Comparison Of Hitler And Stalin Essays - Old Bolsheviks,

Comparison of Hitler and Stalin During the period leading up to World War II, there were two men who were on opposing sides, the men were Adolph Hitler and Joseph Stalin. These men were each triumphant in their rise to power in their countries and they were very comparable in the ways that they succeeded. Their success was mostly attributed to their new ideas and their politics. Although Hitler and Stalin hated each other, the two leaders were similar in many ways. Hitler and Stalin each rose to the highest position attainable in their respective countries, and there were three main reasons that they were able to do this. Both men were skilled users of propaganda, each was amoral, and they both had the ambition to make their countries powerful in the world. Since each was a skilled user of propaganda, they could use their words to twist and manipulate the minds of people into believing that what they were saying was the absolute truth. Using this power, they would get people to do anything for them, which proves their amorality. Since their countries were still trying to recover from World War I, they desired to restore the power back in to their countries. These three reasons will prove that Hitler and Stalin were similar in many ways. The names Adolf Hitler and Joseph Stalin are synonymous with the word propaganda. In order to understand how Hitler and Stalin used propaganda, an understanding of what the word means, is required. According to Merriam-Webster, "propaganda is the spreading of ideas to further or damage a cause; also the ideas or allegations spread for a purpose". Hitler and Stalin each used propaganda as their tool to further their ideas and help them gain the backing of the people in their countries. The form of propaganda that Hitler used, and was successful in using, was his words. Hitler made many speeches, but the one speech that was a famous one, was his final speech at his trial for treason. In this speech he gave his views and opinions on the events preceding the trial. This is an excerpt from his speech: "...I aimed from the first to....become the destroyer of Marxism....The army that we are building grows more from day to day, from hour to hour. Gentlemen, not you who will be the ones that deliver the verdict over us, but that verdict will be given by the eternal judgement of history, which will speak out against the accusation that has been made against us....That court will judge us....as Germans (who) wanted only the best for their people and their Fatherland, who fought and were willing to die. You might just as well find us guilty a thousand times, but the goddess of the eternal court of history will smile and tear up the motions of the states attorney and the judgement of this court: for she finds us not guilty". After Hitler gave this speech, the court was sympathetic towards him, he was sentenced to only five years in prison for his crime. After nine months of his sentence had been served, he received parole. Being able to gain Nazi party control and gain enough supporters, proves that he was an efficient user of propaganda. Hitler also had his own minister of propaganda when he became leader of the country. This proves that Hitler was an user of propaganda, but Joseph Stalin was not as blatantly obvious with his uses of propaganda. Stalin did however use propaganda in his speech to the Fifteenth Congress in 1927. Stalin said in this speech: " Evidently, the opposition prefers to be outside the party. Well, let it be outside the party. There is nothing terrible, or exceptional, or surprising in the fact that they prefer to be outside the party, that they are cutting themselves off from the party. If you study the history of our party, you will find that always, at certain serious turns taken by our party, a certain section of the old leaders fell out of the cart of the Bolshevik party and made room for newer members. A turn is a serious thing, comrades. A turn is dangerous for those who do not sit

Chemical Reaction Essay

Chemical Reaction Essay Chemical Reaction Essay jTask 3 - D4 Within my report I was aiming to look and the rate of reaction and how it increases while the temperature increases. This experiment was completed and through out the experiment the temperature increases and decreases because the hydrochloric acid and the sodium thiosulfate. The aim of this experiment was to time how long it would take for chemical solution to be able to turn translucent. When the temperature of the chemicals increase, then the atoms would rapidly produce kinetic energy. So therefore more kinetic energy will be produced because of the head on collision. So in summary the rate of reaction will be quicker or faster. Where as in the enzyme report, shows that experiment was used to see if the temperature would have effected the Autolytic Enzyme System which needs a minimum energy aspect which would met the chemical reaction which occurs of the Streptococcus Faecalis. This means that the cells would become destructive because of the own actions in the enzymes. My own report and the enzyme report are both completing the same task which is to investigate weather the temperature increase with the rate of reaction. In addition in my there were many different temperatures taken in my experiment so that the experiment shown a wide variety of results. Furthermore in my experiment the rate if reactions was between 0.1 sodium thiosulfate and 1m hydrochloric acid. In my experiment the sodium was used to help increase the rate of reaction. In addition in my experiment it was visible that the rate of reaction was increasing when the temperature would increase. The similarities and differences between my report and the enzyme report would be that the

Summary and Response to the Article Essay Example | Topics and Well Written Essays - 500 words - 1

Summary and Response to the Article - Essay Example The journey towards â€Å"energy security† has proven hectic, but it is not late yet. Change is possible. Oil dependence has its share of challenges. First, oil prices are never stable. This situation leads to economic imbalance in the dependent state, making citizens suffer from high taxation, especially when oil prices increase in the world market. Secondly, United States as a major economy has to face stiff competition from other importing countries such as India and China whose economies are growing rapidly. Worst of all, U.S. becomes vulnerable to political whims of oil producing countries especially the Middle East that have for a long time threatened U.S. security. OPEC, for instance, is notorious for signing contracts with certain consumers coupled with political affiliations that distort the market. According to this report, U.S. can rescue itself from the hazards of oil dependence if it can reframe its foreign policies. The last decades have seen U.S. stressing on the importance of foreign markets, something that cannot solve the energy problem experienced now. If active public policies are introduced, the market will deliver smoothly on its own. U.S. cannot achieve energy security through foreign policy, but it can frame domestic policies that are in tandem with short- and long-term goals of international strategy on oil. The Task Force looking into the issue made three recommendations for the adoption of incentives, which would gradually minimize consumption of petroleum products. First is the taxation of gasoline, with the tax revenues directed to other purposes such as funding research and development of energy technology. Second is tightening Corporate Average Fuel Economy (CAFÉ) standards. Third is the use of tradable gasoline permits to cap the levels of gasoline consumed in the country. The above measures will facilitate energy efficient lifestyles of the citizenry, including the use of higher-efficiency vehicles, increased use of public

Future of Employee Training and Development -3 Research Paper

Future of Employee Training and Development -3 - Research Paper Example Several organizations, therefore, use a large percentage of their resources for permanent and continuous employee training and advancement. Organizations that are constantly developing knowledge, extending it to the entire organization, and implementing it inside the new technology develop high quality products and excellent services. These activities portray the company as a learning institution with constant innovation in its business activities. These are organizations that have realized that learning and employee development is a key determinant for their business. The increasing complexity and uncertainty of the business environment requires different and advanced knowledge. Modern business activities require improved skills and knowledge that are still inadequately present in the formal school education. The gap between business requirements and training acquired at school is increasing. Current customers are highly selective, and organizations cannot continue with mass product ion. Increased and sophisticated customer demands require new solutions and knowledge. Organizations have to constantly revise their products and service mix due to increasing competition. Dynamic competition, sophisticated technology, knowledge economy, and globalization have changed the importance of employee training in organizations (Gitman and McDaniel, 2009). Differences between organizations are caused by differences in human capital. This has transformed employee knowledge and development to become the most reliable source of competitive advantage. Other factors of production are still valid, but employee skills are more relevant in the current environment. Employee training and development has become an important aspect for future organizational development. Learning and developmen

Learning and Teaching Styles Essay Example for Free

Learning and Teaching Styles Essay Wk. 2 Learning and Teaching Styles â€Å"In almost every actual well-designed study, Mr. Pashler and his colleagues write in their paper, ‘Learning Styles: Concepts and Evidence,’ the pattern is similar: For a given lesson, one instructional technique turns out to be optimal for all groups of students, even though students with certain learning styles may not love that technique. † (2009) I wanted to start this paper with this quote since it did involve some sort of evidence that teaching in one style still works. Students can and do succeed and have received equal scores as their peers whose learning styles matched the teachers methods of teaching. I do believe however that students may not catch on as fast and lose interest easier when being taught material. This is why I would still use different methods of teaching versus just one. As a visual learner, I understand how difficult it can be to orally receive directions for an assignment or other activity. I thrive on written directions and learning materials that need to be read or are graphed. I often had to ask the teacher numerous times to repeat the directions because I wasn’t sure what I was supposed to do. This put me behind and my grades occasionally suffered as a result. As a past teacher who worked in a school that believed in teaching using the multiple intelligences method, I found great joy in seeing my students succeed. As teachers, we were required to hand in our lesson plans weekly to the principal. Our lesson plans had to involve each of the intelligences. This was my first real job as a teacher and I did not completely understand why we were required to do this and not use our own personal methods. Looking back, I am so grateful that I learned and saw first hand the consequences of teaching using the multiple intelligences. I enjoyed seeing my student’s motivation rise as their type of learning was focused on for a particular lesson. When I go back to teaching, I will with no doubt in my mind, use this method again. It completely fits with my style of teaching most likely because it was my first real experience and works even for those students who have a completely different learning style than I do. In an ESL classroom, â€Å"dividing a lesson into phases† (Palmberg) to make sure I use each of the intelligences is ideal. I firmly believe that this method works no matter how different a student’s learning style is from the teacher. In a sample lesson for example, I would explain the topic (i. e. vocabulary words on food items) and give the students an overview of what they will need to do and what they are expected to learn. I would read them a story relating to food or going shopping. Next I would have them write down their own list of items that their families normally buy often for a real-life experience. The next phase is to divide the class into groups and share each other’s lists. They would also discuss what their ideal list and store layout would be like if they could buy any type of food that they wanted from their ideal grocery store. They would then move on to thinking about a song or songs that is about food. We would play that song the following day. For the students who feel comfortable, creating their own body expressions describing food would be next and sharing these movements with the rest of the class. This exercise could be turned into a fun lesson where the rest of the class would have to guess which food item is being emphasized (like charades). We would next come up with a class list of favorite food items. There would more than likely be some disagreement so I would divide them up in half asking them to have a debate based on reasonable food limits and favorites to come up with an ideal list. We would do the same thing for the ideal store layout. For the sake of repetition, each original group would compare with the class their original lists and new â€Å"reasonable† list and layout. I believe this lesson would take a few days but involves most if not all intelligences. Being a visual learner, I can benefit from the students who are different from me as much as they benefit from me and the lessons I teach them using the different intelligences. For example, as I try and improve my weaknesses in some forms of learning, I can benefit from the students who learn better in a completely different way (say kinesthetic). They will get much benefit from the part of the lesson that involves movement and I will get the same benefit seeing how they react and learn to this part of the lesson. To make things fun for the students (and me) those willing could come up with their own way of teaching each other about a certain topic. I would of course give them the general rules and guidelines and they would do the rest. I think each student could benefit from this because they would more than likely use their favorite way of learning to â€Å"teach† a lesson. For those who do not want to do this, they could also benefit from this since it is an exercise that is not ordinarily done and will hold interest longer. I am not a teacher and never have been one who forces students to do something that makes them feel uncomfortable (i. e. standing up and doing a charade). I think that this will do more harm than good. The student may back off and not participate or be eager to learn for fear that they may be picked on by their peers or even the teacher. I had this experience in middle school and know how it feels. I began to pull myself away from the class and especially the teacher. As a result, I did poorly in the class. For these types of students, a more gentle approach is necessary. The teacher may ask this type of student to write an explanation of what they would do or simply tell the teacher what they would do for an assignment. This is why I am such a believer of the multiple intelligences method. It involves all students and doesn’t single out particular ones. Everyone benefits and everyone learns based on their own learning strengths. Another less popular/obvious benefit of this teaching method is related to the impact that the students learning has on their own family and home life. I think that because a student is more eager to learn as a result of the multiple intelligences method, they will carry their positive attitude into their home life and be more compliant towards their family and of course themselves. As we all know, a student’s home life reflects their attitudes and success in school. References: chronicle. com/article/Matching-Teaching-Style-to/49497/ www. sube. com/ /integrating_learning_styles_and_skills_in_e www. tecweb. org/styles/gardner. html www. tefl. net/esl-lesson-plans/multiple-intelligences. htm Gardner, Howard. 1993. Multiple intelligences. The theory in practice. New York: Basic Books.

Anorexia Nervosa: Causes and Treatments

Anorexia Nervosa: Causes and Treatments Abigail Gallacher Problem: Too many teenagers are becoming anorexic. Question: What are researchers doing to prevent it? Introduction. Anorexia nervosa is a huge issue among men and women of all ages. Anorexia Nervosa, or anorexia for short, is a disease that too many people get. There are a wide range of reasons why people may become anorexic. Anorexia nervosa normally occurs during puberty, and occurs in more females than in males, but some males do have anorexia too. There are two types of anorexia. One type is linked to another common eating disease called Bulimia, where a person will binge eat and then throw up afterwards to try and get rid of it. The second type is restricting yourself completely of food. It is the obsessive fear of gaining weight, and so individuals will try to control their body weight by starvation, purging, vomiting, excessive exercise, and the use of diet pills. Anorexia nervosa is a biological issue, and there are many of biological reasons behind it. Research gives us reason to believe that anorexia nervosa is often inherited, and can often run in families. Recent research suggests that inherited and biological factors increase a persons chance of becoming anorexic by 55%, and a teenage female who has a sibling or parent/guardian with anorexia are twelve times more likely to become anorexic themselves. Also, studies show that identical twins have a higher chance of becoming anorexic. This may because they are identical, but one could feel like the other is slimmer, prettier, taller, and a lot more things that teenage girls often think about, causing them to have major self esteem issues. Identical twins have a higher chance of becoming anorexic than fraternal twins or ordinary siblings. There is a brain structure called hypothalamus, which is the brain structure responsible for regulating eating disorders. Neurotransmitters carry a message from cell to cell in the brain and nervous system. This transmitter affects binging behaviour in bulimics and anorexics. To meet the criteria of having anorexia, a persons body weight needs to be 85% less than what is expected. An estimated 53.7% of women will suffer from anorexia in their lifetimes. In August 2013, as many as 10 in 100 females in the US suffered with Anorexia, but figures are increasing all the time. â€Å"The Guardian† published an article on 30th January 2014 with the title â€Å"Rise in hospital admissions for young people with eating disorders†, which says that the most common age for anorexics to be in hospital is 15 years old. It also says that in October 2013, there was an 8% rise in anorexics to be admitted to hospital. In â€Å"The Independent† on Sunday 16th November, it has an article named â€Å"Eating disorders soar among teens – and social media is to blame†. In this article, it says the number of children and teenagers seeking help for an eating disorder has risen by 110% over the last three years, which is shocking. ChildLine says it has received more than 10,500 calls from teenagers struggling from with food and weight-related anxiety in the past year. The rise in anorexia can be because of social media, school stress, self esteem issues, and the growth of celebrity culture. This graph shows that the highest percentage of people with anorexia is ages 16-20. The BBC news estimates that 165,000 people are suffering from anorexia and 10% of deaths are because of it. Children as young as three have been hospitalised with anorexia. Short term and long term effects of anorexia The short term effects of anorexia include; malnutrition, weight loss, hair loss, dry skin, organ malfunction, dizziness, dehydration, easily blacking out, weakness, mental problems, low heart rate, depression, low heart rate and low body temperature. The long term effects of anorexia are malnutrition, irregular heart beats, organ failure, depression and even suicide. So what are we trying to do about it? Scientists in the UK are examining the DNA in people with anorexia in the hope that they will understand why some people get the disorder and others do not. They believe there is a link between genetics and eating disorders, and they think they can try to predict who could be at risk. Researchers are trying to determine the impact of the brain, hormones, genetics and appetite control biology on people with anorexia. Researchers believe that the Alzheimers drug may be used to prevent people from binge eating. Memantine, which is found in the drug, is also what the area in the brain which causes people to binge eat facilitates. According to Science daily, researchers used an experimental model to simulate binge eating behaviour, and they were able to â€Å"identify the area of the brain associated with binge eating and then suppress the area by applying memantine directly to that area. There are some problems with this idea, however. If they think that taking memantine will reduce the risk of binge eating or anorexia, a person would have to eat before taking it, which is not what people with anorexia would wish to do. Scientists have looked at the environment, genetics, personalities and biochemistry in people with anorexia, but the more that is learned, the more complex it appears. To understand people with eating disorders, scientists are looking at the neuroendocrine system, which is a combination of the hormonal system and the central nervous system. This system regulates multiple functions of the mind and body. Many of these mechanisms are disturbed in people with anorexia. Scientists have been able to show that excess levels of cortisol in anorexia are caused by a problem in or near the hypothalamus. The ANITT (Anorexia Nervosa Intensive Treatment Team) service is a step below specialist inpatient care and a step above outpatient therapy. It is for people who may not need or benefit from inpatient care. This programme includes group and individual therapy, dietetic and psychiatric therapy. The diagram above shows the criteria for ANITT and and the care plan and treatment services offered. I think the ANITT programme is a good idea and will help teenagers overcome their problem because it works with the person, not against them, and the diagram shows them exactly hat to expect, so they know what is coming, and it also gives them another option besides becoming a patient in the hospital, which may scare the teenager and force them not to cooperate. At least, which this service, they get a choice. They will hopefully work with the dietitian and become a stable weight. This will take time but when they are at a â€Å"safe weight†, it will gain trust between patient and dietitian. Then the patient will go to therapy for eighteen months, twice a week. After the eighteen months are over, the patient will go to reduced-intensity therapy for six months, but it will not be as extreme. After these two years are over, the patient will either be discharged, continue with another six to twelve months of therapy, or proceed to support treatment services. The patient will only be discharged if they want to or if they have achieved a full and good recovery. If the patient goes to support treatment services, they will be focusing on improving the quality of the patients life, physical and psychological risk management and gaining a good relationship with the team. This treatment is more flexible and varied than the others, which I think may appeal to patients. They also work with the patients to make realistic goals, and helping them overcome barriers, rather than working against the patients. The patients who used this programme said that the staff were supportive, and the care they received was brilliant. I think this programme is extremely effective because teenagers are not taken away from their families, which is brilliant because I think this is the time in a persons life that they need family the most, so taking them away will not improve the problem or benefit the child at all. According to the National Association of Anorexia Nervosa and Associated Disorders (ANAD) (1), almost 50% of people with anorexia meet the criteria for depression. Only 1 in 10 people with anorexia receive treatment, (2), and up to 24 million people in the USA suffer from an eating disorder, (3). According the the National Spectrum of Eating Disturbances, about 91% of surveyed women on a college campus have admitted to controlling their weight through dieting, (4). It says 95% of people with eating disorders are between the ages of 12 and 25, (5), which shows that it mostly occurs in teenagers, because of stress and eagerness to â€Å"fit in†. According to The National Institute of mental Health, women are much more likely to develop an eating disorder than men, and only an estimated 5-15% of those who have an eating disorder are men, (6). According to The Renfew Centre foundation for eating disorders, the body image portrayed on television is something only 5% of people posse ss naturally, (7). I think all girls need to know this because they are extreme dieting to be like someone who is portrayed falsely. If they knew their idols real weight, rather than what they are seeing on television, I think there would be a lot less teenagers with anorexia, because according to Prevention of Eating Problems with Elementary Children, 47% of girls in 5th-12th grade reported wanting to loose weight because of magazine pictures, (8), and according to IBID, 69% of girls in 5th-12th grade reported that magazine images influences their idea of a perfect body image, (9). This is why I think it is so important that the media should stop falsely portraying these actors and actresses and models, and let girls see what they are really like. References http://www.anad.org/get-information/about-eating-disorders/eating-disorders-statistics/# Characteristics and Treatment of Patients with Chronic Eating Disorders, by Dr. Greta Noordenbox, International Journal of Eating Disorders, Volume 10: 15-29 The Renfrew Center Foundation for Eating Disorders, â€Å"Eating Disorders 101 Guide: A Summary of Issues, Statistics and Resources,† 2003 Shisslak, C.M., Crago, M., Estes, L.S. (1995). The Spectrum of Eating Disturbances. International Journal of Eating Disorders, 18 (3): 209-219 Substance Abuse and Mental Health Services Administration (SAMHSA), The Center for Mental Health Services (CMHS), offices of the U.S. Department of Health and Human Services.7 The National Institute of Mental Health: â€Å"Eating Disorders: Facts About Eating Disorders and the Search for Solutions.† Pub No. 01-4901. Accessed Feb. 2002. The Renfrew Center Foundation for Eating Disorders, â€Å"Eating Disorders 101 Guide: A Summary of Issues, Statistics and Resources,† 2003 Prevention of Eating Problems with Elementary Children, Michael Levine, USA Today, July 1998 Ibid

Plagiarism †Impact of Internet Essay

The advent of technology and internet in the last decade has opened up several avenues for unlimited information access. This along with the increasing academic pressures has led students to resort to plagiarism at an alarming rate (Elliot, 2004). The problem of plagiarism in the academic context can no longer be ignored as it is hampering the creativity and intellectual capacities of students. Overall, there has been a growing concern and an increase in awareness to find ways to counteract plagiarism. Thesis Problem Statement It has been said that internet hinders the creativity of students and encourages intellectual laziness. This paper intends to explore the negative effects of internet on the creative thinking abilities of the students and find some ways to counteract it. Internet and Plagiarism While the concept of plagiarism is not new, it is certainly more widespread now than before. Plagiarism basically means copying someone else’s work and claiming it as own without giving due credit to the original author (Jones, 2007). With the advent of technological era, information is easily accessible and the temptation to pass off someone else’s work as one’s own is high. There is no limit to the amount or type of information that is available on internet covering every subject imaginable. While this kind of information accessibility is advantageous in several ways and facilitates learning in some scenarios, it also leads to several problems with plagiarism especially in the academic context. Due to the availability and ease of access of the information without any restrictions, the effort to plagiarise is much less compared to earlier days when students had to go through a laborious process to get access to the relevant resources in order to copy. In this co ntext, the impact of internet on cheating can be considered extremely high and is known as digital or cyber plagiarism. Impact of internet According to the NEC Research Institute, there are more than 1.4 billion pages on the Internet with 25 new pages being added every second (Dyrli, 2000). Due to this huge database of information, it is very easy to find papers and information related to the academic subjects This has led to a rapid increase in the percentage of cheating both intentional and unintended by students. According to a study conducted by the Centre for Academic Integrity of Duke University, plagiarism due to internet has increased fourfold in the last 6 years (Vencat, 2006). Several other studies have substantiated this claim of rising incidents of plagiarism and the blurring of moral lines among students. Reasons and Effects of Plagiarism Before delving deep into the effects of plagiarism and ways to prevent it, it is important to understand the reasons for it. While the availability of information is certainly a forerunner, there are several other reasons which lead to it as well, the main one being the academic pressure to which students are subjected and the emphasis on good grades in today’s competitive world (Elliot, 2004). However, since the focus of this paper is digital plagiarism, the main reasons why internet encourages plagiarism are stated below: 1. Access to unlimited information through websites and search engines. 2. The ease with which content can be copy-pasted as compared to the earlier traditional methods of copying the material by hand. 3. Difficulty in detecting plagiarism due to the sheer amount of information against which a particular essay or paper needs to be compared. 4. Lack of standards and criteria making it difficult to pin down a work as exact plagiarism. Due to all the reasons mentioned above and many others, the incidents of cheating are steadily on the rise since the last decade. While a lone instance of plagiarism is negligible, massive increases such as these indicate a self-destructive trend among the student community and are becoming a cause of worry (Lathrop & Foss, 2000). Cheating students not only hamper their own intellectual growth, they also make it that much more difficult for honest students to get their due. Students may gain admission to courses which they do not deserve by using the grades obtained through wrongful means and this creates a permanent impact on the future of the society. This impact becomes especially dangerous if a cheating student decides to get into fields such as medicine, law etc. Also, if a particular student who plagiarises regularly receives good grades, it might compel others to do the same and hence the problem will continue to spread. Considering all these factors, it has become imperative for the academic community to take a strong stand against plagiarism. Avoiding Plagiarism The anti-plagiarism industry has been gaining more and more prominence in the last few years and educational institutions have started enforcing very strict guidelines to ensure that students do not cheat. Most of the institutions mete out severe punishments to offenders. Having said that, the subject of academic integrity is a debatable topic and since all the information available on internet is considered public, it is difficult to define intellectual property in a precise manner. Creating awareness is the first step towards preventing plagiarism and most institutions are taking steps to ensure awareness among students. There are also several resources available on the internet which give information about what constitutes plagiarism and what does not. Teachers are resorting to the use of plagiarism detection softwares to catch offenders. As mentioned before, there are several reasons which ultimately culminate in plagiarism. Apart from the ones mentioned in the previous section, there are also several internal factors which lead students to cheat. Procrastination, poor planning and time management, peer pressure, lack of subject knowledge etc are some of the contributing factors (Elliot, 2004). Sometimes, students are genuinely not aware of the intricacies of citing works and thereby make mistakes which constitute accidental or unintentional plagiarism. However, the fact that the plagiarism was unintentional does not make it acceptable and is still considered wrong. To avoid plagiarism, it is important to tackle the root of the issue. While the institute and teachers can play an important role in creating awareness and challenging assignments which encourage creative thinking, at the end of the day, the moral responsibility lies with the students and it is up to them to understand the consequences of cheating and make an effort consciously to avoid it (Martin, 1984). There are several ways in which students can contribute towards reducing such cases. It is important to create self-awareness by studying all the plagiarism related policies and literature provided by the university and also to understand the consequences of not following the rules as most of the universities subscribe to anti-plagiarism softwares lately. Along with policies, it is also important for students to understand the ethics behind the policies. There are several writing formats and referencing styles followed by universities which provide guidelines on giving credit to the original source and students should familiarize themselves with the ones accepted by their own institutes (Kirszner & Mandell, 2004). It is a good idea to ask for help whenever there is any confusion about citing. Also, it is of utmost importance for students to develop good time management skills and plan their coursework in a proper manner as lack of time is one of the main factors for cheating. A good internal schedule with enough time allocated for understanding the subject matter can go a long way in preventing the temptation to cheat. By gaining a good understanding of the subject matter, it is possible to analyse what has been written on the subject by others and extract the relevant data from it rather than blind copying. Last but not the least, it is extremely important to cite all the information which has been borrowed from other sources (Neville, 2007). Developing Creative Thinking During his days as the editor of the Forbes magazine, Malcolm Forbes once said that â€Å"Education’s purpose is to replace an empty mind with an open one†. This quote aptly describes the actual intent behind the design of academic subjects and the related coursework. It has been said that the ability to think and react logically is critical for a person’s personal as well as professional success. While the internet or any other literary resource might provide the information and the facts relevant to a coursework, they do not serve the actual purpose of a course. Most of the times, the aim of a coursework, be it an essay or a dissertation is to test the subject knowledge and critical thinking abilities of the student. Mere copy pasting does not in any way, reflect the thinking abilities of a student. The internet can be a powerful source of data and information as long as the student learns to process the data and understand the information independently.   Th e information available can be used more productively if the students relate it to the task at hand and build upon it. There are several ways to develop critical thinking abilities though it is not possible to simply learn them. Every assignment can be broken down into logical chunks which encourage thinking and analysing on the students’ part. Students can also participate in class room discussions to the maximum possible extent to understand various viewpoints and relate them to one’s own views. Participating in discussions and taking notes at appropriate places ensures that the original authors are always credited for their work. This also encourages asking questions and raising doubts as and when they arise thereby helping the students understand the subject better. Understanding the subject ensures that students do not blindly accept the facts presented by someone else without questioning the logic behind it or without asking for evidence (Martin, 1984).

Is Gatsby’s Dream Defeated by Nothing More Than Time Itself? Essay

Top of Form F.Scott Fitzgerald have set up in his novel â€Å"The Great Gatsby† the different views of how â€Å"ultimately, Gatsby’s dream is defeated by nothing more nor less than Time itself.†, such as Gatsby’s inability to diffrentiate between reality and illusion and his build-up of unrealistic dreams. However, there are also other ways in which his dream can be defeated, other than time itself. The significance and importance of the presence of time as well as other significant factors are both heightened by Fitzgerald’s skillful use of range of key techniques such as symbolism, metaphors, foreshadowing, characterisation to effectively convey the extension of my agreement towards whether or not Gatsby’s dream is defeated by time. Fitzgerald uses Gatsby’s inability to distinguish between reality and illusion to speak of the defeat of his dream through Gatsby’s ideal persona and through the act of his house as a metaphor. Gatsby’ s downfall seems to be result of his inablity to see through and beyond illusions- especially when â€Å"he sprang from his platonic conception of himself.† We can see that it’s the attempt itself and the firm belief that he can achieve the impossible that is more than the sum of his reality. Gatsby conforms to the ideal of himself that can transform reality to possibility. Therefore, using this to his advantage Gatsby ha crafted Daisy into the ideal woman that he wishes her to be. Fitzgerald writes: â€Å"There must have been moments even that afternoon when Daisy tumbled short of his dreams–not through her own fault, but because of the colossal vitality of his illusion.† As a reader, we can all recognise that Daisy is only a regular, rich western girl. However, because Gatsby has made her more perfect than she actually is in his imagination,this suggests that the â€Å"colossal vitality of his illusions† of Gatsby, the idealized version of himself is what thrown him into the idea that Daisy is perfect. By doing this, I think that Fiztgerald intends to critisize how people in the 1920s blindly giving meaning to the idealism of the American Dream, as much as Gatsby is trying to give as much perfection to his own love, Daisy. Furthermore, another idea of illusion present in Gatsby is his â€Å"failure,  incoherent of a house.† By describing his house as a failure and by using the word â€Å"incoherent†, the mansion is suggestive of the measure of failure of the democratic ideals. For many years, Gatsby presented his house with demoractic ordeals to enhance his aristocratic image and wealth. Therefore by doing this, Gatsby has hidden away traces of himself which further deepens his illusions and driven him to live in it, as much as his house is an unrealistic object he uses to only impress Daisy. Thus, I do agree that Gatsby is driven by his illusions to an extent that when he faces with reality when Daisy leaves him, he realizes that his dream is gone forever. Fitzgerald also uses Gatsby’s desire to rewind time to show how his dream is defeated, through the manner of Gatsby and the symbolism of the clock in Nick’s house. After Gatsby’s tale with Daisy begins with he fa lling in love with her in 1917, he is devastated to see her married with Tom. When Nick says â€Å"you can’t repeat the past† and Gatsby confidently replied with â€Å"of course you can, old sport.† This determination in Gatsby’s saying manage to highlight his desperation and longing to return to the past, where all of his memories and Daisy were stored. At one point his nervousness during his first meeting with Daisy in Nick’s house, he â€Å"knocks a broken clock off the mantel, catching it just before it hits the ground†. The readers can see that this clock goes beyond Gatsby’s nervousness, but is a symbolic nature of his desire for time to stop. In a way, the clock stopped at a specific point in time and is seen to be trapped, just as Gatsby’s life stopped when he was hit with the realization that while he was poor and the fact he could never have Daisy. He’s been so busy chasing a dream rather than enjoying reality, therefore like the clock, he is emotionally stunted in his mindset when he has loved Daisy in the past. Thus, I do agree that even though Gatsby’s dream is defeated by the presence of time, but time doesn’t stop for anyone and this also allow characters like Daisy to have a change of heart-Daisy is no longer a sweet girl Gatsby knew long time ago- but now a selfish woman with a voice â€Å"full of money†. The obsession of wealth that caused Daisy to love Gatsby’s superficial image only proves to us that repeating the past under the influence of the American Dream is impossible. Other than time itself, Fitzgerald also uses comparison to show the hopelessness in Gatsby’s defeated dream even before he was bornt. Nick finishes his story when he â€Å"became aware of the old island here that  flowered once for Dutch sailors’ eyes- a fresh green breast of the new world.† Fitzgerald have created the imagery of explorers travelling long distances, from East to West, to escape from their corrupted nations. The use of â€Å"Dutch† people here suggests their root coming from the western, and when America was found, they â€Å"flowered† of a new nation of peace and moral status. However, we can see that America itself is now corrupted- highlighting that despite the fact the Dutch wants to create something new and of value, the fact that their root coming from corruption doesn’t go away, and instead brought karma with them here tchuo the new land. Therefore like the Americans, characters in the Great Gatsby travelled west to east in search for wealth while leaving behind the social and moral values, and thus implies how Fitzgerald successfully present to the readers how people like Tom and Daisy- their immorality and purposelessness were created. Like the others, Gatsby choose this way and since he cheated his way to success, his dream failed due to the class distinctions that were present even before his existence. Gatsby’s American Dream is seen to be achieving Daisy, but when Gatsby is no longer the man she used to love, but rather a man of great success and prosperity, this proves to us the heartlessness in characters like Daisy that’ s in contrast to the basic nobility of Gatsby’s character. Thus, I do disagree that even though Gatsby can’t defeat the power of time, his dream is already out of his reach since young. However, Fitzgerald uses Gatsby’s build-up of sentimental dreams overtime to prove that he’s defeated by time. Gatsby set out to reach for his dream when he met his Dan Cody. During the time he travelled with Cody, he experienced a glamorous life and began to dream of a bright future where Daisy is present in it. At the end of chapter 1 Nick saw Gatsby â€Å"stretched out his arms towards the dark water† tat is a â€Å"single green light at the end of the dock.† For a long time the action of Gatsby â€Å"stretched out† is a representation of the future that he longs for. The â€Å"green light† at the end of Daisy’s dock symbolizes Gatsby’s hopes and dreams of an ideal life though he’s oblivious to the unattainable nature of his wishes. However, Gatsby reaches not only for Daisy herself but for this idea of Daisy and the utopian future he associates with her. Nick muses that â€Å"it had not been merely the stars to which Gatsby had aspired on that June night.† In a sense, the readers can see that Gatsby is reaching for the stars as well. He heavily idealizes all of his dreams and builds  them up on a stellar level-so much to an extent that he loses track of time. I think Fitzgerald intends to do this in order to criticize and reveal the nature of the American society led by capitalist system, of creating false hopes for the nepotism in the roaring 1920s through characters like Gatsby living vicariously through the upper class society. Therefore, I agree to an extent that Gatsby is defeated by time because of his failure to pick up the facts that his dreams only exist as memories. In conclusion, Fitzgeral have displayed throughout the novel many aspects of how Gatsby’s dream is defeated by time and aspects of not only time itself. However, I think I would agree that Gatsby’s dream is largely been affected by the importance and presence of time in the novel- the last line of the book summarizes Gatsby’s struggle as â€Å"boats against the currents, born back ceaselessly into the past.† Though the green light symbolizes everything Gatsby wishes for, it directs him backwards in life instead of forwards. He never manages to understand that time doesn’t stop for anyone and move on. This also criticizes the cruel American society during the 1920s it leads to chaos and betrayals, it leads to destroying others who’s trying to reach their goals. Characters like tom and daisy were created and the American Dream failed everyone who tries satisfying themselves.

Biography of Carol Watson Essay Example

Biography of Carol Watson Essay Example Biography of Carol Watson Essay Biography of Carol Watson Essay Carols earliest memories were of living in prefab houses in Gilmerton, 1956. She was around four years old at this time, and she recalls how every night she would sit and wait for her father my grandfather coming home from work on his pedal bike at tea time. If it was a Friday, she would get her pocket money. She would get thru pence and her brother Billy would get sixpence as he was four years older. Her cousin Annie lived next door and they played together a lot and were always exchanging clothes. She and Annie were always getting into scraps. Perhaps the one that sticks out in her mind is when her mother told them not to play with the Arthur children as one of them had head lice, they asked to play and Carol said: no, my mum wont let me because you have nits in your hair. Of course they went and told their mum what Carol had said to them, and the next thing she knew her mum and Mrs. Arthur were yelling at each other over rows of washing lines in the back gardens. Later in the ye ar on a summer morning they moved into a flat. It was 10 storeys high and they moved into the 6th floor. She remembers that it had a balcony, and whenever she was hungry she yelled up to her mum who would wrap up a sandwich and throw it off the balcony for her to catch. Also if she wanted to go inside she would shout up for her mum to send the lift down. The flat had two bedrooms and under floor heating. Her brother Billy and she shared a bunk bed, she said it was a novelty at first but Billy always moved around on the top bunk and kept her awake so we took turns instead. She started school at a place called Pennywell, and soon made friends with a girl called Isobel, and Billy with Isobels brother, Graham. They lived on the 9th floor of the same set of flats. Her teacher was a woman called Miss Clarkson. She was very strict and every day she made the children place their snacks in her desk for them to re collect at the bell. One afternoon Miss Clarkson asked Carol if any were hers, she knew they werent, however they looked too good and she gave into the temptation and took the chews! Th e boy who they belonged too was upset and Carol was smacked for being dishonest. She didnt think she deserved it at the time and spent most of the day crying which displeased Miss Clarkson. A couple of years passed and they had settled into their new life though her brother Bill got into fights with Graham from upstairs, though Billy never hit him back. she said. She told her dad who then told Bill to hit him back to stop the bullying. One day Billy did hit Graham back and bloodied his nose; next thing she recalled there was a knock on the door and there was Graham with his dad, who was shouting and saying: look what Billy has done to my son Carols dad shouted on Billy and asked if this was true, and he replied yes. Her dad gave Billy a shilling and said: well done for standing up for yourself. She recalls how Grahams dad was not a happy man. Carols dad explained what Graham had been doing to Billy and said maybe hed think twice about doing it again, and then slammed the door. Billy never got any more bother from Graham after that. Carol recalls how the school she was at was an old school; they had big old desks that sat 4 people at a desk. Carol remembers how if one of them wanted something from their desk all four of had to take their arms off the desk to open the big lids. A new school was built when Carol was about eight years old. She lived in a good community and had good friends, and she really enjoyed her childhood. A few years later (1964) she moved into Craig Royston High School, and experienced being a teenager in the 60s A few of my favourite bands were The Beatles and Led Zeppelin. Its where she met her life long friend Gina Graham. By this time her brother Billy was at another High School Ainslie Park. They moved into a 5 bedroom house as she now had two younger sisters, Denise my mother and Frances. The summers now seemed longer and hotter than when she was younger. She met her first boyfriend at High School, his name was John and they were together for almost two years. She dropped out of Hig h School at 14 years old as did her boyfriend John. They broke up because he wanted to travel the world and she didnt want to leave home. She was devastated for months until she met another man called David. They started seeing each other and their relationship progressed quickly: At 16 I was pregnant she declared. Her father was old fashioned and insisted that they married although neither wanted to be. David became possessive over her and hit her if he suspected her of being with another man. He became involved in drugs and drink after her first child Mark was born and was always off his face when he got in at night, he would throw things at her and beat her until she passed out not matter how much she screamed and pleaded The more I screamed the more he hit me, I learnt very quickly to shut up. I used to wish someone would hear me and rescue me but no one ever came Carol couldnt get out of this marriage and her family had no idea what was going on. She remembers that I wasnt able to eat because I was sick with fear, I didnt know what would happen to me or Mark if I did- her weight dropped to 5 and a half stone. One day her younger sister Denise went to visit her and David. My mum said she looked completely emaciated. She was covered in bruises and tried to turn her face away. Denise was horrified and asked what was happening and Carol burst into tears and told her everything. About a week later Carol told David she was going with her sister to the station and that shed b e back shortly. In reality she was planning to run away with her son and start a new life. Unfortunately when they were going to get on the train Mark started screaming and did not want to leave, he ran off the train and they both had to go back to David. Denise cried the whole bus journey home and didnt know what to do. Denise told Billy, what had happened, and Billy went round and beat David up, he told him: if you ever touch my little sister again Ill be back round. That night when Carol got home David gave her the beating of her life, and she couldnt walk for days. Billy was worried and told his father, who then helped Carol get out of her marriage and she took full custody of her child Mark. A new life: Carol got a new house in England, far away from David, and a new job working for the Orange phone company. She regained a healthy weight and her brother Billy also moved down to England with his new wife Ina. They live in the same street now. One afternoon when she was working at Orange, a window cleaner was outside. She recognized him immediately. It was John, her first boyfriend from High School. He also recognized her and lots of hugs and tears were shared. Later on in the year they married and had a child together, he was named Keith. Revisiting the past: One evening when Carol was in Sainsburys she saw Davids sister. She came over and said hello. Carol was shocked as she had tried to forget that period of her life and she started to panic and thought that David might be there. However, Davids sister told Carol he died three years previously from a heroin overdose in a flat on his own. She felt guilty but also relieved. For once she could be completely at ease and has never been happier. She has her own family with John, a good job and family nearby.

Measuring Macroeconomic Concepts

Measuring Macroeconomic Concepts Inflation rate can be defined as the percentage rate at which prices of goods and services change over a period of time (Sheffrin 7). As a matter of fact, it can also be referred to as the rate at which the purchasing power of individuals’ changes as time goes by. In this case, inflation rates can be used to calculate interest rates and any expected increase in wages (Inflation rate 11). Inflation rate is measured by looking at the current average price level and the price level that had been witnessed a year ago.Advertising We will write a custom essay sample on Measuring Macroeconomic Concepts specifically for you for only $16.05 $11/page Learn More The USA inflation rate has been changing as time goes by in 2010. It should be known that the government calculates its inflation rate to one decimal place. As a matter of fact, it has been ranging from 2.63% to 1.05% (Forecast 8). In December 2010, the inflation rate stood at 1.2%. This rate is expected to stabilize in January 2011 at 1.3% (Inflation rate 17). The country is in a stable period of prices because this inflation rate is manageable and good for the economy. This will keep prices within the reach of various consumers. Unemployment rate can be defined as the percentage of a country’s labor force that doesn’t have jobs but they are looking for jobs and at the same time willing to work (Ruhm 14). The unemployment rate can be arrived at by dividing the number of unemployed persons with the country’s total labor force (Ashley 9). In this case, the labor force is the total number of employed persons and the total number of unemployed persons in a given economy. The USA unemployment rate has been changing as time goes by. This is more so after the global financial crisis. As a matter of fact, the country’s unemployment rate was last recorded at 9.80% in November 2010 (Forecast 17). The country’s inflation rate has been manageable all along a nd it has never reached such highs. Such an unemployment rate was last witnessed in 1982 at 10.80%. This unemployment rate will not cause deflation. This is because deflation only occurs when the average inflation rate falls below 0%. As much as the economy is still recovering, this will not cause a reduction in the supply of money to warrant deflation. A labor market can also be termed as an informal market (Blades 13). In this market, workers compete for various jobs in the economy. On the other hand, employers also compete for existing workers. The current labor market structure is characterized by a lot of labor supply with less demand. Companies are still picking up after the global financial crisis and they don’t have enough capacity to employ people. This labor market structure will not lead to cost push inflation because the cost of doing business in the country has not increased to push up various manufacturing costs (Economy watch 9). In the mean time, this structur e will have a little impact on deflation as time goes by. This is because the market is still readjusting for sustainability.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Growth rate can be defined as the year on year change that a given country will experience as far as its economic performance is concerned. As a matter of fact, it is an increase that a given variable will gain as time goes by (Trading economics 13). GDP is the amount of goods and services that a given country can produce at a given period of time. GDP is calculated by looking at the market value of the country’s goods and services (Wieseman 9). The USA GDP is estimated to have expanded by 2.60% in the third quarter of 2010 (Trading economics 16). As a matter of fact, the country has a market oriented economy. In this case, individuals and private companies are free to make their own decisions. There ar e good future predictions because the GDP growth rate is expected to increase as time goes by. In December 2010, GDP was $14, 834 while it is estimated to reach 14,952 in January 2011 (Trading economics 18). Income distribution can be described as the approach that is used to distribute a nation’s total economy among its citizens (Sudhir 15). Income distribution has mostly been represented or defined by the Lorenz curve. The distribution of income has mostly been unequal for a long period of time. In this case, it is argued that those in the top two quintiles earn more than 60% of the population combined together (Trading economics 13). It should be known that most of the country’s income rests in the hands of the middle class. Ashley, Richard. Fact sheet on the impact of unemployment. 2007. Springer: Heidelberg. Blades, Derek. Understanding National Accounts. 2006. London: Guardian. Economy watch. Cost push inflation. 2011. Web. Forecast. U.S. Inflation Rate Forecast . 2011. Web.Advertising We will write a custom essay sample on Measuring Macroeconomic Concepts specifically for you for only $16.05 $11/page Learn More Inflation rate. Current Inflation. 2011. Web. Ruhm, Christopher. Are Recessions Good for Your Health. 2000. New York: Routledge. Sheffrin, Steven. Economics: Principles in action. 2003. New Jersey: Upper Saddle River. Sudhir, Anand. Inequality and Poverty in Malaysia. 1983. New York: Oxford University Press. Trading economics. United States GDP Growth rate. 2011. Web. Wieseman, Ted. United States review and preview. 2011. Web.

Week 2 #1 Coursework Example | Topics and Well Written Essays - 250 words

Week 2 #1 - Coursework Example The firm needs technical skills and knowledge to operate effectively. In order to acquire these technical skills, the firm needs to recruit competent and highly qualified employees. These employees can then be used to impart the skills and knowledge to other company employees thus improving the company’s overall level of knowledge, skills and abilities (Staines 2012) Conducting widespread recruitment communications makes it easier for qualified candidates to apply for the vacancies in the firm. This is then followed by thorough interviewing process that seeks to establish the interviewee’s level of knowledge, skills and abilities. After recruiting the most qualified candidate for the task, the firm forms a team around the individual so as to encourage knowledge sharing. According to Zhang et al (2014) knowledge sharing enables the company to access the necessary skills with reduced cost implications while at the same time improving the motivation of staffs that learn new things. Zhang, R., Chen, Q., El-Den, J., Jie, Z., & Wankun, Z. (2014). Team members’ knowledge sharing satisfaction in enterprise competition simulative games: An empirical research. Paper presented at the 436-444. Retrieved from http://search.proquest.com/docview/1674840406?accountid=62741 Politis, J. D. (2003). The connection between trust and knowledge management: What are its implications for team performance. Journal of Knowledge Management, 7(5), 55-66. Retrieved from http://search.proquest.com/docview/230318989?accountid=62741 Staines, G. M., PhD. (2012). Finding the best people in a tough economy: The role of knowledge, skills, abilities, attributes, and the challenges of the talent acquisition process Library Leadership & Management (Online), Retrieved from

Homelessness Essay Example | Topics and Well Written Essays - 1500 words

Homelessness - Essay Example They also claim that there is ‘tertiary homelessness’, which refers to people living in boarding housing on a long term basis without security of tenure or exclusive use of bathroom or kitchen facilities. Smith (2005) also claims that many homeless people are ‘hidden’ from official government statistics, e.g. people sleeping on the couch in friends houses. However, Heintjes (2005) argues that defining ‘hidden homelessness’ as a form of homelessness stretches the concept to such an extent that it loses its distinct value, and he questions whether defining it in this way is a useful concept at all. Carlen (1996) states that changes in the law, economic conditions, and social and political ideology contribute to homelessness. Carlen (1996) also claims that homelessness and the homeless are 20th Century productions, in which governments attempt to categorize it in order to try and tackle the problem. From this point of view, Marxist geographers incl uding Harvey (2005) argue that homelessness can in some parts be contributed to the inequality that exists in capitalist societies, in which there will always be ‘winners’, i.e. the bourgeoisie, and losers, i.e. proletariat. This often leads in low wages and unemployment for the poorest members of society, i.e. the wheels are capitalism lead to poverty, and consequently homelessness. It is therefore the belief of Marxist geographers that as long as capitalism exists, so to will poverty, unemployment and homelessness. The Homeless Link Report (2011), a partner agency which worked with the UK Government’s ‘No One Left Out’ rough sleeping strategy aimed to investigate how many people slept rough on a single night in England. They instructed councils to submit estimates of the number of people sleeping rough on the streets of their area and found an increase by 42% from 1,247 in 2009 to 1,768 in 2010. London had the highest number of rough sleepers on an y average night with about 415. The report also found that a range of demographic factors have a significant effect on the probability someone will become homeless. It is the purpose of the remainder of this essay to explore and identify the socio-demographical factors that increase the likelihood of a person becoming homeless, and whether adequate policies can prevent increased and future homelessness. Quilgars and Anderson (1997) claim that young people are more likely to experience homelessness than any other age group and they found that young people aged 16-24 are considerably over-represented in homeless figures, accounting for 30% of homeless people. A range of social and economic structural factors are believed to have contributed to the rise in youth homelessness including changes to housing policy, the labour market and the benefit system. Evans (1996) also argues that young people may have little support and are unprepared for leaving home and are therefore at the greates t risk of becoming homeless. Increasing youth unemployment, combined with reduced access and supply of social housing have also significantly increased youth homelessness. Carlen (1996) also believes there is a link between youth homelessness and local authority care, in which she found 40% of young homeless people have at one time in their life been in care. This also suggests that homelessness could be the effect of a rough upbringing, with little family support or relations. Therefore when young people leave care at the age of 18, they have no