Imagination in the Rime of the Ancient Mariner versus Kubla Khan Essay

To the Romantics, the mood was important. It was the core and foundation of everything they thought about, believed in, and even they way they perceived God itself. The leaders of the Romantic straw man were undoubtedly Samuel Taylor Coleridge and his close friend, William Wordsworth. Both were poets, and both wrote about the imaging. Wordsworth usually wrote about those close to nature, and therefore, in the minds of the Romantics, deeper into the imagination than the ordinary man. Coleridge, however, was to write about the supernatural, how nature extensive past the depth of the rational mind.In two whole kit and caboodle by Coleridge, The tally of the Ancient Mariner and Kubla Khan, both works regard the imagination as vitally important. In the Ancient Mariner, the imagination (or rather, the lack of it) condemns the Mariner to a kind of hell, with the fiends of sterility, solitude, and loneliness God save thee, Ancient Mariner, from the fiends that plague thee thus wheref ore lookst thou so? With my crossbow I shot the Albatross. In Kubla Khan, the imagination of an external being, the narrator that Coleridge created, the ideal critic, can create a chef-doeuvre that far outstrips the meager piece of work that even the emperor of a huge, rich civilization can produce I would build that dome in air, a festal dome Those caves of ice And all who heard should see them there, and all should cry, Beware Beware In Kubla Khan, the imagination can even stool people fear an otherwise inconsequential event, sequence, or organism. However, in the two works by Coleridge, the imagination takes on different roles in each world. In the Ancient Mariner, the imagination is the substance that holds all life together, much like how the millio... ...ubla Khan, the imagination is more of a physical, creative force, with more raw power than finesse. With it, works such as a pleasure-dome full of physical paradoxes can be inspired, created, and described, far better than with the words of a critic alone A fortunate pleasure-dome with caves of ice. The Rime of the Ancient Mariner has it that the imagination is more of an intangible force, subtle yet with as much power as the imagination in Kubla Khan. It connects the huge array of creatures on the Earth together, and without the imagination, they would, die in the end, one by one.However, in both works, there is a mutual consent that the imagination allows the imaginer to gain insight into many wondrous, spectacular, and otherwise incomprehensible feats and workings of nature, things that cannot be explained by the mere application of reason and mathematics alone. Imagination in the Rime of the Ancient Mariner versus Kubla Khan EssayTo the Romantics, the imagination was important. It was the core and foundation of everything they thought about, believed in, and even they way they perceived God itself. The leaders of the Romantic exercise were undoubtedly Samuel Taylor Coleridge and his close friend, William Wordsworth. Both were poets, and both wrote about the imagination. Wordsworth usually wrote about those close to nature, and therefore, in the minds of the Romantics, deeper into the imagination than the ordinary man. Coleridge, however, was to write about the supernatural, how nature increase past the depth of the rational mind.In two works by Coleridge, The Rime of the Ancient Mariner and Kubla Khan, both works regard the imagination as vitally important. In the Ancient Mariner, the imagination (or rather, the lack of it) condemns the Mariner to a kind of hell, with the fiends of sterility, solitude, and loneliness God save thee, Ancient Mariner, from the fiends that plague thee thus why lookst thou so? With my crossbow I shot the Albatross. In Kubla Khan, the imagination of an external being, the narrator that Coleridge created, the ideal critic, can create a masterpiece that far outstrips the meager piece of work that even the emperor of a huge, rich c ivilization can produce I would build that dome in air, a sunny dome Those caves of ice And all who heard should see them there, and all should cry, Beware Beware In Kubla Khan, the imagination can even incur people fear an otherwise inconsequential event, sequence, or organism. However, in the two works by Coleridge, the imagination takes on different roles in each world. In the Ancient Mariner, the imagination is the substance that holds all life together, much like how the millio... ...ubla Khan, the imagination is more of a physical, creative force, with more raw power than finesse. With it, works such as a pleasure-dome full of physical paradoxes can be inspired, created, and described, far better than with the words of a critic alone A sunny pleasure-dome with caves of ice. The Rime of the Ancient Mariner has it that the imagination is more of an intangible force, subtle yet with as much power as the imagination in Kubla Khan. It connects the huge array of creatures on the E arth together, and without the imagination, they would, die in the end, one by one.However, in both works, there is a mutual consent that the imagination allows the imaginer to gain insight into many wondrous, spectacular, and otherwise incomprehensible feats and workings of nature, things that cannot be explained by the mere application of reason and mathematics alone.

Hypertext and Literary Study Essays -- Literature Education English Te

Hypertext and Literary StudyHypertextual fiction (hyperfiction) and other hypertext applications are making their way into the literature courses where, Professor Larry Friedlander says, learning has basically meant the study of texts, in the form of the printed word (257). And these newer works, inseparable from their contemporary technologies, offer the possibility of a very different type of literary study than the one most position majors experience in traditional literature courses. Print and book technology perpetuate and validate linear experience, thought, and narratives, which buttresses a hierarchical educational construction that shapes the roles of writers, readers, teachers, and pupils. Challenging our trust in the order and logic of linear narratives, linear cause-and-effect thought processes, the authority of the individual author, and our common dependence on the stability of the printed text, hyperfiction requires the interaction of the reader to decide the st ory, incorporates multimedia elements, and promotes associative thought processes. Whereas the print tradition supports the power of the author over the text, the text over the reader, and the teacher over the studentas the interlocutor to the domain of literary discourse and studyhypertext fiction empowers student interpretations, even requires them, distributing authority among the author, reader, teacher, and student.To understand how print technology precipitates specific accessible consequences for the structure of literary study, we must consider the print tradition as part of a culture in which ideological and political choices have been make that effect learning and thinking. In other words, we must situate print in its social context, ... ...rt Moulthrops Hypertext noel Victory Garden. Contemporary Literature 41, No. 4 (Winter 2000) 642-60.Shakespeare, William. Sonnets. The Norton Anthology of English Literature, Vol. 1, 6 ed. New York W. W. Norton & Company, 1993. Slatin, John. Reading Hypertext Order and Coherence in a New Medium. Hypermedia and Literary Studies. modify by George P. Landow and capital of Minnesota Delaney. Cambridge, Mass. The MIT Press, 1994.Swiss, Thomas. Electronic Literature Discourses, Communities, Traditions. Memory Bytes History, Technology, and Digital Culture. Edited by Lauren Rabinovitz and Abraham Geil. Durham Duke UP, 2004.Vielstimmig, Myka. Petals on a Wet Black Bough Textuality, Collaboration, and the New Essay. Passions, Pedagogies, and the 21st Century Technologies. Edited by Gail Hawisher and Cynthia Selfe. Logan Utah State UP, 1999.

Hotel management :: essays research papers

Hotel caution Assignment One Table Of Contents Introduction HRM Defines Traditional near Contemporary approach to HR Change Management Murrindindi Shire Council Experience Back Ground homosexual pick Roles Organisational HRM Conclusion Introduction Human Resource management (HRM) has been seen as either having a traditional or contemporary approach. This paper will define both approaches. The HR aproach undertaken by the Murrindindi Shire Council (MSC) which was my government activity up to three months ago will be reviewed in this context as well as identifiable costs or opportunities that exist. HRM Defined Human Resource Management is the management of an organisations staff/personnel to meet the needs and achieve the purpose of the business in an efficient and effective manner. HRM is defined by Kramer McGraw Shulder (1997,p.10) as having having three purposes being h To improve merchandiseivity h To ensure quality of worklife and h To ensure legal compliance It has been o bserved in particular that organisations tend to be very good at the legal compliance as it is legislated as it has some serious consequences if not adhered to. What is generally unnoted is the financial implications of dot points one and two. Effective human management can contribute to not only product output but also product quality. HRM managers are operating at three distinct aims as explained by Kramer McGraw Shulder (1997,p.30) strategic, managerial and operational - Operational levels (short stipulation) can be disseminated down to lower level management or team leaders as they involve straight forward and traditional levels of HR - Staff Recruitment - Monitoring Systems - Wages, benefits packages - Annual judgment systems - Training etc. - Managerial Level (short term) This level and following tend to be the levels of strategic importance to the organisation - Recruitment marketing plans - Long term compensation plans - Validation systems - Management development progra ms - Strategic (long term) - to gain competitive advantage - link functions to organisational strategies Strategy as a process is defined by (Shaun Tyson 1997 p. 278) is a mechanism for achieving a desired objective. It can then be said that the Human Resource Strategy needs to be line up with the organisations business strategies or corporate objectives. In effect one of the mechanisms to be used is that of Human Resources. Miller defined strategic HRM as those decisions and actions which concern the management of employees at all levels in the business and which are related to the implementation of strategies directed towards creating and sustaining competitive advantage (Miller, 1987 p.

Cloning is Bad! :: essays research papers

&65279The coelacanth is an amazing creature full of mystery and exciting discoveries. It was once thoughtto be extinct for more than360 milllion years ago until one was caught in1938.Its scientific name is Latimeria chalumnae .An adult coelacanth can grow at least to 180 cm in length and weigh 98 kg and each fish has a distinctive pattern of pinkish white blotches that enables scientists to separate one individual from another.The coelacanth has several very recognizable anatomical features.The skull is in two parts with an intra cranial joint which lets it go an up and down movement between them. A strong pair of muscles beneath the skull-base lowers the front half of the skull, giving the coelacanth a powerful bite .The eyes and olfactory organs are in the front part of the skull, and tiny brain and inner ear are in the rear.In the middle of the snout is a deep pit filled with a jelly-like sac that opens to the outside through three pores.This sac is called the rostral organ .It may be used to detect weak electric currents and help the coelacanth to stupefy hidden prey.The quintsCoelacanths belong to a group of bony lobe-finned fishes and have 8 fins (2 dorsals, 2 pectorals, 2 pelvics, 1 anal and 1 caudal). The first dorsal fin of the coelacanth is much like that of other fishes and can be folded down or erected. The other fins have a well-developed, muscular, limb-like basal lobe projecting from the body wall, and a fringe of unbranched rays like a fan attached to the outer end of the base. The fleshy scale -covered lobe can be bent or rotated so that each fin can work like a paddle or sculling oar. The tailhas three divisions a characteristic scurvy projecting middle lobe between the longer upper and lower lobes of the fin.The skeletonMost of the skeleton is made of cartilage. In place of the vertebral column, a large notochord extends from the skull to the tip of the caudal fin. The notochord is a thick-walled cartilaginous tube filled with oil-like fluid which is under slight pressure it is tough and elastic and does the job of a backbone, since no complete vertebrae are developed around it.The scalesThe body is covered with hard scales with small toothy-like growths called denticles on the outer surface which protect the coelacanth from the rocks and predators.The swimbladder

Free College Admissions Essays: Comment on an Experience :: College Admissions Essays

Comment on an experience in your life that had an effect on your life.   I was a little worried piece of writing intimately my engender because I thought it would seem like I was looking for sympathy, but I figured it was a good topic to pen about because it had the largest effect on me. My goal became to write an essay that didnt focus on the death or loss but on the change and addition that took place.   Being active is something that has always been important to me, and I learned this from growing up with and observing an expert. My mother was more active and concern than anyone I cause ever known. She had an endless energy for life, and love for my two brothers and me, and I have tried to be the kind of person that she was. The phrase on her headstone reads A joyous and boundless energy.   My mother was a highly respected kindergarten teacher for twenty years. In addition to working with children as a professional, she was always involved in my elementary sc hool years, as a class mother or President of the PTO. In the summers there were more children, as we would go to sleepaway inhabit in Maine and she would be in charge of the youngest group of campers. She was always running, playing, consoling, planning, and caring for children. At home, she was just as active. I remember doing homework with her every nighttime and she got so involved with it that she would practic onlyy do it for me, which I thought, at the time, was a pretty good thing. We were always going places, visiting friends, just learning, and there was neer a dull moment. Though I didnt know it consciously at the time, she was setting an example which I was bound to follow.   Over seven years ago, my mother died after a long battle with melanoma. I was ten at the time, in fifth grade, and I suppose I didnt really understand it all that well, or as well as my older brothers did. This essay is not about that loss or death, but on the change that took place. After s he was gone, things were so drastically different, because there was so much dull time with nothing to fill it but thoughts. I think I learned from my mom about how to be active and I must have decided, subconsciously, to continue in her path.

Free College Admissions Essays: Comment on an Experience :: College Admissions Essays

Comment on an experience in your life that had an effect on your life.   I was a little worried piece round my cause because I thought it would seem like I was looking for sympathy, but I figured it was a good topic to make unnecessary about because it had the largest effect on me. My goal became to write an essay that didnt focus on the death or loss but on the change and gain that took place.   Being active is something that has always been important to me, and I learned this from growing up with and observing an expert. My mother was more active and manifold than anyone I deem ever known. She had an endless energy for life, and love for my two brothers and me, and I have tried to be the kind of person that she was. The phrase on her headstone reads A joyous and boundless energy.   My mother was a highly respected kindergarten teacher for twenty years. In addition to working with children as a professional, she was always involved in my elementary school years , as a class mother or President of the PTO. In the summers there were more children, as we would go to sleepaway pack in Maine and she would be in charge of the youngest group of campers. She was always running, playing, consoling, planning, and caring for children. At home, she was just as active. I remember doing homework with her every wickedness and she got so involved with it that she would practic completelyy do it for me, which I thought, at the time, was a pretty good thing. We were always going places, visiting friends, just learning, and there was never a dull moment. Though I didnt know it consciously at the time, she was setting an example which I was bound to follow.   Over seven years ago, my mother died after a long battle with melanoma. I was ten at the time, in fifth grade, and I suppose I didnt really understand it all that well, or as well as my older brothers did. This essay is not about that loss or death, but on the change that took place. After she was gone, things were so drastically different, because there was so much dull time with nothing to fill it but thoughts. I think I learned from my mom about how to be active and I must have decided, subconsciously, to continue in her path.

Safeguarding Case Study

Unit 3 Safeguarding the welfare of children and young people 2. 3a Case Study Chris whole kit and boodle as a teaching assistant in a local primary school. As a group of Year 5 children were getting changed for PE, Chris find bruising in lines across the back of a boy called Marc. He asked Marc how he had hurt himself but he said, Its nothing and quickly go under on his top. As Marc left the room he approached Chris and said, Please dont say anything to Mum, or Uncle Paul will be cross with me. * wherefore does Chris need to take action about this? Describe the action that Chris should take. As Chris works as a teaching assistant and he has seen the bruising on Marcs back, he has to acknowledge that Marc may be being forciblely abused and this is why he has to report it immediately. Physical abuse is a result of prodigal discipline or physical punishment that is inappropriate for the childs age. Unfortunately, some children may try to justify for the abusive behaviour or try to hide the physical abuse in fear that it may continue or get worse.If Chris does not act upon what he has seen, it is more than likely that Marc will continue to subscribe physical abuse, which if left unreported may have a serious effect on Marcs well-being or life. Therefore, it is Chriss duty as a teaching assistant to follow the procedures regarding suspected abuse. Chris has to be very sensitive in this case and he has to take what Marc has said very seriously as children rarely lie about physical abuse and it probably took a lot of courage just for Marc to ask Chris not to tell his mum or uncle.It is important for Chris to reassure Marc and tell him that he will have to tell someone who can help him. It is not Chriss responsibility to draw conclusions, it is all his responsibility to report what he has seen an what he has been told. Chris has a statutory duty under the Education Act 2002, to report his concerns to his senior manager. He is then to keep open a report explaini ng exactly what he saw and exactly what was said to him.

Human Growth & Development Through the Life Stages Essay

In this assignment I entrust research on the smellspan of mortal in of era(predicate)er adulthood 65+ years that I discern soulfulness onlyy and Ill conduct an interview with my elect individual. My chosen individual was my Grandma. She is 95 years over-the-hill and she has experienced all the life constitutes expect for one because she has non reached them yet. Here is the information I found expose to the highest degree her forcible, intellectual, social and emotional development during each life gift.P1 Task 1 Describe physical, intellectual, emotional and social development for each of the life power points of an individual.Physical developingPhysical Development of my Grandma from Life stage 3 my grandma at the age of 3 could go to the toilet on her own. This was due to environment around her. In life stage 4 Childhood the main that happened to her was the generate of educate because she was so protect an became more than aw atomic number 18 of herself physica l especially when she was age 10. Life stage 5 Adolescence. Is when puberty started and physical my grandma could see that she had inherited a lot of physical features for example her mformer(a) and her grandma had large breast and she started developing large breast. Her result start and because my grandma got married young this meant she could withstand her first child and in Africa this is a big thing because this meaning that you have become a lady.Life stages 6 Adult hood, in this sentence my grandma said that in the begin of this stage when she was 21-22 years old that she was at her peak she had ternary kid and was happy that as the years pasted and she had more children it started become difficult and tried. She said at first it felt weird hardly when I got use to it better this way. Life stage 7 Older Adulthood My Grandmother is 95 years old so physical she is in good shape she can still walk and move around, incisively the illness that makes get around because she got arthritis but as for everything else is good.Intellectual DevelopmentIntellectual Development of my grandma. Life stage 3 0-3 years language skills developed because she could understand her native language and French this mad communication with the other around her easier. When she was 4-10years old Life stage 4 Childhood the start of instruct was the main thing her it allowed her to learn new things and she enjoy it. Her each improve and by the year of 6 she could write and read in fluent French and her native language. My grandma at 8 years old use to families because with her sibling. By the time she was 10 her parent could non effort to send her to school anymore.Life stage 5 adolescence because my gran had to drop expose of school she wanted to get married so she did at the age of 14, this allowed her to develop her mind more then the other girls in her age because she learnt ab disclose what it was like to be married at a young age. She similarly became smart street refreshed because she learnt thing that she never knew before. Life stage 6 Adulthood My grandmother has never had a job in her life because her job was to styleing her children and husband. In this life stage my grandmother found out what it is like to have a family and how to take care of them. Life stage 7 My grandma in this stage has become so very wise because she has deceased past more then 65 years of her life, the only problem is that she has started to forget thing that are in her short term retrospection but not the large term part.Social and Emotional DevelopmentLife stage 3 my grandmother social and emotional development during this stage my grandmother didnt get a lot of social practice because it was only her and her parents at that time. By the time she reached 6 years old (life stage 4) is developed even more especially emotional because she was able to understand that things were hard for her parent so there would be time where she would want something but bec ause she knew that they didnt have she wouldnt ask, she started feeling bad for her parents. At this age she could I identify her feelings. Her Social Development improved to because as she was going to school it allowed her to socialize and make friends with other children. And building friendships was easy. Life stage 5 At the age of 10 my grandma was pulled out of school because so she know not speak to any of her friend or teacher the only relationships she had was the one that were made with her junior siblings.Emotional she was angry, hurt, crushed and frustrated and she lash out on her parents but after a charm she understood. Also during this stage she married at the age of 14 and she fell in love with someone other then a family member. Life stage 6 AT this stage in her life she informed long term friends and a long term partner. Shebegan thinking about her own family. Life stage 7 My grandma 95 so she is lucky to still be give out that long, but she says its a blessing and a curse because she watched ii husbands die and has out lived 7 of her children. She said it was impositionful, but she believe that god want her to se all her great grandchildren.M1 Task 2 discusses the nature-nurture debate and relate to the development of your chosen individual. Historically most philosophers and theorist have argued that we are boat o be the way we are. Other theorists have argued that it is the way we are brought up and influenced by our surroundings that makes us the way we are. This historical argument is known as the nature and nature debateNature-is the genetic and biological influencesNurture- is the economic and environmental influencesbiological programmingGenes provide the instruction for structuring our bodies shape and size as well as out behavior depending on the interaction of our biology with border environmental factors. A human organism is the result of the interaction of genes and the environmental influences they are capable to. Its argu ed that our genes can program the amino acids which influence our body cells. Human developments are not programmed by genes although development may be influenced by genes.The maturement conjecturesome aspects of development such as the ability to speak a first language are thought to be due to an in built genetic run.Genetic factorseach living cell in the human body have a nucleus with 23 pairs of chromosomes inside it. champion chromosome comes from the begin, one comes from the mother. Each chromosome carries units of inheritance known as genes and these genes interact to create a new set of instructions for making a new person. This means in these chromosomes there is DNA which holds which controls what a person looks like, how there behave etc. For example when my grandma was in her teens she never grew as much in height as she wanted tothis was because her mother and father were not tall stack and no one in her family grew supra 5.11ft. she inherited this from her mothe r and father it is a her genes.Environmental factoredCulture, religion and beliefCulture can be identified by distinct aspects of language self-presentation religion music art computer architecture and literature children learn the custom associated with their families. In the past most children would have learned the culture and religion associated with their local community everyone on a feature estate, street or work and social roles.Values and attitudesyour beliefs values and attitudes are influenced by your socialization with family careers and peer groups. Your values and attitudes can also be influenced by your life experiences and the culture that you are exposed to in your neighborhood and that your access.P2 Explain the potential notions of five different life factors on the development of your chosen individual.GeneticWhen my grandma was in her teens she started to develop big breast, she may have gotten them from her mom this is because when it came to height she wasnt tall because no one grow above 5.9ft. This is a hereditary trait in our family. From her mum she got her mum she got her facial structure for example her mouth her nose and her mettles. This shows that her mum had the most dominate genes.Biological factorsAs a teenager my grandma never left school at the age of 10 so she never really did anything expect look after her brothers and sisters while her mother and father worked. Her mother had 12 kids and got married at 13, because my grandmother thought at the time that she wanted to be exactly like her mother when reached age 14 and a half she was married. This meant that my grandmother never got to know what, because she would have inevitable to look after her children and her husband. This affect her in a big way because she thought that it would be easy but it was difficult.EnvironmentalAccording to my grandma growing up in West Africa, sierra Leone and at that time there was no independents and it was hard because of the high cr ime rate and how people where treated such as killing ECT. Her parents farm got interpreted away and they to become diamond miners which was one of the worst jobs ever due to this my grandmother sometimes had to slave for food just to survive because her mum didnt want to do much. She said we were poor but we were happy it was nice at times because she was able to spend time with her family a lot. Where she lived was like the suburbs so she knew all her neighbors and they also helped to bring her up when her mum and dad had to work.Socio EconomicMy grandma came from a lower class family in Sierra Leone the only people black people who had money ere the croyos they were the tribe who did what the British said and forgot there roots. This affected my grandma in a way that she had to stop going to school because her parents couldnt afford. Peer wise she was ok because most of her friends were like her so she was fine existence what was and it affects her intellectually.Life styleMy gr andma got married at an old age she lived her life by what her husband says, it is just the way it is in Africa, for example she always want to work but her husband said NO because she has to look after the kids. The way she spend her money and time was simple the money her husband give her was to go out and buy the things that she needed to evade and clean the house for that day and that is the way it was everyday.P3 Explain the influences of two predictable and two unpredictable major life events on the development of the individual though out life every person will go many different events in their life. Theses life events will be During our life we are influenced by a range of life factors and we are influenced by the events which happen to us. Some major changes in life can be predicted and even chosen while others maybe un predicted. If your life suddenly changes there is always the risk that you will feel out of control and stressed. But some life 2events can be predicted to a point where theywere planned.A Predictable life event for my chosen individual was Marriage because my grandmother knew that she would have to get married, especially due to the time in which she was born in marriage was a must. This event was positive because she loved the man she married someone that she could trust and get comfort from whenever she needed it. The negative influences may be the change of lifestyle. Parenthood- My grandmother new that she had to have kids she even planned it with her husband because she Could cut through her husband and her bloodline, but she was not expecting to have as many as she did. This was a negative because it changed her lifestyle in a huge way.Unpredicted life eventsBereavementAfter the loss of my grandfather, my grandmother was left pregnant with her first born so she had to deal with bereavement during pregnancy with their 4 which wasnt good for the baby. The positive effect was that she was able to bide strong for her child and be gin a new lifestyle, got married and had more children. Another lost that had a huge impact is the 7 of children especially the 4 recent deaths, this had a negative effect on physically and mentally because she would think that god was punishing her. Said if it was not for her grand-children or family members she would have gone crazy.P4 Explain two theories of ageing.Activity theory states that the elderly person who ages in a positive and sinewy way, are the one who stays active and continue to interact with the world around resist the withdrawal of the social world. The individual who is able to maintain the activities of the set years for as long as come-at-able will be well adjusted and satisfied with life in the later years.Disengagement theory looks at age as a process in with an older person withdraws themselves from their community, as expected by society. The theory states that the withdrawal of the older person benefits both individuals and society. This theory is one of the earliest and debatable theories of aging because of the way that they view aging as a process of gradual withdrawal between society and the older adult. Is called disengagement because it is when a person get to a point of their lives waythey decide to stop interacting with society and it known to be a natural, acceptable, and universal process that comes with growing old.M2 Discuss two major theories of ageing in relation to the development of your chosen individual Activity theory states that the elderly person who ages in a positive and healthy way, are the one who stays active and continue to interact with the world around resist the withdrawal of the social world. An individual who is able to maintain the activities of the middle years for as long as possible will be well adjusted and satisfied with life in the later years. This theory effect my chosen person in a positive way because not creation able to meet as many people friends family because of not being able to get around easily did not affect my individual because she always had her family around her so her social interaction with others did not change, she also did not withdrawn from interacted her community she would attended community get to gathers. Say it is due to the support her family gives her if not would have disengaged with the outside world.Biological changes changes in the body muscles and cells stultification of eye sight, hearing, movements, muscles illnesses and diseases, but there theories are all based around how this works. One theory of biological changes is Genetic Cellular theory. This theory states that you will live according to the age that the elderly members of their families did. Humans with long lived parents and grandparents live an average of 6 years longer than those whose parents die before the age of 50. This theory also affected my chosen individual because she is 95 years old and she believes it is due to the fact that the woman in her family live l onger. For example her grandmothers die in wondrous 2007at the age of 109 years old and so on. The negative is they tend to outlive husband and children, especially my grandmother she has outlived 7 of her children and 2 husbands.P5 Explain the physical and mental changes which may be associated with ageing. Psychological changes losing mental functions can lead to loss of self esteem and withdrawal from others. Women tend to live longer they experience more losses from family and friends, this factor caninfluence our wellbeing. A Psychological theory called the Disengagement theory looks at aging as a process in with an older person withdraws themselves from their community, as expected by society. The theory states that the withdrawal of the older person benefits both individuals and society. This theory is one of the earliest and controversial theories of aging because of the way 8that they view aging as a process of gradual withdrawal between society and the older adult. Is c alled disengagement because it is when a person gets to a point of their lives where they decide to stop interacting with society and it is known to be a natural, acceptable, and universal process that comes with growing old.Biological changes changes in the body muscles and cells deterioration of eye sight, hearing, movements, muscles illnesses and diseases, but there theories all around as to how this works. One theory of biological changes is Genetic Cellular theory. This theory states that you will live according to the age that the elderly members of their families did. This theory says that Humans with long lived parents and grandparents live an average of 6 years longer than those whose parents die before the age of 50. sociological changes not being able to meet as many people friends family because of not being able to get around easily may move to other areas not knowing people have network of support.The social world may withdraw from older people, making it more diffic ult for them to fulfill these needs. A Sociological theory called the Activity theory states that the elderly person who ages in a positive and healthy way, are the one who stays active and continue to interact with the world around resist the withdrawal of the social world. The individual who is able to maintain the activities of the middle years for as long as possible will be well adjusted and satisfied with life in the later years.M3 Discuss the effects on self-esteem and self-assertion of the physical changes associated with ageing. During ageing wrinkles start to develop, your vision may start to deteriorate, many older people have good-to-adequate vision, and your hearing may also deteriorate. Hearing loss affects the older persons ability to talk easily with others. Older persons may be frustrated or embarrassed about not being able to understand what isbeing said. They may have to ask people to repeat themselves, or endure shouting when a speaker tries to be heard. They ev en refrain from making dialogue out of fair of making unrelated comments or they may just be embarrassed. You may even lose some taste the loss is secondary and does not seem to occur in most people until well after 70. Addition, joints stiffen and connecting ligaments between bones lose their elasticity.Hand and foot pain may occur. Some will have poor circulation the older heart slows down and is less able to pump blood through the body than the younger heart. A decrease in circulation also contributes to cold sensitivity, particularly in the hands and feet. This will have an effect on older person self-esteem they will begin to feel like they have no more purpose in life and some may feel like they are a bourdon on people because they cant really help themselves much. If an older person starts felling like this, it will allow the disengagement theory to be put in play because when a person like they have one purpose in the world then they will not engage with yours because they feel alone and will most likely become anti-social and will isolate themselves form others. This will also effect there self-confidence because they might not want to show there face because of the way there look.

Out Campus Mode of Studies

According to oxford dictonary the meaning of come forward campus learn is a separation between the instructor and the student, normally due to geographical or time concerns that prevent the student from attending an on campus course. So electronic play an Copernican role here for our campus learners. electronic sources are used to bridge this gap and distribute educational material for our campus learning programs using printed and mailed materials over a hundred years ago. usually out campus programs have usually been specially designed to help best meet the needs and requirements that arise when learning is taking place outside of a traditional classroom rigidting. Out campus learning are very beneficial for those who are reaching around the clock. There are alot of advantages by doing out campus learning. prime(prenominal) of all, for me out campus learning helps me in my career development. It helps me to get a good post after i finish my degree.Besides this, by doing out c ampus learning it exit make a person to rise up expose to the paper work and presentation which may enabble the person towords career development. The other advantage of out campus studies is knowledge development. Out campus learning help me to expose to a high level of knowledge which is past either by verble or printed matters, and this knowledge allow help to broaden my knowledge. Rather than this, multi tasking is one of the advantages doing out campus learning. It allow me to handle more than one job at a time which are important allement to be a profesional.Out campus students also faces some problem such as no time to study and having less of time to complete their assiment. I as a out campus student also having the same problem. After a whole day working out i have to pore on my family after come home. This make me to dont have much time to study and do revision. Some times i will be very busy at office untill dont have time to complete my assiment and past it to the r eader before the date minded(p) by my lecturer. Im sure most of the out campus students having the same problem like me.Nevertheless, out campus learners also dont have time to meet their lecturer for consultation and get advises regarding their studies. This it make them to get less mark in their studies. Besides this, out campus learning also make students to spent alot for their transportation. This is because most of the students approach path from different state every month for their classes. As for me i also come from different state every month for my out campus class. As a out campus students the university never provide hostels for us.So we have to find accommodation on our own. We have to spent specie for our accommodation. This make us to spent alot of money every month. The other problem that out campus students face is no cooperation among students to spent time to finish their group assiment. As a out campus student i also face the same problem. Its very difficult for out campus students to sit together and finish their group assiment that given to them. Each of the students are busy with their work and family. So they dont have time to meet and do their group assiment together.As a conclusion, i can say that students who work well independently and who are strongly motivated to succeed in their goals will get benefit by taking out campus learning program. I as a out compus student can say that we will not be closely monitored by the instructor. So for us reading, projects and other assignments must be completed in a timely fashion. Eventhought there are a lot of problem faces by out campus students but those who are able to set deadlines and avoid the temptations of frequent procrastination will get benefit from out campus studies.

American History X vs. Malcolm X

The movies American History X and Malcolm X both tackle critical social issues evident in the past as well as in the present. These issues revolve around race and culture, which is well related to issues like freedom, individuality, discrimination, and social word sense. In both the films, these issues were non really highlighted at the very beginning. Both Malcolm X and American History X showed a socially negative start, like the involvement of Edward Norton in a White supremacist group, or Denzel Washingtons portrayal of Malcolm Xs criminal past.But despite this, the film rebounded on the positive light through the realizations of the primary(prenominal) characters at some points in the film. These realizations or moments of truth were life changing experiences for Edward Norton and Denzel Washington, as they portray the turning points in the life of the characters that they play in their respective(prenominal) movies. In American History X, Edward Nortons moments of truth occu rred to him when he was sent to prison, after slaying a black man who tried to rob him. At first, the murder wasnt really a big deal to him, since his principles dictate that it was the right thing to do.As a white supremacist, he sees himself as a better mortal than the person he kil guide, and that his deed was that of good will. He was even grinning when he was arrested (Kaye). When he was sent to prison, he realized that life was non nevertheless black and white. He was able to see the wrongs of what he thought was right, and because of that, he slowly distanced himself from the br otherhood and the beliefs that he catered for a long time. He began associating with people from other races, though it was hard for him, as he had to suffer the harsh ways of the people he turned away from.Despite all these, he became a changed man, and in the force out desired to live a better life with his brother. On the other hand, Denzel Washington had his moments of truth in the film Mal colm X, in the same manner as that of Norton in American History X. During his youth, Denzel Washington lived a life of crime in the streets. He was a member of gangs which had dealings with illegal activities. He was arrested for robbery at one time, and was then sent to prison (Lee). It was the life in prison that changed him personally.He met a man who introduced him to the Nation of Islam, and also motivated him to move away from a life of vices and crime. He stopped drinking and smoking, and eventually succumb to the Islamic ways that was introduced to him. After prison, he continued to live a fresh life, and opted to influence others of his newfound strength. He also realized that race should not be an issue in society. Both the films realized the truth through their experiences. It was not only based on the words or the influences of others, but also on the accompanying actions that they experienced.The lives they lived previously were not good at all, but it served as a co mparison for them when they decided to live away from hatred and discrimination (Cyrus and Fiske-Rusciano). It was their experiences and acquaintances in prison that made them realize the truth about their lives. They shunned away discrimination, dominance, and hatred, and embraced a life of acceptance and freedom, despite the dire consequences that they faced at the end of the movie. The truth that they found proved to be very ironic in the end of the films.In American History X, Nortons brother was shot dead by a black gang member. On the other hand, Malcolm X was assassinated earlier giving a speech for the masses. Despite these, the truth that they found was not at all fragile. If they decide to revert back to their old selves and exact vindicate on those who did them wrong, the cycle of hatred would just continue. Norton realized this in a hard hitting manner. He had killed somebody before, now it is returned to him when his brother was killed. Malcolm X led a criminal life i n his youth, and in the end, he was assassinated.The truth that they found was cemented by these events. There is a need for a social acceptance in order to stop the cycle of hatred and violence. This is the truth. Edward Norton and Denzel Washington learned this truth the hard way. Works Cited Cyrus, Virginia, and Roberta Fiske-Rusciano. Experiencing Race, Class, and Gender in the United States. Third mutation ed McGraw-Hill Humanities/Social Sciences/Languages, 2000. American History X. 1998. John Morrissey, October 23. Malcolm X. 1992. Preston L. Holmes, et al. , November 18.

Vishwanathan Anand

Viswanathan Anand Country India Born11 December 1969 ( get on 40) Mayiladuthurai, Tamil Nadu, India TitleGrandmaster (1988) gentleman Champion 20002002 (FIDE) 2007present (undisputed) FIDE pass judgment 2804 (No. 1 in the November 2010 FIDE human beings Rankings) Peak rating 2804 (November 2010) Viswanathan Anand, (Tamil , IPA ? i n? a? t n ? a? n? n? d? born 11 December 1969) is an Indian chess game Grandmaster and the reliable World chess game Champion. He held the FIDE World Chess Championship from 2000 to 2002, at a time when the world title was split.He became the undisputed World Champion in 2007 and defended his title against Vladimir Kramnik in 2008. He then successfully defended his title in the World Chess Championship 2010 against Veselin Topalov. As the reigning support, he will vista the winner of the Candidates Tournament for the World Chess Championship 2012. Anand is whizz of six dictationers in history to break the 2800 mark on the FIDE rating list, and in April 2007 at the age of 37, he became the world number-one for the first time. He was at the top of the world rankings five out of six times, from April 2007 to July 2008, holding the number-one ranking for a keep down of 15 months.In October 2008, he dropped out of the world top three ranking for the first time since July 1996. Anand officially regained the world number one ranking on November 1, 2010, after having defeated the reigning world 1 Magnus Carlsen in the Bilbao Masters. Anand became Indias first grandmaster in 1987. 1 He was also the first recipient of the Rajiv Gandhi Khel Ratna Award in 199192, Indias highest debauched honor. In 2007, he was awarded Indias second highest civilian award, the Padma Vibhushan, making him the first sportsperson to receive the award in Indian history.Today he remains one of elite chess players in the world. 2 Anand has been described by Lubomir Kavalek as the most versatile world champion ever, since Anand is the only player to have won the world chess fundings in many formats including Knockout, Tournament, Match, Rapid and Blitz. 3 Contents hide 1 Personal life 2 Chess career o2. 1 Early career o2. 2 World Chess Champion ?2. 2. 1 FIDE World Chess Champion 2000 ?2. 2. 2 World Chess Champion 2007 ?2. 2. 3 World Chess Champion 2008 ?2. 2. 4 World Chess Champion 2010 ?2. 2. 5 World Chess Championship 2012 o2. 3 FIDE World Rapid Chess Champion 2003 2. 4 Other results o2. 5 rating 3 Personality 4 Controversies 5 Notable tournament victories 6 Awards 7 Sample game 8 See also 9 References 10 Further reading 11 External links edit Personal life Anand was born on 11 December 1969 in Mayiladuthurai, a small townsfolk in Tamil Nadu, India in a Tamil Iyer (South Indian Brahmin) family. Shortly thereafter, his family locomote to Chennai, erstwhile Madras, where he grew up. 4 His father, Viswanathan Iyer, is a retired General Manager of Southern Railways, and his get down Susheela, housewife and chess/film/club aficion ado and an influential socialite.He has an elder brother, Shivakumar who is a manager at Crompton Greaves in India and an elder sister Anuradha who is a teacher at the University of Michigan. 56 Anand is 11 years younger than his sister and 13 years younger than his brother. He was taught to play chess by his mother. He described his have in chess in a conversation with Susan Polgar I started when I was six. My mother taught me how to play. In fact, my mother used to do a lot for my chess. We moved to the Philippines shortly afterward. I joined the club in India and we moved to the Philippines for a year.And there they had a TV program that was on in the afternoon, one to devil or something like that, when I was in school. So she would write down all the games that they showed and the puzzles, and in the evening we solved them together. Of course my mother and her family used to play some chess, and she used to play with her younger brother, so she had some background in chess, bu t she never went to a club or anything like that. So we solved all these puzzles and sent in our answers together. And they gave the prize of a book to the winner. And over the course of many months, I won so many prizes.At one point they just said take all the books you want, but dont send in any more entries. 7 Anand did his schooling in Don Bosco, Egmore, Chennai and holds a microscope stage in commerce from Loyola College, Chennai. His hobbies are reading, swimming, and listening to music. He is married to Aruna Anand and lives in Collado Mediano in Spain. 8 In August 2010, Anand joined Board of Directors of Olympic Gold Quest, a foundation for promoting and supporting the Indias elite sportspersons and potential young talent. 91011 edit Chess career edit Early career Anands rise in the Indian chess world was meteoric.National level success came early for him when he won the National Sub- lower-ranking Chess Championship with a score of 9/9 in 1983 at the age of fourteen. He be came the youngest Indian to win the International Master title at the age of fifteen, in 1984. At the age of sixteen he became the national chess champion and won that title two more times. He played games at blitz speed. In 1987, he became the first Indian to win the World Junior Chess Championship. In 1988, at the age of eighteen, he became Indias first Grandmaster by lovable Shakti Finance International chess tournament held in Coimbatore, India.He was awarded Padma Shri at the age of 18. Anand at the Manila Olympiad 1992, age 22 Vishy, as he is sometimes called by his friends, burst upon the upper echelons of the chess scene in the early 1990s, winning such tournaments as Reggio Emilia 1991 (ahead of Garry Kasparov and Anatoly Karpov). Playing at such a high level did not slow him down, and he continued to play games at blitz speed. In the World Chess Championship 1993 cycle Anand qualified for his first Candidates Tournament, winning his first match but narrowly losing his qua rter-final match to Anatoly Karpov. 12 In 199495 Anand and Gata Kamsky dominated the qualifying cycles for the rival FIDE and PCA world championships. In the FIDE cycle (FIDE World Chess Championship 1996), Anand lost his quarter-final match to Kamsky after leading early. 13Kamsky went on to lose the 1996 FIDE championship match against Karpov. In the 1995 PCA cycle, Anand won matches against Oleg Romanishin and Michael Adams without a loss, then avenged his FIDE loss by defeating Gata Kamsky in the Candidates final. 14 In 1995, he played the PCA World Chess Championship 1995 against Kasparov in New York Citys World Trade Center. After an opening run of eight draws (a record for the opening of a world championship match), Anand won game nine with a powerful exchange sacrifice, but then lost four of the next five. He lost the match 10? 7?. In the 1998 FIDE cycle, the reigning champion Karpov was granted direct seeding by FIDE into the final against the winner of the seven-round singl e elimination Candidates tournament.The psychological and physical advantage gained by Karpov from this decision caused significant controversy, leading to the withdrawal of future World Champion Vladimir Kramnik from the candidates tournament. Anand won the candidates tournament, defeating Michael Adams in the final, and immediately faced a well-rested Karpov for the championship. Despite this tremendous impairment for Anand, which he described as being brought in a coffin to play Karpov,15 Anand was able to draw the regular match 3-3, forcing a rapid playoff. However, the rapid playoff was won 2-0 by Karpov, allowing him to defend his FIDE

Failure Analysis/Change Strategy Essay

While there is no guarantee of the victory of a employment, there are indicators that can be lettered from analyzing organizations that defy failed to those that succeed. In this paper, we compare two organizations, megahit Video and Netflix that exemplify effects of leadership, dream, strategy and planning, and the importance of guest satisfaction that influence the success or failure of a telephone line.Mission, Vision, and ObjectivesThe missionary work, vision, and values statement defines an organizations brand, elaboration, and customer experience. smash hit was founded by David Cook in 1985 and quickly went public a twelvemonth belatedr. In 2004, blockbuster had up to 60,000 employees and over 9000 stores that willd home cinema and video game rental services through video rental shops (Forbes, 2011). Its mission and vision was to provide our customers with the most convenient access to media entertainment, including movie and game entertainment delivered through multiple distri stillion channels such as our stores, by-mail, v abateing, and kiosks, online and at home and to offer customers a value-priced entertainment experience, combined with the broad product depth of a specialty retailer with local neighborhood convenience (Farfan, 2015). Its objectives were to provide a large number of copies and broad selection of movie titles, operative conveniently located highly visible stores, offer superior and consistent customer service, optimize pricing to local market conditions, and nationally advertise and market the brand name (Farfan, 2015).Netflix was founded by Reed Hastings in 1997 is now the human beingss leadingentertainment network of streaming movies with over 57 million members in 50 countries (Netflix, 2015). Its mission statement is to grow our streaming subscription business domestically and globally. We are continuously improving the customer experience, with a focus on expanding our streaming content, enhancing our user interf ace and extending our streaming service to even more than Internet-connected devices, mend staying within the parameters of our consolidated net income and operating segment contribution profit targets (Netflix Company Profile, 2015). Co-founder and CEO expressed Netflix vision for the future and objects to become the beaver global entertainment distribution services, license entertainment content around the cosmos, create markets that are accessible to film makers, and help content creators around the world to find a global audience (Netflix Company Profile, 2015).Indicators of Business Failures and SuccessComparing successful organizations, such as Netflix, to a failed organization, such as blockbuster, allows us to identify predictors and understand critical elements that lead to the success or failure of a connection. In our case, the role of leadership, strategy and planning, vision, and customer service played a role in the failure and success of both companies. A recent survey by the Turnaround Management Society indicates that most crises are caused by top management and include management continuing with a strategy that was no longer working for the confederation, underestimation of changes in the market and lack of adaptation, a loss of vision and a disconnect with customers (Lymbersky, 2014).The Blockbuster Board, made several poor choices in hiring incompetent leadership who did not understand their business. The company had a lack of vision and could not decide whether they were in entertainment or retail. Most detrimental to the Blockbuster brand, was the refusal to recognize and adapt to changing technology that modify their market. All these poor choices compounded on Blockbusters problem of disengagement with their customers by not attending to customer demand and their un-customer friendly policies of charging late fees. During the same period, Netflix provided pertinacity in leadership, had a strong strategy built around adapting to rapidly changing technology that supported video streaming, created a strongsense of vision and connected intimately with its customers demands and hold backd customer friendly pricing strategies of fixed monthly pricing with no late fees.Organizational behavioural TheoryNetflix and Blockbuster were companies with a vision one that had a vision of the future and one that did not understand how fast technology was vastly approaching. Netflix axiom that technology was coming and valued to stay ahead of the game with video streaming, videodisk-By-Mail, and producing popular series only seen through Netflix similar to a cable network. Blockbuster started with video rentals and ended with video rental, and expanded their stores into outlets for books, toys, and other merchandise. When YouTube erupted in 2005 Netflix realized that they need to jump on the video streaming and allow customers to get the movies they wanted directly to TVs, computers, mobile phones, and other devices. Blo ckbuster did try a similar outlet as Netflix but failed to understand customers did not like late fees, are hidden costs. Blockbuster forgot to adapt to the changes in technology, and this is what ultimately caused the company to file Chapter 11 bankruptcy and close its doors.Technology within the movie and movie rental industry has been a significant factor since VHS tapes, and Netflix saw an opportunity and ran with it. With the ability to see the future and adapt to changes within their industry they are succeeding. With Blockbuster not understanding technology, consumers wants, and industry changes they failed. Decision making of management and leaders with in an organization is how Netflix succeeded and how Blockbuster failed. When a business loses focus on what business they are in they are doomed to fail. Blockbuster did not keep its focus on movie rental they started to think and make decisions like a retailer and that was the beginning of an end of the blockbuster era. Netf lix knew the future of DVD-By-Mail was going to short lived and decided to focus on the internet and technology to succeed in the industry. If Blockbuster would have stayed focused on movie rentals and not retail they would still be in business.The Role of LeadershipThe leadership and corporate structure of Blockbuster and Netflix were identical however each organization demonstrates the critical component ofan organization to adapt and change its strategy and build a culture that supports a garner vision. When leadership makes decisions, or neglects to make the right choices, then the company will fail. Blockbusters leadership was dysfunctional and refused to adapt their strategy or have a clear vision of their business.NetflixNetflix organizational structure is the same as a matrix and consists of the board of officers. The key component that made Netflix a success was the leadership and their ability to take risk, adapt, and have a solid vision that understands consumer demands. We compete very broadly for a share of members time and spending, against linear networks, pay-per-view content, DVD watching, other Internet networks, video games, web browsing, magazine reading, video piracy, and much more. Over the coming years, most of these forms of entertainment will improve. (Netflix, 2015). As a company grows, their culture allows freedoms in leadership, management, and innovation. Evidence of this is displayed in Netflixs insight to move from mailing out DVDs to embracing the streaming world, on the World Wide Web. The foot of this opened profits for Netflix that Blockbuster refused to embrace.BlockbusterThe irony is that Blockbuster failed because its leadership had built a well-oiled operational machine. It was a very tight network that could make out with extreme efficiency, but poorly suited to let in new information (Satell, 2014). As a company grows its business and a coarse customer base, there is always a need for growth and adaptation. Netflix even gave Blockbuster a chance to merge with them when the internet streaming hype hit, but Blockbuster declined. Better and faster connections, transactions, and easier purchases on-line, are what made Netflix blossom and Blockbuster fail. Blockbuster refused to adapt or take advantage of opportunities that would have aligned them for the future.The kind ProcessVital Areas of ChangeVital areas of change include strategy and planning that supports a growth platform, establishing a strong sense of vision, and reconnecting with theneeds of the customer. The starting signal vital area of strategy and planning includes embracing innovation and adapting to a changing business environment. When the advent of something new, such as the Internet, introduces itself into the business world, all businesses mustiness be able to manage their existing business force and integrate the new concept. The company should be keeping stores open in areas that are profitable, while leveraging its marke ting and brand to introduce new streaming distribution channels.The second concept of change is to establish a strong vision and culture that supports the vision of the organization. When a company fears growth in any direction, whether it is expansion or introduction of a new idea, it will only lead to failure. The company needs to examine its market space and see where some finely tuned execution might provide another business opportunity for growth and success. virtuoso must analyze the impact the change is going to have on the organization as a whole and embrace that change. One must incorporate into the business all changes that will positively affect the future successes of the company.Finally, is to never forget about the customers and their demands. Policies should be implemented that are customer friendly and consider customer demands. For example, a better pricing strategy would be something to initiate immediately and the organization should make changes based on custome r desires. Customers will end a relationship with a company who does not supply or cater to their needs and wants. All businesses need to realize that a growing customer base leads to success. Power and Political Issues (Whitney)John Kotters 8-Step Plan (Mirsada)Conclusion (Melody)ReferenceBaskin, J. S. (November 8, 2013). The Internet Didnt Kill Blockbuster The Company Did It To Itself. Retrieved from http//www.forbes.com/sites/jonathansalembaskin/2013/11/8/the-internet-didnt-kill-blockbuster-the-company-did-it-to-itself/ Farfan, B. (2015). Blockbuster Company Mission Statement. Retrieved from

“Paglilihi” or Pregnancy Cravings Essay

Many Philippines, to this day, believe that what you eat and crave for during pregnancy has a read influence on the physical attri providedes of the baby. However, scientific studies prove that there is no link between paglilihi and the unborn babys physical attributes. As genetics tell us, our physical attributes are inherited from our parents and grandparents set of genes and not from food cravings.Reference Lui B., Five Health Myths Many Filipinos Believe, Filipinonurses.org (http//filipinonurses.org/index.php/2012/03/five-shocking-health-myths-that-most-filipinos-believe/) Pregnant Women, Health scenery (http//healthaspect.wordpress.com/tag/craving-paglilihi/).Myth 2 Post-labor Stomach BindingIt is a common practice for Filipina women to bind their abdomen tightly after pregnancy, believing that this practice helps the uterus to retract and gets the stomach back into shape. However, scientific evidence suggests otherwise. Tying a cloth around ones tummy can put ram on the ut erus, ca utilize it to bleed. It can also lead to further complications, especially if youve experienced a C-section. Evidence also suggests that a combination of diet and pocket-sized exercise is the best way to get back into shape after pregnancy.Reference Cultural dimensions of pregnancy, birth and post-natal care, Queensland Government (http//www.health.qld.gov.au/multicultural/health_workers/filipino-preg-prof.pdf) Will using a corset or tying a cloth around my stomach help it regain its pre-pregnancy shape?, Baby Center (http//www.babycenter.in/x1049750/will-using-a-corset-or-tying-a-cloth-around-my-stomach-help-it-regain-its-pre-pregnancy-shape).Myth 3 Eating twin bananas may lead to twinsThis myth has umpteen variations, with some claiming that bananas lead to regular twins while others insist on Tai twins, which is a serious condition wherein twins are born with part of their bodies joined together. However, this myth has no scientific basis, as twin development happens stringently by chance or because of your genes (for non-identical twins).Reference Pregnancy Myths and Facts, Huggies PH (http//www.huggies.com.ph/pregnancy-myths-facts.aspx).Myth 4 Usog or the Strangers Evil EyeUsog is an age-old Filipino superstition. The belief states that discomfort (fever, bloating, nausea/vomiting) is brought to the baby by a stranger or visitor who is said to have an evil eye. A simple greeting from the visitor is said to be enough to cause this curse. To counter the curse, the stranger would need to say pwera usog while licking his thumb and applying saliva while examine a cross on the infants forehead. Despite having no scientific basis or proof regarding the occurrences of usog, many superstitious Filipinos believe in the practice to this date. However, this superstition lacks scientific proof.Reference Ina Atutubo, MD, Is Usog for Real?, Smart Parenting (http//www.smartparenting.com.ph/kids/baby/is-usog-for-real/page/2) Usog, Wikipedia (http//en.wikiped ia.org/wiki/Usog)Despite the fact that many Filipino superstitions and myths lack scientific explanation, many mothers-to-be still follow them by the letter for two reasons the better to be safe than sorry mentality, and out of respect for the elders or tradition. Some of these superstitions are harmless, but do take extra care and always consult with your OB-gyne before subjecting yourself or your baby to any healing or cleansing rituals. Keeping a healthy balance between modern medicine and Filipino culture will ensure a safe and healthy pregnancy.

Health and Wellness Education

*Health And* health Education HWE 100 HUMAN NUTRITION 3 credit Introduces basic principles of nutrition with emphasis on personal nutrition. Satisfies nutrition requirement of students entering healthcare professions. HWE 108 WEIGHT LOSS 1 CREDIT Focuses on combining a healthy diet and course session to shed unwanted pounds and inches. The course bequeath allow in online seances that will focus on personal habits including diet that lead to weight gain and exercise session appropriate for the student. *HWE 111 HEALTH AND FITNESS * 3 CREDITs Studies health and fitness in the U.S. today. The course will look at personal health issues, managing stress, nutrition and healthy life styles. HWE 122 RESPONDING TO Provides standard first avail and CPR, with a more in-depth look at sudden illness, specific disease, and emergencies. *HWE 124 FITNESS AND WELLNESS * 2 CREDITS Provides information on fitness and wellness and to serve as a guide to design, implement, and evaluate a complete personal fitness and wellness computer programme. The course integrates the basic components of fitness and wellness in appreciation gay health in order to achieve well-being.This course offers current information in the health field and provides self-assessments for health jeopardize and wellness behaviors. This includes lifestyle modification, nutrition, weight management, stress management, cardiovascular and cancer risk reduction, exercise and aging, exercise related injury, exercise and the environment, prevention of sexually transmitted diseases, substance abuse (including tobacco, intoxicant and other psychoactive drugs), and analysis and interpretation of research publications and Web sites in health and wellness. *HWE 125 first appearance* TO HUMAN PERFORMANCE 3 CREDITSThis class is a survey of the subdue of kinesiology, including knowledge derived from do physical activity, studying close physical activity, and professional practice centered in physical activit y. It includes an analysis of the importance of physical activity in daily life, the relationship between physical activity and the discipline of kinesiology, the general effects of physical activity experiences. The course surveys the general knowledge base of the discipline as reflected in the major subdisciplines and reviews selected concepts in each, showing ow they contribute to our understanding of the nature and importance of physical activity. In addition, the course introduces students to the general characteristics of the professions to Specific types of physical activity professions typically pursued by those graduating from a program of kinesiology, and assists them in making some early career decisions. *HWE 136 SKILLS & Methods* OF This course is intended for HUP major. It is designed to acquaint the student with the basic skills, methods and techniques necessary to be a competent exercise leader in he flying field of resistance instruct. fierceness will be placed on understanding selection of appropriate precept progressions that relate to the weight room and fitness facility as well as the science of human motion and muscle/joint structure and function as it relates to fitness. HWE 230 EXERCISE AND SPORTS Teaches students how to apply behavioral principles and techniques that may help people increase their motivation to exercise and change health-impairing behaviors. The course is based on research, theory, and concrete drill in the field of physical activity.Examination of theories and current research related to sport and exercise behavior will be covered. The student will be introduced to the field of kinesiology by providing a panoptic overview of the major topics in the area. *HWE 237 EXERCISE*, NUTRITION Discusses the concepts of improved performance in all fitness areas. Emphasis is placed upon updated information associated with nutrition and human performance. Measurement of body composition is used as it correlates to training and diet/ exercise programs. Introduces the student to the physiological responses nd adaptations of individuals to exercise as well as the application to sports medicine, rehabilitation and general fitness. The laboratory provides experiences that demonstrate the underlying theoretical constructs that govern physiological responses and adaptations to exercise. PREREQUISITE BIO 201, C or better. HWE 248 EXERCISE TESTING AND Provides the student with the fortune to conduct laboratory fitness assessments, evaluate leaven results and develop exercise prescriptions. In addition, the student will be expected to become knowledgeable about the promotion and marketing f fitness programs. HWE 255 CERTIFIED PERSONAL TRAINER Provides the student with theoretical knowledge and practical skills in preparation for a nationally recognized personal training certification approve by the Colorado Community College System. These Certifications are limited to the following ACSM, ACE, NSCA, NCSF, AF AA, and AEA. Upon certification, the student will have the cogency to develop and implement exercise programs for healthy populations and/or those individuals with medical clearance to exercise.Designed for all majors in the Human Performance class and provides the student on-the-job training. The student will have the opportunity to further integrate academic knowledge and apply those skills gained through the Human Performance degree curriculum. working in various capacities within the ACC Fitness/Aquatic Center, Physical Education department and the Employee Wellness Program will be required. Students should receive entry-level proficiency at the completion of the HWE 248, HWE 237 and HWE 122 or current CPR-PR/AED and First tutelage Certification.

Rehab vs Retribution Essay

I negate the resolution which states Resolved Rehabilitation ought to be valued above vengeance in the United States criminal dependableice establishment. The value for this round leave alone be justness, where everyone gets what they are due. In order to provide a criterion for which to judge the value, as considerably as a steering to achieve my value, the value- criteria shall be retribution, where the penalization of an individual is to a greater extent lots than non weighted by the gravity of the disgust that they committed. This is not to say that the arbiter system is justified in putting our criminals through excruciating torture and interrogations in order to ensure that they never commit a crime out of fear. However, this mean(a)s that retribution makes more sense than rehabilitation and thus should not be valued less than rehab. Note By negating, I can say that retribution is just as valuable as rehab, just not less valuable? controversy One The retribution sy stem only serves criminals what they are due in return for their actions. A Retribution is not the same as revenge.Background and contextThe criminal legal expert system comprises many distinct stages, including arrest, prosecution, trial, sentencing, and penalisation (quite often in the form of imprisonment). As will become clear, it is in the last two of these many stages that the debate everywhere rehabilitation and retribution is of special significance. It is a very serious mistake to think that the retributive exemplar in the criminal justice system is about vengeance, retaliation or payback. Rather, it is an extremely sophisticated radical that often forms the basis of, and arguably is even the leading indication of, a developed sentencing system. The term retribution is thitherfore unfortunate because its everyday meaning connotes revenge it is better described as desert, just deserts or parityality theory. The debate between rehabilitation and retribution involves tw o broad questions ideologically, which is the more satisfactory justification for punishment and practically, which can serve as a more useful get hold of for sentences and other agents in the criminal justice system?B RETRIBUTIVE IS NOT THE SAME AS REVENGEPojman, 04 Louis P. Pojman, PhD, Professor Emeritus of Philosophy at West Point Military Academy, in an assay call Why the Death punishment is Morally Permissible, from Adam Bedaus 2004 book titled Debating the Death Penalty Should America Have Capital Punishment? The Experts on Both Sides Make Their Best Case, wrote People often confuse retribution with revenge Vengeance signifies inflicting harm on the offender out of anger because of what he has done.Retribution is the rationally supported theory that the criminal deserves a punishment fitting the gravity of his crime Retribution is not based on hatred for the criminal (though a feeling of vengeance may accompany the punishment). Retribution is the theory that the criminal deserves to be punished and deserves to be punished in proportion to the gravity of his or her crime, whether or not the victim or anyone else desires it. We may all deeply sorrowfulness having to carry out the punishment, but consider it warranted.When a society fails to punish criminals in a way thought to be proportionate to the gravity of the crime, the danger arises that the public would take the legal philosophy into its own hands, resulting in vigilante justice, lynch mobs, and private acts of retribution. The outcome is likely to be an anarchistic, insecure state of injustice. http//deathpenalty.procon.org/view.answers.php?questionID=001004 When you are a little kid, your mother most likely put you in time-out when you did something wrong. We have been taught all our lives, then, that in that respect is a consequence for every action, whether that action is moral or immoral, conformed to the guidelines of society or looked down upon by society. Teenage life and adult life is no different- people must be made aware of effects that what they do have on other people. Retribution is the answer. B Retribution restores justice.RETRIBUTION REQUIRES simply THE RESTORATION OF JUSTICEBudziszewski, 04 J. Budziszewski, PhD, Professor of Government and Philosophy at the University of Texas at Austin, in an Aug./Sep. 2004 OrthodoxyToday.org article titled Capital Punishment The Case for Justice, wrote Society is justly ordered when each person receives what is due to him. execration disturbs this just order, for the criminal takes from people their lives, peace, liberties, and worldly goods in order to give himself undeserved benefits. Deserved punishment protects society morally by restoring this just order, making the wrongdoer pay a price homogeneous to the harm he has done. This is retribution, not to be confused with revenge, which is guided by a different motive.In retribution the spur is the virtue of indignation, which answers injury with injury for p ublic good Retribution is the primary mark of just punishment as much(prenominal). The reasons for saying so are threefold. First, just punishment is not something which office or cleverness not requite condemnable requital is simply what it is. Second, without just punishment evil cannot be requited. Third, just punishment requires no warrant beyond requiting evil, for the restoration of justice is good in itself For these reasons, rehabilitation, protection, and deterrence have a lesser status in punishment than retribution they are thirdhand http//deathpenalty.procon.org/view.answers.php?questionID=001004 Contention Two Retribution helps deter crime.Barton, 99 Empowerment and Retribution in Criminal and pop Justice, Professional Ethics, A Multidisciplinary Journal. Volume 7, Issue 3/4, Fall/Winter 1999, 28 Selected Papers from the 1999 league of the Australian Association for Professional and Applied Ethics, Charles Barton, Pages 111-135 Restorative justice critiques of t he status quo in criminal justice often miss their mark because of the mistaken belief that current practice in criminal justice is essentially, or predominantly, retributive. What is being overlooked is that restorative justice responses often contain retributive and punitive elements themselves and sometimes, such as in serious cases, necessarily so. (Barton 1999, Ch. 10) Therefore, blaming retribution, or even punitiveness, for the ills of the criminal justice system is largely beside the point.Punishment and retribution cannot be ruled out by any system of justice. By implication, a more plausible critique of the status quo is needed More generally, even if the threat of punishment is no longer a deterrent to a relatively small number of repeat offenders, that does not mean that the prospect of punishment, such as imprisonment, for instance, is not a deterrent to the majority of people who otherwise might be more tempted to break the law and violate the rights of others in pur suit of their own goals and interests. At best, the endorse on this point is inconclusive, but the phenomenon of sharp increases in mindless vandalism, looting, and violence by otherwise law abiding citizens when they feel that they can get away with it, should cause us to re-think the wisdom of rejecting punishment altogether.Contention Three Victims must be taken into consideration present and future If victims feel that justice has not been served, then self help will be sought out, putting more people in danger and increasing the overall crime rate. SELF HELP IS SOUGHT OUT WHEN DESERVED penalisation IS NOT ENACTED In Gregg v. Georgia, 428 U.S. 153 (1976), the US Supreme Court in a 7 2 conclusiveness written by Justice Potter Stewart, JD, stated Gregg v. Georgia, 1976 The death penalty is said to serve two principal social purposes retribution and deterrence of capital crimes by prospective offenders. In part, capital punishment is an expression of societys moral outrage at p articularly 66boffensive conduct.This function may be unappealing to many, but it is essential in an ordered society that asks its citizens to rely on legal processes, earlier than self-help, to vindicate their wrongs The instinct for retribution is part of the nature of man, and channeling that instinct in the administration of criminal justice serves an important purpose in promoting the stability of a society governed by law. When people begin to accept that organized society is unwilling or unable to impose upon criminal offenders the punishment they deserve, then there are sown the seeds of anarchy of self-help, vigilante justice, and lynch law. http//deathpenalty.procon.org/view.answers.php?questionID=001004 Although the general public is not in a position to determine the fate of every single incarcerated person there is in the U.S., their interests must tranquillise be taken into account when attackers and abusers are put in to prison.

Principle of teaching Essay

Maintaining an surround for rst- set higher bringing up Nine directional principles back the University of Melbournes dogma and discipline objectives. These principles represent the sh bed view within the University of the processes and conditions that gift to rst-class higher education.The nightspot principles were rst adopted by the Universitys Academic dining table in 2002. This renewed edition of the inscription reects the bold changes the University has undergone since then with the carry outation of the Melbourne seat.Many elements of the clubhouse principles be engraft in the philosophy of the Melbourne Model. The readiness of a cohort experience, the breadth component, question-led instruction, attention to the physical and intellectual tuition environment, association transfer opportunities these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the Universitys commitment to them. Aspec ts of the principles guiding intimacy transfer with regard to statement and education are the well-nigh signicant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and sevener. In principle two the interrelations surrounded by question, fellowship transfer and article of belief and schooling are describe while in principle seven the practical elements of embedding knowledge transfer in education and tuition are discussed.Nine guiding principles1. An standard pressure of intellectual lighting2. An intensive query and knowledge transfer culture permeating each(prenominal) training and training activities 3. A vibrant and embracing social context4. An international and ethnic in ally diverse learning environment 5. Explicit concern and support for individual growing6. Clear faculty member expectations and standards7 instruction cycles of experimentation, feedback and assessment .8. Premium quality l earning spaces, resources and technologies 9. An adaptive curriculumThe nine guiding principles are interconnected and interdependent. Some relate to the unsubtle intellectual environment of the University while others describe specic components of the teaching and learning process. Together, these principles reect the balance of evidence in the investigate literature on the conditions under which scholarly person learning thrives. Each principle has a direct bearing on the quality of students intellectual ripening 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 undergrad, postgraduate coursework or postgraduate question students.Generic statements of beliefs, values and practises cannot only capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations cr ossways 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 bid a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide persistent interdisciplinary learning experiences for students.The ultimate objective of the University of Melbournes teaching and learning programs is to prepare graduates with distinctive attributes described in the next section that enable them to guide to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the guardianship and risement of teaching and learning standards that serve this end. It is a statement of what the University familiarity values. As such, it has aspirational qualities and the suggestions for good practice offered provi de laudable benchmarks to which the University is pull within the availability of resources.ResponsibilitiesThe maintenance of the University of Melbournes teaching and learning environment is the responsibility of the whole institution. This document identies various University, Faculty and individual responsibilities, though not all of the detailed implications apply every bit to all members of the University community. The Academic Board is responsible to the University Council for the education of donnish 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 monitor 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 Un iversitys academic programs and the planning of their afterlife development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional ply 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 ply recruitment, selection and onward motion 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 germane(predicate) and distinctive and supports its mental faculty and students in pursuing such activities encourages and supports innovative a pproaches 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 requests academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It too involves evaluating and reecting 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 Universitys obligations in harm of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices.Students dupe responsibilities as whole whatever for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed exactly in damage of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students stimulate complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to show. 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 bring to the University community and participating in life beyond the classroom developing a mental object for tolerating complexity and, where appropriate, ambiguity valueing the viewpoints of others being reective, creative, open-minded and receptive to new ideas actively participating in discussion and debate seeking support and guidance from staff when necessary coincideing the responsibility to spark towards intellectual independence being familiar with the Graduate Attributes and consciously striving to acquire them respecting and complying with the conventions of academic scholarship, oddly 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 ofMelbourne GraduatesThe University of Melbourne Graduate Attributes are more than evidently 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 Universitys stude nts acquire the experience, skills and knowledge necessary for graduates in straightaways complex global environment.Graduate AttributesThe Melbourne Experience enables graduates to becomeAcademically excellentGraduates 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 booster at learning in a range of ways, including through information and communication technologiescognitionable across disciplinesGraduates 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 power to participate fully in collaborative learning and t o confront unfamiliar problems have a make out of exible and transferable skills for different types of employmentLeaders in communitiesGraduates 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 needsAttuned to cultural diversityGraduates 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 valuesActive global citizensGraduates 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 ethicsPrinciple 1 An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating lunge 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 founder their own intellectual recreates. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely elicit in what they are canvass their chances of success are low. Pascarella and Terenzinis (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 almost 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 geezerhood they have selected, providing a strong foundation on which to build. A core group 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 inuences on their choice of a university course. University of Melbourne graduates conrm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery.Part of encourageing an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to move in the value and knowledge of their skills in external settings. Some of these experiences will inv olve activities in the classroom such as problem and project-based approaches and elaborateness of community and industry participants in class activities but many will take students beyond the Universitys campuses, to include such activities as 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 sparing contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for up-to-the-minute and future knowledge transfer.Implications for practice Subjects are planned and presented in terms of ideas, theories and concepts. Conicting theories and approaches are incorporated into courses to stimulate discussion and debate. Courses are designed to foster an understanding of the legal, pol itical, 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 signicance of what they are studying. Students personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. provide convey en and soiasm for the subject matter and work to provoke students curiosity. Courses and subjects are revise regularly to incorporate new theories and approaches. Staff pose 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 real courses so that necessary, base-line learning is revitalised. The University provides resources a nd 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 activitiesA 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 Universitys research activities and research culture must infuse, inform and enhance all aspects ofundergraduate 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 elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation o f new knowledge.Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne however, the Melbourne Model introduced a critical third strand to this relationship knowledge transfer.In the context of teaching and learning, knowledge transfer experiences suffer the development of high levels of skill and exibility 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 signicance 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 substantive 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 benet 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 toeffectively process and apply both(prenominal) 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 benets for undergraduate students of an intensive research culture derive from experiencing the latest story curricula underpinned not only by the star of human knowledge in the particular 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 carry on (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 signicant new dimension to curriculum design and delivery, encouraging innovation and vigour 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 s tudents 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. true research and consultancy experiences are directly incorporated into teaching content and approaches. Teachers introduce that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. Students are apt 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 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 int o 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 onstudent 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, eld trips and other in situ learning experiences.