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Acrylamide Essay Example For Students

Acrylamide Essay Acrylamide: Made By Man And Nature At the point when traditionalists and others stress over poisonous corrupt in the supplements they eat and the universe they live in they for the most part consider simply the pollute that originates from human exercises. Acrylamide is a white, unscented, crystalline strong substance that is utilized to do polyacrylamide stuffs that are utilized to take molecules and drosss from soaking up H2O ; gum ; paper ; beauty care products ; dam establishments ; baccy smolder ; and grout ( Acrylamide, 2009 ; Frequently Asked Questions Acrylamide in Food, 2010 ; Acrylamide and Proposition 65, 2005 ) . Acrylamide is other than called any of the undermentioned names: â€Å"acrylamide monomer, 2-Propenamide, acrylic amide, propenoic corrosive amide, ethylene carboxamide, vinyl amide, Amresco, Acryl-40, Acrylagel† ( Acrylamide, 2009 ) . As a semisynthetic compound that is found in such huge numbers of stocks and set into such extraordinary contact with assimilating H2O and soil acrylamide si mple and regularly enters the human natural structure and that of enliven creatures that are much of the time devoured by universes and other invigorate creatures ( Acrylamide, 2009 ) . Acrylamide breaks down simple in H2O, quickly goes through H2O and filters into the soil ; yet it biodegrades inside an undertaking of hebdomads so it does non remain in land or H2O beginnings for expanded periods except if those nations are re-polluted ( Acrylamide, 2009 ) . We will compose a custom exposition on Acrylamide explicitly for you for just $16.38 $13.9/page Request now The semisynthetic variant of acrylamide, by the by, is non the solitary one human presences need to stress roughly. Albeit grown-up male started doing acrylamide in 1949 Swedish researchers affirmed in 2002 that specific supplements, when cooked at high temperatures, obviously structure acrylamide and universes so straight ingest the substance ( Acrylamide: Fried Food s Unwelcome Ingredient, 2009 ) . The supplements that make acrylamide when cooked at high temperatures ( planning anything over 248 evaluations Fahrenheit ) are those that have the undermentioned highlights: â€Å"a obviously happening amino corrosive called asparagine, an obviously happening sugar like glucose, and high cookery temperatures† ( Acrylamide: Fried Food s Unwelcome Ingredient, 2009 ; Acrylamide in Food and Cancer Risk, 2008 ) . The system through which acrylamide happens in supplement Begins when the amino corrosive asparagine, a protein, exists within the sight of specific sugars ( Acrylamide in Fo od and Cancer Risk, 2008 ) . When warmth is applied through preparing, flame broiling, simmering, or fricasseeing to the asparagine it responds with the sugars to sort out acrylamide ( Acrylamide in Food and Cancer Risk, 2008 ) . Be that as it may, both bubbling and microwaving have been discovered more averse to deliver acrylamide in these equivalent supplements and the clasp a supplement is presented to high temperatures can other than increment its fixation ( Acrylamide in Food and Cancer Risk, 2008 ) . Cooked Asparagus officinales, Gallic french friess, murphy french friess, and other singed or simmered boring veggies are accepted to hold high degrees of acrylamide. In any case, researchers late discovered acrylamide in dried organic products, curiously pears and prunes, and established that the capacity strategies utilized for murphies and the kinds of murphies cooked other than impacts the level of acrylamide found in supplement ( Acrylamide: Fried Food s Unwelcome Ingredient, 2009 ) . Since it is obviously found in supplements, or shows up in supplements without the immediate introduction by grown-up male, this semisynthetic compound can other than be viewed as a naturally happening concoction. Regardless of whether man-made or obviously resulting, by and by, acrylamide is destructive. Acrylamide is known to do threatening neoplastic illness ( Acrylamide in Food and Cancer Risk, 2008 ) . At the point when high degrees of acrylamide are discharged into the air, as they are the point at which the compound is fabricated or utilized in a strategy (, for example, coal uncovering or H2O cleaning ) , the individuals who breath it have been found to create neurological damage ( Acrylamide in Food and Cancer Risk, 2008 ) . The United Kingdom s Environment Agency shows that acrylamide can non simply aim threatening neoplastic malady yet adjacent to familial damage and that excessive introduction can affect the generative framework, eyes, encephalon, and covering ( Acrylamide, 2009 ) . The Canadian specialists has recorded the substance as a hazard to human health, however has non demonstrated a particular concerns ( Acrylamide: Fried Food s Unwelcome Ingredient, 2009 ) . The World He alth Organization other than shows that acrylamide â€Å"is known to do dangerous neoplastic malady in quicken creatures poisonous to the sensory system of both invigorate creatures and humans† ( Frequently Asked Questions Acrylamide in Food, 2010 ) . .uca18d4f76a2ffa3db8f871e67fa31f95 , .uca18d4f76a2ffa3db8f871e67fa31f95 .postImageUrl , .uca18d4f76a2ffa3db8f871e67fa31f95 .focused content region { min-tallness: 80px; position: relative; } .uca18d4f76a2ffa3db8f871e67fa31f95 , .uca18d4f76a2ffa3db8f871e67fa31f95:hover , .uca18d4f76a2ffa3db8f871e67fa31f95:visited , .uca18d4f76a2ffa3db8f871e67fa31f95:active { border:0!important; } .uca18d4f76a2ffa3db8f871e67fa31f95 .clearfix:after { content: ; show: table; clear: both; } .uca18d4f76a2ffa3db8f871e67fa31f95 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; murkiness: 1; change: mistiness 250ms; webkit-progress: darkness 250ms; foundation shading: #95A5A6; } .uca18d4f76a2ffa3db8f871e67fa31f95:active , .uca18d4f76a2ffa3db8f871e67fa31f95:hover { haziness: 1; change: obscurity 250ms; webkit-progress: mistiness 250ms; foundation shading: #2C3E50; } .uca18d4f76a2ffa3db8f871e67fa31f95 .focused content territory { width: 100%; position: rel ative; } .uca18d4f76a2ffa3db8f871e67fa31f95 .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; content embellishment: underline; } .uca18d4f76a2ffa3db8f871e67fa31f95 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uca18d4f76a2ffa3db8f871e67fa31f95 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; outskirt span: 3px; box-shadow: none; text dimension: 14px; textual style weight: intense; line-stature: 26px; moz-fringe sweep: 3px; content adjust: focus; content improvement: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: total; right: 0; top: 0; } .uca18d4f76a2ffa3db8f871e67fa31f95:hover .ctaButton { foundation shading: #34495E!important; } .uca18d4f 76a2ffa3db8f871e67fa31f95 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uca18d4f76a2ffa3db8f871e67fa31f95-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uca18d4f76a2ffa3db8f871e67fa31f95:after { content: ; show: square; clear: both; } READ: The street not taken EssayAlthough the utilization of acrylamide in grout, barriers, H2O cleaning, paper, and plastics should simple be possible off with and substitution stocks utilized, the reality remains that in light of the fact that the synthetic shows up obviously in supplements it will at present effect human life and health ( Frequently Asked Questions Acrylamide in Food, 2010 ) . The point of convergence on substance spoil and introduction has ever centered around man-made wounds, yet acrylamide s risk is obviously occurring and was only found premier in 2002. This implies there has been little clasp to break dow n its turn of events and discover approaches to prevent it from hurting individuals. Further, as the data thought about the wounds of acrylamide has concentrated on smoke and its use in modern work, more surveies should be performed before the full peril of this tainting can be sufficiently recognized. In any case, due to the way that paper and fictile waste contain this synthetic, and it is simple separated in H2O and soil, the utilization of acrylamide in those stocks must end to hinder more distant pollute of the supplement link. Propensities are hard to intrude, however a few wonts must be broken. There are many exchange organizations to sublimate H2O and make paper and plastic stocks. Producers and others have to focus on substitute offices of achieving their finishes without trust on acrylamide. Researchers, by and by, need to more readily comprehend the advancement of acrylamide in non simply cooked supplements yet alongside dried supplements and how they cooperate with quicken creatures and universes to prevent wounds from occurring. Further, draining of this synthetic into nature can just expand its ingestion and must be halted. Notices Acrylamide. ( 2009 ) . The Environment Agency, United Kingdom. Recovered February 9, 2010, from hypertext move convention:/www.environment-agency.gov.uk/business/themes/contamination/320.aspx? Acrylamide and Proposition 65. ( 2008 ) . California Environmental Protection Agency. Recovered February 9, 2010, from hypertext move convention:/www.oehha.ca.gov/prop65/acrylamideqa.html Acrylamide: Fried Food s Unwelcome Ingredient. ( 2009 ) . Canadian Broadcasting Company. Recovered February 9, 2010, from hypertext move convention:/www.cbc.ca/wellbeing/story/2009/02/24/f-acrylamide.html Acrylamide in Food and Cancer Risk. ( 2008 ) . National Cancer Institute, National Institutes of Health. Recovered February 9, 2010, from hypertext move convention:/www.cancer.gov/cancertopics/factsheet/hazard/acrylamide-in-food As often as possible Asked Questions Acrylamide in Food. ( 2010 ) . World Health Organization. Recovered February 9, 2010, from hypertext move convention:/www.who.int/foodsafety/distributions/chem/acrylamide_faqs/en/ Mill operator, G. A ; Spoolman, S. , ( 2009 ) . Populating in the Environment: Principles, Connections, and Solutions ( sixteenth ed. )

How to Increase Your Social Intelligence

How to Increase Your Social Intelligence Inspiration Print How to Increase Your Social Intelligence By Amy Morin, LCSW facebook twitter instagram Amy Morin, LCSW, is a psychotherapist, author of the bestselling book 13 Things Mentally Strong People Dont Do, and a highly sought-after speaker. Learn about our editorial policy Amy Morin, LCSW Updated on February 17, 2020 Thomas Barwick / Stone / Getty Images More in Self-Improvement Inspiration Happiness Meditation Stress Management Spirituality Holistic Health Brain Health Technology Relationships View All Individuals with social intelligence can sense how other people feel, know intuitively what to say in social situations, and seem self-assured, even in a larger crowd. You might think of these folk as having “people skills,” but what they truly possess is social intelligence. The theory of social intelligence was first brought to the forefront by American psychologist Edward Thorndike in 1920.?? He defined it as, “The ability to understand and manage men and women and boys and girls, to act wisely in human relations.” No one is born socially intelligent. Instead, it involves a set of skills that an individual learns over time. Signs of Social Intelligence People who are socially intelligent display core traits that help them communicate and connect with others. Effective Listening: A person who possesses social intelligence doesn’t listen merely to respond but truly pays attention to what a person is saying. The other folks in the conversation walk away feeling like they were understood and that they made a connection.Conversational Skills: Have you ever seen someone “work the room?” They have conversational skills that enable them to carry on a discussion with practically anybody. They’re tactful, appropriate, humorous and sincere in these conversations, and they remember details about people that allow the dialogue to be more meaningful.??Reputation Management: Socially intelligent people consider the impression that they make on other people. Considered one of the most complex elements of social intelligence, managing a reputation requires careful balanceâ€"a person must thoughtfully create an impression on another person while still being authentic.Lack of Arguing: Someone with social intelligence understands that arguing or pro ving a point by making another person feel bad isn’t the way to go. They don’t outright reject another person’s ideas, but rather listen to them with an open mindâ€"even when it’s not an idea that they personally agree with. How to Develop Social Intelligence While some people may seem to develop social intelligence without really trying, others have to work to develop it. Luckily, certain strategies can help a person build social skills. These tactics can help you develop social intelligence: Pay close  attention to what (and who) is around you.  Socially intelligent people are observant and pay attention to subtle social cues from those around them.?? If you think that someone in your life has strong people skills, watch how they interact with others.Work on increasing your emotional intelligence. Although similar to social intelligence, emotional intelligence is more about how you control your own emotions and how you empathize with others. It requires recognizing when you’re experiencing an emotionâ€"which will help you recognize that emotion in othersâ€"and regulating them appropriately. An emotionally intelligent person can recognize and control negative feelings, such as frustration or anger, when in a social setting.??Respect cultural differences. More than that, seek out cultural differences so you can understand them. Although most people learn people skills from their family, friends and the community surrounding them, a socially intelligent person understands that others might have different responses and customs based on their upbringing.Practice active listening.  Develop your social intelligence by working on your communication skillsâ€"which requires active listening.?? Don’t interrupt. Take time to think about what someone else is saying before you respond. Listen to the inflections in what others say, which can give you clues to what they really mean.Appreciate the important people in your life. Socially intelligent people have deep relationships with people who are meaningful to them. Pay attention to the emotions of your spouse and children, friends, co-workers, and other peers. If you ignore the closest people in your life, you’re missing the cues on how to connect with them. A Word From Verywell Social intelligence isn’t easy to masterâ€"if it were, there wouldn’t ever be another awkward conversation at a party. However, working toward a strong social intelligence can lead to a richer lifeâ€"or, at least, an easier time making a few new friends. Study social situations. Pay attention to what people are doing well and the mistakes you want to avoid. Afterward, think about what you want to do differently in the next social situation you enter. Get proactive about improving your skills. And remember, that youre going to mess up sometimes. Learn from your failures as well as your successes.

The Impact Of Technology On The Classroom Essay - 1586 Words

From chalkboards, to overhead projectors, to calculators, and now to tablets and personal computers, the evolution of technology in education has reached an all-time high. Back to school shopping lists now require the purchase of various technologies and their accessories in place of the paper and pencils of past generations.. Technology is becoming crucial in society, it is to the point where people are hooked to their smartphones, unable to part with them even for just a hour long class. Can this addiction to technology be positively brought into the classroom? To what extent does technology become harmful to students’ educations? To answer these questions one must consider the benefits of technology, search for solutions to the minor drawbacks regarding educational technology, and find a perfect balance to assure success in the classroom. Before venturing into the discussion of whether or not technology is a useful tool in education, we must define what is meant by â€Å"informative technology† or â€Å"educational technology†. In the document â€Å"Will New Teachers Be Prepared To Teach in a Digital Age? A National Survey on Information Technology in Teacher Education†, written by David Moursund and Talbot Bielefeldt, â€Å"informative technology† is defined as â€Å"... computer hardware and software, the networks that tie computers together, and a host of devices that convert information (text, images, sounds, motion) into common digital formats. However, information technology is not justShow MoreRelatedTechnology And Its Impact On The Classroom1571 Words   |  7 PagesTechnology in the school has become an increasingly challenging and somewhat disruptive aspect in today’s educational system. In order to maintain what is considered the status quo, schools have focused their e nergy and resources on banning cell phones, wireless Internet and blocking social networking sites like Facebook and Twitter in schools. However, as technology continues to grow in our society outside of the school, many believe that effectively involving these technologies into the classroomRead MoreTechnology And Its Impact On The Classroom1277 Words   |  6 Pages Technology in Classroom Ali Boholaiga Kathrine Barrett ELI 084 Technology in Classroom Technology is all over our minds and concerns whether in regard to social impact, dependency or its use at educational institutions. It is currently the most debated issue in our modern society. Technology, it is believed, will become necessary for our survival in the future. It is the agent who will preserve the human race. The use of technology in classrooms is one example thatRead MoreTechnology And Its Impact On The Classroom1313 Words   |  6 PagesTechnology in the Classroom In our progressive society, we are all aware of the development of technology and the effect it has had on daily lives. People use technology as a way to communicate with each other, a form of entertainment, or as a tool to give them instant information at all times. Technology has a significant influence on many different parts of society. Concerning education, certain electronic devices such as computers, smart boards, and tablets assist the learning process for studentsRead MoreTechnology And Its Impact On The Classroom1601 Words   |  7 Pagespast decade, technology has transformed society and has changed many aspects of daily living. Presently, the world consists of quickly advancing technology and people competing all around the world to be considered the best. Many educators argue that the only way to continue to have control within the classroom and to have students be successful within the classroom is to properly integrate technology into the classroom. Currently, the p roblem in the education system is that technology is often difficultRead MoreThe Impact Of Technology On The Classroom2298 Words   |  10 Pagesis technology in the classroom. Per the Merriam-Webster dictionary, technology is defined as â€Å"a manner of accomplishing a task especially using technical processes, methods, or knowledge.†. Technology in the classroom started way back in the early 1980’s. Classrooms are changing every day, with the never-ending improvements of technology. Technology today is playing a large role in students’ lives, from the elementary rooms, to full computer labs. Technology hasn’t always been the technology weRead MoreTechnology And Its Impact On The Classroom Essay3638 Words   |  15 Pagesand more advanced beings, has become interwoven with technology, as nearly all aspects of one’s life, whether it being at home, for leisure, at work, or in the educational sector- is entwined with elements of digitality. This notion leads one to see that the participation with technologies can be an essential aspect of one’s progression in this new contemporary society. The emergence and subsequent dominance of Information Communication Technology (ICT) in this digitally mediated world has led to theRead MoreThe Impact Of Technology On The Classroom2018 Words   |  9 PagesThe Significance of Technology in My Classroom The impact on technology in the classroom has opened many new windows for educators. Technology can be used in various ways while working in a classroom, whether that be a first grade classroom or a class of juniors in high school. Technology can help our students widen their knowledge. When planning lessons, it is important that teachers incorporate some types of technology. When technology is used in your lessons, the students will be able to achieveRead MoreImpact Of Technology On The Classroom1921 Words   |  8 PagesTechnology in the classroom is important for teachers, parents, and students alike, because technology use has become a necessary skill for survival in today’s vastly expanding technology driven global economy. Research has shown an increase in student’s success rates when exposed to technology in the classroom. Also technology has opened lines of communication between educators and parents to keep students on track, and help teachers educate better. Since children today have become digital natives;Read MoreThe Impact Of Technology On The Classroom1323 Words   |  6 PagesUpon entering a classroom in the United States the room is typically full of desks and chairs in symmetrical rows, the teacher’s desk is stacked with resources, and a considerable amount of textbooks, papers, and posters are located around the room. Among these objects there may be one or two computers, in some instances smartboards, but overall the influence of technology in the classroom is limited. This scene is practically identical to every other classroom across the country. Although societyRead MoreThe Impact Of Technology On The Classroom1332 Words   |  6 Pageswhich technology is being developed and is becoming a part of our everyday life. One of the largest arguments with the advancing technology is whether or not it’s good for teaching and learning purposes in the classroom. From email to online classes, computers are defiantly manipulating our lives, and can enhance learning in the classroom in various ways. The growing popularity of technology emphasizes the importance for students and administrators to support and encourage computer technology in our

The Implications of Attachment Theory for Different Forms...

The Implications of Attachment Theory for Different Forms of Childcare Developmental psychologists are interested in the study of the individual from conception to old age. One area of particular interest is the significance of parent-child bonding. Attachment can be defined as ‘an enduring bond of affection directed towards a specific individual’ (Santrock, 2001). The nature of the relationship between early attachment and later development is a central issue in developmental psychology and, given the increasing proportion of women with young children that go out to work, of specific interest is the quality of care-giving that infants receive. This paper will firstly describe the essential†¦show more content†¦Although Bowlby was initially influenced by the psychoanalytic tradition, in later years he also became heavily influenced by concepts from ethology and particularly that of imprinting (Lorenz, 1966), whereby the young of many species form early attachments to their parents. He argues that the tendency for the young t o cling to or be ‘imprinted on’ their mothers can be seen in many other animal species and that by keeping the young close to their mothers enables them to survive. In addition Bowlby (1951) felt that there was a critical period in the formation of attachments. He believed that between the age of six months and three years it was essential for children to receive continuous love from a primary caregiver and that prolonged separation between the child and their primary caregiver would not only cause distress but would have serious outcomes for the child. Evidence to support this view of Bowlby’s comes from observations of young children in hospitals. These studies showed that children, when separated from their mothers, exhibited a sequence of behaviour in which distress was initially accompanied by protest, followed by despair and eventually denial and emotional detachment from the mother (James and Joyce Robertson, 1967-73). This behaviour of denial and emotionalShow MoreRelatedAttachment Theory. Madeline Fuller. April 22, 2017. †¢Introduction.1775 Words   |  8 PagesAttachment Theory Madeline Fuller April 22, 2017 †¢ Introduction My initial interest in this theory stems from my meeting of a diverse group of people this last year. As my family’s business ventures into the world of construction, I have had the opportunity to meet many people who come from much different backgrounds than me. Many of these people have known criminal records and/or are registered sex offenders for one reason or another. 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The purpose of this article is to increase our perception on the different effects of using computer technology in early childhood setting. In answering the question What is the purpose of education? I started at that time from the observation that man lives in a world of objects which influence him and which heRead Morecorporate social responsibility motivations and country factors3504 Words   |  15 Pageswas to make profits and thrive economically (Friedman 1970), enterprises now have the option to do so and at the same time, contribute meaningfully to society at large. The reasons for a MNE to engage in CSR initiatives are multiple. Stakeholder theory (Donaldson and Preston 1995) can be used as a skeletal framework to understand where demands for CSR arise. Demand derives from two main groups: consumers and stakeholders. 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Organization Theory Challenges and Perspectives John McAuley, Joanne Duberley and Phil Johnson . This book is, to my knowledge, the most comprehensive and reliable guide to organisational theory currently available. What is needed is a text that will give a good idea of the breadth and complexity of this important subject, and this is precisely what McAuley, Duberley and Johnson have provided. They have done some sterling service in bringing together the very diverse strands of work

New Article Reveals the Low Down on Sociology Epidemiology Essay Topics and Why You Must Take Action Today

New Article Reveals the Low Down on Sociology Epidemiology Essay Topics and Why You Must Take Action Today A Startling Fact about Sociology Epidemiology Essay Topics Uncovered A term paper at college can grow to be a very intriguing job, especially when creativity is used. Your sociology essay is going to be delivered in time and can be finished in no more than 8 hours for rush work. In general, no matter which of these amazing sociology paper subjects you select, you're bound to think of a fascinating bit of writing! Be original whilst writing about it. Even the very best writer on earth cannot compose a high-quality academic paper the evening before it's due. This means that you may ask questions whenever you require, you might ask them to write you an essay or paper and they'll do everything quickly and on the maximum level. If you're looking for assistance with your essay then we provide a comprehensive writing service given by fully qualified academics in your area of study. If an individual is interested in the subject of their term paper, then the text is going to have a better quality. If you can hardly make the topic interesting for you, this usually means that you're not well-aware of the matter and you won't have the ability to catch the readers attention. If you aren't sure you can manage this topic, it's OK, we are here in order to provide help. These topics give your students an opportunity to put these essential facets in context. Selecting an intriguing topic is the very first thing which you should do. Cohort studies, also referred to as prospective or longitudinal studies are when a big sample of the populace is followed over a long duration of time to monitor their way of life and exposure to the risks. There are two sorts of analytical study designs. The next step in the procedure is to develop a theory exploring possible explanations depending on the data which has been compiled. Steps and Methods Used in Epidemiology The epidemiological procedure is complex and is composed of many measures. Completely free Epidemiology essay samples are offered on FreeEssayHelp with no payment or registration. Also, it borrows a lot from biology in order to establish a clear understanding of the human diseases in context. Biochemistry is highly associated with epidemiology and contributes to the discipline by giving a dependable methodology together with interpretation of the chemical tests conducted to serve as a foundation for diagnosis and the administration of treatment (Gordis, 2014). Introducing Sociology Epidemiology Essay Topics Durkheim states there is an impulse to accepts rules that are beneficial for others in addition to ourselves. To start, it's helpful to check at sociology in conditions of its subject matter, its approach, and a number of the classical works that have shaped the discipline. Organic solidarity is the opposite since it is about modern and elaborate societies. Attempt to reveal the effect of cultural norms and politics on understandings inside this f ield. Too many details sometimes, you might encounter topics which consist of an excessive amount of info. Frequency about 6 posts each week. Frequency about 3 posts each week. Frequency about 5 posts each week. Top Sociology Epidemiology Essay Topics Secrets Take great notes and remember sociology is all about concepts. It's really difficult to choose what you would like to write about, as sociology studies a great deal of aspects and has plenty of topics to discuss, however we might provide you with a number of the topics to decide to write about in your research paper on sociology. As is true with several disciplines, it's contested and there's no generally accepted definition of what constitutes sociology. Sociology is a science that's deeply involved with numerous facets of human beings. Below you'll find a reach of general topic suggestions for your sociology essay. If you are interested in an essay that will acquire maximum credits, that isn't an issue either with them. You must know how you start your essays and the way you draw conclusions. If you would like to learn how to write great essays on sociology, just take the subsequent steps. The Pain of Sociology Epidemiology Essay Topics The epidemiological triad can be placed on the elderly population in connection with influenza. Ecological studies compare studies of a specific disease in various communities to attempt to ascertain the reason. There are two major kinds of Epidemiology. In regard to elderly patients and influenza, the degree of prevention can easily be demonstrated. The aim of the secondary prevention level is to limit the harshness of disease and minimize adverse outcomes. Principal prevention includes attempting to continue to keep people healthy and free from disease like immunization and encouragement of healthful lifestyles. Tertiary prevention involves actions in the event the disease has gotten very severe. Study the subsequent groups that have the exact same belief and their influence on the society either inside this modern age or before. Family is a little society. Society plays a significant part in moulding our characters and personalities.

Unit Guide Essay Example

Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing http://www. east-asianhistory. net/textbooks/PMChina/c h12. htm Class participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 20 10. (Available in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, Benjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: http://www. chinapage. com/ http://www. princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti z i), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Stud ents will only be granted extensions/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 http://www. mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consid eration form and all supporting documentation.The on-line Special Consideration application is found at:http://www. arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www. mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/ . When using the universitys IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22 Unit Guide Essay Example Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing http://www. east-asianhistory. net/textbooks/PMChina/c h12. htm Class participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 20 10. (Available in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, Benjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: http://www. chinapage. com/ http://www. princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti z i), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Stud ents will only be granted extensions/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 http://www. mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consid eration form and all supporting documentation.The on-line Special Consideration application is found at:http://www. arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www. mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/ . When using the universitys IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22