel to rescue and protect them from the malignity from the horrifying island. The author tries to manipulate and influence the reader. He portrays an image that every inhabitant on the island has turned savage; however this is not the case. In fact ‘Piggy’ and Ralph are still sane, although it totally destroys Ralph’s heart, that Roger massacred ‘Piggy’ with the up-most aggression. Hence everybody chased him with repugnance to murder him with bullet sharp wooden spears. All of this puts the readers’ mind into overdrive, and makes the reader petrified. Cleverly by writing, ‘Ralph protested out of the heart of civilisation’ Makes the reader feel sorry for Ralph in his desperation, for all that he desires, which is peace. Moreover, the reader even feels a little guilty, due to the fact that the reader cannot do anything to help Ralph in his ventures. The author says, ‘Awful things have been done on this island’. This insinuates that mysterious and violent transpirences occur day and night. Some are noticed, and some are left overlooked, almost as if it is the norm, or because it is top secret never to be whispered to any other human soul. This makes most of the children want to use its unknown terror to cause chaos. One example of language and punctuation used in the chapter ‘Castle Rock’ is devised to create an atmosphere of fear and evil is, ‘The shivering, silvery unreal laughter of the savages sprayed out and echoed away. A gust of rage shook Ralph! ’ When the author says ‘unreal laughter’ it hints at something sinister and the fact that something evil is in the atmosphere around them. The author makes it sound as if it is a normal and acceptable occurrence, because he doesn’t add any special punctuation to it to make it sound more bloodcurdling than the average day in ‘Castle Rock’. Furthermore, the punctuation used in this quote, ‘A gust of rage shook Ralph! ’ shows how furious Ralph is, by adding an exclamation mark for emphasis. This makes the reader feel the fear of what Ralph might do. In other parts of the chapter, the author creates confusion, which makes the reader think of the multiple directions that a specific part of the chapter can lead to. The author uses his genius skill to manipulate his description to have more than one meaning. One of the meanings is to incite fear, and the other is to bring hope into the hearts of the readers. Another example of language and punctuation used is the quote, ‘Then there was, there was†¦ that’s his fault too. ’ When the author writes ‘There was, there was’, the words ‘there was’ are repeated to show the anxiety of the children who are saying these words. As well as that, the author says ‘†¦ that was his fault too’ the ellipses used shows that what the children had to say was too gruesome to pronounce. The language used shows that someone has committed something so appalling that it cannot be mentioned and that it is something that terrifies the living daylights out of them. In due course, I think that the fear and evil has consumed the island, because it makes most of the children resort to slaughtering pigs just for fun, because they have lost their innocence and conscience. This is mainly down to the fact that there is no law, there is nobody to tell them right from wrong; they think that they have the right to do anything that they desire, there is no concept of crime and punishment. This makes it almost impossible for anybody to live in peace or harmony. Another reason is because secretly they are all scared stiff of Jack, because he is the eldest and biggest, physically, and he has a powerful ally to fight for him and to protect him, known as Roger, however his biggest ally of all is fear itself. Ultimately, Jack wants to have all of his enemies to live in fear, so they slowly turn to him, because when they are fearful of him, they know that the longer they stay with Jacks number one enemy, the worse their punishment would be if he were to capture them. So they eventually turn to him for guidance and protection. Thus, this makes him the ‘king’ of the island in a violent and brutal way.

Example of school report for facilities Essay

I am writing regarding an article published in your magazine last week entitiled †¦Ã¢â‚¬ ¦ I strongly disagree with the writer for a number of reasons. see more:importance of school facilities Firstly, as Socrates wrote, work makes the man. However, in Plato’s Dialectics he argued that, on the contrary, one must have sufficient rest to Secondly, I believe that we need to ‘recharge our batteries’ in order to have the energy to work efficiently. For example, as an IB student I have so much work to do with CAS, ToK, Extended Essays and all the other portfolios, fieldwork, internal assessments, oral exams that I cannot devote enough attention to one alone. Instead, with exams today I am left tired and unmotivated. If I do not have time to relax and unwind, I cannot possibly do the work properly. Therefore leisure is necessary for doing a good job in whatever field. Lastly, In conclusion, Yours Faithfully, Zorg Last Friday I went to the swimming pool the school said it owned before I moved here to see what it was like. Well, guys, here’s my report: Size- The size is its biggest asset. It is an Olympic-Sized pool which will allow all you fat, physically challenged pre-IB kids to get in shape for 2008. In fact, it also is designed to accommodate disabled children like you Vincent. Even during the weekend it’s open with enough room for you to play with your parents, grandparents, and all the uncles currently staying with you. Price The pool is expensive (if you buy tickets from the school) but there is a discount card for students which gives 15% to orphan children suffering from Bird Flu. Location- Perfectly sited near an industrial dump. Is a problem because it was nuclear industry before the swimming pool located there, so radiation sometimes forces the pool to close on smoggy days. The road is new- it’s being built right now. Facilities- There is a change room in 21st Century Hotel which is a problem in winter. The showers work but the water is greenish and cold. Finally, there is no chlorine in the water so it smells and has algae on the surface. The sauna is equipped with coal but there is no ventilation so get a tan but die of suffocation. Happy Hour- With new management, the owners have now added a bar to the pool allowing you to be totally relaxed swimming in the deep end or jumping off the diving board. Free drinks every time you jump! Doctors- After this new facility, trained medical staff are on standby with dogs trained to swim and rescue disabled children. I highly recommend this pool because it is the only one in Chaoyang apart from the pond behind Annie’s restaurant (during the rainy season).

Couse Outlie

Assumption University Martin de Tours School of Management Department of Management SYLLABUS SEMESTER 2/2011 Martin de Tours School of Management’s Vision To be the leading international business school in the ASEAN region providing high quality business education to enable graduates to make invaluable contributions to organizations and society. Martin de Tours School of Management’s Mission To shape our students into independent-minded graduates who are well-versed in business, able to communicate effectively, tech savvy, innovative, and ethical to successfully face global challenges.COURSE TITLE MGT3907 Business Communication Summer semester – MGT3907 is offered only in the evening program, NOT in the day program. BG2001 English IV A. Mingmada ([email  protected] com) Course Coordinator PRE-REQUISITES LECTURERS Day Program Evening Program OFFICE & CONTACT COURSE DESCRIPTION A. Tipnuch ([email  protected] edu ) A. Vrinporn ([email  protected] com) A. Polth ep ( p. [email  protected] com) A. Dilaka ( [email  protected] om) th MSM 4 Floor Development of written, oral, technical, and interpersonal skills for effective communication in the business world with emphasis on well-written business documents for diverse purposes; understanding of group and cross-cultural communication determinants for individual or organizational success; effective visual and oral presentation; and essential competence in some communication technologies widely used in business today. MGT3907 Course Outline – Page 1 of 11 Upon completion of MGT3907, the student should have 1. . Theoretical and applied knowledge of the purposes, formats, patterns, and media of modern business communication; 1. 2. The ability to compose business memos and letters for informative, positive, negative, and persuasive messages; 1. 3. Preparation for job interviews and searches; 1. 4. The ability to plan, research, compose, and present a short report; 1. 5. Skill in the tech nology currently used in business communication, including word processing and presentation software, e-mail, and the Internet; 1. 6.The ability to identify potential barriers to communication and apply techniques to overcome them; 1. 7. Appreciation of the value of diversity in meeting communication objectives; 1. 8. The ability to write effective formal and informal business documents of various kinds throughout a business career; 1. 9. An awareness of the importance of using correct grammar and punctuation in business writing. †¢ REQUIRED TEXT †¢ †¢ †¢ CLASS ATTENDANCE Locker, Kitty O. , and Donna S. Kienzler. Business and Administrative Communication. 9th ed. New York: McGrawHill/Irwin, 2010. http://lms2. u. edu 6 absents maximum (including both discussion and lecture classes) A student absent 7 or more times including lates, will not be allowed to take the final exam, according to University policy and the regulation of the Thailand Commission on Higher Educ ation. Here is the official policy: COURSE OBJECTIVES MARK ALLOCATION: Assignment/ Class work/Participation Quiz Proposal, presentation, short report Midterm examination Final examination TOTAL Penalty Marks 1. No submission to Report Copying Check 2. Presentation Quality Survey 10 5 15 20 50 100% Marks -50 -20Penalty marks will be subtracted from your total Assignments marks until that total reaches zero. EXAMINATION SCHEDULE: is not given here as it may change after this Course Outline is distributed. Students must check with Registration or look it up online with AuNet. MGT3907 Course Outline – Page 2 of 11 CLASS RULES Cheating Policy If any students or a group of students will be caught copying, partial/entire project or hire outside or inside person to do their works, the faculty consider such act as a serious matter which will automatically result in ‘F’ grade for an entire group.Changing section Students are neither allowed to study in other section they h ave not enrolled for, nor do the project with their friends in other sections. The lecturer does not have any authority to allow his/her students to switch section without proper authorization from the registrar. Dress code regulations for class: Wear proper attire Students wearing the following items will not be allowed to check their class attendance: †¢ Trousers and skirts made of jeans, corduroy, or velvet materials, or made in â€Å"jeans design. † †¢ Shirts / blouses in which the edges are not tucked inside trousers or skirts. Slippers. OTHER MATTERS Website (will be announced in class) LMS is our class website with †¢ PowerPoint and handout downloads, †¢ Announcements, etc. Email procedures 1. Email address – Each student must provide a valid, reliable email address to the lecturer and must check it daily for messages related to the course. 2. Email attachments should not be sent to the lecturer unless by the lecturer’s special request . Normally lecturers do not have time to save, scan for viruses, and open attachments, so email containing attachments will be rejected or discarded.Emailed assignments should be pasted into the body text of the email message. 3. Email subject header – Email to the course lecturer should always use the following email subject header format: Student ID#, Section #, Subject; for example, â€Å"4514444, 432, Assignment #1 [or Short Report, or Question about . . . , etc. ]. † Wrong: I. D. 4514444, [start with the number] Wrong: Assignment 1, 451444 [start with the number] Wrong: Somchai, 451444 [start with the number] Wrong: u4514444, [no ‘u’; check your ID card] Wrong: 451-4444, [no yphen; check your ID card] Wrong: 4514444, sec 444, [no â€Å"sec† or â€Å"section†] Right: 4514444, 432, Assignment #1 [or whatever] Copying an assignment from someone else and presenting it as one’s own is strictly forbidden. Neither the copied assignment n or the original will be accepted and neither can be revised. Unless instructed otherwise, always assume that assignments are individual, not group. Students should be very careful about showing their work to â€Å"friends†. MGT3907 Course Outline – Page 3 of 11Disturbing the class by socializing with classmates, making noise, or talking on a mobile phone while the lecturer is speaking will invite penalties such as being counted late or absent, being ejected from the classroom, having ID cards confiscated, or having marks subtracted from the final grade average. Students who do wish to learn must have the opportunity to do so to their best ability in an atmosphere conducive to learning. Late exam – The Coordinator of MGT3907 must be officially notified by the Department of Management in advance of the need for a late exam for any student.A student needing a late exam must first submit a petition with evidence at Registration. Later, if a late exam is approved by a committee, Registration will notify the student. The student should then check with the MGT3907 Coordinator to be sure that the Coordinator has also been officially notified by the Department of Management. Mobile phones must be turned off before their owners enter the classroom, and they must remain off and put away for the duration of the class—except during toilet visits, when they must be given to the lecturer.A lecturer’s mobile phone may remain on, however, for possible University business. A student caught using a mobile phone during class time will be, at minimum, counted late but may be counted absent with ID card confiscation. Plagiarism (copying the words or ideas of another writer without giving credit to the other writer) is forbidden and will be penalized severely. Preparation must be done before every class, which means reading over the relevant section of the textbook to be discussed and doing any assigned homework.Presentation Quality Survey – Discussion lecturers will assign you, or your group, to evaluate the short report presentations by the members of another group. The survey form is attached to the last page of this Course Outline Report copying check – the short report, due towards the end of the semester, will be submitted to your discussion teacher, but also must be emailed to [email  protected] com. Dress code regulations for examination: Wear full uniform Students are obligated to wear the University’s full uniform as stipulated in the University’s dress code regulations to take examinations.Failure to comply with the regulation will result in students not being allowed to appear for examinations, and subsequently, the student receiving â€Å"0† marks for the examination. To be eligible to appear for exams, students are required to wear full uniform: †¢ Male students must wear black/dark blue trousers, white button/collared shirt, black shoes, University neck-tie and belt buc kle. †¢ Female students must wear black/dark blue skirt, white button/collared shirt, clack shoes, and University buttons, pin, and belt buckle.Note: The students will not be admitted to the final exam later than 10 minutes after the exam starts. MGT3907 Course Outline – Page 4 of 11 COURSE CONTENTS AND TENTATIVE SCHEDULE MGT3907 COURSE SCHEDULE WEEK 1 (for week dates, see calendar following the schedule) LECTURE CLASS DISCUSSION CLASS Introduction to MGT3907, course outline, and resources, notably MGT3907 – LMS website http://lms2. au. edu Chapter 1: Succeeding in Business Communication Appendix A: Formats for Letters, Memos, and E-Mail Messages. Homework: Download hyperlinked Course Outline . df file AND the Powerpoints and handout package from LMS Each lecturer may omit, select, add, or modify the classwork or homework assignments as needed, for example, to discourage copying. The lecturer will specify how to submit each assignment, by paper or by email. If by email, students must follow the correct email procedure to receive credit. †¢ Self-introduction by Icebreaker methods. †¢ Break up into groups, discussion topic assigned. †¢ Discussion to share ideas. †¢ Assignment: write a memo individually based on group discussion and submit to the instructor In-class. Homework: Exercise 1. 10 Topics †¢ Kinds of audiences, needs, attitudes †¢ Group analysis of a particular audience †¢ Adapting messages for audiences 2 Chapter 2: Adapting Your Message to Your Audience. Appendix A: letter, memo, and email formats. Homework: Adding students: do homework from Week 1. 3 Chapter 5: Communicating Across Cultures. Homework: Adding students: do homework from Weeks 1 – 2. †¢ Discussion: â€Å"How Does Culture Affect Business Communication? † †¢ Discussion: Exercise 5. 2 – Identifying Sources of Miscommunication (group work) †¢ Homework: Exercise 5. 2 or 5. 8MGT3907 Course Outline â€⠀œ Page 5 of 11 4 Chapter 3: Building Goodwill Homework: Adding students: do homework from Weeks 1 – 2. Chapter 7: Planning, Composing, and Revising. Appendix B: Writing Correctly. †¢ Discussion: â€Å"Putting Yourself in the Other Person’s Shoes† †¢ Assignment/Homework: Exercise 3. 4 or 3. 13 Improving readability †¢ Connotation vs. denotation †¢ Active vs. passive †¢ Strong verbs †¢ Parallel structure †¢ Activity – work in groups on exercise 7. 11, 7. 15 The composing process †¢ Planning †¢ Writing †¢ Revising †¢ Editing †¢ Proofreading †¢ Activity – Exercise 7. 3 5 6Chapter 14: Informative and Positive Messages. Midterm Exam prep and resources The Midterm Exam covers through Week 7: Chapters 1, 2, 5, 3, 7, 14, 15 7 Homework: review Midterm Exam description in the Handouts Package. Chapter 15: Negative Messages †¢ Discussion of informative and positive messages. †¢ Checkli st for informative and positive messages, p. 419 †¢ Activity – using checklist to evaluate emails in Exercise 14. 4 †¢ Homework: Exercise 14. 8 or 14. 10 as lecturer directs. 8 Chapter 17: Planning and Researching Reports. Chapter 18: Writing Proposals and Progress Reports Overview of short report Checklist for Negative Messages, p. 456 †¢ Role Play on â€Å"Giving Bad News to Peers and Subordinates† †¢ Assignment: Exercise 15. 3 – Letters for Discussion – Credit Refusal (work in group, write up and discuss) †¢ Specifics of short report assignment: proposal, report, presentation †¢ Discussion: Exercise 17. 9, Evaluating Survey Questions MGT3907 Course Outline – Page 6 of 11 assignment. Homework: Locate and review documents for the short report assignment in the handouts package. Chapter 16: Crafting Persuasive Messages †¢ Homework: A proposal for your short report 10 Chapter 6: Working and Writing in Teams. 11 Cha pter 8: Designing Documents Chapter 9: Creating Visuals and Data Displays 12 Chapter 10: Making Oral Presentations. Powerpoints. †¢ Checklist for Direct Requests, p. 506 †¢ Checklist for ProblemSolving Persuasive Messages, p. 508 Assignment: Exercise 16. 6 – Choosing a Persuasive Approach †¢ Listening skills, roles in groups, decision-making, successful groups and meetings †¢ Discussion: short report proposals †¢ Discussion/homework: Exercise 6. 10 or 6. 15 †¢ Homework: begin working on short report. Importance, levels, guidelines, of document design †¢ Visuals, brochures, web pages †¢ Discussion: Exercise 9. 6 Interpreting Data (Choose one data set only. ) †¢ Homework: Continue work on short report. †¢ Planning effective presentations †¢ Selecting and organizing information †¢ Delivering effective presentations †¢ Handling questions during presentations †¢ Activity: Exercise 10. 2 Analyzing Openers And Clo sers †¢ Homework: Continue work on short report; some groups prepare to submit and present. †¢ Homework: Bring MGT3907 Course Outline – Page 7 of 11 Presentation Quality Survey form to next class. 3 Chapter 11: Building Resumes Chapter 12: Writing Job Application Letters Homework: 1. Presentation Quality Survey 2. Submission of report to Report Copying Check (follow procedures) [email  protected] com All submissions for the Survey and Report Copying must be received by the final exam date. Penalty marks apply to 1 and 2. Class presentations †¢ Activity: Presentation Quality Survey †¢ Homework due: Final short report due with 5minute oral presentation †¢ Homework: Submit report to Report Copying Check; Don’t forget ALL the ID numbers! No attachments. Homework: Bring Presentation Quality Survey form to next class. 14 Chapter 13: Interviewing For A Job. Chapter 4: Navigating The Business Communication Environment Class presentations †¢ Acti vity: Presentation Quality Survey †¢ Homework due: Final short report due with 5minute oral presentation The Final Exam is cumulative but mainly covers Weeks 8-15: Chapters 17, 18, 16, 6, 8, 9, 10, 11, 12, 13, 4 Homework: 3. Presentation Quality Survey 4. Submission of report to Report Copying Check (follow procedures) All submissions for the Survey and Report Copying must be received by the final exam date.MGT3907 Course Outline – Page 8 of 11 Week Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Start 25 Oct 31 Oct 7 Nov 14 Nov 21 Nov 28 Nov 5 Dec 12 Dec 19 Dec 16 Jan 23 Jan 30 Jan 6 Feb 13 Feb End 28 Oct 4 Nov 11 Nov 18 Nov 25 Nov 2 Dec 9 Dec 16 Dec 23 Dec 20 Jan 27 Jan 3 Feb 10 Feb 17 Feb Inclusive 25-28 Oct 30 Oct-4 Nov 7-11 Nov 14-18 Nov 21-25 Nov 28 Nov-2 Dec 5-9 Dec 12-16 Dec 19-23 Dec 16-20 Jan 23-27 Jan 30 Jan-3 Feb 6-10 Feb 13-17 FebMGT3907 Course Outline – Page 9 of 11 MGT3907 Presentation Quality S urvey My ID: Presenter Group Number: Sec: Title of Presentation: Scale E x c e Item ll e n t 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2. 4. 2. 4. 6. 8. 2. 4. 2. 4. 2. 4. 2. 4. Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Scale E x c e l l e n t 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5Group: Date: For each item, circle the number to the right to evaluate its quality according to the criteria below. Student IDs Item P o Good o r P o Good o r ID: Comment: ID: Comment: ID: 1. 3. 1. 3. 5. 7. 1. 3. 1. 3. 1. 3. 1. 3. Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Comment: ID: Comment: ID: Comment: ID: Comment: ID: Comment: Criteria 1. Visuals – Quality of photos, tables, charts, clip art, video, Powerpoint backgrounds, animations, colors, design. 2. Opening/closing – attempted to interest audience; communicated purpose of presentation; gave a meaningful or interesting conclusion that showed analysis, recommendation, or suggestion for future. 3.Interest – made presentation interesting in whatever way. 4. Speaking skills – Used smiling, gestures, eye contact; seemed confident; did not read but only sometimes referred to notes or Powerpoint; voice was clear and loud enough; did not often look away from audience; did not hold onto unnecessary paper, pen, or other prop for security; dressed appropriately; did not fidget with hands and feet or otherwise distract audience from message of presentation. MGT3907 Course Outline – Page 10 of 11