The Spinnaker Tower and St Pancras Station Essay

The Spinnaker Tower and St Pancras Station - Essay Example The notable difference between these two projects is that the development of the St. Pancras project was an example of a lean construction while the development of the Spinnaker Tower went through several obstacles before the project reached completion. The Spinnaker Tower stands at a height of 170 metres, towering over Portsmouth harbour. The notable aspect of the construction is its representation as a sail blowing in the wind, and this objective was achieved by using two steel arcs. The construction material used was a composite mixture of steel and concrete, and there are three different viewing levels. It is built upon a 3m thick pile cap and 84 piles, with two steel cross bows rising from the ground and connecting with the central structure, comprising two inclined, hexagonal concrete shafts. Two cross bows rise elegantly from the ground, cross between the shafts and connect at the top of the tower, with aerofoil shaped ribs spanning between the bows to give it the distinctive look of the spinnaker sail. The Spinnaker Tower is situated on the Gunwharf Quays and offers 350 degree views of Portsmouth harbour, the South Coast and the Isle of Wight. The Tower was opened up to the public on 18th October 2005 and has received over 600,000 visitors within the first year of its opening. The concrete that has been used to build the tower is of an amount sufficient to fill five and a half Olympic sized swimming pools. Project management has been defined as the process by which projects are defined, planned, monitored, controlled and delivered in order to achieve the desired benefits (www.apm.org.uk). The Spinnaker Tower project was initiated in September 1995, when the proposal to erect a millennium tower was mooted for the renaissance of Portsmouth harbour and approved by the Millennium Commission. There were several problems associated with the development of this project that cost 23 million pounds. At the outset, there were

Interpersonal communication Essay Example for Free

Interpersonal communication Essay The book basically talks about the different ways on how to win friends and become popular. Dale Carnegie gives different tips on how to make different people like you, and how to make others accept and believe in what you are thinking. Carnegie basically makes it easier for readers to understand more effective relationship styles. Carnegie used to teach general public speaking. However, he realized that such wasn’t enough for effective business and felt that his students lacked the skill of simply making friends with new people, which is why he made a book on how to make new friends and other relational issues. Dale Carnegie also felt that he lacked such skills himself. So this is a two way experience for him, both teaching and learning at the same time. Digging in to the deeper purpose of creating such book, the Carnegie Institute of Technology made a study which showed that a financial successful person owes 15 percent to their technical knowledge and the rest to â€Å"skill in human engineering-to personality and the ability to lead people† (Carnegie, 1964). Another reason was that, it is easy to find applicants who had the perfect skills for their jobs- engineering, medicine, accounting, you name it, there are plenty of skilled professionals out there. However, there are not a lot who possess such skills and at the same time have the ability to have effective interpersonal communication and relational skills, which is why Dale Carnegie developed a book which serves as a manual for those who lack such skills. Lastly, there is a need for a book which basically serves as a guide for dummies on how to get other people to like them and how to find more friends. Becoming an effective leader is also a part of what the book teaches, and is what readers will get out of reading it. During the first part of Dale Carnegie’s â€Å"How to Win Friends and Influence People†, he talks about the basic styles and techniques that you can handle people. He basically had three principles in this topic. The first principle is to work with people without criticizing, condemning or complaining. It is important for aspiring leaders to omit such acts because people will not follow a leader who does not listen to what they are saying. The second principle says to â€Å"give honest and sincere appreciation† (Carnegie, 1964). According to Carnegie, flattery is always effective. Of course, everybody wants to feel good. It is so effective in fact that â€Å"Even Queen Victoria was susceptible to flattery† (Carnegie, 1964). However, the negative thing with flattery is that, it is fake and insincere. What Carnegie suggests is for us to give out something positive and honest- which is called appreciation. There is always something positive in everybody, and that is what every effective leader needs to look for. The last principle is to get from other people the â€Å"eager want†. Carnegie mentioned that, we should not talk about what we want, because nobody else will listen to us. Instead, we should talk about something we know others would like to talk about. This will definitely get them interested, especially in doing something for you. Part two of the book discusses the different ways to get people to like you. The first principle tells us to become genuinely interested in other people. Carnegie used his dog as an example or even just dogs generally. They did not study psychology to know how people could like them. They simply liked people genuinely, which is why people liked them back. If you like someone, it becomes almost impossible to resist liking you back. If you genuinely like other people, then you will be welcome anywhere you go (Carnegie, 1964). The next principle is fairly easy and sounds quite simple. However, it is forgotten most of the time, and people forget the magic that it does. One word: Smile. Carnegie mentioned that the smile that people wear on their faces is far more important than what clothes they wear. And the saying â€Å"actions speak louder than words† is very true. Smiles are very important because they say â€Å"I like you, you make me happy. I am glad to see you. † (Carnegie, 1964). This can be proven when babies smile and everybody around them melts. It is the same thing with adults, as long as smiles are genuine. Third principle for people to like you is the simple gesture of remembering the names of the people you meet. It always isn’t a good impression to ask for people’s names the second time around, much more the third. Remembering names are so important in fact that when you â€Å"Remember that name and call it easily, and you have paid a subtle and very effective compliment† (Carnegie, 1964). However, when you forget one name, it will give you a bad impression and will work to your disadvantage. The last three principles of the second part of Carnegie’s work are all connected to each other. First is to â€Å"be a good listener and encourage other to talk about themselves†, next is to talk about the other person’s likes and interests and not talk about you. And the last, is to â€Å"make the other person feel important, sincerely†. These three are very important because if you only care about yourself and talk only about what you feel is interesting, and act like you are the only important person in the world, then no one will want to neither talk nor work with you. In fact, no one will even want to see you. Being egotistic and self centered will not do a person any good in this world. (Carnegie, 1964) Part three of dale Carnegie’s book is How to Win People to Your Way of Thinking. Principle one talks about arguments. The only way to get the best of an argument is to avoid it†, this is what Carnegie (1964) thinks about arguments. This is very true as, while you think you are good in winning arguments, you will never know when you might find someone who is better than you. And people always admire those who walk away from trouble. To sum the third part up, it simply says that you are to respect the way others think, a nd acknowledge their opinions. Even though you do not believe in what they are saying, you must let them speak out, because your opinion is not the only important one. Others should feel like they have a say in things, before they will believe in what you are saying. It is just a matter of reciprocity. â€Å"If we know we are going to be rebuked anyhow, isn’t it far better to beat the other person to it and do it ourselves? † (Carnegie, 1964) It is always good to admit your mistakes. Owning up to your mistakes makes people admire you more, and believe that you are actually human. In the same way that you are never to tell someone that they are wrong just because they do not agree to what you think and they have their own opinions. The first thing that you will need to get from others is respect, and the only way to get that is by showing respect to them first. For the last principles, it just says that in order to get people to believe in the way you think, you must believe in theirs as well. So in conclusion for the third part of the book, it simply means that you have to respect other people’s views, opinions and ideas in order to get them to believe yours as well. Be a Leader: How to Change People Without Giving Offense or Arousing Resentment. This is the last part of Dale Carnegie’s book. Being a leader is never easy. It may look like the easiest part of a job because you get to tell others to do the job for you. However, more responsibilities come with being a leader, such as all the different decisions that should be made. Carnegie mentions that a leader should develop an attitude that praises and appreciates the people that work for him. Another major thing that leaders should develop is before telling others what they have done wrong, tell something that they have done right first because â€Å"It is always easier to listen to unpleasant things after we have heard some praise of our good points. † (Carnegie, 1964). One more important thing for leaders to do is to â€Å"talk about your mistakes before criticizing the other person† (Carnegie, 1964). This is important, as it will not make the others feel so inferior to you as a leader. Leaders should be more humble than the rest because once superiority complex works its way in, the system will stop working. Becoming an example is another one of the most important things that a leader should follow. Encouragements are also one of the best things to do, most especially after some criticisms. I used to believe that I could communicate to others fairly well. I had a lot of friends and people liked to be around me. But after reading Dale Carnegie’s book, I have realized that I was not that effective and that there are still a lot of areas that I need to improve in. First of all, I criticize, condemn and complain a lot. I lack giving out appreciations as well. Most of the time I am self centered and whenever there are conversations I engage in, I mostly talk about topics that I prefer without even considering whether or not the one I’m conversing with is interested with what we are talking about. I also lack the heart of admitting my mistakes quickly. I sometimes tell people that they’re wrong directly, even just for not sharing the same opinion as I do. I even have the tendency to always get into arguments, even when I have the chance to avoid or get out of it. I am not comfortable in talking about my mistakes as I feel embarrassed and want to bury them in the past. One of the things that I know I am strong at is remembering a person’s name. Carnegie has mentioned that this will make people feel very important, which means I have made a lot of people important already, just by this gesture. Although I talk a lot, I make it a point to let others talk as well. I believe I am a good listener, which makes people look for me when they need someone to talk to. I am very free in giving out encouragements, as long as I feel the people are down in whatever they are doing. Even in the littlest improvement a person makes or adjusts, I notice it and give them praise. I give out constructive criticism as well, and is open to taking some for myself from others. So all in all, I have a lot more to work on, even though I have some positive traits that I already carry with me. Reading on will definitely help me improve in different aspects. I have asked my father, brother and mother to give me a peer analysis in my communication skills and my different ways of dealing with other people. They have more or less the same answers and I will only generalize and summarize the answers that they have given. They have mentioned that I criticize and condemn other people a lot may it be directly or even behind their backs. My brother told me that I judge immediately anything I see that does not pass my so called standards. Carnegie believes that this should be avoided in order to find more people to like you, to have more friends. One thing that they appreciate about me is that I give a lot of encouragements to people. They feel that this is when I am most effective when dealing with people. Even my father told me that he appreciates it when he sees me encourage different people. He also mentioned that he has seen how this affects the different people I am dealing with, and can see the changes that such encouragements have brought about. My mother mentioned that I do not easily admit my mistakes. She said that I even reason out to my actions, even if I already know that what I did was wrong. As much as I hate to admit this, it is nothing but the truth. I find it hard for me to say that I was wrong, mostly because of pride. They all agreed to one thing however, and that is I only like to talk about things that I like, and that I do not even ask them what they want to talk about or what they are interested in. This is one of the things Carnegie has mentioned that should not be around when we want to have more friends or when we want people to like us. Again, I can see that there is a lot of room for improvement when it comes to relationships and communication. The first thing that I want to remove from my negative attitude is the inability to admit when I am wrong or I have made a mistake. I think this is the first thing that would turn other people off from wanting to talk or become friends. I believe for me to be able to do this, I must lower down my pride. This will not be easy, and will take a lot of time. But if I want to improve my lifestyle, then this will definitely have to be the first thing off my negative list. The next thing I must make a move on is towards removing the act of always criticizing other people. It has almost become automatic for me to do this, as I easily judge people even at the first look or impression. This has cost me a lot of friends and friendships that might have started. I think the way to start taking this negative act from me is by always thinking positively and giving other people a chance- a chance to show their true selves. Being judgmental has always been a problem and will be a bigger problem if I do not act up on it immediately. Being less self centered and egotistic will be very important if I want to start new and stronger relationships with other people. These are only some of the things that I think I need to change. Dale Carnegie has helped me realize a lot of things. His work has definitely taught me a lot of things; things that are essential in day to day living. After all, no one can live alone. Friends and relationships with people will help us live more harmoniously and Dale Carnegie’s â€Å"How to Win Friends and Influence People† has taught me how I can have more friends and develop friends a lot easier.

Interpreting The French Revolution Essay -- European History

The year 1789 proved to be a pivotal and historical epoch of political upheavals, radical social movements, and the demolition of the old age monarchy in France. The Tennis Court Oath, storming of the Bastille, passage of the Declaration on the Rights of Man and Citizen, and an unprecedented assault on Versailles as well as the use of the guillotine defined the spirit and historical meaning of the French Revolution. Due to the significance of the tumultuous political and social overhaul that took place, many stances have been taken on interpreting the revolution. The ideas formed regarding the interpretation of the causes and effects of the French Revolution are important in understanding the birth of new political ideologies that changed the landscape of European political order. Conservative, liberal, and revisionist political ideologies have produced multiple perspectives surrounding the events of the French Revolution. The following will address each ideology through analys is of causes and effects of the French Revolution. The characteristics of the conservative ideology made the aristocratic and clergy members of French society hostile to the rapidly changing political landscape. On June 17 1789, the Third Estate drafted a constitution and created the â€Å"National Assembly† in response of being locked out of the regular meeting of the Estates Generals (Doyle, 2002). The pressure applied by the National Assembly forced King Louis XVI to change the voting procedures in the Estates General. Instead of voting by status class the Estates General voted based on each individual’s choice. Conservatives regarded this event as anarchy and began a counterrevolutionary movement in order to secure the survival of the monarchy (Os... ... of government and a letter concerning toleration. New Haven and London: Yale University Press. Mannheim, Karl. (1936). Ideology and Utopia. London: Routledge. McGarr, P. (1998). Socialist review index. Retrieved from http:// pubs.socialistreviewindex.org.uk/isj80/france.htm Mithium, B. (n.d.). 18th century history. Retrieved from http://www.history1700s.com/articles/article1096.shtml Osen, James (1995). Royalist Political Thought during the French Revolution. London: Greenwood Press. Soman, E. (n.d.). Orthodox and revisionist interpretations of the french revolution. Retrieved from http://ebeysoman.hubpages.com/hub/Interpretations-of-the-French-Revolution The socialist party of britain. (2011). Retrieved from http://www.worldsocialism.org/spgb/ socialist-standard/1980s/1989/no-1019-july-1989/1789-france’s-bourgeois-revolution Interpreting The French Revolution Essay -- European History The year 1789 proved to be a pivotal and historical epoch of political upheavals, radical social movements, and the demolition of the old age monarchy in France. The Tennis Court Oath, storming of the Bastille, passage of the Declaration on the Rights of Man and Citizen, and an unprecedented assault on Versailles as well as the use of the guillotine defined the spirit and historical meaning of the French Revolution. Due to the significance of the tumultuous political and social overhaul that took place, many stances have been taken on interpreting the revolution. The ideas formed regarding the interpretation of the causes and effects of the French Revolution are important in understanding the birth of new political ideologies that changed the landscape of European political order. Conservative, liberal, and revisionist political ideologies have produced multiple perspectives surrounding the events of the French Revolution. The following will address each ideology through analys is of causes and effects of the French Revolution. The characteristics of the conservative ideology made the aristocratic and clergy members of French society hostile to the rapidly changing political landscape. On June 17 1789, the Third Estate drafted a constitution and created the â€Å"National Assembly† in response of being locked out of the regular meeting of the Estates Generals (Doyle, 2002). The pressure applied by the National Assembly forced King Louis XVI to change the voting procedures in the Estates General. Instead of voting by status class the Estates General voted based on each individual’s choice. Conservatives regarded this event as anarchy and began a counterrevolutionary movement in order to secure the survival of the monarchy (Os... ... of government and a letter concerning toleration. New Haven and London: Yale University Press. Mannheim, Karl. (1936). Ideology and Utopia. London: Routledge. McGarr, P. (1998). Socialist review index. Retrieved from http:// pubs.socialistreviewindex.org.uk/isj80/france.htm Mithium, B. (n.d.). 18th century history. Retrieved from http://www.history1700s.com/articles/article1096.shtml Osen, James (1995). Royalist Political Thought during the French Revolution. London: Greenwood Press. Soman, E. (n.d.). Orthodox and revisionist interpretations of the french revolution. Retrieved from http://ebeysoman.hubpages.com/hub/Interpretations-of-the-French-Revolution The socialist party of britain. (2011). Retrieved from http://www.worldsocialism.org/spgb/ socialist-standard/1980s/1989/no-1019-july-1989/1789-france’s-bourgeois-revolution

Free African Americans Essay

The Antebellum period had a huge impact on the free African American people. The Antebellum period is the time that is pre-Civil War and post-War of 1812. The United States was expanding to a more powerful nation and slavery was the biggest industry in their economy. During this period of time, African Americans had to deal with many obstacles/adversities as free blacks in all regions of the United States. The regions known as, in the northern, upper south, deep south, and far west regions of the United States was where the free African American encountered different and similar situations and experiences. Throughout history the north always was known as the first region that freed slaves. The northern states didn’t us the same economic methods as the southern states and the far west. They adopted a new way of making money. According to The African American Odyssey, â€Å"Between 1860, a market revolution transformed the north into a modern industrial society. † This new method changed economy for the north until present day. This was a new age of industry and the production of factories. Slavery was not needed as much as the southern states where they had good sun to cultivate and profit from crops such as cotton. Even though this new method lightened the idea of slavery in the north, the freedom for blacks was still limited. Whites did not want to deal with blacks so they enforced new black laws in which resulted in the segregation of school, communities and any other public uses. Free black men had limited voting rights where they barely had any rights to vote. Most of all these black laws impacted the employment level to a low gradient for the free blacks in the north. This battle for employment had many negative impacts on free Black’s ways of life. Families were tarnished under the pressure of providing for their families with the scarcity of jobs. They enforced fugitive slave law where the white slave masters can hunt and recapture runaway slaves from the south. This made life difficult and filled the free blacks with fear because they were more prone to be wrongfully enslaved. Like the south the whites did not want to deal with blacks whatsoever. Irish immigrants were taking all the jobs away from the blacks many blacks had unskilled jobs such as being barbers and shoemakers. The free African American upper south region did have similar experiences as the north but much more were different. Though they shared similar churches family businesses and fraternities the upper south was still separated by the idea of slavery and the different economic methods. The impact of slavery created different communities. The free blacks in the north lived with other free Blacks while in the upper south; the free Blacks lived with slaves. The fugitive slave laws had a bigger impact on the upper south than the north. The free black was definitely more prone to be enslaves. Many sheriffs would harass and arrest free blacks randomly on profiling them as runaway slaves. They did have a tool known as free papers that was proof for their freedom. But these papers were useless most of the time because they constantly had to be renewed. These free papers impacted the everyday life of African Americans because they had to make sure that their papers weren’t stolen, lost, or tarnished. The free Blacks had fewer freedoms. They could not vote at all and they had problems going outside at night. They could not congregate in groups and had no rights to bear arms. Life as a free Black person was tougher than the north because of the low employment rates downgraded again due to the Irish immigrants taking their jobs. Their jobs were different during the antebellum period. Many people were maids and servants and washers. Upper south institutions where tarnished and almost did not exist. Black churches were overran by white ministries and left the black ministers with no opportunities to practice on their careers. Schools were almost absent. They were low funded whereas many blacks in the upper south were left uneducated. There were no schools and no jobs which gave success to the whites on preventing the advancement of the free blacks. Unlike the north and the upper south, the Deep South barely had any free blacks despite the fact that the population of African Americans in the Deep South was enormous. There were many incidents of racial mixing with slave owners and the female slaves. Diversity was there but slavery still kept their children enslaved. They usually had a choice to buy their way out of slavery. Many of the free slaves did not have their own separate identity from the white slave owners. Many of the free blacks were just like the whites. They were accepted in the churches. Many wealthy free blacks were educated due to the establishment of private schools. Unlike the north and the Upper South, they had better skilled jobs such as carpentry and tailors. Many whites began to overlook the success of the free African American In the Deep South and made it even more impossible to live. Unlike the North, Upper South, and the Deep South, the Far West absolutely did not want anything to do with free Blacks. The black laws in the Far West were made to ban all free Blacks from settling in their region. The Gold Rush of 1849 resulted in the migration of many White and free Black men to settle out west in states like California and Oregon. The Far west was known to be more multicultural and have multicultural communities. Many blacks had the same jobs of that the free Blacks from the regions had except for the gold mining. Many Blacks prospered from gold. Slavery was a huge propaganda in the upper south and the whole south in general. It was a reality that all African American whether free or enslaved could not avoid. The northern states were gradually enhancing their advancement in the idea of acceptance and coexistence with the Whites in the US. The north had at least a bit of a head start for the search of equality in the U. S. The conditions of living might have been similar and different in many ways but this time all came to an end once the fugitive slave laws were enhanced. Many free African Blacks were enslaved and wrongfully accused to be slaves. The new laws were undisputed and changed the Blacks’ idea of freedom and fight for equality Work Cited Hine D, The African American Odyssey (2011). Combined Volume, 5th Edition. New Jersey: Prentice Hall.

The Host Chapter 51: Prepared

I found Jared and Jamie in our room, waiting for me, worry on both their faces. Jared must have talked to Jeb. â€Å"Are you all right?† Jared asked me, while Jamie jumped up and threw his arms around my waist. I wasn't sure how to answer his question. I didn't know the answer. â€Å"Jared, I need your help.† Jared was on his feet as soon as I was done speaking. Jamie leaned back to look at my face. I didn't meet Jamie's gaze. I wasn't sure how much I could bear right now. â€Å"What do you need me to do?† Jared asked. â€Å"I'm making a raid. I could use some†¦ extra muscle.† â€Å"What are we after?† He was intense, already shifting into his mission mode. â€Å"I'll explain on the way. We don't have a lot of time.† â€Å"Can I come?† Jamie said. â€Å"No!† Jared and I said together. Jamie frowned and let me go, sinking down onto the mattress and crossing his legs. He put his face in his hands and sulked. I couldn't look directly at him before I ducked out of the room. I was already yearning to sit beside him, to hold him tight and forget this whole mess. Jared followed as I retraced my path through the south tunnel. â€Å"Why this way?† he asked. â€Å"I†¦Ã¢â‚¬  He would know if I tried to lie or evade. â€Å"I don't want to run into anyone. Jeb, Aaron, or Brandt, particularly.† â€Å"Why?† â€Å"I don't want to have to explain myself to them. Not yet.† He was quiet, trying to make sense of my answer. I changed the subject. â€Å"Do you know where Lily is? I don't think she should be alone. She seems†¦Ã¢â‚¬  â€Å"Ian's with her.† â€Å"That's good. He's the kindest.† Ian would help Lily-he was exactly what she needed now. Who would help Ian when†¦? I shook my head, shaking the thought away. â€Å"What are we in such a hurry to get?† Jared asked me. I took a deep breath before I answered him. â€Å"Cryotanks.† The south tunnel was black. I could not see his face. His footsteps did not falter beside me, and he didn't say anything for several minutes. When he spoke again, I could hear that he was focusing on the raid-single-minded, setting aside whatever curiosity he felt until after the mission was planned to his satisfaction. â€Å"Where do we get them?† â€Å"Empty cryotanks are stored outside Healing facilities until they're needed. With more souls coming in than leaving, there will be a surplus. No one will guard them; no one will notice if some go missing.† â€Å"Are you sure? Where did you get this information?† â€Å"I saw them in Chicago, piles and piles of them. Even the little facility we went to in Tucson had a small store of them, crated outside the delivery bay.† â€Å"If they were crated, then how can you be sure -â€Å" â€Å"Haven't you noticed our fondness for labels?† â€Å"I'm not doubting you,† he said. â€Å"I just want to make sure that you've thought this through.† I heard the double meaning in his words. â€Å"I have.† â€Å"Let's get it done, then.† Doc was already gone-already with Jeb, as we hadn't passed him on the way. He must have left right behind me. I wondered how his news was being taken. I hoped they weren't stupid enough to discuss it in front of the Seeker. Would she shred her human host's brain if she guessed what I was doing? Would she assume I'd turned traitor entirely? That I would give the humans what they needed with no restrictions? Wasn't that what I was about to do, though? When I was gone, would Doc bother to keep his word? Yes, he would try. I believed that. I had to believe that. But he couldn't do it alone. And who would help him? We scrambled up the tight black vent that opened onto the southern face of the rocky hill, about halfway up the low peak. The eastern edge of the horizon was turning gray, with just a hint of pink bleeding into the line between sky and rock. My eyes were locked on my feet as I climbed down. It was necessary; there was no path, and the loose rocks made for treacherous footing. But even if the way had been paved and smooth, I doubted I would have been able to lift my eyes. My shoulders, too, seemed trapped in a slump. Traitor. Not a misfit, not a wanderer. Just a traitor. I was putting my gentle brothers' and sisters' lives into the angry and motivated hands of my adopted human family. My humans had every right to hate the souls. This was a war, and I was giving them a weapon. A way to kill with impunity. I considered this as we ran through the desert in the growing light of dawn-ran because, with the Seekers looking, we shouldn't be out in the daylight. Focusing on this angle-viewing my choice not as a sacrifice but rather as arming the humans in exchange for the Seeker's life-I knew that it was wrong. And if I was trying to save only the Seeker, this would be the moment when I would change my mind and turn around. She wasn't worth selling out the others. Even she would agree with that. Or would she? I suddenly wondered. The Seeker didn't seem to be as†¦ what was the word Jared had used? Altruistic. As altruistic as the rest of us. Maybe she would count her own life dearer than the lives of many. But it was too late to change my mind. I'd already thought far beyond just saving the Seeker. For one thing, this would happen again. The humans would kill any souls they came across unless I gave them another option. More than that, I was going to save Melanie, and that was worth the sacrifice. I was going to save Jared and Jamie, too. Might as well save the repugnant Seeker while I was at it. The souls were wrong to be here. My humans deserved their world. I could not give it back to them, but I could give them this. If only I could be sure that they would not be cruel. I would just have to trust Doc, and hope. And maybe wring the promise from a few more of my friends, just in case. I wondered how many human lives I would save. How many souls' lives I might save. The only one I couldn't save now was myself. I sighed heavily. Even over the sound of our exerted breathing, Jared heard that. In my peripheral vision, I saw his face turn, felt his eyes boring into me, but I did not look over to meet his gaze. I stared at the ground. We got to the jeep's hiding place before the sun had climbed over the eastern peaks, though the sky was already light blue. We ducked into the shallow cave just as the first rays painted the desert sand gold. Jared grabbed two bottles of water out of the backseat, tossed one to me, and then lounged against the wall. He gulped down half a bottle and wiped his mouth with the back of his hand before he spoke. â€Å"I could tell you were in a hurry to get out of there, but we need to wait until dark if you're planning a smash and grab.† I swallowed my mouthful of water. â€Å"That's fine. I'm sure they'll wait for us now.† His eyes searched my face. â€Å"I saw your Seeker,† he told me, watching my reaction. â€Å"She's†¦ energetic.† I nodded. â€Å"And vocal.† He smiled and rolled his eyes. â€Å"She doesn't seem to enjoy the accommodations we provided.† My gaze dropped to the floor. â€Å"Could be worse,† I mumbled. The strangely jealous hurt I'd been feeling leaked, uninvited, into my voice. â€Å"That's true,† he agreed, his voice subdued. â€Å"Why are they so kind to her?† I whispered. â€Å"She killed Wes.† â€Å"Well, that's your fault.† I stared up at him, surprised to see the slight curve of his mouth; he was teasing me. â€Å"Mine?† His small smile wavered. â€Å"They didn't want to feel like monsters. Not again. They're trying to make up for before, only a little too late-and with the wrong soul. I didn't realize that would†¦ hurt your feelings. I would have thought you'd like it better that way.† â€Å"I do.† I didn't want them to hurt anyone. â€Å"It's always better to be kind. I just†¦Ã¢â‚¬  I took a deep breath. â€Å"I'm glad I know why.† Their kindess was for me, not for her. My shoulders felt lighter. â€Å"It's not a good feeling-knowing that you profoundly deserve the title of monster. It's better to be kind than to feel guilty.† He smiled again and then yawned. That made me yawn. â€Å"Long night,† he commented. â€Å"And we've got another one coming. We should sleep.† I was glad for his suggestion. I knew he had many questions about exactly what this raid meant. I also knew he would have already put several things together. And I didn't want to discuss any of it. I stretched out on the smooth patch of sand beside the jeep. To my shock, Jared came to lie beside me, right beside me. He curled around the curve of my back. â€Å"Here,† he said, and he reached around to slide his fingers under my face. He pulled my head up from the ground and then moved his arm under it, making a pillow for me. He let his other arm drape over my waist. It took a few seconds before I was able to respond. â€Å"Thanks.† He yawned. I felt his breath warm the back of my neck. â€Å"Get some rest, Wanda.† Holding me in what could only be considered an embrace, Jared fell asleep quickly, as he had always been able to do. I tried to relax with his arm warm around me, but it took a long time. This embrace made me wonder how much he had already guessed. My weary thoughts tangled and twisted. Jared was right-it had been a very long night. Though not half long enough. The rest of my days and nights were going to fly by as if they were only minutes. The next thing I knew, Jared was shaking me awake. The light in the little cavern was dim and orangey. Sunset. Jared pulled me to my feet and handed me a hiker's meal bar-this was the kind of rations they kept with the jeep. We ate, and drank the rest of our water, in silence. Jared's face was serious and focused. â€Å"Still in a hurry?† he asked as we climbed into the jeep. No. I wanted the time to stretch out forever. â€Å"Yes.† What was the point in putting it off? The Seeker and her body would die if we waited too long, and I would still have to make the same choice. â€Å"We'll hit Phoenix, then. It's logical that they wouldn't notice this kind of raid. It doesn't make sense for humans to take your cold-storage tanks. What possible use could we have for them?† The question didn't sound at all rhetorical, and I could feel him looking at me again. But I stared ahead at the rocks and said nothing. It had been dark for a while by the time we traded vehicles and got to the freeway. Jared waited a few careful minutes with the inconspicuous sedan's lights off. I counted ten cars passing by. Then there was a long darkness between the headlights, and Jared pulled onto the road. The trip to Phoenix was very short, though Jared kept the speed scrupulously below the limit. Time was speeding up, as if the Earth were spinning faster. We settled into the steady-moving traffic, flowing with it along the highway that circled the flat, sprawling city. I saw the hospital from the road. We followed another car up the exit ramp, moving evenly, without hurry. Jared turned into the main parking lot. â€Å"Where now?† he asked, tense. â€Å"See if this road continues around the back. The tanks will be by a loading area.† Jared drove slowly. There were many souls here, going in and out of the facility, some of them in scrubs. Healers. No one paid us any particular attention. The road hugged the sidewalk, then curved around the north side of the building complex. â€Å"Look. Shipping trucks. Head that way.† We passed between a wing of low buildings and a parking garage. Several trucks, delivering medical supplies no doubt, were backed into receiving ports. I scanned the crates on the dock, all labeled. â€Å"Keep going†¦ though we might want to grab some of those on the way back. See-Heal†¦ Cool†¦ Still? I wonder what that one is.† I liked that these supplies were labeled and left unguarded. My family wouldn't go without the things they needed when I was gone. When I was gone; it seemed that phrase was tacked on to all of my thoughts now. We rounded the back of another building. Jared drove a little faster and kept his eyes forward-there were people here, four of them, unloading a truck onto a dock. It was the exactness of their movements that caught my attention. They didn't handle the smallish boxes roughly; quite the contrary, they placed them with infinite care onto the waist-high lip of concrete. I didn't really need the label for confirmation, but just then, one of the unloaders turned his box so the black letters faced me directly. â€Å"This is the place we want. They're unloading occupied tanks right now. The empty ones won't be far†¦ Ah! There, on the other side. That shed is half full of them. I'll bet the closed sheds are all the way full.† Jared kept driving at the same careful speed, turning the corner to the side of the building. He snorted quietly. â€Å"What?† I asked. â€Å"Figures. See?† He jerked his chin toward the sign on the building. This was the maternity wing. â€Å"Ah,† I said. â€Å"Well, you'll always know where to look, won't you?† His eyes flashed to my face when I said that, and then back to the road. â€Å"We'll have to wait for a bit. Looked like they were almost finished.† Jared circled the hospital again, then parked at the back of the biggest lot, away from the lights. He killed the engine and slumped against the seat. He reached over and took my hand. I knew that he was about to ask, and I tried to prepare myself. â€Å"Wanda?† â€Å"Yes?† â€Å"You're going to save the Seeker, aren't you?† â€Å"Yes, I am.† â€Å"Because it's the right thing to do?† he guessed. â€Å"That's one reason.† He was silent for a moment. â€Å"You know how to get the soul out without hurting the body?† My heart thumped hard once, and I had to swallow before I could answer. â€Å"Yes. I've done it before. In an emergency. Not here.† â€Å"Where?† he asked. â€Å"What was the emergency?† It was a story I'd never told them before, for obvious reasons. It was one of my best. Lots of action. Jamie would have loved it. I sighed and began in a low voice. â€Å"On the Mists Planet. I was with my friend Harness Light and a guide. I don't remember the guide's name. They called me Lives in the Stars there. I already had a bit of a reputation.† Jared chuckled. â€Å"We were making a pilgrimage across the fourth great ice field to see one of the more celebrated crystal cities. It was supposed to be a safe route-that's why there were only three of us. â€Å"Claw beasts like to dig pits and bury themselves in the snow. Camouflage, you know. A trap. â€Å"One moment, there was nothing but the flat, endless snow. Then, the next moment, it seemed like the entire field of white was exploding into the sky. â€Å"An average adult Bear has about the mass of a buffalo. A full-grown claw beast is closer to the mass of a blue whale. This one was bigger than most. â€Å"I couldn't see the guide. The claw beast had sprung up between us, facing where Harness Light and I stood. Bears are faster than claw beasts, but this one had the advantage of the ambush. Its huge stone-like pincers swooped down and sheared Harness Light in half before I'd really processed what was happening.† A car drove slowly down the side of the parking lot. We sat silent until it had passed. â€Å"I hesitated. I should have started running, but†¦ my friend was dying there on the ice. Because of that hesitation, I would have died, too, if the claw beast hadn't been distracted. I found out later that our guide-I wish I could remember his name!-had attacked the claw beast's tail, hoping to give us a chance to run. The claw beast's attack had stirred up enough snow that it was like a blizzard. The lack of visibility would help us escape. He didn't know it was already too late for Harness Light to run. â€Å"The claw beast turned on the guide, and his second left leg kicked us, sending me flying. Harness Light's upper body landed beside me. His blood melted the snow.† I paused to shudder. â€Å"My next action made no sense, because I had no body for Harness Light. We were midway between cities, much too far to run to either. It was probably cruel, too, to take him out with no painkillers. But I couldn't stand to let him die inside the broken half of his Bear host. â€Å"I used the back of my hand-the ice-cutting side. It was too wide a blade†¦ It caused a lot of damage. I could only hope that Harness Light was far gone enough that he wouldn't feel the extra pain. â€Å"Using my soft inside fingers, I coaxed Harness Light from the Bear's brain. â€Å"He was still alive. I barely paused to ascertain this. I shoved him into the egg pocket in the center of my body, between the two hottest hearts. This would keep him from dying of cold, but he would only last a few short minutes without a body. And where would I find a host body in this empty waste? â€Å"I thought of trying to share my host, but I doubted I could stay conscious through the procedure to insert him into my own head. And then, having no healing medicine, I would die quickly. With all those hearts, Bears bled very fast. â€Å"The claw beast roared, and I felt the ground shake as its huge paws thudded down. I didn't know where our guide was, or if he lived. I didn't know how long it would take the claw beast to find us half-buried in the snow. I was right beside the severed Bear. The bright blood would draw the monster's eyes. â€Å"And then I got this crazy idea.† I paused to laugh quietly to myself. â€Å"I didn't have a Bear host for Harness Light. I couldn't use my body. The guide was dead or had fled. But there was one other body on the ice field. â€Å"It was insanity, but all I could think of was Harness Light. We weren't even close friends, but I knew he was slowly dying, right between my hearts. I couldn't endure that. â€Å"I heard the angry claw beast roaring, and I ran toward the sound. Soon I could see its thick white fur. I ran straight to its third left leg and launched myself as high up the leg as I could. I was a good jumper. I used all six of my hands, the knife sides, to yank myself up the side of the beast. It roared and spun, but that didn't help. Picture a dog chasing its tail. Claw beasts have very small brains-a limited intelligence. â€Å"I made it to the beast's back and ran up the double spine, digging in with my knives so that it couldn't shake me off. â€Å"It only took seconds to get up to the beast's head. But that was where the greatest difficulty waited. My ice cutters were only†¦ about as long as your forearm, maybe. The claw beast's hide was twice as thick. I swung my arm down as hard as I could, slashing through the first layer of fur and membrane. The claw beast screamed and reared back on its hindmost legs. I almost fell. â€Å"I lodged four of my hands into its hide-it screamed and thrashed. With the other two, I took turns cutting at the gash I'd made. The skin was so thick and tough, I didn't know if I would be able to saw through. â€Å"The claw beast went berserk. It shook so hard that it was all I could do to hold on for a moment. But time was running out for Harness Light. I shoved my hands into the hole and tried to rip it open. â€Å"Then the claw beast threw itself backward onto the ice. â€Å"If we hadn't been over its lair, the pit it had dug to hide in, that would have crushed me. As it was, though it knocked me silly, the fall actually helped. My knives were already in the beast's neck. When I hit the ground, the weight of the beast drove my cutters deep through its skin. Deeper than I needed. â€Å"We were both stunned; I was half smothered. I knew I had to do something right away, but I couldn't remember what it was. The beast started to roll, dazed. The fresh air cleared my head, and I remembered Harness Light. â€Å"Protecting him from the cold as well as I could in the soft side of my hands, I moved him from my egg pocket into the claw beast's neck. â€Å"The beast got to its feet and bucked again. This time I flew off. I'd let go of my hold to insert Harness Light, you see. The claw beast was infuriated. The wound on its head wasn't nearly enough to kill it-just annoy it. â€Å"The snow had settled enough that I was in plain sight, especially as I was painted with the beast's blood. It's a very bright color, a color you don't have here. It raised its pincers, and they swung toward me. I thought that was it, and I was comforted a little that at least I would die trying. â€Å"And then the pincers hit the snow beside me. I couldn't believe it had missed! I stared up at the huge, hideous face, and I almost had to†¦ well, not laugh. Bears don't laugh. But that was the feeling. Because that ugly face was torn with confusion and surprise and chagrin. No claw beast had ever worn such an expression before. â€Å"It had taken Harness Light a few minutes to bind himself to the claw beast-it was such a big area, he really had to extend himself. But then he was in control. He was confused and slow-he didn't have much of a brain to work with, but it was enough that he knew I was his friend. â€Å"I had to ride him to the crystal city-to hold the wound closed on his neck until we could reach a Healer. That caused quite a stir. For a while they called me Rides the Beast. I didn't like it. I made them go back to my other name.† I'd been staring ahead, toward the lights of the hospital and the figures of the souls crossing in front of those lights, as I told the story. Now I looked at Jared for the first time. He was gaping at me, his eyes wide and his mouth hanging open. It really was one of my best stories. I'd have to get Mel to promise that she'd tell it to Jamie when I was†¦ â€Å"They're probably finished unloading, don't you think?† I said quickly. â€Å"Let's finish this and get back home.† He stared at me for one more moment, and then shook his head slowly. â€Å"Yes, let's finish this, Wanderer, Lives in the Stars, Rides the Beast. Stealing a few unguarded crates won't present much of a challenge for you, will it?†

Dead Metaphor Definition and Examples

Dead Metaphor Definition and Examples A dead metaphor is traditionally defined as a  figure of speech that has lost its force and imaginative effectiveness through frequent use. Also known as a  frozen metaphor or a historical metaphor. Contrast with creative metaphor. Over the past several decades, cognitive linguists have criticized the dead metaphor theory- the view that a conventional metaphor is dead and no longer influences thought: The mistake derives from a basic confusion: it assumes that those things in our cognition that are most alive and most active are those that are conscious. On the contrary, those that are most alive and most deeply entrenched, efficient, and powerful are those that are so automatic as to be unconscious and effortless. (G. Lakoff and M. Turner, Philosophy in the Flesh. Basic Books, 1989) As  I.A. Richards said back in 1936: This favorite old distinction between dead and living metaphors (itself a two-fold metaphor) needs a drastic re-examination (The Philosophy of Rhetoric) Examples and Observations Kansas City is oven hot, dead metaphor or no dead metaphor. (Zadie Smith, On the Road: American Writers and Their Hair, July 2001)An example of a dead metaphor would be the body of an essay. In this example, body was initially an expression that drew on the metaphorical image of human anatomy applied to the subject matter in question. As a dead metaphor, body of an essay literally means the main part of an essay, and no longer suggests anything new that might be suggested by an anatomical referent. In that sense, body of an essay is no longer a metaphor, but merely a literal statement of fact, or a dead metaphor. (Michael P. Marks, The Prison as Metaphor. Peter Lang, 2004)Many venerable metaphors have been literalized into everyday items of language: a clock has a face (unlike human or animal face), and on that face are hands (unlike biological hands); only in terms of clocks can hands be located on a face. . . . The deadness of a metaphor and its status as a clichà © are relative m atters. Hearing for the first time that life is no bed of roses, someone might be swept away by its aptness and vigor. (Tom McArthur, Oxford Companion to the English Language. Oxford University Press, 1992) [A] so-called dead metaphor is not a metaphor at all, but merely an expression that no longer has a pregnant metaphorical use. (Max Black, More About Metaphor. Metaphor and Thought, 2nd ed., ed. by Andrew Ortony. Cambridge University Press, 1993) It's Alive! The dead metaphor account misses an important point: namely, that what is deeply entrenched, hardly noticed, and thus effortlessly used is most active in our thought. The metaphors . . . may be highly conventional and effortlessly used, but this does not mean that they have lost their vigor in thought and that they are dead. On the contrary, they are alive in the most important sense- they govern our thought- they are metaphors we live by. (Zoltn Kà ¶vecses, Metaphor: A Practical Introduction. Oxford University Press, 2002) Two Kinds of Death The expression dead metaphor- itself metaphorical- can be understood in at least two ways. On the one hand, a dead metaphor may be like a dead issue or a dead parrot; dead issues are not issues, dead parrots, as we all know, are not parrots. On this construal, a dead metaphor is simply not a metaphor. On the other hand, a dead metaphor may be more like a dead key on a piano; dead keys are still keys, albeit weak or dull, and so perhaps a dead metaphor, even if it lacks vivacity, is metaphor nonetheless. (Samuel Guttenplan, Objects of Metaphor. Oxford University Press, 2005) The Etymological Fallacy To suggest that words always carry with them something of what may have been an original metaphoric sense is not only a form of etymological fallacy; it is a remnant of that proper meaning superstition which I.A. Richards so effectively critiques. Because a term is used which was originally metaphorical, that is, which came from one domain of experience to define another, one cannot conclude that it necessarily continues to bring with it the associations which it had in that other domain. If it is a truly dead metaphor, it will not. (Gregory W. Dawes, The Body in Question: Metaphor and Meaning in the Interpretation of Ephesians 5:21-33. Brill, 1998)

A Cultural Approach Essays - American Studies, Cultural Assimilation

A Cultural Approach Essays - American Studies, Cultural Assimilation A Cultural Approach The cultural and developmental aspects of American history in the 17th and 18th centuries are certainly among the most important and influential factors in the shaping of this country's long and storied history. Historiographically speaking, there are undoubtedly thousands upon thousands of different studies and opinions on the most influential cultural strides of early Americans well as the pros and cons that each colonial region developed in shaping America and readying it for the Revolutionary Era. Each of these four studies brings a slightly different and even, at times, conflicting approach to analyzing the cultural and social roots of early America, but each one provides a fresh perspective that enhances the idea that America is a true "melting pot" of ideas, social values, and cultural traits. Zuckerman, in his article, focuses his attention on the middle colonies and the erroneous tendencies of historians to ignore controversial or pertinent historical issues in favor of obvious, harmless social arguments. Historians have focused on New England as the true "birthplace of America" because of its early literature and thought that focused solely on Puritanism, and therefore offered an obvious and easy starting point with which to measure the region's cultural metamorphasis. However, as Zuckerman points out, New England was fairly unrepresentative of the real America, as it was a homogenous society dominated by English Puritans and their inflexible doctrines and unstatic customs and economy. The middle colonies, on the other hand, were made up of people of many different origins, races, and creeds, and their interrelationships are definitely more symbolic of American culture. Like most people's idea of America, the middle colonies developed a commercial culture ba! sed on a balanced economy, and, besides that, showed no real homogenous cultural traits that ran through the region. Indeed, most of the different groups that coexisted in this region did not intermingle with each other at all, but instead kept their own distinctive cultural and social habits. Because of this, the argument can be made that the middle colonies were not the heterogenous, "melting pot" culture that Zuckerman claims existed. After all, heterogenous seems to suggest a fusion of different types of people, when in fact these colonies offered more of a clannish type of policy when it came to dealing with their new neighbors. However, the simple fact that they coexisted with relative peace in such a dynamic and volatile atmosphere is evidence enough that the middle colonies were indeed representative of America's "melting pot" reputation. Jack Greene hypothesizes that the idea of mastery and the relationship between the new colonies and Great Britain were foremost in shaping America's colonial culture. Greene suggests that the idea of the English who migrated to the Americas was to achieve mastery over the rugged land of America as well as other groups, a mastery that was unavailable to them in their homeland. The problem with this mastery hypothesis is that it covers only the English migration to the New World, and only a relatively small portion of that group. After all, many English people chose to relocate to America for a wide variety of reasons that had nothing to do with mastery over others, and mastery was surely not at the top of their wish list once they arrived in the New World. Greene also advocates relating the culture of colonial America back to that of Great Britain, and that technique can be useful in some ways, such as delineating the differences between the two areas. However, taking thi! s approach too far can be extremely dangerous, as the English in America were quick to develop cultural traits that had no connection whatsoever to their homeland and a comparison of some of these cultural aspects would only serve to confuse. Also, the many people who came to America from countries besides England would not fit into this historical approach. Mintz and Price focus their concentration on the development of a distinct Afro-American culture in the New World. Their conclusion that the majority of Afro-American customs and cultures were consummated in the New World and did not directly stem from any particular pre-migration group culture seems sound, even if some of their methods of documentation are somewhat dubious. Their hypothesis can also

Using a Mind Map for Reading Comprehension

Using a Mind Map for Reading Comprehension The use of Mind Maps in class is useful when working on all sorts of skills. For example,  students can use a Mind Map to quickly jot down the gist of an article they have read. Another great exercise is using Mind Maps to learn  vocabulary. Mind Maps provide a visual learning mechanism that will help students recognize relationships they may miss in a more linear type of activity. The act of mapping something out encourages the individual to create an internal retelling of the story. This type of approach will help students with essay writing skills, as well as better overall reading comprehension due to the 30,000 foot overview they will get.   For this example lesson, weve provided a number of variations on the use of Mind Maps for exercises. The lesson itself could easily be extended into homework activities and over multiple classes depending on how much of the artistic element you encourage students to provide.  For this lesson, we created a simple map as an example for an upper-level reading course using the novel Dont You Dare Read This, Mrs. Dunphrey by  Margaret Peterson Haddix.   Mind Map Lesson Plan Aim:  Reading review and comprehension of extensive reading materials Activity:  Creating a Mind Map asking students to create an overview of a story Level:  Intermediate to advanced Outline: Introduce the concept of a Mind Map by showing students Mind Maps posted online. Just go to Google and search on Mind Map youll find plenty of examples.Ask students what type of things would lend themselves to Mind Mapping. Hopefully, students will come up with all sorts of creative uses. If not, we suggest pointing to simple examples such as vocabulary about the home or job responsibilities.  As a class, create a Mind Map of the story you are currently working on.Start with the main character. Ask students to identify the main areas of that characters life. In this case the class chose  family, friends, work  and  school.Ask students about the particulars of each category. Who are the people? What events happen? Where does the story take place?  Once youve provided the basic outline, ask students to either draw the map on a piece of paper, or use Mind Mapping software (we recommend Free Mind, an open source program).Ask students to fill in the Mind Map noting the relations hips, main events, difficulties, etc., for each of the categories.   How deep you ask students to go into the story depends on what is being reviewed. For analysis, its probably best to keep things relatively simple. However, if you use this to review a chapter, individual character might run much deeper.At this point in the exercise, you can ask students to review the reading in a variety of ways. Here are some suggestions:Use the map to discuss the relationships between the characters, places, etc., to partners. Each student can choose one arm of the map to discuss at length.Use the map as a written activity by asking students to write an accompanying explanatory text to the map.Ask students to really dig into the details by mapping out  one or two arms of the map.Be artistic and provide sketches for their mind map.Speculate on the backgrounds of the relationships represented using modal verbs of probability.Focus in on grammar functions such as tenses by posing questions about the relationships in a variety of tenses.  Have students compare and contrast the maps they create.

Problems at Accounting for Small Business Coursework

Problems at Accounting for Small Business - Coursework Example A contract between employer and the employee has an â€Å"Inequality of bargaining power† since the employer holds more power to influence the position of the contract.3 The "inequality of bargaining power between the employer and the employee" necessitates the need for an employment contract to impose the terms of employment and where necessary use it in court to enforce the employment terms. This paper examines legal issues between employees and the employers in the case study of Accounting for Small Business (AFSB) Company. Raj had worked for the AFSB for three years and had an excellent work record during that period. He came into conflict with Sarah for attending his work late by twenty minutes. Just in the previous day Sarah had expressed her concern for employees’ lateness and issued warning against anyone who would be late for work. She had informed the workers that anyone would be late for the work would be given an extra task to perform even though she did not specify the nature of the task that would be given for lateness. When Raj arrived late one morning he apologized for lateness and explained his cause for lateness to Sarah but she was not ready to listen to any excuse. She informed Raj that he was to clean all the office desks that evening after his day job. However, Raj objected strongly using â€Å"offensive language† and asked Sarah to get the other cleaners to do the cleaning. He informed her that he could not take orders from her since she did not have authority over him. The conflict between Raj and Sarah led the managing director to convene a disciplinary meeting with Raj in which he informed Raj of his express dismissal for disobeying the lawful instructions and gross misconducts to the standard procedure. The employment act allows employers to vary the culture of the business in accordance with the changes in market requirement as long as the changes initiated  does not contravene the employment contract with the employees.

Economic Growth and Unemployment Dissertation Example | Topics and Well Written Essays - 3000 words

Economic Growth and Unemployment - Dissertation Example 2.1 Theories of Economic Growth in UK For several years, economists have debated on the drivers of economic growth of a country. In this section of the research proposal, certain ideas of economists will be reviewed to present a concrete idea about the driving factors. According to articles released by Tutor2u (2010), the best definition for economic growth would be to determine it as a â€Å"long term expansion of the productive potential of the economy†. The theory suggests that for measuring the economic growth trend, at least data of past 20 years is required. This is essential for calculating the average rate of growth and identifying different cycles of economic growth. This trend calculation also allows for estimating the future rate of growth sustainability without creating any increase in the pressure of inflation (Tutor2u, 2010). The chart above demonstrates the potential level of national income for the UK economy over the last 30 years. The trend shows that the UK’s national income is expected to rise every year except certain uncertainties. Another essential factor of the chart is the long run average potential for growth. 2.2 Theories Related to the Economic Growth and Employment in UK The focus of the literature review is to measure the relationship between the rate of growth and level of employment in the UK economy. Data released by Department for Business Innovation and Skills (2010) shows the co-movement of UK’s GDP and employment since the last 30 years.

Changes in Technology and Criminal Law Essay Example | Topics and Well Written Essays - 2500 words

Changes in Technology and Criminal Law - Essay Example Nonetheless, custom software is elusive and not taxable. Different stats have developed specific laws that deal with the taxability of computer software transactions. There is so much attention to the changes Information Technology has brought to the criminal law practice. The domination of computers and the internet as well as the development of related electronics is changing and is expected to go on changing and due to this, other aspects of daily life are also affected and changing and particularly the practice of law. Information technology is a very tough, radical force that is pushing for changes in many areas of economy and these changes are paramount. Computers have come with development of a lot of things ranging from flow of information, gadgetry, crime and general sociability of people. The law has nor been spared by these changes and some aspect have seen drastic changes while others have remained relatively constant due to conservative of technology. Several aspects of law that have been affected include patent law, commercial law, and even tax laws. Patent law has not experienced a lot of changes. The US has explained in detail the way patents should be dealt with as well as computers from which these change in criminal law emerged (Noortwijk 2006). The Supreme Court is responsible for this. Copyright law is the most affected aspect of criminal law that draws these changes from the computer technology. The congress created a regulation that was supposed to take care of this issue (national commission on new technological uses of copyrighted works). Reproducing content or designing a program that is similar to another one wi thout the consent of the original creator is illegal yet with advancement in technology, this is very common. There are rules in place that address pre-computer copyright and formation of new laws in connection to computers. In terms of privacy, the law is very clear that selling or intentional exposure of people's personal infringes their privacy and hence it's illegal. Storage of large files of individual information on computers database is very risky. Government files are also a risk to privacy (Noortwijk 2006). There is federal statute on privacy in place. It's evident that the widespread changes in the practice of criminal law are as a result of technology and in particular, the advent of the computer. Most state laws and federal governments' regulation have passed laws that are aimed at curbing computer crimes. On the other hand computers have been very beneficial in the criminal investigations. The use of computer is thought to have refined the federal regulation of evidences as these rules are basically interpreted, assessed, and analyzed with regard to computer technolog

Topic4 Essay Example | Topics and Well Written Essays - 1000 words

Topic4 - Essay Example At first, Sam without mentioning details of how the launch was going to be made, merely quoted @$75 per head for 100 delegates and a venue fee of $ 2500 thus totaling the contract amount as $10,000. Dean was unimpressed and hence declined Sam's offer. It was only after this; Sam mentioned that a famous Chef Yahoo Nim would attend the event and that a special promotional invitation on Oh My Manor's letter head would be prepared and sent by Sam to the 100 delegates three weeks before launch date. Besides, he also promised to use his own influence to ensure attendance. Dean was apparently induced by these statements of Sam and agreed to Sam's price quoted following which he paid an advance $ 3,000 and received the receipt from Sam mentioning only the price and how total sum was arrived at. Hence successful performance of the contract means that the celebrity Chef Yahoo Nim should have prepared the food and attended the function, Sam should have sent the invitation as stipulated and 100 people should have attended by Sam's influence. But none of these happened resulting in poor attendance of 35 people since only 45 invitations were sent. These can not therefore be a mere parol evidence. These are express terms and hence should be taken as collateral contract though made orally. The collateral contract concept is a device to circumvent the Parol Evidence Rule but also as a means of holding that a statement which is not a term of the main contract can be enforced as a collateral contract i.e. collateral warranty. Some of the cases which can be cited in support of this are ESSO PETROLEUM V MARDEN (1976), DE LASALLE V GUILDFORD (1901), RECORD V BELL (1991) and COMMISSION FOR THE NEW TOWNS V COOPER (CA) (1995) (TheLawsite). Hence Sam is bound by these terms and is liable for damages for breach of contract. Dean is not required to pay the balance amount of $7,000 and he can proceed against Sam for damages for his breach of contract since pressure of work is no excuse. Qn 2 Zander mad it known to Puffy his exact requirements to which Puffy also agreed. Hence the software supplied by Puffy is not in accordance with the terms agreed upon prior to signing of contract Zander signed the contract only on being assured that the software would meet with all the current Government regulatory requirements. But for this he would not have signed the contract. But there is a point against Zander. What Puffy was making was only an opinion and not a condition or representation. She offered him three packages and Zander chose one. It was open to him to verify and then make a purchase. Even though before signing of the contract, Zander insisted, he chose the package at his own risk. If the software package had been a defective one, it would have been a different issue. Hence Puffy is in not breach of contract and consequently Zander is not entitled to refund of the money paid. Qn No 3 In this case, even though Zander did not read the clause No 53 which avoided any liability whatsoever, he is deemed to have read it due to the explicitly mentioned clause on the website. This is an exclusion clause binding on the acceptor. In its absence, the offeror would have been liable for the non-performance or defective performance. In

Weather Systems 2014 Essay Example | Topics and Well Written Essays - 1000 words

Weather Systems 2014 - Essay Example Some rainfall that fall was intermitted slight while other was intermitted heavy. The intermitted slight rainfall was attributed to less okta clouds that were slightly heavier. On the contrary, the continuous heavy rainfall along the Northern parts of England was attributed to heavier Okta clouds that which were formed via accumulation of substantial amount of water vapour. Okta clouds were experienced in the North Eastern parts of British Isle. This was followed by a heavy rainfall in Stomoway region and areas surrounding this region. Heavy clouds extended towards the Northern parts of Wick and Glasgow region leading to continuous moderate amount of rainfall (Jewell, 2011). In addition, heavy clouds continued to be experienced in other Northern parts of England such as Lorwick region as indicated in the synoptic table. Okta clouds were later followed by intermitted slight amount of rainfall. Moreover, Aberdeen and North Eastern parts of England such Tiree experienced okta clouds fol lowed by intermittent heavy rainfall. In addition, some parts of Scotland experienced can be observed that okta clouds, intermitted rainfall and moderate heavy rainfall (Sene, 2013). The coast Eastern parts of England such as Whitby and Spum Head experienced incidence of foggy conditions. The occurrence of fog may consist of condensed droplets of water which occur as a result of air being cooled up to appoint where it cannot be able to hold water vapour. The fog in the Eastern parts of England tend to be caused by a number of factors which include but not limed to immense cooling of the air on the ground, movement of air from regions with high warmth concentration to regions with extreme coldness. In addition, the presence of rain along the Eastern parts of England could be attributed the substantial amounts of fog in Whitby and Spum Head regions. This is because

Topic4 Essay Example | Topics and Well Written Essays - 1000 words

Topic4 - Essay Example At first, Sam without mentioning details of how the launch was going to be made, merely quoted @$75 per head for 100 delegates and a venue fee of $ 2500 thus totaling the contract amount as $10,000. Dean was unimpressed and hence declined Sam's offer. It was only after this; Sam mentioned that a famous Chef Yahoo Nim would attend the event and that a special promotional invitation on Oh My Manor's letter head would be prepared and sent by Sam to the 100 delegates three weeks before launch date. Besides, he also promised to use his own influence to ensure attendance. Dean was apparently induced by these statements of Sam and agreed to Sam's price quoted following which he paid an advance $ 3,000 and received the receipt from Sam mentioning only the price and how total sum was arrived at. Hence successful performance of the contract means that the celebrity Chef Yahoo Nim should have prepared the food and attended the function, Sam should have sent the invitation as stipulated and 100 people should have attended by Sam's influence. But none of these happened resulting in poor attendance of 35 people since only 45 invitations were sent. These can not therefore be a mere parol evidence. These are express terms and hence should be taken as collateral contract though made orally. The collateral contract concept is a device to circumvent the Parol Evidence Rule but also as a means of holding that a statement which is not a term of the main contract can be enforced as a collateral contract i.e. collateral warranty. Some of the cases which can be cited in support of this are ESSO PETROLEUM V MARDEN (1976), DE LASALLE V GUILDFORD (1901), RECORD V BELL (1991) and COMMISSION FOR THE NEW TOWNS V COOPER (CA) (1995) (TheLawsite). Hence Sam is bound by these terms and is liable for damages for breach of contract. Dean is not required to pay the balance amount of $7,000 and he can proceed against Sam for damages for his breach of contract since pressure of work is no excuse. Qn 2 Zander mad it known to Puffy his exact requirements to which Puffy also agreed. Hence the software supplied by Puffy is not in accordance with the terms agreed upon prior to signing of contract Zander signed the contract only on being assured that the software would meet with all the current Government regulatory requirements. But for this he would not have signed the contract. But there is a point against Zander. What Puffy was making was only an opinion and not a condition or representation. She offered him three packages and Zander chose one. It was open to him to verify and then make a purchase. Even though before signing of the contract, Zander insisted, he chose the package at his own risk. If the software package had been a defective one, it would have been a different issue. Hence Puffy is in not breach of contract and consequently Zander is not entitled to refund of the money paid. Qn No 3 In this case, even though Zander did not read the clause No 53 which avoided any liability whatsoever, he is deemed to have read it due to the explicitly mentioned clause on the website. This is an exclusion clause binding on the acceptor. In its absence, the offeror would have been liable for the non-performance or defective performance. In

Lan Design Assignment Example | Topics and Well Written Essays - 1000 words

Lan Design - Assignment Example The network is only meant for administrative purposes and specifically, it is designed for office staffs. CPA LAN is designed to achieve a number of business and operational objectives. To start with, the network is designed to provide a secure administrative and computing service for every department in the firm. Physically and functionally, the network is designed to be restricted from non-employees of the CPA firm; no outsider can gain access to the firm’s network thus it minimizes the risk of unauthorized access. Secondly, the network is meant for versatile processing of information. It will enable its users to process, retrieve and store texts in form of non-ASCII and ASCII, video, graphics and audio from all the connected computers in the firm. Lastly, the CPA firm LAN will combine all the capabilities and powers of various facilities across the organization so as to develop a collaborative medium which will enable the users of the network to combine skill and ideas rega rdless of their locations in the building (Campbell, 1995). Moreover, the primary users of this LAN will be 6 administrators, 6 secretaries, 10 members from the department of curriculum development, 8 members from the human resource department, 6 members from the finance department and 3 members from the computer and technology department. All the remaining workers will be secondary users of the network in a way that they will be receiving information which is produced or rather extracted from the network; they will not directly access the network. The assumption of this design is that the firm will have a firewall to protect all its relevant information from getting into and leaking from the network. Requirements of the Network Data type: The type of data to be served by this network will comprise of accounting information, bulletins, personal profiles, reports and web pages. Most of the data will be stored in non-ASCII and ASCII formats. Sources of data: The data will be developed and used at all points or stations of the network. It will be created by software applications which are compatible with Microsoft Windows 2007; primarily Microsoft Office 2007 (Excel, Access, Word, Outlook and PowerPoint), Dream Weaver, Photoshop, Media Player and Notepad. Number of users at various levels: From the major departmental offices, administration, human resource, finance and accounting, curriculum development and computer and technology extension, thirty one regular primary users will be served. The priority levels to be supported by the network include management, user and background. They range from top, medium to bottom respectively. A crucial point to note here is that the three levels are not corresponding to administrative levels in the firm; they are the LAN service levels. This implies that the network management procedures will receive the top most priority, followed by most network procedures which will receive the medium priority and finally few procedures w ill receive a low priority. A point to note here is that the CPA LAN management will be consuming smaller amounts of bandwidth available; they will enjoy an identical support (Hricik, 2008). Requirements for speed transmission: The CPA LAN will be transparent to all the users. This means that all the remotely executed procedures, files transfers and applications should appear to operate quickly. An average of 25mbps per user

Intro University Studies Syllabus Essay Example for Free

Intro University Studies Syllabus Essay The essential information, skills, tools, and techniques necessary for academic success and personal effectiveness at University of Phoenix are introduced in this course. The course develops and applies practical knowledge and skills immediately relevant to first-year university students. Course topics include goal setting and working with personal motivation, understanding and using university resources, developing efficient study habits, making the most of personal learning styles, and how best to manage time and reduce personal stress levels. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Gardner, J. N. , Jewler, A. J. , Barefoot, B. O. (2011). Your college experience: Strategies for success (9th ed. ). Boston, MA: Bedford/St. Martin’s. All electronic materials are available on the student website. Week One: Academic Success Details Due Points Objectives 1. 1 Differentiate between academic and casual communication. 1. 2 Identify university resources required for student success. Reading Read Ch. 1 of Your College Experience. Reading Read the â€Å"Choosing the Best Way to Communicate with Your Audience† section in Ch. 10 of Your College Experience. Participation/ Discussion Questions. Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation University of Phoenix Resources Watch the â€Å"Center for Writing Excellence (CWE)† video on the student website. View the Microsoft ® PowerPoint ® presentation, Center for Mathematics Excellence, on the student website. Access the Toolwire ® Learnscape: Finding. Information at the University Library by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Activities and Preparation Communication Watch the information presentation, Academic vs. Casual Written Communication, located on the student website. Activities and Preparation MyFoundations Lab Click the MyFoundationsLab link on the student website. Click the Browser Check link to ensure you can access materials. Click the Take a Tour link for an orientation to MyFoundationsLab. Activities and Preparation Punctuation. Take the Skills Check for Punctuation, Mechanics, and Spelling. Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Commas Final Punctuation Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Communication Styles Resource: Academic vs. Casual Written Communication information presentation Complete Appendix A located on the student website. Day 7 Sunday 70 Week Two: Personal Responsibility Details Due Points Objectives. 2 2. 1 Recognize the importance of personal responsibility. 2. 2 Evaluate goals using SMART criteria. Reading Read Ch. 2 of Your College Experience. Reading Read the following sections in Ch. 16 of Your College Experience: â€Å"Managing Stress† â€Å"Mental Health† Participation/ Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Ethical Lens Inventory Complete the Ethical Lens Inventory located on the student website. Note: The Ethical Lens Inventory will be used in Individual Assignments in Weeks Six and Nine. Activities and Preparation Punctuation Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Quotation Marks Other Punctuation Apostrophes Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Goal Evaluation Resource: Appendix B Read Appendix C located on the student website. Choose five of the scenarios. Evaluate the goal action plan included with each of the chosen scenarios. Complete Appendix D located on the student website for the chosen scenarios. Day 7 Sunday 70 Week Three: Collaboration Details Due Points Objectives 3 3. 1 Describe methods of collaboration. 3. 2 Describe various learning styles. Reading Read Ch. 3 of Your College Experience. Reading Read Ch. 4 of Your College Experience. Reading Read the â€Å"How Collaboration Fosters Critical Thinking† section in Ch. 5 of Your College Experience. Reading Read the following sections in Ch. 15 of Your College Experience: â€Å"Confessions of a College Student† â€Å"Understanding Diversity and the Source of Our Beliefs† â€Å"Forms of Diversity† â€Å"Discrimination, Prejudice, and Insensitivity on College Campuses† â€Å"Challenging Yourself to Experience Diversity† Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Attitudes and Learning Complete the Emotional Intelligence Questionnaire in the â€Å"Assessing Your Emotional Intelligence† section in Ch. 3 of the text. Complete the Multiple Intelligences Inventory in the â€Å"Multiple Intelligences† section in Ch. 4 of the text. Activities and Preparation Mechanics Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Abbreviations and Numbers Capitalization. Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Activities and Preparation Sentence Skills Take the Skills Check for Sentence Skills. Access the following components in MyFoundationsLab: Writing: Sentence Skills Sentence Structure Fragments Run-ons Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Collaboration Resources: Emotional Intelligence Questionnaire and the Multiple Intelligences Inventory Complete Appendix E located on the student website. Day 7 Sunday 70 Week Four: Academic Reading Strategies Details Due Points Objectives 4 4. 1 Explain effective textbook reading. 4. 2 Recognize strategies for improving reading comprehension. Reading Read Ch. 7 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Reading Strategies and Media Utilization Access the Toolwire ® Learnscape: Reading Strategies and Media Utilization by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Activities and Preparation Reading. Access the following components in MyFoundationsLab: Study Skills Concentrating When You Read and Study Getting the Most from Your Reading Complete the following activities for each unit: Overview Interactive Activity Self Check Activities and Preparation Spelling Access the following components in MyFoundationsLab: Writing: Punctuation, Mechanics, and Spelling Complete the following activities for the Spelling unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Reading Strategies. Resources: Toolwire ® Learnscape: Reading Strategies and Media Utilization; MyFoundationsLab: Concentrating When You Read and Study; MyFoundationsLab: Getting the Most from Your Reading; Ch. 7 of the text Complete Appendix F located on the student website. Day 7 Sunday 70 Week Five: Effective Study Habits Details Due Points Objectives 5 5. 1 Identify effective study strategies and techniques. Reading Read Ch. 8 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Study Strategies Access the following components in MyFoundationsLab: Study Skills Rehearsal Strategies Effective Note Taking Complete the following activities for each unit: Overview Interactive Activity Self Check Activities and Preparation Writing Take the Skills Check for The Craft of Writing. Access the following components in MyFoundationsLab: Writing: The Craft of Writing Getting Started The Writing Process Prewriting Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Ethical Actions Complete the Ethics Exercises: Student Code of Conduct and Academic Integrity located on the student website. Complete Appendix G located on the student website. Day 7 Sunday 70 Week Six: Academic Writing Details Due Points Objectives 6 6. 1 Demonstrate the key elements of the writing process. Reading. Read the following sections in Ch. 10 of Your College Experience: â€Å"Confessions of a College Student† â€Å"Writing† â€Å"Using Freewriting to Discover What You Want to Say† â€Å"The Writing Process† Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation. Writing Access the following components in MyFoundationsLab: Writing: The Craft of Writing Recognizing a Paragraph The Topic Sentence Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Individual Personal Ethics Statement: Topic Sentence and Outline Resources: Ethical Lens Inventory; Ethics Exercises; MyFoundationsLab: Recognizing a Paragraph; MyFoundationsLab: The Topic Sentence; Sample Outline in the CWE Complete Appendix H located on the student website. Create a topic sentence and informal outline for your Personal Ethics Statement due in Week Nine. Day 7 Sunday 70 Week Seven: Critical Thinking Details Due Points Objectives 7 7. 1 Identify the process of critical thinking. 7. 2 Examine ethics issues. 7. 3 Identify personal bias and emotion. Reading Read Ch. 5 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Writing Access the following components in MyFoundationsLab: Writing: The Craft of Writing Developing and Organizing a Paragraph Complete the following activities for the unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Activities and Preparation Personal Ethics Statement: Rough Draft Resource: Ethical Lens Inventory; Appendix H. Write a 200- to 300-word rough draft of your Personal Ethics Statement based on your topic sentence and informal outline. Include the following: Describe your ethical perspective as identified by the Ethical Lens Inventory, including your blind spot, strengths, weaknesses, and values. Define what personal ethics means to you. Explain how your personal ethics might help you determine a course of action in a situation. Note. APA formatting is not required for this assignment. Individual Critical Thinking Complete Appendix I located on the student website. Day 7 Sunday 70 Week Eight: Information Utilization. Details Due Points Objectives 8 8. 1 Perform research in the University Library. 8. 2 Evaluate sources of information. Reading Read Ch. 11 of Your College Experience. Participation / Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Research. Review the Toolwire ® Learnscape: Finding Information at the University Library by clicking the link located in Week One on the student website. Access the Toolwire ® Learnscape: Utilizing Information from the University Library by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Activities and Preparation Plagiarism Tutorial Complete the Plagiarism Guide in the Center for Writing Excellence. Activities and Preparation Writing Access the following components in MyFoundationsLab: Writing: The Craft of Writing Revising the Paragraph Editing the Paragraph Complete the following activities for each unit: Overview Animation Practice the Skills 1 Post-Test Note. If you achieved the Mastery Score on the Skills Check, you do not need to complete the activities. Activities and Preparation Personal Ethics Statement: Revision Resources: Facilitator feedback; WritePointSM Submit your paragraph to the WritePointSM reviewing service in the Center for Writing Excellence. Revise your paragraph based on your facilitator’s feedback and the WritePointSM report. Individual Reliable Sources. Resource: University Library research tutorial Locate two sources in the University Library on a topic of your choice. Complete Appendix J located on the student website. Day 7 Sunday 70 Week Nine: Communication Details Due Points Objectives 9 9. 1 Construct an academic paragraph. 9. 2 Create a short presentation. Reading Read the following sections in Ch. 10 of Your College Experience: â€Å"Speaking â€Å"Preparing a Speech† â€Å"Using Your Voice and Body Language† â€Å"The GUIDE Checklist† Reading Review the following sections in Ch. 10 of Your College Experience: â€Å"Confessions of a College Student†. â€Å"Writing† â€Å"Using Freewriting to Discover What You Want to Say† â€Å"The Writing Process† â€Å"Choosing the Best Way to Communicate with Your Audience† Participation/ Discussion Questions Participate in class discussion by posting at least two substantive messages on four of the seven days during the week. Messages must be at least 50 words. Respond to at least three of the five discussion questions. Responses must be substantive and contain 150 – 300 words. Discussion question responses will count toward participation. Ongoing four of seven days 30 Activities and Preparation Creating a Presentation. Complete the Microsoft ® PowerPoint ® tutorial on the student website. Access the Toolwire ® Learnscape: Making a Successful Presentation by clicking the link located on the student website. Complete the Learnscape activities. Post completed assessment page to the thread in the Main Forum for participation credit. Individual Personal Ethics Statement Resources: Ethical Lens Inventory; Personal Ethics Statement draft; WritePointSM report; facilitator feedback Write a 350-word reflection that defines your personal ethical viewpoint. Include what you learned through the Ethical Lens Inventory: Your preferred ethical lens. Your blind spot Your strengths and weaknesses Your values and the resultant behaviors Answer the following question: How might you use your personal ethics to determine a course of action? Day 6 Saturday 120 Individual Resources Presentation Resources: Microsoft ® PowerPoint ® tutorial; Toolwire ® Learnscape: Making a Successful Presentation Create a 5-slide Microsoft ® PowerPoint ® presentation with speaker notes on your experience in this course. Include the following: The importance of personal responsibility Upholding academic honesty Improving reading and study skills Developing writing skills Five tips for new students. Note. Oral presentations are not required for this assignment. Day 7 Sunday 50 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices.