Documents Reflect History :: History

Documents Reflect History Written documents reflect what has happened. Actions that may have happened in history, give historical documents a reason to be. Although actions may not have occurred to cause documents to be written, they may have been just to prevent them from happening. The Declaration of Independence clearly states that the American colonists felt that having a political break with Great Britain would be needed. This was stated because the American colonists were getting tired of the high taxes and having their government ruled by a king living across an ocean. The Constitution of the United States became a document because the people who formatted the Constitution wanted to make a government strong enough to secure the rights of citizens and fight back with the country against its enemies. They wanted this because they wanted to be able to stand up against anyone or anything that came against the government. One of the purposes for the Constitution being written was to make laws and establish courts that are fair. This purpose was stated because if courts are not fair and laws are not just, then it will be as if we were still under the tyrannical rule of the King of England. The Martin Luther King Jr. â€Å"I Have A Dream† speech is a historical document. This document is known to be a new phase of the civil rights movement beginning in 1960, initiated by a new generation of African Americans and extremely supported by young liberal Caucasians. Many events occurred to give reasoning for this document to be written. Segregation took place and Martin Luther King Jr. stood up for what he believed in. He stated that the African Americans were not free and were not treated equal, as they should be. He specifically states, â€Å"There will be neither rest nor tranquility in America until the Negro is granted his citizenship rights.† This document was written because Martin Luther King Jr. felt the same as many other African Americans, hoping that someday all the racism will vanish and the racist will realize that everyone should get a chance at being treated equally. Of Civil Government by John Locke (1932-1704) became a document stating that we, the people, should take only what we deserve and to not depend on someone else to help you get what you want. Also, we being equal means that we should not hart or harm another in their life, health, liberty, or possessions.

A Game of Thrones Chapter Six

Catelyn Of all the rooms in Winterfell's Great Keep, Catelyn's bedchambers were the hottest. She seldom had to light a fire. The castle had been built over natural hot springs, and the scalding waters rushed through its walls and chambers like blood through a man's body, driving the chill from the stone halls, filling the glass gardens with a moist warmth, keeping the earth from freezing. Open pools smoked day and night in a dozen small courtyards. That was a little thing, in summer; in winter, it was the difference between life and death. Catelyn's bath was always hot and steaming, and her walls warm to the touch. The warmth reminded her of Riverrun, of days in the sun with Lysa and Edmure, but Ned could never abide the heat. The Starks were made for the cold, he would tell her, and she would laugh and tell him in that case they had certainly built their castle in the wrong place. So when they had finished, Ned rolled off and climbed from her bed, as he had a thousand times before. He crossed the room, pulled back the heavy tapestries, and threw open the high narrow windows one by one, letting the night air into the chamber. The wind swirled around him as he stood facing the dark, naked and empty-handed. Catelyn pulled the furs to her chin and watched him. He looked somehow smaller and more vulnerable, like the youth she had wed in the sept at Riverrun, fifteen long years gone. Her loins still ached from the urgency of his lovemaking. It was a good ache. She could feel his seed within her. She prayed that it might quicken there. It had been three years since Rickon. She was not too old. She could give him another son. â€Å"I will refuse him,† Ned said as he turned back to her. His eyes were haunted, his voice thick with doubt. Catelyn sat up in the bed. â€Å"You cannot. You must not.† â€Å"My duties are here in the north. I have no wish to be Robert's Hand.† â€Å"He will not understand that. He is a king now, and kings are not like other men. If you refuse to serve him, he will wonder why, and sooner or later he will begin to suspect that you oppose him. Can't you see the danger that would put us in?† Ned shook his head, refusing to believe. â€Å"Robert would never harm me or any of mine. We were closer than brothers. He loves me. If I refuse him, he will roar and curse and bluster, and in a week we will laugh about it together. I know the man!† â€Å"You knew the man,† she said. â€Å"The king is a stranger to you.† Catelyn remembered the direwolf dead in the snow, the broken antler lodged deep in her throat. She had to make him see. â€Å"Pride is everything to a king, my lord. Robert came all this way to see you, to bring you these great honors, you cannot throw them back in his face.† â€Å"Honors?† Ned laughed bitterly. â€Å"In his eyes, yes,† she said. â€Å"And in yours?† â€Å"And in mine,† she blazed, angry now. Why couldn't he see? â€Å"He offers his own son in marriage to our daughter, what else would you call that? Sansa might someday be queen. Her sons could rule from the Wall to the mountains of Dorne. What is so wrong with that?† â€Å"Gods, Catelyn, Sansa is only eleven,† Ned said. â€Å"And Joffrey . . . Joffrey is . . . â€Å" She finished for him. † . . . crown prince, and heir to the Iron Throne. And I was only twelve when my father promised me to your brother Brandon.† That brought a bitter twist to Ned's mouth. â€Å"Brandon. Yes. Brandon would know what to do. He always did. It was all meant for Brandon. You, Winterfell, everything. He was born to be a King's Hand and a father to queens. I never asked for this cup to pass to me.† â€Å"Perhaps not,† Catelyn said, â€Å"but Brandon is dead, and the cup has passed, and you must drink from it, like it or not.† Ned turned away from her, back to the night. He stood staring out in the darkness, watching the moon and the stars perhaps, or perhaps the sentries on the wall. Catelyn softened then, to see his pain. Eddard Stark had married her in Brandon's place, as custom decreed, but the shadow of his dead brother still lay between them, as did the other, the shadow of the woman he would not name, the woman who had borne him his bastard son. She was about to go to him when the knock came at the door, loud and unexpected. Ned turned, frowning. â€Å"What is it?† Desmond's voice came through the door. â€Å"My lord, Maester Luwin is without and begs urgent audience.† â€Å"You told him I had left orders not to be disturbed?† â€Å"Yes, my lord. He insists.† â€Å"Very well. Send him in.† Ned crossed to the wardrobe and slipped on a heavy robe. Catelyn realized suddenly how cold it had become. She sat up in bed and pulled the furs to her chin. â€Å"Perhaps we should close the windows,† she suggested. Ned nodded absently. Maester Luwin was shown in. The maester was a small grey man. His eyes were grey, and quick, and saw much. His hair was grey, what little the years had left him. His robe was grey wool, trimmed with white fur, the Stark colors. Its great floppy sleeves had pockets hidden inside. Luwin was always tucking things into those sleeves and producing other things from them: books, messages, strange artifacts, toys for the children. With all he kept hidden in his sleeves, Catelyn was surprised that Maester Luwin could lift his arms at all. The maester waited until the door had closed behind him before he spoke. â€Å"My lord,† he said to Ned, â€Å"pardon for disturbing your rest. I have been left a message.† Ned looked irritated. â€Å"Been left? By whom? Has there been a rider? I was not told.† â€Å"There was no rider, my lord. Only a carved wooden box, left on a table in my observatory while I napped. My servants saw no one, but it must have been brought by someone in the king's party. We have had no other visitors from the south.† â€Å"A wooden box, you say?† Catelyn said. â€Å"Inside was a fine new lens for the observatory, from Myr by the look of it. The lenscrafters of Myr are without equal.† Ned frowned. He had little patience for this sort of thing, Catelyn knew. â€Å"A lens,† he said. â€Å"What has that to do with me?† â€Å"I asked the same question,† Maester Luwin said. â€Å"Clearly there was more to this than the seeming.† Under the heavy weight of her furs, Catelyn shivered. â€Å"A lens is an instrument to help us see.† â€Å"Indeed it is.† He fingered the collar of his order; a heavy chain worn tight around the neck beneath his robe, each link forged from a different metal. Catelyn could feel dread stirring inside her once again. â€Å"What is it that they would have us see more clearly?† â€Å"The very thing I asked myself.† Maester Luwin drew a tightly rolled paper out of his sleeve. â€Å"I found the true message concealed within a false bottom when I dismantled the box the lens had come in, but it is not for my eyes.† Ned held out his hand. â€Å"Let me have it, then.† Luwin did not stir. â€Å"Pardons, my lord. The message is not for you either. It is marked for the eyes of the Lady Catelyn, and her alone. May I approach?† Catelyn nodded, not trusting to speak. The maester placed the paper on the table beside the bed. It was sealed with a small blob of blue wax. Luwin bowed and began to retreat. â€Å"Stay,† Ned commanded him. His voice was grave. He looked at Catelyn. â€Å"What is it? My lady, you're shaking.† â€Å"I'm afraid,† she admitted. She reached out and took the letter in trembling hands. The furs dropped away from her nakedness, forgotten. In the blue wax was the moon-and-falcon seal of House Arryn. â€Å"It's from Lysa.† Catelyn looked at her husband. â€Å"It will not make us glad,† she told him. â€Å"There is grief in this message, Ned. I can feel it.† Ned frowned, his face darkening. â€Å"Open it.† Catelyn broke the seal. Her eyes moved over the words. At first they made no sense to her. Then she remembered. â€Å"Lysa took no chances. When we were girls together, we had a private language, she and I.† â€Å"Can you read it?† â€Å"Yes,† Catelyn admitted. â€Å"Then tell us.† â€Å"Perhaps I should withdraw,† Maester Luwin said. â€Å"No,† Catelyn said. â€Å"We will need your counsel.† She threw back the furs and climbed from the bed. The night air was as cold as the grave on her bare skin as she padded across the room. Maester Luwin averted his eyes. Even Ned looked shocked. â€Å"What are you doing?† he asked. â€Å"Lighting a fire,† Catelyn told him. She found a dressing gown and shrugged into it, then knelt over the cold hearth. â€Å"Maester Luwin—† Ned began. â€Å"Maester Luwin has delivered all my children,† Catelyn said. â€Å"This is no time for false modesty.† She slid the paper in among the kindling and placed the heavier logs on top of it. Ned crossed the room, took her by the arm, and pulled her to her feet. He held her there, his face inches from her. â€Å"My lady, tell me! What was this message?† Catelyn stiffened in his grasp. â€Å"A warning,† she said softly. â€Å"If we have the wits to hear.† His eyes searched her face. â€Å"Go on.† â€Å"Lysa says Jon Arryn was murdered.† His fingers tightened on her arm. â€Å"By whom?† â€Å"The Lannisters,† she told him. â€Å"The queen.† Ned released his hold on her arm. There were deep red marks on her skin. â€Å"Gods,† he whispered. His voice was hoarse. â€Å"Your sister is sick with grief. She cannot know what she is saying.† â€Å"She knows,† Catelyn said. â€Å"Lysa is impulsive, yes, but this message was carefully planned, cleverly hidden. She knew it meant death if her letter fell into the wrong hands. To risk so much, she must have had more than mere suspicion.† Catelyn looked to her husband. â€Å"Now we truly have no choice. You must be Robert's Hand. You must go south with him and learn the truth.† She saw at once that Ned had reached a very different conclusion. â€Å"The only truths I know are here. The south is a nest of adders I would do better to avoid.† Luwin plucked at his chain collar where it had chafed the soft skin of his throat. â€Å"The Hand of the King has great power, my lord. Power to find the truth of Lord Arryn's death, to bring his killers to the king's justice. Power to protect Lady Arryn and her son, if the worst be true.† Ned glanced helplessly around the bedchamber. Catelyn's heart went out to him, but she knew she could not take him in her arms just then. First the victory must be won, for her children's sake. â€Å"You say you love Robert like a brother. Would you leave your brother surrounded by Lannisters?† â€Å"The Others take both of you,† Ned muttered darkly. He turned away from them and went to the window. She did not speak, nor did the maester. They waited, quiet, while Eddard Stark said a silent farewell to the home he loved. When he turned away from the window at last, his voice was tired and full of melancholy, and moisture glittered faintly in the corners of his eyes. â€Å"My father went south once, to answer the summons of a king. He never came home again.† â€Å"A different time,† Maester Luwin said. â€Å"A different king.† â€Å"Yes,† Ned said dully. He seated himself in a chair by the hearth. â€Å"Catelyn, you shall stay here in Winterfell.† His words were like an icy draft through her heart. â€Å"No,† she said, suddenly afraid. Was this to be her punishment? Never to see his face again, nor to feel his arms around her? â€Å"Yes,† Ned said, in words that would brook no argument. â€Å"You must govern the north in my stead, while I run Robert's errands. There must always be a Stark in Winterfell. Robb is fourteen. Soon enough, he will be a man grown. He must learn to rule, and I will not be here for him. Make him part of your councils. He must be ready when his time comes.† â€Å"Gods will, not for many years,† Maester Luwin murmured. â€Å"Maester Luwin, I trust you as I would my own blood. Give my wife your voice in all things great and small. Teach my son the things he needs to know. Winter is coming.† Maester Luwin nodded gravely. Then silence fell, until Catelyn found her courage and asked the question whose answer she most dreaded. â€Å"What of the other children?† Ned stood, and took her in his arms, and held her face close to his. â€Å"Rickon is very young,† he said gently. â€Å"He should stay here with you and Robb. The others I would take with me.† â€Å"I could not bear it,† Catelyn said, trembling. â€Å"You must,† he said. â€Å"Sansa must wed Joffrey, that is clear now, we must give them no grounds to suspect our devotion. And it is past time that Arya learned the ways of a southron court. In a few years she will be of an age to marry too.† Sansa would shine in the south, Catelyn thought to herself, and the gods knew that Arya needed refinement. Reluctantly, she let go of them in her heart. But not Bran. Never Bran. â€Å"Yes,† she said, â€Å"but please, Ned, for the love you bear me, let Bran remain here at Winterfell. He is only seven.† â€Å"I was eight when my father sent me to foster at the Eyrie,† Ned said. â€Å"Ser Rodrik tells me there is bad feeling between Robb and Prince Joffrey. That is not healthy. Bran can bridge that distance. He is a sweet boy, quick to laugh, easy to love. Let him grow up with the young princes, let him become their friend as Robert became mine. Our House will be the safer for it.† He was right; Catelyn knew it. It did not make the pain any easier to bear. She would lose all four of them, then: Ned, and both girls, and her sweet, loving Bran. Only Robb and little Rickon would be left to her. She felt lonely already. Winterfell was such a vast place. â€Å"Keep him off the walls, then,† she said bravely. â€Å"You know how Bran loves to climb.† Ned kissed the tears from her eyes before they could fall. â€Å"Thank you, my lady,† he whispered. â€Å"This is hard, I know.† â€Å"What of Jon Snow, my lord?† Maester Luwin asked. Catelyn tensed at the mention of the name. Ned felt the anger in her, and pulled away. Many men fathered bastards. Catelyn had grown up with that knowledge. It came as no surprise to her, in the first year of her marriage, to learn that Ned had fathered a child on some girl chance met on campaign. He had a man's needs, after all, and they had spent that year apart, Ned off at war in the south while she remained safe in her father's castle at Riverrun. Her thoughts were more of Robb, the infant at her breast, than of the husband she scarcely knew. He was welcome to whatever solace he might find between battles. And if his seed quickened, she expected he would see to the child's needs. He did more than that. The Starks were not like other men. Ned brought his bastard home with him, and called him â€Å"son† for all the north to see. When the wars were over at last, and Catelyn rode to Winterfell, Jon and his wet nurse had already taken up residence. That cut deep. Ned would not speak of the mother, not so much as a word, but a castle has no secrets, and Catelyn heard her maids repeating tales they heard from the lips of her husband's soldiers. They whispered of Ser Arthur Dayne, the Sword of the Morning, deadliest of the seven knights of Aerys's Kingsguard, and of how their young lord had slain him in single combat. And they told how afterward Ned had carried Ser Arthur's sword back to the beautiful young sister who awaited him in a castle called Starfall on the shores of the SummerSea. The Lady Ashara Dayne, tall and fair, with haunting violet eyes. It had taken her a fortnight to marshal her courage, but finally, in bed one night, Catelyn had asked her husband the truth of it, asked him to his face. That was the only time in all their years that Ned had ever frightened her. â€Å"Never ask me about Jon,† he said, cold as ice. â€Å"He is my blood, and that is all you need to know. And now I will learn where you heard that name, my lady.† She had pledged to obey; she told him; and from that day on, the whispering had stopped, and Ashara Dayne's name was never heard in Winterfell again. Whoever Jon's mother had been, Ned must have loved her fiercely, for nothing Catelyn said would persuade him to send the boy away. It was the one thing she could never forgive him. She had come to love her husband with all her heart, but she had never found it in her to love Jon. She might have overlooked a dozen bastards for Ned's sake, so long as they were out of sight. Jon was never out of sight, and as he grew, he looked more like Ned than any of the trueborn sons she bore him. Somehow that made it worse. â€Å"Jon must go,† she said now. â€Å"He and Robb are close,† Ned said. â€Å"I had hoped . . . â€Å" â€Å"He cannot stay here,† Catelyn said, cutting him off. â€Å"He is your son, not mine. I will not have him.† It was hard, she knew, but no less the truth. Ned would do the boy no kindness by leaving him here at Winterfell. The look Ned gave her was anguished. â€Å"You know I cannot take him south. There will be no place for him at court. A boy with a bastard's name . . . you know what they will say of him. He will be shunned.† Catelyn armored her heart against the mute appeal in her husband's eyes. â€Å"They say your friend Robert has fathered a dozen bastards himself.† â€Å"And none of them has ever been seen at court!† Ned blazed. â€Å"The Lannister woman has seen to that. How can you be so damnably cruel, Catelyn? He is only a boy. He—† His fury was on him. He might have said more, and worse, but Maester Luwin cut in. â€Å"Another solution presents itself,† he said, his voice quiet. â€Å"Your brother Benjen came to me about Jon a few days ago. It seems the boy aspires to take the black.† Ned looked shocked. â€Å"He asked to join the Night's Watch?† Catelyn said nothing. Let Ned work it out in his own mind; her voice would not be welcome now. Yet gladly would she have kissed the maester just then. His was the perfect solution. Benjen Stark was a Sworn Brother. Jon would be a son to him, the child he would never have. And in time the boy would take the oath as well. He would father no sons who might someday contest with Catelyn's own grandchildren for Winterfell. Maester Luwin said, â€Å"There is great honor in service on the Wall, my lord.† â€Å"And even a bastard may rise high in the Night's Watch,† Ned reflected. Still, his voice was troubled. â€Å"Jon is so young. If he asked this when he was a man grown, that would be one thing, but a boy of fourteen . . . â€Å" â€Å"A hard sacrifice,† Maester Luwin agreed. â€Å"Yet these are hard times, my lord. His road is no crueler than yours or your lady's.† Catelyn thought of the three children she must lose. It was not easy keeping silent then. Ned turned away from them to gaze out the window, his long face silent and thoughtful. Finally he sighed, and turned back. â€Å"Very well,† he said to Maester Luwin. â€Å"I suppose it is for the best. I will speak to Ben.† â€Å"When shall we tell Jon?† the maester asked. â€Å"When I must. Preparations must be made. It will be a fortnight before we are ready to depart. I would sooner let Jon enjoy these last few days. Summer will end soon enough, and childhood as well. When the time comes, I will tell him myself.†

United States’ President Ronald Reagan once said,...

United States’ President Ronald Reagan once said, â€Å"Preservation of our environment is not a liberal of conservative challenge, it’s common sense (Ronald).† Although throughout history countless of prominent figures in society have set the issue of the well being of our planet as a top priority, the majority of the world population has come to ignore it until now, when it has directly affected their lives. Around the entire globe, droughts, floods, food shortages, poverty, and the overall deterioration of our planet. Although larger developed countries, such as the United States and China, have taken numerous small steps to improve conditions within their own countries further steps must be taken to preserve the only planet the human†¦show more content†¦Ã¢â‚¬Å"Flooding between 2006 and 2008 affected over 1 million people in a region where 32% of people live in poverty and are particularly vulnerable to natural hazards†(Climate) as well as enda ngering many rare species of animals and plants that are at risk of extinction. The increase in temperature has also led to health implications, such as mosquitos evolving to in heights of up to 2600 meters, leading to a higher risk of contracting diseases (Climate). Food insecurity of the main long-term issue for the Republic of Bolivia. The changing temperatures and overall unrealiability of the climate has had significant effects on the crop harvest of Bolivia, effecting â€Å"small producers and subsistence farmers† (Climate) the most, as the climate varies from region to region. In 2010, â€Å"sudden drops in temperature and drought resulted in the death of livestock and reduction of crops which affected 21,000 families in the Amazon departments† (Climate) and in 2011, climate instability caused the Quinoa harvest of Bolivia to drop by 50% compared to the previous year (Climate). Food instability is also attributed to the pollution and contamination of its main wa ter sources by unregulated industrialization in the 1980s that has accumulated there throughout the year and poisons the water sources used by the people to drink, water their crops, and water their animals (Lake). In the midst of all this adversity, the people of Bolivia have learned to cope my migrating as â€Å"a way of sourcingShow MoreRelatedCommunism, Democracy, And Capitalism3017 Words   |  13 Pageslong-term, patient but firm and vigilant containment of Russian expansive tendencies was necessary. Harry Truman echoed these ideas. It must be the policy of the United States to support free peoples who are resisting attempted subjugation by outside pressures. This ideology is one that we implement to this day. The United States used this situation to justify a astonishingly large arms buildup. In 1950, a National Security Council Report known as NSC–68 voiced agreement with Truman’s schemeRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesD421.E77 2010 909.82—dc22 2009052961 The paper used in this publication meets the requirements of the American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI Z39.48-1992 Printed in the United States of America 2 4 6 8 9 7 5 3 1 C ONTENTS Introduction Michael Adas 1 1 World Migration in the Long Twentieth Century †¢ Jose C. Moya and Adam McKeown 9 †¢ 2 Twentieth-Century Urbanization: In Search of an Urban ParadigmRead MoreRacism and Ethnic Discrimination44667 Words   |  179 Pagescultural and ethnic identity 9 11 4. Racism: colonial inheritance 4.1 Nicaragua: multiethnic and pluricultural state 4.2 The historic roots of differences, discrimination, and racism 4.2.1 Spanish Conquest and its repercussions in Indigenous cultures of the Pacific, Central and North 4.2.2 English colonization in the Caribbean Coast region 4.2.3 The Liberal policy in the Caribbean Coast: internal colonization 4.2.4 Afro-descendent communities in Nicaragua 4.2.5 ColonizationRead MoreDeveloping Management Skills404131 Words   |  1617 Pagestextbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical

Amphiprotic Definition in Chemistry

Amphiprotic describes a substance that can both accept and donate a proton or H. An amphiprotic molecule has characteristics of both and acid and a base and can act as either. It is an example of a type of amphoteric molecule. Amphiprotic Examples Examples of amphiprotic molecules include amino acids, proteins, and water. Amino acids and proteins have amine and carboxylic acid groups, giving them the ability to be either proton donors or acceptors. Water is self ionizable into H and OH-, so it is an excellent example of a molecule that accepts and donates a proton. Sources Housecroft, C. E.; Sharpe, A. G. (2004). Inorganic Chemistry (2nd ed.). Prentice Hall. pp. 173–4. ISBN 978-0130399137.IUPAC,  Compendium of Chemical Terminology, 2nd ed. (the Gold Book) (1997).

A True Patriot Walt Whitman Essay - 1081 Words

A True Patriot: Walt Whitman When one talks of great American Poets, if the person has any since of intelligence, then they can in now way fail to mention Walt Whitman. Whitman is unmistakingly a great American poet, So great, that Ralph Waldo Emerson said that he was an â€Å"American Shakespeare† (Tucker 247). While the debate still goes on about that comment, there is no debate about the greatness of Whitman. Walt Whitman was born in West Hills, NY on May 31, 1819 on Long Island. He was the second of nine children. He never developed a close relationship with his father, but he was very close to his mother. When he was four, he moved to Brooklyn where he went to school for six years and, when he was eleven, dropped out and began work as a†¦show more content†¦In this poem, Whitman says that he will â€Å"mourn with ever-returning spring†, this shows his deep sorrow that the poet felt for the late Lincoln. This poem, much like O’ Captain, My Captain is drenched in symbolism (Unger 347). The â€Å"powerful western star† is used to symbolize Lincoln. The lilac, which is very prevalent in the poem, symbolizes rebirth of the nation after Lincoln’s death. Finally, the â€Å"hidden bird† in the poem symbolizes the poet and the power of poetry (348). In this poem, Whitman comes to terms with the loss of one he loves—Lincoln. Death and mourning sh all give way to consolation and hope for the future (Magill 406). The book in which O’ Captain, My Captain and When Lilacs Last in the Dooryard Bloom’d was entitled Drum Taps. It is this book of poems in which Whitman shows the horrors and realties of war. During the time of the Civil War, Whitman worked in Union Hospitals treating then North’s wounded soldiers. Without the traumatic experience that Whitman had, the book would not have the emotional fortitude that it has. Whitman’s vivid pictures depict the ugliness of war. Whitman does, however, find some ritual significance to, in the deaths of the soldiers, they were the atonement for the living (Magill 406). The Civil War is a period in Whitman’s life that he wanted to forget. Another famous poem in Drum Taps is A Sight in Camp in the Daybreak Grey and Dim. This poem shows WhitmanShow MoreRelatedAmerican society has been drastically shaped through the strong beliefs of its poets, journalists2200 Words   |  9 Pagesbrilliant individuals, it is undeniable tha t they were highly influenced by the great Walt Whitman. Walt Whitman was a bright American individual who consistently crossed the conservative boundaries with his excellent writing skills. Walter â€Å"Walt† was an American poet, essayist and journalist. He was a big part of the transition between transcendentalism and realism and both of his views were apparent in his works. Walt Whitmans work was very controversial for his time period, especially his greatRead MoreThe Father Of Free Verse By Walt Whitman2965 Words   |  12 PagesWalt Whitman, also known as the father of free verse was born in May of 1819 (Llanas p.11).Walt Whitman is considered to be one of the greatest poets and journalist of all time. Mr. Whitman became famous for his form of writing poetry and the many different kinds of genres he would pick. Whitman’s oeuvre is considered some of the best of all time. No other author had ever used â€Å"free verse† when writing, which meant that th e poetry had no rhyme and meter. He also possessed a profound sense of democracyRead MoreAnalysis Of Langston Hughes s Poem, I, Too1193 Words   |  5 Pagesunfair because first, it was not their fault that Britain was in so much debt from the war. Second, the colonist were being taxed without any representation in Parliament. Therefore, the Boston Tea Party â€Å"was organized and carried out by a group of Patriots led by Samuel Adams known as the Sons of Liberty...who organized to defend their rights, and to protest and undermine British rule.† This was a protest from a group of American colonist who fought for their rights against the Parliament. In IfRead More Use of Propaganda the U.S. War in Iraq Essay example3551 Words   |  15 Pagesoccurrence of wartime propaganda occurred in Vietnam where Americans would kidnap and blindfold Vietnamese fisherman. Then the Americans would take them to an island and tell them that it was part of a resistance group called â€Å"The Sacred Sword of the Patriot League.† The fishermen were then returned back to the main land where they would spread rumors of the fake resistance group. The result was the Vietnamese concentrating their efforts to destroy a nonexistent group (Labash, 20 Dec, 2001). OneRead MoreManaging Information Technology (7th Edition)239873 Words   |  960 Pages Contents Risk Management for Information Security 565 Compliance with Laws and Regulations 567 Sarbanes-Oxley (SOX) 567 Gramm-Leach-Bliley Act of 1999 (GBLA) 569 Health Insurance Portability and Accountability Act (HIPAA) The PATRIOT Act 569 Organizational Polices for Information Security Planning for Business Continuity 571 Electronic Records Management (ERM) 571 569 Review Questions 573 †¢ Discussion Questions 574 †¢ Bibliography 574 Chapter 15 Social, Ethical

Guide for Assignment Presentation Free Essays

string(340) " underpinning information that might support your assignment Writing letters and memos asking for information either internally or externally Designing questionnaires Undertaking surveys Analysis of data from questionnaires Secondary data search Preparation of first draft report Always build in time to spare, to deal with the unexpected\." Introduction An assignment should be regarded as a piece of academic writing. The following comments and suggestions about the construction and presentation of assignments are intended to provide a guide. They are not intended to be considered as rigid rules. We will write a custom essay sample on Guide for Assignment Presentation or any similar topic only for you Order Now However, there are a number of academic conventions which should be met in academic work. Of most importance in academic writing is an overriding need for internal consistency in presentation. Internal consistency is achieved by thoroughness and attention to detail in the presentation of work. The purpose of an academic piece of writing is to report the results of an investigation to other members of the discipline for their information, evaluation and criticism. Communication of the results of academic activity is important as it allows the dissemination of information and is fundamental to the establishment of groups of people who are interested in similar problems and who are interested in applying similar analytical techniques to identify solutions to these problems. Writing an assignment is an exercise in effective communication and requires more than just learning of techniques of analysis and facts about the economic process. There are a number of books available that assist with writing assignments. See for example, Betts and Seitz (1986) Writing Essays in the Social Sciences and Anderson and Poole (1994) Thesis and Assignment Writing. It is recommended that students consult these for information about how to research and write an assignment. 2. Assessment Criteria Each units/modules offered through the HND Programme will have stipulated the criteria for assessment of assignments in the Course Outline. A number of assessment criteria that may be relevant for all courses are listed below. †¢ †¢ †¢ †¢ †¢ †¢ †¢ Relevance of your answer to the question or task set. Clarity of expression. Supporting documentation for arguments. Proper acknowledgement of documentation and the use of a bibliographic convention. Logical planning and sequence. Overall presentation, including correct grammar, spelling and punctuation. Comprehensive coverage reflecting mastery of set readings and text. 3. Presentation of the Assignment You should always ensure that you prepare two hard copies of your Assignment and keep a copy on disc. On occasions assignments go missing, or second copies are required by University/College. †¢ Each Assignment should be clearly marked up with your name, your study centre, your Student registration number and at the end of the assignment a word count. The assignment should be word-processed. 1 TEG 2007 †¢ The assignment presentation format should directly meet the requirements of the assignment brief (i. e. reports and presentations are the most called for communication formats). You must ensure that your assignment does not appear to be an extended essay. If it does, you will lose grades. †¢ The word limit will be included in the assignment brief. These are specified by Lecturer/Tutor and must be adhered to. †¢ Appendices should clearly link to the assignment and can be attached as supporting documentation at the end of the report. However, failure to reference them by number (e. . Appendix 1) within the report and also marked on the Appendix itself will lose you grade. Only use an Appendix if it is essential and clearly adds value to the overall Assignment. The Appendix is not a waste bin for all the materials you have come across in your research, or a way of making your assignment seem somewhat heavier and more impressive than it is. 4. Time Management for Assignments One of the biggest challenges we all seem to face day-to-day is that of managing time. When studying, that challenge seems to grow increasingly difficult, requiring a balance between work, home, family, social life and study life. It is therefore of pivotal importance to your own success for you to plan wisely the limited amount of time you have available. Step 1: Find out how much time you have Ensure that you are fully aware of how long your module lasts, and the final deadline. If you are studying a module from September to December, it is likely that you will have only 10-12 weeks in which to complete your assignments. This means therefore, that the meeting of deadlines is vitally important, as submission schedules are extremely tight. Step 2: Plan your time Essentially you need to work backwards from the final deadline, submission date, and schedule your work around the possible time lines. Clearly, if you have only 10-12 weeks available to complete three assignments, you will need to allocate a block of hours in the final stages of the module to ensure that all of your assignments are in on time. Late submissions will not be accepted, and no extensions will be allowed. Students who do not submit will be treated as a ‘no show’, and will have to re-enter for the next assessment period and undertake an alternative assignment. Step 3: Set priorities You should set priorities on a daily and weekly basis (not just for study, but for your life). There is no doubt that this mode of study needs commitment (and some sacrifices in the short term). When your achievements are recognised by colleagues, peers, friends and family, it will all feel worthwhile. Step 4: Analyse activities and allocate time to them Consider the range of activities that you will need to undertake in order to complete the assignment and the time each might take. Remember, too, there will be a delay in asking for information and receiving it. 2 TEG 2007 †¢ Preparing terms of reference for the assignment, to include the following. 1 A short title 2 A brief outline of the assignment purpose and outcome 3 Methodology (the methods you intend to use to carry out the required tasks) 4 Indication of any difficulties that have arisen in the duration of the assignment 5 Time schedule 6 Confidentiality – if the assignment includes confidential information ensure that this is clearly marked on the assignment 7 Literature and desk research undertaken †¢ †¢ †¢ †¢ †¢ †¢ †¢ A literature search in order to undertake the necessary background reading and underpinning information that might support your assignment Writing letters and memos asking for information either internally or externally Designing questionnaires Undertaking surveys Analysis of data from questionnaires Secondary data search Preparation of first draft report Always build in time to spare, to deal with the unexpected. This may reduce the pressure that you are faced in meeting significant deadlines. 5. Planning and Sequence of an Assignment The assignment should contain at least three well defined and distinct sections: (a) An introduction (or ‘a beginning’) (b) The body of the assignment (or ‘a middle’) (c) A conclusion (or ‘an end’) †¢ The introduction, which occurs at the beginning of the assignment, should include a statement of the aims or objectives of the assignment. The introduction provides a clear statement of the problem or question to be considered; the limitations or assumptions you plan to use when examining the problem, and the analytical techniques used. Although the task set will frequently determine the question posed for the assignment, there is still scope for the introduction to define more precisely the question/task or to set the bounds of the assignment. Do not simply state the title of the assignment or repeat the task posed by the lecturer. The body of the assignment contains the argument that you present in support of the question you have posed in the introduction. The argument should be logical and embody the standard techniques of analysis as well as display familiarity with standard economic concepts and doctrines. †¢ The conclusion should complete the assignment by following up di scussion points raised in the previous sections. It should relate clearly to your statement of aims and purpose provided in the introduction. As a general rule, no new material should be introduced in 3 TEG 2007 the conclusion. The conclusion normally should draw conclusions and point to further directions one could take from matters which have been argued fully and stated in the body of the assignment. Do not simply repeat, or summarise, what you have already said in the body of the assignment. Repetition is regarded as padding. 6. Common Specific Instructions used in Assignment Questions or Tasks Define Set down the precise meaning of a word or phrase and show why the distinctions implied in the definition are necessary by expanding on particular elements that may be sources of confusion or misunderstanding. Discuss Investigate an issue by examining the positive and negative arguments and by exploring interesting alternatives. Illustrate Use a model to clarify a particular point or use examples taken from everyday reality. Explain Clarify by the use of explanation, model and example. Compare Describe the similarities and differences and evaluate likely outcomes. Contrast Present an overview of two points of view and set them in opposition to bring out the differences. Describe Give a detailed explanation and clarification. Evaluate Make an appraisal on the basis of pre-established criteria, explore other points of view and, perhaps, include your personal opinion. Interpret Expand the meaning of a particular issue or event. Justify Show the basis for a decision or conclusion by the use of an appropriate model or relevant evidence. Outline Describe the major features of an issue or theory omitting minor details and emphasising structure and key conclusions. Relate Show how things are connected to each other and how they influence each other. State Present in brief, clear form. Summarise Give a brief overview of the key points of a matter, omitting details and examples. Trace Follow the development of a topic from some point of origin. 4 TEG 2007 7. PRESENTATION The style and presentation of assignments are important. Your assignment should be easy to read and be presented in a way that shows you have organised your material to present your argument clearly. In addition, your assignment should be referenced where appropriate and literature cited in the text should be accurately documented. 7. 1 Writing Report Students often ask ‘what do they mean by a report? ‘ or ‘what should the report format include? ‘ There are a number of approaches to reports, formal or informal: some report formats are company specific and designed for internal use rather than external reporting. For Assignment-Based Assessment process, you should stay with traditional formats. Below is a suggested layout that might assist you when presenting your assignments. A Title Page – includes the title of the report, the author of the report and the receiver of the report Terms of reference – who ordered the report, when and why, any conditions (Optional) Contents page – providing a clearly structured guide to the contents of the report with page number references for each item. All section numbers and titles, using exactly the same wording as in the report. Executive summary – a brief insight into purpose, nature and outcome of the report, in order that the outcome of the report can be quickly established (Optional) Introduction – background information Main body of the report includes findings, description, facts, opinions, etc. This must be well structured and divided into sections, which are clearly labelled. Decimal numbering is common. Here is brief example. 1. 0 Introduction 1. 1 Situation Analysis 1. 1. 1 External Analysis 1. 1. 2 Internal Analysis Conclusions – draw the report to a conclusion, highlighting key points of importance that will impact upon any recommendations that might be made. It’s also summary of results. Recommendations – clearly outline potential options and then make your recommendations. Where appropriate, justify recommendations in order to substantiate your decision. Appendices – ensure that you only use appendices that add value to the report. Ensure that they are numbered and referenced within the text. If you are not going to reference it within the text, then it should not be there. Appendices (not always necessary) – additional details, tables, graphs, detailed analysis. 5 TEG 2007 Bibliography – whilst in a business environment a bibliography might not be necessary, for an assignment-based report it is vital. It provides an indication of the level of research, reading and collecting of relevant information that has taken place in order to fulfil the requirements of the assignment task. Where possible, and where relevant, you could provide academic references within the text, which should of course then provide the basis of your bibliography. References should realistically be listed alphabetically and in the following sequence Author’s name and edition of the text; Date of publication; Title and sub-title (where relevant); Edition number; Place of publication; Publisher; Series and individual volume number where appropriate. 8. Tips for Writing Assignments Everybody has a personal style, flair and tone when it comes to writing. However, no matter what your approach, you must ensure your assignment meets the requirements of the brief and so is comprehensible, coherent and cohesive in approach. Think of preparing an assignment as preparing for an examination. Ultimately, the work you are undertaking results in an examination grade. Successful achievement of all four modules in a level results in a qualification. There are a number of positive steps that you can undertake in order to ensure that you make the best of your assignment presentation in order to maximise the grades available. Step 1 – Work to the Brief Ensure that you identify exactly what the assignment asks you to do. †¢ †¢ †¢ If it asks you to be a marketing manager, then immediately assume that role. If it asks you to prepare a report, then present a report, not an essay or a letter. Furthermore, if it asks for 2,500 words, then do not present 1,000 or 4,000 unless it is clearly justified, agreed with your tutor and a valid piece of work. Identify whether the report should be formal or informal; who it should be addressed to; its overall purpose and its potential use and outcome. Understanding this will ensure that your assignment meets fully the requirements of the brief and addresses the key issues included within it. Step 2 – Addressing the Tasks It is of pivotal importance that you address each of the tasks within the assignment. Many students fail to do this and often overlook one of the tasks or indeed part of the tasks. Many of the assignments will have three or four tasks, some will have even more. You should establish quite early on, which of the tasks requires you to collect information and which provides you with the framework of the assignment, i. e. the communication method. Possible tasks will include the following. †¢ Compare and contrast. Take two different organisations and compare them side by side and consider the differences and contrasts between the two. 6 TEG 2007 †¢ Carry out primary or secondary research. Collect information to support your assignment and your subsequent decisions †¢ Prepare a plan. Some assignments will ask you to prepare a plan for an event or for a marketing activity. Provide a step-by-step approach, rationales and a time-line. Ensure your intended outcomes are measurable and achievable. Make sure your actions are very specific and clearly explained. †¢ Analyse a situation. This will require you to collect information, consider its content and present an overall understanding of the situation as it exists. This might include looking at internal and external factors and how he current situation evolved. †¢ Make recommendations. The more advanced your studies, the more likely it is that you will be required to make recommendations. Consider and evaluate your options and then make justifiable recommendations. †¢ Justify decisions. You may be required to justify your decision or recommendations. This will require you to explain fully how you have ar rived at as a result and to show why, supported by relevant information. In other words, you should not make decisions in a vacuum; as a marketer your decisions should always be informed by context. †¢ Prepare a presentation. This speaks for itself. If you are required to prepare a presentation, ensure that you do so, preparing clearly defined PowerPoint or overhead slides that are not too crowded and that clearly express the points you are required to make. †¢ Evaluate performance. It is very likely that you will be asked to evaluate a campaign, a plan or even an event. You will therefore need to consider its strengths and weaknesses, why it succeeded or failed, the issues that have affected it, what can you learn from it and, importantly, how can you improve performance or sustain it in the future. All of these points are likely requests included within a task. Ensure that you identify them clearly and address them as required. Step 3 – Information Search Many students fail to realise the importance of collecting information to support and underpin their assignment work. However, it is vital that you demonstrate to your tutor ability to establish information needs, obtain relevant information and utilise it sensibly in order to arrive at appropriate decisions. You should establish the nature of the information required, follow up possible sources, the time involved in obtaining the information and likely gaps in information. Consider these factors very carefully. Tutors are very keen that students are seen to collect information, expand their mind and consider the breadth and depth of the situation. Submitting a bibliography is a good way of illustrating the level of information collection and application within the assignment. 7 TEG 2007 Step 4 – Develop an Assignment Plan Your assignment needs to be structured and coherent, addressing the brief and presenting the facts as required by the tasks. The only way you can successfully achieve this is by planning the structure your Assignment in advance. Earlier, we looked at identifying your tasks and, working backwards from the release date, in order to manage time successfully. The structure and coherence of your assignment needs to be planned with similar signs. In planning the Assignment, you should aim to include all the relevant information requested. You should also plan for the use of models, diagrams and appendices where necessary. Plan contents †¢ Introduction †¢ Content †¢ Main body of the assignment †¢ Summary †¢ Conclusions and recommendations where appropriate Step 5 – Prepare Draft Assignment It is good practice to produce a first draft of a report. You should use it to ensure that you have met the aims and objectives, assignment brief and tasks related to the actual assignment. A draft document provides you with scope for improvements, and enables you to check for accuracy, spelling, punctuation and use of English. Some tutors provide you with an opportunity to review a draft assignment. If this is the case, you should take every opportunity to let them provide you with support. Step 6 – Prepare Final Document In the section headed ‘Presentation of the Assignment’ in this guide, there are a number of components that should always be in place at the beginning of the assignment documentation, including labelling of the assignment, word counts, appendices numbering and presentation method. Ensure that you adhere to the guidelines presented, or alternatively those suggested by your tutors. 9. Group Working †¢ Group work is necessary to develop the skills to be effective in real work situations. Very rarely do you work completely on your own †¢ Group work can be more productive as there are more people generating ideas †¢ Group projects are often more interesting as the task can be more complex †¢ Group members can motivate and support each other Group problems: †¢ Domination – one or two members take over, and the others lose interest 8 TEG 2007 †¢ Critical – in order to sound knowledgeable, some members are always critical. Sometimes competition emerges †¢ Conflict – sometimes open, sometimes not †¢ Sexism and racism – you must inform your Tutor, or Equal Opportunities Co-ordinator †¢ Avoidance – whole group avoiding the task, often due to fear of failure †¢ Inactive listening – nobody listens – people working as individuals, not as a group Some suggestions: †¢ Analyse the skills and strengths of each member †¢ Brainstorm ideas and form a plan of action †¢ Allocate tasks and set dates for task completion and regular meetings †¢ Set up communications – phone numbers, room numbers, e-mail addresses †¢ Set meeting places – this is absolutely essential at a first meeting †¢ Keep reviewing progress on the task and on any problems with the group †¢ Discuss any problems openly and with all group members 10. Effective Reading Before you start: †¢ Is this the correct book/article for your purpose? Check date/author/scope †¢ Scan the contents, is it the right level? Read a section/chapter to check †¢ What questions are you trying to answer? †¢ Clarify before you start Reading: †¢ Read with purpose (what questions to be answered? ) †¢ Read selectively – scan and skim – only read in detail what you need to †¢ Mentally recite what you have just read †¢ Make notes at appropriate points – bullet points, do not rewrite the whole book. Review: †¢ Did I answer the questions I wanted to? †¢ Do I understand and remember what I read? 9 TEG 2007 11. Oral presentation Plan: †¢ What is the purpose? What are your objectives? †¢ Who are your audience? †¢ What facilities can you use? – flip chart, OHP, PC, etc. †¢ Structure your presentation -the old rule is: Tell ’em what you’re going to tell ’em, then tell ’em, then tell ’em what you told ’em. i. e. an introduction, the contents, a conclusion †¢ Make sure any visual aids can be seen and read †¢ Rehearse and time your delivery Delivery: †¢ A good start – make an impact, and make your audience want to listen †¢ Don’t read – use crib cards, OHP slides as notes †¢ Speak slowly and clearly †¢ Look at your audience, don’t talk to the wall, your feet, or the OHP screen †¢ Vary the speed and pitch of your voice †¢ Make sure you are not standing in front of the visual aids †¢ If it is a group presentation, make sure that you link well together †¢ Be lively and finish on a high note 12. Punctuation Why use it? It is to guide the reader in the natural pauses in writing. It is also there to show how the grammar of a sentence is supposed to work; a capital letter at the beginning of a sentence and a full stop at the end. Punctuating your sentence need only involve: colon, semicolon, full stop, question mark, dash, apostrophe, comma, quotation marks, brackets. †¢ Colon (:) is most often used to introduce a quotation or a list. †¢ Full stop (. ) Use full stops more than you expect to. When in doubt, your instinct should always plump for a full stop. Semicolon (;) Represents a pause longer than a comma but shorter than a full stop. (If in doubt about its use don’t use it. ) †¢ 10 TEG 2007 It is used between clauses when the second clause expands or explains the first e. g. neither of them moved; they waited to see if the intruder made a quick exit. It is also used before clauses which begin with â€Å"nevertheless†, â€Å"therefore†, â€Å"even so†, and â€Å"for instance† e. . He looked before he leaped; even so he landed in the water. It is used to mark off a series of phrases or clauses which themselves contain commas. e. g. You will need the following ingredients: four eggs, preferably size 3; 4oz caster sugar; a few drops of vanilla essence; and 2oz almonds, which must be ground. †¢ Questio n mark (? ) Use a question mark every time there is a genuine direct question. That means Are you going? but not I asked if he was going? (wrong because it is a reported question). †¢ Dashes (-) Use dashes but don’t overdo them. You can use a pair of dashes – in place of brackets – or a single dash to mark a break in the sentence before a punch line or a throwaway remark: In life, two things are never with us – death and taxes. †¢ Apostrophes (‘) They do not make things plural. They are not used to make things plural e. g. 1990’s, MP’s HQ’s. The general rule is: if something belongs to someone you write someone’s or for example, the student’s. If it belongs to several people (the students), you write the students’. Plurals like people and children, that aren’t made with an s, take apostrophe s i. e. children’s. Apostrophes are also shown where letters are missed out – can’t play, won’t play. It’s is short for it is. Beware of : its, (meaning â€Å"of it†)yours, hers, ours, theirs, and whose. None of them takes as apostrophe. †¢ Commas (,) Commas, like buses, often come in pairs. It is wrong to write The reason is as it always was, to save money. Two commas should be used, like brackets, either side of the phrase as it always was. The test is whether, grammatically, the sentence would hold up if the section between the commas were removed. The common mistake is to forget the second comma. Commas are needed, and are not optional, when someone or something is being addressed. Kiss me, Hardy must take the comma after me. Yes Minister should have be Yes, Minister. Pairs of commas should be used when however, say, meanwhile and for instance are interjected into sentences – he might be paid, say, ? 50,000 a year. 11 TEG 2007 At the beginning of a sentence, these words or phrases need to be cordoned off with a single comma – However, investigations into†¦ , For instance, if we look at†¦.. Commas are used to mark off separate items in a list, except, usually between the last two items. You can put a comma in before and if it’s needed to make the sentence clear Goods are transported by lorry, horse and cart, and even handcart. A strong adjective usually takes commas after each one except the last – old, crabby, pedantic Dr Johnson. †¢ Quotation marks (â€Å") Use double to enclose direct speech. Use a colon, not a comma before quotes – Mr. Smith said: â€Å"This is good news for all poor students. † Use a comma after quotes (before the second quotation marks) – â€Å"It will help many students,† said Jim. Quotations direct from a book or journal also need to have double quotation marks (â€Å") Davis et al. 1991, p243) stated that â€Å"Equilibrium is the sense which tells you when your body is balanced and when it is tipping, turning or inverting. † Unless the length of the quotation is more than three lines of your text, in which case it is indented and no quotation marks are necessary. †¢ Brackets ( ) T he use of brackets (whose technical term is parenthesis) should be kept to a minimum. They are used to indicate a supplementary remark, or a qualification of some sort. Grammatically they work like commas, but the remarks inside the brackets tend to be less important than those inside commas. Brackets are always used in pairs. If the brackets surround an entire sentence then the full stop at the end of the sentence stays within the brackets. (This is the procedure you should follow. ) If the brackets only surround part of the sentence, the full stop goes outside. This is the procedure you should follow (under normal circumstances). †¢ Square brackets [like these] Square brackets are used to indicate your changes or your own comments on somebody else’s writing. The report that 25000 had been killed in battle [a figure shown to be greatly exaggerated] changed the course of the war. 3. Plagiarism Plagiarism is the act of passing off as your own work another person’s writing, words, or ideas. You must make it clear which ideas and which words you have obtained from someone else. Superficial and minor changes do not disguise your use of the words of someone else. You commit plagiarism if you do not acknowledge the source of a direct quote, or a specific piec e of writing that you have paraphrased, or even if you describe an idea or concept that you have heard or read somewhere without a reference or acknowledgement. University / College rules will apply into plagiarism and also subject to disciplinary action. 12 TEG 2007 14. General Guidelines Follow these stages while you are doing your reading/note taking. Generating ideas †¢ What are the implications of the title? †¢ What ideas lie behind the title? †¢ What are you being invited to explore? †¢ Put your ideas on paper †¢ Things should become more complex at this stage †¢ There should be a mixture of fact/description and theory/argument Finding your perspective †¢ Try to sort the complexity into a clear, logical pattern †¢ Is there an obvious sequence such as: intentions/results; pro/anti; before/after; cause/effect; hypothesis/evidence? †¢ What’s most relevant/interesting, convincing/contentious? †¢ What evidence supports your argument? †¢ What is the basic question/problem here? †¢ Diagrammatic structure of ideas may help A draft plan of the essay †¢ Roughly, the structure of the content †¢ Sequence of the argument †¢ You may be able to plan your paragraph structure †¢ A diagram plan may be useful †¢ Plan to go from the general to the specific Write a draft version †¢ Amend as you go along Maybe start each section on a separate page †¢ Several drafts may be needed †¢ Should new paragraphs be added/ some be divided? The final version †¢ Ask someone else to proof-read it for you. 13 TEG 2007 BTEC Higher National Grade Descriptors The assessment of BTEC Higher National qualifications will be at unit level and there will be no overal l grade for either the Certificate or the Diploma. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher-level achievement. In order to demonstrate achievement, learners typically undertake assessment activities that include a series of tasks or assignments, reflecting typical practice in the sector concerned. In order to judge the level of achievement, assessment criteria are used for the pass grade and grade descriptors for the merit and distinction grades. Achievement of a pass grade – a pass grade is achieved by meeting all the requirements defined in the assessment criteria for each individual unit. Achievement of a merit or distinction grade – all the assessment criteria and merit grade descriptors need to be completed within a unit to achieve a merit grade. All the assessment criteria, merit and distinction grade descriptors must be completed within a unit to achieve a distinction grade. The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria within each individual unit. The grade descriptors will be contextualised to meet the needs of the unit and be incorporated into the design of the assessment activities. Any single assignment however, as with BTEC Higher Nationals, will only be able to indicate that the learners has achieved some of the descriptors, say M1 and D2 unless it is a project style assessment that covers the whole unit (i. e. all learning outcomes and criteria). For example, if an assignment task requires the learner to: To pass the task you need to explored the organisational structures and cultures of the two organisations and prepared a suitable comparison in terms of the unit content requirements — types of organisation and associated structures, organisational networks and linkages, organisational culture. The qualitative aspect of the work, that will be used to determine your achievement of M1 on this occasion, will be the level of detail of both understanding of the subject matter (effective approach to study) and the depth to which you have taken this in the comparisons (effective approach to research). The approach taken in the example above shows how the indicative criteria can be adapted to better fit the work being undertaken in the task. In some cases the indicative characteristic could be used just as it is with no more than an identification of the evidence to which it relates (e. g. report, presentation, diagram, etc. ). How to cite Guide for Assignment Presentation, Papers

Traffic Problems In Kathmandu City

Question: Discuss about theTraffic Problems In Kathmandu City. Answer: Introduction Kathmandu is the capital of Nepal which attracts large number of tourists from different parts of the globe. The city has been witnessing political, social, economic technological activities on day to day basis. It has been seen that, the citys population is increasing with the increase in the number of vehicles with no increase in the width of the road size. The traffic police of Kathmandu have been managing the congested traffic in the city with utmost professionalism competence despite of lack of manpower and surmounting constraints (Bhole Popescu, 2005). Position Statement Based upon an interview with the traffic police of Kathmandu, he says our main challenge is to smoothen the flow of traffic leading to reduction in the number of accidents as well as implement low cost traffic improvement schemes and mitigate the inconvenience to the users. There is always traffic problem in Kathmandu City as people are in a hurry to reach their destination. It is a tough task for the Nepal traffic police to manage the vehicles pedestrians at the same time. As a result, long queues are made which leads to traffic jams sometimes turns into a fatal accident as well (Clemm Wolter, 2013). Critique of the Background The main problem in front of Nepal traffic police is to manage free flow of traffic i.e. pedestrians vehicles in order to make the situation convenient. This essay takes into consideration an in depth study of traffic management in one of the busiest cities of Nepal i.e. Kathmandu (Thapa, n.d.). This essay is written on behalf of the Nepal traffic police agency (consisting of challenges how to curb the same). Critique of Statement Based upon the Nepal traffic police, the highest priority is to enforce the traffic rules regulations along with identification implementation of specifications to enhance the road safety amongst the commuters improve the flow of the traffic. The main aim of Nepal police is to make Traffic police mobile not a static point wise duty force. It shall be seen that, proper motor cycles other vehicles shall be provided to the patrol police chase nab the offenders. This will help the traffic violators to get punished there and then (Traffic.nepalpolice.gov.np, 2016). The main aim for Nepal traffic police is to look for people who jump red lights, rash driving, parking made on the foot paths negligent driving by the commercial private vehicles. The Metropolitan Traffic Police says, they are trying to make every effort possible to control the rising traffic in the city with the various modern techniques such as use of various monitoring gadgets controlling the same. Imparting road se nse, teaching traffic rules regulations to the defaulters has been on the priority list. Improving the standard of safety and prosecuting the errant indiscipline road commuters remains on the highest priority list. Fatal accidents in the Kathmandu city have been referred to as one of the major concerns for the Metropolitan Traffic Police. An in depth study of the accident prone areas along with road turnings, improving the traffic routes b strategic vehicle parking shall be done in an effective manner in order to reduce the number of accidents in the Kathmandu City (Traffic.nepalpolice.gov.np, 2016). The report takes into consideration traffic problem from three different perspectives i.e. pedestrians, vehicle drivers Nepal traffic police officer. The problem faced by pedestrians is to cross the road in heavy traffic. This is mainly due to lack of skybridge and absence of traffic lights or signals leading to long queues and wait for the traffic police to take a decision (The Himalayan Times, 2016). It has been seen that, due to long queues the motorists tend to take their bikes on the foot paths which creates a messy situation for the pedestrians to walk and wait for their turn to cross the road. It shall be taken into consideration that, more than 100 shops are opened on the foot path area which shrinks the width of the foot path and elongates the crossing time. Some of the traffic problems faced by the vehicle drivers are to wait for long period for their turn to cross a traffic signal. The vehicle drivers pay more for the fuel as they have to wait for long hours and loose the opportunity to reach the destination on time. Some of the problems faced by Nepal traffic police are to facilitate a free flow of vehicles on the road. Due to various hurdles obstacles the Nepal traffic police is unable to perform their duties in an effective manner (The Himalayan Times, 2016). They are unable to boost the traffic flow within the city. But, they are regularly trying to make a continuous effort to perform their duties in the best possible manner. Some of the major problems witnessed by Nepal traffic police are that the vehicle users violate the traffic rules and signals which create a huge problem for the same. It has been noticed that, there are more than 200 shops over the foot path which allocates more time to the pedestrian to cross the road. The road condition in the Kathmandu city has been one of the major concern which leads to high levels of traffic. Government is planning to construct a 4 lane road in order to practice free flow of traffic. Though there ar e many traffic signals in the main crossings but none of them are on use. Therefore, flow of traffic is done manually by the Nepal traffic police and this leads to misuse of the human resources. Proposed Plan Process Nepal traffic police launches an android application to manage the city movements in the best possible manner. This android application will help the visitors pedestrians to drive better management in the city. The android application will not only update the users regarding the traffic in the nearby areas but also help them with the important phone numbers wherein they can secretly file a complaint regarding a traffic rule defaulter or inform the traffic police regarding any major/ minor accident (Wang, 2006). The android application has mainly 12 functions. Some of them are traffic lights, news regarding traffic, important numbers, and traffic FM radio, traffic control room for any query or information, traffic sign, traffic station, find a bank nearby public eye. With the help of this android application, the users will be able to get any information regarding traffic signals or traffic rules or traffic jams. A visual aid has also been provided so that it becomes easy for the us ers to use the application at the time of need. According to chief of Nepal traffic police, he states that we are not using technology, we are living on technology. He also stated that, we have launched this android application to minimize the accidents create awareness amongst the same. The major objective is to make traffic more accountable, create awareness amongst the users, provide an in depth traffic education minimize the number of fatal accidents and provide a safe ride to its users (Wang, 2006). On part of the public, it has been noticed that people are coming forward for open discussions, providing feedback suggestions to deal with the traffic problem in Nepal City. On part of the Nepal Traffic police, they aim to enhance the promptness and timeliness to address the traffic problems in the City in the most effective and efficient manner (A, 2014). Lastly, the Nepal traffic police states that in order to make it a success, effective and efficient management of the traffi c shall be practiced. References Vehicle Density Sensor System to Manage Traffic. International Journal of Research in Engineering and Technology, 03(03), pp.566-569. Bhole, Y. and Popescu, A. (2005). Measurement and Analysis of HTTP Traffic.J Netw Syst Manage, 13(4), pp.357-371. Clemm, A. and Wolter, R. (2013).Network-embedded management and applications. New York, NY: Springer. Dodd, A. (2012).The essential guide to telecommunications. Upper Saddle River, NJ: Prentice Hall. Gray, J. (n.d.).Driving in a soft city. Patnaik, L. and Talukder, A. (2007).Innovative applications of information technology for the developing world. London: Imperial College Press. Thapa, G. (n.d.).Exploring the possibility of mass transit in the urban core of Kathmandu Valley, Nepal. The Himalayan Times. (2016).Traffic Police launches app to manage city movements. [online] Available at: https://thehimalayantimes.com/kathmandu/traffic-police-launches-app-manage-city-movements/ [Accessed 27 Sep. 2016]. Traffic.nepalpolice.gov.np. (2016).Message From Incharge. [online] Available at: https://traffic.nepalpolice.gov.np/index.php/about-us/message-from-incharge [Accessed 27 Sep. 2016]. Wang, K. (2006).Applications of advanced technology in transportation. Reston, Va.: American Society of Civil Engineers.