Plagiarism Academic Dishonesty and Students free essay sample

In my opinion, Dents argument has some good points, colleges might have things they need to improve, but the things a college can o are limited, since students are the ones popularizing. Therefore, in order to make students avoid the temptation of plagiarism, colleges should try their best to help students understand what plagiarism is, how serious the consequences are and help students become more aware that plagiarism might make them pay for it.The main problem is with the students themselves, the attitude of how they are treating themselves, the instructors, the expectation of their parents, and even the job they are applying in the future. In the article, Dante writes l do a lot of work for seminary students. I like seminary students. This is really ironic. I know seminary students are supposed to learn everything about ethics and morals, but the quotation here shows that even seminary students are cheating intentionally and massively. We will write a custom essay sample on Plagiarism: Academic Dishonesty and Students or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Most of the schools and instructors have mentioned that buying papers to submit is a form of plagiarism. If this kind of plagiarism is caught then the paper definitely is a zero and a permanent mark in the students record. Furthermore, this is really disrespectful for the instructors; it shows that students are not learning anything from them. Dante also writes Nursing students account for one of my companys biggest customer bases. Nurses are the people we are trusting to take care of us when we are sick.If they have to cheat to pass the courses, then our lives are in danger, since they probably dont even know what to do when something happening to the patients. They are also not respecting their jobs because this job is meant for taking care of patients, but they are not learning how to take care of patients. In The Shadow Scholar Dante alleges that [Desperate students] need help earning and, separately, they need help passing their courses. But they arent getting it. I believe most of the schools have their own way of helping students learn.Take Alexander College as an example, there is writing center in both of the campus and the writing center not only has English instructors help students building their essay but also has instructors to help students deal with other subjects. The school even added a writing center online booking system, online writing center, and online ask away (it links to a librarian). Instructors also provide their office hours and e-mail. Thus, students have an easier and convenient way to get help from someone than before.Despite these efforts, it remains true that many students are offered help, but they are not taking it. In the essay Dante also alleges that Students who come to American universities from other countries find that their efforts to learn a new language are confounded not only by cultural difficulties but also by the pressures of grading. Although, international students have to put more efforts on their works, and the grade sometimes just wont be as much as the efforts they have put in; it isnt an excuse of plagiarism and cheat.

Continental Philosophy’s Existentialism and Phenomenology Essay Essays

Continental Philosophy’s Existentialism and Phenomenology Essay Essays Continental Philosophy’s Existentialism and Phenomenology Essay Essay Continental Philosophy’s Existentialism and Phenomenology Essay Essay Assorted identifiable schools of idea such as: existential philosophy. phenomenology. hermeneutics. deconstruction. and critical theory can be found within Continental doctrine. Existentialism and phenomenology can be traced back to the nineteenth century and to the pre-Socratics. A few of the chief subjects from existential philosophy are:  ·Traditional and academic doctrine is unfertile and remote from the concerns of existent life.  ·Philosophy must concentrate on the person in her or hi confrontation with the universe.  ·The universe is absurd. in the sense that no ultimate account can be given for why it is the manner it is.  ·Senselessness. emptiness. pettiness. separation. and inability to pass on pervade human being. giving birth to anxiousness. apprehension. diffidence. and desperation.  ·The single confronts. as the most of import fact of human being. the necessity to take how he or she is to populate within this absurd and irrational universe. Many of these subjects were introduced by Arthur Schopenhauer. Soren Kierkegaard. and Friedrich Nietzsche. Kierkegaard emphasized the person and particularly the individual’s will and necessitate to do of import picks. Georg Hegel rejected the construct of the â€Å"thing-in-itself† and held that all world is the look of idea or ground. World. for Hegel. is non a group of independent specifics or provinces of personal businesss. but instead like a coherent idea system such as mathematics it is an incorporate whole in which each proposition is logically connected with all the remainder. Where Hegel was abstract to a grade seldom found outside mathematics. Kierkgaard was concerned with how and what the single really chooses in the face of uncertainty and uncertainness. One subscriber to Continental doctrine was Friedrich Nietzche. Nietzche disagreed with all of Hegel’s theories of idealism. He believed the universe is driven and determined by the will-to-power. He besides believed we have no entree to absolute truth and that there are non facts. lone readings. There were several existential philosophers in the 19th and twentieth centuries. Albert Camus. Jean-Paul Sartre. Gabriel Marcel and Simone de Beauvoir in France. Karl Jaspers in Switzerland. Martin Heidegger in Germany. Miguel de Unamuno and Jose Ortega Y Gasset in Spain. and Nicola Abbagnano in Italy. Two philosophers I want to discourse are Albert Camus and Jean-Paul Sartre. Camus did non understand why the human race spent their lives in desperation and heartache but were ever optimistic about life. He believed there is no ultimate ground that things are the manner they are and that we must do picks and make up ones mind how to move in a valueless universe and absurd universe. This is called â€Å"existential quandary. † Even though Camus asked himself. â€Å"Is there any ground non perpetrate self-destruction? † he regarded suicide as unacceptable. Rebeling against the absurdness and calamity of life would perchance give life significance and value. Sartre was a adult male that thought God did non be and that adult male was â€Å"abandoned. † Harmonizing to Sartre. the non-existence of God has four philosophical deductions. First. there is no shaper of adult male. so there is such thing as human nature. The individual must bring forth his or her ain kernel. because no God created human existences in conformity with a Godhead construct. Second. since there is no God. there is no ground why things are the manner they are non some other manner. A human being has â€Å"being-for-itself† . which means that a human being is a witting topic that creates its ain hereafter. Third. adult male is â€Å"condemned to be free. † Nothing forces us to make what we do. so hence. we can non pardon our actions by stating there were fortunes for what we did. Forth. there is no nonsubjective criterion for values. Since it is a Godless universe. we must come up with our ain values. To Sartre. making our ain values is a great duty for world. To happen significance in our lives. we must make our values by doing reliable picks. Edmund Husserl was the first great phenomenologist. Phenomenology comes from constructions found within witting experience. Phenomena are the constructions that manifest themselves on the premises and presuppositions of scientific discipline. They are thought of as the manner a thing is instantly experient and the manner it â€Å"is. † Phenomenology is a manner to research the witting experience with out doing any metaphysical premises. Husserl investigated phenomena without doing premises about the universe. This is called nonnatural phenomenology. Martin Heidegger besides wanted to see things without givens. but he was non convinced by Husserl’s theory of phenomena ; he believed the beginning of seeing things this manner was Bing itself. Heidegger’s theory was that worlds are caught up in their ain thoughts and Being has been reduced to a universe of â€Å"objects† dominated by worlds through their ain logics. Worlds are fundamentally nescient to the true nature of Being. Emmanuel Levinas is chiefly responsible for presenting phenomenology into France. He had an influence on many other philosophers. His theories centered on the sense of being cognizant of what and how we worlds exist in the universe. He believed. unlike Heidegger. that doctrine began with the experiences of our distinctness. and God exists as an Absolute Otherness that can neer be breached. He did non hold with the theory of Being because that would do the Other a mere object for consciousness. Mentions

Neodymium Facts - Nd or Element 60

Neodymium Facts - Nd or Element 60 NeodymiumBasic Facts Atomic Number: 60 Symbol: Nd Atomic Weight: 144.24 Element Classification: Rare Earth Element (Lanthanide Series) Discoverer: C.F. Ayer von Weisbach Discovery Date: 1925 (Austria) Name Origin: Greek: neos and didymos (new twin) Neodymium Physical Data Density (g/cc): 7.007 Melting Point (K): 1294 Boiling Point (K): 3341 Appearance: silvery-white, rare earth metal that oxidizes readily in air Atomic Radius (pm): 182 Atomic Volume (cc/mol): 20.6 Covalent Radius (pm): 184 Ionic Radius: 99.5 (3e) Specific Heat (20Â °C J/g mol): 0.205 Fusion Heat (kJ/mol): 7.1 Evaporation Heat (kJ/mol): 289 Pauling Negativity Number: 1.14 First Ionizing Energy (kJ/mol): 531.5 Oxidation States: 3 Electronic Configuration: [Xe] 4f4 6s2 Lattice Structure: hexagonal Lattice Constant (Ã…): 3.660 Lattice C/A Ratio: 1.614 References: Los Alamos National Laboratory (2001), Crescent Chemical Company (2001) Return to the Periodic Table

Health Communications Research Paper on Hurricane Katrina Essay

Health Communications Research Paper on Hurricane Katrina - Essay Example Earthquake stroke Kobe Japan a few years ago killing 200,000 people. True, however is the recent ruthless, Hurricane Katrina hit of Louisiana and Mississippi Gulf Coast August 29, as a Category 4 hurricane with sustained winds of 145 mph It flooded 90,000 square miles displacing 400,000 people. 1 The official death toll now stands at 1,302 and the damage estimated from $70 to $130 billion. According to the Federal Emergency Management Agency (FEMA) over one million persons were displaced, and hundreds of thousands remain dispersed throughout the U.S. including some 200,000 people staying in 65,000 rooms in 10,000 hotels or motels nationwide. Additional thousands are reportedly still housed in Texas churches. Forty-three states are now eligible for federal assistance to help meet needs of evacutees. More than 200,000 people also lost their jobs across the affected Gulf region. However, experience from the historical disasters has established a dichotomy between disaster and peoples re silience. People have been able to adapt very first by embarking on reconstruction regardless of the impact. In the wake of Katrina for example resilience has gained a new relevance. Relatively, resilience and catastrophes are two inseparable entities that depend on demographics and the impact of the devastation. Just as some people can fend off traumatic illness while others succumb, not all cities are equally of rebounding from a shock to the system. A person whose health is compromised to begin with, has less chance of recovery than an individual in full health. So too is a city. New Orleans, which already was burdened with huge social and economic problems long before Katrina arrival have played a major role in determining how well the Crescent City will recover from the storm and its aftermath. Urban resilience, moreover, is not necessarily progressive. In spite of the seeming tabular Rasa opportunity a major disaster can offer to correct old errors and put things right, reconstruction tends to favor the status quo. Even if city buildings are toppled, foundations are often reusable and property lines remain. Insurance claims and simple inertia help push landowners to rebuild more or less what they lost. The deep psychological need to see things put quickly back the way they were has also had a positive impact on resiliency and thereof reconstruction. While a disaster can trigger a host of long-term innovations, these tend not to surface in the immediate wake of a catastrophe. Visionary schemes have been the stuff of good times, when people can afford the lu xury of debating possible future. The last thing people want to do in the middle of a disaster is wait around for the minute of a brave new plan to be refined for implementation. When London burned in 1666, Christopher Wren, John Evelyn's and others, full of axial boulevards and capacious plazas; all remained on paper, floated grand schemes. What Londoners returned to instead, was a city that looked and felt much as it did before the conflagration. And while Chicago great fire of 1871 eventually yielded a city of fire-proof masonry buildings as well as the first skyscrapers, the initial reconstruction phase fell back to erecting very kinds of rickety firetraps that caused the catastrophe in the first place. This notion of regressive resilience extends also to a city social order and

Case Study Discuss the pathpyysiology of Myelofibrosis Essay - 1

Case Study Discuss the pathpyysiology of Myelofibrosis - Essay Example They are therefore heterogeneous diseases which occur within the bone marrow within the hematopoietic stem cell. These cells produce large numbers of cells which mature fairly normally, but later result in rapid destruction of mature blood cells in the circulating bloodstream, primarily in the spleen (Vainchenker, 2005) Myelofibrosis can be associated with malignant diseases, such as leukemias, polycythemia, Hodgkin’s lymphoma and cancer with marrow metastases. It is also associated with reactions to infections (TB, osteomyelitis) and toxins, including X- or Y-Radiation and benzene (Advani, 2008). Recent research results in molecular biology have pointed to some causes of myelofibrosis. An exciting discovery was the identification of the JAK2 V617F mutation in patients with myeloproliferative disorders (Villeval, 2006). It has been demonstrated that this factor is present in many patients with myeloproliferative disorders, including 90% of polycythemia vera (PV) and about 50% of thrombocythemia and idiopathic myelofibrosis patients. This finding of an underlying genetic mutation for many myelofibrotic patients suggests that future therapies may be developed which are more targeted to the basic underlying causes of the disease. The diagnosis of myelofibrosis starts with a peripheral blood film. Because myelofibrosis can result in a large number of circulating blood fragments, it is advisable to support automated hematology analyzers’ CBC results with a manual film. In most cases, myelofibrosis is diagnosed in the earlier stages with splenomegaly, or an enlarged spleen. It can cause an infarction of the spleen, anemia (which is most probably related to spleen function) or increases in LDH which are not linked with other causes. As the spleen is an important part of blood cell production and destruction, a blood cell morphological study can help to rule in or rule out myelofibrosis as the causative factor for

Customer Satisfaction, Loyalty, and Empowerment Essay Example for Free

Customer Satisfaction, Loyalty, and Empowerment Essay 1. Should a company be happy or concerned if most customers are satisfied? Satisfaction of the consumer is one of the main goals for a company to achieve. Customer satisfaction is defined as the feeling that results when an offering meets a consumer’s expectations. Companies around the world are doing many surveys, in order to measure the satisfaction of their consumers because the importance of consumer satisfaction is one of the main factors for a company. According to the question, should a company be happy or concerned if most consumers are satisfied, the answer is concerned. The reason of this answer is that if all consumers would be satisfied then it is okay, but in this case not all consumers are satisfied, so there are some consumers who are not satisfied. The company should work hard in order to not leave space for concerns for these people who would be unsatisfied. These unsatisfied consumers would have a big influence on the company because these consumers express their concerns to other people and then other people might not want to buy anything from that company. However, one of the main strategies that companies use to achieve their goals of satisfaction is to influence the consumer’s expectations. Customer’s expectations should be very high because if the product or service doesn’t meet their expectations they would be unsatisfied and have a negative perception. Marketers should make their expectations a bit lower so the service or product would exceed their expectations and then customers would be very satisfied. An example of consumer satisfaction would be like this: I usually order pizza at the restaurant called Extreme Pizza so then they deliver it at my home. They always bring it on time so they never are late, and also the food is warm. I am very satisfied with the product and service they provide to me. However, one day I heard my friend complaining about a restaurant service and then I asked him why so, and I realized that he was talking about the same restaurant that I order pizza. He said many bad things about that restaurant, then he told me that delivery is always late so then the food is cold. He also complained that he pays much more money because his house is far away from this restaurant. Therefore, I think that the reason of this problem between my friend and that restaurant is that the location of the house, so it is normal if the delivery is late and the food is cold. However, my house is near the restaurant, so I don’t face these problems. In the end, the difference is that I am very satisfied with their products and service but my friend is not satisfied and told everyone about the bad issue he experienced with that restaurant. To sum up in other words, all companies should be concerned with that percentage of people who are not satisfied even if the number of these people is low because negative things are spread much faster to others and positive ones. 2. Create a loyalty program for AUK with the 4 positive effects in mind Loyalty programs are a type of sales promotions defined as the efforts to reward frequent purchases or consumptions of customers. Anyhow, we have to point out the difference between loyalty and loyalty programs. Loyalty is the attitude of customers for a particular brand. It is divided in two dimensions, behavioral and attitudinal loyalty. Behavioral loyalty is a degree where customer buys the product regularly and does not respond to competitors. Attitudinal loyalty is the degree where customer prefers or likes the brand. There are four positive effects of loyalty programs longevity effect, the blocker effect, spreader effect, and the accelerator effect. Longevity effect is the process of lengthening of the lifetime value of customers by increasing their switching costs. Blocker effect is the process of blocking out marketing communications from competitors. Spreader effect is the willingness of customers to buy related products from a marketer. Accelerator effect is the process where customers speed up to make purchases in order to get to the next level of their loyalty program offers. AUK Loyalty Program The loyalty program tends to encourage customers to buy a product and make customers come again to buy the product. In AUK, students not only can pay for their tuition but also for extra lectures such as cisco, summer program etc. Moreover, AUK could have a loyalty program in a way from those students who come from the same family and town. When a student attends AUK, then he or she will have a 50% discount from the actual price for cisco. Also, summer program is one of them that make a discount for AUK students each summer. Furthermore, AUK provides a 15 % discount of price for a second person from the same family and 30% for the third. Even though, all students of AUK would have the opportunity of 20% reduction in price for work and travel during the summer in the Unites States, with the company called â€Å"Zip Travel†. Therefore, this loyalty program would have 4 positive effects. One of the longevity effects is that AUK attracts students from the same family to join AUK w ith a discount in price. For example, I have a friend who joined AUK last year, which he has a brother here at AUK who is going to graduate next quarter. He told me that, he did not even think to come at AUK but his brother convinced him to make such a decision and attend AUK. Also, he mentioned that AUK offers a 15% discount in price for the second person of the same family. Maybe the discount and quality that AUK provides encouraged my friend to register in. The blocker effect is also included to the loyalty program of AUK because it provides for its customers extra courses such as Cisco located in the Blue Building at AUK. All students of AUK would have 50% discount in price if they want to take those IT classes. Therefore, when students hear about this offer, they do not bother to go somewhere else and take these classes because this offer with a cheaper price is all right. Therefore, this is how AUK loyalty program blocks out marketing communication from competitors. The spreader effect would be also included to the loyalty program of AUK. For example, I know a friend who participates in every summer program that AUK offers. He told me that, he is very satisfied with the lectures and professors of AUK and that AUK offers a discount for its students who want to participate in the summer program. These are the reasons why he enjoys taking every year classes at AUK during the summer season. Therefore, he is loyal to AUK and does not want to take summer courses in other countries as some students do. The accelerator effect is also one of the loyalty programs included at AUK. An example that AUK offers would be that if in AUK are three students that come from the same family, the second would have 15% discount and the third would have 30% discount. By this offer AUK attracts its students to invite its family member attend at AUK because of the price discount they offer to them. If my brother would come next year at AUK, he would get 15% discount in price, but also if in the following year would come my sister then she would have 30% discount which is a very good offer in attracting more people. In other words, the more people of your family, much cheaper it would cost to you.

Characterization of Women in The Yellow Wallpaper and Desirees Baby

Characterization of Women in The Yellow Wallpaper and Desiree's Baby  Ã‚   There was a time (not so long ago) when a man's superiority and authority wasn't a question, but an accepted truth. In the two short stories, "Desiree's Baby", and "The Yellow Wallpaper", women are portrayed as weak creatures of vanity with shallow or absent personalities, who are dependent on men for their livelihood, and even their sanity. Without men, these women were absolutely helpless and useless. Their very existence hinged on absolute and unquestioning submission†¦alone, a woman is nothing. The setting of both stories reinforces the notion of women's dependence on men. The late 1800's were a turbulent time for women's roles. The turn of the century brought about revolution, fueled by the energy and freedom of a new horizon†¦but it was still just around the bend. In this era, during which both short stories were published, members of the weaker sex were blatantly disregarded as individuals, who had minds that could think, and reason, and form valid opinions. Also, in both tales, the characters are removed from society. In "Desiree's Baby", the plantation is bordered by a field and a bayou, isolating its inhabitants from the world. The narrator of "The Yellow Wallpaper" tells us, "Out of one window I can see a garden†¦out of another I get a lovely view of the bay and a little private wharf" (161). They are out in the country, where the modern city can't touch them, or begin to mold their sexist ways and old fashioned ideals into contemporary mindsets. This seclusion also ensures that no outside forces threaten the men's absolute and total control of their weak, defenseless charges. In addition to their surroundings, the homes themselves... ...no worth. It's very sad to think that a woman and a man could have ever thought this way. However, it's even sadder to think that some still do. Women everywhere suffer abuse, mental or otherwise, at the hands or their (pri)mates every day. They must find the strength in themselves and the confidence to know that THEY are the ones who determine their own fate†¦and to realize that no one has the right to put them down. Our foremothers worked hard to make sure that we had choices-- not obligations. And when we let someone else take those choices from us, they are really taking our freedom, and our life. Works Cited: Chopin, Kate. â€Å"Dà ©sirà ©e’s Baby.† 1893. 8 Apr. 2003 Gilman, Charlotte Perkins. "The Yellow Wallpaper." 1892. The New England Magazine. Reprinted in "Lives & Moments - An Introduction to Short Fiction" by Hans Ostrom. Hold, Orlando, FL 1991.

Assignment 055 Task a

Assignment 55(NOTES, need to write up) Task a DUTY OF CARE AND SAFEGUARDING  ·1) duty of care is to keep children and young people safe and to protect them from sexual, physical and emotional harm. Children have a right to be safe and to be treated with respect and dignity. We as adults must take reasonable steps to ensure the safety and well being of pupils. Failure to do this could be regarded as professional neglect. Always act and be seen to act in the child’s best interests. 2) Duty of care safeguards children by the setting having done risk assessments and precautions taken to avoid accidents or the spreading of infections. Follow the correct procedures if you have any concerns for the child’s well being, set clear boundaries for children depending on age, stage and development and discourage any behaviour, which could result in a child being harmed or upset. Assessments and observations on children can alert you to any problems that may need addressing and the discussions with parents and other professionals.Always listen to what children have to say and take any concerns they may have seriously. 1) Duty of Care includes the concepts: †¢ to keep individuals safe †¢ to keep individuals free from harm †¢ to give choice Duty of care is a key concept in working with other human beings. It is a legal term for safeguarding self and others. Children and young people are often vulnerable as they are yet to develop the physical and cognitive capacity to fully care for themselves; they need care and protection from the adults around them.Health and social care organisations have what is called a duty of care towards the people they look after. That means that they must do everything they can to keep the people in their care safe from harm. ‘Duty of care’ means a requirement to exercise a ‘reasonable’ degree of attention and caution to avoid negligence which would lead to harm to other people. Working with ch ildren and young people brings a significant duty of care and we need to recognise that the younger and more vulnerable the child the greater the duty of care.Your vigilance and attention keeps children and young people safe as they develop: †¢ the ability to foresee and cope with potential dangers †¢ more robust immune systems †¢ empathy –understanding their actions may hurt or upset others †¢ communication skills to be able to talk about harm others may be doing to them 2) duty of care is a requirement to excercise a reasonable degree of attention and caution to avoid negligence which would lead to harm to others. your vigilance and attention keeps young children safe as they develop

Reasearch Paper

w w w e tr . X m eP UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Ordinary Level e ap . c rs om MARK SCHEME for the May/June 2012 question paper for the guidance of teachers 1123 ENGLISH LANGUAGE 1123/12 Paper 1 (Composition), maximum raw mark 60 This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the examination. It shows the basis on which Examiners were instructed to award marks.It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began, which would have considered the acceptability of alternative answers. Mark schemes must be read in conjunction with the question papers and the report on the examination. †¢ Cambridge will not enter into discussions or correspondence in connection with these mark schemes. Cambridge is publishing the mark schemes for the May/June 2012 question papers for most IGCSE, GCE Advanced Level and Advanced Subsidiary Level syllabuses a nd some Ordinary Level syllabuses.Page 2 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 MARKING of LANGUAGE Section 1 and Section 2 General Assessment Objectives for WRITING W1 W2 W3 W4 Communicate appropriately, with a clear awareness of purpose, audience and register. Communicate clearly and develop ideas coherently, at word level, at sentence level and at whole text level. Use accurate spelling, punctuation and grammar. Communicate creatively, using a varied range of vocabulary, sentence structures and linguistic devices.The above objectives are assessed by impression, using as guides the Band descriptions in this mark scheme, the photostats and the exemplar marked scripts attached to this mark scheme, showing performance across the expected range of achievement. Specific Assessment Objectives for Section 1: Directed Writing To test the candidate's ability to: 1 2 write a speech which communicates information clearly, accurately an d economically; carry out the instructions as detailed on the question paper regarding the particular information required.Detailed Marking Instructions for Section 1: Directed Writing The 30 marks are allocated as follows: Task Fulfilment 15 marks Language 15 marks Please indicate the TF mark first at the end of the essay, e. g. 10 + 12 = 22 N. B. Assessing task fulfilment means more than including the bullet/content points. N. B. Candidates who address only two points must be in Band 3 or below for TF.  © University of Cambridge International Examinations 2012 Page 3 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 SECTION 1 TASK FULFILMENT MARK Syllabus 1123 Paper 12Band 1 (15–13 marks) †¢ Good understanding of purpose. †¢ Clear awareness of situation and audience. †¢ Format entirely appropriate. †¢ All required points developed in detail, fully amplified and well organised. †¢ Given information well used to justify person al opinion and interpretation. †¢ Tone and register entirely appropriate. Band 2 (12–10 marks) †¢ An understanding of purpose. †¢ An awareness of situation and audience. †¢ Format appropriate. †¢ All required points addressed but not always developed in detail. †¢ Given information organised to support personal opinion. Tone and register appropriate. Band 3 (9–7 marks) †¢ Some understanding of purpose. †¢ Some awareness of situation and audience. †¢ Format generally appropriate. †¢ At least two required points addressed (and partially/fully developed). †¢ Given information may not be logically used to support opinion. †¢ Tone usually appropriate, although there may be slips of register. Band 4 (6–4 marks) †¢ Only partial understanding of purpose. †¢ Some confusion as to situation and audience. †¢ Format may be inappropriate. †¢ At least one of the required points addressed (and parti ally/fully developed). Given information may be used irrelevantly. †¢ Tone may be uneven. Band 5 (3–1 marks) †¢ Misunderstanding of purpose. †¢ Confusion as to situation and audience. †¢ Little evidence of a specific format. †¢ None of the required points addressed. †¢ Given information misunderstood or irrelevant. †¢ Tone may be inappropriate. A mark of 0 should be given only when: †¢ the response is totally incomprehensible or †¢ the candidate has merely copied out the question or parts of it at random or †¢ the question is not attempted at all.  © University of Cambridge International Examinations 2012 Page 4Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 SECTION 1 LANGUAGE MARK Syllabus 1123 Paper 12 Band 1 (15–14 marks) †¢ Highly accurate, apart from very occasional slips. †¢ Sentence structures varied for particular effects. †¢ Verb forms largely correct and appropriate te nses consistently used. †¢ Vocabulary wide and precise. †¢ Punctuation accurate and helpful. †¢ Spelling accurate, apart from very occasional slips. †¢ Paragraphs have unity, are linked, and show evidence of planning. Band 2 (13–12 marks) †¢ Accurate; occasional errors are either slips or caused by ambition. Sentence structures show some variation to create some natural fluency. †¢ Occasional slips in verb forms or tense formation, but sequence consistent and clear throughout. †¢ Vocabulary precise enough to convey intended shades of meaning. †¢ Punctuation accurate and generally helpful. †¢ Spelling nearly always accurate. †¢ Paragraphs have unity, are usually linked and show some evidence of planning. Band 3 (11–10 marks) †¢ Mostly accurate; errors from ambition do not mar clarity of communication. †¢ Some variety of sentence structures, but tendency to repeat sentence types may produce monotonous effect. Er rors may occur in irregular verb forms, but control of tense sequence sufficient to sustain clear progression of events or ideas. †¢ Simple vocabulary mainly correct; errors may occur with more ambitious words. †¢ Punctuation generally accurate and sentence separation correctly marked, but errors may occur e. g. with direct speech. †¢ Spelling of simple vocabulary accurate; some errors in more ambitious words. †¢ Paragraphs may show some unity, although links may be absent or inappropriate. Band 4 (9–8 marks) †¢ Sufficiently accurate to communicate meaning, with patches of clear, accurate language. Some variety of sentence length and structure, not always for particular purpose. †¢ Errors in verb forms and tense consistency may cause uncertainty in sequence of events or disturb ease of communication. †¢ Vocabulary usually adequate to convey intended meaning; idiom may be uncertain. †¢ Punctuation used but not always helpful; occasional sentence separation errors. †¢ Spelling of simple vocabulary accurate; errors in more difficult words. †¢ Paragraphs used but may lack unity or coherence. Band 5 (7–6 marks) †¢ Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision and distract reader from content. Some simple structures accurate but unlikely to sustain accuracy for long. †¢ Errors in verb forms and tenses will sometimes confuse sequence of events. †¢ Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely. †¢ Simple punctuation usually accurate, but there may be frequent sentence separation errors. †¢ Spelling of simple vocabulary accurate; frequent errors in more difficult words. †¢ Paragraphs used haphazardly.  © University of Cambridge International Examinations 2012 Page 5 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12Band 6 (5–4 marks) †¢ Many serious errors of various kinds of ‘single-word' type (i. e. they could be corrected without re-writing the sentence); communication established, although weight of error may cause some ‘blurring'. †¢ Sentences probably simple and repetitive in structure. †¢ Frequent errors in verb forms and haphazard changes of tense confuse meaning. †¢ Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors †¢ Spelling may be inconsistent. †¢ Punctuation and paragraphing may be haphazard or non-existent. Band 7 (3–2 marks) †¢ Sense usually decipherable but some error will be ‘multiple' (i. . requiring the reader to re-read and re-organise); meaning may be partly hidden by density of linguistic error. †¢ Unlikely to be more than a few accurate sentences, however simple, in the whole essay. Band 8 (1–0 mark) †¢ Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole sections make no sense at all. †¢ Where occasional patches of relative clarity are evident, 1 mark should be given. †¢ The mark of 0 is reserved for scripts that make no sense at all from beginning to end.  © University of Cambridge International Examinations 2012 Page 6Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 Detailed Marking instructions for Section 2: Creative Writing 30 marks are allocated. The ‘best fit' prindple is applied, as in the following table. N. B. Primary emphasis is on quality of Language; comments on Content used to adjust mark within Band. SECTION 2 MARK Band 1 (30–27 marks) †¢ Highly accurate, apart from very occasional slips. †¢ Sentence structure varied for particular effects. †¢ Verb forms largely correct and appropriate tenses consistently used. †¢ Vocabulary wide and precise. †¢ Punctuation accurate and helpful. Spellin g accurate apart from very occasional slips. †¢ Paragraphs have unity, are linked, and show evidence of planning. Consistently relevant. Interest aroused and sustained. Tone and register entirely appropriate. Discursive essays are well developed, logical, even complex, in argument. Descriptive essays have well-developed images helping to create complex atmospheres. Narratives are complex, sophisticated, possibly tense, and may contain devices such as flashbacks. Band 2 (26–23 marks) †¢ Accurate; occasional errors are either slips or caused by ambition. †¢ Sentence structures show some variation to create some natural fluency. Occasional slips in verb forms or tense formation but sequence consistent and clear throughout. †¢ Vocabulary wide and precise enough to convey intended shades of meaning. †¢ Punctuation accurate and generally helpful. †¢ Spelling nearly always accurate. †¢ Paragraphs have unity, are usually linked and show some evidenc e of planning. Relevant. Interest aroused and mostly sustained. Tone and register appropriate. Discursive essays have clearly-defined, cohesive, logical stages in their argument. Descriptive essays have interesting images and range of detail, helping to create effective atmospheres.Narratives have effective detail creating character or setting, and may contain some sense of climax.  © University of Cambridge International Examinations 2012 Page 7 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 Band 3 (22–19 marks) †¢ Mostly accurate; errors from ambition do not mar clarity of communication. †¢ Some variety of sentence structures, but tendency to repeat sentence types may produce monotonous effect. †¢ Errors may occur in irregular verb forms, but control of tense sequence sufficient to sustain clear progression of events or ideas. Simple vocabulary mainly correct; errors may occur with more ambitious words. †¢ Punctuation generally accurate and sentence separation correctly marked, but errors may occur e. g. with direct speech. †¢ Spelling of simple vocabulary accurate; some errors in more ambitious words. †¢ Paragraphs may show some unity, although links may be absent or inappropriate. Relevant. Some interest aroused, although there may some lack of originality and/or planning. Tone usually appropriate, although there may be slips of register. Discursive essays make a series of relevant points, with some being developed; linking of ideas may be insecure.Descriptive essays have satisfactory images, ideas and details which help to create atmosphere. Narratives are straightforward with proper sequencing of sentences. Band 4 (18–15 marks) Sufficiently accurate to communicate meaning, with patches of clear, accurate language. Some variety of sentence length and structure, not always for particular purpose. †¢ Errors in verb forms and tense consistency may cause uncert ainty in sequence of events or disturb ease of communication. Vocabulary usually adequate to convey intended meaning; idiom may be uncertain.Punctuation used but not always helpful; occasional sentence separation errors. †¢ Spelling of simple vocabulary accurate; errors in more difficult words. †¢ Paragraphs used but may lack unity or coherence. Attempt to address topic but there may be digressions or failures of logic. May lack liveliness and interest. Tone may be uneven. Discursive essays have mainly relevant points but may be only partially developed, with some repetition. Descriptive essays have some detail but may rely too much on narrative. Narratives are largely a series of events with only occasional details of character and setting.Band 5 (14–11 marks) †¢ Overall meaning never in doubt, but errors sufficiently frequent and serious to hamper precision and distract reader from content. †¢ Some simple sentence structures accurate but unlikely to sust ain accuracy for long. †¢ Errors in verb forms and tenses will sometimes confuse sequence of events. †¢ Vocabulary limited, either too simple or imperfectly understood; some idiomatic errors likely. †¢ Simple punctuation usually accurate, but there may be frequent sentence separation errors. †¢ Spelling of simple vocabulary accurate, frequent errors in more difficult words. †¢ Paragraphs used haphazardly. Some relevance.Some interest. Tone may be inconsistent. Discursive essays make a few points but development is simple and not always logical; some obvious repetition of ideas. Descriptive essays are relevant but lack scope or variety. Narratives are simple, everyday or immature.  © University of Cambridge International Examinations 2012 Page 8 Mark Scheme: Teachers’ version GCE O LEVEL – May/June 2012 Syllabus 1123 Paper 12 Band 6 (10–7 marks) †¢ Many serious errors of various kinds of ‘single-word' type (i. e. they could b e corrected without re-writing the sentence); communication established, although weight of error may cause some ‘blurring'. Sentences probably simple and repetitive in structure. †¢ Frequent errors in verb forms and haphazard changes of tense confuse meaning. †¢ Vocabulary conveys meaning but likely to be simple and imprecise; significant idiomatic errors. †¢ Spelling may be inconsistent. †¢ Punctuation and paragraphing may be haphazard or non-existent. A little relevance. A little interest. Some recognition of appropriate tone. In Discursive essays only a few points are discernable and the argument progresses only here and there. In Descriptive essays the overall picture is unclear.Narratives are very simple and may narrate events indiscriminately. Band 7 (6–3 marks) †¢ Sense usually decipherable but some error will be ‘multiple' (i. e. requiring the reader to reread and re-organise); meaning may be partly hidden by density of linguistic error. †¢ Unlikely to be more than a few accurate sentences, however simple, in the whole essay. Little relevance or interest. Tone may be inappropriate. In Discursive essays only a very few points are discernable and the argument barely progresses. In Descriptive essays the overall picture is very unclear.Narratives are extremely simple and may narrate events indiscriminately. Band 8 (2–0 marks) †¢ Scripts almost entirely or entirely impossible to recognise as pieces of English writing; whole sections make no sense at all. †¢ Where occasional patches of relative clarity are evident, 2 or 1 mark(s) should be given. †¢ The mark of 0 is reserved for scripts that make no sense at all from beginning to end. Discursive essays are rarely relevant and may well be disordered, as are Descriptive essays and Narratives.  © University of Cambridge International Examinations 2012

Alexander essays

Alexander essays Before the mighty Romans, the French, British and U.S. There was one man and his army which laid the blueprints of warfare and managed to take over most of the known world, if not all of it along the way. The army of Alexander the Great was one of the greatest armies the world has ever seen. This was due to unprecedented discipline, tactics/weaponry and the leadership of an amazing general. If Alexanders army were modernized, it would be the ultimate war machine. To win a battle one needs weapons and troops (amongst other things). But to be truly effective and potent one must be able to control the troops in order to be triumphant. Alexanders army is a perfect example of flawless control of soldiers. The discipline within this army was so great and so proscribed it was almost a dream. It started with Alexanders father King Philip, who was the first to start making the job of the soldier a well paying job. Before men would join up until crop season then drop out to grow crops. This was somewhat of a pain because they could only fight a war nine months a year, then go home for crop season. So Philip decided to make military a profession. By doing this a majority of the men stayed all year. This brought unity and brotherhood to the army and allowed the men to be drilled on a regular basis. The soldiers were now becoming ultimate fighting machines. Unfortunately Philip died before the mens true discipline could be tested. Once Alexander came i nto power, the soldiers were put to the test. They passed with flying colours. These men proved to be unbreakable, holding their ground no matter what the odds (which were normally heavily out numbered). But it wasnt like they were matching up against some crazy barbarians who would march to their own beat; they were fighting other well-trained armies far larger and equally equipped as them. They still had that edge of super-discipline that no...

Free sample - What is your motivation for pursuing an MBA. translation missing

What is your motivation for pursuing an MBA. What is your motivation for pursuing an MBAWhat is your motivation for pursuing an MBA now and how will UCLA Anderson help you to achieve your goals? Today’s world is a business arena and most of the people hold a keen desire to have a successful business. Yet without professional knowledge one can’t run a successful business. Entrepreneurs as well as corporate executives and managers require professional soundness and expertise to conduct any business successfully. For that a sound academic background is a must which can not come without a professional degree. MBA degree gives an edge over others who don’t have it. It provides ample opportunities to learn ins and outs of business and global corporate practices. Everybody wants to pursue a brighter career path and I think an MBA degree is a prerequisite for building a good business career. From the early stage of my life, I aspire to start a business of my own. Becoming my own boss is my only dream. This is a fact that business can be started with trial and error mode but profitability can not be assured like this. To be successful profound knowledge and practical experience is a must which only an MBA program can offer.   This degree gives an added advantage in all the phases of life. Learning from this formal education builds confidence and enable the person to take challenge and critical decision at the right time. MBA degree holders always get preference in the business environment and are treated as stars. Thus, pursuing an MBA before starting my career is a necessity. UCLA Anderson is one of the best management schools all over the world. Students get renowned faculty with enriched labs, libraries and other academic facilities. The MBA curriculum of UCLA Anderson is quite unique and focuses on the individual preferences and choices. Students are nurtured in a way that enables them to cope with work challenges and competitive business world. The world class environment and highly skilled educators and researchers of this institute helps to expose the hidden talent of the students. Throughout the MBA program, students are groomed with practical assignments, case studies and term papers which help them learn managerial techniques. This grooms their decision making abilities by enhancing their understanding about various issues. Those renowned faculties share their own practical experiences in the field of finance, marketing, management, human resource management, accounting, operation research, organization behavior from which students get benefited. The program is designed to enhance the quality and skills which helps the students to become the future head of any organization. The leadership skill of the MBA students of UCLA Anderson is evident from the fact that many top corporate managers and executives have this degree from this institute. MBA students become so adept about the business that they can withstand any challenging situation. An MBA graduate is expected to be the master of any business activity and it is only possible with a sound academic background and practical knowledge. I believe the MBA program of UCLA Anderson help students to become the masters in the business field. Its curriculum is said to be the best which not only equip students with theoretical knowledge but also the practical stuff which is of great importance while dealing with any challenging situations. UCLA Anderson produces future business leaders, highly profound government officials and organization heads that are capable of making right decision at the right time. The MBA graduates enjoy being a part of a community of 36000 worldwide alumni networks. The interaction among the faculties and students is so good that all become a family which gives rise to a knowledgeable and learned community. Even after the completion of the program UCLA Anderson graduates are seen in various reunions and get together programs. It is the practicality and reliability of UCLA Anderson MBA program which makes it my dream to be a part of this renowned family by enrolling myself in the program. The World class education of UCLA Anderson and the academic environment will surely help me develop my managerial skills. I can apply those skills and education in the operating area when I will engage myself in the business. Graduates of this program established themselves in various fields and working in different multinational organizations countrywide and abroad. The higher demand of UCLA Anderson MBA program in the job market inspires me to undertake the course in this institute. Since the course is customized to the needs and choices of the students, it will help me explore my capability and talents. I believe I will materialize my dream of becoming a future organization head if UCLA Anderson becomes my mentor.

School Appeal Letter Essay Example | Topics and Well Written Essays - 1000 words

School Appeal Letter - Essay Example Am ready and willing to re-sit the course next time it is offered. Following the notification on my grades, I did book for an appointment with both of my dental hygiene instructors and I verbally notified them of my disgraceful score. Additionally, I notified the dean for the dental hygiene department of the same within forty eight hours upon receipt of my grade notification. Dr. Issie advised me on various options available to me as to how I could handle my grade and maintain in the program. I opted to appeal to you since this was the superlative choice instead of retaking each and every class all over again. At the onset of past semester, I struggled with my periodontal and seminar classes, but as we progressed I adopted a new study skill which yielded an improvement in my studies. Also, I utilized the UNT library fully for all my classes and thus I was fully confident that I was to pass all of my dental hygiene courses. Unfortunately, I was hit by a number of unanticipated interferences during my final week: I failed one of my full mouth radiology (FMR) patient; I also had another Full Mouth Radiology patient on the same day, however, this patient provided the wrong contact information and was speaking in a Spanish accent. Sincerely I had a rough time looking for the patient's correct contact information of which I finally got. After I got the patient's correct information, I asked him to come back on the reappointment week; also on the last day of clinic, I had an extra Class One patient. The patient was not hard to clean but process did not go well. I started but failed to finish on my patient and I had to re-schedule him on the reappointment week as my second patient. I prepared myself but the patient failed to show up. I had a clinical duty on Tuesday of the last week and in addition I had to redo my radiology project which I had earlier misunderstood and hence not graded. All these unexpected and unlucky happenings really affected my performance negatively. Of all the subjects that I sat for, Dental community was my favorite. This was catalyzed by my passion to work in the public health service and I am still very enthusiastic to work in the Indian public heath in future. The materials for this subject though voluminous to learn were not hard at all to comprehend. I devoted all my energy to my studies so as to earn myself an extra credit in all the projects and my grades were close all along. I persistently made an effort to improve my grades both on the quizzes and on the tests and eventually I managed to improve my exams grade above B's until my final. I managed to pass the class until my final exam when everything surprisingly seemed to work against me and I was so stressed such that I could not concentrate for a healthy study. Dental preventive was one of the most interesting subjects for me to learn since I learnt the procedure and measures to help the patient on how to prevent early dental diseases such as smoking, trauma, malnutrition and oral hygiene instructions. I practically applied this knowledge, whilst attending one of my patients at the TWU clinic. It was very satisfying to me to have helped a patient better his dental health. I have