Personal Statement Essays (518 words) - , Term Papers

Personal Statement HmmmWhat shall I tell you about me? You, the person who will decide my fate, my fate as to whether I would go to CU-Boulder, go live in Colorado, go snowboarding in the mountains, meet lots of interesting people, and have the most wonderful experience?I better make myself sound worthy. First off, I want you to know that I'm an unparalleled individual, whose outlook on life is of total optimism. Through out my 18 years, I've become freinds with people from all walks of life. I've learned to empathize with just about every one of them, gaining the greatest understanding in a variety of remarkable characters. One of my favorite, a homeless lady who's called Polly, tells the most incredible stories of love and the many men she has encountered in her 54 years of life. She lives under a bridge and panhandles for a living, yet she appears so happy and dandy, and she can put a smile on my face any day. She's the kind of person who makes me appreciate all the little things people like myself normally take for granted. I come from a family in which the parents struggled starting fresh at 30 years old in a new world, America. They came here in refuge from a country whose leader had forsaken his people, leaving them in a four year long nightmare in which over two million people were done to death. That country is Cambodia. The parents came to America, after having survived such evil and cruelty, not knowing a word of English, yet they persevered with desire of better lives for their two daughters. One of them, the oldest, is I. My father made me start training in Martial Arts, Tae Kwon Do, when I was 13 years old. He wanted me to have self-discipline and self-confidence?well, I guess I should thank him because all that training worked. Tae Kwon Do is a way of life for me. The tenants in which I practice are integrity, self-control, perseverance, and indomitable spirit. They may sound cheesy, but if you think about it, hey, it's actually very ethical. My father gave me martial arts, and my 14-year-old sister introduced snowboarding to me when I was 16. I love snowboarding! I basically taught myself how to board, well? with the help of viewing my sister's skillfulness. I plan on indulging myself with Tae kwon Do and snowboarding for the rest of my life! I just can't stress enough on how much I love it! My parents and I have many expectations for myself, and I hope to fulfill them. One of them, a very important one, is to go to college, preferably CU. I want to be in Colorado to experience its awesome environment, and at the same time, be a part of an awesome student body! My destination is to where and when my mind gains knowledge to its greatest capacity and I hope to have an amazing experience down this long and twisting path also known as my learning process. Acceptance Essays

Climax of hamlet essays

Climax of hamlet essays Although it is understandable to think that the climax of the play occurs in Act V, scene ii, the main conflict is not resolved there. Where is the climax? Prove it. The climax may be thought to have occurred in Act V, scene ii but because the main conflict is when the ghost informs Hamlet that Hamlet must avenge his father's murder. Act V, scene ii cant be the climax because this is not the resolution to the main conflict (Hamlet versus himself). During the play, revenge is Hamlets motive, and along the way other problems unfold, (man vs. man) when Hamlet duels Laertes, (man vs. nature) Ophelia struggling against the water when she drowns, but (man vs. self) Hamlet wrestling with his conscious in his "To be, or not to be..." speech, and also in his O that this too too solid flesh would melt... speech is the main conflict that needs to be resolved. The only way it could be resolved is for Hamlet to stop the struggle with himself (whether he thinks Claudius is guilty or the ghost is evil). It proves evident that Hamlets stops fighting with himself when the play The Mousetrap is performed, when he finds out Claudius' guilty of the murder. The betrayal of Ophelia towards Hamlet, Rosencrantz and Guildenstern spying on Hamlet, Hamlets crazy pretense, Hamlets plan to "catch the conscious of the King." These conflicts build suspense towards the true climax of whether this ghost of Old Hamlet is good or evil. The truth revealed about Old Hamlet to Hamlet in Claudius prayer builds even more suspense that leads to the falling action. The consequences, the main characters are killed in result of Hamlet mistakenly killing Polonius. The climax occurs when the main conflict is resolved in Act III, Scene iii, the struggle against Hamlet and himself (man vs. self). When Claudius' confesses to himself his guilt for the murder. Hamlet's main goal is to avenge his father's death and the struggle is resolute ...

The Weather Underground

The Weather Underground The official name of the group is Weatherman, but it was called â€Å"the Weathermen† and when members withdrew from public view, became the â€Å"Weather Underground.† The group, founded in 1968, was a splinter organization from the group Students for a Democratic Society. The name comes from a song by American rock/folk singer Bob Dylan, Subterranean Homesick Blues, which contains the line: You dont need a weatherman to know which way the wind blows. Objectives According to the groups 1970 Declaration of War against the United States, its goal was to lead white kids into armed revolution. In the view of the group, revolutionary violence was necessary to combat what they perceived as a war against African-Americans, and military actions overseas such as the Vietnam war and the invasion of Cambodia. Notable Attacks and Events May 19, 1972: The group set off a bomb in the Pentagon.March 1, 1971: The bombing of the U.S. Capitol was designed to protest the US invasion of Laos, according to a communiquà © issued at the time. There were several hundred thousand dollars of property damage, but no one was injured.March 6, 1970: Three members were killed while making bombs in a Greenwich Village house. This incident drove the group fully underground.October 8, 1969: The violent Days of Rage riot was staged by the Weathermen in Chicago, to protest the Vietnam war. History and Context Weather Underground was created in 1968, during a tumultuous moment in American and world history. To many, it appeared that national liberation movements and left-leaning revolutionary or guerrilla movements were harbingers of a different world than that which prevailed into the 1950s. This new world, in the eyes of its proponents, would upend political and social hierarchies between developed and less developed countries, between races, and between men and women. In the United States, a student movement loosely organized around these new left ideas grew over the course of the 1960s, becoming increasingly vocal and radical in its ideas and activities, especially in response to the Vietnam War and the belief that the United States was an imperialist power. Students for a Democratic Society (SDS) was the most prominent symbol of this movement. The university student group, founded in 1960 in Ann Arbor, Michigan, had a broad platform of goals related to their critiques of American military interventions overseas and their charges of racism and inequality in the United States. The Weather Underground came out of this ethos but added a militant spin, believing that violent action was required to effect change. Other student groups in other parts of the world were also of this mind in the late 1960s.

Police corruption in New York City Research Paper

Police corruption in New York City - Research Paper Example Introduction Police corruption is a type police misconduct through which police officers seeks personal advantage or gain like career advancement or money, through abusing power, e.g. accepting inducement or bribes in exchange for selectively pursuing or not pursuing and arrest or investigation. Accurate or precise information concerning the prevalence of corruption by police is not easy to come by because the corruption practices happen in private and secrets, in addition, police departments have very little incentive to publish corruption information. Researchers as well as police officials have argued that in most state police departments, large scale police corruption not only prevail, but have also been institutionalized. Some of the general police corruption acts prevalent in police state departments include: corruption of authorities, kickbacks, opportunistic thefts, shakedowns, protection of illegal activity, fixing, direct criminal activities, internal payoffs, police hazing, frameup, an d ticket fixing among others. New York is one state where police corruption has been noted in masses, and therefore this paper seeks to discuss the police corruption in New York City. Examples of police corruption activities and event in New York City include: NYPD subway sodomy scandal; kidnapping, robbery and torture of drug dealer; NYPD Muslim surveillance controversy; NYPD rape cops scandal; the 2011 ticket fixing scandal; Tompkins Square Park riot; Mafia cops; and various shooting and arrests among others (Hopson 12). Corruption incidences in New York City Since the founding of New York Police Department in 1844, scandals of corruption have warranted investigations by commissions about every twenty years right at the beginning by the 1894 Lexow Committee, the 1914 Curran Committee, the 1932 Seabury Commission, the 1949 Helfand Commission, the 1970 Knapp Commission, and the 1993 Mollen Commission. Almost until 1980's, police corruption often involved some form of extortion or vi ce consisting of payments to officers in order to escape arrest or prosecution for a crime or a violation. In the early 1970s and late 1960's, narcotic police corruption emerged. Police officers discovered that the small amounts of money relatively obtained from the shakedown were almost nothing in comparison to the hundreds and thousands of dollars obtained from narcotics shakedowns. In practice, the large amounts of money temptation available from drug trafficking is a major challenge facing the New York Police Department and the New York City entirely. This has prompted numerous discoveries of possible solutions to the predicament: having more supervisory positions within the police department would increase the oversight of subordinate officers; hiring procedures and practices with ability to screen out all but the best police candidates maximize the pool of police officers with good conduct and character; higher salaries for police officers would reduce the attraction to drug m oney; and increased external and internal police monitoring would increase the awareness of the tempted police officers of the likelihood of detecting corrupt behavior and severely punished. However, the police corruption acts are still witnessed and detected in New York City (Lawrence 14). New York Police officers have experienced allegations of taking bribes recently in order to help family and friends get out of traffic and parking violations by losing their paperwork. For reasons of various police corruption cases that arise, NYPD has reallocated into police department, lawyers responsible for trials against New York police officers. The over 400 police officers indicted in these allegations apparently accused of throwing away summons paperwork in order to prevent tickets from ending up at the adjudicating agencies. The paperwork often vanishes mysteriously over night shifts before processing, which kills the trail of the ticket. In some cases, documents are changed in order to reflect

Crime Prevention Program Essay Example | Topics and Well Written Essays - 2000 words

Crime Prevention Program - Essay Example Forty-seven percent of elementary schools reported one or more violent incidents compared with 74 percent for middle schools and 77 percent of high schools. The Pennsylvania Center for Safe Schools reports that nearly 2,000 Pennsylvania juveniles were arrested for weapons possession and 10 percent reported carrying a weapon in school or on a school bus at least once in the past year. (Walker 1995) Between 1988 and 1994 the rate of violent crime arrests for Pennsylvania juveniles rose by 69 percent. There are more statistics to show that school violence is on the rise. As a result of the obviously rising trends, the majority policy committee this summer launched a series of statewide hearings to examine the issue of school violence. Many different law enforcement experts, physicians, mental health providers, social service workers, teachers, school administrators, parents, concerned citizens and government officials testified to help determine the causes and possible solutions to school violence. The causes - whether the increases in single-parent families, increased violence on television, desensitization to violence by the media, or a decline in morals - can be debated over and over. Attention is now focused on how to stop these trends now and make inroads to our young children before it is too late. The General Assembly is starting to offer solutions and remedies. Several members of the House and Senate have announced introduction of legislation aimed at punishing the offender. Pennsylvania already has some of the nation's toughest statutes relating to juvenile crime, many enacted during Gov. Tom Ridge's previous special session on crime. Government is now looking into ways to strengthen and expand upon these. Too many proposals have been introduced which simply address the punishment of a child after a crime has occurred. My bills would attempt to stop the violent acts from ever occurring in the first place. THE MANDATORY SCHOOL VIOLENCE REPORTING ACT The first piece of legislation introduced is entitled the "Mandatory School Violence Reporting Act." This measure would allow schools and law enforcement officials to more easily distinguish those children most likely to commit violent acts before one occurs. Under this legislation, each principal, dean or other person who acts as the chief operating or executive officer of a public, private, parochial, vocational, or charter school, college or university shall make an incident report to law enforcement authorities concerning all incidents of a crime of violence which occur on the property or ground of the school, college or university. The incident report would include such information as the names, addresses and telephone numbers of the victim or victims, the accused and any witnesses. The names, addresses and telephone numbers of the parents or guardians of any minors involved as a victim, accused or witness to the incident also will be included in the report. Other information to be included would be a full description of the incident, what, if any, weapons were used or threatened to be used, a description of any injuries, and indication of whether law enforcement was contacted, and whether or not an arrest was made. The report would be filed with the local law enforcement agency and a copy would be provided to the Pennsylvania State Police for their use in compiling a detailed statewide report of school violence. This bill does not presume to

Confucianism Verses Taoism Concept Essay Example for Free

Confucianism Verses Taoism Concept Essay Confucianism focuses on virtue ethics as a means to an ordered and thriving, society. On the contrary, Taoism centers on the individual life in relation to the Tao, or â€Å"way to heaven†. Both views acknowledge a Tao; however, they take different views on religion, politics, and on individual responsibilities. With this in mind, we will discuss both religions and trace their similarities to a common culture perspective, particularly the Superior Man. The ideal Confucian is a â€Å"jun-zi† or â€Å"superior man†. In order to become a â€Å"jun-zi†, one must follow Li or engage in proper moral conduct to in conformity to the example of the perfect the Tao in â€Å"his† person (Dagnabitt). Li is outlined in the book of Ru thought to be written by Confucius and is used as a reference for the cultural roles an individual should take. The Confucian Superior Man is virtuous in action as well as attitude. In addition, society becomes aligned with the Tao when they become an institution of â€Å"fathers acting like fathers and emperors acting like emperors† (Dagnabitt). Consequently, tradition dictates when institutions come to be valued and the good of such institutions are considered the greatest extent of one’s human ability. We could say that Confucian attempts to view their world under a microscope, by trying to understand their past problems and follow up by worshipping their past. It is almost as if the duty of man is to discover laws and then hold them constant. The end of such a process would be considered a grasp of the Tao and its expressions. The Confucian political view is that the ruler should lead by example and according to the same virtues and rules. The Confucian attitude toward politics is that it is the foundation to a good system of family and helps cultivate the virtues of ones-self. Confucian theory believes that people will see the good and follow. In addition, they seek instruction from a master and treat each other with respect, and reverence while serving their duty faithfully.

American Indian Wars :: essays research papers

American Indian Wars   Ã‚  Ã‚  Ã‚  Ã‚  There is perhaps a tendency to view the record of the military in terms of conflict, that may be why the U.S. Army’s operational experience in the quarter century following the Civil War became known as the Indian wars. Previous struggles with the Indian, dating back to colonial times, had been limited. There was a period where the Indian could withdraw or be pushed into vast reaches of uninhabited and as yet unwanted territory in the west. By 1865 the safety valve was fast disappearing. As the Civil War was closed, white Americans in greater numbers and with greater energy than before resumed the quest for land, gold, commerce, and adventure that had been largely interrupted by the war. The besieged red man, with white civilization pressing in and a main source of livelihood, the buffalo, threatened with extinction, was faced with a fundamental choice: surrender or fight. Many chose to fight, and over the next 25 years the struggle ranged over the plains, mountains, and the deserts of the American West. These guerrilla wars were characterized by skirmishes, pursuits, raids, massacres, expeditions, battles, and campaigns of varying size and intensity.   Ã‚  Ã‚  Ã‚  Ã‚  In 1865, there was a least 15 million buffalo, ten years later, fewer than a thousand remained. The army and the Bureau of Indian Affairs went along with and even encouraged the slaughter of the animals. By destroying the buffalo herds, the whites were destroying the Indian’s main source of food and supplies. The only thing the Indians could do was fight to preserve their way of life. There was constant fighting among the Indian and whites as the Indians fought to keep their civilization. Indian often retaliated against the whites for earlier attacks that whites had imposed on them. They often attacked wagon trains, stage coaches, and isolated ranches. When the army became more involved in the fighting, the Indians started to focus on the white soldiers.   Ã‚  Ã‚  Ã‚  Ã‚  In 1862, when the north and south were locked in Civil War, Minnesota felt the fury of an even more fundamental internal conflict. The Santees, an eastern branch of the Sioux Nation, having endured ten years of traumatic change on the upper Minnesota River, launched the first great attack in the Indian wars. Eleven years earlier the tribe had sold 24 million acres of hunting ground for a lump sum of $1,665,000 and the promise of future cash annuities.

A Study on Group Theory and Learning

It is apparent that the definition of a group has non been agreed on by most bookmans. As most people to a great extent emphasize on the common ends or the mutuality of its members, offering a subjective definition. In all this changing analysis, it is agreed that groups are made up of two or more persons. The definition of group offered by Brown ( 2000, p.3 ) â€Å" a group exits when two or more people define themselves as members of it and its being is recognized by at least one other † . Groups have existed and evolved with adult male and are seldom without issues. Groups all around the universe are confronted with similar issues, irrespective of its geographical location. Most of these issues may originate in the forming and ramping phases of group formation ( Bruce Wayne Tuckman, phases of group development ) , though some of these issues may besides harvest up in the latter phases of the group. There are many different theories of how people learn. Burns ( 1995, p99 ) conceives of larning as a comparatively lasting alteration in behavior with behavior including both discernible activity and internal procedures such as thought, attitudes and emotions. It is apparent that motive has been included in Burns ‘ definition of larning. Burns considers that larning might non attest itself in discernible behavior until sometime after the educational plan has taken topographic point. Harmonizing to Kolb ( 1995 ) , people learn in four ways with the likeliness of developing one manner of larning more than another. He said one can larn through: concrete experience observation and contemplation abstract conceptualization active experimentation The thought that people learn in different ways has been explored by many research workers. Honey and Mumford ( 1986 cited in McGill & A ; Beaty 1995 p.177 ) edifice on Kolb ‘s work, identified four larning manners: Activist ( enjoys the experience itself ) , Reflector ( spends a great trade of clip and attempt reflecting ) Theorist ( good at doing connexions and abstracting thoughts from experience ) Pragmatist ( enjoys the planning phase ) Motivation â€Å" Has to make with a set of independent variables relationship that explain the way, aptitude and continuity of an person ‘s behavior, keeping changeless the effects of aptitude, accomplishment and apprehension of the undertaking, and restraints runing in the environment. ( Campbell and Pritchard 1976 ) . It is believed that the demand and motivation of a individual is what pushes him /her to act in a certain manner. Therefore an person ‘s ends and aspirations in life can function as a determiner in the manner the individual behaves. However this ends and aspirations differ from one individual to the other. Harmonizing to Buchanan and Huczynski ( 2004 ) motive can be explored in three distinguishable positions viz. ends, determinations and influence. Goals serve as the chief motivation of our behavior. Therefore the ends and aspirations or what a individual wants to accomplish will do an person to act in a certain mode to accomplish that peculiar end. E.g. If a individual wants to go a medical physician in future that individuals behaviour and political orientations will all be geared towards the accomplishment of this peculiar end. Decisions the second on the perspective list negotiations about why we choose to prosecute certain ends. For case if we should take the MBA category as an illustration and inquire what motivates each pupil to analyze, it will involvement you to cognize that we will acquire many replies. For some pupils it is the expected wages that they will acquire after their class like publicity, pay rise etc. for other pupils it could be the position acknowledgment of acquiring alphabets at the terminal of their names, whiles others derive satisfaction from larning or wonder. This is what is being described as the â€Å" Cognitive determination – devising † procedures act uponing an person ‘s pick of ends. The 3rd on the perspective list is that of influence which talks about what and how to actuate an person to work harder here accent is laid on societal influence.WHAT MOTIVATED ME TO STUDY A MASTERS DEGREE AT BANGOR.Working for Vodafone, a telecommunication company, I had the chance to work with the operations director, a adult male who had attained his Masters in Business Administration. Under his supervising, he demonstrated a high degree of public presentation which was obviously seen in his structured attack to determination devising. He approached new challenges that confronted him in a strategic mode and executed undertakings efficaciously by achieving ends from company processs and procedures. I have since so been motivated by the worth of managerial cognition and accomplishments that where displayed by the operations director, animating me to offer a graduate student grade in Business Administration. In explicating my motive in the visible radiation of Vroom ‘s anticipation theory, with the underlying subject which states that motive depends on â€Å" how much we want something and how likely we think we are to acquire it † Griffin and Moorhe ( 2007, p.98 ) and which revolves around the three cardinal variables of valency ( the value of the expected wages ) , anticipation ( the believe that attempt will take to public presentation ) and instrumentality ( the believe that the public presentation will take to a coveted result ) . In detecting the operations director my first reaction was to derive such managerial accomplishments and I knew I had a sensible opportunity of accomplishing it. In using the three variables ( valency, instrumentality and anticipation ) I believed that my attempts to inscribe in a maestro ‘s grade will give to the attainment of Masterss in concern disposal and comprehending that there was a high chance that the Masterss in concern disposal will ensue in geting the managerial accomplishments. In malice of the utility in utilizing Vroom ‘s anticipation theory to explicate motive, harmonizing to Griffin and Moore ( 2007 ) it has been to a great extent criticized about its complexness and how hard it is to prove. Furthermore research workers find the relationship among its variables less scientific, doing it hard to look into. Another short approach of this theory is that it non applicable in topographic points where people think God causes the result of every single behavior. Example Muslim states. However, I think the theory has been really utile in explicating the construct of motive and besides giving directors really of import guidelines in understanding the employee and how he can be motivated. As it is justly said by Nicol Morgan ( Granfell Investment Management ) â€Å" motive is non about money, it was about making an environment in which people enjoyed working † .The motive to offer my Masterss in Bangor University out of a host of Universities both in The United land and The United States of America, Bangor offered an first-class repute as a Centre for concern surveies, by chalking success in the 2008 UK authorities ‘s Research Assessment Exercise, by puting foremost. It besides proved to be a universe category research Centre and a staff with strong international experience all packaged in an enabling environment for acquisition. In regard to Herzberg ‘s motivator-hygiene theory, Bangor University was able to fulfill my hygiene demands by offering basic installations such as a school library, stocked with up- to- day of the month academic resources, adjustment installations for international pupils and besides supplying a safe acquisition environment. The proviso of such installations did non actuate me, but instead prevented me from being dissatisfied, cognizing that such installations are available in most Universities. My motive to analyze at Bangor came approximately when the university met my higher degrees demands, by turn outing to be a universe category research Centre, been among the extremely graded concern schools in the UK and supplying a really international instruction staff, to assist derive cognition and experience all over the universe from a wider position. This is shown in the diagram below A ) HYGIENE FACTORS1. Library Facility2. ACCOMODATION FACILITIES3. SAFE LEARNING ENVIRONMENTBangorUniversity1. HIGHLY RANKED2. WORLD CLASS RESEARCH3. INTERNATIONAL STAFF B ) Incentive ( DZANIE 2010 ) Like any other theory, Herzberg two factor theory has besides suffered unfavorable judgments. Harmonizing to Mullins ( 2005 ) the theory is said to use least to persons with unskilled occupations which are humdrum in range. As they are those who mostly present direction with issues of motive. Nevertheless I believe the theory has been utile in understanding motive non merely in the work topographic point but besides to our day-to-day lives.MY Approach TO LEARNINGMy larning attack to surveies has chiefly been the memorisation of facts, without associating the cognition acquired to any experience. From my secondary school through to my undergraduate survey, I have ever been a surface scholar. Where the chief focal point was merely to follow what the course of study demanded. This learning manner was rather effectual because in my educational life accent was laid much more on closed ended scrutiny than giving out regular assignments. However, in a different acquisition environment and more particularly in my Masters degree taking a deep acquisition attack will be good. Though hard, holding been a surface scholar, seting down my old theoretical account of larning to a deep scholar will intend an active engagement in the class work, obtaining a practical apprehension of theories and constructs and holding a critical head set in work outing jobs. All these properties of a deep scholar will develop and fit me with the necessary accomplishments to associate my acquired cognition in MBA to the of all time increasing challenges in the corporate universe. Second, my pick of being a deep scholar is farther strengthened by the undermentioned factors ; a ) The teacher pupil relationship: The larning relationship between talks and their pupils have a dominating influence on how pupils approach larning. For illustration in a acquisition establishment where instructors do non put much accent on assignments and instead stress more on closed ended appraisals, pupils are likely to a adopt a surface attack to larning. A survey conducted by Kember as cited in Tight et Al, ( 2009 ) on how Asiatic pupils learn, showed that the pupils approach to larning was consistent with the appraising demands of pupils by their instructors. In my experience of larning at the undergraduate surveies, lectors require pupils to memorise talk notes and to regurgitate the words of the lector in their concluding tests, obliging most pupils to prosecute in surface acquisition. This attack to larning in the local idiom is termed â€Å" chaw, pour, base on balls and forget † . Deciding to take a deep attack to acquisition was influenced by the instructor pupil relationship in Bangor University.Lectureres in the University require pupils to prosecute in a deep degree of acquisition, associating theory to existent life experiences, measuring and analysing theories and constructs to do intending out of it, as against merely the memorisation and reproduction of talk notes. B ) The work burden of classs Prosecuting in a deep acquisition attack is influenced by my cognition of work involved in each class. In their analysis Entwistle & A ; Ramsden ( 1983 ) as cited in Tight et Al, ( 2009 ) established that pupils are likely to prosecute in surface, strategic or deep acquisition, depending on the grade of work burden that is accompanied with the class. A surface larning attack is adopted when pupils perceive a high grade of work burden in their classs, as there is no clip to prosecute in deep acquisition. A relevant illustration will be the decrease of the concern faculties from 12 to eight. Students might hold been forced to prosecute in surface or strategic acquisition because of the of all time increasing work load from their classs, go forthing them with small or no clip to prosecute in deep acquisition. A restructure of the class this academic twelvemonth have reduced the work load well, and this will give me the clip and chance to prosecute in deep acquisition. degree Celsius ) The learning establishment Furthermore my attack is progressively shaped by the learning establishment. I.e. Bangor University. As it is justly said by californium Barnett ( 1990 cited in Tight et Al, 2009, p.12 ) â€Å" The features of deep attack to larn can be seen to reflect what are by and large held to be purposes of higher instruction † . During the initiation subdivision held by the University of Bangor, pupils were briefed by senior lectors about what is expected of them by the University. Students were advised and encouraged to prosecute in critical thought, avoid doing premises and analyze an statement, looking for failing in the arguement.Also pupils where asked non to reproduce talk notes or regurgitate what the talk has said, a feature of surface acquisition, but instead pulling from other beginnings like relevant text books and academic diaries and most significantly abstaining from illicitly copying some 1s work as yours, an act of plagiarism. The University has hence put in topographic point constructions to promote deep attack to acquisition by supplying the necessary academic resources such as the library, entree to internet and diaries to enable pupils to prosecute in serious academic work by being deep scholars and non surface scholar. In a nutshell, my determination to a deep acquisition attack can be illustrated in Ramsden ( 2003 ) Student larning in context diagram. My orientation to larning My old educational experience as a surface scholar. The context of larning in the new environment 1. Opened ended appraisal. 2. Synergistic lectors. The acquisition result is: long term memory and holistic apprehension of the class 2. My determination to follow a Deep Approach to Learning My perceptual experience of the work burden, what is required of me as a pupil from the Lecturers and Bangor University ( DZANIE 2010 )ISSUES ANTICIPATED IN THE GROUP WORK AND SOLUTIONSOne peculiar issue I anticipate in the group work is the difference in the acquisition manners among group members. Forming a group with a high grade of single diverseness, will certainly amount to a different attack to acquisition and acquisition manners, which is normally influenced by civilization background and the larning environment they came from. Group members may be absorbing, suiting, diverging or meeting scholars and may be given to lend their attempt more expeditiously if acquisition is directed to their advantage. This was made apparent when I engaged in an experiment carried out by Professor Sally Sambrook ; in an attempt to place the acquisition manners of her pupils utilizing Kolb ‘s learning manner. I noticed that my learning manner was different in comparism to those of my friends as everyone ‘s learning manner differed from the other. However, in turn toing the issue of difference in larning manners. Group members should be assigned to undertakings in relation to 1s larning style/capabilities in order to acquire the best out of the person. Unifying a given undertaking with a individual larning manner penchant will give a positive consequence and hence increasing group efficiency. For illustration members who are diverges are better in making new thoughts and assemblage of information. Delegating a undertaking related to research will be best tailored to their learning manner, thereby giving their upper limit end product to the group. Second, group members are bound to prosecute in societal idleness. Social idleness occurs when a group member pretends to lend to the activities or attempt of the group. And this is normally seeable at the executing phase of group formation, where the undertaking and the aims of the group are good defined. An experiment conducted by Max Ringelmann ( 1913 ) as cited in Brown ( 2000 ) on societal idleness, asked a group of agribusiness pupils to draw a rope connected to a ergometer to enter the force exerted by the group. He thought that the bigger the size of the group the greater the force it exerted, he subsequently discovered that the force did n't increase proportionally with the size of the group. In consequence there were others in the group who put small attempt or none at all when drawing the rope. This behavior I anticipate in the group work, an attitude that is damaging to the effectivity of the group. However issues of societal idleness are best addressed by increasing the identifiability of group members. It is improbable to happen members prosecuting in societal idleness when they know they are been ascertained and evaluated separately, a instance of the Hawthorne consequence, when people tend to act otherwise when they know they are been observed. This will increase engagement of single members every bit good as the productiveness of the group. Pulling from my personal experiences with groups, I have noticed that comparatively big groups are normally the genteelness land for societal buming.Keeping a ample group in relation to the undertaking at manus with a clear division of labor in the group can minimise societal idleness. Despite the legion challenges faced in group work, workings in groups have proved to be effectual non merely in accomplishing group ends but besides has the inclination to develop the person. Working in groups can instil into the single certain properties such as a sense of duty through the division of labor, where group members are assigned undertaking. For illustration after a long period of working in groups in my undergraduate survey I realised that I have improved upon my communicating accomplishments an property that is necessary in the corporate universe. In add-on, prosecuting in group work particularly in a higher acquisition establishment, can fit a individual with a critical mentality in the reading and rating of academic stuffs, a mark of rational development.DecisionTo reason, this essay has identified my motive as triggered by both the worth of managerial accomplishments displayed by the operations director, which was clearly elaborated in Expectancy Theory and the Academic excellence of Bangor University utilizing Herzberg ‘s incentive and hygiene theory. It has besides highlighted my attack as a deep scholar coming into a new acquisition environment, which is strengthened by the instructor pupil relationship, work load and the learning establishment.And eventually the issues I anticipate in the group to be difference in larning manner and societal idleness.REFRENCESBass, Bernard ( 1990 ) . From transactional to transformational leading: acquisition to portion the vision. Organizational Dynamics, Vol. 18, Issue 3, Winter , 1990, 19-31. Beardwell, J. & A ; , Claydon, T. ( 2007 ) Human Resource management.5th edition.Spain: Pearson Education Limited. Brown, R. ( 2000 ) Group Process.2nd edn.Reprint, England: Blackwell publication, 2004. Forsyth, D.R. ( 2009 ) Group Dynamics. 5th edn.Google books [ Online ] .Available at: hypertext transfer protocol: //www.books.google.co.uk ( Accessed: 29 October 2010 ) Griffin, R.W. and Moorhe, G. ( 2007 ) Administration and people.9th edn. [ Online ] . Available at: hypertext transfer protocol: //www.books.google.co.uk ( Accessed: 20 October 2010 ) hypertext transfer protocol: //www.businessballs.com/kolblearningstyles.htm ( Accessed: 20 October 2010 ) . Kouzes, J. M. & A ; Posner, B. Z. ( 1987 ) . The Leadership Challenge. San Francisco: Jossey- Bass. McGill, I. & A ; Beaty, L. ( 1995 ) . Action Learning, 2nd edition: a usher for professional, direction and educational development Kogan Page, London. Mullins, L. J. ( 2005 ) Management and Organisational Behaviour.7th edn.Spain: Pearson instruction Limited Pogson, P. & A ; Tennant, M. ( 1995 ) . ‘Understanding Adults ‘ in Foley, G. erectile dysfunction. Understanding big instruction and preparation, St Leonards, Allen & A ; Unwin, pp.20-30 Ramsden, P. ( 2003 ) .Learning to learn in higher education.2nd edn.London: Routledge Tight, M. , Mok, K. H. , Huisman, J. , Morphew, C. C. ( 2009 ) The Routeledge International Handbook of Higher Eduaction..Google books [ Online ] .Available at: http//www.books.google.co.uk ( Accessed: 10 October 2010 )

Reflection on Jack Hodgins ”By the River” Essay

In the story of By the River, the author relates the love story between the young woman, Crystal Styan, and her husband, Jim Styan, in the terms of faith, responsibility and dream. After reading this story, I wonder that why Jim chose to leave and why Crystal still believed he will come back, even though she realized that her dream of the life with him would not come true. When Crystal was in grade ten, she gave up the opportunity of studying further and chose to live a wonderful and idyllic life with Jim. After they moved to the log cabin which sits on the edge of river, they began to build a farm. Since Jim was lack of farming knowledge and had no any experience before, six chickens were frozen to death in the cold winter and the cow that he has just bought stepped off the train and ran away. He eventually abandoned his house and wife irresponsibly and left on the train after he cannot accept the fact that the dream of becoming famer will not come true. In contrast, Crystal always believed his husband and tried her best to help Jim realize his dream, even though sometimes she understood the decision that living with Jim was wrong. Crystal has always loved Jim so that she trusted her husband will be on the way home one day and came to the station to wait him for the past six month. But all are delusional and impossible, her husband will never return on the train, because the conductor told her that he was not on board. In conclusion, this kind of woman, Crystal, is frankly pathetic because her husband ruthlessly abandoned and left her without any words, while Jim is certainly looked down upon by others, because he is self-concern and irresponsible for their love and relationship.

How to Conjugate the Verb Venire in Italian

How to Conjugate the Verb Venire in Italian Some definitions of â€Å"venire† include: To comeTo arriveTo be descended fromTo come overTo occurTo turn outTo be the resultTo costTo come to What to know about â€Å"venire†: It’s an irregular third-conjugation verb, so it does not follow the typical -ire verb ending pattern.It’s an intransitive verb, which does not take a direct object.The infinito is â€Å"venire.†The participio passato is â€Å"venuto.†The gerund form is â€Å"venendo.†The past gerund form is â€Å"essendo venuto.† INDICATIVO/INDICATIVE Il presente io vengo noi veniamo tu vieni voi venite lui, lei, Lei viene essi, Loro vengono Ad esempio: Non mi viene in mente (la parola). - (The word) isn’t coming to mind. Il passato prossimo io sono venuto/a noi siamo venuti/e tu sei venuto/a voi siete venuti/e lui, lei, Lei venuto/a essi, Loro sono venuti/e Ad esempio: Sono venuto/a qua per dirti che ti amo. - I came here to tell you that I love you. L’imperfetto io venivo noi venivamo tu venivi voi venivate lui, lei, Lei veniva essi, Loro venivano Ad esempio: Ogni estate venivamo qua, questa campagna à ¨ il mio posto preferito. - Each summer we came here, this countryside is my favorite place. Il trapassato prossimo io ero venuto/a noi eravamo venuti/e tu eri venuto/a voi eravate venuti/e lui, lei, Lei era venuto/a essi, Loro erano venuti/e Esempi: Eri venuto/a per dirmi la verit, giusto? - You came here to tell me the truth, right? Il passato remoto io venni noi venimmo tu venisti voi veniste lui, lei, Lei venne essi, Loro vennero Ad esempio: Gli venne la voglia di trasferirsi in Italia.   - The desire to move to Italy came to him. Il trapassato remoto io fui venuto/a noi fummo venuti/e tu fosti venuto/a voi foste venuti/e lui, lei, Lei fu venuto/a essi, Loro furono venuti/e TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io verr noi verremo tu verrai voi verrete lui, lei, Lei verr essi, Loro verranno Ad esempio: I figli verranno dopo cinque o sei anni di matrimonio, almeno spero cosà ¬!. - Kids will come after five or six years of marriage, at least I hope! Il futuro anteriore io sar venuto/a noi saremo venuti/e tu sarai venuto/a voi sarete venuti/e lui, lei, Lei sar venuto/a essi, Loro saranno venuti/e Ad esempio: Sar venuto da un’ottima scuola. - He must have come from a great school. CONGIUNTIVO/SUBJUNCTIVE Il presente che io venga che noi veniamo che tu venga che voi veniate che lui, lei, Lei venga che essi, Loro vengano Ad esempio: Penso che questo vino venga direttamente dalla Francia. - I think this wine comes directly from France. Il passato io sia venuto/a noi siamo venuti/e tu sia venuto/a voi siate venuti/e lui, lei, Lei sia venuto/a essi, Loro siano venuti/e Ad esempio: Mi chiedo se siano venuti in Italia per cercare la loro famiglia. - I wonder if they came to Italy to find their family. L’imperfetto io venissi noi venissimo tu venissi voi veniste lui, lei, Lei venisse essi, Loro venissero Ad esempio: Speravo che il mio ragazzo venisse in aeroporto a prendermi. - I hoped that my boyfriend would come to the airport to pick me up. Il trapassato prossimo io fossi venuto/a noi fossimo venuti/e tu fossi venuto/a voi foste venuti/e lui, lei, Lei fosse venuto/a essi, Loro fossero venuti/e Ad esempio: Vorrei che tu fossi venuto/a con me. - I wish you could have come with me. CONDIZIONALE/CONDITIONAL Il presente io verrei noi verremmo tu verresti voi verreste lui, lei, Lei verrebbe essi, Loro verrebbero Ad esempio: Verrei con voi, perà ² devo andare a scuola. - I would come with  you all, but I have to go to school. Il passato io sarei venuto/a noi saremmo venuti/e tu saresti venuto/a voi sareste venuti/e lui, lei, Lei sarebbe venuto/a essi, Loro sarebbero venuti/e Ad esempio: Avevo la febbre, altrimenti sarei venuto/a alla tua festa. - I had a fever, otherwise I would have come to your party.

Learn a Computer Programming Language Online for Free

Learn a Computer Programming Language Online for Free Many new graduates find frustration in today’s job market as employers increasingly focus on hiring employees with concrete skills rather than diplomas alone. Even those looking to work in non-computer related fields will often find that regardless of major, graduates now need coding skills and many employers give priority to applicants with some knowledge of HTML or Javascript. Learning a programming language is an excellent way to improve your resume and make yourself more marketable. Those with access to a computer can learn a programming language online without paying to attend a university course. Learning to program at a beginner level can be surprisingly intuitive and a great introduction to a career in  technology. Regardless of age or level of familiarity with computers, there is a way for you to study and learn online. e-Books From Universities and More For the last few decades, books have been used as one of the primary means of learning to program. There are many books available for free, often in digital versions online. One popular series is called  Learn Code the Hard Way and uses a code immersion strategy that allows students to perform code work first, and then explains what happened. Contrary to the name, this approach is very effective at reducing the difficulty of explaining programming concepts to novice coders. For those looking to get started with the basics of programming rather than focusing on a specific language, MIT offers a free text called  Structure and Interpretation of Computer Programs. This text is offered alongside free assignments and course instruction to allow a student to learn to use Scheme to understand many important computer science principles. Online Tutorials Interactive tutorials are a smart choice for those with a tight schedule that want to steadily improve with a few minutes time a day rather than setting aside a large block of time all at once. A great example of an interactive tutorial for learning programming is Hackety Hack, which provides an easy way to learn the basics of programming using the Ruby language. Those looking for a different language prefer starting with an easier language like Javascript or Python. Javascript is often considered an essential language for anyone looking to work with web pages and can be explored using the interactive tool provided on  CodeAcademy. Python is well regarded as a simple-to-learn language of great use to those who need to develop more complex systems than Javascript allows for. LearnPython is a good interactive tool for those who want to start programming in Python. Free, Interactive Online Programming Courses In contrast to the single-serving format provided by interactive tutorials, many people prefer to learn in  Massively Open Online Courses  - a format similar to those provided at universities. Many courses have been put online to offer interactive methods to take a full course on programming. The website Coursera provides content from 16 different universities and has been used by more than one million â€Å"Courserians.† One of the participating schools is Stanford University, which provides excellent courses on such topics as algorithms, cryptography, and logic. Harvard, UC Berkeley, and MIT have teamed up to offer a large number of courses on the edX website. With courses like software as a service (SAS) and Artificial Intelligence, the edX system is an excellent source of modern instruction on fairly new technologies. Udacity is a smaller and more basic provider of interactive courseware, with instruction on such topics as building a blog, testing software, and building a search engine. In addition to providing online courses, Udacity also hosts meetups in 346 cities around the world for those that benefit from in-person interactions as well. Static Programming OpenCourseWare Interactive courses are sometimes too advanced for those who need lots of time or are unfamiliar with technology. For those in such a situation, another alternative is to try static OpenCourseWare materials such as those provided by MIT’s Open Courseware, Stanford’s Engineering Everywhere or many other programs. Learn More Whatever your method of learning, once you have identified your schedule and what fits your study style, you will be surprised at how quickly you can pick up a new skill and make yourself more marketable. Updated/edited by Terri Williams

Assignment 6.5 Example | Topics and Well Written Essays - 750 words

6.5 - Assignment Example He also turned down the red velvet cape that Benedict wore when he was presented to the world for the first time in 2005, choosing the simple white cassock of the papacy instead† (Winfield par. 11). Pope Francis’ radical leadership style has been assessed and it included the following perspectives: (1) actions speaking greater than words; (2) use words honestly and build bridges, especially to those one is in disagreement with; (3) focus on good management, in contrast to nice management; (4) use power to amplify good character (Asghar). The accomplishments of Pope Francis, to date include, considering just one year when he held the helm of the papacy are as follows: (1) emphasized modesty and became a model of frugality by replacing lavish traditional practices; (2) opined a radical view on homosexuality by asserting non-discrimination, not ridiculing or by not being judgmental; (3) â€Å"it has been discovered that Pope Francis regularly leaves the Vatican at night to feed the homeless. Dressed as an ordinary priest, he joins Archbishop Konrad Krajewski to feed the poor of Rome† (Why Pope Francis is the Person of the Year par. 8); (4) the Pope recently canonized two popes: John XXIII and John Paul II (U.S. Conference of Catholic Bishops); (5) acknowledged the way to reach the youths through social networking sites and by participating in activities that are popular to contemporary youths (selfies) (Why Pope Francis is the Person of the Year); to name a few. These accomplishments demonstrate leadership in te rms of exhibiting characteristics and traits of a true leader (humility, influencer, collaborative, and takes innate interests on the well-being of those he leads). This is consistent with the traits mentioned by Mandela, when he asserted that â€Å"the capacity to integrate, motivate, and mobilize others to bring a common