Intellectual Property Rights and Student Plagiarism free essay sample

Google search of the words â€Å"write my essay for me† provides the searcher with over sixty-eight million results. Sixty-eight million options for a student to not have to write their paper. Sixty-eight millions options for a student to essentially pay their way through an essay. If those numbers aren’t scary enough, many people do not realize the extent of copyright laws and so those students or individuals who are just â€Å"borrowing† sentences and expressed ideas from other authors are inherently plagiarizing. The world has changed a lot in the last 20 years, to the extent where we now have a global interface that can tell us stories, facts, show us movies, television shows, music, and introduce us to ideas and thoughts in literally the blink of an eye. The internet has been one of the most important and influential ideas, inventions, revolutions, whatever someone choose to call it etc, of human kind’s history. We will write a custom essay sample on Intellectual Property Rights and Student Plagiarism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It can also be one of the most dangerous and destructive inventions of recent years, especially in how parents raise their children. In today’s world, where everything the Internet rules over everything, especially in the lives of the younger generations, what are the new implications of intellectual property rights, of plagiarism, and how do we protect authors’ works and prevent plagiarism from happening? We must first go into the root of the problem: the tricky definitions of the ideas of the 21st century. One of the most important ideas, whether it be philosophy, economical or simply ethics, is the idea of intellectual property rights, which in the encompassing term for copyright, patent, trademark laws, and trade secrets. Essentially, intellectual properties are the intangible rights that every human can possible create, such as music, art, film, ideas, written and spoken, inventions and discoveries to name a few. It is actually a relatively new idea, only coming into existence in the late 18th century and only being named â€Å"intellectual property rights† in the 19th century. Even then, the idea did not become mainstream until the mid 20th Century. It is also part of the Universal Declaration of Human Rights, and as author Ayn Rand has stated about the importance of these rights, she simply states that the human mind is a giant source of wealth and ideas and to ignore intellectual property rights is just as problematic as ignoring other property rights. And thus, the argument over whether intellectual property is the same as physical property still rages on. In the pre-internet world, plagiarism was actually fairly simple. If an individual, specifically a student, were to write an essay and take a few passages out of a book they were reading and use those passages in their essay, without citing the source, that is plagiarism, plain and simple. Unfortunately, in today’s internet world, plagiarism is not as simple as it used to be. Of course, there is still the one side of plagiarism, where someone takes parts of another author’s work and presents it as their own, however, how do you distinguish what is a truly original written piece on the internet to begin with? This is the age of blogs, where people can simply write their opinions and maybe some facts in a post and then â€Å"publish† that on their blog. Does that count fully as a written work that is completely protected by the United States’ copyright laws? Does the incredibly popular â€Å"memebase† site have copyright over the commentating pictures users create? Does a Facebook status or a tweet count as a written work? The difficulty of trying to rationalize protection of every single post of the internet as original work under the United States’ copyright laws, is that it is impossible. The internet is too huge to try to protect everything; and before people start claiming this as â€Å"too cynical†, why not just try to protect the most important written aspects of the internet? Protect the online books and journals, the scientific and literary articles, written by professionals, scientists, and newspaper reporters. However, that brings up an entirely new question: how do we determine what has actual literary, scientific, artistic and ideal value? It turns into a giant subjective maze of peoples’ opinions and â€Å"facts†, that may or may not even be protected under normal copyright law. Gone are the obvious choices in the real world to protect, where the blog world has made it so that we cannot truly determine what has value and what does not. Take the Huffington Post, for example. What started as a simple blog turned into one of the most influential political sites online. No one eight years ago would have predicted its influence nor could they. That is the next important piece of the puzzle: the internet is an incredible new technology, and like all technology, it changes rapidly. Furthermore, new technologies are also usually not completely understood and therefore, we cannot fathom how much more advanced it will become or how much of a tool it will be used as. Which brings me to my next point, the internet as a tool. The internet can be a wonderful technology in the classroom. Students can look up random information very quickly, teachers can show their students an important video that relates to the class and students can use articles online to copy into their paper. Unfortunately, students have became lazier in recent years, and a new trend, that coincides with the advent of myspace and facebook, shows that students’ writing skills are getting poorer and poorer. And NPR has stated recent trends show that the internet has returned humans to a â€Å"natural state of distractedness†. And, with classroom and school expectations getting higher and higher, the motive for plagiarizing becomes more and more concrete. However, teachers can help their students keep away from plagiarizing and hopefully, help those students to become better writers. First of all, teachers can try to have as much in-class writing sessions as possible and when writing outside essays, keep the topics more specific to what is going on in the classroom. Teachers give essays with very broad topics because they want to students to have more freedom with their essays. With a little compromise, teachers can achieve freedom for their students but also cut down on the plagiarizing. Teachers can also use the internet as a tool against plagiarizing, as well. There are sites that teachers can use to determine if the text from a certain essay has been copied. Most important of all, is the fact that we also need to simply educate students more and more about what plagiarism is and help out those students who tend to fall to it. Cyberspace has become a tool to make cheating easier and easier but it can also be a tool to stop it. It falls upon all of our shoulders to prevent plagiarism. And hopefully, with a little help and education, we can reduce, if not even eliminate the epidemic.

The Invention of the Monsters essays

The Invention of the Monsters essays Salvador Dalis, The Invention of the Monsters, 1937, which is located at the Art Institute of Chicago, depicts the idea of Surrealism, through, the artists use of space, and form, color and iconography. In the following paper, I will discuss the developments of these elements in Dalis work. Dali juxtaposed forms in his nightmarish environment. He has the haunting environment, with the dark colors, and the burning giraffe. He sets up his picture in some sort of parallel form between men and women. The women that have the double faced masks, are together, and the half- horse, half females are together. It seems as though no matter how close they are to each other, they do not touch each other. Another characteristic of form would be with the little objects that are laying on the table. There is a human hand, towards the lower left side of the drawing, holding an antique watch. Then there is another human hand holding a ball. The hand seems as though it could be the womans hand that is sitting on the wooden altar. Towards the upper right hand side of the table, lies a sculpture with two heads, perhaps this might of have been a symbol of Dalis love that he has for his wife Gala, since she was known for posing in his paintings. Based on Dalis Persistence of Memo ry, it seems as though he was still influenced by his previous painting in signifying that time was very important to him. Lastly, there is this dog that you can hardly see on the postcard, but you can actually see it in the real painting. It has been said that the blue dog, that was painted in the lower right hand side of the painting, was done in an unstable pigment, that faded away within a few years from the artists completion of his work. It was also said that this dog did not symbolize a monster of any kind. Dalis Invention of the Monsters is distinct in the way the artist treated the forms. For instance...

Timeline for Applying to Graduate School

Timeline for Applying to Graduate School Applying to graduate school is a lengthy process that begins well before application time. Your graduate school application is the culmination of years of study and preparation.   What You Need to Do (and When) for Grad School Applications Heres a handy checklist to help you keep track of what you need to do and when. First, Second, and Third Years of College In your first and second year of college, your choice of major, courses and out-of-class experiences influence the quality of your application. Research and applied experiences can be important sources of experience, material for admissions essays, and sources of recommendation letters. Throughout college, focus on obtaining mentoring and other experiences that will let faculty get to know you. Letters of recommendation from faculty hold a great deal of weight in graduate school admissions decisions. Spring Prior to Applying to Grad School In addition to obtaining research and applied experiences and maintaining a high GPA, plan on taking the necessary standardized tests for admissions. You will either take the GRE, MCAT, GMAT, LSAT, or DAT, depending on what your program requires. Take the necessary standardized exam early so that you have time to retake it if needed.   Summer/September Prior to Attending Grad School If you havent done so already, take the GRE or other standardized exam needed for admission.Gather information about graduate programs online. Review department websites, peruse faculty web pages and examine program curricula and requirements. Narrow your choices.Consider which faculty members to ask for letters of recommendation. September/October Research sources of financial aid.Carefully examine each of the program applications. Note any questions or essay topics that will require your attention.Write a draft of your graduate admissions essay.Ask a faculty member or the career/grad admissions counselor at your school to read your essays and provide feedback. Take their advice!Ask faculty for letters of recommendation. Provide faculty with a copy of your transcript, links to program information and forms (all clearly labeled in one email), and your admissions essay.   Ask faculty if theres anything else that you can provide to help them. November/December Arrange for your official transcript to be sent to each program to which you apply. Visit the Registrars office to request your transcript. Request that the Registrar hold your transcript until the Fall semester grades are in (unless the application is due December 1, which is common).Finalize your admissions essay. Dont forget to seek additional input from others.Apply for fellowships and other sources of financial aid, as applicable.Check and record the due date for each application. December/January Complete the application for each program. Most will be online. Pay attention to spelling errors in your name, address, email, and email addresses for professors who will write your recommendation letters. Reread your essays and statement of purpose. Spell check! If you are to cut and paste it into an online form, check the spacing and formatting. If its all text, include a blank line between paragraphs. If you are to upload a pdf, be sure to review your document to check for formatting errors.Relax and breathe!Most schools send an email upon receipt of each application and will follow up as files are completed. Keep track of these. If needed, follow up with faculty who have not submitted their letters. February Depending on your field, start planning for the admissions interviews. What questions will you ask? Prepare answers to common questions.Fill out the Federal Student Aid (FAFSA) application. Youll need your tax forms to do this. March/April If needed, visit schools where youve been accepted.Discuss your decisions regarding programs to which you were accepted and reasons why you may have been rejected by a faculty member or the career/graduate admissions counselor at your school.Notify the program of your acceptance.Notify programs that youre declining.

On the writers choose Research Paper Example | Topics and Well Written Essays - 1250 words

On the writers choose - Research Paper Example It would be important to consider some of the specific examples from the text as an illustration of the power of the media to shape public agenda and spread information that is essentially compromised and subject to the interests of some forces. In this novel, the tributes are brought in the media with the intention of creating some false kinds of impression regarding their lives and talents. The audience is treated to some superficial images and characters that have been blown out of normal proportion and beyond objective truth for achieving some patterns of thought from the audience. Katniss and Peeta are made to give some highlights about their unique abilities and shed light on certain issues that relate to their personal lives (Collins 21). In this manner, the media actively promotes the ideals of sensationalism and deliberate falsification of information for the sake of entertaining the audience. The unethical control and management of people’s minds is one of the strategies that the media uses to achieve its objectives. Rather than capturing the natural sequence of things, the media engages in calculated moves that are pointed towards a predetermined direction. In essence, it might be important to consider the fact that some of the issues that attend to the role of the media in controlling the society relate to its ability to privilege certain issues above others. The media sets the agenda for the society by assigning some issues a higher level of significance as compared to others. The author captures the media as particularly subjective. She also brings out the media as serving the interests of the powerful and dominant forces in the society. As such, the fate of Katniss and Peeta is reduced to the whims of the powerful individuals who seek to control the manner in which the two tributes will end up in the war. The

Taxation in Theory and Practice Assignment Essay

Taxation in Theory and Practice Assignment - Essay Example In addition to that, the Spinney state is in dire need of increasing its revenues. The capital saved by the wealthy individuals can be used to finance the state investment projects (Palil, 2009, p.60). Thus, individuals should be taxed annually depending on their income (GBP) as illustrated in the table below. Income(GBP) % 1-2,440 10 1-37,400 20 37,401-150,000 40 Over 150,000 50 Data source: UK Tax rates 2010-2011(http://www.worldwide-tax.com/uk/uk_taxes_rates.asp) The rate of 10% responds to the income savings of up to 2,440, whilst income dividends below 37,400GBP tax rate is 10%, whereas, income dividend of GBP 37,400-150,000 is taxed at a rate of 32.5%. Finally, those exceeding 150,000GBP should be taxed at a rate of 42.5%. In terms of social security, individuals should be deducted based on their salary. For instance, employers should be deducted a tax rate of 12.8% on salaries above 5,715 GBP, employees at a rate of 11% on salaries of GBP between 5,715-43,875 and an additional of 1% for salaries above GBP of 43,875. On the other hand, self employed should pay a tax rate of 8% for income of 5,715-43,875GBP with an additional of 1% on incomes above GBP 43,875. Corporate tax should be at a rate of 28%. For UK based resident companies, the tax rate should be 21% only if their annual profits are below 300.000GBP. Individual capital gains should be deducted at a tax rate of 18%. The mayor of spinney state should ensure transparency so that no conflict might arise when implementing the tax system. Tax Burden Distribution Regressive tax system is majorly used by numerous states. This implies that the state average rate of tax declines with income. This type of tax system moves taxes burden disproportionately to deprived individuals. In that case, it tends to limit the taxpaying burden on individuals with greater capabilities of paying. This, therefore, is an unjust agenda to the poor individuals with low income levels. Despite their low income levels, they are s upposed to pay the same amount of tax in relation to highly paid individuals. It works effectively in reference to taxes that are fixed regardless of an individual income level. For better illustrations, here is an example to drive the point home. Cigarettes taxation by state and federal is a perfect example of a regressive system. Smokers categorized as low-income pay taxation rates that are higher compared to their counterparts. Despites its limitations, it has its own advantages. The regressive system helps in freeing more investment finances from individual with high incomes. This is because their income greater portion is always saved. Alternatively, a state can employ progressive system of taxation. In this system, the percentage tax paid by an individual increases with income. Thus, the more you earn, the more you pay relieving burden from deprived individuals. For instance, an individual earning 120,000 pounds will pay a tax rate of 12,000 pounds (10% tax rate), whilst one w ith 20,000 will pay a tax of 1,600pounds (8% tax rate). Unlike progressive taxation, regressive taxation operates in a way that tax reduces with income increase. Thus, in progressive tax system, tax paid proportion, increases as income rises. There is no tax that can be proportional as individuals cannot pay the same level and amount of tax. United Kingdom with Different tax rate In the

Branding Universities Essay Example for Free

Branding Universities Essay The end of the 1990s witnessed the corporatization of public universities in Malaysia resulting in the publication of corporate literature in these universities and the type of writing Fairclough (1993) refers to as the marketization of academic discourse. Marketization is necessary in public universities due to stiff competition in attracting students among the public universities as well as from the increasing number of private universities. This article reports how Malaysian universities re-brand themselves using the results of an investigation on corporate brochures from these universities. The investigation employs a structural analysis and a textual analysis. Although informative in nature, these corporate brochures exhibit the use of promotional elements in the texts as seen in the contents and the language use. The communicative functions of university brochures are viewed to be more promotional than informative. ABSTRACT KEY WORDS: brochures, corporate culture, genre analysis, re-branding, universities Introduction Academic institutions, particularly public universities, used to be regarded as the pinnacle of learning. Most of these universities were reputed for providing the best tertiary education and the mere mention of their names lit up the faces of those who had the privilege of learning from these fountains of knowledge and those who aspired to be associated with them. There was a time when admission was ‘by invitation only’, otherwise young men and women were seen struggling to gain admission into these prestigious institutions. These public universities acquired a promotional value (Wernick, 1991) without having to promote or market themselves. In advertising terms, these universities did not go through the process of branding. Branding is a fundamental strategic process of effectively marketing a product or service which includes creating a brand name and identity, designing Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 58 Discourse Communication 2(1) the packaging and promoting the product or service (Randall, 1997). Although Randall (1997) argues that ‘brands (and therefore branding) are so fundamentally important to the survival and success of many firms’ (p.2), this was not the case in public universities in the past. This is significantly due to the fact that these academic institutions were claimed to be free from other influences as evidenced by Cardinal Newman’s view of universities cited by Wernick (1991) as: . . . the high protecting power of all knowledge and science, of fact and principle, of inquiry and discovery, of experiment and speculation; it maps out the territory of the intellect, and sees that . . . there is neither encroachment nor surrender from any side . . . (Cardinal Newman, 1847, cited in Wernick, 1991:151) That was the traditional image of public universities, independent of political or societal influence and this image was not built by advertising or branding. As centres of academe, public universities were known for their quality education based on the results of their graduates and their performance in the careers they embarked on upon graduation. As years passed, more aspiring young people would apply for admission in certain universities due to their reputation. This reputation in turn became the  image of the universities which automatically created the promotional value (Wernick, 1991) of these universities, mentioned earlier as the pinnacle of learning. Each university was identified by its name or logo and no further promotional strategies were required. By providing quality education, these universities successfully built ‘a distinct brand personality’ (Randall, 1997: 67) for themselves as the success of branding is justified when people are reminded of a particular brand just by looking at the logo or hearing its brand name. The traditional role of public universities was to manage society (Jarvis, 2001) by producing scholars in the various fields of study so that they can go out to make the world a better place to live or join the academia to continue producing scholars. However, towards the end of the 20th century, the role of universities started changing from serving the state in managing society to serving the industry and commerce in ensuring that people are employable (Jarvis, 2001). This is partly due to the demands of the contemporary knowledge-based society (Veitch, 1999) where consumers have become more knowledgeable and have started demanding for better education and improved quality of life. Changes started taking place in public universities in the West as early as the 1980s where the governments were forced to abolish academic tenure and decrease funding for these universities. This was when many traditional universities started transforming into corporate universities (Jarvis, 2001) where they have to assume a more corporate form and function more like a corporation. From being the centre of academe, universities have become business-like entities (Connell and Galasinski, 1998). In Malaysia, a number of public universities have recently been corporatized, a move taken by the Malaysian government in its effort to inculcate better and more efficient management of these institutions. As corporate culture (Treadwell and Treadwell, 2000) is a new culture in all these universities, most of them Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 Osman: Re-branding academic institutions with corporate advertising have set up corporate communications departments (Hajibah Osman, 2005) to handle corporate matters. Among the functions of these departments are managing corporate information and publication and projecting a positive image of the universities which are part of corporate advertising. Corporate advertising Business corporations use corporate advertising to enhance the image of the whole organization, or of the general brand in order to influence social values or to establish a connection between the corporation/brand and an already established positive value and in this era of identity, a lot of emphasis has been put on the importance of brand and corporate identities (Richards et al. , 2000). Unlike business organizations, universities are non-profit institutions. Public universities are viewed to use corporate advertising to enhance the strong foundation and to highlight the quality of these institutions of higher education. While it is common for business corporations to publish informative or promotional literature from time to time to inform the public about new developments in the organization (monthly or yearly reports) or to introduce new products or services (product launch leaflets), the use of promotional literature in academic institutions is a recent development. Malaysian public universities have started producing informative literature in the form of university brochures and special booklets in conjunction with certain celebrations in the universities as well as promotional literature in the form of leaflets providing brief information on academic programmes offered by the universities or introducing new programmes (Hajibah Osman, 2005). By employing new strategies to market their traditional image, from the advertising perspective, these universities are re-branding their products and services. Re-branding is the process of marketing an existing product or service of one brand with a different identity involving radical changes to the brand name, logo, image, marketing strategy and advertising themes (Wikipedia, 2006). In the advertising industry, re-branding is often referred to as re-positioning, that is, re-positioning a product or service in order to improve sales. Although there was no actual initial branding taking place in universities, being non-profit making institutions, the term ‘re-branding’ is used in this article to illustrate the change in the image of these universities particularly since the late 20th century. Significantly, this change has been effected without compromising the traditional characteristics and values of these institutions as the pinnacle of higher learning. The process of re-branding is aimed at improving the image of the universities by focusing on the facilities and highlighting the quality of the academic programmes. This article attempts to investigate the process of re-branding in public universities in Malaysia by conducting a genre analysis on university brochures, one type of print materials published by the institutions that represent corporate advertising. Analysing genres can lead to a ‘thick description’ (Bhatia, 1993) Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 59 60 Discourse Communication 2(1) of the texts contained in these genres, explaining why certain texts have been constructed the way they are. The specific objective of this article is to identify and discuss the strategies used in the re-branding process based on the structural organization of university brochures and the communicative functions of this type of brochure. Previous investigations of advertising genres mostly focused on straightsell advertisements of products or services. Bruthiaux (2000), for instance, investigated how advertisers make use of a limited space available to them to create successful advertising copies by examining the syntactic features in an undisclosed number of display and classified advertisements. His results show that the degree of syntactic elaboration ‘varies substantially even when content of equal simplicity/complexity or familiarity to readers is being presented. This variation appears to correlate with perceptions of status on the parts of both writers and readers’ (p. 298) and the persuasive elements lie in the vacuous displays of linguistic sophistication designed to create a largely artificial sense of exclusiveness among status-conscious readers (p. 369). Investigations have also been conducted on the language of advertising in Asia, for instance, Tej Bhatia’s (2000) investigation of language of advertising in Rural India and Henry and Roseberry’s (1998) investigation of the linguistic features in tourist information brochures from Brunei. Thus far, there have been very few linguistic analyses conducted on the genre of corporate advertising. Therefore, the genre selected for analysis in this article is brochure, specifically corporate brochure from academic institutions. A brochure is a printed document of six or more pages, used to introduce an organization, published only once and distributed to special publics for a single purpose (Newsom and Carrell, 2001). The discourse community of Public Relations (PR) specifies five characteristics of brochures, three of which are related to the present article: always having a singular message statement; having a purpose – to persuade or to inform and educate; and attracting and holding the attention of the audience. Brochure genre makes an interesting study because, first, this genre is viewed as a ‘blurred genre’ (a term borrowed from Scollon et al. , 1999) in that the term ‘brochure’ has been used to refer to other forms of publications including booklet, flyer, leaflet and pamphlet (Newsom and Carrell, 2001). Second, a brochure is a genre of persuasive discourse shaping the thoughts, feelings and lives of the public (Dyer, 1993) placing it under the field of advertising. However, according to Newsom and Carrell (2001), brochures are produced by PR practitioners rather than advertising practitioners. This is probably due to the fact that PR, among other things, incorporates looking after the reputation of an organization ‘with the aim of earning understanding and support, and influencing opinion and behaviour’ (Beard, 2001: 7). The question of ownership arises placing brochures in an even more ‘blurred’ state as the communicative functions of brochures have been set by the discourse community to which the genre belongs. In the context of this article, brochures are categorized as a corporate genre (basically PR) involving the principles of corporate writing (Treadwell Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 Osman: Re-branding academic institutions with corporate advertising and Treadwell, 2000). Brochures are readily available, particularly in print version, and are easily accessible electronically. Finally, brochure genre needs to be investigated because brochure format is one of the most frequently used information formats in advertising and PR but is ironically the least written-about (Bivins and Ryan, 1991). Corporate genre in academic institutions This article establishes that any publications from universities, particularly those produced by the Corporate or Public Relations Office, are referred to as corporate genre. Corporate brochures are usually categorized as informative brochures (Richards et al. , 2000) providing all the necessary information about the organizations they represent. There are certain corporate elements present to qualify them as corporate brochures, but mostly these brochures are informative. However, an analysis of corporate brochures from multinational corporations by Askehave and Swales (2001) prove that these brochures also function to promote the organization. This is evident in the presence of promotional elements selected as syntactic choices in these brochures. Corporate brochures also function to establish long-lasting trading relationships which are in fact paramount in today’s industrial market. Hajibah Osman (2005) also notes that corporate brochures from academic institutions are promotional in nature with the use of promotional strategies apart from corporate and informative strategies. Another corporate genre in academic institutions, the university prospectus, started changing in form in the 1990s (Fairclough, 1993) where apart from providing information on the core business of the university, that is, the academic programmes, the prospectus has also included information on other aspects of the universities. Based on a critical discourse analysis of prospectuses from a number of British universities, Fairclough notes that these universities started promoting their programmes because they have come increasingly under (mostly government’s) pressure to operate like other types of businesses competing to sell their products to consumers. The university prospectus has become a ‘genre of consumer advertising colonising professional and public service orders of discourse on a massive scale, generating many new hybrid partly promotional genres’ (Fairclough, 1993: 139). Academic institutions in Malaysia have also published promotional leaflets (Hajibah Osman, 2005) to advertise their academic programmes and these are circulated to potential students particularly before a new academic year begins. These leaflets are no longer the plain, boring information sheets but colourful and interesting ones. This article concurs with Askehave and Swales (2001) that corporate brochures function as promotional brochures more than projecting the corporate image and providing information. Thus, the investigation in this article attempts to identify and discuss the strategies that realize the promotional functions in this type of brochure as part of the re-branding process in public universities. Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 61 62 Discourse Communication 2(1) Methodology In 2005, there were 11 public universities in Malaysia (currently, there are 20). Brochures were obtained from the 11 universities and were initially analysed to identify the possible structural organization. Based on the organization, the communicative functions of these brochures were determined. The 11 public universities included in this investigation are: International Islamic University Malaysia (IIUM/UIA); Universiti Teknologi MARA (UiTM); Universiti Kebangsaan Malaysia (UKM); Universiti Malaysia Sabah (UMS); Universiti Malaysia Sarawak (UNIMAS); Universiti Putra Malaysia (UPM); Universiti Perguruan Sultan Idris (UPSI); Universiti Sains Malaysia (USM); Universiti Teknologi Malaysia (UTM); Universiti Utara Malaysia (UUM); University of Malaya (UM). A textual analysis was conducted to examine the strategies used in the rebranding process. The strategies in the context of this article are tactical choices (Bhatia, 1993) which are cognitive processes ‘exploited by the writer to make writing more effective keeping in mind any special reader requirements, considerations arising from the use of medium or constraints imposed by organizational and other factors’ (p. 20). The strategies used by universities in re-branding the institutions are discussed within the framework of the sociolinguistic theory which considers writing as ‘part of the overall activities of a group and organization’ (Gunnarsson, 1997: 140) and in relation to the corporate culture (Hagberg and Heifetz, 2000) practised by the universities. As a genre is a typical form of utterances, it should be studied in its social contexts of use (Berkenkotter and Huckin, 1993). Sociolinguistics does not only describe linguistic variation and the social context in which such a variation occurs, but also shows how linguistic differentiation reflects social structure (Coupland, 2001). The sociolinguistic perspective in this article considers the existence of factors underpinning the construction of university brochures and the concept of promotional culture (Wernick, 1991). Re-branding academic institutions It has been established that university brochures form part of the corporate advertising strategies in Malaysian universities which in turn are part of the rebranding process in these traditional institutions. The structural organization in these brochures consists of 10 sections identified as moves (Table 1). Some of the moves are exemplified with extracts from the university brochures in Figure 1 (see Appendix). In identifying the moves, the term ‘service’ is used to refer to the educational services and the support services offered by the universities. All the brochures from the 11 universities include Moves I, C, L, D, J and S, indicating that these six moves are obligatory. Ninety-one percent of the brochures include Moves A, T and E, while 81 percent include Move V, making them optional moves. The 10 moves have been used to realize three communicative functions of the university brochures which are: †¢ To inform the public about the academic programmes offered in the university and the facilities and other services available to support the academic programmes; Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 Osman: Re-branding academic institutions with corporate advertising †¢ †¢ To portray a corporate image of the university; and To promote the university as an academic institution based on the quality and the variety of academic programmes offered as well as the facilities available. These communicative functions of university brochures correspond with the general functions of brochures (Newsom and Carrell, 2001) set by the discourse community of PR. Re-branding strategies The 10 sections in university brochures have been identified as moves and these moves are realized with the use of strategies, and for the purpose of discussion in this article, re-branding strategies. The article discusses how the strategies contribute to the re-branding process and what their communicative functions are. NAME AND LOGO The first move in university brochures is called identifying the service which presents the name and the logo of the university. Although the brochures are in English language, the names of the universities are in Malay, the national language of Malaysia except two universities, International Islamic University Malaysia and University of Malaya. The names of the public universities were officially changed to Malay when the national language was made the medium of instruction in the mid-1970s. In the case of IIUM, however, the acronym by which it is commonly referred to by Malaysians is the Malay version, UIA. Similarly, University of Malaya is now popularly known as Universiti Malaya (UM). Interestingly, alumni up to the early 1980s still refer to this oldest university in the country as MU (Malaya University). TA B L E 1. Structural organization of university brochures Section Move identification Name of the university University slogan or motto Vision/Mission statement Profile or background of the university Location and size of the university Academic programmes offered at the university Facilities available to support the academic programmes Entry requirements, fees charged and duration of the programmes Career opportunities and recognition received by the university Contact addresses and telephone numbers Identifying the service (I) Attracting reader attention (A) Targeting the market (T) Establishing credentials (C) Locating the service (L) Describing the service (D) Justifying the service (J) Indicating the value of service (V) Endorsing the value of service (E) Soliciting response (S) Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 63 64 Discourse Communication 2(1) In the past, universities were identified by their crests but now these crests have been generally referred to as logos. Although it cannot be ascertained when the change exactly took place, this is the first re-branding strategy. However, this is not an obvious re-branding element because some of the established traditional universities in the world still use the term crest, for example, Oxford University (http://www. ox. ac. uk/web/crest.shtml). As far as Malaysian universities are concerned, both terms are similar and a recent survey of the university websites shows that most of the public universities in Malaysia refer to the crest as the logo while two universities (UKM and USM) refer to them as emblems. Most of the websites also provide the rationale for the design of the logo (e. g. UiTM, UPM). Whether used as crest, logo or emblem, interestingly, there are two common shapes observed: the shape of a shield (six universities) and a round shape (five universities) (Figure 2, see Appendix). The shape of USM’s emblem differs significantly from other logos in that it resembles a state emblem. This qualifies for the use of the term ‘emblem’ (a heraldic device or symbolic object as a distinctive badge of a nation, organization or family – Oxford Dictionary and Thesaurus, 2001) by the university. Although the current shape of UPSI’s logo is round, it once had the shape of a shield (Figure 3, see Appendix). Compared with the logos of established universities which include traditional designs representing the academe, the current logos of Malaysian public universities include elements of modern designs. In fact, some of these logos have gone through some kind of ‘evolution’ as in the case of UiTM, UPM and UPSI. UPM ‘evolved’ from a training school to a college to a university focusing on agriculture. Later, the university started including more disciplines and the name was changed from Universiti Pertanian Malaysia (Malaysia University of Agriculture) to Universiti Putra Malaysia (Putra University of Malaysia) in 1997, taking after the name of the first prime minister at the same time keeping the same acronym. UPSI and UiTM underwent almost similar ‘evolution’; from a centre to a college to an institute and finally to a university. Throughout the ‘evolution’, the logos have also gone through many changes where the concept incorporated in the logos mainly represents the focus of the university. While UPSI’s logo changed in shape but not in concept, UiTM’s and UPM’s logos underwent a total facelift (Figure 3, see Appendix). This is probably due to the fact that UPSI’s focus of training teachers remains throughout. MOTTO AND SLOGAN A motto is a short sentence or phrase that expresses a rule for sensible behaviour, especially a way of behaving in a particular situation (Collins Cobuild Dictionary, 2001). Most of the university logos have the motto inscribed on them as the motto represents the culture or the way of life in the university. Once again, all the mottos of the public universities are in Malay. The more established universities still retain this culture inscribed in the logo as seen in UM’s motto (translated as) ‘Knowledge, the Source of Development’, UPSI’s ‘Knowledge, the Beacon of Pure Character’, UTM’s ‘By the Name of God for Mankind’ and UUM’s ‘Scholarship, Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 Osman: Re-branding academic institutions with corporate advertising Virtue, Service’. UPSI keeps the same motto inscribed on the logo throughout its ‘evolution’ but UiTM left out its motto of 39 years from its new logo. The newly established universities (UMS and UNIMAS) do not have a motto inscribed in their logos. While a motto is a traditional feature of a public university, having a slogan is a new phenomenon. A slogan is a distinctive catchphrase that serves as a motto for a promotion campaign (Wells et al., 2003) used to sum up a theme for the benefit of the product or the service in order to deliver a message in a few words which are easily remembered. There are two types of slogans (Russell and Lane, 1990): hard-sell slogans are strongly competitive, epitomizing the special significant features of the product or service being advertised. Institutional slogans establish a prestigious image for companies which they need in order to enhance their products or services. Slogans in university brochures fall under the category of institutional slogans. Again, it cannot be ascertained when universities started creating slogans but there is a strong probability that they started at the same time when Malaysian public universities were undergoing corporatization in the late 20th century. Slogans started appearing on brochures and prospectuses of these public universities. The use of slogans has been viewed as a significant re-branding strategy as slogans represent the most promotional element in advertising. The purpose of having a slogan is to attract the reader’s attention and to let it linger on the reader’s mind. According to Russell and Lane (1990), the memorability of slogans can be enhanced by making use of literary techniques. These techniques consist of certain types of words including: †¢ †¢ †¢ †¢ Boldness – use of strong powerful words, and startling or unexpected phrases; Parallelism – use of a repeated structure of a sentence or phrase; Rhyme, rhythm, alliteration – use of repeated sounds; Aptness – use of appropriate, direct words (Russell and Lane, 1990). Slogans in university brochures have been created based on good advertising principles as they have been observed to make use of the literary techniques, for example: †¢ †¢ †¢ †¢ †¢ †¢ boldness: Garden of Knowledge and Virtue (IIUM) parallelism: The National University with an International Reach (UKM) aptness: Your Inspiration parallelism: Contemporary and Forward Looking (UNIMAS) boldness: Towards a World-Class University (UPM) boldness: Towards Excellence and Supremacy (UPSI) Boldness is exemplified with words such as ‘virtue’, ‘world-class’ and ‘supremacy’ where the universities are bold enough to associate themselves with such high stature. Traditionally, public universities are centres of academe which do not portray an image of flaunting. Slogans using parallelism aim for jingle-like sounds so that readers can remember them easily while aptness acts like punchlines, strong and effective to be easily remembered. The bottom line is that a slogan is an Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 65 66 Discourse Communication 2(1) advertising concept and a marketing tool. The fact that public universities as nonprofit making academic institutions use slogans place them in a different light. They are currently functioning more like business entities. MISSION STATEMENT This move is identified as targeting the market based on the communicative functions of the mission statements. A mission statement provides information about what type of organization it is and what it does (Falsey, 1989) at the same time highlighting the positive factors in the organization. Stating the mission of the university is viewed as one of the two crucial strategies (the other being using slogans) in re-branding academic institutions as this move never appeared in academic genres before. This move has placed public universities in the same league as other successful corporations. Mission statements of public universities in Malaysia are observed to provide information as to what and how they can contribute to the public in terms of tertiary education as highlighted (underlined) in the following examples: (10) To become a distinguished university, aspiring to promote academic excellence in higher education and professional training necessary for the country’s socio-economic development (UiTM). (11) To be a premier university seeking excellence in the advancement of knowledge to meet the aspirations of the nation (UM) (12) To become an exemplary university of internationally acknowledged stature and as a scholarly institution of preference and choice for students and academics through the pursuit of excellence in teaching, research and scholarship (UNIMAS) (13) To lead in the development of creative human resource and technology in line with the aspirations of the nation (UTM). The words ‘distinguished’, ‘premier’, and ‘exemplary’ are used to emphasize the quality of the universities. Other words like ‘excellence’, ‘advancement’ and ‘stature’ as well as ‘to lead’ are all bold words of promise by the universities. PROFILE OF THE UNIVERSITY This section is identified as the move to establish the credentials of the university as it provides information on the background and/or the current status of the university. The background information includes the date of establishment and the reason for the establishment while information on the current status of the university usually includes the achievements of the university in terms of academic programmes and physical development as well as the quality of the programmes offered. This move is supposed to be informational but there are a number of instances where the brochures provide the information on the current status of the university using ‘promotional’ words and phrases. For example: (14) UNIMAS is an ISO-certified university . . . Its undergraduate programmes have been designed to suit the needs of society and industry. Downloaded from http://dcm. sagepub. com by Heemal Kasseean on October 9, 2009 Osman: Re-branding academic institutions with corporate advertising An ISO certification for an organization confirms the quality of that organization and it is now a common practice among public universities to obtain such certification to convince the public about the quality of the university, particularly the academic programmes on offer. Universities with ISO certification usually highlight it in their brochures as a strategy to promote the institutions. Other instances of promotional words can be observed in the following examples: (15) The university is the catalyst for regional growth in the northern region of Peninsula Malaysia (UUM) (16) From these humble beginnings, UM grew hand-in-hand with the young nation to become the nucleus for producing graduates of the highest quality and calibre. The word ‘catalyst’ denotes the importance of the university in the regional growth of the northern region of the country, without which there would not have been much growth in that region, thus promoting the significance of the university. Similarly, the word ‘nucleus’ conveys the significance of UM to the developing nation. Another instance is when a university states the commitment of the university to the public or the nation. UPM boldly states its commitment to become a worldclass university to convince the public to come and enrol in this university. (17) Named Universiti Putra Malaysia in honour of the pioneering Prime Minister of Malaysia, . . . has adopted this pioneering spirit and is committed to become the world class Univers.

Franklin Roosevelt Essay -- essays research papers

Franklin Delano Roosevelt, (1882-1945), 32nd president of the United States. Roosevelt became president in March 1933 at the depth of the Great Depression. He was reelected for three more terms, and died in office in April 1945. He was a fascinating idealist whose confidence helped carry on the American people during the strains of economic crisis and world war even though he had an attack of poliomyelitis, which paralyzed his legs in 1921. He was one of America's most touchy leaders. Though Roosevelt labored hard to end the Depression, he had not very much success. It was not until 1939 and 1940 that success returned. Roosevelt also showed limits in his handling of foreign policy. In the 1930's he did not warn right away the danger of tyranny, and during the war he relied greatly on his charm and personality in the conduct of peacekeeping. Roosevelt's reputation is very high. In acting upon the Great Depression he did a lot to develop a good state in the United States and to make the federal government and means of social and economic reform. As president, Roosevelt passed as many bills, lobbing for as much congressional support as he could get to aid him in his attempts to help the unemployed, starving and poor people that society had forgotten. Never in the history of the United States had there ever been such a terrible, long-lasting, economic depression then the one that began just before President Roosevelt ran for his first presidential election. Thirteen million peo...

Kraske or jackknife position

IntroductionIn this variation of the prone position, the patient’s head and feet are both lower than the hips. The jackknife position is used most frequently for proctologic procedures. It is also the gold standard in anorectal surgical procedures (Kneedler & Dodge, 1994).PositioningThe patient is either anesthetized supine and turned prone, or is placed in position before spinal anesthetic is administered. The hips are on a pillow or towel directly over the table break and the table is flexed 90Â º, with the head and legs down. The patient’s arms are on arm boards with hands toward the head. The buttocks may be separated by wide tape placed at the level of the anus on both sides and secured to the table. The patient is taken out of the position by first flattening the table and then reversing the order of movements into the prone position. Arms are usually positioned over the head for turning (Bailey & Snyder, 2000).Anesthesia FactorsOne of the most common concerns ab out the prone jack knife position is the safety of the airway during anesthesia. Patients are occasionally placed in lithotomy position rather than the preferred prone jack knife position because of the concern for the airway. While patient safety is a prime concern, there are no reports of the loss of control of airway during repositioning. Although this lack of evidence does not exclude individual episodes, it does indicate that the heightened awareness has probably minimized the risk to the patient to an acceptable level (Jaffe & Samuels, 2004).Patient FactorsIndividual physical limitations of the patients occasionally prevent the use of the jack knife position. Physical factors that would prevent a patient from lying prone on the operating table, such as obesity, pregnancy, and tense ascites, may require the use of a different position. Orthopedic considerations, such as hip and knee joint problems, long leg casts, and kyphosis may be contraindications to this position. In these relatively rare circumstances, consideration should be given to the lateral position.Perhaps the single most important patient factor is the shape of the buttocks (or depth of the gluteal cleft). It was found to be an important factor in determining the patient position and type of anesthesia to be used in the procedure (Spry, 1997).Surgeon FactorsThe primary reason that many surgeons prefer the prone jack knife position is the excellent visibility provided during anorectal procedures. The exposure provided for office procedures, such as excision of thrombosed external hemorrhoids or drainage of abscesses is not equaled by other positions. In the operating room, whether the surgeon is dissecting the rectum off of the prostate or vagina in an abdominoperineal resection or preserving the internal sphincter during a mucosectomy for ulcerative colitis, visibility and lighting are key factors. Since the gluteal cleft is in horizontal rather than a vertical orientation in the prone jack knife position, illumination can be provided with overhead lights rather than headlamps. Similarly, more than one person can visualize the operating field without crowding or being in an awkward body position (Bailey & Snyder, 2000).Physiologic FactorsThe jack knife position has been described as the most precarious of surgical positions. Both respiration and circulation can be most adversely affected. Vital capacity is reduced due to restricted diaphragmatic movement and increased blood volume in the lungs, reducing lung compliance (Kneedler & Dodge, 1994).Careful positioning of patients when they are under anesthesia is crucial. Most surgeons focus on the avoiding damage to peripheral nerves from prolonged pressure when positioning patients. However, an even more significant risk to overall patient well-being can result from the unintended consequences of anesthesia that may affect patient physiology. They include compression of arteries, impairment of venous return, limitation of ventilation, and blood pooling. Many authors have examined the prone jack knife position to assess the potential physiologic impact.There are mixed reports about the cardiac effects of the prone jack knife position. If the patient is improperly positioned, transmitted pressure on the vena cava may cause blood pooling in the lower extremities and result in decreased venous return. In one study, when patients were turned from the supine to the prone position there was a temporary decrease in cardiac index; however, when the patients were placed in the prone jack knife position the cardiac index returned to the level seen in the supine position.There was no change in heart rate, mean arterial pressure, and systemic vascular resistance with change from the supine position to the prone jack-knife position, but there was a decrease in the left ventricular stroke work index and a significant increase in the pulmonary capillary wedge pressure. Overall, the effects of the jack knife positio n were comparable to other surgical positions and were believed to be manageable by experienced anesthesiologists.The effect of posture on pulmonary physiology in general and the specific effect of the prone jack knife position on vital capacity have been examined. When patients in the sitting positing are considered to be baseline, there is a 9% decrease in vital capacity in the supine position, a 12.5% decrease in the jack knife position, and an 18% decrease in the lithotomy position. The reduction in vital capacity is due to obstruction of the movement of the diaphragm and to a lesser extent to the restriction of the anteroposterior movement of the ribs. This modest decrease is tolerated by most patients but merits careful monitoring during conscious sedation and general anesthesia (Bailey & Snyder, 2000).References:Bailey, H. R., & Snyder, M. J. (2000). Ambulatory Anorectal Surgery. New York: Springer.Jaffe, R. A., & Samuels, S. I. (2004). Anesthesiologist's Manual of Surgical P rocedures (3rd ed.). New York: Lippincott Williams & Wilkins.Kneedler, J. A., & Dodge, G. H. (1994). Perioperative Patient Care: The Nursing Perspective (3rd ed.). Sudbury, Massachusetts: Jones and Bartlett Publishers.Spry, C. (1997). Essentials of Perioperative Nursing (2nd ed.). Gaithersburg, Maryland: Jones and Bartlett Publishers.

A Learning Experience Essay

In this content, there will be a discussion on how someone can learns how to not use drugs and what it was like for them before and after their initial use. There will be an identification of what someone would learn from using to not using. Also included in the discussion there will be a description of how someone’s learning could have occurred through classical conditioning, identifying the unconditioned stimulus, the unconditioned response, the conditioned stimulus, and the conditioned response. An explanation will be given in regards to how their learning could have occurred through operant conditioning, describing the behavior, consequence, and reinforcement. There will be an address of how the learning could have occurred through cognitive-social learning. Identifying the Learning Experience Let us say that someone has been doing drugs on a social basis, living a wild and carefree lifestyle. Until one day, a different way of using the drug becomes introduced. In that instance the drug is introduced, it becomes an automatic addiction. It becomes an overwhelming desire to have more to obtain that rush repeatedly. It is the loss of all control and the beginning of losing the power of life. The person frits at the thought of the drug and loses control when they cannot get a hold of it when they want it and how they want it. It becomes a part of their lifestyle and it becomes more difficult for them to lose the desire after a long period of using. It takes a power greater then themselves to quit and the help of people like them who have been clean. With the help and support of these people, the desire to use becomes less and less and the â€Å"disease of addiction,† becomes arrested. What is Learned through the Experience The long term learning experience is learning to live without the use of drugs. Living with the use of drugs causes many to live a life of unmanageability. It leads to a time in an addict’s life when they seek a place where they can receive help, therefore leading to a clean life. They no longer want to live with the obsession of using and no longer with a life of insanity. Classical Conditioning, Unconditioned Stimulus and Response, Conditioned Stimulus and Response Classical conditioning is a form of learning in which a neutral stimulus becomes a conditional stimulus capable of eliciting a given response after being repeatedly presented with an unconditioned (significant) stimulus (Oxford Reference, 2007). For example, an addict may use a pipe, cigarillos, roll up papers, or syringes (conditional stimulus) whenever an addict set out to use their preferred drug of choice. Eventually, the addict becomes craved at the presence of these items (conditional response), even when the drug was absent (unconditional stimulus). Therefore, the absence of the drug leads to the overwhelming desire to use (unconditional response). If the drugs and all the items are present and then something runs out, the conditional and unconditional stimuli occurs together and are presented at the same place, making the addict powerless. Operant Conditioning, Behavior, Consequence, Reinforcement  Operant conditioning (instrumental conditioning) is a form of learning where an individual forms an association between a particular behavioral response and a particular reinforcement (Oxford Reference, 2007). In the case of an addict, when an addict takes the first drug it may be pleasant, but then a thousand is never enough. Therefore, the cliche becomes an addict’s worst nightmare. They use to live and live to use, resulting in the disease of addiction. Once an addict realizes the more they use the more unpleasant it gets, they do not want to face the consequences of jails, institutions, or death. Therefore, they seek the help of recovering addicts, admit their powerlessness over the drug, and make a choice to come clean. As an addict attempts to come clean, they need the reinforcement of Narcotics Anonymous meetings on a daily basis. It is recommended that a newcomer attend 90 meetings in 90 days, associate themselves with other recovering addicts of the same sex, and to seek out a sponsor to work the Twelve Steps. With all these options that Narcotics Anonymous provides helps a recovering addict get well on their way to living a clean productive life. The recovering addict needs to be constantly reminded to take it a day at a time, remember that they didn’t become an addict over night, to keep going back (to meetings), and easy does it. If an addict keeps coming back, they are less likely to go out an relapse; but if they keep beating themselves up, do not change the people, places, and things around them, and continue to keep their old behaviors, they are just punishing themselves making it less likely for them to return to meetings and instead go out and use. Cognitive-Social Learning Cognitive-social learning incorporates the general concepts of conditioning, but rather than relying on a simple stimulus and response model, this theory emphasizes the interpretation or thinking that occurs within the organism, stimulus-organism-response (Carpenter-Huffman, 2010). In the case of an addict, addicts have attitudes, beliefs, expectations, motivations, and emotions that affect learning (Carpenter-Huffman, 2010). In the case of a recovering addict, these old beliefs, attitudes, false motivation and expectations, and lost emotions, being in the rooms of a Narcotics Anonymous meeting helps them to socialize with other recovering addicts and soon the newcomer is able to learn new behaviors through the observations, suggestions, and reading of literature given. In a roundabout way, the newcomer begins by imitating and sharing in meetings, gains a comfort, develops a sense of security, and becomes honest with themselves, allowing them to become honest with other recovering addicts. They learn that not one person is different from another in a Narcotics Anonymous meeting, but they are all alike, one addict reaching out to help another addict recover. Conclusion With the continued socialization and fellowshipping of Narcotics Anonymous, a recovering addict can lose the constant desire to use, find a power greater than themselves, and live a new life taking it a day at a time because any day clean is a day of success. Classical conditioning is a learned behavior that happens with or without the drugs being present. Operant conditioning is knowing that there are consequences for this learned ehavior (drug use), that results in punishment (an addict trying to recover but still having the presence of their old people, places and things resulting in relapse), and lead to a desire to have positive reinforcement (an addict entering into recovery after a life of defeat). Cognitive-social learning is coming to the realization that through participation in the Narcotics Anonymous program, it becomes easier to recover seeing that other addicts too have chosen to recover (imitating and practicing the principles, traditions, and completing the twelve steps).

Free Essays on The Perceptions Of Life

The perceptions of life I thought that it would be fun to be a physician’s assistant. The though of doing the doctors job when he couldn’t would make me feel like I was in charge of things, but was I wrong. Its more work than I thought. Being a P.A takes time and a whole lot of prayer. You must watch your emotions and separate them from work, and reality. When people come in the office they come in for care, and not opinions. I had to learn the hard way. One day a lady came into the office with a very deep cut to her side. When I was paged to view the cut, and to determine wither or not the lady would need stitches I simply had no Idea what I was getting myself into. When I walked in the room with the lady’s chart in my hand I looked up to see that the lady had been badly beaten. When I asked her what happened she said that she had fallen down all of the stairs in her house. I could tell that she had been hit in her face many times. So as most P.As do I called for the x-ray of the skull and of her side, just to make sure that everything was okay and that nothing was broken. I asked the lady to remove her shirt she was very slow about the matter. After she removed her shirt, and I saw the eight inch gash in her side I knew in my heart that some crazy man had done this to her. I asked my nurse to leave the room and I begin to ask the lady every question in the book. I asked her when did this happen and why? She told me that it was none of my concern, and to stitch her up so she could go home. My heart went out to the woman because seeing her pain made me remember my abusive relationship, and going through the same thing that she did. It hurt to see that she knew that a man had hurt her, but she was blindly in love to see that. I told her that I knew what really happened, and she was safe to tell me anything. When I offered her my friendship from one abused to the next she said that she did not want my pity. I knew that the... Free Essays on The Perceptions Of Life Free Essays on The Perceptions Of Life The perceptions of life I thought that it would be fun to be a physician’s assistant. The though of doing the doctors job when he couldn’t would make me feel like I was in charge of things, but was I wrong. Its more work than I thought. Being a P.A takes time and a whole lot of prayer. You must watch your emotions and separate them from work, and reality. When people come in the office they come in for care, and not opinions. I had to learn the hard way. One day a lady came into the office with a very deep cut to her side. When I was paged to view the cut, and to determine wither or not the lady would need stitches I simply had no Idea what I was getting myself into. When I walked in the room with the lady’s chart in my hand I looked up to see that the lady had been badly beaten. When I asked her what happened she said that she had fallen down all of the stairs in her house. I could tell that she had been hit in her face many times. So as most P.As do I called for the x-ray of the skull and of her side, just to make sure that everything was okay and that nothing was broken. I asked the lady to remove her shirt she was very slow about the matter. After she removed her shirt, and I saw the eight inch gash in her side I knew in my heart that some crazy man had done this to her. I asked my nurse to leave the room and I begin to ask the lady every question in the book. I asked her when did this happen and why? She told me that it was none of my concern, and to stitch her up so she could go home. My heart went out to the woman because seeing her pain made me remember my abusive relationship, and going through the same thing that she did. It hurt to see that she knew that a man had hurt her, but she was blindly in love to see that. I told her that I knew what really happened, and she was safe to tell me anything. When I offered her my friendship from one abused to the next she said that she did not want my pity. I knew that the...

Whats SAT Superscore How Does It Help You

What's SAT Superscore How Does It Help You SAT / ACT Prep Online Guides and Tips Imagine you take the SAT in the fall of junior year and get an awesome Reading score. Your math, unfortunately, is not so great. To bring it up, you study for the next few months and retake the SAT in the spring. Your math score shoots way up, but your Reading actually decreases from what you got in the fall. What do you do?! Luckily, most colleges have a policy of "superscoring" the SAT, or taking your highest section scores across all dates you took the SAT. Let's break down exactly what superscoring is, why schools do it, and what this means for your SAT game plan. What is SAT Superscoring? Superscoring is the policy by which admissions officers consider your highest section scores from any test date you took the SAT. If you takethe SAT more than once, then schools that SAT superscore will take your highest Critical Reading score, highest Math score, and highest Writing score. Added together, these scores could potentially add up to a much higher total than what you geton any one sitting. Consider this example, where you took the SAT three times. On Test 1, you score highly on Reading. You get a strong Math score on Test 2 and a strong Writing scoreon Test 3. On each individual setting, your composite score is a 1500. But when you superscore? That composite jumps up600 pointsto an impressive 2100! Section Reading Math Writing Composite Test 1 700 400 400 1500 Test 2 400 700 400 1500 Test 3 400 400 700 1500 Superscore 700 700 700 2100 While this is a somewhat extreme example, you can see how this policy could definitely work in your favor, as well as take some of the pressure off any one test. So if you know your colleges will superscore your SAT scores, how can you use this policy to your advantage? Why Superscoring Matters to You If your colleges superscore your SAT results, then you don't have to worry about one section score decreasing while another one goes up. Instead, your highest section scores will be valid and will be used when admissions officersconsider your application. This can take off pressure and stress when you take the SAT, plus it's another reason why taking the SAT more than once is a good idea. Students almost always improve their scores when they retake the SAT, especially if they take the time between tests to do serious, focused test prep. If you know that your colleges will superscore your results, then you could potentially "superscore" your own test. In other words, you could focus intensively on one section at a time. You could devote most of your energies to scoring a great math score on one test date, to Reading on another, and to Writing on the third, for example. This could help space out your studying over time and build up a strong SAT superscore across all the dates you choose to take the test. Not all students have the time or means to take this approach, and it's definitely not the only way to be strategic about taking the SAT. This policy can be helpful, especially for students who benefit from focusing on one section at a time, but you also want to proceed with caution. I still recommend taking every test seriously. You wouldn't want to completely skip a section, as huge fluctuations could still look strange to admissions officers, not to mention raise red flags to College Board scorers. Plus it would just throw off your whole pacing while taking the test. Building up your composite score section by section can be a useful, strategic approach to gaining strong SAT scores for your college applications. Just make sure you're going about it in a thoughtful and advantageous way. Of course, you also have to make sure your colleges have this policy of superscoring the SAT. Which Colleges Superscore the SAT? Many schools offer SAT superscore, but not all of them. Some schools will look at your highest sitting, while others don't publicize their policies and simply encourage you to send all your scores. Make sure to research your schools' policies before incorporating superscoring into your SAT strategy. Some popular colleges that SAT superscore are Boston College, Boston University, Columbia, Georgetown, Harvard, Johns Hopkins, MIT, Princeton, University of Chicago, and the University of Connecticut. Cornell and Stanford, on the other hand, are two schools that are vague about their policies, but want you to send all your SAT scores. If schools don't superscore and don't state a "send all scores" policy, then you might want to consider using Score Choice. This option allows you to choose which score reports to send to your colleges, allowing you to leave one or more out if it haslow scores. Ideally, your schools will superscore your results, as this makes sending your score reports easier and works in your favor. So why do schools look at your SAT scores in this way? Are they just doing it to be nice? Why Do Schools Superscore the SAT? Why do colleges have this helpful policy in place? According to Columbia admissions, they're doing their part to reduce test-taking stress. They say, "We are always seeking to give students the greatest opportunity to showcase their academic talents and hoping to make the testing experience as stress-free as possible." MIT's reasoning is along similar lines: "We do this in order to consider all applicants in their best light." This policy certainly accomplishes these goals, but it likelyalso benefits the colleges along with thestudents. By showing that their accepted students have higher SAT scores, colleges can improve their rankings. Thus superscoring the SAT is beneficial all around. It helps a lot of students show higher SAT scores to schools, and it helps schools show that their students are highly achieving on the SAT. Win-win. Takeaways About SAT Superscoring If you're planning to take the SAT more than once, then superscoring is a beneficial policy. If your scores have ups and downs across different dates, then your schools will just look at your highest section scores. Even if they don't, knowing that your schools superscore can take the pressure off of each test date. You may incorporate this policy into your test prep strategy, if you have the time and means to do so. By studying intensively for one section at a time, you can build up your overall SAT scores over time. Make sure you research the standardized test policies of your colleges well in advance of applications. If they superscore, then you can take the SAT on various dates throughout high school with a very specific section target score in mind each time. In this way, you can use SAT superscoring to maximize your composite scoreand present a stellar SAT score on your college applications. What's Next? Did you know that schools are increasingly adapting test flexible and test optional policies? Some will accept AP or SAT Subject Tests in lieu of the SAT, while others don't require standardized testing at all. Check out the full list of schools who have eliminated the SAT/ACT completely in the application process. Are you planning to take the redesigned SAT in 2016? Read our full guide that details the changes and how you can adjust your prep to get ready for the redesign. Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Joan of Arc Essay Example | Topics and Well Written Essays - 750 words - 2

Joan of Arc - Essay Example It is in north eastern part of France. Joan of Arc went through several challenges at a young age. The major turning point in the life of Joan of Arc was being sworn in a prestigious army. During the year 1400, the Dauphin army men were regarded as respected and esteemed individuals within the society. Some of the beneficial factors of Joan of Arc, which sparked after joining army, were informative visions and growing military ideas. The real name of Joan of Arc was Jehanne Romee. Joan of Arc did not get the real name because being unsure of taking surname of mother and father. The voices of catholic saints have exposed Joan of Arc to be much stronger at a premature age. The opinion of the lady was swift aside after arrival at Vaucoluleurs. Joan was send back home. But courage and persistence allowed Joan to join Dauphin army at an early age. Joan predicted the location of sword and took army to Sainte-Catherine (Cunningham, 2002). The fortress of Saint Loup was captured on May 4. The French army was led by Joan of Arc. This astonishing capture of fortress revealed the mental strength and willpower of Joan. She was only 16 years of age during that point of time. After capturing first fortress, Joan of Arc marched to Saint Jean Le Blanc Fort. After arriving to the next city, Joan of Arc found out that all gates are barred and it is impossible task to get inside the city. But Joan and her entire army entered in to Orleans. The unthinkable task was made possible by Joan of Arc’s leadership process. Joan did not want to change their War strategy by ignoring the doors that were locked and barred. Joan was effective in the mission and entered in the direction, which was planned. Plans were supposed to be changed after looking at barred gates. But mental strength and hunger for success defines the heroicness of Joan. The withdrawal of English was more accelerated by capturing other two forts in Orleans. Joan m et Charles after