I Am Your Usual Plant Cell. There Are Trillions Of My Kind On All Plan

I am your usual plant cell. There are trillions of my kind on all plants, grass, and trees. My breed ranges from ten to a hundred micrometers. I am approximately twenty micrometers since I dwell in grass. My organelles stretch out to one to ten micrometers. If you are asking what I really do and how I live, I am going to answer them in this paper. First off, any cells requires a structure, metabolism, energy, nutrients, waste, and communication. I am more complex than most other cells. Bacteria cell only have a cell wall, cell membrane, and a cytoplasm. Animal cells do not have cell wall, vacuole and cytoplasts. I am a very extraordinary cell indeed. Photosynthesis is the process which I develop. Every sunny day when I reserve water or consume water, photosynthesis occurs. The three main parts of this are for me to take in sunlight. I must be in a carbon dioxide environment because that is what I breathe. I also need water. These three things of matter are the necessary resources for my growth and expansion. Since this process uses sunlight, it is continually renewable, and thus the cause for all ecosystems. The process of photosynthesis occurs in my chloroplasts. The chloroplasts are large, complex, double membraned organelles. They also give the cell the color of green. Chloroplasts have their own individual mini-cells and own DNA. My chloroplasts produce oxygen and glucose as a byproduct which the mitochondria uses to produce energy in the procedure of cellular respiration. The mitochondria is like a power source to me. It takes the glucose and oxygen from the chloroplasts and batters it down to provide chemical energy or ATP. The chloroplasts and the mitochondria are both found in my cytoplasm. The cytoplasm is all things in me that are not an organelle. They are located just inside the cell wall and cell membrane. The cell wall provides structure and support for me. The cell wall is fabricated with a thin layer of cellulose. The cellulose is a polysaccharide made of many glucose units linked together. Just inside of the cell wall is the cell membrane. This part of my body gives an extra layer of protection and keeps things in and out of me. The cell membrane is mostly made out of lipids. The cell membrane is also permiable to water. Water can slip in and out of the cell easily through the cell membrane. This process is called osmosis. Within the cell membrane is my nucleus. The nucleus acts as a brain to me. It contains DNA and RNA which operate together to build and control the cell. The nucleus is a small tiny cell within me. It has a double membrane. The nucleus's job is to produces proteins which a re carried by my endoplasmic reticulum. The nucleus has its own layer called the nucleoplasm. The Nucleoplasm is made up of proteins and RNA which help in the formation of ribosomes. The ribosomes are minuscule organelles which take RNA from the nucleus and produce it into protein. . Connected from the ribosomes are the endoplasmic reticulum. The endoplasmic reticulum is a series of membranes and is located in several parts of me. These are all scattered throughout the cell and always attached to the cell membrane. Also from the endoplasmic reticulum are the golgi bodies. They take protein and wrap them in a membrane. They are discovered all over me. Lastly in my body is the vacuole. The vacuole is an organelle with no internal structure. It works as a storage place for me. It is located in the center of me. Overall my cell is extremely complex with many parts. My model has tried to concur with it and resemble it as best as can be. My model is made up of cardboard, balloon, paper, gum, screws, and shipping fragile objects material.

Essay on Stereotypes - WritePass - Free Essay Example

Essay on Stereotypes Conclusion Essay on Stereotypes WritePass Example Essay StereoTypes IntroductionTo modify or extend this essay or to get pricing on a custom essay Contact Us TodayConclusionTo modify or extend this essay or to get pricing on a custom essay Contact Us TodayRelated StereoTypes Introduction Stereotypes are a part of our everyday life. We hear stereotypes every day and everywhere. Sometimes we can find ourselves in a situation where we make stereotypes for a large group of people. Every person, young or old, is labelled with either positive or negative stereotypes. Stereotyping is a way that people group each other. Each group is called by name, that doesnt really fit to everyone in that specific group. Stereotypes affect people’s social lives, emotions, and how people interact with their environment. There are times that you are not so open to the idea of meeting new people, and making new friends. You don’t want to go outside, because we have put our own set of rules in this world. We know that we get criticized about what we wear every single day! We are criticized in which music we listen to, how we look like, how we act, and who we hang out with. We are also criticized on every other personal trait and imperfection we have. We have put the bar way up high, maybe too high for our potentials. Stereotype Essay What we really know? We cannot afford all the stereotyping that is going on between us. After we come and we say to people to just be who they are. If we say to a person that he or she is a hippie, just from the way they are dressed, that is just totally wrong. Hippie is someone who rejects the culture, not just the one who has long hair and wears beads. We are using the words in the wrong way. There are many people that have no friends, because they are tired of their critique. Leave everything behind and don’t let stereotypes ruin your social life. Stereotypes have an enormous impact of how we feel. That makes people have no motivation; therefore they won’t have good performance at any level in their life. For instanceif a kid is stereotyped as black and obese, how can these words make him feel good, so that he/she can move on to the next level? This can create psychological pressure. Other people face stereotypes as a threat. For example there is a stereotype that says that women are bad drivers. It puts even more pressure on how they feel, not only being around people who are labelling them, but being around people that they trust. They will try to prove to them that this is just a stereotype and it does not exist. In addition, this occurs in situations where people worry for their performance and how they look like. Besides that people don’t want their poor performance to lead to negative stereotypes. To modify or extend this essay or to get pricing on a custom essay Contact Us Today Members of stereotyped groups worry of what they are doing, and this makes them stressed, because they think that they have to be perfect, in all aspects of their lives! People get tired of being criticized all the time. When there is no one able to close people’s mouths, they start to become isolated. In the same way they don’t talk, because they are afraid to say something wrong, so that they won’t look silly. They are afraid of failure. For example, people seem surprised when they see men cry or being emotional. They think that men are not allowed to express their feelings, or men have no feelings at all. Men are not unconscious, they have feelings, but that is just a stereotype and a generalization from our society. It is easy to see that with are actions and sayings we are trying to kill emotions and thoughts! We should learn how to control our feelings and emotions, instead of letting stereotypes control them. In addition, your surroundings can be affected as well. If you had a bad day because someone just stereotyped you, when you go home or to your friends you are going to be really anxious. In addition you would probably get irritated or feel sad at the same time. You just go to your room or sit alone in a corner. When your loved ones see you like that they are not going to feel any better, because your emotions are now in control, and you just pass them around. In other words you broadcast your feelings to others. Furthermore there are times teachers question their students â€Å"Did I create a good environment, so that you can be able to talk and share ideas with the rest of your class?† Well, sometimes teachers cannot change this situation. The only people that can create a comfortable and happy atmosphere are us the students. They are many stereotypes going in and out of every classroom. That’s why sometimes students can be afraid to share ideas, because before they were stereotyped as nerds. These days’ people are afraid to be themselves, because they fear other people. They don’t want people to think something bad for them. Secrets, thoughts, and ideas, are all held down. Stereotypes can be an obstacle as to how open you are with people and how you make people feel when you are with them! Conclusion Instead of focusing on all the mistakes of each person, we should start paying more attention of how unique each person is. Stereotype causes people to feel lonely and even sometimes depressed. It’s also harmful for their environment and their social life. We should keep stereotypes out of the picture, even though sometimes we can be victims ourselves. Stop judging people before you even get to know them. You may also like reading Dissertation Examples Methodology Essays Dissertation Example To modify or extend this essay or to get pricing on a custom essay Contact Us Today

HW1 Research Paper Example | Topics and Well Written Essays - 250 words

HW1 - Research Paper Example Of all the above solvents the use of diisobutyl ketone is less hazardous since it is miscible with most organic solvents and immiscible with water, it has a slow evaporating rate but has a high boiling point, has a good viscosity reduction, reduction of surface tension in high-solid coating. The major damage can be caused by spillages of which may result in irritation and burns to the eyes, nose, throat and skin, rashes to the skin, there might be cases of skin allergy with rash and itchiness. This can be control via the use of Butyl neoprene (gloves and boots), coveralls and respirators (full facepiece APR with OV cartridges 20ppm supplied air.). The basic function of any respirator is usually to protect from inhaling of hazardous chemicals or gases, they include full face piece respirator, half mask piece respirator, quarter mask respirator. The full face piece covers the greatest area from around the hairline to the chin as compared to half mask which covers from nose to chin and quarter mask which covers only the eye and the nose, hence the most appropriate to use is the full face piece since it ensures maximum area covered hence high protection. As mentioned above other hazards may include reactive hazards, this are mostly caused by release of gases which in turn burns/explode or causes high pressure hence inflicting injury to a person. Also there is pyrophoric hazards, this are chemicals that ignite in the air at a temperature of about 130oF e.g. lithium, powered aluminum etc. the best way to prevent this is by seeking of toxicity data from literature, private sources or even

Negotiation & cross cultural communication Essay - 1

Negotiation & cross cultural communication - Essay Example High-ranking employees must, therefore, be sent to negotiate with the farmers as a sign of respect and regard to their concerns (Faure, 1998). The individuals dealing with the Chinese must demonstrate significant level of patience and power to take decisions. The negotiating team must include a lawyer who’s thoroughly abreast of Chinese law as well as international best practices. This individual shall also strengthen the link between the foreign party and the Chinese farmers. Furthermore, it would be fruitful to include the company’s Chinese counterparts during the discussion as these shall act to enhance the level of trust between the two parties. Given their native Chinese ‘sense’ they shall be able to understand and respond to the underlying Chinese tricks in a better manner compared to the Westerners (Fang, 2006).   Considering the fact that the Chinese tend to have a low level of trust for foreign stakes in their land, it would also be useful to inc lude government support for Zhengcheng’s operations during the negotiation process. Towards the end, it is highly desirable to demonstrate to the Chinese that similar contractual agreements have been formerly accepted by other Chinese parties (Fang, 2006). The Chinese are highly risk-averse individuals; hence, by doing so the company would majorly mitigate the risks faced by the Chinese farmers. However, this may not be possible given that it is a first-time situation in this case. The company lawyer, however, may be able to assist in this regard.

What are the main data collection techniques to elicit requirements Is Essay

What are the main data collection techniques to elicit requirements Is one better than another What is the preferred method - Essay Example Basically, there are two types of interview: structured and unstructured interview based data collection methods. We can extract a lot of useful data through such interviews. We can use this technique to discover people’s opinions, feelings, objectives and hard facts. However, there are certain limitations of this method, for example a large amount of qualitative data can be hard to analyze and it is extremely difficult to compare diverse respondents (Fisher & Foreit, 2002; Summerhill & Taylor, 1992). This is a significant data collection technique to elicit requirements. This method allows us to collect data and information quickly a large number of people. Here we are able to easily manage this process remotely. This can also offer a great deal of support for collecting data about beliefs, attitudes and characteristics. However, there are also certain problems with this method like that its simplistic (presupposed) categories offer a very small background. Here we also have no room for users to communicate their real requirements (Fisher & Foreit, 2002; Summerhill & Taylor, 1992). This data collection technique to elicit requirements is used for summarization as well as feedback. Here we are able to discuss the outcome of the data collection stage. This method also allows us to extract a set of requirements. We can use this data collection technique as a significant management tool. However, the scope of this technique is very limited (depends on the discussion) (Fisher & Foreit, 2002; Summerhill & Taylor, 1992). This data collection technique to elicit requirements is based on the brainstorming and project team. This technique allows us to make use of more natural communication between people as compared to a formal interview. In this scenario, we are able to measure reaction to motivation materials (for example: storyboards, mock-ups, etc.). This method has also some disadvantages for instance it is can create unnatural

Teaching Upper Intermediate Students To Take Notes English Language Essay

Teaching Upper Intermediate Students To Take Notes English Language Essay 1.1. Introduction The purpose of this assignment is to report on an EAP course design simulation. I have decided to focus on EAP for two reasons. Firstly, I am currently teaching at a university in Turkey where I have the task of preparing students for life in an English-medium learning environment. This assignment provides me with an opportunity to examine this learning context and identify factors that influence learning. Secondly, I conducted a similar project whilst completing an MA in Applied Linguistics. During this project, I designed a pre-sessional EAP course for a group of multi-lingual students entering a university in England. I now work predominantly with mono-lingual groups in a non-English speaking country and am interested in investigating how these factors influence course design. 1.2. Theories and Principles EAP rose to prominence in the 1970s (Jordan 1997) and its importance has since increased with the emergence of English as the lingua franca of the global academic community (Hyland Hamp-Lyons 2002). EAP has been defined as the teaching of English with the goal of enabling learners to use that language to study or conduct research (Flowerdew Peacock 2001) and involves helping students to develop linguistic, academic and cultural competence (Gillett Wray 2006). EAP courses may be taught in English speaking contexts, or in countries in which English is used as a foreign or second language (Jordan 1997). EAP is categorised as a form of English for Specific Purposes (ESP) and a distinction has been made between English for General Academic Purposes (EGAP) and English for Specific Academic Purposes (ESAP) (Blue 1988). EGAP courses, like the one employed in my own context, teach a common core of language and academic skills that all university students require. In contrast, ESAP courses focus on the language and skills needed in one particular academic discipline. However, despite this divide, analyses of EAP courses have revealed that they generally share the following defining features (Robinson 1991: 2): They are goal directed. They are based on the needs of the students. The duration of the course is clearly specified. The students tend to be adults over the age of 18. A high level of English proficiency is not necessarily required. The need to develop academic as well as linguistic competence has received considerable attention in EAP literature (Ballard 1996; Sowden 2003). Ballard (1996) argues that foreign students often require help adjusting to the distinctive academic culture of western universities. For instance, she identifies students struggle to adapt to the critical approach to learning expected of them in western universities. This argument applies to my own teaching context because many of the lecturers are either from or have been educated in western countries and, consequently, have particular expectations about how students should behave. The need to incorporate both linguistic and academic skills into EAP courses has lead many writers to consider the type of syllabi to employ during these courses. Task-based or process syllabi are centred on the cognitive acts students perform at universities. These syllabi emphasise the use of authentic activities and English is viewed merely as the medium through which these activities are performed (Ballard 1996). Similarly, skills-based syllabi, as employed in my own institution, advocate the development of skills that students need to succeed at university. In contrast, content-based syllabi emphasise the material students study at university. These syllabi promote the analysis of language within relevant discourse (Spanos 1987). Likewise, text-based or genre-based syllabi facilitate the examination of language within authentic contexts (Feez 2002). Importantly, Flowerdew (2005) highlights that, depending on student needs, elements of different syllabi can be combined to create an integrated course. 1.3. My Own Experiences My current teaching position is my first classroom exposure to EAP and EAP students. Research conducted into this group of students suggests that they have a number of defining characteristics. For example, Todd (2003) identifies that these students are usually more mature and motivated. Waters and Waters (1992) suggest that successful university students are able to think critically and logically, are self-aware and self-confident, and are willing and able to take responsibility for their own learning. Unfortunately, in my own context, the students have generally just finished high school and have not yet fully developed these characteristics. For instance, many students expect teachers to tell them what to do and are unsure about how to manage their own personal study time. Therefore, teachers must help students develop personal traits as well as linguistic and academic skills. My previous experience of designing an EAP course highlighted the enormity of the task. Whilst analysing the needs of the students, I listed the skills and sub-skills successful university students employ. On completion, I had created an unmanageable list of skills and a pre-sessional course could not explicitly address all of them. Therefore, the course I eventually designed employed a task-based syllabus that allowed students to experience and reflect on the learning activities they would participate in at university. They then built their weaknesses into long-term development plans. 1.4. Implications of the Literature and My Experience Based on the literature and reflection on previous experiences, I believe the following implications are relevant to the design of the EAP course and the needs analysis process. The needs analysis must identify the academic departments the students will be entering. If the students are studying similar subjects, an ESAP approach may be adopted. However, if they are studying different subjects, an EGAP has to be used. The needs analysis must examine the students needs in relation to their linguistic, academic and cultural competency. The needs analysis must be used to identify the students main areas of weakness. It will not be possible to teach all of the various skills and sub-skills that the students need to succeed at university. Instead, the course must prioritise the primary weaknesses. A decision will have to be made regarding the most appropriate syllabus type to meet the needs of the students. 2. Needs Analysis 2.1. Group Profile To promote a learning-centred approach, a questionnaire (see Appendix 1) was used to collect data about learner needs (Hutchinson and Waters 1987). A questionnaire was the most practical method to collect this data. The results (Appendix A) are summarized below: Learner Characteristics 21 students (13 males and 8 females). The average age is 20 (ranging from 18 26). 18 Turkish and 3 Iraqi students. The students are entering various departments at an English-medium university. Sport, films and music are common interests. Learner Preferences Both deductive and inductive approaches. Working on their own, in pairs and in groups. Having input into what and how they learn. Both teacher and self-assessment. Self-Assessment The students perceive reading and speaking as their stronger skills. Listening and writing are skills they need to improve. The students also completed a learning styles questionnaire (Appendix 2). They favour a combination of visual, auditory and kinesthetic activities (Appendix B). 2.2. Identifying Needs Needs analysis (NA) is the process teachers use to determine and prioritize the needs for which a particular group of learners require a language (Richards 2001). These needs may originate from the students or from other stakeholders such as the institution. To assess the needs of this class, I performed a target situation analysis (TSA) to identify the skills students require when they enter the university (Munby 1978). I examined the syllabus used within my institution. This was the most practical method because this syllabus was created following a language audit and, thus, provided a comprehensive breakdown of target needs. The TSA highlighted my institution employs a skills-based approach. As discussed in section 1, successful university students must employ a vast range of sub-skills. Consequently, I performed a present situation analysis (PSA) (Richterich Chancerel 1980) to enable me to identify and prioritize gaps between the students current skill-set and those they require. I used diagnostic tests to collect information about reading, listening and writing because they are the most practical method to obtain accurate quantitative data about students knowledge (Hughes 2003). I used classroom observations to test speaking because this was the most practical way to collect information about a large number of students. Following the findings of the TSA, I employed a skills-based approach and assessed the students listening, reading, writing and speaking skills. 2.3. Diagnostic Testing Diagnostic tests are conducted at the beginning of a period of study to collect data about students current state of language development (Hughes 2003). To ensure the students perceived these tests as being useful; thus satisfying the condition of face validity (Gronlund 1998), I replicated activities the students perform in the institutions examinations. This also satisfied the condition of content validity. Skill Procedure Listening Students took notes while listening to a lecture and then answered comprehension questions using their notes (Appendix 3). Reading Students answered comprehension questions about an academic text requiring them to scan, skim and infer meaning (Appendix 4). Writing The students wrote an academic paragraph (Appendix 5) that was marked for grammar, vocabulary, content and organisation. To increase scorer reliability, a colleague checked the grades (Hughes 2003). Speaking The students were observed in class and marked on grammar, vocabulary, fluency and pronunciation. Once again, a colleague checked the grades. Grammar and Vocabulary These items were assessed indirectly through writing and speaking. 2.4. Results 2.4.1. Present Situation Analysis The diagnostic tests revealed that, on average, the students achieved passing marks (above 60%) in reading and speaking, but failed in listening and writing (Appendix C.1). This matches the students self-assessment. The writing scores highlighted the greatest difficulties concern grammar, vocabulary and organisation (Appendix C.2). The students struggled to use a range of lexis and had problems with grammatical and lexical accuracy (e.g. Appendix 6). However, during feedback, the students self-corrected the majority of their grammar mistakes. This suggests they were performance rather than linguistic errors. The students said they have problems studying vocabulary and usually just translate from L2 to L1. The students also had difficulty using cohesive devices and organising their writing to meet academic conventions and answer questions directly. The note-taking sheets (e.g. Appendix 7) revealed the students struggled to isolate important information and recorded redundant information. The students failed to employ strategies to help them record information quickly. Interestingly, when the students completed the listening test as a while-listening task, they had little difficulty answering the questions. This suggests the students problems concern note-taking rather than listening. The students explained they have had little experience of this task. This supports the notion that these students must develop academic competency. 2.4.2. Target Situation Analysis The syllabus of the institution revealed successful students must be able to use a variety of skills and strategies when taking notes from lectures and writing (Appendix D). To investigate these skills further, the students completed a self-assessment questionnaire (Appendix 8). This questionnaire performed the dual function of collecting data about the students abilities, and increasing their awareness of the skills and strategies needed to succeed at university (Allright 1982). The results showed they are not particularly confident about writing and note-taking sub-skills (Appendix E). 2.5. Priorities for the Planned Course The course will teach EGAP because the students belong to different faculties. The results of the diagnostic tests revealed taking notes from lectures and writing to be common weaknesses. This confirms the students self-assessment of their needs. The course will focus on these skills and provide the students with opportunities to develop and practice strategies they can employ when taking notes. The course will also raise awareness of the organisation of academic writing and promote effective vocabulary use and error correction. Finally, as mentioned in section 1, because the majority of students have just finished high school, the course will aim to increase awareness of university study. 3. Course Proposal 3.1. Course Proposal In accordance with the NA, this EGAP course will focus on taking notes from lectures and, academic writing. It will be taught over 1 week and consists of 20 hours of classroom time with 4.5 hours of additional writing tutorials (3 extra tutorial hours will be available if extra teaching is needed). It will supplement the 8-week course the students are currently taking. The course will enable the students to reflect on, intensively practise, and consolidate the skills and strategies they have already started developing. This will allow the students to address weaknesses and develop confidence in preparation for next course. As such, the supplementary course will be taught at the end of the students current course. 3.2. Goals and Objectives Curriculum designers state the goals and objectives of courses to imbue their creations with purpose and direction (Graves 2000). Goals can be defined as statements concerning the general purposes of a course while objectives are specific statements describing how goals are to be realised (Richards 2001). The goals of this course are to develop the students abilities to write academic essays and paragraphs and, take notes from lectures. The course also aims to increase the students confidence of taking notes and raise their awareness of how to succeed in academic life. To achieve these goals, I have formulated 19 objectives: 4 listening objectives (LO1-LO4), 4 note-taking objectives (NO1-NO4), 8 writing objectives (WO1-WO8), 1 vocabulary objective (VO1), 1 grammar objective (GO1) and 1 affective objective (AO1). For full details of the goals and objectives see Appendix 9. 3.3. Approach As identified in sections 1 and 2, the students need to develop an awareness of what life is like in university departments (Sowden 2003). Consequently, the course will employ an integrated skills approach that simulates the canonical sequence of university study (Appendix F). The lectures the students will listen to and take notes on will provide lexical input about the topics they will write about. The students will supplement this input through further reading and vocabulary study outside class (e.g. Appendix F, Day 1). This self-study responds to the students learning preferences and encourages them to take responsibility for their learning, a characteristic crucial for academic success (Waters and Waters 1992). Based on the analysis of learner needs, a variety of different approaches will be employed in the classroom. First, the listening and note-taking component will include awareness raising and reflection activities. The students have little experience of this task and these activities remedy this. Secondly, both inductive and deductive learning will be employed because the students enjoy both. Thirdly, the course will incorporate individual, pair and group work. For example, the students will brainstorm ideas for writing tasks in pairs before sharing with the group. The students will perform the writing individually. Finally, the course will employ both P-P-P and T-T-T lesson shapes depending on whether the students are encountering concepts for the first time or revisiting them. 3.4. Course Content The listening and note-taking component of the course builds from part to whole (Richards 2001). The diagnostic tests revealed the students have difficulty identifying important information and using note-taking strategies. This course allows the students to increase their awareness of and practise listening and note-taking strategies in isolation before having opportunities to use them, first, in tandem and, then, holistically (e.g. Appendix F, Day 1). Moreover, the students will practise these strategies whilst reading before applying them when listening. This componential approach recycles objectives and, allows students to automatise strategies separately so, when using them holistically, they find it less cognitively challenging (Field 2008). The writing component of the course builds from simple to complex (Richards 2001). The diagnostic tests revealed the students have difficulty answering questions directly and developing ideas logically. Consequently, the students will practise this skill in body paragraphs before progressing to full essays. The writing component will also develop from whole to part (Richards 2001) with students examining the organisation of full texts before analysing and practising writing the individual components (e.g. Appendix F, Day 2). The students identified they enjoy inductive learning and this methodology facilitates this. The students will complete the writing outside class. This removes the pressure of time limits and emphasises the writing process rather than product (Walker and PÃ ©rez RÃ ­u 2008). The grammar and vocabulary teaching will be reactive as the diagnostic tests highlighted the students difficulties mainly concern performance rather than linguistic errors. The students writing will be marked with grammar and vocabulary mistakes highlighted using an error code. The students will then re-write and self-correct their texts in the tutorials. The students enjoy both teacher and self-correction, and both inductive and deductive learning. This methodology responds to these needs. The tutorials will contain fewer students so the students will have greater access to a teacher if they need to ask questions. 3.5. Materials The materials to be used in this course have been designed for the purposes of English teaching (Appendix F). The language is graded and, in the lectures, the rate of speech is slower. This will allow the students to focus on developing the targeted skills and strategies instead of worrying about language. It also responds to the students affective needs. They are extremely anxious about taking notes and, if exposed to authentic lectures, might be overwhelmed (Guariento and Morely 2001). The use of inauthentic material is also offset by the authenticity of the tasks. The students will have to take notes and write essays in their departments so they are likely to be motivated (Long and Crookes 1992). Unfortunately, the use of graded material limits the topics to those in the coursebooks. I have chosen lectures on the topics of health, society and relationships. These topics are accessible to all of the students and the TSA revealed they feature in the coursebooks and exams of the inst itution. 3.6. Institutional Constraints A number of institutional constraints have influenced the design of this course. Firstly, the availability of teachers affected the tutorials. Ideally, the tutorials would contain a maximum of five students. However, this would require in excess of 5 teachers and this was not possible. Consequently, two teachers will conduct the tutorials and the class will be halved. Secondly, the institutions examinations influenced the methodology used on the course. The students will sit a skills-based examination shortly after participating in this supplementary course. Consequently, I decided to use comprehension questions to measure note-taking ability. The students perform similar tasks in their exam so they will probably be more motivated because they can apply the strategies they practise during this course. 4. Assessment 4.1. Assessment Principles Assessment is an umbrella term referring to the collection of data about the abilities or achievements of learners taking a particular course (Brindley 2001). It may occur formatively (during the course) or summatively (at the end of the course). Assessment can be performed using both quantitative and qualitative methodology (Jordan 1997). Qualitative methodology may include classroom observation or interviews while the main quantitative method is testing. Tests may be employed at various stages during a course. Proficiency and diagnostic tests are administered at the beginning of a course to provide information about learners existing abilities (Hughes 2003). In contrast, achievement tests are used formatively or summatively to assess students progress and identify what they have learnt from a particular course (Brindley 2001). In order to be effective, tests must be both valid and reliable (Hughes 2003). Validity concerns the ability of tests to measure what they are supposed to while reliability is the extent to which tests can be repeated achieving consistent results (Brindley 2001). 4.2. Monitoring Learner Progress Progress in the listening and note-taking component will be assessed through comprehension questions and self-assessment (Appendix 10, Days 1, 3 and 5). This assessment is integrated into the course and will be conducted in the final block of note-taking days. The comprehension questions include multiple choice and short open-ended questions. The self-assessment requires the students to reflect on their use of strategies practised and rate themselves (e.g. Appendix 11). The students will also collect their note-taking sheets, comprehension questions and self-assessment sheets in a Learning Portfolio (LP). These will function as records of their learning processes and, be used for summative assessment and reflection purposes (Nunes 2004). Progress in the writing component will be assessed through the completion of three writing tasks: one paragraph and two essays (Appendix 10, Days 2, 4 and 5). The students use of grammar and vocabulary will be assessed indirectly through these tasks. The students will write a first and second draft for each task and both drafts will be marked and graded. The first drafts are to be completed outside class. The second drafts will be started in writing tutorials and finished outside of class. Both drafts of each task will be included in their LPs. 4.3. Assessing Learner Outcomes The students LPs will form the basis of the summative assessment (Appendix 10, Day 6). The students will reflect on their work and self-assess their progress in each of the objectives (Appendix 12). In one to one tutorials, the students will discuss this self-assessment and form long-term development goals to respond to their weaknesses. This assessment will be low stakes because the students will soon be taking a high stakes examination in the institution and do not need further pressure. The decision to use both teacher and self-assessment in the formative and summative assessment responds to the students learning preferences. Self-assessment also encourages students to be more active and take responsibility for their learning (Harris 1997). The use of LPs combines formative and summative assessment, and this helps students to better understand their strengths and weaknesses (Lam Lee 2009). It also allows the students to monitor their development in note-taking; thus, increasing their confidence. 4.4. How Assessment Principles Influenced Assessment Methodology The assessment methods aim to conform to the principle of validity. Adopting a skills-based approach achieves construct validity. The TSA revealed my institution advocates this theory and the assessment methods of this course reflect this. The students will be assessed on their ability to employ skills and strategies when taking notes from lectures and, writing paragraphs and essays. The course also follows theoretical developments in written assessment. The use of LPs rather than timed exams emphasises the writing process rather than the product (Walker and PÃ ©rez RÃ ­u 2008). The use of skills-based assessment also satisfies the conditions of both content and face validity. The assessment tasks mirror those performed on this course and, during regular courses and examinations. Consequently, the students are likely to view the course and assessment techniques as appropriate (Gronlund 1998). The assessment methods also aim to conform to principle of reliability. The listening and note-taking component of the course will be assessed using multiple choice and short open-ended questions and, these will be marked using a standardised answer key. This will increase scorer reliability. The written tasks will be marked using the writing criteria of the institution. These criteria are regularly standardised. Therefore, although subjective, scorer reliability will be enhanced. 4.5. Constraints and Opportunities Whilst planning how to assess this course, I encountered a number of constraints. Firstly, I decided to use comprehension questions to assess listening and note-taking because this is how my institution assesses these skills. The students are familiar with this form of assessment so, had I chosen a different method, I may have experienced negative backwash with students failing to value my choice of methodology (Hughes 2003). Moreover, by using comprehension questions, I can exploit backwash from the examinations positively to motivate the students. Secondly, I faced practicality problems with the written assessment. The students will complete their writing tasks at home and have tutorials about them the next day. Therefore, to allow for marking, tutorials would have start at 10am with regular classes being taught in the afternoon. The students will submit their work via e-mail by 8am. This provides the teachers sufficient time to mark and, also imposes deadlines on the students. Suc h deadlines are part of university study and the students must take responsibility for meeting them. 4.6. Course Evaluation Evaluation is the process of collecting information about a course, both formatively and summatively, with the purpose of determining how effective it is and to guide decisions about teaching and learning (Murphy 2000). The evaluation methods to be used on this course are summarised in Appendix 13. In this course, LPs play a crucial role in evaluation. The data in these portfolios will help me make both formative and summative judgments about whether objectives are being met. The formative judgments will be particularly useful because they will help me to decide whether to use any of the free tutorials to provide additional teaching. In addition, the students will complete a questionnaire to evaluate the course summatively (Appendix 12). This questionnaire will allow the students to rate the usefulness of the activities, materials, teaching and assessment methods, and make open-ended comments about the course. 5. Conclusion 5.1. Conclusion Studying at university is an extremely complex process requiring students to participate in a variety of learning activities and, use a vast array of skills and sub-skills (Munby 1978). The task of EAP practitioners, who help students acquire these skills, is unenviable because, in addition to teaching linguistic competence, they also have to help students develop academic and cultural competence and, personal characteristics. When designing my course, I responded to this challenge, by conducting an analysis of the students needs. This analysis enabled me to identify and prioritise the most pressing weaknesses of the students. Therefore, I was able to maximize the benefit that the students would receive from what is a relatively short course. I believe that, having taken the course, the students will, not only be better equipped to take notes from lectures and, write paragraphs and essays, they will also feel more confident about doing so. The task of designing an EAP course for my students was made even more challenging because most of them have just finished high school and are unfamiliar with university study. Therefore, I believe that my decision to design the course to simulate university study will be particularly valuable to them in the long-term. Although the students will still have a lot more to learn about academic study, I believe that, when they enter their departments, they will be more aware of what is expected of them both inside and outside of class. Moreover, I feel that, through being exposed to the use of LPs as a method of learning and assessment, the students will have taken a huge step towards to becoming more self-aware and responsible for their own learning. These characteristics will play a fundamental role in their lives as successful university students.

The Importance of Aggression in Animal Existence Essay -- Aggression V

The Importance of Aggression in Animal Existence Aggression is a critical part of animal existence, which is an inherent driving force to humans, as we, too, are animals. The source of aggression within humans is a long summative list, but before trying to understand its source one must apply a working definition of aggression. Aggressive behavior is defined by Encyclopedia Britannica as any action of an animal that serves to injure an opponent or prey animal or to cause an opponent to retreat. (7) David G. Myers states that aggression is any physical or verbal behavior intended to hurt or destroy.(9) There are many types of aggressive behaviors, which can be differentiated from the factual act to the hidden motives. For example, an aggressive behavior can be negative or positive, accidental or intended, and physical or mental. Aggression can take numerous forms, the act of hitting a wall to release aggression has some of the same roots as playing football and enjoying hitting the quarterback. A child yelling at his parents could b e equated, in its aggressiveness, with hitting one’s horn when one is cut off on 495. Aggression is also a relative construct. What might seem like a terribly aggressive act to one person, most often the victim, might seem like an induced response to the perpetrator.(3) Psychologist Arlene Stillwell performed an experiment where she assigned ordinary college students at random to play the role of a victim or a perpetrator in a small incident. Then she asked the students to describe the situation that had just transpired. What she found was that both victims and perpetrators deformed the truth equally to present their sides in a better light. Victims would dwell on their lasting traumas from the incident while the perpetrator might make the act seem like a one-time action provoked by insurmountable circumstances. The resulting implication is that aggression is in the eye of the beholder.(3) Due to its relative nature aggression is extremely hard to isolate and study. Some acts are very easy to categorize as aggressive, a first degree murder or first degree rape, but is negligent manslaughter aggressive? The mere act of not shoveling one’s sidewalk might have the same effect as a cold-blooded murder but is it an aggressive act? For the purposes of this paper aggression will be related to the four conditions presented by Gerd... ...act stand alone, there is almost always mutual fault and/or shared blame. David Luckenbill found, in one of his studies, that the major part of criminal homicide revolved around some sort of reciprocal provocations in which collective hostility escalated until one person murdered the other.(3) Murray Straus found the same circumstance appeared in marital violence. In half of the reported cases of domestic violence it was found that both spouses were violent, it just tended to be that one person was considerably stronger than the other.(3) Aggressive behavior has been a huge part of humankind since people first starting walking somewhat erect. From our predecessor the "killer ape" to the intricacies of nuclear warfare. Whether it is a "caveman" clubbing his enemy for stealing his food, or a highly paid sniper sitting atop a roof waiting for a South American dictator to walk out of his house, aggression follows us wherever we might go. Aggression is a force that is hard to imagine and even harder to harness. Should people ever learn to control and thereby use their aggression towards greater good, the walls we now know would crumble easily under the forcing of such a force.

Women’s Struggle for Identity through Appearance

How does the writer explore their thoughts and feelings through identity? Germaine Greer talks about ‘demands' that are made upon women to change their bodies in order to look pleasing to the eyes of others. This idea that women should look a certain way and that there is only one right way. She explores the women of both the working class and the middle class and the way they struggle for identity through appearance. Greer explores her thoughts and feelings though identity by the use of language. She uses words such as ‘grossness' and ‘curvaceous' to describe women's thoughts about their bodies.It almost seems like Greer is Just talking about the pressure for women to conform. She doesn't describe in a way that shows she disagrees with women's thoughts about their bodies and the pressure to counter their bodies in order to fit in to the two categories curvy or thin. She talks about how the curvy girl who ought to be thin and the thin girl who ought to be curvy. Gre er is trying to get across the message that women's struggling with appearance in order to have the perfect body is a never ending cycle. You can be ‘curvy or thin' but the pressure to change your body never fades.She mentions how ‘a woman is tailoring herself to appeal to buyers' market. Greer suggests that women are all going through this in order to catch the attention of males. She uses the terms tailoring and ‘buyers'. This idea that women are pressured to change their bodies in order to look pleasing to men. She goes on to say that this ‘buyer' is likely to be the husband, whose accepts her for her image. She describes women as passive objects of males. I think Greer is trying show the sad reality of women; women are the ones who keep succumbing to this pressure to change their image.They are insecure and are constantly trying to change themselves. She states that women's bodies are treated as ‘aesthetic objects without function'; this causes dama ge to their bodies and the owners. Greer talks about this idea of the body meeting the soul and a ‘stereotype being born'. I think she's trying to get a cross this idea that women have this fantasy about beauty, she continues on to mention to her belongs all that is beautiful even the word beauty itself. She writes about how nature exists only to make a women appear more beautiful.For example she says â€Å"flowers die gladly so that her skin may uxuriate in their essence†. I think she's trying to get across the idea that this fantasy that women have is also what is making them succumb to the pressure. This idea of a woman's weakness being her beauty is also explored in the play Street car named desire' by William Tennessee. He introduces the character of Blanche who's similar to the women mentioned by Greer. Blanche doesn't want to accept the fact that her beauty is fading. At one point her sister Stella asks her husband to compliment her on her appearance. She mention s ‘it's her weaknesses.In the same way as these omen described by Greer, Blanche is using her beauty and sexuality to capture male attention. She understands and seems to accept that she has to keep her beautiful image in order to find a male suitor. reer's idea ot nature existing to make women beautitul links well wit n the novel ‘Beloved' by Toni Morrison. In the book the character of beloved is described with having skin as smooth's as babies. Beloved is naturally beautiful in the same way that Greer described nature making women beautiful. The fantasy of beauty the Greer described beloved seems to possess.

The Independence of Media from the States

The Independence of Media from the States Media is an important part of human life. There are a lot of different functions of media, informing, creating social opinion, adverting, etc.Advertising We will write a custom essay sample on The Independence of Media from the States specifically for you for only $16.05 $11/page Learn More Living in the free democratic world, many people are sure that the media is independent from states and that TV, radio and newspapers are free for creating and presenting the material each of these department wants. However, this is not really so. Each time people refer to media, they expect to consider the data which is presented as a part of free press, however, this is not exactly so. Media depends on the states under which it has to function. It is impossible to imagine an absolutely free media which does not belong to anyone and does not responsible to anything. Modern mass media is owned by specific groups in the state and the power of these people and organizations make each release dependant. Social opinion is not created on the basis of the free press, states always try to make sure that public opinion is created in such a way that powerful people want it to be. Considering the level of the dependency of mass media from the states it performs into, it is possible to say that even the most democratic countries have the state influence on mass media. Mass media is not independent from the state totally, however, some level of independence is still present. No one is able to contradict the opinion that democracy is the regime we are trying to live into. Therefore, the democracy presupposes the freedom of mass media. However,Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More the mediahave a double relation to democracy. On the one hand the emergence of a global information society is a powerful democratizing force. Yet, television, and the ot her media, tend to destroy the very public space of dialogue they open up, through relentless trivializing, and personalizing of political issues. Moreover, the growth of giant multinational media corporations means that unelected business tycoons can hold enormous power (Meier 2002, p. 298). Being connected to political issues, mass media cannot remain uncontrolled. Society believes that the themes discussed on TV are presented by their desire to watch them, people are sure that making a choice they do it just because they want to do that choice, however, this opinion is wrong. If one tries to answer the question what controls and forms human opinion, he/she will find only one possible answer – mass media. However, most of the data which appear on BBC and other world spread sources of information exist under strong censorship. The â€Å"double relation to democracy† (Meier 2002, p. 298) is explained by the desire of the mass media sources to show personal freedom from any authority, however, at the same time, it is impossible to say for sure that even in the most democratic countries mass media is free. Democracy is defined as the participation of the citizens of the country in making decisions, however, there is no a word about absence of the control of the government over people.Advertising We will write a custom essay sample on The Independence of Media from the States specifically for you for only $16.05 $11/page Learn More The power of broadcasting cannot be overestimated, and the governmental structures understand this. Thus, the very beginning of the media era was controlled by the government and the priorities of such control may be enumerated. Remembering the history, the fist official newspapers and TV shows in most countries were created under the strict supervision of the government. Later, mass media tried to become an independent industry, however, each time it appeared in hands of powerful people who have to deal with the state and its interests. Hesmondhalgh (2007) believes that even living in a democratic era, government cannot allow such powerful industry to remain without influence. If mass media was not under total control, information presented on TV could be frustrating. Many examples may be remembered when important data devoted to international relations, national business, health care, politics, economics, etc. is not shown in mass media. It does not mean that there are no people who know anything about the issue. It means, that there is a censorship which does not allow some information to appear in mass media until it is necessary for the state. One may refer to the secrets which are released on TV, about the scandals and anther data which is not useful for the government. The Internet is full of information and the power of broadcasting there cannot be compared with TV, radio and newspaper. However, the information online is referred as just the gossips which are not tr usted until the official declaration is presented. Is not this a control of the government? Is it possible to say that all the data which is appeared in mass media is trusted until the official declaration is presented? The answer is negative.Advertising Looking for essay on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More So, the influence of state on the mass media is more obvious than one may think, still, many people try to reject this opinion claiming about the freedom of speech and press. The problem of ownership should be considered as one of the ways of the media control by the state (Doyle 2002). Looking objectively at the problem can one answer the questions who own the TV channels, newspapers, and the Internet browsers which control the search engine capacity? Is it society who controls mass media? Such big industry cannot function without monitoring. Mass media is an industry which brings much profit to those who owns it. Of course, governments do not own all the companies connected with mass media, but they are the property of people who support the interest of the government and make all possible to work in the interest of the state. Owning one particular mass media company, such as BBC or CNN, or another one of the same prestige, the influence on other sources of information is guarante ed. Ownership of the mass media companies is a serious affair as those who own newspapers and TV channels have an opportunity to control human thoughts and ideas. Moreover, one big channel may apply to the unity of smaller channels or work under their supervision that creates the chain of the connected and dependent sources of information which gets the data from the bigger sources. It is hard to believe that states leave the biggest sources of information without control. The information has become one of the weapons of the modern world. It costs too much and it is hard to find it. It is impossible to imagine the state which does not have an opportunity to use such powerful weapon as information, therefore, the ownership of the mass media industry is a crucial problem for the safety and prosperity of any developed state. Bagdikian (2004) is sure that â€Å"the media world – newspapers, magazines, books, radio, television, movies, and now the Internet – occupies a beg inning of the end of government-as-protector-of-the-consumer and the starts of government-as the-protector-of –big-business† (p. 11). It is possible to agree with the statement in some way as looking at the information which appears in newspapers, more attention is devoted to business, however, the politics does not remain apart. Most of the data presented in media is devoted to business world. Ads influence the opinion of people. Advertising make people buy the products of the companies which are shown more frequently. There are also situations when advertising becomes too occupying and in this case government interferes. It is obvious that â€Å"the greatest threat to freedom of expression in the United States or elsewhere is the possibility that private entrepreneurs will always tend to monopolize the marketplace of ideas in the name of economic efficiency and private profit† (Meier 2002, p. 298). Thus, mass media cannot belong totally to private owners. The p roblem of ownership still appears as in case the mass media is not controlled by the state and all the power is offered to the private entrepreneurship the monopolization of the industry may lead to unpredicted consequences. The presentation of the information just from one side, the delivery only of the ‘suitable’ for the manufacture data may be destroying for society. Therefore, it may be said that states do not make mass media sources independent to avoid monopolization of the industry and to make sure that the information presented in mass media is given from different perspectives. State cannot stay apart from mass media as this source of information plays an important role in the life of people. Cottle (2003) says that mass media plays important role in formation of the social opinion, cultural identity, traditional peculiarities and other values of the people in community. Absence of the total control of the government of these issues may lead to the problems in the future which may result in social misunderstanding. Social problems guarantee political and economical instability in the country. Mass media is able to do both, maintain order and create chaos in the country. Absence of the state control and providing of the independent guarantees to mass media will never result in anything positive. It has already been pointed at many crucial outcomes which may result from independence of mass media from the state, such as monopolization of the industry. Cottle (2003) points to the loss of cultural identity. Much attention in this source is paid to the news presentation. Each event may be considered from different perspectives, it can be highlighted from various parts. The ability of mass media to show the news from the governmental position, trying to show the unity of the country and the care of the state leaders about the country may increase the unity of the community. Therefore, the governments are unable to allow the mass media to have t he full independence as sometimes the vision of the journalists should be directed in an appropriate way. However, speaking about journalists, they are free and independent searchers of information and news. These people should just present the useful data for the society, otherwise, the information they have considered may be perceived as uninteresting and boring. This is one of the principles of state control over mass media. Croteau and Hoynes (2005) stress the importance of the government to provide specific information to the society. The control over mass media helps such states impose the necessary information in the society. The absence of such control and absolute independence of the mass media from the state would not form such powerful societies as they are now. The image of UK supported with the presence of a queen, the USA leaders are also known to the whole world as the leaders of one of the most powerful countries. Of source, there are people who do not support the ac tions of their leaders and there are the channels and programs which strictly criticize their actions. This should be. People should see the situation from different perspectives, however, the information should still be directed at the affairs of the country. If the international issues are discussed, it is important to view them in the prism of the state affair. This is the place of the state in the mass media influence. Mass media cannot be independent from state as this is the source of the information which creates the image of the country. One should not confuse the dependence of mass media from the state and the freedom off press. In the USA the First Amendment of the Constitution guarantee the freedom of press, however, it does not mean that mass media may advertise all the products which exist. The state should control the advertising campaign to protect people from inappropriate goods. The same is about everything which appears on TV, radio and in newspapers. States protec t people from the goods of poor quality trying to make sure that the information people get is appropriate, even if it does not meet the interests of the state as freedom of speech exists (Croteau Hoynes 2005). Hesmondhalgh (2002) pays much attention to the reasons and the interests of mass media. The attention is paid to the ownership and the interests mass media supports. The author is sure that the interests of the powerful and rich people are met while creating the releases of information. In case mass media would be independent from the state, this would be exactly the issue. However, having the dependency from the state, much of the released data is subjected to censorship, that is why the private owners of newspapers and channels are unable to monopolize the sphere. If state controls mass media and the information released there, why some data does not meet the requirements of the state, why the state allows to show the programs and to deliver the information which may compr omise the government? Answering this question, the aspects of democratization and the freedom of speech should be considered. Hesmondhalgh (2002) is focused on the private interests of those who own mass media companies forgetting about the law and other specific barriers on the way to controlling the data released to the community. The dependency of mass media from the state is different basing on the level of the democracy in the country. Considering such states as France, USA, UK and other developed countries, the level of interdependency of mass media from the state is rather high. However, such countries as China impose greater dependency of mass media from the state as in such countries people are controlled and programmed by means of mass media. TV, radio and pres are used for propaganda purposes making sure that people will be affected by the data. Gehlbach and Sonin (2008) believe that â€Å"when mobilization is especially important, the government will be inclined to seiz e ownership of private media, as it can save the cost of subsidization by controlling the media directly† (p. 2) and it is impossible to disagree with the statement. Each state understands that mass media may be used in personal purposes in critic situations, therefore, making all possible to follow the freedom of press law, each state do keeps in mind that control over mass media is crucial. Therefore, it may be concluded that there are two points of view that mass media is dependant from the state and that it is independent from it. There is no country where mass media is totally independent from the state as this is an information weapon which may be used incorrectly. The government of each state chooses the level of dependency and applies the chosen policy in action. The democracy does not presuppose the absence of the dependency. Democratic world should be controlled, as otherwise chaos would be imposed. The ownership and monopolization are the problems which are to be co ntrolled by the state and some of the reasons of the dependency of mass media from the state. States should understand the difference between controlling and imposing. The independence leads to chaos and the developed countries cannot allow such state of affairs as only structured and highly monitored world actions guarantee harmony of the modern global society. Reference List Bagdikian, B 2004, The New Media Monopoly, Beacon Press, Boston. Cottle, S 2003, Media organization and production, SAGE, London. Croteau, D Hoynes, W 2005, The Business of Media, Sage, London. Doyle, G 2002, Media Ownership: The Economics and Politics of Convergence and Concentration in the UK and European Media, SAGE, London. Gehlbach, S Sonin, K 2008, Government Control of the Media. Web. Hesmondhalgh, D 2002, Media Production. Berkshire: Open University Press. Hesmondhalgh, D 2007, The Cultural Industries, SAGE, London. Meier, WA 2002, ‘Media Ownership – Does It Matter?’, in R Mansell , R Samarajiva A Mahan (eds), Networking Knowledge for Information Societies: Institutions Intervention, DUP Science, Delft.

World War II - Lieutenant Colonel Otto Skorzeny

World War II - Lieutenant Colonel Otto Skorzeny Otto Skorzeny - Early Life Career: Otto Skorzeny was born June 12, 1908, in Vienna, Austria. Raised in a middle class family, Skorzeny spoke fluent German and French and was educated locally before attending university. While there, he developed skills in fencing. Taking part in numerous bouts, he received a long scar on the left side of his face. This along with his height (64), was one of Skorzenys distinguishing features. Unhappy with the rampant economic depression prevalent in Austria, he joined the Austrian Nazi Party in 1931 and a short time later became a member of the SA (Stormtroopers). Otto Skorzeny - Joining the Military: A civil engineer by trade, Skorzeny came to minor prominence when he saved Austrian President Wilhelm Miklas from being shot during the Anschluss in 1938. This action caught the eye of Austrian SS chief Ernst Kaltenbrunner. With the beginning of World War II in September 1939, Skorzeny attempted to join the Luftwaffe but instead was assigned as an officer-cadet in the Leibstandarte SS Adolf Hitler (Hitlers bodyguard regiment). Serving as a technical officer with the rank of second lieutenant, Skorzeny put his engineering training to use. During the invasion of France the following year, Skorzeny traveled with 1st Waffen SS Divisions artillery. Seeing little action, he later took part in the German campaign in the Balkans. During these operations, he compelled a large Yugoslav force to surrender and was promoted to first lieutenant. In June 1941, Skorzeny, now serving with the 2nd SS Panzer Division Das Reich, took part in Operation Barbarossa. Attacking into the Soviet Union, Skorzeny aided in the fighting as German troops neared Moscow. Assigned to a technical unit, he was tasked with seizing key buildings in the Russian capital after its fall. Otto Skorzeny - Becoming a Commando: As the Soviet defenses held, this mission was ultimately called off. Remaining on the Eastern Front, Skorzeny was wounded by shrapnel from Katyusha rockets in December 1942. Though injured, he refused treatment and continued fighting until the effects of his wounds forced his evacuation. Taken to Vienna to recover, he received the Iron Cross. Given a staff role with the Waffen-SS in Berlin, Skorzeny began extensive reading and research into commando tactics and warfare. Enthusiastic about this alternative approach to warfare he began advocating it within the SS. Based on his work, Skorzeny believed that new, unconventional units should be formed to conduct attacks deep behind enemy lines. In April 1943, his work bore fruit as he was selected by Kaltenbrunner, now the head of the RSHA (SS-Reichssicherheitshauptamt - Reich Main Security Office) to develop a training course for operatives that included paramilitary tactics, sabotage, and spying. Promoted to captain, Skorzeny quickly received command of Sonderverband z.b.V. Friedenthal. A special operations unit, it was redesignated 502nd SS Jger Battalion Mitte that June. Relentlessly training his men, Skorzenys unit conducted their first mission, Operation Francois, that summer. Dropping into Iran, a group from the 502nd was tasked with contacting dissident tribes in the region and encouraging them to attack Allied supply lines. While contact was made, little resulted from the operation. With the collapse of Benito Mussolinis regime in Italy, the dictator was arrested by the Italian government and moved through a series of safe houses. Angered by this Adolf Hitler ordered that Mussolini be rescued. Otto Skorzeny - The Most Dangerous Man in Europe: Meeting with a small group of officers in July 1943, Hitler personally selected Skorzeny to oversee the operation to free Mussolini. Familiar with Italy from a prewar honeymoon trip, he began a series of reconnaissance flights over the country. During this process he was shot down twice. Locating Mussolini at the remote Campo Imperatore Hotel atop Gran Sasso Mountain, Skorzeny, General Kurt Student, and Major Harald Mors began planning a rescue mission. Dubbed Operation Oak, the plan called for the commandoes to land twelve D230 gliders on a small patch of clear land before storming the hotel. Moving forward on September 12, the gliders landed on the mountain top and seized the hotel without firing a shot. Collecting Mussolini, Skorzeny and the deposed leader departed Gran Sasso aboard a small Fieseler Fi 156 Storch. Arriving in Rome, he escorted Mussolini to Vienna. As a reward for the mission, Skorzeny was promoted to major and awarded the Knights Cross of the Iron Cross. Skorzenys daring exploits at Gran Sasso were widely publicized by the Nazi regime and he was soon dubbed the most dangerous man in Europe. Otto Skorzeny - Later Missions: Riding the success of the Gran Sasso mission, Skorzeny was asked to oversee Operation Long Jump which called for operatives to assassinate Franklin Roosevelt, Winston Churchill, and Joseph Stalin at the November 1943 Tehran Conference. Unconvinced that the mission could succeed, Skorzeny had it cancelled due to poor intelligence and the arrest of the lead agents. Moving on, he began planning Operation Knights Leap which was intended to capture Yugoslav leader Josip Tito at his Drvar base. Though he intended to personally lead the mission, he backed out after visiting Zagreb and finding its secrecy compromised. Despite this, the mission still went forward and ended disastrously in May 1944. Two months later, Skorzeny found himself in Berlin following the July 20 Plot to kill Hitler. Racing around the capital, he aided in putting down the rebels and maintaining Nazi control of the government. In October, Hitler summoned Skorzeny and gave him orders to go to Hungary and stop Hungarys Regent, Admiral Miklà ³s Horthy, from negotiating peace with the Soviets. Dubbed Operation Panzerfaust, Skorzeny and his men captured Horthys son and sent him to Germany as a hostage before securing Castle Hill in Budapest. As a result of the operation, Horthy left office and Skorzeny was promoted to lieutenant colonel. Otto Skorzeny - Operation Griffin: Returning to Germany, Skorzeny began planning Operation Griffin. A false-flag mission, it called for his men to dress in American uniforms and penetrate US lines during the opening phases of the Battle of Bulge to cause confusion and disrupt Allied movements. Moving forward with around 25 men, Skorzenys force had only minor success and many of his men were captured. Upon being taken, they spread rumors that Skorzeny was planning a raid on Paris to capture or kill General Dwight D. Eisenhower. Though untrue, these rumors led to Eisenhower being placed under heavy security. With the end of the operation, Skorzeny was transferred east and commanded regular forces as an acting major general. Mounting a tenacious defense of Frankfurt, he received the Oak Leaves to the Knights Cross. With defeat on the horizon, Skorzeny was tasked with creating a Nazi guerrilla organization dubbed the Werewolves. Lacking sufficient manpower to build a fighting force, he instead used the group to create esc ape routes out of Germany for Nazi officials. Otto Skorzeny - Surrender Later Life: Seeing little choice and believing he could be useful, Skorzeny surrendered to US forces on May 16, 1945. Held for two years, he was tried at Dachau for war crime tied to Operation Griffin. These charges were dismissed when a British agent stated that Allied forces had conducted similar missions. Escaping from an internment camp at Darmstadt in 1948, Skorzeny spent the remainder of his life as a military advisor in Egypt and Argentina as well as continued to aid former Nazis through the ODESSA network. Skorzeny died of cancer in Madrid, Spain on July 5, 1975, and his ashes were later interred in Vienna. Selected Sources World War II: Otto SkorzenyJVL: Otto SkorzenyNNDB: Otto Skorzeny

ANALYSIS OF CASE STUDIES OF ORGANIZATIONS Study

ANALYSIS OF STUDIES OF ORGANIZATIONS - Case Study Example The purpose of this paper is to examine the case studies of North Cumbria Primary Care Trust, London Borough of Redbridge, Wigan Metropolitan Borough Council and Chorley Borough Council, in which changes in the organizational culture were implemented. According to Cumbria NHS (2006) the former North Cumbria Primary Care Trusts have been replaced by Cumbria Primary Care Trust (PCT). This is a major organization for health, serving a population of nearly five lakh people. The organization is responsible for providing primary and community health services, and for commissioning a full range of hospital sercvices for local people. As with all NHS Trusts, the Cumbria Primary Care Trust is required to conduct a self-assessment related to its compliance with national Core Standards for Health. The results reflect a significant improvement in compliance levels, as compared to the previous year. The newly initiated project Closer to Home provides a unique opportunity for the people in North Cumbria to get high quality health care support as close to their own homes as possible, by working together with the NHS. For specialist care, faster access to first-class services is provided through hospitals (NHS Cumbria, 2008). The Redbridge Council of the London Borough of Redbridge has a Cabinet consisting of ten cabinet members required to carry out various duties under portfolios such as adult social services, community safety, budget and performance, housing and health, planning and regeneration and others. The five main responsibilities of the Cabinet are in the areas of budget and policy framework, promotion of the economic, social or environmental well-being of the region, leading the search for best value with the help of Scrutiny Committees, towards continuous improvement in the delivery of services, to exercise all the powers and duties of the Council, and to implement the requirements of Social Inclusion and Equal Opportunities in the delivery of services (Redbridge Council, 2008). Wigan Metropolitan Borough Council The Wigan Metropolitan Borough Council has twelve departments, with its Social Services Department employing 2500 staff appointed at more than one hundred locations in the region. The council is a unitary authority. The policy of Wigan Council is decided upon after debates held by elected councillors who sit on the full council, and the executive cabinet, with the assistance of committees and the guidance of policy panels (Wigan Council, 2008).The various issues that the Council covers include health, affordable housing, asylum seekers, police resourcing, school meals, teenage pregnancy, youth substance misuse, and several others. Select committees undertake a series of reviews of work done on the above issues and submit a final report to the Overview and Scrutiny Committee (Wigan Council, 2008). Chorley Borough Council This is a district authority that provides many public services for residents, businesses and visitors. In the local government, Chorley is regarded as a "two-tier" area, that is where district or borough councils work together with Lancashire County Council, to provide services on

Analytical brief Essay Example | Topics and Well Written Essays - 500 words

Analytical brief - Essay Example Earth & Space Science professor and Quaternary Research Center director Eric Steig states that this is a fact and there is no theoretical basis that this is a natural cycle (p.5). Although there are different findings on this issue, a new study on these upswings associates with the rise of the temperature of the ocean surface. Scientists are still not in consensus on the possible cause of this issue. Heat waves will be more frequent and more intense as temperatures rise (Gore et al., An Inconvenient Truth). He presents a record of the temperature increase in correlation to the heat waves the globe experienced in the history. The data gathered prove that as the average increases, the extreme goes up as well. Global sea levels could rise by more than 20 feet (6 meters) with the loss of shelf ice in Greenland and Antarctica, devastating coastal areas worldwide (Gore et al., An Inconvenient Truth). Gore argues that the melting of Greenland and Antarctica, due to rise on CO2 level cause e xtreme flooding by 2050. Although scientists believe that if Greenland and glaciers in the Antarctic melt, this will cause an increase in the sea level which will cause the low-lying areas to submerge into water. But they have different estimates on when this would happen. Some say that if the temperature rises to 3C, which is 5.4F within the next 100 years, there is a big possibility that Gore’s claim may happen (Nielsen-Gammon 22). With all the claims mentioned and data presented, how does Gore intend to combat our devastating predicament? His main point is to lower energy consumption to decrease the greenhouse gas effect by the use of Electranet. This will replace our fuel-consuming engines found in cars, factory machines and the likes. Coming from an environmental activist point of view, this will definitely help reduce our greenhouse gases that are the main cause of global warming. However, apart from some inaccuracies in his claims, Gore also fails to