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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

How The NACW Fought Sexism and Racism in Jim Crow Era

How The NACW Fought Sexism and Racism in Jim Crow Era The National Association of Colored Women was established in July of 1896  after Southern journalist, James Jacks referred to African American women as â€Å"prostitutes, thieves and liars.† African American writer and suffragette, Josephine St. Pierre Ruffin believed that the best way to respond to racist and sexist attacks was through social-political activism. Arguing that developing positive images of African American womanhood was important to countering racist attacks, Ruffin said, Too long have we been silent under unjust and unholy charges; we cannot expect to have them removed until we disprove them through ourselves. With the help of other notable African American women, Ruffin initiated the merger of several African American women’s clubs including the National League of Colored Women and the National Federation of Afro-American Women to form the first African American national organization. The organizations name was changed in 1957 to the National Association of Colored Womens Clubs (NACWC). Notable Members Mary Church Terrell: first president of the NACWIda B. Wells-Barnett: publisher and journalistMary McLeod Bethune: educator, social leader and eighth president of NACWFrances Ellen Watkins Harper: feminist and poetMargaret Murray Washington: educator and served as the fifth president of the NACW Mission The NACW’s national motto, â€Å"Lifting as We Climb,† embodied the goals and initiatives established by the national organization and carried out by its local and regional chapters. On the organizations website, the NACW outlines nine objectives which included developing the economic, moral, religious and social welfare of women and children as well as enforcing the civil and political rights for all American citizens. Uplifting the Race and Providing Social Services One of the NACWs main focuses was developing resources that would help impoverished and disenfranchised African Americans. In 1902, the organizations first president, Mary Church Terrell, argued: Self-preservation demands that [black women] go among the lowly, illiterate, and even vicious, to whom they are bound to ties of race and sex...to reclaim them.   In Terrells first address as president of the NACW, she said, The work which we hope to accomplish can be done better, we believe, by the mothers, wives, daughters, and sisters of our race than by the fathers, husbands, brothers, and sons. Terrell charged members with the task of developing employment training and fair wages for women while establishing kindergarten programs for young children and recreational programs for older children. Suffrage Through various national, regional and local initiatives, the NACW fought for the voting rights of all Americans. Women of the NACW supported womens right to vote through their work on the local and national level. When the 19th Amendment was ratified in 1920, the NACW supported the establishment of citizenship schools. Georgia Nugent, chair of the NACW Executive Committee, told members, the ballot without intelligence in back of it is a menace instead of a blessing and I like to believe that women are accepting their recently granted citizenship with a sense of reverent responsibility. Standing Up To Racial Injustice The NACW vehemently opposed segregation and supported anti-lynching legislation. Using its publication, National Notes, the organization was able to discuss its opposition to racism and discrimination in society with a wider audience. Regional and local chapters of NACW launched various fundraising efforts after the Red Summer of 1919. All chapters  participated in nonviolent protests and boycotts of segregated public facilities. Todays Initiatives Now referred to as the National Association of Colored Womens Clubs (NACWC), the organization boasts regional and local chapters in 36 states. Members of these chapters sponsor various programs including college scholarships, teenage pregnancy,  and AIDS prevention. In 2010, Ebony magazine named the NACWC as one of the top ten non-profit organizations in the United States.

Pronouncing Dour and Other OU Words

Pronouncing Dour and Other OU Words Pronouncing Dour and Other OU Words Pronouncing Dour and Other OU Words By Maeve Maddox A reader asks: How does one pronounce properly the word â€Å"dour†?   Should it rhyme with â€Å"sour† or â€Å"door† or be pronounced something like the whiskey â€Å"Dewar’s† or perhaps â€Å"doer†? Dour is an adjective that came into English from a Scottish word that in turn probably came from the word that gives us durable: durus: â€Å"hard.† A dour person presents a stern, harsh, forbidding exterior. Here are some examples of dour found on the Web and in Wuthering Heights: Never the dour child in his eyes, Eleanor [Roosevelt] was instead his â€Å"own darling little Nell.† Not only did Kierkegaard inherit his fathers melancholy, his sense of guilt and anxiety, and his pietistic emphasis on the dour aspects of Christian faith, but he also inherited his talents for philosophical argument and creative imagination. The social worker had remained silent throughout the conference, with a  dour  expression on  his  face. [Heathcliff] managed to continue work till nine o’clock, and then marched dumb and dour to his chamber. In my early (US) education, I learned to pronounce the vowel sound of dour like the oo in goose: DOOr. This is the only pronunciation given in the OED. The online pronouncing dictionary Howjsay gives a second pronunciation in which the vowel sound is pronounced like the vowel sound in out: DOWr. Merriam-Webster Unabridged (online version) shows the phonetic symbols for the OW pronunciation first, but the audio feature gives the OO pronunciation. According to Charles Elster, (The Big Book of Beastly Mispronunciations), a survey of American sources indicates that the OO pronunciation was the only one in US speech until the 1940s. He speculates that the OW pronunciation developed by false analogy with words like our, hour, flour, sour, scour, and devour. I hesitate to label DOWr â€Å"US pronunciation.† Many US speakers do make dour rhyme with sour, but many others pronounce dour as the English and Scots do. Regional US pronunciation varies widely (and sometimes wildly) when it comes to words spelled with ou. For example, some speakers pronounce tour to rhyme with tore and tourist to rhyme with forest. When I was growing up, the most common American pronunciation of route was ROOT. We even had a popular song about getting our kicks on Route 66 that was sung with the ROOT pronunciation. Nowadays, many (again, not all) American speakers make route rhyme with shout, losing the distinction between the noun route (â€Å"a line of travel†) and the verb rout (â€Å"to put to flight†). Here are a few more ou words grouped according to pronunciation of the vowel sound. Some readers are sure to disagree with the groupings, but here goes anyway. My authorities are the OED, M-W, and Howjsay: OW as in how: foul loud house flour hour sour OO as in you>: cougar louvre tour tourist OR as in for: court mourn O as in toe: moulder moult soul UR as in URN: journal journalist journey schwa (an indeterminate uh sound) moustache Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Farther vs. FurtherRules for Capitalization in TitlesMay Have vs. Might Have

European Politics in the 16th and 17th Centuries Essay

European Politics in the 16th and 17th Centuries - Essay Example From the Spanish point of view, any resistance that the natives demonstrated to the conversion was a work of none other than the Satan. The Spanish presented the natives with an ultimatum to both adopt Christianity and then swear allegiance to the Spanish crown of Castile. Those who would refuse to do that would then face military action. This occurred as one of the immediate and unfortunate effect of the reformation. The intolerance that developed expressed itself in religious wars and persecution. Albeit the main motive should have been to generate the true spirit of Christ or the fatherhood of God and brotherhood of man, the reformation made millions of people to suffer on the account of religion. The main subjects of the Italian, Spanish and Portuguese monarchs were deliberately forced to remain catholic. Those who refused to convert to catholic suffered death or imprisonment. The main aim behind ‘a Short account of the Destruction of the Indies’ was to inform the King of Spain regarding the gold hoarding and the murders that were occurring in the New World. The reason of the expeditions was chiefly to convert the natives to Christianity and as a result protect them from the eternal damnation. In contrast to this, the Spaniards that were sent did not follow the rules that were given to them. Instead they targeted and killed millions of natives for their gold. A minor percentage of the gold that was hoarded was allocated for the Spanish purse. At this time, Christian missionaries such as Las Casas tried their best in order to bring justice to the land.

14th Amendment Research Paper Example | Topics and Well Written Essays - 2000 words

14th Amendment - Research Paper Example The 13th Amendment raises some critical questions for the lawmakers, and the 14th Amendment was drafted in order to answer these questions of law. The first question to be dealt was the citizenship of the freed slave; associated to this was whether they have the right to own property like the white. Second critical problem that needed an answer was the treatment of freed slaves by law courts of law. Other problems included treatment of rebels; the loans that were borrowed by the rebellions during the civil war, and the right of rebels to be elected for Congress. The 14th Amendment comprises of 5 sections, they deal with the citizenship, equal protection of law, due process, debt, and power of the Congress to enforce. A brief commentary of the clauses presented in the 14th Amendment along with original is provided as follows. Citizenship by place of birth was not a new law. It has bases in the centuries old English Common Law, and it followed the simple doctrine of jus soli. Until the infamous case of Dred Scott when the Supreme Court abrogated the doctrine, jus soli was a part of American Jurisprudence(Stein & Bauer, 1995). The question of jurisdiction has long been debated especially in the cases of illegal immigrants. The critics have vocalized their concern on the legitimacy of citizenship of the child born to illegal immigrants in America. Another case is of the aliens residing within America, who stay for longer period, and give birth to children in America.

College Admissions Essay: I Will be an English Teacher :: College Admissions Essays

I Will be an English Teacher "Most of the change we think we see in life is due to truths being in and out of favor." -- Robert Frost I felt trapped, immobilized, confused. It was my senior year in high school. My friend Nancy aptly described me as laboring under a "stupor of thought." Finally, I did the one thing that held any promise of relief - I decided to become an English teacher. I didn't just switch oars in the middle of the stream; I switched to an entirely different river. Throughout high school, instructors and classmates have said to me, "You know, you'd make a great teacher." That's nice, I'd say, but I already have a plan, a nice, sensible plan: earn a degree in accounting, marry my love of music to my skill with numbers and computers, and become the financial manager for a non-profit music arts organization. I outlined my plan in essays. It was a good plan, a sensible plan, a righteous plan. I can't change now. It's too late, too late! It's too late...isn't it? After three years of resistance, my passion for learning and literature and my experiences as a student finally defeated my sensible plan. I decided it was not too late. I would become a teacher - truth be told, I already was. Outside the classroom, I wore teacher-ness on my sleeve. Volunteering in the school office, I'd chat with the students about their classes. They'd moan about the speech class they intended to put off as long as possible. I'd counter with tales of giving my instructional speech on Japanese style gift-wrapping - the women in the class produced beautifully wrapped gifts, but the men were all thumbs! "Gee, you make it sound cool. Have you ever thought about teaching?" Oh no, not me. I'm going to be an accountant. The drive to learn more and share what I learned exposed me. After fulfilling the algebra requirement, I realized that I enjoyed algebra. So I took more math classes, just for the fun of it. I stayed up late, working additional problems, caught up in the thrill of understanding. I became an unofficial tutor, helping my classmates with factoring and linear equations. It was fun helping them learn. Whipping around the room from one student to the next was exhilarating! "Have you ever thought of becoming a math teacher?

Recording, analysing and using HR information Review Essay

Contents Page One – Title of briefing note Page Two – Contents page Page Three – Two reasons why the organisation needs to collect HR data Page Four – Two types of data that is collected within the organisation and how each supports HR practices Page Five – A description of two methods of storing records and the benefits Page Six – Limitations Act 1980 relating to the recording, storage and accessibility of HR data and the Data protection Act 1998 relating to the recording, storage and accessibility of HR data Page Seven – Reference list † HR records and their retention are extremely complex and constantly changing areas requiring companies to have document retention policies and monitoring programmes.† (CIPD Website) Two reasons why the organisation needs to collect HR data To comply with legislative and regulatory requirements – Such as minimum wage, hours of work based on the working time directive, tax and national insurance purposes. Organisational Records – Such as recruitment and selection records, absence, staff turnover records, learning and development records. Provides information affecting the state of an organisation. Two types of data that is collected within the organisation and how it supports HR practices Organisational records – enables an organisation to make informed decisions,  these types of records are essential to monitor absence levels and recruit when necessary, to ensure productivity is effective and ensure that staff are maintaining a high level of efficiency through learning and development activities. Statutory regulation – Ensures practices are fair and consistent, and the treatment of employees can be monitored and standardised for everyone, this also incorporates the health and safety of employees. The types of records held will be dependant on the statutory regulations the organisations need to monitor. â€Å"ACAS suggests Legislative changes, such as the Working Time Regulations, may trigger organisational changes. Whatever the reason for change, good personnel records are key, providing the data for analysing what needs to be put into place.† (ACAS Personnel data and record keeping booklet 2011) Two methods of storing records and the benefits of each â€Å"ACAS suggests all organisations regardless of size need to keep accurate records of there employees. Therefore thought should be given by an organisation on how this data should be stored, and the type of system that is most suitable to the organisation.† (ACAS Personnel data and record keeping booklet 2011) The most popular systems chosen in most organisation’s is either a computerised or a manual system for storage. Computerised systems There are many systems that can be chosen dependant on the cost and how in-depth the analysis is needed to be carried out in the organisation. A computerised system enables trends to be easily collated and identified. It can be convenient and easy to obtain and sort information. Can often be a more secure way to retain data by having different levels of security based upon the individuals need for the information stored. Manual systems While computerised systems could be costly manual systems are cheaper to implement. Manual systems are reliable in that there isn’t a chance a manual system can crash unlike a computer system, which could also fail to hackers. Files are easily accessible and doesn’t require a computer to be turned on. UK legislation’s to be considered relating to the recording, storage and accessibility of HR data Limitation Act 1980 Is where the organisation’s documents may be relevant to a contractual claim, it is recommended by the CIPD fact sheet on retention that these be retained for at least the corresponding 6-year limitation period. This is based on the 6-year time limit within which legal proceedings must be commenced as laid down by the Limitation Act 1980 by issuing a claim form. Data Protection Act 1998 The Data Protection Act 1998 replaces the 1984 Data Protection Act. The particular points to note in the 1998 Act are: Personal data shall be adequate, relevant and not excessive in relation to the purposes for which it is processed Includes information held in filing systems regardless of date location (manual, paper-based, and computerise Personal data shall be obtained only for lawful purposes, and shall not be processed in any manner incompatible with this Personal data shall be kept for no longer than is necessary for the purposes for which it is processed Personal data shall be subject to appropriate technical and organisational measures to protect against unauthorised or unlawful processing and accidental loss, destruction or damage Personal data shall not be transferred to a country or territory outside the European Economic Area unless that country or territory ensures an adequate level of data protection. Reference list CIPD (July 2013) fact sheet on retention of documents www.cipd.co.uk/hr-resources/factsheets/retention-hr-records.aspx 2) ACAS (July 2011) Personnel data and record keeping booklet http://m.acas.org.uk/index.aspx?articleid=717 3) ACAS (July 2011) Personnel data and record keeping booklet http://m.acas.org.uk/index.aspx?articleid=717

Jealous Love William Shakespeare, Othello Free Essay Example, 2000 words

Emotion is perceived and is reacted to is dependent upon both the visual cues that suggest the appropriateness of that emotion and the historical cultural values that define that emotion. One might believe that an emotion is experienced in the same way no matter the cultural location, but this is not true. The emotion develops upon the beliefs on how a culture has framed its expression and appropriateness. As an example, love is an emotion that seems relatively similar in all cultures. However, that can be argued. Love is a feeling that can be tied to desire, that can be tied to mutual experiences, or that can be tied to dependency. In cultures where people marry through an arrangement, love can develop between two people who are put together and learn to feel for one another. In other cultures, love is something that develops once the physical attraction has been established. Therefore, it must be understood that an emotional exploration is going to be relevant to the culture throu gh which the emotion is expressed. Jealousy, in Othello, is defined by two cultures, the culture that Shakespeare writes about and his own culture. We will write a custom essay sample on Jealous Love: William Shakespeare, Othello or any topic specifically for you Only $17.96 $11.86/pageorder now The gender relations during the time of Shakespeare were defined by a wide variety of dynamics. In literature, the idea of romantic love was highly visible, but literary love is influenced by the realities of the dynamics of the time period. The possession of the female gender was also highly important in calculating the reaction of jealousy. The patriarchal society designates the female as an object, rather than the subject of her life. While it is true that the realities of the gender relationships were more complicated than the patriarchal ideals defined, it is the ideology of the patriarchal society that allows for the extremes in jealousy that can be defined when a woman is a possession rather than an individual. The 17th-century philosopher John Locke stated that men had no more control over the lives of women than they did over men.

Management of Business in an International Context - Free Essay Example

Sample details Pages: 9 Words: 2681 Downloads: 6 Date added: 2017/06/26 Category Business Essay Type Analytical essay Did you like this example? Introduction. Numerous companies have, in recent years, started to operate internationally, more than ever before. High levels of consumption, world-wide, and additional competition from new economies, have led companies to build an international presence, to be in a better position to fight competition by ensuring product availability in different markets; and to increase their production levels, in order to meet demand. Don’t waste time! Our writers will create an original "Management of Business in an International Context" essay for you Create order The advent of globalisation has lowered international barriers even more, making the world one big market place. The development of internet has been crucial for globalisation, as it has provided companies with the opportunity to market their products and services in international markets, at lower costs; furthermore it has provided consumers with the possibility to research and compare various products, easily and quickly. Current market conditions have rendered trading activities more difficult to carry out. Nowadays, there are a number of factors that a company has to constantly consider and deal with, such as: High level of competition in both domestic and international markets. Tough market conditions, due to sluggish economy and a number of industries having reached the maturity stage in their lifecycle. And finally, more ‘choosy’ and powerful consumers. Operating in a global context is, therefore, proving to be increasingly challenging for companies. Even more so, when additional challenges stem from cultural diversity. The company operating globally has to face challenges relating to each individual local market, which include: different cultures; different languages and different ways of thinking. Consequently, companies need to set up strategies that will ensure sound cross-cultural management. Culture is defined as a system of values and beliefs pertaining to a certain group and it’s the very basic thing that multinational companies need to comprehend, in order to allow business to flourish in an international context. The MNC, which will be analysed in this paper, is the American multinational company, General Electric (GE). Company background – General Electric General Electric is a $152 billion, diversified company operating in many different areas, such as: financial services; technology; industri al (e.g. plastics; aircraft engines); medical equipment; electrical appliances and media (e.g. CNBC; Superchannel). GE has global operations in over 100 countries, employing more than 300,000 people and has consistently being voted ‘the most admired company in the world’.[1] It was Thomas A. Edison, inventor of the light bulb, to have founded General Electric. GE was formed following a merger between Edison General Electric Company and Thomson-Houston Electric Company. Some of the company’s product offer is still based on the original set-up: e.g. lighting and industrial products. General Electric has been managed by some of the world’s finest leaders, among which, Jack F. Welch. General Electric was one of the first companies to implement Six Sigma – the quality assessment program that originated from Motorola. It’s a system that helps measure the ‘defects’ in a process and subsequently, to build a solution in order to rec tify them. It is mainly customer-oriented. Most of GE employees are systematically trained on it and it’s one of the fundamental elements that characterise GE today. As General Electric claim, â€Å"today’s competitive environment leaves no room for error. We must delight our customers and relentlessly look for new ways to exceed their expectations.† In addition, GE employees all over the world work according to four basic company values, which are ‘imagine; solve; build and lead.’ It means that: 1.new ideas are fundamental to make the business prosper; 2.the Company is there to meet customers’ demands; 3.to keep growing is essential; 4.to maintain leadership in all markets. In every country GE operates these four values are scrupulously followed. General Electric is one of the first companies to have managed to develop a truly successful international and global workforce. Apart from GE’s basic four value and Six Sigma, General Electric is renowned for sound leadership and management, domestically and globally. These three elements constitute General Electric’s ‘commitment to excellence’. Cultural management The culture of an organisation describes how the organisation operates within its environment: what the organisations’ focus is; its structure; its values and how people run the company, basically its management style. Culture was defined previously, as being a system of values and beliefs. Therefore, culture management encompasses all of the organisation’s values; beliefs; processes and people. An organisation will tend to develop various cultural systems but eventually a predominant culture will be developed (Gray and Densten, 2005) Quinn and Rohrbough devised a method or framework that allows to assess and define types of organisational cultures. This methodology is called ‘Competing Values Framework’. Gray and Densten write that â€Å"the Com peting Values Framework clarifies the complex nature of organisational culture according to two dimensions: internal / external focus; stability / flexibility structure†. The Competing Values Framework can be described as follows (please refer to appendix 1): the framework is divided into four quadrants, each identifying a specific cultural model and management style. The two bipolar dimensions are plotted on the graph: internal versus external; flexibility versus stability and control. The internal and external dimensions define the organisation’s focus: its people (internal) and the organisation (external) and their respective function and development. The second dimension, instead, represents the structure of the organisation: flexible or stable. The four cultural management models represented on each of the quadrants are as follows: The Human Relations Model: a firm operating at this level tends toward flexibility; its focus is mostly ‘internal;’ – employee-oriented. Human resources development; high levels of ‘morale and cohesion’ and playing a role in the decision-making process are important at this level. Another model represented by the framework is the ‘Open System Model’. This model focuses greatly on the organisation itself. Its focus is external and it’s represented by a flexible structure. It’s a dynamic type of culture whereby ‘readiness’; growth and innovation are emphasized. On the third quadrant, we find the ‘Rational Goal Model’. In this model, proper strategic planning and clear goals are important. It has an external focus and tends toward a more stable structure. Productivity; efficiency and competition are the main drivers in this type of organisational culture. The last cultural management model is called ‘Internal Process Model’. It is evident that this model presents an internal focus and, stability and control form its structure. Emphasis is on information and communication. GE’ culture tends to fluctuate between the two top quadrants, indicating a major (internal) focus on employee’s development and organisational flexibility – despite its dimensions! Generally, firms adopt mainly (but not exclusively) one of these four culture systems. General Electric’s culture management. As described above, General Electric is present allover the world; it operates over a hundred of businesses in various segments. It’s this diversity within the company that gives GE its strength. During the past few years, GE has learned (and still learns) considerably from its ‘diversity’. The idea of learning is pivotal to GE’s culture, since the 1980s. It was with CEO Jack F. Welch’s extraordinary sense of leadership that major changes took place, within the organisation. This desires for knowledge and ideas, led people of various functions to sit together in a ‘Work-Out session’. During a work-out , a particular problem is discussed; there’s a lot of brainstorming taking place until a solution is found, and it’s quickly implemented. Since then, one of GE’s sayings is, â€Å"there are no problems, only challenges and opportunities’. GE is a ‘Boundaryless Learning Culture. This learning taking place across GE’s operating units, is what GE defines as ‘horizontal learning’. One of GE’s priorities is to train its people, in order to equip them with the right knowledge and tools necessary to take the business forward in today’s tough environment. Developing a multicultural workforce As a result of globalisation and increased labour mobility, during the past few years, companies have become more open to learn about ‘cultural differences’ that are bound to exist between parties from different backgrounds. Cultural differences can exist even between two merging companies, for instance, from the same country. One of the most common mistakes that companies have made (and still are, to some extent) is to ‘believe’ that one’s culture – hence values and beliefs can be simply transferred. Costly errors have, time and time again, proved them wrong. This is what, in many case, happened to some American companies that approached Europe, thinking that it’s one big market, like theirs. However, once these companies arrived in Europe, realized that different languages are spoken; that mentalities tend to be very different; and each European country has its customs and traditions. As a consequence, the way of conducting business differs greatly, too. Fortunately, in the past few years, some progress has been made and people, in general, seem to be more aware and understanding of cultural diversity. When developing a multicultural workplace, the following should be considered: -the team members’ multicultural background, their values and beliefs. -language skills versus language barriers -staff training, to fill any knowledge gaps -team member’s attitude toward working in a multicultural environment. Concerning the latter, each individual team member has to possess a certain openness about working with people from different backgrounds – considering all the misunderstandings that could arise, due to â€Å"miscommunication. Dr. Skiffington describes intercultural conflict as, â€Å"the perceived or actual incompatibility of values; norms; processes and goals between two or more parties.† Therefore, it is of fundamental importance that employees are aware of cultural differences to be able to deal with conflict, in a more effective manner. Another issue that needs to be addressed, when setting up a multicultural workplace, is the various spoken languages. Of course, companies operating in different countries adopt ‘English’ (Internally), as the main business langu age. However, the company needs to think about producing material in the local language, for potential customers e.g. brochures; presentations etc.. Some companies have also had material available to their employees, in their mother tongue. However, it has been proven that it’s not really necessary for two main reasons: 1-it might be difficult to make an exact translation in every language, causing misunderstandings; 2-it’s a cumbersome process and costly exercise to appoint a team to take care of translations, either internally or externally. One important factor is the organisation’s ability to clearly transmit its cultural values, that will be adapted to the local needs. General Electric’s four basic values are thoroughly taught to employs around the world. GE has determined that each business must be either number 1 or number 2in each market place.[2] This belief coupled with the four values is what every national team has to concentrate on. In this context, GE’s informal culture, as described by J. Welch, has created an environment, where each team member is free to put a new idea forward; to make suggestion. Everybody’s opinion counts. AS Welch states, â€Å"That’s the value of informal culture of GE – a culture that breeds an endless search for idea that stand or fall on their merits, rather than on the rank of their originator†. This is indeed in line with GE’s central concept of ‘learning’. In fact, Welch established a learning centre, where GE employees meet to discuss and solve problems from businesses around the world. Managing diversity in a global context. The ability of a company to manage its cross-cultural environment will determine, to a certain extent, whether the company will be able to, finally, succeed in its global operations. The element of culture is a very important factor, to learn about and manage accordingly. Cultural differences can e asily create unnecessary problems between two individuals and it’s only by getting to know those differences that issues can be solved. It follows that, the company that is aware of the cultural aspects of society, and how individuals within that society function, is most likely to succeed. This is a very challenging task and today, a new characteristic a leader should have is the ability to understand and manage diversity. Diversity is defined by Kotelnikov (2001) as follows: â€Å"Diversity describes a workplace that includes: -people from various backgrounds and culture and/or -diverse businesses†. Consultant Tulenko writes[3] that, in order for a manager to be in a position to adequately lead a multicultural team, he/she needs to be aware of those cultural differences. Therefore, he suggests the following steps in order to help the manager get to know his/her people: Step 1 – identify diversity; collect data about the workforce Step 2 â €“ Discover the norms; detailed information on employees’ culture Step 3 – Discover differences Step 4 – develop a plan; a plan to visit offices abroad Some people will argue that diversity can give a new boost to the business because it will combine ideas stemming from different mentalities, consequently injecting new and fresh ideas and insights into the business. Stevens writes that, â€Å"an important widely overlooked principle of business success is that integrating opposites, as opposed to identifying them as inconsistencies and driving them out, unleashes power†. To help people from different backgrounds work together and to create and environment in which they will prosper, it’s important to treat people fairly, to accept cultural differences and to value each individual based on his/her performance.[4] As previously mentioned, General Electric is a perfect example of how it has managed its diversity. GE uses its diversity to learn from it and it encourages employees, allover the world, to actively make suggestions. Everybody feels they can contribute to the company’s success and growth. It was J. Welch’s belief to ‘make everybody a participant†.[5] GE says, â€Å"it is very important for the company of the future to have a contemporary workforce that’s more diverse, more global and has more areas of personal productivity and flexibility. So that people can perform and have more choices at the same time†. GE’s management view incorporates the following aspects: -appointing a top management team, that will run the business in an entrepreneurial style, while freeing the business from beaurocracy and improve communication.[6] Conclusion Managing a business in an international context is becoming increasingly difficult. Companies have to act fast if they want to grow and/or retain their market positions. The ‘global market place’ has charged the organisation with an extra task: to identify and understand cultural differences. The workforce is getting more and more international, consequently, cross-cultural management is an essential part of the organisation’s strategic plan – if they want to succeed in today’s competitive environment. General Electric serves as a good example of a company that it’s so diverse in its nature, in terms of business segments and diverse, culturally. Yet, it has shown that diversity doesn’t have to be an obstacle to organisational success but it can be integrated across all processes and benefit from it. Bibliography 1.Cushner K.; Brislin R.W.; 1996. Intercultural interactions: a practical guide. Published Thousand Oaks: Sage 2.Taylor C. Jr; 2001. Creating the multicultural organisation: a strategy for capturing the power of diversity. Published San Francisco: Jossey-Bass. 3.de Vries T.; 1998. Dynamics and modernisation: European-Amer ican comparisons and perceptions. Published Amsterdam: VU University Press Reports: 4.Gray J.H.; Densten I.L.; 2005. Towards an integral model of an organizational culture and knowledge management. The International Journal of Organisational Behaviour, Volume 9(2), 594-603 5.Prof. Petter R.; 2005. Cross-cultural management in shipping: some challenges and experiences. Amdam. 6.Kotelnikov V. Case study: General Electric (GE). Creating an extraordinary organisation. www.1000venture.com 7. Kotelnikov V. Harnessing the power of diversity. Leveraging the power of integrated opposites. www.1000venture.com 8. GE. Horizontal learning. www.ge.com 9. Welch J.F.; 2000. Letter to share owners. GE 2000 Annual Report 10.Dr. Skiffington. 2005. Cross cultural coaching. www.1to1-coaching,com 11.Managing a multicultural workforce. www.worldroom.com 12.www.ge.com Appendix 1. The Competing Values Framework (Quinn and Rohrbough’s model) Human Relations Open System Internal Process Rational Goals Source: Report – Towards an integrative model of organisational culture and knowledge management (2005) [1] Source: www.ge.com [2] Source: www.ge.com [3] Source: www.worldroom.com [4] Source: Case study: GE and diversity. www.1000ventures.com [5] Source: Case study: General Electric (GE): creating an extraordinary organisation. www.1000ventures.com [6] Source: As above