Gang activity editorial Essays - Crime, Criminology, Gang

Gang activity editorial Essays - Crime, Criminology, Gang Today, there is a great concern about gang activity and youth violence. Every day, we can open a newspaper or turn on the evening news and see that another child or victim was killed in gang or youth related violence. Teenage crime and violence has existed for many years. Many people have become more aware of the violence committed by today's youth because of the media coverage of the viciousness of these crimes. The public is also aware of the new breed of criminal. Juvenile gangs have existed for many years. In the past, gang members fought with fists, brass knuckles and sticks. Today's gangs have better weapons, including sophisticated automatic weapons and they are prepared to use these weapons. The gangs usually come from the poorer areas of the inner cities, which was the case for even the earliest known gangs. Gangs and youth violence has always existed, but the increased interest and concern in their activities has emerged because of the increasing violence and death toll on our youth. New York City was the first city to have serious problems with gang- related activity because it was the first stop for many new immigrants entering the United States. Search of a better way of life immigrants created gangs. Even back then people joined gangs to feel a sense of safety even though it was the total opposite. Gangs attacked people who ventured into their neighborhood and attacked, robbed or pick-pocketed them and more risking their life every time. After immigrants entered the United States more youth gangs were formed. The poorer neighborhoods have became a breeding ground for these gangs. . In the 1920's there was a decrease in gang activity. Many factors contributed to the decrease in gang activity, but the main reasons were the police put many gang leaders in prison, immigration started to slow down, and opportunities for better jobs allowed recent immigrants to move out of the slums to better neighborhoods. Today, we see an increase in gang activity. Some of these gangs are still running. we are seeing violence by large groups of teenagers that have joined together, sometimes not even knowing each other and a kind of mob psychology takes over, where there is sometimes a frenzy of violence. In 1989, a sixteen year old black youth was beaten by a gang with bats in Bensonhurst, Brooklyn, when he went to purchase a car. In 1986, Howard Beach, Queens, eleven white youths beat and yelled racial epithets at two black men that had entered their neighborhood. One black was beaten by the group and the other was chased onto a highway were he was struck and killed. My point is gangs are very much alive and they will do anything to get what they were taught across. One big reason why these youths get caught up in this loop is to receive a sense of power but there are other ways then joining a gang.

5 Free Alternatives to Microsoft Word

5 Free Alternatives to Microsoft Word 5 Free Alternatives to Microsoft Word Microsoft Word is the undisputed champion of modern word processing. Sure, some Apple fans are loyal to Pages. And Corel WordPerfect is still a thing. But Microsoft Word is the world’s most widely used word processor, found in homes, schools, and offices everywhere. What if you can’t afford or don’t like Word, though? Good news! There are other word processors available, so check out our list of five free alternatives to Microsoft Word to find a program that suits your needs. 1. Google Docs If any program can challenge Microsoft Word for its crown, it will be Google Docs. All you need is a Google account in order to write, format, and share documents. It’s also simple, free, and lets you download documents in multiple file formats, including DOC and DOCX. Google Docs is linked directly to Google Drive, too, so it autosaves your work with every keystroke. Another advantage of being online is collaborative working, as multiple users can edit a single shared document at the same time, saving the hassle of sending drafts back and forth. 2. LibreOffice Writer If you have used Microsoft Word for a while, LibreOffice Writer should feel reassuringly familiar. And if you’re one of those people who really hate the ribbon in MS Word, you may even prefer it! LibreOffice is, after all, a set of open-source programs that mimics the general appearance and functions of the Microsoft Office suite. Except it’s free. Which is always appealing. Currently, LibreOffice Writer offers most of the features and formatting options you find in MS Word. It uses the OpenDocument Format (ODF) file extension by default, but it also supports other documents formats, including DOC, DOCX, and RTF, so compatibility shouldn’t be an issue. 3. WPS Writer Part of the WPS Office suite, WPS Writer offers more in-built features than any other free word processor. The user interface is also closer to the modern version of Microsoft Word than most open-source word processors. Consequently, WPS Writer is ideal for those who want something as close to MS Word as possible without the hefty price tag. One notable downside is that the free version comes with adverts. These won’t bother you most of the time, but they will pop up when you use certain features (e.g., printing or exporting files). To get rid of the adverts in WPS Writer, you will have to upgrade to a paid version. 4. Apache OpenOffice Writer For Apache OpenOffice Writer, we can mostly point to the description of LibreOffice Writer above. They are similar in most respects, such as the user interface and features they offer. And this is because LibreOffice was originally based on the OpenOffice source code. Nowadays, some consider OpenOffice limited in some respects (e.g., it will let you save a document as a DOC file, but not as a DOCX file). But OpenOffice Writer remains one of the most popular, cost-free alternatives to Microsoft Word that you should try if LibreOffice isn’t quite to your liking. 5. Microsoft Word Online The last of our free alternatives to Microsoft Word is†¦ Microsoft Word. Well, to be specific, it is Microsoft Word Online, a free version of Microsoft’s word processing giant accessed via your web browser. This is great if you just want the basics, but it is a very limited version of MS Word. It doesn’t include advanced formatting options such as adding a table of contents, for instance. And while it supports DOC, DOCX, and even ODT files, it does not work with RTF files or other document formats. As such, this is mainly useful for existing MS Word users who need to work on a document when they’re away from their computer, as you can switch between the online and desktop versions easily. But if you’re looking for a professional word processor, you may need to pay for the full version.

Negoiation in Management Essay Example | Topics and Well Written Essays - 250 words

Negoiation in Management - Essay Example In the third scenario, assuming the stores stay closed for the first week before negotiation and then ought to alternate, a single store will incur a profit of sixty thousand after the entire period and other will lose twenty thousand with the city gaining none as levied fine. In the fourth scenario, when the store are all closed in the first week and stay closed for the remaining weeks, they will all profit one hundred and twenty thousand after the entire period, and the city will gain four hundred and eighty thousand as fine. Therefore, for the store to maximize the profits I will go for the first and the fourth scenario. When the store remains closed, the current profit will be kept and the city will gain profit in case the other store remains open before the negotiation. Therefore, when the two stores remain closed, profits will be recorded. The ultimate option will be for the store to demonstrate against the city claiming they will generate two hundred percent increase in revenue (Kim,

Challenges of International Apparel Brands in Penetrating China Essay

Challenges of International Apparel Brands in Penetrating China - Essay Example This paper further emphasises on the study of Chinese culture and its impact on the consumers’ preferences. China as a growing economy is seen as the prospect for the foreign brands to explore the country. China is said to be the land of opportunity and to analyse its true nature the paper has focused on the implication of Chinese culture and what international brands requires to be a part of the Chinese business market. Why china is an important market? How can china help international brands to extend their market share? These questions have also been the point of discussion in the paper. It can also be seen that China though offers opportunity, but for any foreign brand to expand into China would require a research on the Chinese consumers behaviour. Consumer research based on the behavioural pattern can make the international brands understand the market in a better way to implement the right strategy. A thorough research based on the analysis of data collection and other methods can play a significant role in understanding the true nature of consumer behaviour in context to the Chinese culture (Hoyer & Macinnis, 2009, p. 40). Methodology Research methodology can be defined as the process of analysing, collecting and devising the required information. Methodology is an important procedure for any company wanting to market its product in a new territory (Burns & Bush, 2007, p. 6-7). Market research methodology involves the explanation of the problem and the process to find the desired solution. The cause of problem and the research methodology plan are directly proportional to each other. The research methodology has also helped in determining the objective of paper which is to analyse the Chinese market and the consumer... The paper operates mainly based on research questions which can be stated as follows: Why China is an important market? How can China help international brands to extend their market share? It can also be seen that China though offers opportunity, but for any foreign brand to expand into China would require a research on the Chinese consumers behaviour. Consumer research based on the behavioural pattern can make the international brands understand the market in a better way to implement the right strategy. A thorough research based on the analysis of data collection and other methods can play a significant role in understanding the true nature of consumer behaviour in context to the Chinese culture. Chinese economy is one of the fastest growing economies in the world. Since, the advent of economic liberalisation in the early 1980’s the country has seen unprecedented growth. This feature of the country has made it the hotspot for the foreign brands willing to expand their busin ess and extend their market share. Chinese culture in comparison to other cultures is different and this makes the road to success multifaceted for the global brands. Chinese consumers have strong liking for foreign brands as they hardly distinguish them as different brands but rather treat each brand as an international brand and use it to maintain their status symbol. The Chinese consumers’ behaviour has always been a subject of discussion. The case is the same in context to the international clothing brands expanding in China.

First year students’ challenges Essay Example for Free

First year students’ challenges Essay Entering a collage is like entering to a new different culture for high school student. Students are not just entering a school, but they are entering an academic environment. Many challenges will be ahead for them since it is the first year of transition. Some students might need one or two semesters to adopt the new environment. The most common challenges that students will face are not only the academic challenge, but also time management and responsibility challenges. Academic challenge is the first difficulty for the freshman students. The academic workload is a lot more that they can think of. Indeed, they are required to read and research more for their homework, assignments, or research papers. For example, students are required to finish one book in one or two week in order to do their do assignment, while other classes also have much homework. Students cannot complain that they have much other homework to do, but they need to finish it one time, instead. Be able to do so, students will need to face another challenge that is time management. Time management will be the second challenge for the first year student as well. As I mentioned above, there are many workload that students need to finish, so student need to have time management. In fact, they need to plan what to do, how much time they need to spend for each of their homework, or they will not be able to finish it one time. For instance, they need to classify their work from urgent and important to important but not urgent. Form my own experience, I managed my work by considering which homework is more urgent then I did it first, and less urgent, I did it later. In addition, students will face the challenge of responsibility. After entering the college, the students will need to be on their owns. They need to have responsible for every activity they do, and every decision they make. They cannot put blame on somebody or something else. To instructor or other people, they are the mature now. If they are wake up late for school, for example, it is their fault, they cannot say because of this or because of that. In conclusion, the first year of transition can be one of the most challenges that they will have in their lives. They need to be more mature, and deal with the challenges they face by themselves.

Chivalrous Code :: essays research papers

Chivalry began in the 12th century in the form of a knightly code of conduct, with special emphasis on courtly manners toward women. Thirteenth century stories that showed the ways a warrior should behave in romance became popular . Churchmen liked the idea of high standards and made the knighting ceremony a religious occasion with a church vigil and purifying bath. Books on the subject soon began to appear. Many forms of chivalrous code can be found today, from The Cowboy’s Code to the Rules of Courtly Love. These codes are stated with the hope that people will try and follow them to some degree; yet only the perfect could adhere to them all. Considering the fact that such perfection is impossible, the authors merely set out a guideline for honorable behavior. In the context of medieval times, a knight was expected to have faith in his beliefs; for faith was considered to give hope against the despair that human failings create. I chose to use ‘The Code of Chivalry’ for my comparisons on literary characters great successes and failures. For my first example, I chose the brave and fearless Beowulf. According to the 19th code of chivalry, one must ‘Destroy evil in all of its monstrous forms,’ and also ‘Exhibit courage in word and deed.’ Beowulf proclaimed to fight the evil Grendel, saying â€Å"We shall fight for our lives, foe against foe; and he whom death takes off must resign himself to the judgment of God (1200).† After the battle, the terror-filled Grendel crept away, mortally wounded. Beowulf had upheld this particular code with valor and bravery. For my second example, I looked to Sir Gawain. The story of the Green Knight is seeped with instances of chivalry, and honorable men. â€Å"Always keep one’s word of honor,† was an obvious code for this particular story. Not only did Sir Gawain show respect for the codes of chivalry by serving his king, exhibiting courage, and fighting with honor; he kept his words of honor that had been spoken with the Green Knight. Although he was distracted in his course, he kept the appointed new year challenge with the knight. Not a perfect instance of chivalry, yet his example leads nicely into my next character assessment. Don Quixote, if nothing else, must be praised for his valiant efforts to follow the laws of the great knights. After encountering a man beating a half naked youth, he informs him that â€Å"it is a caitiff’s deed to attack one who cannot defend himself.

Public Relations Campaign American Girl Brand Essay

In a very competitive market, today most organizations are relying on public relations departments to create interest and manage the overall public perception. Publicity determines the people willingness to buy a product, invest in a company, and general interest of the association with the company in question mostly through employment. Companies use public relations to create publicity. The purpose of this paper is to explore ways in which America Girl can use PR to promote the new brand, Graceâ„ ¢ doll. American Girl brands are owned by Mattel, Inc that is registered on the NASDAQ stock exchange. The Mattel family specializes in design and production of toys and family products (Business Wire, 2015). The American Girl brand was introduced in 1986, and has been committed to products that suit girls aged 3 to 12 years such as movies, clothes, high-quality dolls, unforgettable experiences and high-quality dolls. The newest product of the American Girl is an 18-inch â€Å"doll† named Grace Thomas. She is a fanatic baker and also desires to start a baking business. She is motivated to pursue her entrepreneurial spirit. The â€Å"doll† has accessories, toys and outfits that reflect her interests including premium French Bakery set comprised of more than 60 pieces. Mattel Inc plans on producing product Grace Thomas doll for a period of one year, and the purpose of this paper is to create a publicity plan for the new product. Based on both demographic and psychographic informa tion and factors such as age, gender and interests, the target audience for this campaign is girls in the age group 3 to 12 years. The discussion in this paper focuses on reaching the target audience through the most effective means, which are screen media and social media. The target audience also has the influence on the family pocketbook and can influence the spending patterns of their families CITATION Cal08 l 1033 (Calvert, 2008). Goals                     To increase the number of American Girl Facebook followers from 947 likes to 2000 likes, targeting girls aged 3 to 12 within a period of three months To increase the number of American Girl Instagram followers from 830 followers to 2000 followers targeting the girls in the age 3 to 12 years within three months Objectives                     To increase the awareness of the Graceâ„ ¢ doll in the age group 3 to 12 years by 77% within a period of three months To increase the acceptance of the Graceâ„ ¢ by the adult population, especially parents, by 30 % within three months To motivate an action by the target audience specifically to try Graceâ„ ¢ and increase public interest by 25% within three months. The set goals and objectives can be achieved by integrating the services of traditional media. One of the most effective ways of achieving a successful campaign is through production of a pitch in a television show that promotes Graceâ„ ¢. In order to make the pitch successful, it has to be accompanied by a captivating and visually-oriented story. The story has to be pitched by a person who can effectively connect to the target audience. The pitch has to go suit the target audience’s needs, just like they way a TV producer can choose the programs that suit the target audience. The use of pitch can also be applied in the radio stations, where the radio host can help in reaching out to the target audience. Brochures, coupons, and Graceâ„ ¢ flyers are some of the traditional media that can be used in this campaign. The use of can also use direct mailing services to send promotional materials directly to the target audience. Summarily, public relation is a vital part of marketing. The goals and objectives set up in a PR campaign should be achievable. Since a public relations program is cheaper to ramp up than marketing, companies have shifted attention to public relations. A successful PR campaign needs to be unique, and entice the target audience. Traditional media can be integrated with a PR campaign to increase awareness of a product. References Business Wire. (2015). American Girl’s 2015 Girl of the Year â€Å"Bakes† a Difference and Helps Girls Find Their Own Recipe for Success. Retrieved from http://www.businesswire.com/multimedia/home/20150101005003/en/#.VOKyBCyAHK8 Calvert, S. L. (2008). Children as Consumers: Advertising and marketing. The future of children, 18(1), 205-234. Source document

Principle of teaching Essay

Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research – and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Tourism and Nepal Tour Essay Example

Tourism and Nepal Tour Essay Example Tourism and Nepal Tour Essay Tourism and Nepal Tour Essay Nepal has given the plentiful tourism resources to Nepal. The natural scenery, high mountains, incomparable cultural heritage and numerous specialties have made Nepal a well known destination in the world of tourism map. The center for numerous adventure activities such as trekking, mountaineering, rafting, mountain biking, Paragliding, Jungle Safaris etc. Nepal is widely famous for adventure tourism activities among the visitors from around the world. Almost a million visitors turn to Nepal to perceive the miraculous mountains each year. To primarily focus on the tourism sector and to promote Nepal internationally, government of Nepal has declared the year 2011 is to be celebrated as Nepal Tourism Year-2011. The prime objective of this campaign is substantial growth of the tourism industry attracting more than a million tourists. The concept of Nepal Tourism Year 2011 envisions harnessing these opportunities and strengths and bringing together the commitment of the government for further tourism development in the country. SPECIAL TAVEL PACKAGE FOR NTY-2011 Trekking in Nepal Nepal Tour Rafting in Nepal Adventurous Sport Sightseeing Place Annapurna Trekking Kathamdnu Valley Tour Trishuli River Bungy JumpingKathmandu Everest Trekking Lumbini Tour Bhote Koshi River Paragliding Bhaktapur Langtang Trekking Art and craft Tour Kali Gandaki River Mountain BikingPatan Mustang Trekking Bird watching Tour Marshyangdi River Motor Gliding Dhulikhel Manaslu Trekking Kailash Tour Seti River Mountain FlightNagarkot Kanchanjunga Trekking Lhasa Tour Karnali RiverKakani Dhaulagiri Trekking Photograph Tour Tamor RiverKirtipur Ganesh Himal Trekking Arun RiverHelambu Dolpo Trekking Bheri RiverNamo Buddha Short TrekkingCharikot Other Trekking Manang Chepang Village Chitwan Lumbini Gorkha Janakpur Tansen Tibet Damak Pokhara Gosainkunda Muktinath Bandipur Namche Bazzar

How to Answer the Question Whats Your Desired Job Title

How to Answer the Question Whats Your Desired Job Title It may seem like the most obvious thing in the world: your desired job title on your resume is the job you are applying for†¦ duh, right? Turns out, it’s not quite so simple. It’s true that every time you send your resume in for a job application, you should tailor it to match the position you’re applying for. But that doesn’t necessarily mean you should put, verbatim, the job title of the position you’re applying for. Seem counter intuitive? Here are a few things to keep in mind.1. Help the hiring manager out.Remember that your resume is just one of hundreds or thousands the HR department is filtering through. Listing the job title you want at the top of your resume helps them sort you into the right search and get your materials seen by the right people. Don’t leave the hiring manager guessing as to what job you are after.2. Reference your target job.Be a little ambitious and list the position title for the job you really want at the c ompany. Not CEO or anything, but perhaps a rung or two up from the position you might be applying in with. This shows your ambition and your commitment to growing and moving forward- hopefully at this company.3. Reference your old job.Unless you’re trying to move up or laterally or between fields, you might find it easiest to list your current job title. This only really works if you’re going for the exact same job at a different firm or company. But can be very helpful because your experience ought to match the position title perfectly.4. Don’t play it safe by trying to keep your options open.You might think listing a job title on your resume will limit your options- say the company doesn’t have that position open, only one below it? But the risk is much higher if you keep HR in the dark. And you just might get considered for a higher-up position.5. List multiple titles.If you qualify for more than one open position, you might feel the urge to list both. As long as these positions are similar enough- or at least in the same department, with different level gradations, this is fine. Just note, if this is for a resume, write it like this: â€Å"Software Developer/Web Programmer,† separating the two titles with a slash. (If you are really applying widely, try not to apply for two drastically different positions at the same company to avoid having to say: â€Å"Front Desk Manager/CPA.† That just makes it look like you are taking lazy shortcuts and/or don’t know what you want to be when you grow up.6. Be realistic, but strive for the best.Again, you don’t want to list a position three pay-grades away from anywhere you could possibly hope to be. But do set your sights on something a little better than your current position, especially if your skills and experience aren’t far off from reaching that level and you believe you’d be well up for the challenge.

Battles fought by Ancient Greeks and their neighbors Essay

Battles fought by Ancient Greeks and their neighbors - Essay Example The total weight of a hoplite's equipment and armor was 50-60 pounds. Generally, only the wealthy and upper-middle class served as hoplites due to the high costs of the equipment. At first, the spears were about seven feet long, and the formation was about six to seven ranks deep. In combat the phalanx would move towards the enemy in unison, forming a thick wall of spears. When two phalanxes fought, one would attempt to either break the formation of the other or occasionally push the soldiers in the opposing phalanx over. Eventually some more advanced tactics were developed, such as sudden attacks on a certain point in a phalanx. The phalanx was a strong formation that had high shock power and could defend against charging heavy cavalry. However, the formation was also slow, and it needed to be set up before battle. Light infantry was also used often by Greek city-states. Types of light infantry included peltasts, or javelin throwers; archers; and slingers. Peltasts were the most common type of light infantry. They fought with swords and javelins, and they wore only light armor and shields. Archers carried a bow and arrow, and slingers carried a sling that could be used to hurl small stones or lead slugs at an enemy. The equipment carried by the light infantry was cheaper than that carried by the hoplites, and many poorer citizens fought as light infantry. While light infantry could not withstand a charge of heavy infantry if it was trapped, it was more mobile, and could wear down the enemy from afar. Cavalry was also occasionally used by the Ancient Greeks. Originally light cavalry that threw javelins was used, but the Macedonians developed a type of heavy cavalry known as The Companion Cavalry. These cavalrymen carried nine to twelve foot lances and wore heavy armor. Light cavalry was used fo r reconnaissance and harassment, and the companions were used to make a decisive charge that would overrun an enemy force and win the battle. Ancient Greek naval forces used a type of warship called the trireme. This ship was propelled by three rows of oars. The rowers were slaves in many states, and poor citizens in Athens. Triremes carried marines for boarding an enemy ship, archers, a battering ram and some small ballistae and catapults. One common tactic that was used was ramming, which is where a ship would speed up and try to collide with another ship with its battering ram so that a hole would be broken in the other ship. The other major tactics were boarding and a tactic where a ship would brush against another to try to break the oars in the other ship. The first major battles that the Greeks fought against opponents from outside Greece were in the Persian Wars. These wars lasted from 499 BC to 448 BC. The Persians used different tactics than the Greeks. Persian forces were mostly made up of light infantry that used bows, spears, and swords. Persian infantry had only light armor and wicker shields. Persian tactics involved the use of large amounts of archery. Usually, only the front ranks of the Persian infantry would engage in melee combat, while the other ranks showered the enemy with arrows. The Immortals were an elite unit that consisted of only the best warriors. Only Medians, Elamites, or Persians could serve in this unit. The Immortals always kept their strength at 10,000 men, and they served as the