Knowledge and Imagination in Mary Shellys Frankenstein

Title â€Å"He who knows nothing is closer to the truth than he whose mind is filled with falsehoods and errors†.(Thomas Jefferson).In Mary Shellys Frankenstein, the theme of the sublime is featured throughout the text. It is seen in the use of knowledge, imagination, and solitariness which is the protagonists primary source of power. This perpetuates their quest for glory, revenge, and what results in their own self-destruction and dehumanization. Ultimately, the final cause being irreversible harm. Childhood is a time of freedom. However, for Victor, childhood is merely a remembrance of what is lost: Before misfortune had tainted my mind, and changed its bright visions of extensive usefulness into gloomy and narrow reflections†¦show more content†¦Here, the monster is fascinated with language. This represents his innocence and how innocence is literal, simplistic, spontaneous and immediate, while experience is permanent. To learn more, the monster reads the Delacey’s (Felix, Agatha and Mr. Delacey) through observation. He learns French by listening to them speak. He acquires language by listening, but he also observes the Delacey’s and learns how to be civilized. His education is like a vignette, he learns language and civility by reading people, and he asks himself: And what was I? Of my creation and creator I was absolutely ignorant; but I knew that I possessed no money, no friends and no kind of property. I was, besides, endowed with a figure hideously deformed and loathsome; I was not even of the same nature as man. (Shelly 80) The monster clearly understands his position in the world, the tragedy of his existence and abandonment by his creator. Although knowledge is deemed a â€Å"Godlike science†, there are two sides to knowledge that essentially turns the creature into a â€Å"monster†. The monster describes the effects of knowledge: Sorrow only increased with knowledge. [†¦] of what a strange nature is knowledge! It clings to the mind, when it has once seized on it, like a lichen on the rock. I wished sometimes to shake off all thought and feeling. (Shelly 81) Knowledge is permanent,Show MoreRelated Mary Shelleys Frankenstein Essay1312 Words   |  6 PagesMary Shelleys Frankenstein In order to illustrate the main theme of her novel â€Å"Frankenstein†, Mary Shelly draws strongly on the myth of Prometheus, as the subtitle The Modern Prometheus indicates. Maurice Hindle, in his critical study of the novel, suggests, â€Å"the primary theme of Frankenstein is what happens to human sympathies and relationships when men seek obsessively to satisfy their Promethean longings to â€Å"conquer the unknown† - supposedly in the service of their fellow-humans†. ThisRead MoreEssay about Frankenstein, the Modern Prometheus?1373 Words   |  6 PagesFRANKENSTEIN, THE MODERN PROMETHEUS? 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People at this time were ignorant and sceptical of medicine and so most people would have been disgusted by these studiesRead MoreAnalysis Of Frankenstein Or The Modern Prometheus 1388 Words   |  6 PagesKnowledge in the Beginning o Myth of Prometheus †¢ Frankenstein; or, The Modern Prometheus is the complete title of Mary Shelley’s flamboyant monster novel, which includes an allusion to Prometheus. Her referral to Prometheus is not only about how he was the Titan punished by Zeus because he stole fire from the gods and presented it to mankind; it is also more focused on how he was titan and mythical being who created mankind and was not able to control his own creation. †¢ Prometheus is claimedRead MoreA Critique of Frankenstein2065 Words   |  9 PagesGood v. Evil: Which is Which By: Logan Emlet Frankenstein is a literally fantastic novel, in which a gentle creation, the Monster, is shunned by his creator, Victor Frankenstein, as well as all other humans. The Monster becomes so dejected that he turns murderous and vows to destroy Victor’s life. The book is definitely fiction, as the Monster happens to be eight feet tall and superior to humans in almost every way save looks. Although this is probably the most evident distortion from reality, manyRead MoreMary Shelleys Frankenstein Essay991 Words   |  4 PagesMary Shelleys Frankenstein The book Frankenstein was written by Mary Shelly in 1816. The book took one year to complete. This novel was written when Mary Shelly was on her journey in Switzerland. Mary Shelly and her friends wrote a novel to see whose the most terrifying ghost story is. This novel is mainly based on victor Frankenstein the scientist, who had always wanted to create a human. After 2 years of hard work, he had finally finished making the human, but itRead MoreHuman and Important Cautionary Guide Essay1078 Words   |  5 PagesIntroduction to Frankenstein Mary Shelley The ethical debate concerning biotechnological exploration into genetic cloning has created a monster in itself. A multitude of ethical questions arises when considering the effect of creating a genetically engineered human being. Does man or science have the right to create life through unnatural means? Should morality dictate these technological advancements and their effects on society? The questions and concerns are infinite, but so to are the curiositiesRead MoreRomanticism Research Paper1429 Words   |  6 PagesRestoration Period, which reopened the theaters of England and literacy expanded for the middle class and the poor. According to the â€Å"History of the Times† in Holt Literature textbook, during the Glorious Revolution of 1688 that enabled William and Mary to obtain the throne of England, Parliament became powerful and started the movement of the Enlightenment (Holt 531). The Enlightenment movement flourished throughout Europe and the Western World. As the dic tionary reference website states, the EnlightenmentRead More Abandoning Satan Essay1436 Words   |  6 PagesAbandoning Satan In Mary Shelly’s Frankenstein, the author employ’s several different themes to suggest a tone of tragedy. Those include abandonment, tragic flaw, and the punishment exceeds the crime. The two main characters, Victor Frankenstein and his monster, are deemed as tragic heroes in Shelly’s novel. Webster defines a hero as â€Å"a person noted for feats of courage or nobility of purpose, especially one who has risked or sacrificed his or her life.† Frankenstein and his monster each haveRead MoreEssay on Accepting the Extraordinary in Mary Shelley’s Frankenstein1618 Words   |  7 Pagesevents, is dictated by predictable and ordinary elements. However, through fiction I am transported into a world of boundless imagination and extraordinary themes. One such example is evident in my response to Mary Shelley’s gothic novel Frankenstein. Through fiction, Shelley invites the reader to accept the extraordinary. Firstly, we are led to believe that Vi ctor Frankenstein is able to create life by shocking it with electricity, and to this I responded with an imaginative curiosity. But it was the

An Experimental Creation By Mary Shelley s Frankenstein...

â€Å"Cogito ergo sum†, translated to English states, â€Å"I think therefore I am† (Hatfield 10). The quotation comes from Rene Descartes, a French philosopher and Mathematician, who argues that the mind and body are two separate entities distinct from one another. Mary Shelley’s Frankenstein and Robert Heinlein’s The Moon is a Harsh Mistress challenge the issue of mind and body dualism. The two novels illustrate this debate using Frankenstein’s Creature, an experimental creation using organic human parts who possesses human intelligence, and Mike, a super-computer who gained consciousness by creating enough â€Å"associational paths†. Although the Creature and Mike do not fit the standard definition of â€Å"human†, the two characters possess key human traits, such as intelligence and self-awareness. In Mary Shelley’s Frankenstein and Robert Heinlein’s The Moon is a Harsh Mistress, the Creature and Mike both express hum an characteristics despite their artificial creations. However, the Creature’s organic brain and grotesque body limit his perspective and social experience, which ultimately makes him more human through a flawed existence. Unlike Mike, Frankenstein’s Creature possesses an organic mind and a more human-like limitation on how much information can be processed at a certain time. The Creature proves to be capable of intelligence by learning through education and experience. After Dr. Frankenstein creates the Creature, the Creature does not possess any knowledge of the world and

Lord of the Flies Antrhopology Free Essays

Thomas Hobbes was one of the most controversial philosophers of all time. He argued that the, â€Å"Life of man [is] solitary, poor, nasty, brutish, and short† (Hobbes 77). Clearly he didn’t think that humanity was a good group of beings. We will write a custom essay sample on Lord of the Flies Antrhopology or any similar topic only for you Order Now In the Lord of the Flies by William Golding, one character, Jack Merridew, displays many characteristics of Hobbes’ philosophy on man. Time after time, Golding subtly refers to Hobbes’ philosophy through Jack and his reactions with other characters in the book. After Golding introduces the boys, they want to elect a chief, and already, Golding is using Hobbes’ anthropology. In Hobbes’ Leviathan, he states, â€Å"And therefore, if any two men desire the same thing which nevertheless they cannot both enjoy, they become enemies† (Hobbes 76). The two main contenders for the chief position are Ralph and Jack. Jack fervently believes that he should be chief, and he says, â€Å"’I ought to be chief,’ said Jack with simple arrogance, ’because I’m chapter chorister and head boy. I can sing C sharp’† (Golding 15). Fortunately, Ralph is elected chief, and Jack is disappointed. This simple election creates the dispute between the two boys for the whole book. Ralph and Jack cannot share the position, and both cannot enjoy it, so Jack begins to have an aversion to Ralph. Hobbes’ philosophy basically predicted that this would occur. They both wanted a thing, leadership, and one got it, making them both enemies. This enmity that Jack has eventually pushes him to the point of wanting to kill Ralph in order to lead the island without opposition. This craving for murder also demonstrates another philosophical point by Hobbes. Far later in the book, Jack’s relations with Ralph once again clearly display one of Hobbes’ points. In Leviathan, Hobbes writes, â€Å"In all times kings and persons of sovereign authority, because of their independency, are†¦ in the state and posture of gladiators, having their weapons pointing and their eyes fixed on one another† (76). After Jack splits from the tribe in order to make a new one, he immediately sees the other tribe as a threat. He even literally has his weapons pointed at Ralph in one scene specifically, in which the two leaders are dueling. The narrator narrates, â€Å"Jack made a rush and stabbed at Ralph’s chest with spear. Ralph sensed the position of the weapon from the glimpse he caught of Jack’s arm and put the hrust aside with his own butt† (Golding 159). Even though Hobbes may have intended this to be figurative without the actual leaders fighting, but their armies doing their work, this seems to fit the same kind of description. Hobbes really means that kings, or in this case chiefs, are always looking to fight each other , always ready for battle, always looking to rid themselves of their opponents. In the same way, Jack is always looking to fight Ralph, always ready for battle against Ralph, always looking to rid himself of Ralph. Golding ultimately connects Jack to Hobbes through Jack’s lack of mercy and justice. An unknown author composed a summary of Hobbes’ argument pertaining to this subject, and wrote â€Å"The state of nature†¦ was founded upon a savage egoism which drove man to seek a maximum of pleasure without hindrance from a norm of justice or mercy toward other men. Every man was continually engaged in war against all other men† (Paragraph 9). Throughout the book, Jack fastidiously tries to not offer mercy or due justice to people. In one instance, Ralph pleads for mercy upon the twins, Sam and Eric. The narrator says, â€Å"’Grab them! ’ No one moved. Jack shouted angrily. I said ‘grab them’! ’ Their spears were taken from them. ‘Tie them up! ’ Ralph cried out hopelessly against the black and green mask. ‘Jack! ’† (Golding 161). The key word of this scene is â€Å"hopelessly. † This simple word makes Ralph’s plea seem impossible; henceforth, Jack is not giving mercy at any cost. Ja ck wants the twins to leave Ralph and join his tribe. This essentially gives him pleasure because he knows that Ralph is hopeless. Whatever plea Ralph makes will not be granted because it will hinder his pleasure. Justice will not be served because it will hinder his pleasure. Mercy will not be served because it will hinder his pleasure. Hobbes directly says that people will not give justice or mercy when it will hinder his own pleasure. For Jack, to offer mercy is to rid himself of pleasure; therefore, he will not give the mercy according to Hobbes’ philosophy. Golding clearly thought of Hobbes’ philosophy when he was contriving Jack. Jack displays almost all of the qualities that a human being should display according to Hobbes. First, his enmity toward Ralph is solely based on a thing that he can’t have, which is what Hobbes predicted would happen. Second, he and Ralph, because they are both opposing leaders, have weapons pointed at each other, symbolizing how opposing leaders always quarrel with each other according to Hobbes. Third, his lack of mercy and justice for those who deserve it is nonexistent because it will hinder his pleasure according to Hobbes. In conclusion, in almost every act that Jack does, he relates back to Hobbes’ philosophy pertaining to human nature. Works Cited â€Å"The Philosophy of Thomas Hobbes. † 1998. The Radical Academy. 15 March 2010. lt;http://www. radicalacademy. com/philfthomashobbes. htmgt;. Hobbes, Thomas. Leviathan. The Harvard Classics. 1904-14. ——————————————– [ 1 ]. I used passive voice because the subjects are more important than Jack, who would be doing the action. (This isn’t rhetoric, it’s just and explanation) [ 2 ]. I used epistrophe to emphasize the point that Jack will not do the things that will hinder his pleasure [ 3 ]. I used antithesis here to kind of show a cause and effect. If he was to offer mercy (the cause) then he would accept defeat (effect). It seemed more logical to use antithesis right here than other forms of rhetoric. How to cite Lord of the Flies Antrhopology, Papers

Lord of the Flies Antrhopology Free Essays

Thomas Hobbes was one of the most controversial philosophers of all time. He argued that the, â€Å"Life of man [is] solitary, poor, nasty, brutish, and short† (Hobbes 77). Clearly he didn’t think that humanity was a good group of beings. We will write a custom essay sample on Lord of the Flies Antrhopology or any similar topic only for you Order Now In the Lord of the Flies by William Golding, one character, Jack Merridew, displays many characteristics of Hobbes’ philosophy on man. Time after time, Golding subtly refers to Hobbes’ philosophy through Jack and his reactions with other characters in the book. After Golding introduces the boys, they want to elect a chief, and already, Golding is using Hobbes’ anthropology. In Hobbes’ Leviathan, he states, â€Å"And therefore, if any two men desire the same thing which nevertheless they cannot both enjoy, they become enemies† (Hobbes 76). The two main contenders for the chief position are Ralph and Jack. Jack fervently believes that he should be chief, and he says, â€Å"’I ought to be chief,’ said Jack with simple arrogance, ’because I’m chapter chorister and head boy. I can sing C sharp’† (Golding 15). Fortunately, Ralph is elected chief, and Jack is disappointed. This simple election creates the dispute between the two boys for the whole book. Ralph and Jack cannot share the position, and both cannot enjoy it, so Jack begins to have an aversion to Ralph. Hobbes’ philosophy basically predicted that this would occur. They both wanted a thing, leadership, and one got it, making them both enemies. This enmity that Jack has eventually pushes him to the point of wanting to kill Ralph in order to lead the island without opposition. This craving for murder also demonstrates another philosophical point by Hobbes. Far later in the book, Jack’s relations with Ralph once again clearly display one of Hobbes’ points. In Leviathan, Hobbes writes, â€Å"In all times kings and persons of sovereign authority, because of their independency, are†¦ in the state and posture of gladiators, having their weapons pointing and their eyes fixed on one another† (76). After Jack splits from the tribe in order to make a new one, he immediately sees the other tribe as a threat. He even literally has his weapons pointed at Ralph in one scene specifically, in which the two leaders are dueling. The narrator narrates, â€Å"Jack made a rush and stabbed at Ralph’s chest with spear. Ralph sensed the position of the weapon from the glimpse he caught of Jack’s arm and put the hrust aside with his own butt† (Golding 159). Even though Hobbes may have intended this to be figurative without the actual leaders fighting, but their armies doing their work, this seems to fit the same kind of description. Hobbes really means that kings, or in this case chiefs, are always looking to fight each other , always ready for battle, always looking to rid themselves of their opponents. In the same way, Jack is always looking to fight Ralph, always ready for battle against Ralph, always looking to rid himself of Ralph. Golding ultimately connects Jack to Hobbes through Jack’s lack of mercy and justice. An unknown author composed a summary of Hobbes’ argument pertaining to this subject, and wrote â€Å"The state of nature†¦ was founded upon a savage egoism which drove man to seek a maximum of pleasure without hindrance from a norm of justice or mercy toward other men. Every man was continually engaged in war against all other men† (Paragraph 9). Throughout the book, Jack fastidiously tries to not offer mercy or due justice to people. In one instance, Ralph pleads for mercy upon the twins, Sam and Eric. The narrator says, â€Å"’Grab them! ’ No one moved. Jack shouted angrily. I said ‘grab them’! ’ Their spears were taken from them. ‘Tie them up! ’ Ralph cried out hopelessly against the black and green mask. ‘Jack! ’† (Golding 161). The key word of this scene is â€Å"hopelessly. † This simple word makes Ralph’s plea seem impossible; henceforth, Jack is not giving mercy at any cost. Ja ck wants the twins to leave Ralph and join his tribe. This essentially gives him pleasure because he knows that Ralph is hopeless. Whatever plea Ralph makes will not be granted because it will hinder his pleasure. Justice will not be served because it will hinder his pleasure. Mercy will not be served because it will hinder his pleasure. Hobbes directly says that people will not give justice or mercy when it will hinder his own pleasure. For Jack, to offer mercy is to rid himself of pleasure; therefore, he will not give the mercy according to Hobbes’ philosophy. Golding clearly thought of Hobbes’ philosophy when he was contriving Jack. Jack displays almost all of the qualities that a human being should display according to Hobbes. First, his enmity toward Ralph is solely based on a thing that he can’t have, which is what Hobbes predicted would happen. Second, he and Ralph, because they are both opposing leaders, have weapons pointed at each other, symbolizing how opposing leaders always quarrel with each other according to Hobbes. Third, his lack of mercy and justice for those who deserve it is nonexistent because it will hinder his pleasure according to Hobbes. In conclusion, in almost every act that Jack does, he relates back to Hobbes’ philosophy pertaining to human nature. Works Cited â€Å"The Philosophy of Thomas Hobbes. † 1998. The Radical Academy. 15 March 2010. lt;http://www. radicalacademy. com/philfthomashobbes. htmgt;. Hobbes, Thomas. Leviathan. The Harvard Classics. 1904-14. ——————————————– [ 1 ]. I used passive voice because the subjects are more important than Jack, who would be doing the action. (This isn’t rhetoric, it’s just and explanation) [ 2 ]. I used epistrophe to emphasize the point that Jack will not do the things that will hinder his pleasure [ 3 ]. I used antithesis here to kind of show a cause and effect. If he was to offer mercy (the cause) then he would accept defeat (effect). It seemed more logical to use antithesis right here than other forms of rhetoric. How to cite Lord of the Flies Antrhopology, Papers

Green Technology and Innovation Management †MyAssignmenthelp.com

Question: Discuss about the Green Technology and Innovation Management. Answer: Introduction The purpose of the report is to develop a situational analysis considering New Zealand to market the eco products for household and fulfill the needs and requirements of people effectively. The scope of conducting the situational analysis in the report is huge, and the business that delivers eco products for the households is EcoWarehouse in Tauranga, New Zealand (ecowarehouse.nz 2017). The business organisation is one of the most popular online shop in New Zealand that delivers good quality sustainable and environment-friendly eco products for households to fulfill the needs and requirements of customers effectively and keep them safe and healthy (Andi, Yurt and Baltac?o?lu 2012). EcoWarehouse is a family run business that promotes and sells environment-friendly eco products that are free from any toxic materials and harmful substances. The business manages an online shopping web site where all the sustainable and environment friendly eco products such as beauty products, bathroom, beauty and health, non-toxic textile materials are available for the customers to purchase with ease and effectiveness (Beltramello, Haie-Fayle and Pilat 2013). Few other products of the business include Non-stick parchment roasting bags, Bee fresh deodorants, reusable coffee cups, Bamboo cotton buds, Oxygen bleach, SoapNut liquid, Eco face paint for kids, natural paint brushes, bamboo biochar composting, liquid fertiliser used for eco gardening, certified organic fantail shopping bags, etc (Cherian and Jacob 2012). All these products are free from any toxic materials and this can manage good health and safety of consumers. This has created a positive mindset among them and influenced their buying behaviours to purchase the products and services of the business (Cai and Aguilar 2013). The business organisations maintain a strong corporate culture by maintaining shared values, behaviours and beliefs and has created a positive mindset among people by delivering eco products for the households (Hair Jr and Lukas 2014). The core competencies of the organisation include various skills and expertise in certain areas such as management of financial assets, ability to deliver a wide range of best quality eco products that can make people stay healthy and safe from any toxic and harmful materials that are found in the products delivered by other business organizations (Delmas, Nairn-Birch and Balzarova 2013). Environment scanning The environmental scanning of EcoWarehouse is done with the help of PESTEL analysis to identify the various political, economic, social, technological, environmental and legal factors that can create a positive as well as negative impact on the business functioning (Hollensen 2015). As the business delivers environment friendly eco products for the households, it is necessary to maintain the standards of products and services delivered and ensure that the business organisation functions properly within the competitive business environment with ease and effectiveness (ecowarehouse.nz 2017). The PEST analysis is provided as a graphical presentation in an appendix at the end of the report. The Government of New Zealand has influenced the economy f the country and has even imposed new tax and duties to change or improve the entire structure of revenue for EcoWarehouse. The tax policies, fiscal policy and trade tariffs are applied for creating changes in the revenue structure and ensure improving the current economic structure of the company in an effective manner as well (Hitchcock 2012). The legal frameworks are applied to make sure that the company meets the safety and quality standards and deliver good quality environment friendly eco products for the households to keep the needs and preferences of customers fulfilled (McGivern 2013). These are the factors that influence the growth in the economy of the country and create long term positive effects for the company as well. The change in the rate of inflation has allowed EcoWarehouse to set prices of products delivered accordingly and meet the expectations of customers too. The prices of the products are kept lower so that it can influence the consumer buying behaviours as well as make changes to the demand and supply for the economy (Hoek, Roling and Holdsworth 2013). The foreign direct investments have also helped the business in New Zealand to manage import and export and ensure availability of products and services all over the world with ease and efficiency (Mullins, Walker and Boyd 2012). The demographic conditions are considered along with the identification of different market segments and population to examine the need for eco products for the household as well as enhance the demands of products with convenience. The buying trends for New Zealand can be considered as social factors too where the demand increases largely during the Holiday seasons (Leach, Fairhead and Fraser 2012). With the advancement in technology and communication nowadays, it has become easy for EcoWarehouse to deliver products online and deliver those at their doorsteps in quick time. Customers can even make online k payments through the payment gateway by using the internet on their mobile phones with ease. The automation process, research and development have also helped in creating technological awareness and make the company sustain in the business environment too (Paul and Rana 2012). The natural environment includes the natural circumstances, changes in climatic conditions and availability of raw materials based on which the environment friendly eco products are developed and then delivered to customers. With bad weather conditions, certain materials and resources might not be available, and this could decrease the availability of certain products and services delivered by EcoWarehouse (Phipps et al. 2013). The corporate social responsibilities of the organisation have helped in making improvements to the society by delivering environment friendly eco products and prevent usage of any harmful materials and substances. The ethics are maintained to understand what is right and wrong. The values and ethics maintained can also help in making business decisions effectively (Rettie, Burchell and Riley 2012). The company has understood that for maintaining a good and healthy environment for people to stay and live healthy and safe, it is important for the business to offer products that are free from any harmful substances and are can even maintain a good ecological balance in nature (Rousseau and Vranken 2013). Impact of engineering technologies and trends The three areas, which have been improved with the help of digital media and electronic marketing, are speed, relevance and reach to market segments. The social media has been considered such as Facebook, Twitter, etc. to improve the responsiveness, engage more customers, identify potential customers, manage affordability of social media campaigns to attract more customers and maintain a good database for meeting the diverse needs and requirements of business. Digital media and electronic marketing save a lot of time and money to reach customers and present the messages related to the delivery of environment friendly eco products to the customers in New Zealand (Suki 2013). The digital media has helped in obtaining data and information at a faster rate and provide the customers with information about the new products and services made available by EcoWarehouse and can even promote the products through email, social networking and by managing advertisements in internet web sites. Digi tal media can allow EcoWarehouse to reach more customers and create more options for customers to choose from (Andi, Yurt and Baltac?o?lu 2012). The electronic marketing plan consists of various components such as optimisation of site for search engines, development of the database, sending emails, purchasing online ads, registering a website with search engines and furthermore enhance awareness of the brand among the customers (Sarkar 2012). The electronic marketing has helped EcoWarehouse to improve the outlook of the web site and stay ahead of its competitors by differentiating itself from the competitors (Beltramello, Haie-Fayle and Pilat 2013). The consumer generated information includes the post information in the form of feedbacks and responses from customers regarding the acknowledgement of brand experiences, and this can allow EcoWarehouse to check whether the environment friendly eco products have managed to fulfill the needs and requirements of customers or not. This can also help the company to know what the customers want and develop products according to their changing needs and preferences (Cai and Aguilar 2013). Segmentation and targeting Marketsegmentation helps in dividing the market consisting of potential customers into various segments and groups based on the characteristics of the different segments of the market. The customers can respond to the marketing strategies with ease and share their traits, needs, preferences and areas of interests regarding the new products and services launched by the company (Delmas, Nairn-Birch and Balzarova 2013). The four segmentation bases are demographic, geographic, psychographic and behavioural segmentation. The demographic segmentation manages the division of market according to the variables like age, gender, family, income, occupation, race and religion. Income influences the purchasing behaviours of consumers while the choice for products is dependent upon the varying age of people (Schiederig, Tietze and Herstatt 2012). The geographic segmentation divides the market into several units based on the market conditions, and the variables can be climatic conditions, natural resources, the population density that can create an impact on the consumer buying behaviours too (ecowarehouse.nz 2017). The psychographic segmentation includes lifestyles and personality traits which make customers choose their products and services, whether t is some normal household product or some luxury item. Behavioral segmentation is managed with the help of considering the status of users, occasion, readiness of buyers and loyalty status that can create an impact n the buying behaviours of consumers (Hitchcock 2012). The segmentation of market has been provided as an appendix in the end of the report. Market segments targeted The two different market segments targeted by the organisation EcoWarehouse are psychographic and behavioural segments. Based on the personality and lifestyle behaviours, some individuals prefer environment friendly eco products for their household rather than purchasing the non-eco products (Yan, Hyllegard and Blaesi 2012). The prices of these products are though a bit on the higher side, so it has been targeted for the economic segments of customers. The Bee Fresh deodorants are the products considered within this segment for the customers (Hoek, Roling and Holdsworth 2013). The status of users and their eagerness to buy the environment friendly eco products fall into the behavioural segment. Oxygen bleach, bamboo cotton buds and fresh textiles are other products that are offered in this segment for the customers who prefer environment friendly products of EcoWarehouse to the normal products (Paul and Rana 2012). References Andi, E., Yurt, . and Baltac?o?lu, T., 2012. Green supply chains: Efforts and potential applications for the Turkish market.Resources, Conservation and Recycling,58, pp.50-68. Beltramello, A., Haie-Fayle, L. and Pilat, D., 2013. Why new business models matter for green growth. Cai, Z. and Aguilar, F.X., 2013. Meta-analysis of consumer's willingness-to-pay premiums for certified wood products.Journal of Forest Economics,19(1), pp.15-31. Cherian, J. and Jacob, J., 2012. Green marketing: A study of consumers attitude towards environment friendly products.Asan social science,8(12), p.117. Delmas, M.A., Nairn-Birch, N. and Balzarova, M., 2013. Choosing the right eco-label for your product.MIT Sloan Management Review,54(4), p.10. ecowarehouse.nz. (2017). EcoWarehouse. [online] Available at: https://ecowarehouse.nz/ [Accessed 31 Aug. 2017]. Hair Jr, J.F. and Lukas, B., 2014.Marketing research(Vol. 2). McGraw-Hill Education Australia. Hitchcock, T., 2012. Low carbon and green supply chains: the legal drivers and commercial pressures.Supply Chain Management: An International Journal,17(1), pp.98-101. Hoek, J., Roling, N. and Holdsworth, D., 2013. Ethical claims and labelling: An analysis of consumers' beliefs and choice behaviours.Journal of Marketing Management,29(7-8), pp.772-792. Hollensen, S., 2015.Marketing management: A relationship approach. Pearson Education. Leach, M., Fairhead, J. and Fraser, J., 2012. Green grabs and biochar: Revaluing African soils and farming in the new carbon economy.Journal of peasant studies,39(2), pp.285-307. McGivern, Y., 2013.The practice of market research: an introduction. Pearson Higher Ed. Mullins, J., Walker, O.C. and Boyd Jr, H.W., 2012.Marketing management: A strategic decision-making approach. McGraw-Hill Higher Education. Paul, J. and Rana, J., 2012. Consumer behavior and purchase intention for organic food.Journal of consumer Marketing,29(6), pp.412-422. Phipps, M., Ozanne, L.K., Luchs, M.G., Subrahmanyan, S., Kapitan, S., Catlin, J.R., Gau, R., Naylor, R.W., Rose, R.L., Simpson, B. and Weaver, T., 2013. Understanding the inherent complexity of sustainable consumption: A social cognitive framework.Journal of Business Research,66(8), pp.1227-1234. Rettie, R., Burchell, K. and Riley, D., 2012. Normalising green behaviours: A new approach to sustainability marketing.Journal of Marketing Management,28(3-4), pp.420-444. Rousseau, S. and Vranken, L., 2013. Green market expansion by reducing information asymmetries: Evidence for labeled organic food products.Food Policy,40, pp.31-43. Sarkar, A.N., 2012. Green branding and eco-innovations for evolving a sustainable green marketing strategy.Asia-Pacific Journal of Management Research and Innovation,8(1), pp.39-58. Schiederig, T., Tietze, F. and Herstatt, C., 2012. Green innovation in technology and innovation managementan exploratory literature review.Rd Management,42(2), pp.180-192. Suki, N.M., 2013. GREEN AWARENESS EFFECTS ON CONSUMERS'PURCHASING DECISION: SOME INSIGHTS FROM MALAYSIA.International Journal of Asia-Pacific Studies,9(2). Yan, R.N., Hyllegard, K.H. and Blaesi, L.F., 2012. Marketing eco-fashion: The influence of brand name and message explicitness.Journal of Marketing Communications,18(2), pp.151-168.

The Glossary of Literary Terms for the AP English Literature and Composition Exam Set 3 Flashcard

The Glossary of Literary Terms for the AP English Literature and Composition Exam: Set 3

being a best friend essays

being a best friend essays Part of being a best friend is listening. Often friends seek advice or words to comfort him or her, but sometimes not saying anything shows the mark of a best friend. By discarding lengthy speeches and simply listening attentively, I can truly focus on my friend. Actively watching for subtle changes in emotion, flickers of internal thought, and facial expressions allows me to delve into my friends situation. I simply allow myself to be infused by his or her story, whether it is a tale of a major success or heavy burden he or she needs to let out. It is then when apathy consumes me and I can try to feel what they are going through. Recently my friend Andy gave birth to her first child. The pregnancy was unintentional and her life has been completely altered. One night we were hanging out, just to shoot the breeze, but listening to her voice I heard submerged anguish and confusion. With that phrase she broke down and told me how utterly scared she was. Her babys father had abandoned her and the young infant, she had to quite school, she felt alone. I sat there in silence. At the moment I wanted to kick myself for not knowing what to say. Nothing came to mind that could help her, I felt helpless and useless. Andy, however, didnt need a quick fix, an easy solution. She just had to let it go all her worries and tattered emotions. Later I realized that even if I had been the smartest person in the world, nothing I could have said would have made things better for her. I just listened. My hushed concern was all that she needed, and she did feel relieved afterwards. I know now that expressing interest in a friends condition doesnt always require the right words, and by simply listening to someone speak, I can be a great friend. Laughing together is a major facet of being a best friend. To friends I am part comedian, part circus entertainer, and all toget ...

Dead Mans Path. Cultural conflict Essay Example | Topics and Well Written Essays - 500 words

Dead Mans Path. Cultural conflict - Essay Example A turn of events would unfold as the main character was besieged with a dilemma regarding the requested retention of the traditional path, a spiritual realm of transcendence from this world to the next, or sheer disregard for cultural values of local historical setting. The main character of the story is Michael Obi, the protagonist, the newly appointed headmaster of Ndume Central School. He is regarded as flat character due to his unchanging stance throughout the story; though a pivotal teacher due to academic competence in teaching. He openly supports modernism and application of western practices, thereby condemns traditional points of views and practices of old teachers and colleagues. Likewise, Nancy, his wife, shares the main character’s support for modernity. The priest is considered the antagonist, the character who provoked Michael’s preferences for modern views. The rest of the characters provide minor depiction in roles such as the teacher Michael spoke to and the woman seen walking through the path. The story provides symbolism in terms of modernity through aesthetic beauty of the garden: analogous to paradise through landscaped lawns with flowering plants symbolizing growth and prosperity.

Socioeconomic classes Essay Example | Topics and Well Written Essays - 250 words

Socioeconomic classes - Essay Example On the other hand health issues due to poor nutrition, scarcity of resources, no revelation to the latest technologies, lack of education and awareness hampers the self-esteem of a child belonging to a family with low socioeconomic status. Parents of low socioeconomic group do not possess high degrees and lack exposure as well as confidence to face the competent world. Research reveals that SES is linked with an extensive assortment of physical condition, cognitive, and socio-poignant upshots in kids. These implications are experienced by the child right from the fetal stage and continue throughout the life (Bradley, 2002). Child belonging to high SES gets right to use various information, substances and communal sources or responses to deal with stress generating situations. SES influences welfare at numerous intensities, both within the family and those associated with the family and surroundings. Its implications are restrained by kids 's individual personality, relations and outs ide collaborative procedures (Bradley, 2002). References Bradley, R. H., Corwyn, R. F. (2002). Socioeconomic Status and Child Development.

Life, legacy and leadership of luis farrakhan Essay

Life, legacy and leadership of luis farrakhan - Essay Example In February 1955, while attending a musical concert in Chicago, Louis was invited to attend the Nation of Islam Saviour Day Convention. In this convention, he discovered a different calling and following encouragement Malcolm X, he joined the Nation of Islam, an organization established in the 1930s by Elijah Muhammad. Louis rose through the hierarchy and was later bestowed the holy name, Farrakhan by the movement’s leader Muhammad. When Elijah Muhammad the founder died in 1975, the Nation of Islam went into organizational chaos and eventually fragmented. One of Muhammad’s sons brought the movement to the formal tenets and practices of Orthodox Islam. Farrakhan withdrew from this Islamic organization and re-established the old Nation of Islam in which he remained loyal to the precepts and practices of its former patriarch. Louis stepped into Muhammad’s leadership mantle where he remained fiery and outspoken on social, political, racial and religious issues. In my view, he carved himself into an image of a militant spokesman for the conservative black nationals. In 1979 through the Nation of Islam movement, Farrakhan founded the Final Call, a weekly newspaper similar to the original Muhammad Speaks started by Malcolm X in which Farrakhan ran a weekly column (Kippenberger, 31). American politics are viewed as being free from threats of tyranny, dictatorship and a solid commitment to civil rights liberties and rights of individual citizens and minority groups as enshrined in the U.S constitution. On the contrary, Farrakhan through his speeches and views raises racial disharmony. He is an influential participant in the national black American politics and history. He continues to fight oppression in the U.S educational system, government and urban communities, the suffering endured by African-Americans, other ethnicities and racial groups. Many diverse local and global organizations hail Farrakhan as a champion in the struggle for freedom from oppressive treatment, justice and equality especially in uplifting and reforming the black community. With some scientific inclination, Farrakhan claims that blacks were the original human species and often quotes scientific findings of the oldest human being as being black (Kayyali, 173). He is well known for leading the Nation of Islam, an African-American movement that has practiced elements of Islam and Black Nationalism. The most significant accomplishment in civic rights activism was the 1995 Million Man March in Washington D.C. The march took a healing message and was inspired by concerns over the negative image of black men propagated by the media and film industry linking the black community to drugs, illicit sex and gang violence. He harnessed dialogue among gangs in the ghettos in major cities in America to reduce the level of social violence (Singh, 265). He set up an economic channel as a base for blacks to excel in business through education and training. He sought to bring solutions to the challenges of war, poverty, discrimination and the right to an education. In 2000 he convened the Million Family March to unite the human family, presided many weddings and re-commitment of vows. In 2005, upon the 10th anniversary of the

Importance of Therapeutic Relationship in Cognitive Therapy

Importance of Therapeutic Relationship in Cognitive Therapy Within cognitive therapy, the therapeutic relationship, along with the emotional aspects of therapy in general, has historically been of less importance than for other therapeutic modalities. In the last decade this has changed and in the so-called third wave in cognitive therapy there is a much greater interest in the therapeutic relationship (Hayes, Strosahl Wilson, 2004). This essay evaluates the relevance of the therapeutic relationship in cognitive therapy with reference to the outcome research. The term therapeutic relationship covers a wide range of factors within therapy, each of which have been examined separately in the research. Hardy, Cahill and Barkham (2007) have suggested that it is useful to break down this research into three areas: establishing the relationship, developing the relationship and, finally, maintaining the relationship. Starting with establishing a relationship, Sexton, Littauer, Sexton and Tà ¸mmerà ¥s (2005) examined the first two sessions with 34 different clients using anonymous ratings at 20 second intervals. They found that better therapeutic alliances were associated with earlier meaningful connection and emotional involvement. Empathy is also thought to be a major component in establishing a relationship. The research on the contribution of empathy towards the therapeutic outcome has been subject to meta-analysis by Bohart, Elliott, Greenberg and Watson (2002). This found that between 7% and 10% of psychotherapy outcomes were explained by empathy indeed this relationship was particularly strong in cognitive therapies. Two further components central to establishing a relationship which have also garnered positive relationship with outcomes in the literature are engagement (e.g. Tryon, 2002) and mutual involvement (e.g. Tryon Winograd, 2002). The second research area is developing a relationship; in order to progress clients must have a sense of commitment, trust and openness towards their therapist (Hardy, Cahill Barkham, 2007). This means the therapist must effectively manage the relationship, including negotiating factors like transference and counter-transference (Ligiero Gelso, 2002). This area, however, has not been extensively examined within cognitive therapy. The third research area is maintaining the relationship. Research has examined how therapists deal with the inevitable problems that arise in therapeutic relationships. Better outcomes are generally predicted by successfully dealing with challenges to the therapeutic relationship. Challenges studied have included negative feelings towards clients (Gelso Carter, 1985), disagreements (Safran, Muran, Samstag Stevens, 2001) and resistance (Binder Strupp, 1997). Stiles et al. (2004) looked at the overall pattern of alliance development over the course of both cognitive and psychodynamic therapies. They found that those who had ruptures in the therapeutic alliance, which were subsequently repaired, had the best treatment outcomes. This, along with similar previous research by Kivlighan and Shaughnessy (2000) strongly underlines the importance of relationship maintenance in treatment outcome. Much of the research on the therapeutic alliance across treatment modalities has been reviewed in two meta-analyses (Horvath Symonds, 1991; Martin, Garske Davis, 2000). Both found positive support for its effect on outcome. In addition Norcross (2002) has estimated that 30% of psychotherapeutic outcomes are related to common factors mostly therapeutic alliance. This is compared to only a 15% influence of techniques a component of cognitive therapy that has traditionally been emphasised. This point, though, has proved controversial and DeRubeis, Brotman and Gibbons (2005) have criticised studies such as those cited above for merely providing correlational evidence. For example, almost without exception the studies analysed by Martin et al. (2000) were correlational. DeRubeis et al. (2005) argue that a good outcome could well be producing a good alliance, rather than the reverse. Further Safran and Muran (2006) criticise the meta-analyses for only explaining 6% of the outcome varia nce. Despite these criticisms Craighead, Sheets and Bjornsson (2005) point out that a strong therapeutic alliance is still a vital component of positive change and research continues to underline its importance in cognitive therapy (e.g. Krupnick et al., 2006). In conclusion, the research on the therapeutic alliance in cognitive therapy has generally demonstrated its association with a positive outcome for clients. The importance of establishing and maintaining relationships have both been demonstrated in cognitive therapy. Some have even suggested the supremacy of common factors such as the therapeutic alliance over specific techniques of the cognitive modality. These claims are tempered, however, by methodological concerns with correlational data, which mean that the therapeutic alliance could be a result of a good outcome. Despite this, given that current research continues to point to the benefits associated with the therapeutic alliance, it seems likely this factor will continue to emerge as a vital component of cognitive therapy. References Binder, J. L., Strupp, H. H. (1997). Negative process: a recurrently discovered and underestimated facet of therapeutic process and outcome in the individual psychotherapy of adults. Clinical Psychology: Science and Practice, 4(2), 121-139. Bohart, A. C. , Elliott, R., Greenberg, L., Watson, J. C. (2002). Empathy. In J. R. Norcross et al. (Eds.), Psychotherapy Relationships That Work (pp. 89-108). New York: Oxford University Press. Craighead, W. E., Sheets, E. S., Bjornsson, A. S. (2005). Specificity and nonspecificity in psychotherapy. Clinical Psychology: Science and Practice, 12(2), 189-193. DeRubeis, R. J., Brotman, M. A., Gibbons, C. J. (2005). A conceptual and methodological analysis of the nonspecifics argument. Clinical Psychology: Science and Practice, 12(2), 174-183. Gelso, C. J., Carter, J. A. (1985). The relationship in counseling and psychotherapy: components, consequences, and theoretical antecedents. The Counseling Psychologist, 13(2), 155. Hardy, G., Cahill, J., Barkham, M. (2007). Active ingredients of the therapeutic relationship that promote client change: a research perspective. In: P. Gilbert R. L. Leahy (Eds.). The Therapeutic Relationship in the Cognitive Behavioral Psychotherapies (pp. 24-42). Oxford: Routledge. Hayes, S. C., Strosahl, K. D., Wilson, K. D. (2004). Acceptance and commitment therapy: an experiential approach to behaviour change. New York: Guildford Press. Horvath, A. O., Symonds, B. D. (1991). Relation between working alliance and outcome in psychotherapy: A meta-analysis. Journal of Counseling Psychology, 38, 139–149. Kivlighan, D., Shaughnessy, P. (2000). Patterns of working alliance development: A typology of clients working alliance ratings. Journal of Counseling Psychology, 47(3), 362-371. Krupnick, J. L., Sotsky, S. M., Elkin, I., Simmens, S., Moyer, J., Watkins, J., et al. (2006). The role of the therapeutic alliance in psychotherapy and pharmacotherapy outcome: findings in the national institute of mental health treatment of depression collaborative research program. Focus, 4(2), 269-277. Ligiero, D. P., Gelso, C. J. (2002). Countertransference, attachment, and the working alliance: The therapists contributions. Psychotherapy: Theory, Research, Practice, and Training, 39(1), 3-11. Martin, D. J., Garske, J. P., Davis, M. K. (2000). Relation of the therapeutic alliance with outcome and other variables: A meta-analytic review. Journal of Consulting and Clinical Psychology, 68, 438–450. Norcross, J. C. (2002). Psychotherapy relationships that work: therapist contributions and responsiveness to patients. Oxford: Oxford University Press. Safran, J. D., Muran, J. C. (2006). Has the concept of the therapeutic alliance outlived its usefulness. Psychotherapy: Theory, Research, Practice, Training, 43(3), 286-291. Safran, J. D., Muran, J. C., Samstag, L. W., Stevens, C. (2001). Repairing alliance ruptures. Psychotherapy, 38(4), 406-412. Sexton, H., Littauer, H., Sexton, A., Tà ¸mmerà ¥s, E. (2005). Building an alliance: Early therapy process and the client–therapist connection. Psychotherapy Research, 15(1), 103-116. Stiles, W. B., Glick, M. J., Osatuke, K., Hardy, G. E., Shapiro, D. A., Agnew-Davies, R., et al. (2004). Patterns of alliance development and the rupture-repair hypothesis: are productive relationships U-shaped or V-shaped? Journal of Counseling Psychology, 51(1), 81-92. Tryon, G. S. (2002). Engagement in counselling. In: G. S. Tryon (Ed.). Counseling based on process research: Applying what we know (pp. 1-26). Boston: Allyn Bacon. Tryon, G. S., Winograd, G. (2002). Goal consensus and collaboration. In: J. R. Norcross (Ed.). Psychotherapy Relationships That Work (pp. 109-125). New York: Oxford University Press.

South African Diamond Trade: Enforcement and Perpetuation of Apartheid

South African Diamond Trade: Enforcement and Perpetuation of Apartheid, Past and Present I. Introduction South Africa was a rich country with a beautiful landscape and a rich culture. There were tremendous natural resources in South Africa and spectacular beauty. South African society was fluid and accepting, allowing people to move from one tribe to the next, without discrimination. This accepting and truly benevolent moral system, perhaps turned out to be a fatal flaw, manipulated and abused by European colonists who arrived in 1652 and have left an indelible legacy on the nation of South Africa (Thompson, 33). Upon their arrival, the Dutch and then the English systematically exploited black South Africans, taking advantage of their welcoming demeanor. Blacks began to be pushed off their land and natural resources monopolized by whites. Then on a fateful day in 1866, a new discovery by Erasmus Jacobs took the manipulation and exploitation of South Africa to all new heights. On this day, the Eureka diamond was discovered on the banks of the Orange River. The Eureka was 21.25 carats rough and confirmed earlier rumors of diamonds in South Africa and ignited the diamond rush (debeers.com). With this rush came the advent of large mining corporations such as Anglo American Corporation and DeBeers, who created an intricate system that kept the Africans they employed in poverty, while destroying traditional African society, all the while earning tremendous amounts of money. These companies, De Beers in particular, are depicted today as the benevolent liberal foreign company, but in reality they systematically exploited South Africans and their resources. They are applauded throughout the world for their cu... ...ngering presence of the stark inequalities that curse South Africa. However, if this is recognized and acknowledged, perhaps South Africa can take a critical step towards true equality, not just with words, but with economic opportunity. Works Cited De Beers Group. De Beers History. 5 March 2005. www.debeersgroup.com/debeersweb/About+De+Beers/De+Beers+History/. Ferguson, James. â€Å"Introduction to Humanities: Encounters and Identities.† Stanford University. Stanford. 14 February 2005 and 3 March 2005. Mathabane, Mark. Kaffir Boy. Free Press (Simon & Schuster): New York, 1986. Moodie, T. Dunbar. Going for Gold. University of California Press: Berkeley, CA, 1994. Summa, John. â€Å"Anglo-American Corporation.† Multinational Monitor. Vol. 9: 9. September 1988. Thompson, Leonard. A History of South Africa. Yale Nota Bene: New Haven, 2001.

Changes in Technology Essay

The many changes in technology over the years greatly impacted the development of early human societies. Agriculture, religion, and competition between groups are just a few of the many things that were greatly impacted by the changes in technology. New inventions and ways of thinking of things made a huge difference in the world. There have been many changes in technology through out the years and in the development of early human societies. There were many changes during and after the classical age when it comes to agriculture. The invention of crop rotation and irrigation helped a lot in agriculture. They made farming much quicker and easier. Jethro Tull’s inventions of the seed drill and horseshoe also helped speed up the farming process. The seed drill made planting easier by planting seeds deep in the ground so they aren’t washed away. Horseshoes allowed horses to plow much quicker than before, which increased productivity. The increase of farming also made life a lot easier by allowing for less nomadic living due to the crops being so close to home. These inventions, as well as having more food from farming, are the reason for agriculture being as technologically advanced as it is today. Like agriculture, religion was also hugely impacted. Religion has always been very important in human societies. In the early years, religions such as Christianity and Buddhism introduced the idea of mutual intolerance. Mutual intolerance was the acceptance of disagreeing with another religion. Islam, Buddhism, and Christianity are just a few examples of the religions in this time. Things such as improvements in tools and weapons changed competition between groups. As time went on, there were more and more developments when it came to agriculture, engineering, and tools. The tools becoming more advanced led to the ideas of better weapons. Because weapons and tools kept improving, they began to be used to obtain power more regularly. In turn, groups like the Aztecs, Toltec, Mayans, and Oaxaca began fighting with these weapons in competition between groups. These examples of change in agriculture, religion, and competition between groups show that technology greatly impacted the development of early human societies. Whether it was because of inventions or different perspectives on things, these societies were obviously greatly impacted. With this information, it is clear that there have been many changes in technology through out the years and in the development of early human societies.

Discretion Of Lower Courts Example

Discretion Of Lower Courts Example Discretion Of Lower Courts – Coursework Example Discretion of Lower Courts al Affiliation) Activities that Permit the Lower Courts to Implement Decisions Legally, the lower court has the mandate or the authority to interpret decisions of the Higher Court: In this case, some important policies are usually made by the Higher or Appellate Courts, and such decisions are constitutionally interpreted by lower courts. The interpretation of decisions made by the higher court in the lower courts depend on various issues i.e. a judge’s personal perspective regarding the policy (iipdigital.usembassy.gov). Additionally the permission of lower courts to make decisions stems from the structure of the United States’ Judicial System. The US Judiciary system is characterized by individualism, decentralization as well as independence, thus most judges tend to make decisions without fear of impeachment, provided they keep their electorate satisfied by their services (www.iwenger.com). On the other hand, the activities undertaken in the lower courts are usually permitted by the mode of communicating a policy by the Higher or Supreme Courts (www.iwenger.com). That is, when an appeal is made on a lower court, the higher court takes the initiative of informing the lower courts and other courts regarding the decisions through various modes of communication such as: Printed copies and the internet where the judges can acquire the information. Remedies Applied by Public to Influence Decisions that are Yet to be Made by Lower CourtsOne of the remedies that the general public may utilize to facilitate decision making that a judge from a lower court has yet to implement, is to make an appeal for a decision to be made by a higher court. This remedy relies on the available legal structures that permit such decisions to either be made at the higher courts or the lowers courts, thus the general public has to take this into consideration. Secondly, the general public may undertake advocacy campaigns, requesting for fair judgmen t and appropriate decision making processes in a manner that the general public’s needs are met. Advocacy campaigns are considered appropriate strategies that have been applied to advocate for rights and fairness. This can be applied in lower courts especially if the decisions to be made by the lower courts have an impact of the general public. ReferencesIIP Digital | U.S. Department of State. (2008, May 14). Retrieved December 3, 2014, from http://iipdigital.usembassy.gov/st/english/publication/2008/05/20080522225408eaifas0.2850305.html#axzz3KmcW21oG chapter 14 Top of FormBottom of FormWenger - Impact of Judicial Policies. (n.d.). Retrieved December 3, 2014, from iwenger.com/impact_of_judicial_policies

Scrooge to Belle Essays

Scrooge to Belle Essays Scrooge to Belle Paper Scrooge to Belle Paper Dickens uses quite a lot of dialogue in A Christmas Carol, the quality which I noticed that it contributes to the story, is that it makes you believe as if you are there watching them interacting with each other. Also you get to see how the characters speak and act while they are in the presence of other characters in the story, so you get to know the character better and who they regard highly and respect and those who they dont regard so high. Dickens uses dialogue to create atmosphere especially when the spirit of Marley confronts Scrooge and they begin to talk to each other, this changes the whole mood at that moment, it makes the reader impatient to see what they will say to each other and what they will do especially in the later stages of the dialogue where the spirit of Marley confronts Scrooge, You must have been very slow about it, Jacob, Scrooge observed, in a business-like manner, though with humility and deference. Slow! the Ghost repeated. Seven years dead, mused Scrooge. And travelling all the time? The whole time, said the Ghost. No rest, no peace. Incessant torture of remorse. This dialogue shows how Dickens uses dialogue to create atmosphere but it also tells something about Scrooge, Scrooge seems to be observing Marley even though they had been great friends for a long time this tells us that either that he doesnt trust Marley or that he doesnt believe the thing that he is speaking is real, this is where the atmosphere is coming from. Dickens uses short and long sentences to create tension in his writing. Here is a short sentence, The chain he drew was clasped around his middle. This sentence describes the ghost of Marley but very directly so not to lose the tension or suspense, another good short sentence is, He looked out. This tells he looked out by it is expressed very sharply making you jump because of the quick action therefore maintaining the tension and suspense. Here is a long sentence, To sit, staring at those fixed glazed eyes, in silence for a moment, would play, Scrooge felt, the very deuce with him. This long sentence constructs the suspense and atmosphere of what is going to happen next, keeping the reader on the edge of their seat and also variety in length creates interest. But even though it is a long sentence it has a lot of pauses which is produced by the repeated use of commas therefore maintaining the tension in the sentence. A way which you could look at it is the merging of many short sentences like He looked out. Therefore creating one long sentence. Dickens introduces humour into A Christmas Carol for example, a ghost so transparent might find him self to take a chair some people may say it is wrong to introduce humour into a story but I dont think Dickens meant for it to be a full on ghost story because introducing humour into the story, it lightens up the mood thus varying the atmosphere. Also you have to look at the audience which Dickens was aiming for, I dont think he wrote the story for die hard ghost story readers but for children, Christmas story but most importantly to put the point across of the appalling plight of the children of the poor. In A Christmas Carol there is many characters some major and others minor from Scrooge to Belle. The first major character is obviously Ebenezer Scrooge who is a hard, cold miser who spends his days counting his profits and wishing the world would leave him alone. He doesnt believe in charity, and he is certain that those who do are just lazy bums looking for a handout. Scrooges entire life is his business and he shuts out his nephew who is the only relative he has. But Scrooge is visited by his old business partner, Jacob Marley, who warns him that if he continues to live his life in such an unchristian way, he will spend all eternity trying to make up for it. Three spirits also visit him who shows him that the errors of his ways turn everyone against him and therefore losing the respect of others making him a lonely old man. Because of what he sees and learns, Scrooge opens his heart to the people around him and learns charity and love and saves himself from the doom of which Marley warned him. Bob Cratchit another main character is an accountant who works for Scrooge, and he is a kind and loving family man. Scrooge generally mistreats Cratchit, but the accountant bears his employer no ill will because he believes that Scrooges life is lonely. The greatest sorrow in Cratchits life is that his young son, Tiny Tim, is very ill. Because Bobs salary is so meager, the family cannot afford treatment for Tim. When Scrooge sees their situation during one of the ghostly visitations, he realizes that he must be more generous to his employee and help save Tiny Tim. Jacob Marley was once Scrooges business partner, but he died seven years ago and now he returns as a ghost to warn Scrooge of the horrors that await him unless he changes his ways. Marley appears to Scrooge on Christmas Eve to tell him of the cumbersome burden that he bears in death because he neglected his duty toward others in life. Marley must walk around and watch people and regret that he did not help anyone or touch anyone during his lifetime. His burden is incessant remorse for his own greed during life. He warns Scrooge that unless he becomes a more charitable person, he will also bear that weight. Marley tells Scrooge of the three ghosts who will visit him. They are Scrooges only chance for salvation. After the warning, Marley flies out the window and joins the other ghosts who drag their chains of duty.

Designer babies; scientific and ethical considerations Essay

Designer babies; scientific and ethical considerations - Essay Example There is no "random collection of facts", but the examples are relevant and logically linked together. The scientific considerations are concise introduce briefly the reader to the methods used. The figures, although not strictly necessary, are there to support the text in a visually pleasing manner. Starting a sentence with a verb may not be common, but it isnt wrong either. However, the incriminated sentence could be re-worded as: "IVF is an assisted reproductive technology (ART) that involves..." The ethical considerations didnt miss any major points, but had to be shortened in order to fit the essay format. This paper isnt an exhaustive review on the topic, or it would have been far much longer. The conclusion does make a clear summary of the various aspects of PGD then broadens the scope once again to make the reader think about the topic once the paper has been read. This is basically an article about the philosophy of science, and should encourage the readers to think for themselves after exposing the problem in a clear manner. In general, the language used is professional, without any slang, and the punctuation is indeed correct. The grammatical mistake highlighted by the reviewer is actually a misquote of the paper and should read: "Both techniques combined gave rise to..." All subsequent appreciation of the grammar should therefore be viewed with a critical eye, as there doesn’t seem to be any

English Law Equity and Trust Coursework Essay Example | Topics and Well Written Essays - 2500 words - 1

English Law Equity and Trust Coursework - Essay Example tion behind the creation of trust is that the devisee or grantee shall convey it, or dispose of the profits, at the will, or for the benefit, of another; an estate held for the use of another; a confidence respecting property reposed in one person, who is termed the trustee, for the benefit of another, who is called the cestui que trust. Generally the beneficiary gets interest and dividends on the trust assets for a set number of years. Law of equity and trust confers the provision regarding the trust. It laid down several duties and responsibilities for the trustees. Trust can be raised from either trust deed/covenant as said before or by the Will, i.e. a testamentary trust is a trust created by a Will or a codicil to a Will. A testament is a Will. Here the trust instrument is the Will/Codicil. A testamentary trust can not be by inter vivos i.e it can not be exist between living persons. Generally there can be two types of disputes raised from this type of the trust established by the law. a) Dispute concerning property left in Wills which are over the capacity of a testator b) dispute regarding whether the testator made the Will under undue influence. Here there is a rule that he/she must dispose of that property personally and may not delegate that power of disposition to another. Tatham v Huxtable(1950) 81 CLR 639 where the Court insisted to keep up the rule â€Å"Will directed the executor to distribute the residuary property â€Å"to others not otherwise provided for who, , have rendered service In our case, Brain has appointed Tony and Nathan as executors and trustees under his Will (testament) over the trust deed which he (the testator) had made earlier where his children Pat and Richard are the trustees. Before we render the service of tackled conclusions to Tony and Nathan, it is inevitable to have a look upon the rules, provisions, scope of trustees of trust deed and trustees of testamentary trust. There will always be some testators who draft their own

Judaism Research Paper Example | Topics and Well Written Essays - 2000 words

Judaism - Research Paper Example This paper analyses Judaism and its comparison with Christianity. Moreover, Holidays concerning Judaism, Traditions of Judaism, How Judaism shapes ones life, Most of the beliefs and traditions of Christians and Jews are one and the same. In fact both of them accept the existence of same God and believe in prophets up to Moses. Judaism is based on the teachings of Moses whereas Christianity is based on the teachings of Jesus Christ. Jews believe that the Messiah has not come yet and Jesus Christ was only an ordinary person; not the Messiah offered by the God. Christians and Jews have more common elements in their beliefs and customs, but they strongly disagree on the issue of accepting Jesus Christ as the son of God or Messiah. Christians believe that Jesus was the son of God, the Messiah promised by the God and human can attain salvation only through the belief in Jesus Christ. But Jews believe that the Messiah is yet to come and Jesus Christ was not the one offered by the God. The main difference between the beliefs of Jews and Christians lie on the issue of Jesus Christ. As per the Jews beliefs, Messiah should have certain peculiarities other than ordinary people. Jews don’t have any beliefs in the miracles performed by Jesus Christ. They believed that the miracles performed by Jesus were with the help of magical powers rather than any godly power. They argue that the offered Messiah will come as a natural person using the natural means of birth. Moreover Jews thought that the coming Messiah will do something to bring back all the Jews back to the offered land ‘Canaan’. Jews thought that the coming Messiah will definitely build one more temple where as the Jesus has not even attempt to make any temple. (The Good News Bible, Ezekiel 37:26-28) â€Å"Biblical verses "referring" to Jesus are mistranslations and Jewish belief is based on national revelation† (Rabbi Simmons) Jews, not even consider Jesus as a prophet and they

Organisational Transformation in Practice Essay Example for Free

Organisational Transformation in Practice Essay Every module has a Module Definition Form (MDF) which is the officially validated record of the module. You can access the MDF for this module in three ways: †¢the Virtual Learning Environment (VLE) †¢the My. Anglia Module Catalogue at www. anglia. ac. uk/modulecatalogue †¢Anglia Ruskin’s module search engine facility at www. anglia. ac. uk/modules All modules delivered by Anglia Ruskin University at its main campuses in the UK and at partner institutions throughout the UK and overseas are governed by the Academic Regulations. You can view these at www. anglia. ac. uk/academicregs. A printed extract of the Academic Regulations, known as the Assessment Regulations, is available for every student from your Faculty Office MAB301 (all new students will have received a copy as part of their welcome pack). In the unlikely event of any discrepancy between the Academic Regulations and any other publication, including this module guide, the Academic Regulations, as the definitive document, take precedence over all other publications and will be applied in all cases. 2. Introduction to the Module This module provides the opportunity for students to personally explore the relationship between personal change and organisational change/ transformation (de Vries and Balazs, 1999). And personally relate to the leadership and organisational challenges of transformational change in organisations. The module uses different activities to explore the nature of personal change issues required for successful employee engagement in an organisations change agenda. In the management and leadership field much is written and discussed about the following seven elements: (1) behaviour, (2) knowledge (3) skills / capability (4) belief systems, (5) values, (6) identity, (7) vision/ purpose. Using various methods, students will be encouraged to make sense of each of these ideas, and the interrelationship between them. This will be set against a real/simulated strategic learning context. Module participants are actively encouraged to reflect upon their own  existential experience and development through dynamic relations with others and performing roles. It is hoped the module will lead to students developing profound personal insights and also achieve personal growth. The module uses different activities to enquire into, reflect upon and diagnose personal, group and organizational leadership and transformation. Students will be able to diagnose where a/ their team or organisation is weak and design interventions that can help to guide significant change or transformation. The student will be equipped with a clear methodology for guiding his or her own development as an achiever or leader of the future. Assessment is by way of portfolio. 3. Intended Learning Outcomes Learning Outcomes (threshold standards) On successful completion of this module the student will be expected to be able to: 1 Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts 2 Knowledge and understanding. Develop a robust understanding of leadership and change management within the context of organisational transformation 3 Intellectual, practical, affective and transferable skills Utilise a 7 element framework as a diagnostic tool to evaluate leadership capability in a team or organisation 4 Intellectual, practical, affective and transferable skills Demonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future 4. Outline Delivery. WkLectureSeminar/WorkshopReading 1 Organisational changeAction Learning SetsKets de Vries 2 Personal change Patchwork textKets de Vries Jung 3 Personal change organisational changePatchwork textKets de Vries James and Arroba http://triadllc. com/publications. html 4 Manager as personPatchwork textKets de Vries Tony Watson 5 Management leadershipPatchwork textKets de Vries Keith Grint 6 Managing leading changePatchwork textKets de Vries http://triadllc. com/publications. html 7 Managing Leading changePatchwork textKets de Vries. James and Arroba 8 Change agencyPatchwork textKets de Vries James and Arroba 9 Change processesPatchwork textKets de Vries 10 Organisational rolePatchwork textKrantz and Maltz 11 Wheel of changePatchwork textKets de Vries Jung 12 Wheel of changePatchwork textKets de Vries etc 4. 1 Attendance Requirements Attending all your classes is very important and one of the best ways to help you succeed in this module. In accordance with the Student Charter, you are expected to arrive on time and take an active part in all your timetabled classes. If you are unable to attend a class for a valid reason (eg: illness), please contact your Module Tutor Anglia Ruskin will closely monitor the attendance of all students and will contact you by e-mail if you have been absent without notice for two weeks. Continued absence can result in the termination of your registration as you will be considered to have withdrawn from your studies. International students who are non-EEA nationals and in possession of entry clearance/leave to remain as a student (student visa) are required to be in regular attendance at Anglia Ruskin. Failure to do so is considered to be a breach of national immigration regulations. Anglia Ruskin, like all British Universities, is statutorily obliged to inform the Border and Immigration Agency of the Home Office of significant unauthorised absences by any student visa holders. 5. Assessment Students are required to assemble a â€Å"patchwork text† (Illes, 2003; Winter, 2003) which relates your current or future workplace role. The patchwork text may be developed or based upon the following: †¢Kets de Vries (2004) suggests that people are prisoners of their past. Evaluate and reflect upon how your past might influence your future workplace role and development. †¢Evaluate and reflect upon a personal experience of change in your workplace †¢Apply Krantz and Maltz’s (1997) role analysis to your current workplace experience. †¢Using the â€Å"triangle of conflict† (de Vries, 2007), evaluate and reflect upon a major incident of conflict in your life. Consider your learning/ experiences in relation to your future workplace role. †¢Apply James and Arroba’s (2005) â€Å"reading and carrying framework† to critically evaluate and reflect upon how you interact with others. Consider the implications in relation to your future workplace role. †¢Conduct and develop a critical self-analysis using Jung’s notion of individuation (Carr, 2002), and relate this to your leadership archetype. †¢Critically evaluate, and reflect upon your own resilience and relate this your existing and future leadership competencies Guidance Notes for Students (see Smith and Winter, 2003) Your assignment will be assembled gradually during the progress of the module through a series of written tasks, which you will share with each other in small groups. There are several reasons for this:- †¢to avoid the last minute rush of having to write the whole assignment at the end of the teaching, when time is short; †¢to enable you to use a variety of different ways of writing, and thus to increase your opportunity to demonstrate your own particular abilities; †¢to enable you to give each other early constructive feedback as to how clearly you have presented your ideas and how they might perhaps be developed; †¢to enable you to write about all aspects of the module content (instead of having to select just a few aspects for a specific essay topic). Before you submit your assignment, you will be asked to write a final piece, to be added to what you have written already. This is designed to give you the opportunity to revisit (edit and revise) the ideas you have presented in your earlier pieces and to discuss what you have gained from the work as a whole. (This is the only task that will need to be completed after the end of the teaching. ) You MUST use academic theories and concepts to develop your personal reflection and portfolio. Your patchwork text SHOULD meet all the learning outcomes (see below; see mdf) Learning Outcomes (threshold standards): On successful completion of this module the student will be expected to be able to: Knowledge and understanding Understand the values and leadership behaviours that create the modern enterprise and equip individuals to manage / lead in globally transformational contexts Knowledge and understandingDevelop a robust understanding of leadership and change management within the context of organisational transformation Intellectual, practical, affective and transferable skillsUtilise the 7 Element framework as a diagnostic tool to evaluate leadership capability in a team or organisation. Intellectual, practical, affective and transferable skillsDemonstrate an ability to reflect upon ones own management development journey against the context of employability in global and transformational settings of the future The sequence of writing tasks which will make up the final assignment is as follows: Weeks 1- 4 (approx. ) 1Explore how your personal experience impacts upon, and has implications for how you interact with others, adapt and respond to change (Learning outcomes 1 – 4). Weeks 5- 7 (approx. ) 2. Using your chosen personal experience critically reflect upon and evaluate your own assumptions, values and leadership behaviours. (Learning outcomes 1 and 3). Weeks 8 – 12 (approx. ) 3 Write about an example of your own group experiences from the point of view of one of your fellow group members imagining their experience of your work with her / him (Learning Outcomes 1- 4) Weeks 1 – 12. 4. Use the learning from your personal experience, and group reflection, in relation to your future workplace role (Learning outcomes 1 – 4) 5. (Final synthesis) A retrospective summary of and commentary on your previous writing, indicating what you have learned which seems to you to be important for your own professional understanding and development (Learning outcomes 1 – 4) Time will be available within the teaching sessions for you to discuss in small groups the writing you have done in response to each of the writing tasks. So you will therefore need to make four or five copies to bring along to the session. The word-limit for the whole assignment is 3,000 words. There are no specific word-limits for the individual pieces of writing, but you should aim to make sure that there is a balance between them. And you will need to leave at least 500 words for the final task (no. 5 above). Patchwork text references Akister, J. (2005). Using a Patchwork Text to assess family therapy students. Journal of Family Therapy, 27(3), 276-279 Illes K. (2003). The Patchwork Text and Business Education: rethinking the importance of personal reflection and co-operative cultures. Innovations in Education Teaching International, 40(2), 209-215. McKenzie J. (2003). The student as an active agent in a disciplinary structure: introducing the Patchwork Text in teaching sociology. Innovations in Education Teaching International, 40(2), 152-160. Ovens P. (2003). Using the Patchwork Text to develop a critical understanding of science. Innovations in Education Teaching International, 40(2), 133-143. Parker J. (2003). The Patchwork Text in teaching Greek Tragedy. Innovations in Education Teaching International, 40(2), 180-193. Quinn J. (2003). Patchwork Text example one: becoming a science specialist teacher. Innovations in Education Teaching International, 40(2), 144-151. Ramsden, P. (1992). Learning to Teach in Higher Education, Routledge: London. Smith L. Winter R. (2003). Applied epistemology for community nurses: evaluating the impact of the Patchwork Text. Innovations in Education Teaching International, Volume 40(2), 161-173. Winter, R. (2003). Contextualizing the Patchwork Text: Addressing Problems of Coursework Assessment in Higher Education, Innovations in Education and Teaching International, 40(2), 112-122. All coursework assignments and other forms of assessment must be submitted by the published deadline which is detailed above. It is your responsibility to know when work is due to be submitted – ignorance of the deadline date will not be accepted as a reason for late or non-submission. All student work which contributes to the eventual outcome of the module (ie: if it determines whether you will pass or fail the module and counts towards the mark you achieve for the module) is submitted via the iCentre using the formal submission sheet Academic staff CANNOT accept work directly from you. If you decide to submit your work to the iCentre by post, it must arrive by midday on the due date. If you elect to post your work, you do so at your own risk and you must ensure that sufficient time is provided for your work to arrive at the iCentre. Posting your work the day before a deadline, albeit by first class post, is extremely risky and not advised. Any late work (submitted in person or by post) will NOT be accepted and a mark of zero will be awarded for the assessment task in question. You are requested to keep a copy of your work. Feedback You are entitled to written feedback on your performance for all your assessed work. For all assessment tasks which are not examinations, this is provided by a member of academic staff completing the assignment coversheet on which your mark and feedback will relate to the achievement of the module’s intended learning outcomes and the assessment criteria you were given for the task when it was first issued. Examination scripts are retained by Anglia Ruskin and are not returned to students. However, you are entitled to feedback on your performance in an examination and may request a meeting with the Module Leader or Tutor to see your examination script and to discuss your performance. Anglia Ruskin is committed to providing you with feedback on all assessed work within 20 working days of the submission deadline or the date of an examination. This is extended to 30 days for feedback for a Major Project module (please note that working days excludes those days when Anglia Ruskin University is officially closed; eg: between Christmas and New Year). Personal tutors will offer to read feedback from several modules and help you to address any common themes that may be emerging. At the main Anglia Ruskin University campuses, each Faculty will publish details of the arrangement for the return of your assessed work (eg: a marked essay or case study etc. ). Any work which is not collected by you from the Faculty within this timeframe is returned to the iCentres from where you can subsequently collect it. The iCentres retain student work for a specified period prior to its disposal. To assure ourselves that our marking processes are comparable with other universities in the UK, Anglia Ruskin provides samples of student assessed work to external examiners as a routine part of our marking processes. External examiners are experienced academic staff from other universities who scrutinise your work and provide Anglia Ruskin academic staff with feedback and advice. Many of Anglia Ruskin’s staff act as external examiners at other universities. On occasion, you will receive feedback and marks for pieces of work that you completed in the earlier stages of the module. We provide you with this feedback as part of the learning experience and to help you prepare for other assessment tasks that you have still to complete. It is important to note that, in these cases, the marks for these pieces of work are unconfirmed as the processes described above for the use of external examiners will not have been completed. This means that, potentially, marks can change, in either direction! Marks for modules and individual pieces of work become confirmed on the Dates for the Official Publication of Results which can be checked at www. anglia. ac. uk/results. Assessment Criteria and Marking Standards Patchwork text assignment guidelines (Jenkins, 2008) †¢Careful, detailed observation and recollection of events and situations †¢evidence the interrelationship between leadership behaviours, skills, belief systems, values, identity, vision and purpose (7 elements framework) †¢Noticing the various emotional dimensions of events and situations †¢Independent, critical and evaluative thinking †¢Recognising and responding to the complexities of events and situations †¢Effective communication and application of complex concepts and theories (e.g psychoanalytic, psychodynamic, psychotherapeutic) to personal/ inter-personal experiences of events and situations †¢Demonstrating learning in relation to personal development, effective relations with others and future workplace role. †¢Demonstrating the learner outcomes in relation to future workplace effectiveness †¢Coherent structuring, interlinking and presentation of patchwork text (including grammar, typography and referencing). ANGLIA RUSKIN UNIVERSITY GENERIC ASSESSMENT CRITERIA AND MARKING STANDARDS LEVEL 3 Generic Learning Outcomes. (Academic Regulations, Section 2)Assessment criteria by levelMarking standards (by mark band) 70%+60-69%50-59%40-49%30-39%1-29% Characteristics of student achievement per mark band Achieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of StudyAchieves module outcome/s related to this GLO at this Level of Study Achieves a marginal pass in the module outcome/s related to this GLO at this Level of StudyFails marginally to achieve module outcome/s related to this GLO. MDF may permit compensation Fails to achieve module outcome/s related to this GLO and is not eligible for compensation Knowledge and UnderstandingLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output includes is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent knowledge base that supports analysis, evaluation and problem-solving in theory/practice/ ethics of discipline with considerable originality. Good knowledge base that supports analysis, evaluation and problem-solving in theory/ practice/ ethics of discipline with some originality. Satisfactory knowledge base that supports some analysis, evaluation and problem-solving in theory/practice/ ethics of discipline. Basic knowledge base with some omissions at the level of theoretical/ethical issues.. Restricted ability to discuss theory and/or or solve problems in disciplineLimited knowledge base; limited understanding of discipline/ethical issues.. Difficulty with theory and problem solving in disciplineInadequate knowledge base; lack of understanding of discipline/ethical issues. Unable to discuss theory or solve problems in discipline. Intellectual (thinking), Practical, Affective and Transferable SkillsLevel 3 (FHEQ level 6) is characterised by an expectation of students’ increasing autonomy in relation to their study and developing skill sets. Students are expected to demonstrate problem solving skills, both theoretical and practical. This is supported by an understanding of appropriate theory; creativity of expression and thought based in individual judgement; and the ability to seek out, invoke, analyse and evaluate competing theories or methods of working in a critically constructive and open manner. Output is articulate, coherent and skilled in the appropriate medium, with some students producing original or innovative work in their specialism. Excellent management of learning, with degree of autonomy/ research that may exceed the assessment brief. Structured and creative expression. Very good academic/ intellectual skills and practical/ team/professional/ problem-solving skills Good management of learning, with consistent self-directed research. Structured and accurate expression. Good academic/ intellectual skills and team/ practical/ prof-essional/problem solving skills Satisfactory management of learning. Some autonomy in research but inconsistent. Structured and mainly accurate expression. Acceptable level of academic/ intellectual skills going beyond description at times Satisfactory team/practical/professional/ problem-solving skillsBasic use of learning resources with little autonomy. Some difficulties with academic/ intellectual skills Some difficulty with structure/ accuracy in expression, but evidence of developing team/ practical/ professional/ problem-solving skillsLimited use of learning resour-ces. Unable to work autonom-ously. Little input to teams. Weak academic/intel-ectual skills. Still mainly descrip-tive General difficulty with structure/ accur-acy in express-ion. Practical/ professional/ problem-solving skills that are not yet secureInadequate use of learning resources. Failure to contribute to team work. Major problems with structure/ accuracy in expression. Very weak academic/ intellectual skills. and weak practical/professional skills. No ability to direct own learning A mark of 0% may be awarded for non-submission, poor or dangerous practice, incoherent and insufficient work, and in situations where the student fails to address the assignment brief and related learning outcomes 7. Assessment Offences. You are reminded that any work that you submit must be your own. All suspected assessment offences will be investigated and can result in severe penalties. Please note that it is your responsibility to consult the relevant sections of the Academic Regulations (section 10 – see www. anglia. ac. uk/academicregs) and the Student Handbook. When you are preparing your work for submission, it is important that you understand the various academic conventions that you are expected to follow in order to make sure that you do not leave yourself open to accusations of plagiarism (eg: the correct use of referencing, citations, footnotes etc.) and that your work maintains its academic integrity. Plagiarism is theft and constitutes the presentation of another’s work as your own in order to gain an unfair advantage. You will receive advice and guidance on how to avoid plagiarism and other elements of poor academic practice during the early stages of your studies at Anglia Ruskin. Introduction Being honest in your work is at the heart of studying and working at university. To be honest in your work you must acknowledge the ideas and work of others you use, and you must not try to get an advantage over others by being dishonest. It is important that you understand what it means to be honest in your work. Although there is general agreement within the UK academic community about the types of activity that are unacceptable, this does vary slightly between institutions, and may be different from where you studied before. We have developed this guidance to help you understand what it means to be honest in your work, and what you should do to make sure that you are handing in work that meets our expectations. This means we can make sure that we can maintain reliable standards for our academic awards, and  students continue to enjoy studying for academic qualifications that have a good reputation. In this guidance we will: †¢clearly define what being honest in your work and good practice mean, and how you can achieve this; †¢define ‘assessment offences’, including plagiarism, cheating and collusion; †¢identify the resources, help and advice available to help you learn the academic skills you need to avoid committing assessment offences; †¢explain how we expect you to behave; and †¢describe what happens if we think you have committed an assessment offence. Being honest in your work and good practice You can show good practice when you do your work independently, honestly and in a proper academic style, using good referencing and acknowledging all of your sources. To show good academic practice you must: †¢show you understand the literature; †¢use research from academics and others in your area of study; †¢discuss and evaluate ideas and theories; †¢develop your own independent evaluation of academic issues; and †¢develop your own arguments. To support your own good practice you will need to develop your: †¢skills at studying and getting information (for example, reading, taking notes, research and so on); †¢skills in looking at an argument and making your own evaluation (for example, having a balanced opinion, using reasoning and argument); †¢writing skills for essays, reports, dissertations and so on; †¢referencing skills (how you include your sources of information in your work); and †¢exam techniques (for example, revising and timing). Achieving good practice is not as complicated as it may appear. You need to do the following. †¢Know the rules. †¢Make sure you reference all of your information sources. Poor practice or dishonesty in your work (such as plagiarism, cheating, fraud and so on) can be a result of you not knowing what you are allowed to do. †¢Develop your own style. Sometimes students include too much original text from the work of others, as they believe that they cannot ‘put it any better’. Although you should try to express ideas in your own words, quoting or summing up ideas from academic sources is fine, as long as you say where you have taken this from. You must also reference other people’s performances or art in your own work. It fine to use other people’s performances and art, but you must be completely clear about why you are using that work, and make sure it is obvious that it isn’t your own. Definitions of assessment offences Plagiarism Plagiarism is when you present someone else’s work, words, images, ideas, opinions or discoveries, whether published or not, as your own. It is also when you take the artwork, images or computer-generated work of others, without properly acknowledging where this is from or you do this without their permission. You can commit plagiarism in examinations, but is most likely to happen in coursework, assignments, portfolios, essays, dissertations and so on. Examples of plagiarism include: †¢directly copying from written work, physical work, performances, recorded work or images, without saying where this is from; †¢using information from the internet or electronic media (such as DVDs and CDs) which belongs to someone else, and presenting it as your own; †¢rewording someone else’s work, without referencing them; and †¢handing in something for assessment which has been produced by another student or person. It is important that you do not plagiarise – intentionally or unintentionally – because the work of others and their ideas are their own. There are benefits to producing original ideas in terms of awards, prizes, qualifications, reputation and so on. To use someone else’s work, words, images, ideas or discoveries is a form of theft. Collusion Collusion is similar to plagiarism as it is an attempt to present another’s work as your own. In plagiarism the original owner of the work is not aware you are using it, in collusion two or more people may be involved in trying to produce one piece of work to benefit one individual, or plagiarising another person’s work. Examples of collusion include: †¢agreeing with others to cheat; †¢getting someone else to produce part or all of your work; †¢copying the work of another person (with their permission); †¢submitting work from essay banks; †¢paying someone to produce work for you; and †¢allowing another student to copy your own work. Many parts of university life need students to work together. Working as a team, as directed by your tutor, and producing group work is not collusion. Collusion only happens if you produce joint work to benefit of one or more person and try to deceive another (for example the assessor). Cheating Cheating is when someone aims to get unfair advantage over others. Examples of cheating include: †¢taking unauthorised material into the examination room; †¢inventing results (including experiments, research, interviews and observations); †¢handing your own previously graded work back in; †¢getting an examination paper before it is released; †¢behaving in a way that means other students perform poorly; †¢pretending to be another student; and †¢trying to bribe members of staff or examiners. Help to avoid assessment offences Most of our students are honest and want to avoid making assessment offences. We have a variety of resources, advice and guidance available to help make sure you can develop good academic skills. We will make sure that we make available consistent statements about what we expect in this document, and in student handbooks and module guides. You will be able to do tutorials on being honest in your work from the library and other central support services and faculties, and you will be able to test your written work for plagiarism using ‘Turnitin ®UK’ (a software package that detects plagiarism). You can get advice on how to honestly use the work of others in your own work from the library website (www. libweb. anglia. ac. uk/referencing/referencing. htm) and your lecturer and personal tutor. You will have an opportunity to do a ‘formative’ assignment before you finish and hand in your first ‘summative’ assignment. A ‘formative’ assignment is one in which you can talk about your work thoroughly with your tutor to make sure that you are working at the correct level for your award, and that you understand what is meant by good practice (a ‘summative’ assignment counts towards the assessment for your course). You will be able to use ‘Turnitin ®UK’, a special software package which is used to detect plagiarism. Turnitin ®UK will produce a report which clearly shows if passages in your work have been taken from somewhere else. You may talk about this with your personal tutor to see where you may need to improve your academic practice. We will not see these formative Turnitin ®UK reports as assessment offences. If you are not sure whether the way you are working meets our requirements, you should talk to your personal tutor. They will be able to help you and tell you about other resources which will help you develop your academic skills. What we expect from you  We will make sure you have the chance to practice your academic skills and avoid accidentally breaking our Academic Regulations. On page nine of the Student Charter (see http://web. anglia. ac. uk/anet/students/pdfs/09_student_charter. pdf), it says you have to ‘be aware of the academic rules relating to your studies’. To make sure that you are aware of the rules, we expect you to agree to: †¢read this guidance and make sure you thoroughly understand it; †¢work through ‘PILOT’, the online tutorial available on our library website (http://libweb. anglia. ac.uk/pilot/), which aims to help you learn good practice and has a useful section on plagiarism; †¢make sure that you are familiar with how to reference (acknowledge other people’s work); †¢correctly reference all the sources for the information you have included in your work; †¢identify information you have downloaded from the internet; †¢never use someone else’s ideas for a performance, film or TV programme, their artwork, graphics (including graphs, spreadsheets and so on and information from the internet) as if they are yours; †¢only hand in your own original work; †¢never use another person’s work as if it were your own; and †¢never let other students use or copy your work. What we will do for you To help you avoid making assessment offences, our staff will: †¢make sure they are familiar with the guidance on being honest in your work and the Academic Regulations; †¢tell you clearly about the guidance on being honest in your work and any guidelines on misconduct, and record the dates for future reference; †¢arrange library information sessions for you;