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;

Race And Religion In The Kite Runner English Literature Essay

Race And Religion In The Kite Runner English Literature Essay After reading the two novels I figured out how people lived with racism all around them in all forms and it only hurts more to know that such people still exist around us. To Kill a Mocking Bird covers various themes which are unified into the moral landscape of a small town. As we go through it slowly and gradually we find out about the good and bad times spent by the people living the era, its hypocrisies, its prejudices and racial discrimination amongst the people of their own kind. A more diversified look is further unified when we take a deeper look into the other novel The Kite Runner also based on the discrepancies in race and religion and the level of thinking between the two, though not blood related but brothers brought up under a same father. Race and religion being the only differences between both beings, apart from that nothing could pull them apart except for God. Racism is a result of human ignorance, social injustice, class differences, love and tension and lack of s elf education. The evidences in both the novels are carefully placed noticing not to hinder the originality of the theme. The novels broaden the readers mind, forcing them to analyze their own racial orthodoxies towards are own fellow beings. Racial discrimination is always considered to be a result of personal upbringing but this is definitely not the case when we look into the deeper side of the novels. In both the novels the author highlights the topic of racism together keeping in mind the basic theory of inhumanity against each other. Race has always been a big issue in all eras. Forming perceptions of ones self against people with different color is not too hard; going through differences and disputes at every stage of life is how people mainly develop racism not because they can inherit it from their parents. By the quote Did you know Hassan and you fed from the same breast? Did you know that, Amir agha? Sakina, her name was. She was fair, blue-eyed Hazara woman from Bhamiyan and she sang you old wedding songs. They say there is a brother hood between people whove fed from the same breast. Did yo u know that? Baba expresses his inner feelings about the two boys living their lives together, telling them that nothing should pull them apart (Hosseini, 64-65). As they have been fed from the same breasts and they share a special brotherhood bond, and brothers have nothing different from each other, no color, no religion, no race, no cast should divide them apart. Racial discrimination and prejudices is highlighted boldly in the novel as well as the quotes, in the novel it definitely does not idealize the black community. It defines the virtues of the Black community which the Whites lack, free from hypocrisies, they are shown to be caring, upright people and humble. Though the blacks are not found to be immoral, but still in certain conditions blacks are the only race which come in limelight of the masses, If a white woman sees two black men walking towards her and turns the other way, shes a racist. Well I got scared and didnt say anything, and the next thing I knew, I had a gun shoved in my head!(Crash,2004). Evidence is incorporated over here where it shows that race is still what matters in most conditions. People have this perception that black or of other ethnic minorities are bad and evil, whatever they do is bad, is against them, in some societies blacks and browns are considered to be thugs and criminals since the day they are born, while on the other side whites are considered to be the most well educated, civilized and morally suited people in the society. The society itself has made it hard for young men/adults of ethnic minority and casts to break free of this stereotype. Class status which had built up to make much of the adults world at that time also involved the young children in both the novels critiquing the moral perplexity of the young children giving evidence to the fact that, even though they were young they still had knew what was going on all around them. Scout being a girl in the novel To Kill a Mocking Bird also understood the scene and had an idea about what was going all around her, in school and in her small town. Social Inequality was practiced with great dedication in both the novels, for example Aunt Alexandra refusing Scout to consort with Walter Cunningham just because the Cunninghams belong at the bottom of the white social scale. The white community in general the Cunninghams are racially prejudiced who leads the angry mob to the jail where Tom Robinson who was accused of raping a girl was kept before his trial. After realizing that he was the one who helped him and his family, he calls off the mob. After that, it is one of the Cunninghams in the jury who supports Atticus delaying the verdict and the Cunninghams were proved to be prejudice, ignorant and violent but there is something about them which makes them deserve respect. A similar contrast is made when the Negroes are shown as a warm close knit community Scout refers to them as a solid mass of colored people. We as a society have gotten so emotionally complicated that we have developed a prevalent selfishness and laziness towards understanding others. It is easier to label someone as a gang-banger, because it dehumanizes them (Crash, 2004). The quote over here from the movie says how easy we have made to racially discriminate someone just to make ourselves feel better. The feeling of degrading someone who is not from the same race as us is overwhelming; the concept of labelling a black person or a person from a different indigenous group has been continued from an era where maybe not even our fathers were born in. Similar to the quotes from the movie, there is a good number of evidences from the novel out of which a few are mentioned here. Hassan is emotionally attached to Amir as a friend and considering him his brother. Hassan puts his life on the line for Amir, winning the kite fight competition was not until Amir returns with the losing kite to Baba in order to do so Hassan puts his l ife on the line not thinking about the consequences he has to face to redeem the kite for Amir. In the process he has to face Assef who physically and mentally abuses him, racially tortures him calling him a flat nosed Hazara. Hassan never did let go of his love and affection for Amir and Baba though Baba and Amir both mistreated him for being a Hazara boy and a low cast boy. Though Baba wanted to show his affection for him, he could only do it indirectly by either taking Hassan out with Amir for drives or paying for his cleft lip surgery. The time has come/to say fairs fair/to pay the rent/to pay our share (Midnight Oil, 1987). These lines taken from the song Beds are Burning, provides us with evidences that try to think from a different perspective of not judging people only by how they look or whats their color is. It says try getting into other peoples skin and pay for the sins that we have made being racists Amir and Baba had committed sins that they tried to redeem being in lo ve with each other. The ink is black, the page is white/Together we learn to read and write/A child is black, a child is white/The whole world looks upon the sight, a beautiful sight/And now a child can understand/That this is the law of all the land, all the land(Three Dog Night,1957). The verses describes prejudice discrimination amongst black and white which have now been surely cleaned off, it says that now black and white will work together no one can be on its own, we all have to work in collaboration with each other. The perception of racial discrimination no longer exists is what the verses portray but in the novel To Kill a Mocking Bird Tom Robinson who is accused of raping a white girl. He represents the mocking bird, innocent, loving and caring trying to make everyone happy just like the mocking bird itself which does not harm anyone but sings beautiful songs makes them happy and heals their wounds. Tom Robinson was just accused for a crime which he did not commit but because he was black and from the minorities the prejudice still continued. Finally racism not only appeals the greater audience but also gives a broader aspect in our current times, but it should not be the way it is. To a great extent lack of self education, ignorance and personal issues all lead to prejudices and racial discrimination. Even though more and more people are being educated every day, more connections are being made all over the world in all walks of life, still discrimination and racism prevails. Ignorant human beings amongst us roam around freely, still practicing the cruel act of racism. Who in my opinion should be punished for the sins they are committing, sins which are definitely their deeds and non-redeemable. Being prejudice or a racist is no one mans job and it is definitely not inherited but the concept is what matter, teachings and ideas from our ancestors about black being bad and white being the good is what is still killing our future generations which are indeed getting ready for this difficult race and fight. To accomplish thi s task our generation and the one coming ahead of us will certainly have to erase the stereotype of being and living in a racist society. All men are same, be they be white, black, brown or yellow all our of one bred, we all have the same rights and we for sure have the same mind, the only difference is the way one thinks and judges the other. If only people could start erasing the differences that are created by lack of self education, ignorance and social injustice.

The Hunchback of Notre-Dame Essay -- essays research papers

In this novel The Hunchback of Notre-Dame (1831), Victor Hugo talks about the life of his characters in the city of Paris. This story takes place in the late-fourteenth century. With inequality all around it was hard for a person to gain respect without good looks or social status. In this paper I will mainly discuss the story of Quasimodoe Esmeralda, and their struggle in this story Quasimodoe`s mother was a gypsy. She could not take care of him any longer so she left him in front of a church. Gypsies were not liked at this time, but the church was highly respected. Being it that Quasimodo`s mom had left him on front steps of the church the king could do almost nothing. Quasimodoe could not leave the church due to the fact that he was deformed and ugly. Quasimodo grew very lonely and bored up in that bell tower all by him self. He was looking down one day and set eyes upon a young woman named Esmerelda. On the day of fools Quasimodo saw this young lady and decided to go do! wn and take a closer look at this woman. It was a holiday, feast of fools, when he decided to go down. When the people saw him they were horrified. He got whipped and lectured by his master. Well, to make a long story short Esmerelda ends up dyeing, and Quaismodo runs away and is never seen or heard of again. They state that in the end they find two skeletons lying in each others arms. One the body of a lady (Esmerelda), and the other the body of a man who was deformed (Quaismodo). It also states that th...

Integrating the Philosophy of Socrates into the Engineering Curriculum

Academic institutions in America have a difficult task, being primarily responsible for the education of the population. Higher education institutions play the largest role in developing individuals and helping them find their roles within society. It is then necessary to look into how the best institutions in the country are educating and developing the minds of the next generation of leaders. In particular, a great focus should be placed in the rising responsibility of STEM (Science Engineering Technology and Mathematics) graduates and their education due to the growing demand of STEM professionals in this era. Engineering curriculum's, for the majority, follow specific criteria to define what is necessary and important for an engineering student to learn. This criteria is set by ABET, the Accreditation Board for Engineering and Technology, which has identified eleven (11) student outcomes upon graduation of an engineering Baccalaureate level program. Among these eleven outcomes, are three outcomes that involve something broader than technological knowledge, design and methods, and they are: (1) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (2) a recognition of the need for, and an ability to engage in life-long learning (3) a knowledge of contemporary issues. In order to accomplish these outcomes, it is necessary to implement ancient philosophies from one of the greatest philosopher that ever lived, Socrates. Socrates had a lot to say about knowledge, wisdom and education. He is famously known for the ideas that â€Å"the only true wisdom is in knowing you know nothing,† â€Å"the unexamined life is not worth living, † and â€Å"education is the kindling of a flame, not the filling of a vessel. † Many students and professors in the school of engineering do not realize how little they know. For students, when accepted into a high ranked four-year institution, they might believe they are already among the best and the brightest, and this happens more often in the school of engineering. Students tend to think they have four more years of education left (typically) since they've made it so far already and don't realize that their learning has just begun. For professors at top higher institutions in Engineering, many have earned at least Master's degree or better. It is common that most professors hold Ph. D's at top research universities. With vast amount of knowledge these professors gain, they feel as if they know more than the students. Professors readily admit that they don't know everything. There are not many opportunities to question the curriculum that is assigned. More professors can benefit the student's learning experience by providing an environment to learn beyond what is required. Both professor and students are at fault for not acknowledging their own ignorance, which hinders the students in their intellectual growth. Moreover, once students and professors can come to realize how much more there is to learn this can open a world of knowledge for them. Socrates highly valued curiosity and wonder stating that life should not go unexamined. So how does one go about ensuring the outcomes ABET outlines? They implement a philosophical approach to technical education. Although this is present in some courses it is not enough. Most syllabi outline in detail what you are going to learn from concepts to chapters to homework problems to exams on day one. Learning is structured and more about following the rules. There is not a lot of encouragement to seek knowledge in other disciplines. The importance of concepts and ideas about other topics such as philosophy, politics, and education is not usually taught in engineering courses. Yet it is required by ABET for students to have that board exposure to be great engineers. For example, the an aerospace student who is looking to work in the industry after college needs to study the economy and politics. That student needs to understand how the economy stands regarding consumer spending and analyze the possibility of their country going to war. These factors can determine whether or not there is a need for commercial airplanes and/or a demand for defense airplanes. That student can then have a better understanding of what real engineering problems he will encounter and start thinking of ways to provide solutions by studying more applications of such problems. It is also important to know where that industry is head and looking into trends from the past to predict future ones and have a clearer vision of where to seek employment. This education, however, is not covered in your typical engineering course. Faculty and staff needs to put a bigger emphasis and link to education outside of STEM. It is the curiosity and wonder of the students that will lead them to self-educate themselves on these broader topics outside of their curriculum that they are expected have learned upon graduation. This leads to the issue that higher education has developed as a compartmentalized learning system, seen more evident in the engineering schools. In my experience at a leading four-year, private, research university, it felt as if the engineering professors were concerned about what the students know as opposed to how they processed thoughts and ideas. This is contrary to the belief that Socrates had, â€Å"education is the kindling of a flame, not the filling of a vessel. † With the focus to memorize formulas and problem solving methods students are just being filled with information and are then tested on how well they can recreate what they learned in lectures and texts in an exam. When asked, most alumni admit that they have retained very little from the concepts and formulas they learned in class. They state what they really acquired out of engineering school was the problem solving ability. This makes sense, since books and the internet are available to an engineer as a professional; there is no need to memorize the content. Practice with concepts and methods are necessary yet it is more important to understand how these concepts came to be. Socrates would encourage students to ask more about the who, what, why, how, and when in the midst of their learning experience. Developing a critical mind should be the focus of teaching not how well a student can memorize. Engineering programs across the nation don't place enough of an emphasis on critical thinking and self-education of concepts outside of engineering. Engineering education is not just about the practice of engineering methods; it's about recognizing hidden principles, patterns of learning and developing a desire for lifelong learning. With the teachings of Socrates, students will realize what they don't know and start to become more curious and begin to self-educate themselves outside of the classrooms to become individuals that live fulfilling lives as professionals and members of society community.

Free Essays on The Womans Role In The Church

Passage 1 Timothy 2:11-12 I. Statement of the problem This passage is on of the most controversial passage from the Scriptures because it talks about the woman’s role in the Church. There are two proposed solutions: some consider that woman has the right to exercise teaching and preaching in the Church while others totally disagree with this view. Proposed Solutions A. Egalitarian: The Egalitarian view says that men and women should be regarded as equals in authority in the home and given equal access to all positions of leadership in the church. The egalitarians claim that the verses in 1 Timothy that says that women cannot be teachers in the church really meant that this was because the women there in Ephesius all happened to be unlearned and ignorant women. The problem was not their gender, it was their lack of education. Now that women are permitted to graduate from seminary, they can become pastors since they are not unlearned anymore. A common explanation runs along the lines of women cannot have authority because of Eve's mistake. God punished Adam and Eve, and one way of punishing humanity for what they did was to set up male dominance along with slavery to sin. As Christ sets us free from the bondage to sin, God is now finally getting around to setting us free from the bondage of male dominance (rationalchristianity.net/women.html). Egalitarians claim that the Holy Spirit moved in the Christian churches in the 20th century to wake them up to this new aspect of Christianity They believe that Galatians 3:28 tells us there is no such thing as male or female in God's eyes but that all of us are one in Christ Jesus. Therefore it doesn't matter if a pastor is a woman or a man. Secondly, some would argue, admonitions in Scripture for wives to submit to their husbands (Ephesians 5:22) and for women to not teach or exercise authority over men (1Timothy 2:12) were written by the Apostle Pau... Free Essays on The Woman's Role In The Church Free Essays on The Woman's Role In The Church Passage 1 Timothy 2:11-12 I. Statement of the problem This passage is on of the most controversial passage from the Scriptures because it talks about the woman’s role in the Church. There are two proposed solutions: some consider that woman has the right to exercise teaching and preaching in the Church while others totally disagree with this view. Proposed Solutions A. Egalitarian: The Egalitarian view says that men and women should be regarded as equals in authority in the home and given equal access to all positions of leadership in the church. The egalitarians claim that the verses in 1 Timothy that says that women cannot be teachers in the church really meant that this was because the women there in Ephesius all happened to be unlearned and ignorant women. The problem was not their gender, it was their lack of education. Now that women are permitted to graduate from seminary, they can become pastors since they are not unlearned anymore. A common explanation runs along the lines of women cannot have authority because of Eve's mistake. God punished Adam and Eve, and one way of punishing humanity for what they did was to set up male dominance along with slavery to sin. As Christ sets us free from the bondage to sin, God is now finally getting around to setting us free from the bondage of male dominance (rationalchristianity.net/women.html). Egalitarians claim that the Holy Spirit moved in the Christian churches in the 20th century to wake them up to this new aspect of Christianity They believe that Galatians 3:28 tells us there is no such thing as male or female in God's eyes but that all of us are one in Christ Jesus. Therefore it doesn't matter if a pastor is a woman or a man. Secondly, some would argue, admonitions in Scripture for wives to submit to their husbands (Ephesians 5:22) and for women to not teach or exercise authority over men (1Timothy 2:12) were written by the Apostle Pau...