The book Of Mice and Men by John Steinbeck Essay Example for Free

The book Of Mice and Men by John Steinbeck Essay John Steinbeck wrote the book Of Mice and Men in 1936 after Wall Street crashed in 1929 and overnight the great depression set in, in America. Everyone lost all their money after investing in the stock market and no one had any money and jobs because company collapsed due to the knock on affect of the crash. As a result, people forgot about trying to settle down with a family and just thought about trying to stay alive. But still in the back of their minds the American Dream still lived on and at some point would all like to have their own plot of land living a carefree life. To stay alive though to do this they had to get any money they could. They travel around the country as migrant workers just looking after themselves going for any job that came up. They had to keep going, from job to job, people had no time to make friends. There were two special characters though, two men who traveled around together and were both very close friends. Although you could call them the odd-couple, due to the fact that they were both very different. But they looked and cared after each other, were together for a long time and learned they were so close they had to keep travelling together and try to go at it wit each other. These two guys didnt really have much before the Wall Street crash and didnt need to care about making it all back. The story is about two people who dont just care about themselves but want to look after each other. These two people were Lennie and George. In the book George says Guys like us, that work on ranches, are the loneliest guys in the world, they got no family. They dont belong no placebut us! An why? Because I got you to look after me and you got me to look after you John Steinbecks style carries a lot of symbolism. Even the town Soledad where its set means loneliness. All this shows that the lifestyle after the Wall Street crash forced people to go at it alone and the American Dream was getting further and further away. Steinbeck wrote this book because he saw the USA as a lonely place at the time. Even though Lennie and George have each other and arent as lonely as everyone else, there are still times wee they are lonely. When Lennie was younger all he had was his Aunt Clara who was the only one who looked after him and then she died. Until George came to live all the time with Lennie, all he had was his soft mice that he liked to pet. He had nothing else and was very lonely. Then when George came Lennie must have seen him as a savior and would do anything for him and listens to everything he does. But because he is mentally challenged he cant sometimes go through with his promises. When saying all this, John Steinbeck is expressing that Lennie and George are no two ordinary migrant workers doing it alone moving from place to place. Lennie and George are different because they stay together. But when Lennie acts like he does, George gets very annoyed and says God a mighty, if I was alone I could live so easy. I could go get a job an work, an no trouble. No mess at all, and when the end of the month came, I could take my fifty bucks and go into town ant get whatever I want. This makes Lennie sad, but really George wouldnt do this because he cares too much about Lennie. Lennie gets upset when people talk about leaving as he has had a lot of that happen to him in his life, with not knowing his parents and his Aunt Clara dying he has become sensitive to that happening and apologizes for whatever has made George say this very quickly. In the Book Candy is another very lonely character he is also symbolized through his dog who just goes through life then he gets quite old without making much significance and just kill him or send him off without say when hes worthless and dont care about his feelings. He is extra worthless as he got his hand lopped off in one of the farm machines and makes him not as useful as he was. This will happen to Candy, hell get fired and he knows this because he starts to get left out of everything. He knows time is not on his side and hell get canned before too long. This is why when he hears George and Lennie have a plan to get a farm and he had money to make this plan happen for all of them, (from compensation when he got his hand chopped off) he wants to be in on it so he cant be fired and would just do the easy jobs. Then he could stay with shelter and not get chucked out to die. I also think that he wants something to show for his life and the farm would be something good as the money he has wouldnt be a good indication for a successful life as he has no one to pass it on to. I think Steinbeck has put Candy into the book so there was another extreme of loneliness. The character shows that in America in the 30s no one had any respect or sympathy for old folk and when they get too old they are just sent out for the vultures not caring about feelings. This shows in Candy and when they are speaking to the stable buck and he says Nobody listen to you, Candy then says No he agreed Knowbody listen to us. This shows that Candy knows whats going on and his time is approaching fast. Crooks is also another extreme of loneliness just because he is black. He isnt even allowed to sleep in the same bunkhouse. They say I stink, but I say they stink. He says this, not because they smell but because he thinks the way they treat him stinks. Even on special occasions, for fun they beat him up. They dont treat him like a fellow human at times and dont like speaking to him. He gets lonely because he doesnt get to talk to anyone all day. This shows the racism of the time and how in America they still had the ideals of the slave trades and the black were nailed to the bottom of the social pile. Then in the book he wants to join in with the ranch plan as he thinks its his way out of hatred and the stereotypes. But eventually he rejected the ranch because he knew that he was also useless because he had a crooked back and he would be not respected, and he told Lennie that because he was mentally retarded that George might leave him. He says this because he is thinking about the thoughts of the times, but doesnt know that George would never leave Lennie. Another character is Curleys wife. She is very lonely and seeks for attention. This is because she is a woman and they just think she is someone who is just there to cure Curleys needs. But also she is a person. She said, Im stuck in the house all day and no one to talk to. People see her as a Tart because she seeks attention and flirts with all the workers on the ranch behind Curleys back, but Curly knows it is going on and gets very jealous and protective. She says when she was younger she met a man who could have put her in the movies, but when he sent her a letter saying she was in, her mum hid the letters because she was too young to leave. But maybe she had thought up these ideas that the man was actually interested in putting her in the movies or just trying to chat her up and then Curleys wife when she didnt hear anything might have blamed it on her mum and wanted to believe she was good enough to be in the movies. Then she left home to try and make her dream come true but never really had a plan. Then she met Curly and thought maybe this was the key to getting to the top, but now she is stuck on the ranch. She knows she will never fulfill her dreams. Steinbeck always refers to her as Curleys Wife and she never has a name all through the book. This is because no one needs or thinks it is necessary to get to know her because she is a woman. This character shows hatred of women at this time and how they meant nothing. All of the Characters, Crooks, Lennie, Candy and Curlys wife, have personalities that are lonely and in America at this time these personalities were outcasts. In the book they were excluded from everything because they were different. I also see Carlson as someone who thinks as a community and not for peoples feelings. For example at the end of the book when George has killed Lennie, then Slim is comforting him, he says Now what ya suppose is eatin them two guys? Not considering that George has just killed his old best friend who has traveled with for a long time. He cant understand why they feel this way, as he thinks as the community thinks at the time in how everyone has to try to do it for themselves and you cant have friends in this time but Lennie and George did. In the Book Slim and George get to know each other a bit. George likes to get to people and he thinks everybody is stupid not making any friends and being cautious of Everyone: -Maybe everbody in the whole damn world is scared of each other? He thinks everyone thinks they cant get to know anyone but he doesnt see this in George. John Steinbeck wrote this book in the 1030s when all these prejudiced feelings to people who are different were going on. He recognized this, what people were doing and how they were making everyone else lonely, but at the same time making themselves lonely too. When he wrote this he had a different character for all different aspects of loneliness and prejudice he could see in America at the time. He described it through migrant workers due to how on the farms it was capitalist with the boss looking down on his workers and by doing this, also people wanted to be the boss and not have to look up to people. To do it, they couldnt really do it with everyone else because than he couldnt have anyone else to look down on, so they had to go alone. Owning a farm somewhere and being your own boss was back than the American Dream. But by going alone they would never have enough money, so as their dream fails, along with it, so does their spirit. These 3 points show hoe different aspects of life all culminated to kill their spirit and make them lonely. It all spirited from themselves.

Adderall: A Growing Trend Among College Students Essay -- Documentary

Adderall: A Growing Trend Among College Students Brian,* a 20-year-old Northeastern University student, carefully lays out his â€Å"stash† of blue pills on a table one Sunday evening. As he organizes them into groups according to size and dosage, he mentally runs through his class work and assignments for the week. â€Å"A physics quiz on Tuesday,† he says, eyes still fixed on the dozen or so blue pills on the table. â€Å"A calc test on Friday and a lab due on Thursday.† Brian sinks back into his chair with a sigh of defeated enthusiasm. A weekend full of late night socialization and early afternoon wake up calls has finally given way to the harsh realization of an intense week of school work. As Brian prepares for Monday morning to rear its ugly head, he is comforted by the sight of those tiny blue pills laid out delicately on his table. This, he explains, will sustain him through the hellacious school week ahead of him, and provide him with the motivation and concentration he needs to get his work done. â€Å"I’d be much more stressed out if I didn’t have these,† he says. â€Å"It’ll make the week go by a little easier. That’s not to say it won’t be brutal though.† Those tiny blue pills laid out on Brian’s table are the prescription drug Adderall. Manufactured by the British based pharmaceutical company Shire, Inc., Adderall has become the leading medication prescribed for those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The National Institute of Mental Health describes ADHD as, â€Å"one of the most common of the psychiatric disorders that appear in childhood in which an individual can’t stay focused on a task, can’t sit still, acts without thinking, and rarely finishes anything†. If left untreated, the effects of ADHD... ...y guess is that it is more of a psychological habit. I think the best approach would be to challenge students to find a different approach to dealing with stress and increasing workloads, and not to turn to pharmaceuticals as the answer.† Whether or not college students at Northeastern and across the country will heed such advice remains to be seen. But as it stands the use of Adderall without a prescription continues, and it seems unlikely to go away as long as students continue to find their desired results. Recreational experimentation with drugs and alcohol are commonplace and are part of the maturing process that is college, but such experimentation for the means of academic success is a relatively new phenomenon, and one that promises to gain more momentum as long as â€Å"academic steroids† like Adderall continue to make its way into thecollege campus culture. Adderall: A Growing Trend Among College Students Essay -- Documentary Adderall: A Growing Trend Among College Students Brian,* a 20-year-old Northeastern University student, carefully lays out his â€Å"stash† of blue pills on a table one Sunday evening. As he organizes them into groups according to size and dosage, he mentally runs through his class work and assignments for the week. â€Å"A physics quiz on Tuesday,† he says, eyes still fixed on the dozen or so blue pills on the table. â€Å"A calc test on Friday and a lab due on Thursday.† Brian sinks back into his chair with a sigh of defeated enthusiasm. A weekend full of late night socialization and early afternoon wake up calls has finally given way to the harsh realization of an intense week of school work. As Brian prepares for Monday morning to rear its ugly head, he is comforted by the sight of those tiny blue pills laid out delicately on his table. This, he explains, will sustain him through the hellacious school week ahead of him, and provide him with the motivation and concentration he needs to get his work done. â€Å"I’d be much more stressed out if I didn’t have these,† he says. â€Å"It’ll make the week go by a little easier. That’s not to say it won’t be brutal though.† Those tiny blue pills laid out on Brian’s table are the prescription drug Adderall. Manufactured by the British based pharmaceutical company Shire, Inc., Adderall has become the leading medication prescribed for those diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The National Institute of Mental Health describes ADHD as, â€Å"one of the most common of the psychiatric disorders that appear in childhood in which an individual can’t stay focused on a task, can’t sit still, acts without thinking, and rarely finishes anything†. If left untreated, the effects of ADHD... ...y guess is that it is more of a psychological habit. I think the best approach would be to challenge students to find a different approach to dealing with stress and increasing workloads, and not to turn to pharmaceuticals as the answer.† Whether or not college students at Northeastern and across the country will heed such advice remains to be seen. But as it stands the use of Adderall without a prescription continues, and it seems unlikely to go away as long as students continue to find their desired results. Recreational experimentation with drugs and alcohol are commonplace and are part of the maturing process that is college, but such experimentation for the means of academic success is a relatively new phenomenon, and one that promises to gain more momentum as long as â€Å"academic steroids† like Adderall continue to make its way into thecollege campus culture.

Research Proposal Essay

This research project is entitled ‘Safe pedestrian practices: the perception of children in Sri Lanka’. Road traffic accidents are one of leading causes of death amongst child pedestrians in low-income countries. Despite this, little research has been done into effective interventions to reduce child mortality in these countries. This study aims to provide original and useful data from Colombo, Sri Lanka which will help in the development of new or existing road safety interventions and education, particularly in relation to child knowledge and perception. The method of research involves recruiting school children aged 8-9 years from the Holy Family Convent and St. Peter’s College schools situated on Galle road, Colombo. These schools have been selected as they have similar location, one being a girls school, the other a boys school. The first part of the study involves a draw and write technique where the children will be asked to draw a picture of themselves crossing Galle road, the main road by their school. They will then be given a piece of paper with the instruction ‘tell me what you have drawn and why’. Six children from each class will be then purposively selected to take part in a focus group. Content analysis will be used when analysing this section of the results. Finally I will carry out a two day observation of child pedestrian behaviour on Galle road. Behaviour of the children will be compared using the UK’s Green Cross Code. It is estimated that the research will take approximately four weeks to complete. This includes, recruiting and gaining consent from the participants, carrying out the draw and write activity, completing two focus groups and carrying out the observational study. The estimated cost of this research  £1163. Background Road Traffic Accidents (RTAs) are one of the leading causes of morbidity and mortality worldwide with 86% of deaths occurring in low- and middle-income countries despite accounting for only 40% of motor vehicles[i]. RTAs are the overriding cause of child injuries killing approximately 180 000 children under 15 each year. Children are rarely the cause of road traffic accidents but suffer as pedestrians, cyclists and passengers[ii]. Lack of research in low-income countries has meant a slow introduction of effective intervention strategies to reduce the mortality rates. Many factors are accountable for the high RTA rates in low-income countries including impaired driving, lack of enforcement and vehicle type. However the most significant differences found in low-income countries are the wide variation in road vehicles and the high number of vulnerable road users. The mixture of road users including pedestrians, bicycles, handcarts, mopeds, rickshaws, motorcycles, vans, cars, trucks and buses means that schemes to combat this problem have not been required in the same extent in high-income countries and therefore local research is needed[iii]. Child pedestrians account for a large proportion of vulnerable road users. The high number of pedestrian and cyclist casualties in these countries reflects not only their inherent vulnerability but also insufficient attention to their needs in policy-making3. A study in Pakistan observed 250 pedestrians in the top 10 risk areas for pedestrian RTAs in Karachi. They observed walking and crossing the road and walking on the pavement. Only 60% of the pedestrians looked left and right before crossing. 52% crossed the street less than 2 seconds before a vehicle passed the point they had just crossed. 35% caused the traffic to swerve to avoid the observed pedestrian. Of the 250 pedestrians observed walking on the street edge, 82% had a pavement available to them but were not using it[iv]. Of the pedestrians using pavements 28% encountered an encroachment and 84% of these stepped on to the street to avoid it. Among those who were observed stepping on the road from the sidewalk, 66% did not look out for oncoming traffic4. Possible study limitations were that only pedestrian behaviour was studied, not actual accidents and the study sites were the top ten risk sites for RTAs in Karachi so may not be transferable to other situations. The advantage of this data is that it was carried out in a low-income country which means the findings can be drawn on for other settings. Policy changes such as restricting the amount of pavement space being used by stalls or shops and publicity to highlight the danger of such behaviour along with the important of observation when crossing roads may make a large difference to fatality rates. Risk perception has been widely studied as a risk factor for injuries however literature relating to child pedestrian safety is seriously lacking. Zeedyk et al[v] carried out research on children who had been taught a programme of road safety. They carried out two studies, both focussing on the skill of finding a safe place to cross the road. Firstly they tested the effect of the programme in improving knowledge and secondly whether the children transferred their knowledge to change their behaviour in a traffic environment. Initial results encouragingly showed that the interventions were effective in increasing the children’s knowledge of safe and dangerous places to cross roads and that this information was retained for six months. The second study however showed that this knowledge did not influence behaviour and that those children who had received knowledge on safety when crossing roads behaved no differently from those children who had receive no information whatsoever. That is the children were not applying the knowledge they had displayed during pre-testing5. The study’s main limitation is that it does not allow any further information on why the children didn’t apply their knowledge in the real situation, only that they didn’t. Research in Australia[vi] into the parental risk perceptions of childhood pedestrian road safety found that cultural risk factors significantly affected risk perception and safety behaviour. The results showed that Chinese and Arabic speaking parents perceived the road environment to be significantly less risky to their children than parents from the other two language groups. One significant limitation of this study is that assumptions were made that the language spoken by an individual was closely linked to their cultural make-up. Since the main finding was the differences between perceptions from different cultural groups it seems important that this factor is reliable. Despite this, this study reinforces the need for local research from which local interventions can be implemented. As described there is very little research on road safety in low-income countries, particularly regarding the safety of child pedestrians. Intervention strategies to help reduce child pedestrian mortality can only be implemented if the factors underlying the increasing rates are established. It is hoped this study will help to describe the behaviour and perceptions of children in a named area in Sri Lanka regarding safe pedestrian practice. The study will help build on existing knowledge of child pedestrian safety but provide an original and detailed description of the behaviour and perceptions of Sri Lankan children in a defined area. The data produced from this study will identify the knowledge and behaviour of child pedestrians, what they perceive to be safe practices and why they think this. This study anticipates highlighting the importance of child perception in safety behaviours. Child perceptions should be taken into account when considering the design of safety education programmes and road safety interventions. Research Question The background literature shows a clear gap in research into the behaviour, knowledge and perceptions of child pedestrians in low-income countries. The research question for this study is: Child pedestrian fatalities: the accountability of child perceptions in Sri Lanka The aim of this study is to discover the perceptions children in Sri Lanka have regarding road safety and specifically related to their own safety as pedestrians which may influence their risk of being involved in a RTA. The results of this study will enable a greater understanding of how a defined group of children in Colombo, Sri Lanka use the local roads, what they know about road safety, how they perceive it and therefore whether they generally behave in accordance to their knowledge and perceptions. This was discussed above by Zeedyk et al5 who found the knowledge of the children in their study did not affect their behaviour. The objectives of this study are to: – Observe and record the road behaviour of children in the local area – Identify what the children know about pedestrian safety – Discover whether the children know why certain practices are safe – Make comparisons between what the children know about road safety and say they are aware of and how they behave in the real situation Detailed Research Proposal pedestrian injury Children are particularly vulnerable to pedestrian death because they are exposed to traffic threats that exceed their cognitive, developmental, behavioral, physical and sensory abilities. This is exacerbated by the fact that parents overestimate their children’s pedestrian skills. Children are impulsive and have difficulty judging speed, spatial relations, and distance. Auditory and visual acuity, depth perception and proper scanning ability develop gradually and do not fully mature until at least age 10. Method RTA death rates in Sri Lanka totalled 11 per 100 000 population in 1995[vii] with pedestrian accidents accounting for 45% of the total fatal accidents, one of the highest rates in Asia[viii]. The research will be carried out among children in Sri Lanka. The selected site is Galle Road, Colombo which is the main road from Colombo to Galle along the west coast of Sri Lanka and is the location of a number of schools. The assumption will be made that the majority of child pedestrians walking alongside and crossing that particular road are from one of the local schools. The study population will be girls and boys aged 5-15 years old attending schools in Colombo, Sri Lanka. Research shows RTAs predominantly affect those under the age of 15 [ix]. Schools in Sri Lanka are commonly single sex which means children will be selected from 2 schools, St Peter’s College, a boys’ school and Holy Family Convent, a girls’ school. Worldwide, boys are more likely to be affected by RTAs than girls so studying boys and girls may highlight important differences which could account for such a difference between them[x] [xi]. I was unable to find any research indicating which children are most at risk of RTAs only that those under 15 are an increased risk compared to the rest of the population. Research from Canada suggests children aged 6-9 years are most at risk and in a survey on children’s road safety practice several countries including the UK, New Zealand and the US identified those under 10 as most at risk[xii]. Research such as this in low income countries is scarce. Consequently I have decided to select the age groups 7-8 and 9-10 years as my sample. The methods being used in this study have been deemed inappropriate for children under 6 to carry out. Two classes of children, aged 7-8 and 9-10 from each of the schools mentioned year group will be studied, giving a total of 4 classes. Variations in ages might allow for difference in safety knowledge due to age to be identified. For example if the younger children perceive a certain dangerous practice to be safe and the same results are found in the older children this may indicate a problem with safety education or local road dangers rather than naivety due to age.

Information Technology Management Emphasis Essay

The Master of Business Administration—Information Technology Management is specifically designed for experienced business professionals and managers seeking upward career mobility in the information technology arena. The program prepares you for a mid-level to upper-level information technology management position in business, industry, and non-profit organizations. MBAITM Understanding the Competency-Based Approach Practically speaking, what does it mean when we say that WGU programs are competencybased? Unlike traditional universities, WGU does not award degrees based on credit hours or on a certain set of required courses. Instead, students earn their degrees by demonstrating their skills, knowledge, and understanding of important concepts through a series of carefully designed assessments. Progress through your degree program is governed, not by classes, but by satisfactory completion of the required assessments that demonstrate your mastery of the competencies. Of course, you will need to engage in learning experiences as you brush up on competencies or develop knowledge and skills in areas in which you may be weak. For this learning and development, WGU has a rich array of learning resources in which you may engage under the direction of your mentor. You will work closely with your mentor to schedule your program for completing the assessments. (We discuss assessments in much more detail later in this guide.) You will work closely with additional faculty members as you proceed through courses of study that are designed to lead you through the content you must master in order to pass individual assessments. The benefit of this competency-based system is that it makes it possible for people who are knowledgeable about a particular subject to make accelerated progress toward completing a WGU degree even if they lack college experience. You may have gained your skills and knowledge of a subject on  the job, accumulated wisdom through years of life experience, or, indeed, took a course on a particular subject. WGU awards a degree to you based on the skills and knowledge that you possess and can demonstrate, not the number of credits you have on your transcript. Accreditation Western Governors University is the only university in the history of American higher education to have earned accreditation from four regional accrediting commissions. WGU’s accreditation was awarded by (1) the Northwest Commission on Colleges and Universities, (2) the Higher Learning Commission of the North Central Association of Colleges and Schools, (3) the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, and (4) the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges. The university’s accreditation status is now managed by the Northwest Commission on Colleges and Universities (NWCCU). The university is also accredited by the Distance Education and Training Council (DETC), and the WGU Teachers College is accredited by the National Council for Accreditation of Teacher Education (NCATE). The nursing programs are accredited by the Commission on Collegiate Nursing Education (CCNE). The Health Informatics program is accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM). The Degree Plan The focus of your program is your personalized Degree Plan. The Degree Plan is a detailed blueprint of the learning resources and assessments that comprise your program. The length of your program depends on both the amount of new information you need to learn and the amount of time you plan to devote each week to study. Students will vary widely in the specific skills and information they need to learn. For example, some may be highly knowledgeable in a subject matter and would not need to engage in new learning opportunities. Others may find that portions of the program require completely new learning and that they may need to take an online class or participate in a study module to acquire the knowledge and skills needed to pass the program competencies in that area. Some individuals may be able to devote as little as 15ï€ ­20 hours per week to the program, while others may have more time. For this reason, you will complete pre-assessments to help your mentor form a profile of your prior knowledge and experience for use in creating your Degree Plan. WGU’s Mentoring Approach ]Our mentoring approach is a powerful component of the WGU educational experience. When you enroll at WGU, you will begin interacting with your personal mentor, course mentors, and support staff. Your mentor takes an active role and a personal interest in your success. Whether by e-mail or phone, your mentor will be your ―point personâ€â€" of communication throughout your program. Your mentor will help motivate you to work hard to complete your program. When you have questions or concerns, your mentor team will help you resolve them. You and your mentor will work together to evaluate your educational background, strengths, and weaknesses. With this analysis, your mentors will help determine in which areas you are already competent (and can move quickly to assessment) and areas you need to work on; this will become your personalized Degree Plan. Your mentor will direct you to the Courses of Study that contain the best learning resources for you (courses, texts, independent study modules, etc.) and are supported by course mentors that serve as your content experts for each area of study. As you proceed through your academic program, you and your mentor will determine when you are ready for the required assessments. If you are ready, your assessment will be scheduled. You will follow this same process as you proceed through each domain. Connecting with Other Mentors and Fellow Students As you proceed through your Degree Plan, you may also have direct contact  with other faculty members. These communications can take a variety of forms, including participation in learning communities, office hours via the courses of study, and webinars. As a WGU student, you will have access to your own personal MyWGU Student Portal that will provide a gateway to courses of study, learning communities, and program communities where you will have interactions with faculty and other students. Courses of study and communities are specifically designed to support you as you develop competencies in preparation for your assessments through the utilization of threaded discussions, blogs, and chats that are guided by content experts. You will access your program community during the Education Without Boundaries introductory course to network with peers who are enrolled in your program and to receive continued support through professional enrichment and program-specific chats, blogs, and discussions. WGU also provides a Student Services Associate to help you and your mentor solve any special problems that may arise. Education Without Boundaries Orientation Education Without Boundaries (EWB) is a required orientation that focuses on acquainting the student with WGU’s competency-based model, distance education, technology, and other resources and tools available for students. You will also utilize tutorials, message boards, online MBAITM chats, and other activities to connect with other students in your program. This orientation is completed before you start your first term at WGU. Transferability of Prior College Coursework Because WGU is a competency-based institution, it does not award degrees based on credits but on demonstration of competency. However, if you have completed college coursework at another accredited institution, you may have your transcripts evaluated and may be able to have some lower-division or co-requisite assessments cleared. The guidelines for determining what will  Ã¢â‚¬â€¢clearâ€â€" through transfer vary based on the degree program. The following transfer guidelines generally apply to graduate programs: Graduate domains (i.e., subject areas) cannot be cleared through transfer. Requirements in the domains that can be considered the degree major cannot be cleared through transfer. Furthermore, WGU does not clear any requirements based on the student’s professional experience and does not perform a â€Å"resume review† or â€Å"portfolio review† that will automatically clear any degree requirements. Degree requirements and transferability rules are subject to change in order to keep the degree content relevant and current. Remember, WGU’s competency-based approach lets you take advantage of your knowledge and skills, regardless of how you obtained them. Even when you do not directly receive credit, the knowledge you possess may help you accelerate the time it takes to complete your degree program. Continuous Enrollment, On Time Progress, and Satisfactory Academic Progress WGU is a ―continuous enrollmentâ€â€" institution, which means you will be automatically enrolled in each of your new terms while you are at WGU. Your terms are six months long. Longer terms and continuous enrollment allow you to focus on your studies without the hassle of unnatural breaks between the shorter terms that you would experience in a more traditional environment. At the end of every six-month term, you and your mentor will review the progress you have made and revise your Degree Plan for your next six-month term. WGU requires that students make measurable progress toward the completion of their degree programs every term. We call this On Time Progress – denoting that you are on track and making progress toward on time graduation. As full-time students, graduate students must enroll in at least eight (8) competency units each term, and undergraduate students must enroll in at least twelve (12) competency units each term. Completing at least these minimum enrollments is essential to On Time Progress and serves as a baseline from which you may accelerate your program. We measure your progress based on the assessments you are able to pass, not on your accumulation of credit hours or course grades. Every time you pass an assessment, you are demonstrating that you have mastered skills and knowledge in your degree program. For comparison to traditional grading  systems, passing an assessment means you have demonstrated competency equivalent to a ―Bâ€â€" grade or better. WGU has assigned competency units to each assessment so that we can track your progress through the program. A competency unit is equivalent to one semester credit of learning.

For Example in French and Its Synonyms

'For Example' in French and Its Synonyms We say for example when we want to illustrate, expand upon, or explain something, and so do the French, who say par example.  Same construction, same meaning. Par exemple is also one of those everyday expressions thats just as common in French as it is in English. In fact, its one of the ​most common phrases in the French language, along with such famous expressions as  bon appà ©tit,  dà ©j vu, and  je taime. Here are a couple of examples of how to use par exemple: Il est important de faire du sport. On peut, par exemple, faire du tai chi.It’s important to practice a sport. You can, for example, practice tai chi. On pourrait proposer ce garà §on, par exemple, a toutes les filles.We could suggest this boy, for example, to all the girls. Par Exemple Without a Verb Note that when using par exemple, we often omit part of the sentence, which is implied. Il est important de faire du sport : du tai chi, par exemple.It’s important to practice a sport: tai chi, for example. The repetitive words â€Å"one can practice† are implied after the colon in the above English language example. Synonyms of Par Exemple There are two approximate  synonyms for par exemple in French but nothing as direct as the English for instance. As French instructors will tell you, French is poor in vocabulary, rich in syntax. So instead of par exemple, you could say: Ansi, meaning literally  thus  or thereforeThis word is quite old-fashioned and not used as much as par exemple.Il aime les fruits. Ainsi, il mange une banane tous les jours.He likes fruits. Thus, he eats a banana every day.Comme, meaning literally such asTu peux manger quelque chose de là ©ger. Comme un fruit.You can eat something light. Such as (or Like) a piece of fruit. Meaning of the French Expression Ça Par Exemple Ça par example  is an interjection that expresses surprise and sometimes disapproval, but not always. The expression is  a bit old-fashioned, though, and it’s not so common these days. Instead, a French speaker today would probably prefer a more literal expression like, Je ne peux pas le croire, or â€Å"I can’t believe it.† Finalement, aprà ¨s t’avoir fait la cour pendant des mois, il t’a posà © un lapin! Ça par exemple!Finally, after courting you for months, he stood you up! I can’t believe it! Mistakes to Avoid When Using Par Exemple The word exemple in French is written with an e in the middle, not the  a  we use in the English word â€Å"example.† Also, the for is not translated as pour (literally for) but as par (literally by). So the  French expression literally translates to by example, and many French speakers  make the mistake of saying by   (instead of for) when they try to say for example in English.

The 5 Canons of Classical Rhetoric

The 5 Canons of Classical Rhetoric The classical Canons of Rhetoric specify the components of the communication act: inventing and arranging ideas, choosing and delivering clusters of words, and maintaining in memory a storehouse of ideas and repertoire of behaviors. . .  This breakdown is not as facile as it looks. The Canons have stood the test of time. They represent a legitimate taxonomy of processes. Instructors [in our own time] can situate their pedagogical strategies in each of the Canons.(Gerald M. Phillips et al., Communication Incompetencies: A Theory of Training Oral Performance Behavior. Southern Illinois University Press, 1991) As defined by the Roman philosopher Cicero and the unknown author of Rhetorica ad Herennium, the canons of rhetoric are these five overlapping divisions of the rhetorical process: Invention  (Latin, inventio; Greek, heuresis)Invention is the art of finding the appropriate arguments in any rhetorical situation. In his early treatise De Inventione (c. 84 B.C.), Cicero defined invention as the discovery of valid or seemingly valid arguments to render ones cause probable. In contemporary rhetoric, invention generally refers to a wide variety of research methods and discovery strategies. But to be effective, as Aristotle demonstrated 2,500 years ago, invention must also take into consideration the needs, interests, and background of the audience.Arrangement  (Latin, dispositio; Greek, taxis)Arrangement refers to the parts of a speech or, more broadly, the structure of a text. In classical rhetoric, students were taught the distinctive parts of an oration. Although scholars didnt always agree on the number of parts, Cicero and Quintilian identified these six: the exordium (or introduction), the narrative, the partition (or division), the confirmation, the refuta tion, and the peroration (or conclusion). In current-traditional rhetoric, arrangement has often been reduced to the three-part structure (introduction, body, conclusion) embodied by the five-paragraph theme. Style  (Latin, elocutio; Greek, lexis)Style is the way in which something is spoken, written, or performed. Narrowly interpreted, style refers to word choice, sentence structures, and figures of speech. More broadly, style is considered a manifestation of the person speaking or writing. Quintilian identified three levels of style, each suited to one of the three primary functions of rhetoric: the plain style for instructing an audience, the middle style for moving an audience, and the grand style for pleasing an audience.Memory  (Latin, memoria; Greek, mneme)This canon includes all the methods and devices (including figures of speech) that can be used to aid and improve the memory. Roman rhetoricians made a distinction between natural memory (an innate ability) and artificial memory (particular techniques that enhanced natural abilities). Though often disregarded by composition specialists today, memory was a crucial aspect of classical systems of rhetoric. As Frances A. Yates po ints out in The Art of Memory (1966), Memory is not a section of [Platos] treatise, as one part of the art of rhetoric; memory in the platonic sense is the groundwork of the whole. Delivery  (Latin, pronuntiato and actio; Greek, hypocrisis)Delivery refers to the management of voice and gestures in oral discourse. Delivery, Cicero said in De Oratore, has the sole and supreme power in oratory; without it, a speaker of the highest mental capacity can be held in no esteem; while one of moderate abilities, with this qualification, may surpass even those of the highest talent. In written discourse today, says Robert J. Connors, delivery means only one thing: the format and conventions of the final written product as it reaches the hands of the reader (Actio: A Rhetoric of Written Delivery in Rhetorical Memory and Delivery, 1993).   Keep in mind that the five traditional canons are interrelated activities, not rigid formulas, rules, or categories. Though originally intended as aids to the composition and delivery of formal speeches, the canons are adaptable to many communicative situations, both in speech and in writing.

Strategic management Essay Example | Topics and Well Written Essays - 2000 words - 19

Strategic management - Essay Example People of Stockholm are relatively proactive when they are charged to pay fees for using the roads because of their awareness over increasing degree of emissions. The same cannot be said to be true for the people of Delhi. A topic becomes interesting when it is on a burning issue of interest to all stakeholders. Increasing degree of emissions in the air has reached threatening levels from the increasing vehicular traffic and emissions of gases, harmful for all human beings. When a comparison is made between such cities, which are not parallel in the matter of advancement, the topic becomes more interesting and relevant. Although Delhi is the capital city of India and one of the leading developed cities in the matter of infrastructure development, yet its comparison with Stockholm, the capital as well as the largest city of Sweden, is inclined to show gaps in transport policies, adopted by these two cities’ governments. The major theme of this topic, as acknowledged by the authors, is that more than planning and functioning of the sophistication in transport means, the politics of sustainable transport plays a decisive role on the urban planning of these two cities and to highlight the differenc es of major transport functions and operations in these two cities, although similarities also exist in both cities’ urban development projects. The introduction includes two tables at the outset. Both the tables analyse the data of the two cities on the parameters of population, area, population density, household size and gross per capita income. One thing that comes to sharp notice is the time period of the data that begins from the year 2003 although the article print year is 2010. When it comes to statistical comparison of data, in my view, data should not be older than five years for the writing of such articles. One gets a blurred view when Delhi is