Lilit Israelyan Essays - Philosophy, Ancient Greek Philosophy

Lilit Israelyan Prof. Tevanyan RS 361 15 September 17 Euthyphro The book rotates around the conversation about the genuine importance of devotion or the way of living that people ought to receive to satisfy their duty to God and humankind. The literar y work is worked around a philosophical difficulty. The work is in the f or m of an exchange among Socrates and Euthyphro. Both the characters meet at the Athenian court. Euthyphro and Socrates are the primary characters of the exchange that are talking about the moral quandary. Socrates is accused of the wrongdoing to degenerate the young and Euthyphro has prosecuted his dad to erroneously slaughter a worker who executed someone else. T he answer to the inquiry what is devotion? is of most extreme significance for Socrates as he will be accused of offensiveness in the court. So as to illuminate his situation , he posed the inquiry to Euthyphro . The predicament is that the acceptable is cherished by the God since it is acceptable or it is acceptable on the grounds that God s ays it is acceptable . Euthyphro furnished various fast responses to the inquiry however upon request , it was uncovered that none of the appropriate response s w ere palatable and each had a few imperfections. One of the appropriate response s given by Euthyphro was that anything that is of high repute to God is devout. Here the issue emerges that would anything say anything is unforgettable to one God or the entirety of the Gods is devout? At that point the following proclamation was that devotion is whatever is of high repute to the entirety of the Gods. For this situation , if murder is considered as a wrongdoing that is censured by all the Gods then the thought process and the conditions may change the announcement once more. At that point Socrates likewise inquired as to whether the individuals who are devout are additionally just. Euthyphro addressed yes. The announcement was again imperfect as there are numerous devout individuals who are not simply. After all the appropriate responses Socrates distinguished that none of the appropriate response s w ere totally good and couldn't completely understand the quandary. After the entire conversation was finished Socrates again asked Euthyphro that he despite everything doesn't comprehend what devotion is. The exchange between the fundamental characters of the book closes toward the end with no solid response to the inquiry. Socrates asked Euthyphro to additionally investigate the response to the predicament. Euthyphro ' s speculations and contentions were skilled to clarify the nature of devotion however the very idea of devout was as yet flawed. One can't locate the specific response to the issue from the exchange as it closes with no particular end. The exchange means to distinguish that the genuine reason for theory isn't to offer the correct responses for the problems yet to scrutinize the effectively offered responses and explanations for the most part accepted by the world. Socrates was blamed for spreading the bogus ideas and thoughts among the adolescent that undermines them. The discourse introduced two differentiating sees about the religion. One supposition was held by Euthyphro. He had faith in the extraordinary intensity of God and tales about their exercises. The other conviction was that of Socrates who scrutinized the narratives and different strict ideas. He didn't truly accept the stories about their exercises. The dialo g ue intends to bring up issues about the genuine idea of devotion. Socrates accepted that religion and virtues were totally connected and it isn't subject to the operation in particles of humankind. Socrates objected the convictions of skeptics like Euthyphro who thought about that profound quality was connected with the desires of the individuals who created them before. It is commonly acknowledged that each individual has the option to think as the individual in question satisfies yet the issue emerges when somebody attempts to strongly convince others to acknowledge his ideas or precepts. In view of this speculation Socrates can't be blamed for any wrongdoing as he doesn't guarantee that his thoughts are great and everybody ought to carefully trust them. He just goes about as an inquirer and powers individuals to consider their life and its complexities. The exchange likewise I dentifies that the meaning of devotion isn't that straightforward as guaranteed by

TABLE OF CONTENTS HEADING PAGE NUMBER 1. Table Of Contents 1 2. Table

Chapter by chapter list HEADING PAGE NUMBER 1. Chapter by chapter guide 1 2. Table of Illustrations 2 3. Presentation 3 4. Group of work 4 to 8 5. End 9 6. Delineations 10 to 12 7. List of sources 13 8. Glossary 14 to 16 9. File 17 to 19 TABLE OF ILLUSTRATIONS HEADING PAGE NUMBER 1. Inside the Head 10 2. Inside the Brain 11 3. Territories and Jobs 12 INTRODUCTION NOTE: All words in intense print will be found in the glossary. The human body is isolated into a wide range of parts called organs. The entirety of the parts are constrained by an organ called the cerebrum, which is situated in the head. The mind weighs about 2.75 pounds, and has a whitish-pink appearance. The mind is comprised of numerous cells, and is the control focal point of the body. The mind flashes messages out to the various pieces of the body. The messages travel in extremely fine strings called nerves. The nerves and the mind make up a framework fairly like utility poles conveying wires over the city. This is kno wn as the sensory system. The nerves in the body don't simply send messages from the cerebrum to the organs, yet in addition send messages from the eyes, ears, skin and different organs back to your mind. A few nerves are connected straightforwardly to the mind. Others need to arrive at the cerebrum through a kind of electrical cable down the back, called the spinal line. The cerebrum and spinal rope make up the focal sensory system. The mind doesn't simply control your organs, yet in addition can think and recollect. That piece of the cerebrum is known as the psyche. Securing THE BRAIN Twenty-eight bones make up the skull. Eight of these bones are interlocking plates. These plates structure the skull. The head furnishes greatest assurance with least weight, the perfect blend. The other twenty bones make up the face, jaw and different pieces of the skull. Another way the cerebrum keeps it self safe is by keeping itself in fluid. Almost one fifth of the blood siphoned by the heart is sent to the cerebrum. The cerebrum at that point sends the blood through a complex system of veins to where the blood is required. Specific veins called choroid plexuses produce a defensive cerebrospinal liquid. This liquid is the thing that the cerebrum truly drifts in. A third defensive measure taken by the mind is known as the blood cerebrum obstruction. This boundary comprises of a system of special vessels. These vessels are channels for unsafe synthetic substances conveyed by the blood, however permit oxygen, water and glucose to enter the mind. THE DIFFERENT SECTIONS OF THE BRAIN The cerebrum is separated into three primary segments. The zone at the front of the cerebrum is the biggest. Its vast majority is known as the cerebrum. It controls the entirety of the developments that you need to consider, thought and memory. The cerebrum is part in two distinct areas, the correct half and the left half. The external layer of the cerebrum is known as the cortex. It is for the most part comprised of cell assemblages of neurons called dim issue. The vast majority of the work the mind does is done in the cortex. It is extremely wrinkled and has numerous folds. The wrinkles and creases give the cortex an enormous surface region, despite the fact that it is crushed up to fit in the skull. The additional surface region gives the cerebrum more region to work. Inside the cortex, the cerebrum is generally comprised of white issue. White issue is tissue made uniquely of nerve strands. The center district is somewhere inside the mind. It's central intention is to interface the front and the rear of the mind together. It goes about as a switchboard, keeping the pieces of your mind in contact with one another. The back region of the mind is isolated into three distinct parts. The pons is a band of nerve strands which interface the rear of the cerebrum to the center. The cerebellum makes sure that all the pieces of your body function as a group. It likewise ensures you ke ep your equalization. The medulla is down and out at the rear of your head. It connects the

Academic Term Paper Help

Academic Term Paper HelpA lot of academic terms and procedures can seem overwhelming when you are trying to prepare a paper for an exam. When it comes to a term paper, it is even more so, because the scope of the paper can often include things such as terminology, research and your understanding of how various institutions operate. However, there are certain strategies that you can use to make the task easier.Firstly, you should set up a list of each of the factors that you want to get into your term paper. The more specifics you can list, the better. This is especially true if it is something that has an impact on your life. Once you have listed all of the factors that you think need to be included in your term paper, go over this list to ensure that you know everything that needs to be said in the paper.After you have a well-defined list of factors, you can then begin the process paper by filling in the blanks. Keep in mind that this will not be an exact science, so you should be p repared to be wrong at times. Although this may be an annoyance at times, it is still a fact that you will need to live with. By keeping in mind the blanks for each factor, you will have a much easier time knowing what is necessary and what is simply filler.Another way to make term papers easier is to make sure that you are aware of the different types of paper that are available to you. Most textbooks have a specific paper that is designed for that particular textbook. However, most people also tend to write papers that are based off of one of the general subjects. Most university courses do not always come with a specific paper, but many students often choose to write a paper based off of one of the more general topics that they study. This means that you can also try and use this as a way to help you get into an exam.One method that you can use to help your academic term paper is to break it down into sections. Most of the time, this is not done very often, but it can be done. Wh en you break your paper down into smaller sections, it will become easier to see where you are going and why it is important to write the paper. By dividing up your paper, you will also be able to see that you will have more time to study.When you start to see how you can break down your paper into sections, you should move on to the next step, which is to find out the different kinds of papers that are available to you based off of your general topic. Most schools offer at least one type of paper, so the more types of papers that you have access to, the better. Make sure that you can write a paper that is based off of one of the major topics that you are studying.If you find that your paper is too long or too hard to read, you can opt to make changes to your academic term paper help yourself. There are plenty of techniques that you can use to make your term paper easier, but you should make sure that you are willing to change things to ensure that you are getting the best grade. Yo u should also be able to overcome your procrastination issues when it comes to paper writing and get through all of your papers without any stress.There are plenty of ways that you can make term paper help you when it comes to your research and your overall writing skills. There are some strategies that can help you that you may have never considered before. By doing some research and understanding how different academic processes work, you will be able to come up with ideas and solutions to help you make your term paper the best that it can be.

Difference Between Quote and Quotation

Often the words quote and quotation are used interchangeably. Quote is a verb and quotation is a noun. As A. A. Milne put it in a humorous note: A quotation is a handy thing to have about, saving one the trouble of thinking for oneself, always a laborious business.According to the  Oxford Dictionary, the word quotation  is defined as, A group of words taken from a text or speech and repeated by someone other than the original author or speaker. The word quote  means to repeat the exact words of another with the acknowledgement of the source. In Ralph Waldo Emersons words,   Every book is a quotation; and every house is a quotation out of all forests, and mines, and stone quarries; and every man is a quotation from all his ancestors.Going Back to Roots:  Origin of the Words Quotation and Quote The origin of the word quote goes back to Medieval English, sometime around 1387. The word quote is a derivation of the Latin word quotare, which means to mark a book with numbers of chapters for reference. According to  Sol Steinmetz, author of the book, Semantic Antics: How and Why Words Change Meaning, 200 years or so later, the meaning of the word quotation  was expanded to include the meaning, to copy out or repeat a passage from a book or author. One of the most frequently quoted American personalities is Abraham Lincoln. His words have proved to be a source of inspiration and wisdom. In one of his many famous writings, he wrote, It is a pleasure to be able to quote lines to fit any occasion.Humorist Steven Wright also had something to say about quotes. He mused, Sometimes I wish my first word was quote, so that on my death bed, my last words could be end quote.The most striking example of use of the word quote in a quote is that of  Robert Benchley. He said, and I quote, The surest way to make a monkey of a man is to quote him.By 1618, the word quotation came about to mean a passage or text copied out or repeated from a book or author. So, the word  quotation  is a phrase or a sentence from a book or a speech that reflects the authors profound thoughts. In 1869, the word quotes was used to refer to the quotation marks () that are a part of English punctuation. Single or Double Quotation Marks to Punctuate the Quotations If these little quotations marks have caused you great anxiety, fret not. These little curvy creatures that adorn your text when you cite a quotation dont have rigid rules. Americans and Canadians are accustomed to using the double quotations marks ( ) to denote cited text. And if you have a quotation within a quotation, you can use single quotation marks ( ) to mark the specific word or phrase that needs to be highlighted. Here is an example of a quotation. This is a text cited from Abraham Lincolns Lyceum Address: The question recurs, how shall we fortify against it? The answer is simple. Let every American, every lover of liberty, every well wisher to his posterity, swear by the blood of the Revolution, never to violate in the least particular, the laws of the country; and never to tolerate their violation by others. In this quote, you see that double quotation marks were used at the ends of the paraphrase, and single quotation marks were used to highlight certain words of the text. In the case of British English, the rule is reversed. The Brits prefer to have single quotation marks on the outer ends, while they use double quotation marks to denote a quotation within a quotation. Here is an example of the British style of punctuating quotes. And who better than the Queen of England whose quote can be used to explain the Queens English? Heres a quote from Queen Elizabeth I: I know I have but the body of a weak and feeble woman; but I have the heart of a king, and of a king of England, too. Quoth: A Word From Old English That Was Lost in the Sands of Time Interestingly, another word that is used for quotation in Old English is the word quoth. This was a popular archaic English used by Edgar Allen Poe in his poem, in which he uses the phrase, Quoth the raven â€Å"Nevermore.Much before Poes time, the word quoth was liberally used in Shakespeares plays. In the play As You Like It, Scene VII, Jaques says, Good morrow, fool,’ quoth I. ‘ No, sir,’ quoth he.The English language saw a tectonic shift over centuries. Old English paved the way for new lexicon. New words were inducted from other dialects, other than Scandinavian, Latin, and French words. Also, the shift in sociopolitical climate in the 18th and 19th centuries contributed to the gradual decline of old English words. So, words like quoth ended up in the dusty corners of old dictionaries, never to see daylight, except in the reproductions of classic English literature. How Quotation Came to Mean the Same as Quote We see that over a period of time, more specifically by the end of 19th century, the word quotation gradually made way for its contracted version. The word quote, being concise, short, and spiffy became the favored word over its elaborate and formal precedent quotation. English scholars and puritans would still prefer to go by the word quotation rather than the word quote, but in the informal setting, the word quote is the preferred choice. Which One Should You Use? Quote or Quotation? If you are in the august presence of distinguished members who mind their Ps and Qs in far greater depth than you would envisage, make sure to use the word quotation ​when you are citing some text. However, you dont have to fret over this one. With the prolific use of quote instead of quotation in many online and offline resources, you are safe to use the words interchangeably. The grammar police will not hound you for being indiscriminate.

Training in Human Resource Management - 1271 Words

Professor Marler- Mgt 514 Spring 2012 Mgt 514-Prof Marler Agenda Definition of training Case :Leading Change at Simmons ï‚â€" Is training a good investment? ï‚â€" ï‚â€" ââ€" ¦ Training evalution ââ€" ¦ General vs Specific Training ï‚â€" How to design an effective training program â€Å"HR Model and Training† Training is a big business ï‚â€" How much do you think organizations with 100+ employees spend on training annually? ââ€" ¦ $60 billion ï‚â€" Is it worth it? How much of that do you think gets used on the job? ââ€" ¦ Of this only $6 billion result in transfer 1 Professor Marler- Mgt 514 Spring 2012 Mgt 514-Prof Marler Training A planned effort by a company to facilitate employees learning of knowledge, skills, and behaviors that are†¦show more content†¦What do you expect for your salary after the training? Would you invest in general training? Increases the individual’s productivity only at the firm that provides the training S S’ Gross Benefits Specific Training G Indirect Costs U’ Employee’s benefit share Direct Costs Experience (Years) 5 Professor Marler- Mgt 514 Spring 2012 Mgt 514-Prof Marler Why Invest in General Training? Gift exchange/reciprocity ï‚â€" Recruiting ï‚â€" Spillovers/Externality ï‚â€" ââ€" ¦ Direct—can train others ââ€" ¦ Indirect—motivates others ï‚â€" ï‚â€" Signaling to others ââ€" ¦ Value quality; skilled workforce Reinforcing culture Designing Effective Training Systems Was the GGOL an effectively designed training program? ï‚â€" The instruction design process answers ï‚â€" ââ€" ¦ Is training the solution? ââ€" ¦ What training format is the most effective ââ€" ¦ How effective is the training program 7-4 The Instructional Design Process 1. 2. 3. 4. 5. Needs assessment Design Training method Training transfer Training evaluation Irwin/McGraw-Hill 6 Professor Marler- Mgt 514 Spring 2012 Mgt 514-Prof Marler 7-5 1)The Needs Assessment Process Needs Assessment Person Analysis Who needs training? - Are employees ready for training? Do we need training? Is it the problem? Organizational Analysis Support for training? Sufficient resources? Fit with strategic objectives? Specific v General Fit withShow MoreRelatedThe Human Resource Management Of Training1633 Words   |  7 PagesThis report discusses how the human resource management of training is affecting my workplace at the North Ryde Golf Club. The Club’s background will be surmised and the issue of training and why it needs improving will be addressed, evidence will be given to what areas need improving. 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By conducting a systematic and well-plan training it can developRead MoreSample Resume : Training And Human Resource Management1638 Words   |  7 Pages Listening: 7.5, Writing: 7.5 Speaking: 8 Career Objective To obtain a challenging human resources consultant position including recruitment, training and human resource management services which will positively affect organization development. Career profile Over 3 years experience of human resources and payroll manager, progressive experience in employee recruitment, employee development/ training, mediation, and payroll administration. Provide professional advice of pay equity, occupationalRead MoreHuman Resource Management : Military Training And Development Essay1359 Words   |  6 Pagesaspect of human resource management that can be applied to a military setting is military training and development. Recently, a very notable and memorable controversy arose over the training exercise dubbed â€Å"Jade Helm 15†. 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Introduction Training is one of the business activities that take place in nearly all organizations regardless of their industries. One of the incentives for them to launchRead MoreEssay on Assignment 2: Human Resource Management Training Proposal2089 Words   |  9 Pagesâ€Å"Human Resource Management Training Proposal† Week 8 Assignment By: Beira Romero HSA 320 Professor: Teresa Cole 08/25/2013 Overview of the Process and Steps Human resources planning assess the manpower requirement for future period of time. It attempts to provide sufficient manpower required to perform organizational activities. HR planning is a continuous process which starts with identification of HR objectives, move through analysis of manpower resources and ends at appraisal of HRRead MoreInternational Human Resource Management: Determining the Strategies for Effective Cross-Cultural Training2944 Words   |  12 PagesThe internationalization of human resource management has increased the scope of traditional HRM. Today, HR practitioners not only manage people from their home country, but one that involve managing many diverse nationalities, with which the culture of staff and employees are already well-known or predicted. Companies start business within their country of origin and staff are hired from within that country. However, with the arrival of globalization and the shift from industrial to information

Stem Cell Research Should Be Continued For Many Reasons

Stem cell research should be continued for many reasons. Stem cell research can help save tissues, organs, and brain cells, it also helps to cure diseases. Looking at the big picture, stem cells could one day save our lives. Stem Cells are multi- cellular putty from which all tissues of the body are made.they have three general properties,. Those being that they are capable of dividing and renewing themselves for long periods of time, they are unspecialized, and they give a rise to unspecialized cell types. Stem cells come from embryos, adult tissue, amniotic fluid, and umbilical cord blood. They serve as an internal repair system in the body. So when it comes to the transplant procedure the doctors are infusing healthy cells into your body to replace damaged or diseased bone marrow. Goals of the stem cell transplant depend on the individual situation of the patient. They usually include controlling or curing the disease, extending life, and improving the quality of life. (NIH) There are two main types of stem cells. The first is the Embryonic stem cell. Embryonic stem cells are obviously found in embryos. Human embryonic stem cells are generated by transferring cells from a preimplantation-stage embryo into a plastic laboratory culture dish that contains a nutrient broth known as culture medium. Many people are against embryonic stem cell use because by extracting stem cells from an embryo it destroys it. Also opponents of the research argue that embryonic stem cellShow MoreRelatedThe Use Of Embryonic Stem Cells In Medicine1472 Words   |  6 Pagesdisease? Embryonic Stem Cells can be used to treat many different diseases, but some people have their opinion that using these stem cells in medicine is unethical because they are coming from a human embryo. There are countries that have banned the use of embryonic stem cells in medicine, and in America there are people arguing that it should be banned here. But what about all of the lives that these stem cell s are saving, what if research continues and these embryonic stem cells end up being a cureRead MoreThe Debate Over Embryonic Stem Cell Research1652 Words   |  7 PagesEmbryonic stem cell research could one day hold the key to many new scientific discoveries if it is continuously funded in the years to come. I chose to base my research around the question, Should embryonic stem cell research be government funded? When I finish highschool I hope to pursue a career in the medical field. Although I wish to become a doctor and may not be directly researching stem cells, they may one day be a treatment that I will have to administer to patients. To answer this questionRead MoreStem Cell Research Should Not Be Allowed1170 Words   |  5 Pagesuse of stem cells. Many people think stem cell research should not be allowed, due to the fact that researchers mostly use stem cells from embryos. But, if an eight year old boy’s life can be extended or even saved through the stem cell surgery, the research using stem cells should continue. In 1978, an important discovery was uncovered in our medical world; stem cells were recognized in human cord blood (Murnaghan, â€Å"History of Stem Cell Research† N.p). With the discovery of stem cells, researchersRead MorePotential Medical Benefits of Embryonic Stem Cells999 Words   |  4 Pagesinvolved many scientific advances and beneficial research. Scientists all over the world have been doing recent studies on embryonic stem cells. Embryonic stem cells are the cells that aid the process of child growth while in the womb. These cells have a specific function to reproduce into any body part, such as a heart or major organ to hair or something not so major. Research shows that these cells have many potential medical benefits in the future. 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Many people, researchers and scientist included, strongly agree that we cannot continue our knowledge and technological advancement without the suppo rt of our own government. Stem cells are special cells that have the ability toRead MoreMorality And Money : Stem Cell Research990 Words   |  4 PagesMoney: Stem Cell Research In 2001, with 22 human embryonic stem cell lines established, President George W. Bush signed legislation which prevented new, additional stem cell lines from being created and tightened restrictions on federal stem cell research funding. This legislation effectively constrained human embryonic stem cell research until 2009, when President Barack Obama reversed Bush’s legislation and relaxed the funding criteria. There are now 195 human embryonic stem cell linesRead MoreThe Benefits Of Embryonic Stem Cell Research1184 Words   |  5 Pagesâ€Å"Embryonic stem cell research will prolong life, improve life and give hope for life to millions of people.† This quote by Jim Ramstad is about the benefits of Embryonic Stem Cell Research. Stem cells give us many opportunities to find the mechanisms that help regulate embryonic development, organ maintenance, and cellular differentiation. (Ramalho-Santos and Willenbring 35-38). Embryonic stem cell research has been aro und for many years. It has proven to be very beneficial to the medical world,Read MoreEmbryonic Stem Cell Research Essay1429 Words   |  6 Pagesdisease? Embryonic Stem Cells can be used to treat many different diseases, but some people have their opinion that using these stem cells in medicine is unethical because they are coming from a human embryo. There are countries that have banned the use of embryonic stem cells in medicine, and in America there are people arguing that it should be banned here. But what about all of the lives these stem cells are saving, what if research continues and these embryonic stem cells end up being a cureRead MoreShould Cell Research Be Performed?1746 Words   |  7 PagesKristina Barbour Dr. Elizabeth Rambo ENG 101-14 24 November 2014 Should Stem Cell Research Be Performed? Throughout the last couple of decades the rise of technology has influenced the lives of Americans in many ways. From the time scientists started in depth experiments with stem cells in the 1980s, to the present day, the use of stem cells in research has been a prominent topic not only in legislation, but also in everyday conversations (Bush). This is because of the controversy these conversations

Psychology Observing the Surrounded Environment

Question: Discuss about the Psychology for Attributes in our Daily Lives. Answer: Introduction: Reflective Assessment for Online Learning Based on the Weekly Activities We learn through observing the surrounded environment (Dabbagh Kitsantas, 2012). Whether it is the corporate settings or any personal community, we have been learning the diversified attributes in our daily lives. Similarly, this report will be discussing the reflection on the learning assessments related to the weekly activities. In a workplace, we have to work with our colleagues and other staffs. The major attribute that I learned during the coursework was the effective communicational process. The workplace is mostly surrounded with the people of diversified cultures (Yusuf Zain, 2014). While communicating with other colleagues, I found the language differences as well as the diversified attributes. I have learned a set of traits that are beneficial for my future career. At the initial stage, everyone needs to recognise the potential attributes or the learning skills, knowledge, and attributes. While working in a corporate setting, I need to be knowledgeable enough regarding my responsibilities. However, I have noticed the major attribute that I need to maintain while working with other colleagues is the efficient communication skills. We work in a setting where we have to deal with people of diversified cultures and languages. Hence, if I need to be successful, I need to concentrate on several specified skills that are fruitful for my career. A strong communicational skill is effective enough for me to understand the working attributes. I even need to pay attention towards my emotional intelligence skills to understand the basic needs and requirements of the workplace environment. Another major attribute that I need to adopt is the efficient focus skill. If I can focus on a purposive value, it would enhance my knowledge in the corporate field. It is important to mention that while working within an organisation, I have to acquire the skills of working with team. Hence, the teamwork skill is very significant in terms of developing the career (Gallie et al. 2012). While working in a team, I can gather knowledge about several technicalities and the professional attributes from my colleagues. It is determining the growth of my career skills. Apart from all these skills, I need to concentrate on my balancing power for facing the uncertain situations. I require using my flexible thinking to deal with different situations. Both the digital learning and the other learning contexts include the pros and cons. If we take the face to face learning into consideration, we can find that it is much easier to communicate with our teachers and other associates. However, in case of the digital learning we are unable to express our thoughts that may arise during the course study. The difference between these two learning processes is much prominent. In case of communication, I can imply that the digital learning process is available through chat forums, video sharing, uploads, and downloads. However, whereas we can communicate directly with our teachers or professors and share our feelings, the chances are less in the digital process (Phillip Cain, 2015). On the contrary, if we concentrate on the effectiveness of digital learning process, we can ensure that it is accessible to us 24*7. Moreover, we can get more information through different internet sources. However, the personal experiences are always better to d erive knowledge about the real scenario. If I concentrate on my learning materials, I need to focus on the informative sources, which are helpful for enhancing my knowledge. I have used many of the informational websites, e-books, peer reviewed journals, academic papers, and social media sites. People assemble their experiences through their writing in such sources. Hence, obtaining the idea from these sources is helpful for my learning skills. I have found that if I can assemble my extensive knowledge gathered from these sources, I can review them on daily basis and improve my personal and professional skills. It is important for me to collect the information that is relevant and credible. The information should demonstrate the purpose of my study and the areas of interests. While structuring the ideas received from different theories, the comparison between the real scenarios with the virtual world becomes clear to me. However, it is important to search for the authentic and verified sources. If I collect the relevant ide as from these sources, it would be beneficial for me to incorporate my knowledgeable skills with the gathered information. Hence, I do not depend only on the lecture notes and prefer to gather more information from other sources as well. At the end of the learning session, I review these documented skills for improving my professional and personal attributes. References Dabbagh, N., Kitsantas, A. (2012). Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning.The Internet and higher education,15(1), 3-8. Gallie, D., Zhou, Y., Felstead, A., Green, F. (2012). Teamwork, skill development and employee welfare.British Journal of Industrial Relations,50(1), 23-46. Phillip, S., Cain, M. (2015). Instructors' Perspectives of Their Initial Transition from Face-to-face to Online Teaching. Yusuf, B. N. B. M., Zain, A. B. M. (2014). The Effect of Cultural Diversification on Working Performance of Expatriates in the Higher Learning Institutions.

Othellos Fall from Grace and Redemption at the End of the Play

Shakespeare’s tragic heroes are often represented as noble characters who suffer disaster and who are not to blame because of their naivety. At the same time, the brilliance of the tragedy is confined to the flaws of the characters which prevents them from making the right decision. Othello is also in front of the choice whether to trust his wife or listen to his ill-famed tempter. Othello, therefore, is a tragic hero who confronts the strong force of his jealousy and excess trustfulness.Advertising We will write a custom essay sample on Othello’s Fall from Grace and Redemption at the End of the Play specifically for you for only $16.05 $11/page Learn More The rapid development of the actions in Shakespeare’s play reveals Othello’s gradual fall from grace as a result of his growing jealousy. At the end of the play, Othello’s realizes that his naivety and lack of confidences in his wife’ innocence and fidelity. Th e hero attempts to receive one more change to redeem and suffers because of the inevitability of the outcomes of his personal weaknesses. Othello is a tragic hero whose nobleness and naivety prevents him from making the right decisions. The protagonist, therefore, is a soldierly character who belongs to a primitive race and is guided by emotions rather than by his mind. Although his has a jealous and passionate nature, Othello rejects his impulsivity: â€Å"†¦ Keep up your bright swords, for the dew will rust them. – Good signior, you shall more command with years than with your weapons† (Shakespeare 20). By pronouncing these phrases, one can call Othello as a wise personality whose nobleness and grace makes him reasonable and impassionate. At a glance, Othello meet al the requirements of a noble figure. He takes the noble position of the General of the Republic of Venice and he is always aware of the responsibilities he takes. Despite these words, the hero is soo n eager to take revenge on his wife for reasons that would have never been counted as a proof by a reasonable and sensible mind. Placing faith in Iago, whom he considers to be committed to the highest moral values, Othello makes an error brining him to fall. The wrong decisions made of Othello are due to the flaws in his character. The hero suffers tremendously because of his ill-famed nature and impossibility to resist his primitive impulses. The downfall of Othello lies in his extreme disposition to jealousy and excess confidence in Iago’s honesty. He overtly accepts Iago’s false statements as the truth leading to disaster of the self. Being extremely disposed to deception, he is furious about the facts he learn from Iago and acts immediately, with no delay and little reflection. Othelo’s simple way of thinking, as well as his extreme hatred to wife differs completely from the noble and wise statements at the end of the play: â€Å"She’s gone; I am abu s’d, and my relief must be to loathe her. O curse of marriage, that we can call these delicate creatures ours and not their appetites.† (Shakespeare 112). Being under the influence of the Ancient, the protagonist fails to believe in his wife’s words and, because of the wrong choice, he commits the inevitable.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Regarding Othello’s actions described in the play, the hero’s mind, as represented by the poet, is very primitive and simple. He rarely delves into deep reflections concerning his deeds and actions. Therefore, when emotions ignite his imagination, it confuses his intellect. Despite his dignity and faith in honesty and honor, he has absolute trust where there is no place for hesitation. Similarly, other feelings he experiences are also absolute. If he loves, it should be all absorbing, just like other emoti ons, such as jealousy, passion, and respect. Because of his primitive and one-side nature, the hero is absolutely sure that he has the right to take the position of a judge and punish his wife for betrayal. This major fault, therefore, lies in misplacing confidence in his companion Iago who is extremely villainous. Because of the simple nature, Othello is incapable of conceiving the intrigue around him. As a result, the hero is overwhelmed with emotion s and hatred and neglects the values and honors in which he previously believed. In this respect, the play provides an picture of Othello’s suffering and the shifts occurred to the perception of the surrounding world: â€Å"†¦let her rot, and perish, and be damned to-night; for she shall not live: no, my heart is turned to stone; I strike it, and it hurts my hand† (Shakespeare 157). Any signs of reason and wisdom disappear as soon as Othello is obsessed with taking revenge on Desdemona’s betrayal. Accepting t he seen for the truth, Othello puts all doubts aside and suffocates his wife. Being completely fired with the jealousy and passion, Othello later realizes that the murder he committed is not justified. At the end of the play, he realizes that his strong dependence on Iago’s false honesty and authority prevented him from making personal judgment and decisions. Realizing that all moral values her believes in were lost and, therefore, Othello is sure that death is the punishment he deserves for his villainous actions: â€Å"†¦you must speak of one that loved not wisely, but too well, of one not easily jealous, but being wrought†¦.one whose hand†¦threw a pearl away rich than all his tribe†¦Ã¢â‚¬  (Shakespeare 234). Learning the truth, Othello once again reveals his primitive and noble character. His sincerity and naivety ruins him and distracts him from the noble path, which is the main tragedy of the play. On the one hand, Othello’s absolute trust in fidelity, honesty, and love makes him a gracious character. However, failure to listen to his own mind prevents him from doing the right decisions in his life. On the other hand, Iago is a strong villainous force that takes advantage of the hero’s naà ¯ve and primitive nature to generate chaos and dishonesty.Advertising We will write a custom essay sample on Othello’s Fall from Grace and Redemption at the End of the Play specifically for you for only $16.05 $11/page Learn More In conclusion, it should be stressed that Othello is a classical tragic hero who fails to resist his primitive and jealous nature. He fails to trust to the self and is trapped within the Iago’s intrigues. Being disposed to the Ancient’s influence, the hero fails to discover the truth and relieve his mind from hatred and fury. As a result, his falls from grace and his utmost feeling of honesty. With no reflection and judgment, Othello commits murder be cause he believes that his acts are those of a noble man. Desdemona, therefore, must die in not to betray other man. At the end of the novel Othello realizes that his hasty actions are not justified. Guided by a splash of emotions, the hero neglects other opinions and puts his fate in the hands of his ill-famed companion. Overall, Shakespeare’s play provides an insight in the tragic events leading to redemption and reconciliation. At the same time, the story is a bright example of events that teach people be more reliant on personal opinion. Works Cited Shakespeare, William. Othello. US: Plain Label Books, 1968. Print. This essay on Othello’s Fall from Grace and Redemption at the End of the Play was written and submitted by user Maritza Langley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Frozen Embryos Who has legal rights essays

Frozen Embryos Who has legal rights essays Frozen Embryos, Who has legal rights? Invitro is defined as, In glass, as in a test tube(Tabers cyclopedic dictionary,1993), hence with reference to invitro fertilization, the term Test tube baby. The first test tube baby was Louise Brown of England (Jonsen, A. R., 1996). Dr. Patrick Steptoe and Professor Robert Edwards combined an ovum from Mrs. Brown, and sperm from Mr. Brown cultured it in a petri dish, and reimplanted the now embryo into Mrs. Browns uterus (Jonsen, A. R.,1996). The result was the same as a child born in the usual way, only the means to the end was different. The media had a field day with this, and since then, reproduction as we know it has changed. We now use the term assisted reproduction to describe a host of methods used to assist infertile couples to have children. A menagerie of large terms, abbreviations, and acronyms are used under the umbrella of this term, such as GIFT, IVF, FSH, AID, etc. The bottom line is that technology has allowed man to take yet another matter into his own hands, that may be considered playing God. As with any new procedure or product, there are always bugs to work out. Sometimes we can anticipate what these will be, but many times we cross that bridge when we come to it. Such seems to be the case with assisted reproduction. Considering the complicated custody battles already occurring with regard to our naturally made children, we have seen, and can anticipate more tangled legal webs ahead. Not much has been done to anticipate the complexities involved with assisted reproduction. In 1975, a federal law was enacted that created an Ethics Advisory Board (EAB)(Caplan, A. L., 1990). In 1979, this organization issued a report merely stating that invitro fertilization was worthy of monetary funds (Caplan, A. L., 1990). The EAB dis...

Management practices of planning, staffing, leading, organizing, and Term Paper

Management practices of planning, staffing, leading, organizing, and controlling implemented in the workplace - Term Paper Example After noting the vital aspects of each management staff, the stakeholders find it appropriate to engage the qualified personnel in running a firm. Similarly, the selected employees to manage the organization have to be experienced, motivated and focused individuals (Hannagan and Bennett, 2008). If this is not done, the stakeholders may run into losses, as the coordination of all the management processes may not be functional. In many instances, the stakeholders engage both external and internal training to equip the management with vital knowledge. Through the training, the managers also acquire ample skills to help in coordinating the management practices. In essence, the Management practices of planning, staffing, leading, organizing, and controlling in an organization are vital, as they have direct effect on the [performance of the organization. To begin with, the first management practice that has an effect on the performance of an organization is planning. Planning involves forecasting on various aspects that may affect the sustainability of the firm. First, the planning process involves forecasting on the intended expenditure of the form. Firms have to make allocations in concern to their expenditure, probably for a whole year. As such, they have to involve all the accountants and financial managers who reiterate the proposed expenditure for the firm. Secondly, the firm has to plan for the proposed expansion plans in ensuring the firm is improving its market niche (Leonard, 2013). For instance, in my previous work place, planning for investments in new markets was an approach that enhanced the market niche of the company. This is especially due to the nature of the products, which are highly needed in new markets. Since the company deals in technological appliances, finding new markets is appropriate for business sustain ability. Thirdly, the management should involve planners, especially in concern to unforeseen circumstances. At times, the unforeseen

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Sports Marketing and Merchandising - Essay Example With its acknowledgment of the differences between male and female market, WPCG also designs special services and sources for female. Amidst its popularity and prominence in the UK market, WPCG has its own set of marketing challenges and weaknesses. It is however, expected that the use of STP (segmentation, targeting, and positioning) technique will enable it to understand its customers, create a more efficient marketing strategy, and further boost its performance in the industry. STP is considered as the essence of strategic marketing. This tool enables a business organization to identify the value that it wants to provide, deliver the value, and communicate the value. Segmentation refers to the process of dividing the market based on certain variables like geographic, demographic, psychographic, and behavioral factors. The rationale of market segmentation is the identification of a specific market which a business organization can best serve. This way, it is better positioned to create a product or service which more suitable and appropriate for a specific market as well as complement it with other components of marketing mix such as price, promotion activities, and distribution channels.

The Curtin Teaching Essay Example for Free

The Curtin Teaching Essay The Curtin Teaching, Learning and Student Experience Plan 2013-2017 outlines an ambitious vision for reforming teaching and learning, enhancing the student experience, optimising the education portfolio and the student experience. This vision, enabled through a number of strategic projects will position Curtin as leaders in globally innovative education; provide a richly interactive and personalised learning experience and provide opportunity for graduates, equipping them with skills for the future. It is in this context, that teaching excellence is defined. Key to the development of teaching academics, who are engaged in facilitating student learning, is the establishment of criteria to which excellent teachers can aspire. These criteria highlight the capabilities and skills that guide the successful recruitment, development, recognition and retention of quality teaching academics in higher education. The Curtin Teaching Excellence criteria provide a single set of measures to underpin all relevant reward and recognition processes, so that teaching excellence is clear and consistent with the University’s strategic goals. The teaching excellence criteria are designed to assist individual academic staff, particularly new and early career staff, in clarifying expectations, as well as providing guidelines to assist in the process of supporting academics and establishing guidelines for promotion and awards. The criteria will be used by academic staff and their supervisors as a formative development tool to identify career objectives, and development needs, in addition to forming the basis for informing promotion and awards. Curtin’s Teaching Excellence criteria are designed to be broad and flexible, whilst providing a robust and valid definition of excellent teaching within the Curtin context. The criteria are aligned to the teaching roles within Curtin Expectations for Academic Performance (CEAP)1 and the Curtin University Academic, Professional and General Staff Enterprise Agreement 2012-2016 Curtin’s Teaching Excellence Criteria Curtin’s Teaching Excellence criteria mirror those developed in an Office for Learning and Teaching Project2 and informed by criteria and evidence employed by the Office for Learning and Teaching3, the UK Professional Standards Framework for teaching and supporting learning in higher education  20124, the Higher Education Academy Benchmarking Project on Recognition of Teaching in Academic Promotion Project and analysis of criteria developed in other Australian universities. Staff who show evidence of ‘excellence in teaching’ will ‘contribute to systemic change in learning and teaching through ongoing knowledge sharing and dissemination, for example, presentations within the learning and teaching community, collegial mentoring, pairing and networking, and involvement in university and higher education committees’ (Office for Learning and Teaching). Curtin’s Teaching Excellence criteria aim to: 1. Support the initial and continuing professional learning of staff engaged in teaching and supporting learning. 2. Foster dynamic and culturally inclusive approaches to teaching and learning in transforming Teaching and Learning at Curtin through creativity, innovation and continuous development in diverse academic and/or professional settings 3. Acknowledge the variety and quality of teaching, learning and assessment practices that support and underpin student learning. 4. Facilitate individuals in gaining formal recognition for quality enhanced approaches to teaching and supporting learning. The Scholarship of Teaching and Learning (SoTL) for Curtin is systematic inquiry, critique, research and development in teaching, learning and the broader educational context which advances and publicly provides educational benefit to students, staff and the higher education sector. Teachers engaging in scholarship in teaching and learning seek to improve teaching at the tertiary level by: Consulting and applying the literature on teaching and learning Investigating their own teaching Adopting innovative teaching approaches Formally communicating their ideas and practice to peers through publication and other formal means; and Seeking and obtaining peer recognition for their ideas and practice. The scholarship of teaching and learning that underpins the teaching excellence criteria is taken from the definitions first proposed by Boyer (1990)5 and later adapted by the University of Queensland. Scholarly teaching Scholarly teaching in a discipline involves all of the following: striving for a high level of proficiency in stimulating students and fostering their learning in a variety of appropriate ways, being familiar with the latest ideas in ones subject,  being informed by current ideas for teaching that subject,   evaluating and reflecting on ones teaching practice and the student learning which follows. The scholarship of teaching The scholarship of teaching develops from a basis of scholarly teaching in a discipline but is not the same as excellent teaching. It involves exploring, testing, practicing and communicating improved pedagogies, learning processes, curricula, policies and learning materials. It meets the following additional criteria in the context of promoting student learning: It requires high levels of discipline-related expertise. It requires an understanding of who the learners are, how they learn and what practices are most effective in the context of the discipline (pedagogical content knowledge) It breaks new ground and is innovative It can be replicated and elaborated It is documented and subjected to peer review Educational Research Like other social science researchers, educational researchers are guided by theoretical and methodological paradigms. A research academic in the field of education deploys theoretical perspectives to understand educational practice. Educational research includes psychological and philosophical inquiry; historical, policy and cultural analysis; and empirical research on a range of areas including learning and teaching processes, pedagogy and curriculum studies. Such research tests the assumptions and worth of theory  in terms of whether it provides adequate explanations of the data and evidence. The aim of educational research is to expand our understanding of all aspects of education and to contribute to theoretical debates and developments in the area. The questions addressed are broader than those focused on in the area of teaching innovation and involve stakeholders beyond the context in which the innovation takes place (Research Assessment Exercise Guidelines, 2008)6. Curtin’s Teaching Excellence Criteria The seven criteria are: 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance 5. Integration of scholarship, research and professional activities with teaching and in support of student learning 6. Evaluation of practice and continuing professional learning 7. Professional and personal effectiveness Evidence of Teaching Excellence at Curtin Teaching 1. Design and planning of learning activities, units and courses 2. Teaching and supporting student learning 3. Assessment and giving feedback to students 4. Developing effective learning environments, student support and guidance Evidence eVALUate Unit Summary Report including unit coordinator response eVALUate Teaching Evaluation Report Student learning outcomes: (retention and pass rates, student projects) Formal Peer Review Report Formal Teaching Evaluation Review – evidence of report Report from community partners and feedback on outcomes Faculty, University or national teaching awards Peer recognition of quality teaching eg invitations to teach in other universities Scholarship of teaching 5. Integration of scholarship, research and professional activities with  teaching and in support of student learning 6. Evaluation of practice and continuing professional learning Evidence Certificate of completion of Professional Learning program eg FOLT, ALUCP, ALCCP, ALFCP Formal teaching qualification in higher education e.g. Grad Certificate in Teaching Attendance at internal or external teaching-related workshops Training and experience from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Peer reviewed publications / citations University or national teaching and learning grants Details of grants, awards (successful and unsuccessful) and outcomes Service and Leadership in Teaching and Learning (including Community Engagement and Professional Practice) 7. Professional and personal effectiveness Evidence Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review. Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards Leadership of a school, faculty, university or national teaching and learning initiative Level Dimensions of Curtin’s Teaching Excellence Evidence of achievement Teaching Teach and support student learning Design and plan for learning Assess and give feedback to learners Develop effective learning environments and approaches to student support and guidance A A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" participating in team teaching within an established program with appropriate mentoring ââ€" gaining experience in teaching in a variety of settings (eg small and large group, clinical, lab, field, research supervision) ââ€" developing skills in all aspects of teaching practice, with appropriate mentoring, including -curriculum design, -development of learning materials -analysis of learning needs of students -identification of appropriate approaches to teaching moderation of assessments -development of formative and summative assessment appropriately linked to learning outcomes ââ€" seeking ways to improve practice by obtaining and analysing feedback ââ€" embedding reflective practice within all aspects of teaching. ââ€" maintaining currency with the latest ideas in discipline ââ€" being informed of current ideas for teaching in the discipline Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Evidence of planned learning activities designed to develop the students’ learning Sound knowledge of the unit material eVALUate TER 80% agreement or higher for two consecutive years and in most units taught B A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning Formal Peer review report Evidence of reflective practice and plan for improvement eVALUate USR with unit coordinator response and response in unit outline Teaching evaluation review report Evidence of well-planned learning activities designed to develop the students learning Scholarly/informed approach to learning design Thorough knowledge of the unit material and its contribution in the course Effective and appropriate use of learning technologies Evidence of effective unit coordination and management of teaching teams and impact of mentoring on peers, colleagues Quality assurance and evaluation of teaching and learning (eg moderation, academic integrity) Student learning outcomes: (retention and pass rates, student projects) Additional evidence Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion eVALUate TER 80% agreement or higher for two consecutive years and in most units taught eVALUate USR 80% agreement or higher for two consecutive years and in most units taught C Strong teaching practice evidenced by: ââ€" teaching in a range of different settings (1st year to PG; large and small group, different learning environments); ââ€" consistently high percentage agreement in teaching and unit evaluations; other evidence of positive student feedback and peer review ââ€" reflection, review and continuous improvement of curricula, teaching resources and teaching approaches; ââ€" application to teaching practice of new ideas in the discipline and new ideas about teaching in the discipline ââ€" Recognition through awards and prizes at School or Faculty level ââ€" Mentoring and supporting the development of teaching skills in Early Career teaching academics As per level B plus: Formal Peer review report Evidence of reflective practice and plan for improvement Teaching evaluation review report Tutor feedback on preparation, organisation, mentoring support Evidence of effective supervision of honours/postgraduate students to completion Report from community partners and feedback on outcomes Receiving a teaching award (faculty or university) D A sustained record of excellence in teaching practice at all levels as evidenced by: ââ€" Breadth and depth of teaching portfolio, ââ€" recognition through awards and prizes at University level and above Mentoring and supporting the development of teaching skills in Early Career and Mid-Career teaching staff As per level C plus: Teaching evaluation review report (External expert) Evidence of leadership of effective curriculum development at the program level. Evidence of contribution to the teaching or curriculum and/or discipline at the national level. Curriculum, learning materials adopted at other universities Receiving a teaching award including curriculum development (university or national) Details of leadership roles and specific contribution Feedback from staff mentored E A distinguished record of scholarly teaching at all levels as evidenced by: ââ€" demonstrable impact on student learning in and attitude towards the discipline over a sustained period ââ€" demonstrable impact on success of graduates over a sustained period ââ€" recognition through awards and prizes at National level ââ€" substantial role in mentoring and supporting the development of teaching skills of Early Career and Mid-Career teaching academics. As per level D plus: Teaching evaluation review report (External expert) Evidence of a leadership role and impact in curriculum design and review, planning and/or development at the (inter) national level Evidence of  significant curriculum, disciplinary contribution through published student learning materials, textbooks Leadership in mentoring and supporting colleagues in planning and designing learning activities and curriculum Details of mentoring and leadership support of colleagues External peer recognition and/or review on impact of curriculum, discipline, innovation Scholarship of teaching Engage in continuing professional learning in subjects/ disciplines and their pedagogy, incorporating research, scholarship and the evaluation of professional practice A A developing profile in the scholarship of teaching as evidenced by: ââ€" Participation in the communication and dissemination of teaching practice within the discipline ââ€" Participation in research on how students learn in the discipline ââ€" Presentations on teaching and learning at local and national conferences Teaching evaluation review report Excerpts from unit materials demonstrating incorporation of current teaching and learning research into teaching activities Evidence of teaching and learning scholarship in the practice of teaching and curriculum development Evidence of teaching materials and curricula which demonstrate engagement with the teaching/research nexus Evidence of self-evaluation leading to changes in practice and student learning Evidence of professional learning Completion of FOLT (all modules) Completion of ALUCP (if in unit coordination role) Evidence of attendance at internal or external teaching-related workshops Evidence of participation in conference / forum relevant to teaching and learning Working toward a formal teaching qualification in higher education e.g. Graduate Certificate in Higher Education A developing profile in teaching and a scholarly approach to teaching as evidenced by: ââ€" using the latest ideas and research in the discipline in teaching and learning ââ€" applying current pedagogies in teaching and learning As per level A plus: Evidence of professional learning Completion of ALUCP, ALCCP and/or ALFCP (according to role) Evidence of attendance at internal or external teaching-related workshops Contribution and systematic participation in professional learning or disciplinary engagement in the area, scholarship of Teaching and learning Formal teaching qualification in higher education e.g. Graduate Certificate in Teaching Teaching evaluation review report Evidence application of current pedagogies in the practice of teaching and curriculum development Membership of disciplinary teaching network (e.g. teaching and learning network, HERDSA, OLT) A strong record in the scholarship of teaching as evidence by: ââ€" Demonstrated institutional impact through curriculum development at the discipline or interdisciplinary level; ââ€" Presentations on teaching and learning at local and national conferences ââ€" Success in attracting funding to undertake projects related to teaching practice in the discipline As per level B plus: Details of grants, awards (successful and unsuccessful) and outcomes Teaching evaluation review report Contribution and systematic participation in professional learning or disciplinary engagement in teaching and learning Peer reviewed publications in the Scholarship of Teaching and Learning (local and national conferences) An excellent record of scholarship of teaching as evidenced by: ââ€"  Demonstrated institutional impact in relation to teaching policy and practice ââ€" Evidence of text books or innovative teaching materials that are used elsewhere ââ€" Participation in international organisations related to teaching area ââ€" A strong record of scholarly publication in major international education journals ââ€" Invited presentations at national and international conferences Partner and/or lead investigator on externally funded teaching and/or curriculum projects As per level C plus: Contributes to teaching and learning policy development and practice Invitation to present, design or evaluate a teaching and learning workshop (evidence of invitation) Peer recognition of quality teaching e.g. invitations to teach in other universities, awarded a faculty and/or University teaching award. Leadership and innovation in teaching practices and supporting students recognised at the university, disciplinary, national level Leadership in supporting colleagues’ teaching through peer review and teaching evaluation Success in a university, national, discipline teaching award Peer reviewed journal publications in the Scholarship of Teaching and Learning Textbook publications or innovative teaching materials used in the higher education sector A distinguished record of scholarship of teaching as evidenced by: ââ€" Recognition as an eminent international authority for scholarship of teaching, as reflected in: high quality scholarly publications in international education journals invitations to present keynote addresses workshops at relevant national and international conferences Lead investigator on externally funded teaching and/or curriculum projects teaching fellowships †¢Evidence of text books or innovative teaching materials that are used elsewhere As per level D plus: Teaching evaluation review report (External expert) Evidence of successful, strategic leadership and innovation in enhancing quality teaching practices and supporting student learning at the university, disciplinary, (inter) national level Evidence of championing an integrated approach to academic practice in the university, discipline, (inter)nationally. Evidence of establishing effective organisational policies and/or strategies for supporting and promoting others (eg through mentoring, coaching) in delivering high quality teaching and support for student learning Evidence of Keynote addresses and workshops in national and international Teaching and Learning conferences Peer reviewed publications in the Scholarship of Teaching and Learning sustained publication record in high quality international journals Leadership in Teaching and Learning, Engagement and Professional practice A Demonstration of potential for leadership in teaching and learning Teaching evaluation review report Contribution and active participation in school teaching and learning committees Evidence of participation in external activities relevant to the discipline/profession and community engagement Demonstration of growing profile in service and leadership in teaching and learning Teaching evaluation review report Active participation in School committees with measureable outcomes details, role and outcomes Independent reports from mentees Peer review/ reviewer of curricula which demonstrate engagement with the teaching/research nexus Evidence of significant external contributions to the discipline/profession and community engagement Demonstration of effective service and leadership in teaching and learning ââ€"  As per level B plus: Teaching evaluation review report Successful prosecution of a major task (sustained or one-off project) that enhances performance of School/Faculty in teaching and learning Evidence of supporting the development of teaching skills in Early Career teaching academics Evidence of successful achievement in roles such as mentor, peer reviewer A significant leadership role in teaching and learning as evidenced by: ââ€" Leadership in curriculum development and renewal at School, Faculty and institutional levels ââ€" Leadership in introduction of new approaches to teaching and learning at School, Faculty and institutional levels ââ€" Invitations to participate in reviews of teaching and learning at other institutions; involvement in national educational activities ââ€" Participation in collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level C plus: Teaching evaluation review report (External expert) Peer review of curricula as an expert Leadership in supporting colleagues’ teaching through peer support and review Outcomes of committee leadership Professional Association Awards that validate leadership and expertise in teaching and learning External Reports from the relevant industry/profession/ discipline Invitation to present, design or evaluate a teaching and learning workshop – evidence of invitation Invitations to present keynote at Teaching and Learning and disciplinary conferences on teaching and learning – evidence of invitation Leadership of a school, faculty, university or national teaching and learning initiative E A national and international leadership profile in teaching and learning as evidenced by: ââ€"  Impact on educational policy and curriculum development nationally and internationally; contributions to curriculum debates ââ€"  Leadership in educational activities of national and international organisations ââ€"  Leadership of collaborative partnerships relating to teaching and learning with other educational institutions or other bodies As per level D plus: Membership of senior advisory groups to Government Leadership in external professional networks / interest groups in teaching and learning Recognition by national or international professional bodies (awards, fellowships, honorary memberships etc) Leadership of professional bodies Contribution to the review and development of national and international professional practice standards

Organizational Design At Microsoft Essay -- essays research papers

ntroduction The ongoing case study presented by Microsoft and the scrutiny of the Justice Department and Congress serves as an excellent departure point to establish the nature and premises of organizational theory and design since it allows for examination from both the viewpoint of the public and the economic aspects of the situation in which Microsoft finds itself. While issues of organizational structure and corporate policies as related to costs, revenue, profit and market structure are inherent in the study of any company or organization, it is important to recognize the unique aspects of Microsoft. Microsoft, undeniably, has a larger presence throughout the computer software industry and the users of its many products since its operating system defines, to a great degree, how work is done in the modern business world. With a company that has virtually always been in a "near-monopoly" situation such as Microsoft, it comes as no surprise that there are many who believe the company should be split into two (or more) independent organizations. However, that has little to do with the organizational design reality that actually is the Microsoft Corporation. Most companies grew out of their perpetual search for profit and how to make that profit grow bigger each year and Bill Gates and Microsoft are certainly no exception to that rule. In fact, they are the personification of the rule! Such a determined search for ever-increasing profits has resulted in large, vertically integrated organizations. But it is essential to keep in mind the fact that economic growth does not end in profit accumulation. In the case of the computer and software industry, growth came in the form of reliance on external economies, that is, keeping apace with the technological progress of other companies in the same industry rather than each company going its own way. Microcomputer companies that remain active to this day are the ones that view computers as open ended machines, ready to be upgraded and improved from time to time, at pace with the current technology advances. Again, Microsoft presents the definitive example of such a company. Organizational Design for the 21st Century Any business or business process has had to face a certain level of re-engineering or reconstruction in order to fit into the managerial revolution of the 1990s and the move into the 21st cent... ...loyees and grand plans for the future. For both start-up ventures and existing firms, entrepreneurship carried on in the pursuit of business opportunities spurs business expansion, technological progress, and wealth creation. The Connor Model would certainly verify that fundamental fact. In order to adequately plan for the future, especially in terms of making the appropriate organization design plans for the future, Microsoft has had to broaden its collective understanding of information and other aspects associated with non-bureaucratic organizational design in order to appropriately commit to the ideas Connor advocates. Clearly, the current changes in organizational environments, are disturbing the century-long domination of the bureaucratic organization but a company such as Microsoft has not had to deal with such hidebound "traditions." However, it is also important that it not allow itself to be "married to" the unique traditions and processes it has established. Considering the past performance and accomplishments of the company, regardless of decisions made by the government, it is likely Microsoft will continue to evolve in ways that assure its success

The Debate

Catrin, a schoolgirl, 15 years of age enters. â€Å"My mind just gives me a headache! Why cant life just be simple, with no worries, yeah, I'm talking to you up there. You know what I'm saying! Why cant you give me some thanks once in a while. I'm still alive, I think I deserve some gratification for that, don't you think? It's really hard work living with that evil brother of mine and putting up with mum's winging, but I'm sure you know that, because your always watching over me, apparently. Don't you get bored up there watching everyone all day? (Sits down to think) I wonder what it's like up there, you know, in heaven? I don't suppose I'll ever go there anyway, because I'm a naughty girl, really. My mum has said it so many times that I'm starting to believe it! Mind you I'm not as naughty as my brother, my naughtiness is just fun and harmless, but I'm sure that my brother has malice in his naughtiness! He plays his shooting games on the computer as if he were actually enjoying blowing somebody's brains out! Sick, really sick, I always annoy him by chanting, â€Å"You're a mental psychopathic murderer!† And then his eyes glow a fierce red and my legs start to quiver and my brain hurts because its ashamed of the mistake it has just done. My mum seems to always stop the fighting just before it gets going; she has this talent, after all that's what parents are for! (Gets up and puts her hand on her head, moving position every now and then) Oh, why does life have to be so unfair! Why can't I win the lottery or become famous? I would absolutely love to be the next Faith Hill or the next Madonna, but there's no hope I suppose, after all I'm hopeless! I can't sing to save my life! I'm useless, let's face it brain. I'm thinking whether to sit (and be a swot) and work or sit and be a couch potato and watch telly all night? Such a hard decision, isn't it brain. What shall I do? My conscience says ‘Cats, sit and write with pride your English homework!' While the devil inside me says ‘Cats man, live life to the full, chill and relax in front of the box!' My head hurts and it feels as if its been torn in two, oh! ‘Chill', ‘Work!' ‘Chill', ‘Work!' Oh god, help! Ok, let's try a different approach. What would mum want me to do? She would definitely want me to do my homework; she always says how important my education is, just because she wasted hers as a child. My answer to her is that you learn from your mistakes, and so if I make a mistake and waste my education, then I'll learn! Clever isn't it! Well-done brain! (Sits with legs crossed, leaning back on the chair) I wonder if other people sit and debate their lives with themselves like I do. Maybe I'm the only one, I could be famous and I don't know it! Imagine the headlines ‘Girl debates with her own brain!' Wow, what a thought! What was I thinking of before going off on some wild tangent? Ah, yes I remember, am I to do my homework or go and watch telly, I still haven't decided! I know, I'll try another different approach, what would Grandma want me to do? Definitely, without a doubt she would want me to do my homework. That's two against one, now! Ok, what would my friends want me to do? They would say go and watch the telly, much more educational in their view. Now it's all-square again, mum and grandma against my friends and me! Oh, why cant life just be simple! I know I'll just go to bed!

Should Hate Groups Be Allowed Free Speech - 725 Words

From the century-old Ku Klux Klan to the widely publicized Westboro Baptist Church, hate groups have always been prevalent in America. They have been around since humans have had the ability to share and act upon common hatred towards others. Why do they still exist today even after all the progress our society has made fighting against racism and intolerance? The answer lies in the First Amendment right to free speech. Our democratic society allows all citizens the freedom to express any and all opinions, no matter how offensive and hurtful. This leads many to question whether these hate groups should be allowed the right to free speech. I believe that hate groups should be allowed free speech because all Americans have the right of free speech, it is not discriminatory unless it incites violence, and hate can be prevented through education rather than criminalization. Hate groups are known to protest against otherwise agreeable opinions through rallies and speeches. The Westboro Ba ptist Church is known for picketing funerals, however they have never physically assaulted the people they hate, even when argued with by opposing bystanders. What they do may seem immoral, but it is not a crime to express an opinion. Their opinions and those of other hate groups are protected by the First Amendment which â€Å"should protect such expressions when they†¦do not present danger of an immediate breach of peace† (Attias). This was established in Brandenburg v. Ohio (1969) in which theShow MoreRelatedFree Speech And Freedom Of Speech1145 Words   |  5 PagesHate speech is not free speech due to the fact that it is unconstitutional. Free speech is not speech free from consequences. When we choose to express ourselves, we also choose to accept the consequences of that speech. An example of why hate speech is not free speech is because it can violate certain freedom of speech like slander and libel. Another example would be like a specific individual starts usi ng fighting words against someone and that someone starts fighting that specific being. ThatRead MoreSpeech On The Bill Of Rights1153 Words   |  5 Pagesrespecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press† (Alderman and Kennedy, pg.21). Because of the First Amendment, hate speech, â€Å"no matter how offensive its content†, was â€Å"protected† under the laws (ACLZ). However, people are still demanding more. They want hate-related speech to be allowed on campuses –without knowing the effects and the damage it could do. Hate speech could bring people down, lower their confidences andRead MoreThe Harm In Hate Speech Analysis1101 Words   |  5 Pagesargues in favor of hate speech restrictions in his book â€Å"The Harm in Hate Speech†. He presents the central argument that vulnerable minorities are in need of hate speech regulation to protect them from harm. Another argument he presents is that such regulation must be a content-based regulation, as opposed to a time, place, and manner restriction that is usually employed to prevent certain kinds of speech. A final argument he uses is that speech is the harmful action, rather than speech simply causingRead MoreThe Misconception Of Hate Groups902 Words   |  4 Pages The Misconception of Hate Groups Introduction-Did you know that the Ku Klux Klan (a white supremacist hate group) resides in about 22 states and counting. There are many hate groups all over the U.S. that cause a lot of violence which may lead to death and many injuries. And when these hate groups get out of hand, this can lead to property damage to. If an incident like Charlottesville, is big enough, this cause a lot of tension between political officials and parties. With these recent eventsRead MoreFree Speech And Hate Speech1000 Words   |  4 Pagesbetween hate and free speech is, and what the first amendment does to control them both. The first amendment states that congress shall make no law that abridges the freedom of speech. But to what extent should language be protected? The rights of one man should reach until they shadow over another’s. Meaning free speech is protected until it violates the rights of another. Hate speech is the line where free speech becomes unconstitutional. The contrast betw een free speech and hate speech is a heavilyRead MoreWe Must Stop Hate Speech1709 Words   |  7 PagesDuring the turbulent tides of the 2016 election, the question of whether or not hate speech is protected under the First Amendment has been brought up multiple times. Hate speech is defined by the American Bar Association as â€Å"speech that offends, threatens, or insults groups, based on race, color, religion, national origin, sexual orientation, disability, or other traits.† One side argues that hateful comments should not and are not protected due to the oppression they bring. After all, why wouldRead MorePersuasive Essay On Hate Speech1612 Words   |  7 Pages In the name of free speech, hate speech should not be tolerated. Hate speech has devastating effects on the people and communities it is targeted at. Left unchecked hate speech can lead to harmful and violent effects. Over the past few years, the effects of hate speech used on women, homosexuals, ethnic group s and religious minorities have become more and more apparent. Hate speech can be very divisive in many of the situations it is used, depending on who interprets the expression can vary howRead MoreEssay on On the Issue of Hate Speech1193 Words   |  5 PagesAlmost all Americans today have heard of the First Amendment and its protection of free speech. This protection allows a free exchange of ideas among the members of society. Without it, Americans would not be able to voice their criticisms against anything without having a fear of being arrested. However, in the past, the government has limited this fundamental right several times. During World War I, Charles Schenck passed out fliers criticizing the national draft. He was arrested, and the SupremeRead MoreHate Speech1536 Words   |  7 PagesHate Speech Essay In the first amendment of the United States constitution, American citizens are guaranteed the right to free speech. This is a fundamental right of American law, and one of the foundations of the U.S. Constitution. It is also the breeding ground for one of the most widely debated issues in America: What, if any, measures should be put into place to regulate hateful language? Most people will agree under one definition or another that hate speech is a socially deviant activityRead MoreImportance Of Freedom Of Speech914 Words   |  4 PagesFree Speech Should be Limited Everyone has the right to freedom of speech, but when there is freedom of speech without limits or restrictions, there is no doubt that this will lead to disaster. People will surely benefit if we are able balance between freedom of speech and restrictions to ensure that society can communicate and prosper without anarchy. The first amendment for freedom of speech can be a good thing and a bad thing if left to free. An important lesson that a young woman learned when