Creative Writing Proposal Assignment Example | Topics and Well Written Essays - 1250 words

Creative Writing Proposal - Assignment Example Tamara’s grandfather had tried to raise his voice against such fatally dangerous customs and, as a result of it, had been banished from the tribe. I will give background on how he makes it to England and raises Tamara’s father in accordance with the culture of his forefathers but omitting all harmful practices of that culture. Tamara is a typical western teenager with average looks and a few beautiful features, but she is a victim of an identity crises inflicted by the strong pull of two opposite forces; Tamara’s mother and Tamara’s grandfather whose character I shall explain later. I will trace Tamara’s development from a meek girl into a strong woman who decides to build her own identity in face of heavy opposition by her best friend, Agatha, and her mother. Mrs. Odua Brown and the eventual transition she inspires in their respective views. She travels along with Rajab, her lover, and Agatha to Kenya to work on a thesis she decides to write for he r university degree. This is an intentional choice by her as she wants to fulfill her grandfather’s desire of saving the unique culture of their ancestors from the damage some of the customs are inflicting upon it. I will write in some detail the interesting travel stories through Africa that these friends will experience and how they change some of their views and strengthen others. Then she travels back to Birmingham and highlights the plight of her people through a book she writes based on her thesis. Agatha initially tries her best to make Agatha believe that she should try and blend into her environment instead of looking for and showing her ancestor’s, according to her, obsolete way of life. Maasai shave their head in order to show a transition in their lives, and Tamara does the same to show her friends and family that this is who she is and wants to stay. This signifies the start of the transition in her life. Agatha’s character is a soft and understandi ng one, so she accompanies Tamara to Kenya where her views are changed. She is also a loyal friend who does not leave Tamara even when she falls into some serious trouble with the Maasai chief. Mrs. Brown is another such character who opposes Tamara’s choice of Maasai traditional religion and culture but comes around with time, although she is still not strongly satisfied even till the end. Rajab and Youssef are two Muslim brothers who fight a lot amongst themselves but their fights are not of a serious nature. They fight because Youssef keeps motivating Rajab to be a little closer to their religion Islam while Rajab is a free soul who came on earth merely to enjoy and marvel life. The brothers provide comic relief and their conversations provide different perspectives on the perception of religious identity in the west after 9/11. But there is another interesting twist to the story, both secretly love Tamara and have their own unique styles of showing their feelings. Rajab f inds an interesting opportunity to be with Tamara in accompanying her to Kenya but is not motivated by her cause, which is until he experiences the Maasai life firsthand. He helps Tamara significantly in giving awareness to the tribal people. Rajab’s character flourishes into the second strongest character after Tamara. The prejudices people still hold based on ethnicity are highlighted through the lack of help Tamara

English Lit Essay Example | Topics and Well Written Essays - 1000 words

English Lit - Essay Example Book IX of Paradise Lost presents Adam and Eve in their prelapsarian state and gradually develops to the theme of temptation and the original sin. The signs of self-will are shown by Eve, as she suggests to Adam that they can divide their work and go separate ways in the garden of Eden. As Adam is apprehensive of the enemy lurking in the garden, and shows his reluctance to separate from her, Eve protests, â€Å"How are we happy, still in fear of harm?†. To Adam’s fears about the Tree of Knowledge and the chances of Eve getting tempted, Eve declares that the very concept of heaven is false if there is suspicion among the two and a lack of confidence in each other: Eve’s sagacity to question the idea of a perfect state of bliss in heaven where differences and fear exist, though presented as part of a grand design, can in the contemporary scenario interpreted as a woman’s attempt to break herself free from the numerous norms set by the patriarchal society. The element of humanness that Milton attributes to Eve is capable of endearing her to the readers and to see her words and actions in a sympathetic light, even as the arguments that ensue after the original sin is capable of confirming the traditional Christian concept of seeing the woman as the eternal seductress who takes away the heavenly bliss man is capable of reaching, if not for her presence in his life. Adam’s words, â€Å"Go; for thy stay, not free, absents thee more;† hints at the paradoxical proposition of God trusting the free will of man and at the same time forbidding him and his companion from at least one thing in the Garden of Eden. The presence of a power relation which is deemed inappropriate in the eternal bliss and native innocence of the prelapsarian state of Adam and Eve is first recognized and contested by Eve. When Satan, in the form of an enlightened snake first flatters her and then reasons to her in a sophisticated manner, she does not try to

Steps in Strategic Planning

Steps in Strategic Planning Strategic Planning Model Many books and articles describe how best to do strategic planning, and many go to much greater lengths than this planning response sheet, but our purpose here is to present the fundamental steps that must be taken in the strategic planning process. Below is a brief description of the five steps in the process. These steps are a recommendation, but not the only recipe for creating a strategic plan; other sources may recommend entirely different steps or variations of these steps. However, the steps outlined below describe the basic work that needs to be done and the typical products of the process. Thoughtful and creative planners will add spice to the mix or elegance to the presentation in order to develop a strategic plan that best suits their organization! Step One Getting Ready To get ready for strategic planning, an organization must first assess if it is ready. While a number of issues must be addressed in assessing readiness, the determination essentially comes down to whether an organizations leaders are truly committed to the effort, and whether they are able to devote the necessary attention to the big picture. For example, if a funding crisis looms, the founder is about to depart, or the environment is turbulent, then it does not make sense to take time out for strategic planning effort at that time. An organization that determines it is indeed ready to begin strategic planning must perform five tasks to pave the way for an organized process: identify specific issues or choices that the planning process should address clarify roles (who does what in the process) create a Planning Committee develop an organizational profile identify the information that must be collected to help make sound decisions. The product developed at the end of the Step One is a Workplan. Step Two Articulating Mission and Vision A mission statement is like an introductory paragraph: it lets the reader know where the writer is going, and it also shows that the writer knows where he or she is going. Likewise, a mission statement must communicates the essence of an organization to the reader. An organizations ability to articulate its mission indicates its focus and purposefulness. A mission statement typically describes an organization in terms of its: Purpose why the organization exists, and what it seeks to accomplish Business the main method or activity through which the organization tries it fulfill this purpose Values the principles or beliefs that guide an organizations members as they pursue the organizations purpose Whereas the mission statement summarizes the what, how, and why of an organizations work, a vision statement presents an image of what success will look like. For example, the mission statement of the Support Centers of America is as follows: The mission of the Support Centers of America is to increase the effectiveness of the nonprofit sector by providing management consulting, training and research. Our guiding principles are: promote client independence, expand cultural proficiency, collaborate with others, ensure our own competence, act as one organization. We envision an ever increasing global movement to restore and revitalize the quality of life in local communities. The Support Centers of America will be a recognized contributor and leader in that movement. With mission and vision statements in hand, an organization has taken an important step towards creating a shared, coherent idea of what it is strategically planning for. At the end of Step Two, a draft mission statement and a draft vision statement is developed. Step Three Assessing the Situation Once an organization has committed to why it exists and what it does, it must take a clear-eyed look at its current situation. Remember, that part of strategic planning, thinking, and management is an awareness of resources and an eye to the future environment, so that an organization can successfully respond to changes in the environment. Situation assessment, therefore, means obtaining current information about the organizations strengths, weaknesses, and performance information that will highlight the critical issues that the organization faces and that its strategic plan must address. These could include a variety of primary concerns, such as funding issues, new program opportunities, changing regulations or changing needs in the client population, and so on. The point is to choose the most important issues to address. The Planning Committee should agree on no more than five to ten critical issues around which to organize the strategic plan. The products of Step Three include: a data base of quality information that can be used to make decisions; and a list of critical issues which demand a response from the organization the most important issues the organization needs to deal with. Step Four Developing Strategies, Goals, and Objectives Once an organizations mission has been affirmed and its critical issues identified, it is time to figure out what to do about them: the broad approaches to be taken (strategies), and the general and specific results to be sought (the goals and objectives). Strategies, goals, and objectives may come from individual inspiration, group discussion, formal decision-making techniques, and so on but the bottom line is that, in the end, the leadership agrees on how to address the critical issues. This can take considerable time and flexibility: discussions at this stage frequently will require additional information or a reevaluation of conclusions reached during the situation assessment. It is even possible that new insights will emerge which change the thrust of the mission statement. It is important that planners are not afraid to go back to an earlier step in the process and take advantage of available information to create the best possible plan. The product of Step Four is an outline of the organizations strategic directions the general strategies, long-range goals, and specific objectives of its response to critical issues. Step Five Completing the Written Plan The mission has been articulated, the critical issues identified, and the goals and strategies agreed upon. This step essentially involves putting all that down on paper. Usually one member of the Planning Committee, the executive director, or even a planning consultant will draft a final planning document and submit it for review to all key decision makers (usually the board and senior staff). This is also the time to consult with senior staff to determine whether the document can be translated into operating plans (the subsequent detailed action plans for accomplishing the goals proposed by the strategic plan) and to ensure that the plan answers key questions about priorities and directions in sufficient detail to serve as a guide. Revisions should not be dragged out for months, but action should be taken to answer any important questions that are raised at this step. It would certainly be a mistake to bury conflict at this step just to wrap up the process more quickly, because the conflict, if serious, will inevitably undermine the potency of the strategic directions chosen by the planning committee. The product of Step Five is a strategic plan! Whats in a vision statement? [From http://www.allianceonline.org/faqs.html] Martin Luther King, Jr. said, I have a dream, and what followed was a vision that changed a nation. That famous speech is a dramatic example of the power that can be generated by a person who communicates a compelling vision of the future. Management author Tom Peters identified a clear vision of the desired future state of the organization as an essential component of high performance. Widely-read organizational development author Warren Bennis identified a handful of traits that made great leaders great. Among them is the ability to create a vision. So, What Is a Vision and How Do I Get One? A vision is a guiding image of success formed in terms of a contribution to society. If a strategic plan is the blueprint for an organizations work, then the vision is the artists rendering of the achievement of that plan. It is a description in words that conjures up a similar picture for each member of the group of the destination of the groups work together. There is one universal rule of planning: You will never be greater than the vision that guides you. No Olympic athlete ever got to the Olympics by mistake; a compelling vision of his or her stellar performance inevitably guides all the sweat and tears for many years. The vision statement should require the organizations members to stretch their expectations, aspirations, and performance. Without that powerful, attractive, valuable vision, why bother? How a Vision is Used John Bryson, the author of Strategic Planning for Public and Nonprofit Organizations, states that typically, a vision is more important as a guide to implementing strategy than it is to formulating it. This is because the development of strategy is driven by what you are trying to accomplish, your organizations purposes. A mission statement answers the questions: Why does our organization exist? What business are we in? What values will guide us? A vision, however, is more encompassing. It answers the question, What will success look like? It is the pursuit of this image of success that really motivates people to work together. A vision statement should be realistic and credible, well articulated and easily understood, appropriate, ambitious, and responsive to change. It should orient the groups energies and serve as a guide to action. It should be consistent with the organizations values. In short, a vision should challenge and inspire the group to achieve its mission. The Impact of Vision John F. Kennedy did not live to see the achievement of his vision for NASA, but he set it in motion when he said, By the end of the decade, we will put a man on the moon. That night, when the moon came out, we could all look out the window and imagine And when it came time to appropriate the enormous funds necessary to accomplish this vision, Congress did not hesitate. Why? Because this vision spoke powerfully to values Americans held dear: America as a pioneer and America as world leader. In an amazing longitudinal study on goal setting, Yale University surveyed the graduating class of 1953 on commencement day, to determine if they had written goals for what they wanted their lives to become. Only three percent had such a vision. In 1973, the surviving members of the class of 1953 were surveyed again. The three percent who had a vision for what they wished their lives would become had accumulated greater wealth than the other 97 percent combined. Great wealth, a man on the moon, brother and sisterhood among the races of the globe what is your organizations vision? Shared Vision To a leader, the genesis of the dream is unimportant. The great leader is the servant of the dream, the bearer of the myth, the story teller. It is the idea (vision) that unites people in the common effort, not the charisma of the leader, writes Robert Greenleaf in Leadership Crisis. He goes on to write: Optimal performance rests on the existence of a powerful shared vision that evolves through wide participation to which the key leader contributes, but which the use of authority cannot shape. The test of greatness of a dream is that it has the energy to lift people out of their moribund ways to a level of being and relating from which the future can be faced with more hope than most of us can summon today. The Process for Creating a Vision Like much of strategic planning, creating a vision begins with and relies heavily on intuition and dreaming. As part of the process, you may brainstorm with your staff or your board what you would like to accomplish in the future. Talk about and write down the values that you share in pursuing that vision. Different ideas do not have to be a problem. People can spur each other on to more daring and valuable dreams and visions dreams of changing the world that they are willing to work hard for. The vision may evolve throughout a strategic planning process. Or, it may form in one persons head in the shower one morning! The important point is that members of an organization without a vision may toil, but they cannot possibly be creative in finding new and better ways to get closer to a vision without that vision formally in place. Nonprofit organizations, with many of their staff and board members actively looking for ways to achieve a vision, have a powerful competitive and strategic advantage over organizations that operate without a vision. Perceptions of Ideal Futures: An Exercise in Forming Vision This section outlines an exercise you may employ to assist your organization in defining its own vision. By using this exercise to develop your organizational vision, you may be better assured that the vision statement that is developed is a shared vision. At a retreat, or even at a board meeting or staff meeting, take an hour to explore your vision. Breaking into small groups helps increase participation and generate creativity. Agree on a rough time frame, say five to ten years. Ask people to think about the following questions: How do you want your community to be different? What role do you want your organization to play in your community? What will success look like? Then ask each group to come up with a metaphor for your organization, and to draw a picture of success: Our organization is like a mariachi band all playing the same music together, or like a train pulling important cargo and laying the track as we go, or . The value of metaphors is that people get to stretch their minds and experiment with different ways of thinking about what success means to them. Finally, have all the groups share their pictures of success with each other. One person should facilitate the discussion and help the group discuss what they mean and what they hope for. Look for areas of agreement, as well as different ideas that emerge. The goal is to find language and imagery that your organizations members can relate to as their vision for success. Caution: Do not try to write a vision statement with a group. (Groups are great for many things, but writing is not one of them!). Ask one or two people to try drafting a vision statement based on the groups discussion, bring it back to the group, and revise it until you have something that your members can agree on and that your leaders share with enthusiasm.

War and Peace :: essays research papers

War and Peace â€Å"Necessity is the plea for every infringement of human freedom. It is the argument of tyrants; it is the creed of slaves.† (William Pitt, 1783) This powerful statement brings into reality the depth of feeling that can bring a nation or a people to war. As we study wars of the past, we can see individually, the major factors as to why the war was waged. For example, nationalism, alliances, and military strategy are cited as the main causes of World War I. World War II can be attributed in part to the Great Depression. The Vietnam War was the U.S.’s attempt at supporting the South Vietnamese government against a corrupt North Vietnamese government. We are now in the midst of not only one war, but two; one with its roots in an attack on the World Trade Center on September 11, 2001, and one as a result of Saddam Hussein’s failure to disclose weapons of mass destruction, as per his agreement with the United Nations. We cannot effectively study the causes of war and come to conclusions about each, without delving into the human mind and heart. While history shows that each incident is fought for different reasons and with different intent, each cause can be linked to an underlying need for power, a need for freedom, a need for expansion or even a need for survival. Wars are also based on a need to be right or even righteous, as well as a need to hate. War then is not just a matter of X happened, so Y must happen. It is deep-seeded in the feelings of every human, and can be traced back to their perceived need. No matter what side of the proverbial â€Å"line in the sand† you stand on, war, to you is devastating. No matter what the reasons or how well intended they may be, war’s lasting effects can be numbing. That leaves the question, â€Å"Is war avoidable?† Are we to spend our lives on this earth on a constant roller coaster of war and peace? While it seems like someone is always at war, one can argue the existence of a utopia--argue whether or not a utopia has ever, or will ever, exist. It has been defined as, â€Å"an ideally perfect place, especially in its social, political, and moral aspects.† While I don’t believe that true utopia can ever exist on the earth, I do believe we can only be at peace with one another if we study and learn form the past.

How Work Is a Duty Comparing Two Poems

â€Å"Work is a duty†: Compare and contrast two poems you have studied in the light of this statement. It’s safe to say that â€Å"Toads† and â€Å"Toads Revisited†, both by Philip Larkin, have two very different viewpoints to work. Although written by the same poet, I feel they discuss the statement about ‘duty’ interestingly; both relay their points in a number of clever ways. Looking at â€Å"Toads†, in the perspective of the poet, we start to see that there is certain imagery in the poem that tells us a lot about the poets’ view on work.The fact that the poet effectively sees work as a â€Å"sickening poison† tells the reader he feels work, in essence, make us ill. To a certain extent we realise that Larkin actually despises work: seeing it not as a duty but as a corruption. This imagery of â€Å"poison† gives a very dark and sinister atmosphere. In contrast, â€Å"Toads Revisited†, also by Larkin, has th e opposite atmosphere and imagery. From line one of the poem (â€Å"walking around in the park†) we see that the mood is light, and therefore guess that the poem is in favour of work being a ‘duty’: Larkin uses happy and joyful imagery. The lakes, the sunshine, grass to lie on†. The way Larkin uses that sentence – â€Å"grass to lie on† – puts the reader in that relaxed and tranquil state of mind, perhaps the grass represents life and how it â€Å"should† feel good to lie back and not work; but somehow all this relaxation â€Å"doesn’t suit† the persona of the poem. Relating this back to the statement of how â€Å"work is a duty†, Larkin is trying to say (with his imagery in â€Å"Toads revisited†) is that we cannot call work a â€Å"duty† as it is not so, according to him. Instead it is a choice. I will further expand this point later on.Larkin goes on to describe tramps: â€Å"palsied old ste p-takers†. A â€Å"duty† is a legal or moral obligation to carry out an action, and from what Larkin displays here is interesting: how can we be obliged if we have the choice not to? Duty or not, tramps and the homeless, the unemployed and the benefit-misusers still exist to this day. Also in â€Å"toads† we see the image of homeless people when Larkin talks about â€Å"squatting†. The imagery of these types of people makes us see that the duty to work and having the choice to work are two very different things.With â€Å"Toads† it is similar, as we see the perspective of, what looks like, a working class man, we are presented the images of folk â€Å"living on wit†. It still seems that the persona of the poem sees work as a choice. Instead of people are obliged to work, the persona (Larkin) gives the impression that people are obliged not to work: â€Å"why should I let the toad work†, but yet they do have a choice to this day. Forgiv e me, but a rather humorous piece of imagery I picked up on was that of someone in a â€Å"squat† (Toads).Squatting could mean both homeless people looking for somewhere to settle, or it could resemble someone excreting (to be frank). This links to the work â€Å"duty† as it is sometimes called the same thing: I thought this was interesting. To be able to fully understand the views of both poems we must carry out analysis is several different ways. Another way of looking at this poem is in terms of its rhyme and rhythm or tone; and how this may or may not give the impression that work is a duty. With â€Å"toads† we notice a rhyme scheme called ‘half rhymes’: when a word sort of rhymes but doesn’t.For example â€Å"work† and â€Å"fork†; â€Å"soils† and â€Å"bills†; â€Å"poison† and â€Å"proportion†. The fact that the words almost rhyme could mean Larkin wants us to take note how things just arenà ¢â‚¬â„¢t quite right. Duty and choice comes back into play here: and here is where I think Larkin contrasts the two rhyming words in very interesting ways. He wants us to see that there is only a slight but significant difference in the way one is made to work (duty) and the way one chooses to work (choice). In â€Å"Toads revisited† the same thing occurs: â€Å"Park† and â€Å"work†; â€Å"noises† and â€Å"nurses†.This further illustrates the point of how duty and choice are only slightly but significantly different. In terms of rhythm, â€Å"Toads† resembles some very interesting ideas using it. For example, how Larkin says â€Å"lecturers, lispers, losels, loblolly-men†¦Ã¢â‚¬  it is not only a mouthful of words to say, but the rhythm is different, in this little phrase, (on the alliteration of L) to the rest of the poem. This resembles two things: how in our lives there are difficulties, which come at spontaneous moments, which we just have to surpass. And also, the words are a mouthful to say resembles how work is difficult and takes effort.This is further illustrated by how you can’t have â€Å"the fame and the girl and the money all in one sitting†. The representations and underlying meanings of the way both poems are written in terms of syllables/rhythm/rhyme show how because work is so hard, people choose not to do it. It is disagreeing with the statement, that to work is an obligation. There are various ways in which we can interpret these two poems, and compare and contrast these interpretations to the statement. I firstly interpret that in â€Å"toads revisited†, Larkin wishes to convey why it is he is in favour of working, and how he does/doesn’t portray it as a duty.Firstly, Larkin explains how not working is â€Å"not a bad place to be†, enticing the reader and making us falsely interpret his view (we think that he is taking a day off and thinking about how not w orking would be better). The poet tries to influence us about work, to some extent he does make it seem as if we are obliged to it: â€Å"turning over their failures†. This not only is a play on words (turn over, a word linking to economics and how if you work you will earn money), it also shows what will happen if you do not work: you will fail.In essence Larkin is making us see that working is a more of a duty than a choice, but still it is ones choice to work. In â€Å"Toads† we see Larkin presenting different ideas. Taking a very defiant view on work, he makes work seem more of something one should be ashamed of. He belittles it: â€Å"just for paying a few bills†. This quote I find highly interesting: its apparent Larkin recognises the point of working, but the persona in the poem does not. To this we are confused by: is Larkin purposely outlining work’s purpose (of paying bills) and disagreeing with them, just so we see it?To explain further, could the persona be saying â€Å"just for paying bills† as if he is against work, but actually he is saying this so that the point of working is to make money is raised? For â€Å"toads revisited† the ideas and interpretations are different: for now it seems that these are expressions of Larkin’s own views and attitudes to work. He is in effect dreaming about people working in the poem: â€Å"watching the bread delivered†¦Ã¢â‚¬ . Larkin does however recognise that it is hard to work, but he mentions how rewarding it is afterwards: â€Å"nowhere to go but indoor†. This is also a way in which the poet describes work not as a duty, but as a choice.But the balance is heavily pointed to being a duty, as an obligation to work is in essence the obligation to having a fun lifestyle simultaneously (â€Å"no friends†). Looking at the poems from a slightly different angle, the picture changes a fraction. Reading the poems in such a way to understand class s truggle at the time the poems were written, and to explore the conflict between the privileged and working class people, is called a Marxist view. The way the poet in â€Å"Toads† calls the working class â€Å"brutes†; and for the rest of the poem the working people go unnamed, as if they are not worthy of a name.This can tell us a lot about the social context, the fact that there was a lot of hate among the working and the privileged. It tells us how the persona from â€Å"toads† makes us see how the privileged looked down on the working class, as â€Å"toads† to some extent, as toads are small. If I have learnt anything during analysing, comparing, and contrasting â€Å"Toads† and â€Å"Toads revisited†, it’s that you can never be sure as to where exactly the poets views lie by just looking at the persona of the poem. We must break down the poem and transpose it to a more comprehendible structure before we even begin to.

Narrative Essay About Grandmother Passing Away.

Forever Remembered I knew that after walking into room 113 my life was going to be changed. I saw nurses saying, â€Å"sorry†, familiar faces with tears falling fast from their eyes, and arms opening wide for hugs. I knew something was wrong as I saw her lying still in her bed, eyes closed, and arms crossed over her stomach. Grandma Dorothy’s second stroke had slowly taken her life. Later, I wake up to my dad flicking my bedroom light on and him standing tall in my doorway. I could tell by the way he looked at me he didn’t want today to come.He slowly walked to my bedside and crawled into bed with me. I had never seen my dad cry before so I did what any ten year old would do, I wrapped my small arms around his neck and cried with him. â€Å"I love you Daddy. † Now, August 9th was the day we all dreaded, the funeral. I had never been to a funeral before; this was all new to me. People were dressed in black handing out tissues and saying small prayers for my family. I watched some man I had never seen before speak such honest words about my grandmother.Now, this man had said something I knew I’d never forget, â€Å"her golden heart stopped beating, hardworking hands go to rest, god broke our hearts to prove to us he only takes the best. † He brought so much emotion to this wide crowd of people; there were happy tears, sad tears, happy smiles, sad smiles, happy memories, and sad memories. He said, â€Å"Now today we remember the life of Dorothy Edna Callahan,† as he slowly lowered the casket six feet below the ground.My dad slowly bent down and wrapped his muscular arms around me, almost crushing my red rose. I said, â€Å"I’m going to miss her so much daddy, why did she have to go? † He whispered back, â€Å"It’s going to be alright Casey I’ll miss her too but she’s in a better place now. † I walked away slowly, tears falling fast from my eyes, a red rose in one hand and my dad’s in the other. After today I knew I was going to remember my Grandmother forever.

The History of Pop Art (1950s-1970s)

The History of Pop Art (1950s-1970s) Pop Art was born in Britain in the mid-1950s. It was the brain-child of several young subversive artists- as most modern art tends to be. The first application of the term Pop Art occurred during discussions among artists who called themselves the Independent Group (IG), which was part of the Institute of Contemporary Art in London, begun around 1952–53. Pop Art appreciates popular culture, or what we also call â€Å"material culture.† It does not critique the consequences of materialism and consumerism; it simply recognizes its pervasive presence as a natural fact. Acquiring consumer goods, responding to clever advertisements and building more effective forms of mass communication (back then: movies, television, newspapers, and magazines) galvanized energy among young people born during the post-World War II generation. Rebelling against the esoteric vocabulary of abstract art, they wanted to express their optimism in a youthful visual language, responding to so much hardship and privation. Pop Art celebrated the United Generation of Shopping. How Long Was the Movement? The movement was officially christened by British art critic Lawrence Alloway in a 1958 article called The Arts and Mass Media. Art history textbooks tend to claim that British artist Richard Hamiltons collage Just What Is It that Makes Todays Home So Different and So Appealing? (1956) signaled that Pop Art had arrived on the scene. The collage appeared in the show This Is Tomorrow at Whitechapel Art Gallery in 1956, so we might say that this work of art and this exhibition mark the official beginning of the movement, even though the artists worked on Pop Art themes earlier in their careers. Pop Art, for the most part, completed the Modernism movement in the early 1970s, with its optimistic investment in contemporary subject matter. It also ended the Modernism movement by holding up a mirror to contemporary society. Once the postmodernist generation looked hard and long into the mirror, self-doubt took over and the party atmosphere of Pop Art faded away. Key Characteristics of Pop Art There are several readily recognizable characteristics that art critics use to define pop art: Recognizable imagery, drawn from popular media and products.Usually very bright colors.Flat imagery influenced by comic books and newspaper photographs.Images of celebrities or fictional characters in comic books, advertisements, and fan magazines.In sculpture, an innovative use of media. Historic Precedent The integration of fine art and popular culture (such as billboards, packaging, and print advertisements) began long before the 1950s. In 1855, French realist painter Gustave Courbet symbolically pandered to popular taste by including a pose taken from the inexpensive print series called Imagerie d’Épinal. This immensely popular series featured brightly painted moralizing scenes invented by French illustrator (and art rival) Jean-Charles Pellerin (1756–1836). Every schoolboy knew these pictures of street life, the military, and legendary characters. Did the middle class get Courbets drift? Maybe not, but Courbet did not care. He knew he had invaded high art with a low art form. Spanish artist Pablo Picasso used the same strategy. He joked about our love affair with shopping by creating a woman out of a label and ad from the department store Bon Marchà ©. While Au Bon Marchà © (1913) may not be considered the first Pop Art collage, it certainly planted the seeds for the movement. Roots in Dada Dada pioneer Marcel Duchamp pushed Picassos consumerist ploy further by introducing the actual mass-produced object into the exhibition: a bottle-rack, a snow shovel, a urinal (upside down). He called these objects Ready-Mades, an anti-art expression that belonged to the Dada movement. Neo-Dada, or Early Pop Art Early Pop artists followed Duchamps lead in the 1950s by returning to imagery during the height of Abstract Expressionism and purposely selecting low-brow popular imagery. They also incorporated or reproduced 3-dimension objects. Jasper Johns Beer Cans (1960) and Robert Rauschenbergs Bed (1955) are two cases in point. This work was called Neo-Dada during its formative years. Today, we might call it Pre-Pop Art or Early Pop Art. British Pop Art Independent Group (Institute of Contemporary Art) Richard HamiltonEdouardo PaolozziPeter BlakeJohn McHaleLawrence AllowayPeter Reyner BanhamRichard SmithJon Thompson Young Contemporaries (Royal College of Art) R. B. KitajPeter PhilipsBilly Apple (Barrie Bates)Derek BoshierPatrick CanfieldDavid HockneyAllen JonesNorman Toynton American Pop Art Andy Warhol understood shopping and he also understood the allure of celebrity. Together these Post-World War II obsessions drove the economy. From shopping malls to People Magazine, Warhol captured an authentic American aesthetic: packaging products and people. It was an insightful observation. Public display ruled and everyone wanted his/her own fifteen minutes of fame. New York Pop Art Roy LichtensteinAndy WarholRobert IndianaGeorge BrechtMarisol (Escobar)Tom WesselmannMarjorie StriderAllan DArcangeloIda WeberClaes Oldenberg - common products made out of odd materialsGeorge Segal - white plaster casts of bodies in everyday settingsJames Rosenquist - paintings that looked like collages of advertisementsRosalyn Drexler - pop stars and contemporary issues. California Pop Art Billy Al BengstonEdward KienholzWallace BermanJohn WesleyJess CollinsRichard PettiboneMel RemosEdward RuschaWayne ThiebaudJoe GoodeVon Dutch HollandJim EllerAnthony BerlantVictor DebreuilPhillip HeffertonRobert O’DowdJames GillRobert Kuntz Sources Alloway, Lawrence. The Arts and Mass Media. Architectural Design 28 (1958): 85-86. Francis, Mark and Hal Foster. Pop. London and New York: Phaidon, 2010.Lippard, Lucy with Lawrence Alloway, Nicolas Cala and Nancy Marmer. Pop Art. London and New York: Thames and Hudson, 1985.Madoff, Steven Henry, ed. Pop Art: A Critical History. Berkeley: University of California, 1997.Osterwald, Tilman. Pop Art. Cologne, Germany: Taschen, 2007.Rice, Shelley. Back to the Future: George Kubler, Lawrence Alloway, and the Complex Present. Art Journal 68.4 (2009): 78-87. Print.Schapiro, Meyer. Courbet and Popular Imagery: An Essay on Realism and  Naà ¯vetà ©. Journal of the Warburg and Courtauld Institutes 4.3/4 (1941): 164-91.Sooke, Alistair. Richard Hamilton and the work that created Pop Art. Culture. BBC, August 24, 2015.

Egyptian Korean essays

Egyptian Korean essays Everyone wants to have eternal life. From ancient Egyptians to generations now days, people feared mysterious world after death and tried hard to extend their life time. However throughout the history, people realized that death is something everyone has to face, and that there is no way to escape from it. People from different nations have their own way of defining death. I took the examples of ancient Egyptians and Koreans to compare. Egyptians believed that the afterlife is reemergence of best time of present world. They always imagined another world to come and prepared for it with confidence. Pharaohs and noble people spent many years to build their tomb, the pyramids. They employed special people to decorate their pyramids with different paintings and sculptures. These artworks usually described the activities which they want to continue afterlife such as hunting or feast. Koreans also believed in afterlife. However, they did not build fancy tombs or prepared death like Egyptians. Inspired by Confucian, they thought that remembering the dead is the most important thing. They had many rules to obey in dealing with death. The most conspicuous thing was costume and special ceremony. When a member of family passed away, everyone wore white clothing to express their grief. Men wore a strap around their arm and women wore white cloth on top of their head. In now days, men still wear a strap around their arm but women wear white hairpin on their head instead. Another interesting thing is that when ones parents pass away, the son had to build a small hut right next his parents tomb and guard it for three years. After three years, he would return to his home and he would hold a special ceremony once in a year to remember his parents. Ancient Egyptians mummified dead body to promise next life. They would remove all the organs expect the heart and embalm it. Then they would wrap the body with fine linen and place them in...

Asch Study Research Paper

Solomon Asch finally conducted the experiment in 1951 on a group of male participants. Asch created two cards, the first card had a line that the participants had to match up with another line on the second card, this card had three lines that the participants could choose from. Asch first gathered eight confederates, â€Å"actors posing as participants† (Pastorino, 512). All eight of these confederates where told to purposely say the obvious wrong answer. So asch took eight confederates and one participant and asked them which line on the second card was the same length as the line on the first card. The confederates went first so that the participant could hear their answer. After the confederates said their answer the participant was then supposed to give his answer. Seventy-four percent of the time the participant would conform to the confederates answer. Through this experiment Asch found immense information. Those who conformed first obviously showed disbelief, even with all the disbelief they still conformed. Almost three quarters of the people put under the group pressure conformed to the obvious false answer. In psychology this is the Asch Effect. The Asch Effect is â€Å"the influence of a group majority on the judgements of an individual† (Zimbardo, 571). Although the majority of the participants conformed to obvious wrong answer, there were some that stuck with their own beliefs. These people are called Heroes, â€Å"Heroes are people who are able to resist situational forces that overwhelm their peers and remain true to their personal values† (Zimbardo, 572). These type of people challenge the corrupt society and don’t go with the groups beliefs. As well as Heroes, there are Independents who may fall in disbelief of the others, but still go along with their own answers. Solomon Asch created a study to test the powers of conformity by designing a test consisted of line to find research and information needed when learning about conformity. Conformity is when someone adopts a group’s behavior, attitudes, and opinions just to fit in. There were many people who conformed to Asch’s study. Seventy-four percent of the participants put into the study conformed to the group’s false answers. Although the majority conformed there were other that didn’t conform to the answers of the group, these people were the Heroes and the Individuals. In conclusion the majority of the people put into this study conformed to the group’s answers. Panarchy. Solomon Asch : Opinions and Social Pressure (1955). Panarchy Panarchie Panarchia Panarquia. 2001-2010. Web. 16 Jan. 2011. lt;http://www. panarchy. org/asch/social. pressure. 1955. htmlgt;. Pastorino, Ellen, and Susann Doyle-Portillo. What Is Psychology? Australia: Thomson Wadsworth, 2009. Print. Zimbardo, Philip G. Psychology: AP* Edition with Discovery Psychology. Boston, MA: Allyn amp; Bacon, 2010. Print.

Summarize a Financial management article Example | Topics and Well Written Essays - 750 words

Summarize a Financial management - Article Example Moreover, these strategies are examined for ensuring compliance with the financial and regulatory requirements and policies of the banks. The article provides a background to the development of financial markets in the developing countries like Turkey and how the turmoil in these emerging financial markets can affect the global financial scenario. During crisis situation in the economy the role of banks is pivotal as they are considered to be the pillars of any financial system. Therefore, it is suggested in this article that banks need to adopt only those strategies that could lower their risks and improve the control over the financial position of banks in order to reduce the implications on both domestic and international financial setups. The role of asset liability management (ALM) in strategic planning of banks is highlighted in this article suggesting that the aim of such model in banks allows them to efficient manage their funds keeping their risk profiles to lowest levels and to maximize their earnings. The model is considered to be multidimensional which requires simultaneous interaction between different elements of operations in a bank, which requires high level of integration at various levels. Banks have now adopted sophisticated models of ALM; however, the outcome of ALM still depends upon the diverse management strategies followed by banks. The importance of ALM is viewed in this article from the perspective of Turkish banks that faced major financial crisis situation in the Turkish banking industry in late 2000 and early 2001. The reasons highlighted for these financial crises included poor overall macroeconomic conditions in the country and poor regulatory framework to control and manage the activity that was taking place in the Turkish banking sector. The article presents important relevant financial ratios of banks during pre- and during financial crisis periods, which

Critically discuss the relevance of the ownership structure of a firm Coursework

Critically discuss the relevance of the ownership structure of a firm and examine how this impacts on both the short-term and long-term strategies that are employed by business - Coursework Example At several instances, it is noted that the ownership structure of a firm has been affecting its steady growth and development at large. Moreover, the ownership structure of the firm is observed to function by developing the image and enhance the strategic development of the firm in both short and long terms (Jensen & Meckling, 1976). With this regard, the paper intends to elaborate on the relevance of the ownership structure followed in The Lego Group. The Lego Group is a private sector company founded in the year 1932. In accordance with its vision, the company’s business was majorly engaged in the development of the children’s cognitive skills through playing. The company has developed its image as a global enterprise over the tenure of 80 years and has developed itself, on of the leading manufacturer of toy in the world (1The LEGO Group, 2014). To develop a better understanding about the ownership structure of the company, a detailed analysis of its provisions and performances have been conducted in the following sections. Ownership structure provides a framework for the process of control and helps in developing a system of management of the firm. Ownership structure is therefore defined as the equity structure that depicts the holding rights of a company. This structure further defines the authority that a particular person has on an organisation. Moreover, the ownership structure depicts managerial abilities to control the different operations of the management and enhance the system overall, to suffice the changing needs of the contemporary business environment and adjust with the same, maintaining efficiency. Contextually, the ownership structure helps in identifying the corporate governance and in developing guidelines that in turn tends to shape the internal climate of the company influencing the investors’ confidence level as well as ensuring transparency in

Field observation essay Example | Topics and Well Written Essays - 1250 words

Field observation - Essay Example The protagonist in the narrative presents the reader with a view of American teenage life that is both touching, but also alarming in its suggestion that teenagers feel alienated and insecure throughout their high school years. These feelings are perhaps amplified when the teenager is even more â€Å"different† than usual – from another culture, or identified as something other than mainstream, white, upper class American. Being an outsider, and always striving for acceptance but never finding it, is something which every American teenager may experience. But the personal experience of the narrator of the novel, and its resonances in the personal life of this writer from the basis of this essay. The First Person writing style stems from this exploration of personal opinions and reactions to the novel, â€Å"Prep†. The first and perhaps most predictable point of identification I had with the novel â€Å"Prep† is with the character, Sin-Jun. Sin-Jun is described as being from Korea, and the narrator comments that, â€Å"Like me, Sin-Jun had no friends.† (Sittenfeld, p.10) Superficially, since my background is also Korean – I have lived in the United States now for 6 years – this character is one with whom I should identify. I arrived in the United States when I was in Junior High, and graduated high school here. The difficulties I experienced when I first arrived could be paralleled by some of the experiences Sin-Jun is described as having. Perhaps the description of the squid Sin-Jun keeps in her locker, and her roommates’ reaction to its smell, as well as Sun-Jin’s sexual preferences are too radically removed from my personal experience to allow close comparisons but in one area I am able to identify with her strongly. Language is certainly one of the primary difficulties when you are trying to adapt to a new school. If your language is absolutely not understood by anyone

Nuero physiotherapy Assignment Example | Topics and Well Written Essays - 2500 words

Nuero physiotherapy - Assignment Example Stroke is known to be one of the worst causes of disability and death all over the world. Ischemic stroke contributes to more than 87 percent of all the strokes (Amarenco et al. 2012). Stroke easily leads older people to death within a very short time; research shows that 8 to 12 percent of adults aged between 45 and 64 years die within 30 days of transient ischemic attack. George’s case is a perfect description of an adult who has suffered a stroke that has lasted for more than one hour without medical attention. The amount of time that the patient lasted without medical attention may have been more than one hour since the only person who could have helped him had been away for most part of the day. Various things occur to patients who suffer ischemic stroke within the first hour leading to neurological problems and even death. During the first hour, a section of the brain usually faces threats of death. The infarct core might be highly ischemic and may certainly die, but tissue with a shortfall of blood provision is also poised on a knife-edge between recovery and death. At this state, metabolic factors and hemodynamics are essential (Bath & Lees 2000). Clinical symptoms exhibited by George are due to a stroke that he has undergone. It is more likely that he suffered from ischemia, which causes more than 85% of strokes, or hemorrhage, which accounts for the remaining 15%, after diagnosis rules out subarachnoid hemorrhage. Hemorrhage leads to direct neuronal injury and adjacent ischemia due to the pressure effect it develops. Primary ischemia occurs because of an embolism or atherothrombotic occlusion. The normal sources of embolism in an individual are the left atrium in cases where there is atrial fibrillation or left ventricle in cases where there is heart failure or myocardial infarction. Occlusion of vessels occurs because of atherosclerosis, in the internal parts of the carotid artery, which is simply next to the carotid bifurcation,

Make a report of the study case Essay Example | Topics and Well Written Essays - 2500 words

Make a report of the study case - Essay Example To evaluate and analyse this aspect of the company’s position, certain financial ratios have also been used in the report. The greatest internal risk faced by the company is the declining of profit over the last financial year, if this trends continue to take place, the company will be generating no more funds for investment and even there would be left nothing in the company to be transferred to the shareholders in the form of dividends or earnings per share. The company also confronts with the risk of losing all its business because of the costs incurred during the production and distribution of goods, and also the other operating expenses incurred during the year. According to Wells and Nieuwenhuis (2001), the automotive industry in UK has been highly saturated and the companies need to face great competition from other companies in the same industry. Hence, there is a high risk of increasing competition. Wells and Nieuwenhuis (2001) further specify that the competition is not the only risk a company has to confront with, there are certain other factors that increase the risk of doing business in UK automotive industry. These factors are globalisation, consolidation, and continuous innovations in the technology. Bordenave and Lung (1996) says that the most important risk a company faces in the automotive industry in UK is due to the increasing outsourcing activities on the part of the manufacturers. Therefore, a geographical risk arises in such a situation where supplier and manufacturer are from geographically distant and different places. Analysing the profitability of Buzzard Ltd lies in assessing the company’s profit with respect to various other items from income statement and balance sheet. This can be done with the help of the following ratios: The Gross Profit ratio analyses the company’s profit margin before accounting for various operating costs (Mcmenamin Jim,

Philosophy of Special Education Research Paper Example | Topics and Well Written Essays - 1000 words

Philosophy of Special Education - Research Paper Example people who are enabled differently, to cope with the rest of the society, it becomes imperative and key that such students would be taught in schools. To begin with, school would be necessary to enhance the civic aspect and cognitive abilities of the special needs students. The things they would learn in school would sharpen their cognitive abilities and acuity towards the same goal and objective. Secondly, the school setting and environment would improve the emotional acuity and sharpness. The fact that a student gets to share the same environment with others means that different emotions such as extreme happiness and sadness get to occur in such a place. If for instance, in one day such a student gets extremely overjoyed and the minute he or she is annoyed, after some time, the student would find the right level of emotional balance. Subsequently, a school would enable such a student with special needs and special abilities to develop vocational skills and talents which would enable him or her to earn a livelihood (Spring, 2013, p. 19). Given the fact that the intelligence disposition and quotient of the special needs students or people may not allow them to pursue professional courses such as medicine, they would instead pursue vocational courses. At the long end, they would use their vocational skills and trainings to earn livelihoods and lead descent independent lives. Equally important is that schools help the special needs people or students to develop and grow their social lives. It is only through interacting with other people that one gets to develop and practice interpersonal skills such as talking, communicating, relating, apologizing, and showing gratitude amongst other social abilities. A school would also a special need student to develop moral responsibility and care so that he or she would be a co mplete person in the human society, able to relate and co-exist with others. These learner with special skills and abilities may in the ordinary sense

Make a report of the study case Essay Example | Topics and Well Written Essays - 2500 words

Make a report of the study case - Essay Example To evaluate and analyse this aspect of the company’s position, certain financial ratios have also been used in the report. The greatest internal risk faced by the company is the declining of profit over the last financial year, if this trends continue to take place, the company will be generating no more funds for investment and even there would be left nothing in the company to be transferred to the shareholders in the form of dividends or earnings per share. The company also confronts with the risk of losing all its business because of the costs incurred during the production and distribution of goods, and also the other operating expenses incurred during the year. According to Wells and Nieuwenhuis (2001), the automotive industry in UK has been highly saturated and the companies need to face great competition from other companies in the same industry. Hence, there is a high risk of increasing competition. Wells and Nieuwenhuis (2001) further specify that the competition is not the only risk a company has to confront with, there are certain other factors that increase the risk of doing business in UK automotive industry. These factors are globalisation, consolidation, and continuous innovations in the technology. Bordenave and Lung (1996) says that the most important risk a company faces in the automotive industry in UK is due to the increasing outsourcing activities on the part of the manufacturers. Therefore, a geographical risk arises in such a situation where supplier and manufacturer are from geographically distant and different places. Analysing the profitability of Buzzard Ltd lies in assessing the company’s profit with respect to various other items from income statement and balance sheet. This can be done with the help of the following ratios: The Gross Profit ratio analyses the company’s profit margin before accounting for various operating costs (Mcmenamin Jim,

Oral Script About Titanic Essay Example for Free

Oral Script About Titanic Essay Good morning to my teacher and fellow friends. Today I want to talk about the sinking of Titanic. RMS Titanic was a passenger liner that sank in the North Atlantic Ocean on 15 April 1912 after colliding with an iceberg during her maiden voyage from Southampton to New York City. The sinking of Titanic caused the deaths of 1,514 people in history. She was the largest ship afloat at the time of her maiden voyage. One of three liners operated by the White Star Line, she was built between 1909-11 by the Harland and Wolff Shipyard in Belfast. Her passengers included some of the wealthiest people in the world, as well as over a thousand emigrants from Britain,  Ireland,  Scandinavia  and elsewhere seeking a new life in North America. The ship was designed to be the last word in comfort and luxury, with an on-board gymnasium, swimming pool, libraries, high-class restaurants and opulent cabins. She also had a powerful wireless telegraph provided for the convenience of passengers as well as for operational use. Though she had advanced safety features such as watertight compartments and remotely activated watertight doors, she lacked enough lifeboats to accommodate all of those aboard. Due to outdated maritime safety regulations, she carried only enough lifeboats for 1,178  people – a third of her total passenger and crew capacity. After leaving Southampton, England on 10  April 1912,  Titanic  called at  France  and Ireland before heading westwards towards New York. On 14 April 1912, four days into the crossing and about 375 miles south of Newfoundland, she hit an iceberg at 11:40  pm. The glancing collision caused  Titanics hull plates to buckle inwards in a number of locations on her  starboard  side and opened five of her sixteen watertight compartments to the sea. Over the next two and a half hours, the ship gradually filled with water and sank. Passengers and some crew members were evacuated in lifeboats, many of which were launched only partly filled. Just before 2:20  am  Titanic  broke up and sank bow-first with over a thousand people still on board. Those in the water died within minutes from  hypothermia  caused by immersion in the freezing ocean. The 710 survivors were taken aboard from the lifeboats by the  RMS Carpathia  a few hours later. The disaster was greeted with worldwide shock and outrage at the huge loss of life and the regulatory and operational failures that had led to it. Many of the survivors lost all of their money and possessions and were left destitute; many families, particularly those of crew members from Southampton, lost their primary bread-winners. They were helped by an outpouring of public sympathy and charitable donations. Some of the male survivors, notably the White Star Lines chairman,  J.Bruce Ismay, were accused of cowardice for leaving the ship while people were still on board, and they faced social ostracism. The  wreck of the  Titanic  remains on the seabed, gradually disintegrating at a depth of 12,415 feet (3,784  m). Since its rediscovery in 1985, thousands of artifacts have been recovered from the sea bed and put on display at museums around the world. Titanic  has become one of the most famous ships in history, her memory kept alive by numerous  books, films, exhibits and memorials. That’s all. Thank you.

The Restoration Period Of Jonathan Swift English Literature Essay

The Restoration Period Of Jonathan Swift English Literature Essay Jonathan Swift was born in the Restoration Period and reflects it in his verbal violence, hyperbole, and explicit sexual and excretory terms (Rogers, 1987, p. 231). Rogers explanation to Swifts writing is revealing. A number of people seem to not know who Jonathan Swift was; what he wrote; what he did; anything. They had been missing out on one of the best satirists of his day, possibly all time. From his satires of England ruling Ireland to his satires of Mans weakness, he created some of the greatest stories anyone has ever read or heard. Jonathan Swift lived from 1667-1745. Swift was born in Dublin and lived in Ireland for most of his life, but his parents, Abigail Erick and Jonathan Swift, were English. His father was an attorney at Kings Inn. His father died seven months before he was born, which led many to speculate that it had an influence on his writing (Group, 1998, p. 190). He was very sick as a child and developed Menieres disease, which affects the inner ear. He lived with his nurse in England for a few years when he was young due to his mothers meager earnings (Merriman, 2008). After his stay in England, Swift went back to Ireland and lived with his uncle who sent him to Kilkenny Grammar School from 1674 to 1682 where he met William Congreve. He then received a M.A. degree from Oxford University in 1692. He attended Trinity College in Dublin the following years. Trinity College almost denied him his degree due to misconduct (Kilvert, 1997, p. 1196). He was ordained as a priest in 1694. He was employed as a secretary to Sir William Temple (Rogers, 1987, p. 231). In 1695, he became Prebend of Kilroot. He first published under the pseudonym Lemuel. By 1700, he became Chaplain to Lord Berkley. He was awarded his Doctor of Divinity degree in 1701 (Kilvert, 1997, p. 1196-1197). At age thirty-seven, Swift published  A Tale of a Tub  and  Battle of the Books. As he grew older, he became more involved with political issues and his satires became more savage (Merriman, 2008). Part of this was the many scandals and behind-closed doors activities of the aristocracy (Rogers, 1987, p. 231). He published  Gullivers Travels  at age sixty, which has been adapted to both stage and film, and spawned multiple sequels. In 1728, a woman he had been a mentor to, and some believe a lover, died, resulting in a decline in Swifts health.  Swift donated a third of his income to charity and when he died, left all his money to build a hospital. He was quite philanthropic for the time he lived in (Wikisource, 2010). Section 3 In  1667, the Dutch fleet defeated the English in Medway River. The treaties of Breda among Netherlands, England, France, and Denmark were made. The following year, a  triple alliance of England, Netherlands, and Sweden formed against France and Newton built his first reflecting telescope (Group, 1998, p. 191). During the new decade, the  Secret Treaty of Dover between Charles II of England and Louis XIV of France to restore Roman Catholicism to England was made. From 1672-1674, the  third Anglo-Dutch war continued. William III became ruler of Netherlands the same year. By  1673, Test Act aimed to deprive English Roman Catholics and nonconformists of public office. 1675 saw the construction on St. Pauls Cathedral begin (Rogers, 1987, p. 231). In  1677, William III, ruler of the Netherlands, married Mary, daughter of James, Duke of York, and heir to the English throne. Two years later, Act of Habeas Corpus passed, forbidding imprisonment without trial and Parliaments Bill of Exclusion against the Roman Catholic Duke of York was blocked by Charles II (Merriman, 2008). The Whigs reintroduced the Exclusion Bill and James II was King of England and VII of Scotland. Johann Bach was born the same year. James II disregarded the Test Act and appointed Roman Catholics to public office. Then he issued the Declaration of Liberty of Conscience, which extended toleration to all religions (Group, 1998, p. 191). England had its Glorious Revolution and Parliament issued Bill of Rights and established a constitutional monarchy in Britain. William III and Mary II became joint monarchs of England and Scotland until 1694. The Toleration Act granted freedom of worship to dissenters in England (Rogers, 1987, p. 231). Over in America, the Salem Witch Trials began in Massachusetts. 1707 brought about the union of Scotland and England to form Great Britain (Merriman, 2008). Section 4 Gullivers Travels,  A Tale of a Tub,  A Modest Proposal,  Battle of the Books,  Bickerstaff-Partridge Papers,  The Drapier Letters, The Journal to Stella, Writings on Religion and Church Vol. 1, Three Sermons and Prayers,  and  English Tongue  are all written by Swift. Perhaps Swift wrote the satires he did because of growing up in such an arduous time and place in Ireland. Being a poor child, with no father, and being under English rule would certainly influence most writers. A Modest Proposal  is a satire of the English rule of Ireland in which Swift forms a calculated decision to have certain people be designated breeders whose children would be eaten for the good of the people. Clearness, cogency, masculine simplicity of diction, are conspicuous in the pamphlet, but true creative power told the  Tale of a Tub. Good God! What a genius I had when I wrote that book! was his own exclamation in his latter years. It is, indeed, if not the most amusing of Swifts satirical works, the most strikingly original, and the one in which the compass of his powers is most fully displayed (Britannica, 1911). Gullivers Travels  is a story about a man who becomes a doctor, travels around the world on ships, and learns new information about different kinds of culture. However, the main focus of the story is when the ship, on which he resides, crashes into a rock and he swims to shore, passing out a mile onto the island. When he awakens, he discovers he has been bonded to the ground with rope and that the inhabitants of the island are only six inches tall! Their king then sends for him to be brought to the kingdom and this is where his satirical abilities begin to show. Section 5   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jonathan Swift, despite his childish sense of humor, manages to poke fun at the aristocracy and show the commoners through allusions and hidden references what their superiors are really like.  Gullivers Travels  is one of the best books and finest satires by any author. The use of fake events in the story, which just so happen to relate to a real life event that happened between the Whigs and Tories in England, was genius.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Swift had a troubled childhood to say the least, not as strange as Edgar Allan Poes, but certainly not normal. He had an interesting life crammed with religion, but not love. His, as some believe, love died a few years before he did. He wrote more works than a lot of authors and published quite a few under pseudonyms. Jonathan Swift, in many minds, holds the title of Greatest Satirist of All Time.

Offshore Oi Drilling Causes Environmental Damage Essay -- Environmenta

Oil drilling is the process of perforating oil from the earth’s surface. This process can be dangerous. The drilling process can be harmful to nearby animal life. The process used to locate oil waves can be harmful to animal life. When the oil ascends, it brings with it a number of deadly chemicals. The chemicals released can consist of mercury and arsenic. Other substances such as lead have been known to ascend with the oil (Horton, Jennifer, 1). An oil spill is the process by which oil is mistakenly dispensed. The danger and damage an oil spill can cause is exponential. An oil spill can cause millions of dollars in damages. Oil spills are one of the worst catastrophes that happen, and they happen frequently. It has been predicted by the Mineral Management Service, that a spill of one thousand oil drums will occur in the Gulf of Mexico every year (Horton, Jennifer, 1). It is expected that there will be a spill of more than ten thousand oil drums every three or more years (Horton, Jennifer, 1). Oil spills have been defined as inevitable (Climate & Energy, 1). As of now, there exists no truly safe way of cleaning a spill (Climate & Energy, 1). The oil spill that occurred in the Gulf of Mexico in 2010 was one of the worst oil spills that has ever occurred (Clean & Energy, 1). The Gulf of Mexico oil spill by British Petroleum is the largest environmental catastrophe in the history of the United States (Clean & Energy, 1). Over two hundred million gallons of oil was released into the Gulf of Mexico (Clean & Energy, 1). The oil flowed for approximately three months (Clean & Energy, 1). Within that time period, the spill was responsible for eleven human deaths (Clean & Energy, 1). Extensive damage was done to the environme... ...e 1-2. 14 Nov. 2014. http://www.thefreelibrary.com/BP%2c+firms+made+risky+decisions+before+spill%3a+re... â€Å"BP shares hit 6-month high after Shell takeover report.† Oil & Gas News. Jan 10, 2011: Page 1-2. 14 Nov. 2014. http://www.thefreelibrary.com/BP+hit+6-month+high+after=Shell+takeover+report Chelette, Tim â€Å"Options for Dealing with a Spill.† Climate & Energy. Copyright 2010 Oceana: page 1 14 Nov. 2014. http://na.org/en/our-work/climate-energy/offshore-drilling/learn-act/options-for-dea â€Å"The Spill- By the Numbers.† Climate & Energy. Copyright 2010 Oceana: page 1. 14 Nov. 2014. http://na.oceana.org/en/our-work/climate-energy/offshore-drilling/gulf-oil-spill-response-c Why is offshore drilling so controversial? How Stuff Works.com page 1-2. 14 Nov. 2014. http://science.howstuffworks.com/environmental/energy/offshore-drilling-contoversy2.htm

Abortion Should Remain Legal Essay example -- The Right to Life, Pro-Li

Abortion. This one word, or statement in this case, can be defined as death to some and as life to others. With two completely different explanations of a word, it is obvious that abortion is probably one of the leading topics of controversy in the world today. So, who will win the fight? The pro-choice supporters, or the pro-life supporters? It has been a battle since the first laws of abortion were enforced in the 1820’s. Neither parties are right, however neither is wrong. Abortion is a personal opinion that is conducted according to the personal reason. Honestly, although there are several people, pro-choice to be exact, that disagree, the question I ask is â€Å"Why should abortion be legal†? Isn’t it murder? Isn’t it taking a helpless souls life? In a case of an abortion, the child doesn’t stand a chance. It is unfair to the innocent and selfish of the one who makes the decision to abort the child. A legitimate reason can’t be found to take a life. When someone hits a motorist and kills them by car accident, they are prosecuted for involuntary manslaughter. These people serve time for the crime that they commit. Abortion only differs in one way; it is voluntary. The average punishment for voluntary manslaughter is life behind bars. If someone abuses a child to the point of death, they are prosecuted for homicide and will likely serve their entire life in prison. Abortion is the same as child abuse to the point of death. With legalized abortions, at the time that someone has the abortion, they hav e the procedure, and walk free and clear, several feeling no regret or guilt from their actions at all. They should have to pay for their selfish acts. The right to a legal abortion is allowing the mistake of pregnancy to become ... ...ose that are sexually assaulted. As for those that it is a personal choice to discontinue the pregnancy, I do not believe that it should be legal for personal reasons. There are thousands of people that are waiting to adopt newborns, therefore if there is not a health concern for the mother or the child, the abortion should not be allowed. I believe that this would teach our society to practice safe sex and to administer birth control more freely. So, abortion, legal or not legal? That is our question. Thinking critically, I believe that it is necessary to be a legal procedure only with limitations however. I also believe that it is the business of the pregnant women that is considering the abortion. Our society does not have a right to judge someone by the actions. Only God will judge us one day and he is the one for us to assure that we will do by his will.

Computer Virus and World Wide Web Essay

1. Workstation and desktop devices are prone to viruses, malware, and malicious software, especially if the user surfs the Internet and World Wide Web. Given that users connect to the Internet and World Wide Web, what security countermeasures can organizations implement to help mitigate the risk from viruses, malware, and malicious software? Organizations can restrict specific sites, key words like blogs, mirror sites and such. Organizations can also make sure specific ports are shut down; this can prevent back doors when accessing a site. There are a lot of web sites out there that do not need accessibility, especially for a work environment. 2. Your employees e-mail file attachments to each other and externally through the organization’s firewall and Internet connection. What security countermeasures can you implement to help mitigate the risk of rouge e-mail attachments and URL Web links? The basic step would be to not allow hyperlinks to automatically work when in an e-mail. Some times when a link is in a user can click and it will automatically launch it. Another step would be for the e-mail to have the user’s signature. This is usually verified through the user’s machine, for example in the military we have a Common Access Card. This card is a form of identification on multiple levels, in order for you to access your e-mail you need to log in with your CAC and enter your pin. When you send an –mail it has a signature on it based on the code in your CAC, this way the person receiving the e-mail knows it is from you. Another way of doing it is by having public keys and private keys, this way both users know it is from the individual. 3. Why is it recommended to do an antivirus signature file update before performing an antivirus scan on your computer?  From what the lab showed me and from my understanding it is because the scan will not scan encrypted files. The signature file would have been able to pick it up and it would work in tangent with the scan. 4. Once a malicious file is found on your computer, what are the default settings for USB/removable device scanning? What should organizations do regarding use of USB hard drives and slots on existing computers and devices? Some devices have serial numbers associated with them, and this string is optional. This is defaulted with thumb drives, USB hard drives and PDAs. Most scanning and tracking details would be of most use with the USB mass storage devices. Organizations should immediately remove the AUTO run feature! This is basic in the military, any one would be able to come in and throw a thumb drive and automatically run whatever it is on it making it a vulnerability. 5. If you find a suspect executable and wish to perform â€Å"dynamic analysis† what does that mean? Dynamic analysis is the testing and evaluation of a program by executing data in real-time. The objective is to find errors in a program while it is running, rather than by repeatedly examining the code offline 6. What is a malware and malicious code sandbox? This can be potentially dangerous but it is looked like as a sandbox. This is by running the virus, preferably in a machine with limited access to a network and something that isn’t much of a use and executing the virus in real time. This way you can debug the virus and see what is it doing so you can detected and prevent it. 7. What are typical indicators that your computer system is compromised? It is slow, everything you do takes a lot longer to perform. You are missing data, your peripherals are not responding or they are performing automatic actions. Your computer starts up during odd hours and it is used as a zombie computer. You have additional items on your browser, you have an entirely different browsers, items are opening up and there are a lot of pop ups. 8. Where does AVG Business Edition 2012 place viruses, Trojans, worms, and other malicious software when it finds them? According to the lab it is quarantined, it is isolated and then removed by the user’s request. I am assuming it is then directed to the AVG corporations for further analysis fir updates.

Department of Marketing, Tourism and Hospitality Essay

1. Introduction and welcome Marketing is part of all of our lives and touches us in some way every day. It is also a key factor in business success and is increasingly used by organisations in a wide range of sectors. The unit begins with an examination of the marketing concept and marketing theory. It goes on to consider the various issues that marketers face in marketing decision making and the concepts and theories that can help. The unit helps you to understand the challenges of marketing management in manufacturing and service industries: analysing marketing environments; evaluating strategic alternatives and designing marketing programmes involving decisions about products/services and important concepts of the services marketing theory. The focus in this unit therefore is on the theory and practice of marketing in the context of organisations. On completion of the unit you will have gained understanding of the decisions that face marketers in a complex and dynamic environment and the concepts and theories that can be used to inform these decisions. This handbook outlines the content and key features of the unit. We hope you enjoy this unit and find the variety of tasks and assessments both interesting and challenging. The unit essentially continues the theme of integration by providing the necessary marketing input into the Applied Integrated Business core unit. Accordingly, the subject content will serve to reinforce and contextualise the learning within that unit. The focus will be on an interactive and active learning environment to engage students in learning activities throughout the sessions. This handbook should be your first point of reference. It outlines everything you will need to know about how this unit is structured, the assessments and the reading that is required. Please take some time to read it carefully. This handbook will help you progress smoothly and enjoyably through this unit. You will also find a regularly updated source of information and an electronic copy of this handbook in the unit website on Blackboard BREO. The address is: http://breo.beds.ac.uk (no www required) 2.Unit leader and team details Unit Leader Ioannis Kostopoulos Ioannis Kostopoulos is a Lecturer in the Department of Marketing Tourism and Hospitality at University of Bedfordshire. His research interests are in services marketing, internal marketing and market research. During his consulting work he has worked with many large organizations in the hospitality, telecommunications and sports’ industry. He holds a PhD in Services Marketing, a master’s degree in Marketing and Communications and a bachelor’s degree in Statistics. Email: ioannis.kostopoulos@beds.ac.uk Office hours: Wednesday 10-11 am and Thursday 12- 13 pm Office: To be arranged (Students will be informed through BREO) Telephone Number: To be arranged (Students will be informed through BREO) Other Lecturers Tony Pyne Tony Pyne, now semi retired, has taught marketing at the University of Bedfordshire for 20 years. His research interests are in not for profit marketing and services marketing. Prior to becoming an academic he was the marketing director of a small international market research agency specialising in high tech products and before that its operations director. He has a master’s degree in marketing, a PGCE and is a graduate chemist Email: ioannis.kostopoulos@beds.ac.uk Office hours: Friday’s 10am -2pm Office: JM02 Telephone Number: 3457 Field Administrator Sally Mayne Vicarage Street (H Block). Email: Sally.mayne@beds.ac.uk 3. Aims and learning outcomes 3.1 Unit aims The focus in this unit is on the theory and practice of marketing in the context of organisations. On completion of the unit you will have gained understanding of the decisions that face marketers in a complex and dynamic environment and the concepts and theories that can be used to inform these decisions. 3.2 Learning Outcomes | On completion of this unit you should be able to:| To achieve the learning outcome you must demonstrate the ability to:| LO1| Understand the nature, scope and role of marketing in organisations| Describe and apply the basic marketing tools and concepts and articulate the role of marketing in a variety of organizations| LO2| Be able to identify and discuss the key issues that marketers face as they make decisions| Critically review published work on a range of marketing issues| LO3| Understand and discuss the key concepts and theories that inform marketing decisions| Propose well researched and theoretically underpinned solutions to marketing problems | LO4| Identify and analyse marketing problems and plan appropriate courses of action| Be able to formulate plans for marketing activities, including appropriate marketing mix policies and be able to defend and justify proposals for marketing plans and actions.| L05| Apply marketing theory in different organisational contexts| Be able to formulate plans for marketing activities, including appropriate marketing mix policies and be able to defend and justify proposals for marketing plans and actions.| LO6| To express ideas and findings and proposals both verbally and in writing| Write coherently on the subject with accurate referencing, spelling, punctuation and grammar and make clear, timely and well structured presentations.| 4. Approach to learning * Unit delivery will use a combination of lectures and seminars, with the emphasis in seminars being on discussion and debate providing students with an opportunity to relate theoretical content to real-life practical situations. The one hour lecture aims to provide students with useful elements from the pertinent theory and increase their theoretical knowledge and technical skills. Practical seminar activities will be used where appropriate (for example video material, case studies, role play) and students will be encouraged to work individually and in groups to develop a thorough appreciation of the many issues examined. The use of small groups to prepare and present case studies in workshops will aim to provide further experience of working collaboratively, the opportunity to manage a problem-solving group, and the ability to present material clearly and concisely. The primary objective of the presentation is to further develop the ability to present complex ideas orally in a clear, coherent and concise fashion. There will also be a need to defend the ideas in the subsequent group discussion. The presentation topics, which are an integral part of the module, are designed to enhance and deepen understanding of the subject material. * * Attendance and participating in classes Studying at the University of Bedfordshire is not just about subject knowledge. We are also concerned to help you develop your wider attributes and skills. To do this you will need to attend and actively engage in the range of learning activities the course provides. Because attendance is fundamental to your development we do expect you to attend. We will monitor your attendance and contact you if it gives cause for concern. The Division operates a strict non-attendance policy which is available to view on BREO. You can help us by notifying us of any factors that affect your ability to attend. If you are absent from your studies through illness then it’s important that you let us know. You should contact the unit leader or the Field Administrator, Sally Mayne at sally.mayne@beds.ac.uk. If your absence is likely to affect your ability to complete your studies or submit assignments then you can apply for an extension or deferral through the Student Engagement and Mitigating Circumstances Teams. If you feel that your problems are serious enough to be considered for Mitigating Circumstances you will need to apply before the deadline by filling in a Mitigating Circumstances form. Forms can be printed from SiD online or a hard copy can be collected the Student Information Desk (SiD). A decision will normally be available to you within 48 hours of receipt of the claim form and evidence. Progress of the application can be checked by accessing SiD online or by visiting the Student Information Desk (SiD). They can be contacted at sid@beds.ac.uk or by telephoning 0300 300 0042. 5. Assessment brief 5.1 Assessment Overview No| Assessment method | Description of assessment methods| Weight (%)| Submission date | Form of feedback| 1| GroupAssignment| Group Presentation with Report| 30%| 7th December 2013| Summative & Formative| 2| IndividualAssignment| Progress Portfolio| 30%| 22nd March 2013| Summative & Formative| 3| UnseenExams| End of Unit Examination (2 hours)| 40%| End of Unit| Summative| 5.2 Group Assignment You are asked to form groups of 5-6 persons. Then you should visit a store(s) of a chosen international chain of coffee shops (e.g. Starbucks, Costa Cafe) or fast food restaurants (e.g. McDonalds, KFC ), observe and make notes regarding the following: * Store’s Service capes * Service delivery process * Customers and employees’ reactions during the service encounter * Service quality You may use photographs to support your discussions. However, please ensure that you ask permission from the store manager before doing so. Then you should prepare and hand in an audio visual podcast presentation and a written report that should contain the following: – Presentation Your presentation is to be in the form of an audio visual podcast submitted via DVD, memory stick e.t.c. There will not be an in-class presentation. The presentation should be no longer than 10 minutes and it is a presentation to a formal business committee. In this presentation you will point out any fail points or points that need improvement, in the delivery of the provided service in the store and suggest ways in which the store can upgrade the level of quality of the service provided to customers without significantly increasing the cost of the service delivery. – Written Report For your report you should use your notes from the store observation, general information you will collect on the international chain of your choice as well as material from the pertinent literature and include in your report the following: * A blueprint of the provided service * An evaluation of the store’s physical evidence and the degree to which they are aligned with the company’s general profile * An evaluation of the degree to which the specific chain is market oriented Format for submission – Presentation The length of the presentation should not be longer than 10 minutes The presentation is to be in the form of an audio visual podcast submitted via DVD, memory stick or Utube, i.e. there will not be an in-class presentation. – Written Report * The word limit for is 2000 words. * All work should be word processed using either Times New Roman or Arial font, Arial 12 point; 1.5 line spacing; single side A4 paper with numbered pages with line spacing of 1Â ½ and justified. * Left hand margin of 3cm; Right hand margin 2 cm; Header 2.5 cm and Footer 2 cm * A bibliography and referencing (where applicable) is essential * Harvard system of referencing * A minimum of 10 referenced academic sources is required. * No more than 50% of references may be from the internet. Extent of collaboration allowed: All members of the group should contribute equally to the research and preparation of the report. Average peer grade: All individuals will receive a mean average peer grade (out of 16), based upon a detailed diary addendum completed by all group members, confirming individual weekly contributions and responsibilities toward the completed report. Full group names and accompanying averaged grades should be clearly presented. The tutor reserves the right to adjust any grade if upon evidence &/or investigation any student is deemed to have failed to effectively contribute. Failure to include diary and peer grades will result in the loss of the 25% overall peer grade. Marking Criteria Excellent work, 16 – 14 points *An analysis which deals fully with the major elements from a services marketing point of view *Selection and amplification of ideas which accord with the analysis presented . *Work which shows very good grasp of the concepts in services marketing *Effective use of formatting and layout *An excellent and cohesive report. Above average work, 11 – 13 points *A report which is attractive in appearance which addresses the key issues of the assignment competently and creates a positive overall impression *An analysis which deals competently with most of the assignment’s tasks. *A reasonable choice of ideas which in aggregate show the students understanding of the major elements of the assignment. *Answers which are appropriate and show a good awareness of the services marketing concepts and principles which relate to the assignment areas. *Good use made of formatting and layout. *A good cohesive report. Average work, 8 – 10 points *An analysis, which deals with most areas in a manner which, is correct. * A report which is in the main appropriate and shows a good awareness of the services marketing concepts and principles and which relate to the key areas designated in the assignment *Reasonable use of formatting and layout *A cohesive report. Below average work, 5 – 7 points *A report which would be considered very poor in a commercial or industrial context and which do not allow the assessor to identify most of the achievement of specified tasks. *An erroneous or substantially incomplete analysis from a services marketing point of view *Answers which show poor understanding of the concepts in question. 5.3 Individual Assignment Picton and Broderick define integrated marketing communications as A process which involves the management and organisation of all agents in the analysis, planning, implementation and control of all marketing communications contacts, media, messages and promotional tools focussed at selected target audiences in such a way as to derive the greatest economy, efficiency, effectiveness and coherence of marketing communications effort. Select a large service organisation (e.g. Bank, Airline Company, Telecommunications Company, Hotel) that advertises heavily in many media and by way of a portfolio show how it makes use of the integrated marketing communications concept. You will need to collect your examples over a period of several weeks. If you leave it to the day before it is due in you will inevitably receive a failing grade. This is an individual assignment and I would expect 1500 words plus several examples which may include your notes on what you observe on a store visit. Format for submission Written Report * The word limit for is 1500 words. * All work should be word processed using either Times New Roman or Arial font, Arial 12 point; 1.5 line spacing; single side A4 paper with numbered pages with line spacing of 1Â ½ and justified. * Left hand margin of 3cm; Right hand margin 2 cm; Header 2.5 cm and Footer 2 cm * A bibliography and referencing (where applicable) is essential * Harvard system of referencing * A minimum of 10 referenced academic sources is required. * No more than 50% of references may be from the internet. Details for the assessments will be supplied as separate documents throughout the unit. They will also be available on BREO. Please read the assessment instructions very carefully. 5.4 Submission details – Plagiarism You should hand in assignments through the Assignment Hand in point, located outside the LRC in Park Square next to the Book Return point. For LRC opening times please see http://lrweb.beds.ac.uk/. You can deposit your assignments at any time throughout the opening times of the University building. Although you will be able to submit your piece of work until 8am the next day and it will be accepted as on time, for example: if an assignment is due in on Monday 19 April it can be submitted up to 7.59am Tuesday 20 April, this is NOT recommended and you should submit your assignment by 4pm on the published due date. You will need to print your own top cover sheets from eVision (these carry the details of the unit and assessment on the front). Attach the top sheet to the assignment securely and then collect a barcode label from the dispenser located at the Security Desk next to the LRC. Follow the instructions on the Assignment Hand in point display to submit the assignment. Collect the receipt which indicates that a piece of work has been handed in. A receipt confirming the unit, assessment and time of submission for the assignment will be sent to your email account. Receipts must be retained as proof that the work has been submitted. You must also submit a copy of your assignment through TURNITIN via BREO. It will graded as a non-submission if written work is not submitted on time through TURNITIN. Coursework must be handed in by the date and time specified in your student handbooks or on BREO. Late work is not accepted, and will be deemed a fail and graded G(0) (no work submitted). Written work must be legible and comprehensible, work may be rejected work which does not meet reasonable standards of presentation, and this may result in you failing or being referred. Written work must be presented in English. Extenuating Circumstances If you believe that you are likely to miss a deadline because of extenuating circumstances (for example illness), you should apply to apply for an extension through the Student Engagement and Mitigating Circumstances Teams via SID. Your application should be accompanied by documentary evidence of your extenuating circumstances. Individual tutors are not able to extend published deadlines. Plagiarism Plagiarism takes the form of repeating another person’s words or images and claiming them as your own, or presenting someone else’s line of thinking as if it was your own. To plagiarise is to give the impression that you have written or designed or thought something that you have in fact borrowed from someone else. You can use other people’s ideas, words and images, but it’s important that you acknowledge them through appropriate referencing. Remember that your examiners are wanting to assess your ability, not those of others, so it’s important that you also interpret others’ work and that there is sufficient of your own work in your assignments that your ability can be assessed. You should keep a careful record of all the sources you use, including all internet material and ensure that you understand correct referencing practices. These are outlined the course handbook and online at: http://lrweb.beds.ac.uk/guides/resources/referencing You are also not permitted to re-present any assessment already submitted for one unit as if for the first time in another unit. Double counting of assessed work is not normally allowed. If submitting work previously included in another assessment then you should attribute the section of text from the earlier work so that it can be taken into account by the examiners. Plagiarism Detection Service To help address plagiarism and protect your award, please also ensure you submit a copy your written work electronically through ‘Turnitin’ via BREO. We may also submit your assignment to the UK universities’ JISC Plagiarism Detection Service. Working together Discussing ideas with your fellow students is part of learning and we would encourage you to do this and to exchange interesting and relevant sources and references. However, there is a distinction between sharing ideas and collusion which is an academic offence. You must not work with others to the extent of exchanging written materials you have prepared, such as notes or drafts of assignments unless you have been expressly told that this is permissible. If these types of materials are shared this will be regarded as an assessment offence for the person who lends the material as well as for the person who uses it. Your own work should be regarded as your own property and you should protect it. If you are working in a shared space, log off from the computer you are working on whenever you take a break so that others cannot access or copy your own work; take care to destroy printed drafts or copies of work, rather than just discarding them; and, don’t give your work to others in any format. If you are working on a group assignment make sure you understand the allocation of responsibilities between yourself and the other members of the group. 5.5 Feedback Assessment will be provided individually to students, through group feedback (where relevant) and on your individual student BREO site. There are also opportunities for formative feedback on your work throughout the unit which will help you complete your final assignments. Marked work will be available for collection from the tutor three weeks after the assessment deadline. 6. Teaching and reading schedule You can check your timetable at: http://timetable.beds.ac.uk then follow the links under ‘units’. If there are changes to the timetable, you will be notified on the BREO site for this unit. Please check it regularly. *Further reading suggestions will be provided to students in a weekly basis through BREO. Further reading includes academic articles, book chapters and case studies. 7. Reading and resources The majority of directed readings will be in the form of books, published conference papers, and case study materials. You will be advised of essential reading relating to each topic covered and directed towards the most relevant textbooks and articles for these subjects. This guidance will be communicated by tutors and via BREO. In addition, you are encouraged to access journal articles via electronic databases and encouraged to search for appropriate examples of relevant research. You are strongly encouraged to access information electronically but to exercise critical judgement when identifying useful sources. The Learning Resources Centre at Park Square houses our main tourism collection. Here you can expect to find copies of essential texts on your reading lists as well as supplementary reading. Many of our resources are in electronic format and can be accessed off-campus. Extensive reading is essential and it is important you reference this work accurately and correctly. Please make you sure you read and follow the guide to referencing found at: http://lrweb.beds.ac.uk/guides/resources/referencing Subject –specific library guides are available in printed format in the Learning Resource Centre and on the Learning Resources web site http://lrweb.beds.ac.uk/guides/subjectguides. Go to Advice and Help, then Subject Guides. These guides tell you which resources are important for your particular course. The Subject Librarian is Bill Mortimer who can be contacted by e-mail bill.mortimer@beds.ac.uk or by phone 01234 351671, ext.4374. Bill is based in the Polhill campus, Room: R1.01. If you want to call him free of charge, that’s possible from the LRC. Essential reading Brassington, F and Pettitt,S (2006) Principles of Marketing, Fourth Edition, Prentice Hall, NJ. ISBN 0-273-69559-2. Recommended reading Christopher H. Lovelock, Jochen Wirtz, Patricia Chew (2009), Essentials of Services Marketing First Edition, Prentice Hall ISBN-13 978-981-06-7995-8 Kotler, P., Wong, V., Saunders, J. and Armstrong, G. (2005) Principles of Marketing: 4th European Edition, Prentice Hall International/Pearson Education Limited. ISBN: 0273 68456 6 Groucutt, J, Leadley P, Forsyth P (2004) Marketing: essential, principles, new realities First Edition, Kogan Page ISBN 0-7494-4114-3