Catalysts for American Revolution Essay Example for Free

Catalysts for American Revolution Essay The American Revolution, also known as the Revolutionary War, was a war that had raged on for eight years stemming from major political differences of opinion. Though, the fighting and the discontent between the two opposing forces, Americans and British, had been developing for years before the first shots ever had gone off to start the revolution. The reasoning for the tension between the two is traced back to one of the main catalysts being the Stamp Act that was imposed on New England colonies, then to one of the last being The Boston Tea Party that ended with British war ships being sent to Boston with attempts to keep in under control. In the beginning, New England were colonies of the mother country Great Britain with main purposes for them to serve as vessels to provide for their main location across the Atlantic. In 1756, Great Britain was engaged in the Seven Years War, a world war, but mainly what is focused on for the American Revolution is the French and Indian war, which was fought on mainly American soil and primarily between British American and New French colonies. This specific conquest of the war had continued for nine years, and ended with approximately ten thousand British troops to be kept in American colonies, as well as accumulated as massive debt of seventy-two thousand pounds during the war, plus an added two hundred twenty-five thousand pound debt to house the British troops in American colonies. The prime minister at the time, George Grenville, needed a way to pay off this debt, which ultimately led to the Stamp Act of 1756 being imposed on the American colonies. The Stamp Act was not the first choice, but it was their final choice. The prime minister knew taxing in Britain was out of the question due to protests from the previous Cinder Tax set in place during the Bute ministry. The Grenville ministry had then decided that Parliament would raise the revenue by taxing the American colonies. The first attempt before the Stamp was the The Sugar Act of 1764 in attempts of gain a monopoly on molasses, but that had failed. With parliament knowing the massive success that other Stamp acts, they had decided to impose this on American colonies without their contest or epresentation in parliament. This was an enormous mistake as the Stamp Act had encounter great resistances within the colonies. To the colonialists in American, this act had been passed and put into effect without their contest or representation in parliament. In other words, the colonialists felt that this was a major violation of their rights as Englishmen to be tax without their consent, consent that only colonial legislatures could grant. This was a key fundamental catalyst for the starting of the revolutionary war, ‘Taxation Without Representation’. The viewpoint of the colonialists was actual representation, meaning in order to be taxed by Parliament, Americans rightly should have actually legislators seated and voting in London so they could have influence of taxes raise, levied, and spent. While on the British supported the viewpoint of virtual representation, the belief that a Member of Parliament virtually represented every person in the empire causing no need for a specific representative from Virginia, or Massachusetts, as examples. Due to the massive feedback from the colonialists, as well as British merchants and manufacturers the Act was repealed and replaced by and even more important Declaratory Act. This Act stated that Parliament could take â€Å"whatever action they sought fit for the good of the empire. † This Act and the laws instated in it were so big and important, but had god virtually unnoticed by the colonists because of their over enjoyment at the repeal of the Stamp Act. As a result of this, Parliament began issuing several Acts upon the American Colonies of which they could do next to nothing about due to Britain simply stating it was for the good of the Empire. Acts that they had issues were ones such as the Quartering Act of 1766, which required the colonists to house British soldiers at their own expense. They also put forth the Townshend Acts that would tax all imports into the colonies. After the Stamp Act, and then Declaratory Act, which had been a scary thing to them colonists as it had also been used in Ireland, the colonists started to rebel against the British. They felt that they could be a worthy rival to Great Britain, as Great Britain had been exporting only finished goods while the colonies were exporting the raw materials needed to produce many of these goods. Since a huge majority of the goods were imported from Britain, many felt that they should boycott all of British made items. George Washington agreed on this and stated that he believes and hoped that the boycott will work, but for it to work all of the people in the colonies must mobilize and participate in the boycott. There was also the situation of Thomas Hutchinson, who was for more or less, an English spy, as he resided within the colonies and followed and trusted in English law. He had written several letters that were personal and against the colonists, one of them saying dire actions were needed and troops needed to be send to Boston. Benjamin Franklin, though he did have deep love for his home country of Britain, had taken the letters written by Hutchinson and published them. He was put on court for what he had done, and from the actions taken upon him by the country he loved, turn against them to help fight and bring the French to help in the revolution. More major catalysts had constantly been occurring to lead to the revolution. Another big one was the Boston Massacre, which in the sense was not actually a ‘massacre’. The story goes that in Boston, kids had thrown snowballs at British soldiers, in which they had retaliated and fired back upon the kids, killing five of them. This event was made even more publicized and larger of an ordeal by the cartoon that was made by Paul Revere. The cartoon exaggerated the events that actually occurred and depicted British soldiers firing upon innocent people for no apparent reason. This cartoon and event had caused even more of a stir in the colonies towards the British. One of the main and final catalysts that led to the American Revolution was the Boston Tea Party. Before this specific event occurred, half a million pounds of tax British tea with control from the Easy Indian Trade Company were sent to America. Just about every single port in which the British had landed were protested and sent away with the tea, not allowing them to unload the tax tea. Others were forced out of the ports, but stored in basically warehouses were none were purchased. In Boston, however, there was a giant standoff and protest between the colonists and Thomas Hutchinson. In the night, after British officials refused to return back to Britain with the tea not unloaded, a group of colonists dressed as Mohawk Indian Warriors went onto the ship and dumped 330 chest of tea into the ocean. This, known as the Boston Tea Party, was looked at and realized as an act of great political defiance and the result being the British sending warships to Boston harbors. The fear of Tyranny was upon the Bostonians, and it had now seemed to come true. They warships had arrived and kept Boston on lockdown, ending the self-government in Massachusetts and leading into the Battle of Condord, starting the American Revolution. The causes of the American Revolution were deeply rooted in the colonist’s thoughts and ideals of personal liberty and autonomy. The fundamental thoughts of colonists believing in actual representation, and the British beliefs of virtual representation were a giant catalyst in the events leading up to the start of the war. The colonists sense of individual freedom, along with the English policy of taxation without representation, the eventual restrictions on their liberties from the Declaratory Act, and the events of the Boston Massacre, as well as the Boston Tea Part are all what had led to the inevitable severed ties between the two. Including the very important letters and actions taken by Benjamin Franklin.

Essay --

The ONE Fighting Championship event will roll this coming Friday, December 6, 2013, 7 in the evening at the Mall Of Asia Arena in Pasay City, with the theme â€Å"ONE FC: Moment of Truth.† Moment of Truth consists of ten sets of clashes, as seven Filipino fighters will slug it out with 13 foreigner counterparts, with the titles such as ONE FC Featherweighton the line. Highlighting the night of battles will be the rematch between HonorioBanario and Koji Oishi. For Banario, a win against Oishi is a must. The Filipino striker is on the verge of avenging his loss against the Japanese tormentor whom also took the title away from him following the defeat. Oishi has only lost once in his 14 ONE FC fights, and one of the victories he garnered came at the expense of Team Lakay’s â€Å"The Rock† last May. Also headlining the main event was the battle between Kevin Belingon, and David ArandaSantacana for the bantamweight title. Another Team Lakay fighter, Belingion, tagged as â€Å"The Silencer,† will also avenge his loss last May as he faced the undefeated Spaniard, whom have also won the majority of hi... Essay -- The ONE Fighting Championship event will roll this coming Friday, December 6, 2013, 7 in the evening at the Mall Of Asia Arena in Pasay City, with the theme â€Å"ONE FC: Moment of Truth.† Moment of Truth consists of ten sets of clashes, as seven Filipino fighters will slug it out with 13 foreigner counterparts, with the titles such as ONE FC Featherweighton the line. Highlighting the night of battles will be the rematch between HonorioBanario and Koji Oishi. For Banario, a win against Oishi is a must. The Filipino striker is on the verge of avenging his loss against the Japanese tormentor whom also took the title away from him following the defeat. Oishi has only lost once in his 14 ONE FC fights, and one of the victories he garnered came at the expense of Team Lakay’s â€Å"The Rock† last May. Also headlining the main event was the battle between Kevin Belingon, and David ArandaSantacana for the bantamweight title. Another Team Lakay fighter, Belingion, tagged as â€Å"The Silencer,† will also avenge his loss last May as he faced the undefeated Spaniard, whom have also won the majority of hi...

Reassuring aspects in the three stories Essay

The aim of this essay is to explore the three texts (‘The Stolen Bacillus’, ‘Hop Frog’, and ‘The Adventure of the Speckled Band’) and to consider which aspects of the three stories affect us, how they influence us, and why they cause concern or console, either disturbing or reassuring us. It is concluded that there are many disturbing and reassuring aspects in the stories dependant on the perspective one may adopt. The word ‘disturbing’ means ‘to agitate the mind, causing distress, worry, or anxiety’. The word ‘reassuring’ means ‘to restore confidence and relieve anxiety’. These two definitions will help me with my investigation by giving me a guideline to work with. To get an understanding as to why different writers may have written the way that they did, I will consider the background information of the period the author was writing in and any aspects which would affect his subject material and style of writing. H. G. Wells was writing at the end of the nineteenth century at a time where there was a rapid social and industrial change, and he had a personal interest in social justice, science and politics. This is reflected in his writing as there is the bacteriologist (relating to science) and the anarchist (pertaining to social justice and politics). These issues in his work would disturb a reader of Wells’ time because subjects such as the social and industrial changes would be on the readers’ minds, and therefore cause anxiety if he were to write about them in a negative way. Edgar Allan Poe was expelled from university for drunkenness and debt, and later court martialled from the army for drunkenness again. Poe’s association with alcohol in real life is reflected in his story which has many references to alcohol within it. These references would disturb readers because Poe would be able to write a distressing truth about the affects of alcohol, because he himself had experienced it, and he wrote at a time when the truth was censored from the public. Sir Arthur Conan Doyle wrote at a time when the British had an empire in India, this is referred to in his story as Dr. Roylott went out to do a medical degree in Calcutta, and also served a prison sentence there. This would provide a factor in the story with which readers may be able to associate with, and would either disturb or reassure them depending on the way they’d previously felt about the empire in India, and how it is depicted in Doyle’s writing. The settings and surroundings of a story can be used to great consequence when enhancing the effect of a disturbing or reassuring aspect of a tale. Arthur Conan Doyle uses his description of Stoke Moran intelligently in order to increase the disturbing nature of the whole plot of the story. The author uses very ‘gothic’ features in the Speckled Band. For example, there is reference to the middle ages as Dr. Roylott comes from ‘one of the oldest Saxon families in England’ which is an illustration of one gothic feature. Another gothic trait is Stoke Moran’s gloomy setting, the writer depicts: ‘from amid the branches there jutted out the gray gables and high roof tree of a very old mansion’. A further gothic characteristic expressed in Doyle’s writing is the ventilator in Helen’s room. Secret passages and hidden doors are another common attribute of a gothic story, and the additional detail that the ventilator is mysteriously placed in an impractical position (‘what a fool a builder must be to open a ventilator into another room, when, for the same trouble, he might have communicated with the outside air! ‘) gives it another gothic edge as mysteries were a very frequent mark of a gothic tale. In addition to Stoke Moran’s gothic nature, the fact that the whole place is isolated and has a gloomy history further emphasizes any disturbing aspects introduced by the author. Arthur Conan Doyle’s descriptions of Stoke Moran are a great example of a dramatic structure used to augment the effectiveness of the disturbing aspects of the storyline when they emerge. This is because Doyle firstly communicates with us subliminally about the disturbing aspects of his tale via his setting descriptions, therefore giving himself some foundations on which to build up a more effective impact on his reader when he wants to disturb them.

Implementation plan of ethic Essay

Understanding Business Ethics, Corporate Social Responsibility and their relationship; and examine their importance; b. Investigating different perspectives of business ethics theories; c. Understanding the roles of corporate culture and corporate leadership in business ethics; d. Understanding the concepts of ethics in the working place; e. Applying an ethical framework to business fields: Marketing, Corporate Governance, Accounting, and Finance; f. Describing business environment responsibilities. 2) Course Textbook(s)/ Resources: a) Main books: Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 2nd edition, 2010. Or Laura Hartman and Joseph DesJardins, Business Ethics: Decision-Making for Personal Integrity and Social Responsibility, McGraw-Hill/Irwin, 3rd edition, 2013 b) Reference books or resources: †¢ Harvard Business Review †¢ John D. Ashcroft, Jane E. Ashcroft, 2010, Law for Business, 17th edition, Cengage Publication, ISBN 13 9780538749923 3) Implementation plan in details For class scheduled at Tuesday and Thursday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Tue 7/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I Thur 9/1 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Tue 14/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I Thur 16/1 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS 12 EXERCISE 4: Applied skill based Debate (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Tue 21/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 Thur 23/1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Tue 11/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 Thur 13/2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Tue 18/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 Thur 20/2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 3. 2. For class scheduled at Monday, Wednesday and Friday ***QUIZ 3 is incidental to the class and has a focus on any of Case assigned in advance for Exercise. Topics/ Chapters/Unit Week Date Slot Number/ Session Content Category Lectures: 15/ Tutorials: 15 Student’s task before class Teacher’s Material Student’s task after class Introduction to the course and Guideline of Individual Assignment 1 Mon 6/1 1 INTRODUCTION to the course Introduce Textbook, studying method and particular for Exercises during Tutorials class. GUIDELINE: Individual Assignment. Instructor will assign one topic among below three to students (subject to be changed by Instructor) Topic 1: The factors influencing corporate culture; Topic 2: The relationship between business ethics and corporate social responsibility. Topic 3: The relationship between business ethics and employee integrity Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 1 2 CHAPTER 1: Ethics and Business Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 1 Wed 8/1 3 EXERCISE 1: Applied skill based Debate (focus on Chapter 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part I 4 CHAPTER 3: Philosophical Ethics and Business (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part II Fri 10/1 5 CHAPTER 3: Philosophical Ethics and Business (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 2 6 EXERCISE 2: Applied skill based Debate (focus on Chapter 3-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part III 2 Mon 13/1 7 CHAPTER 3: Philosophical Ethics and Business (PART 3) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 3- Part IV 8 CHAPTER 3: Philosophical Ethics and Business (PART 4) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 3 REGISTER: Topic of Individual Assignment Wed 15/1 9 EXERCISE 3: Applied skill based Debate (focus on Chapter 3-part 3, part 4) REGISTER: Topic of Individual Assignment Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part I 10 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 4- Part II Fri 17/1 11 CHAPTER 4: The Corporate Culture: Impact and Implications (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 4 12 EXERCISE 4: Applied skill based Debate  (focus on Chapter 4-part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part I 3 Mon 20/1 13 CHAPTER 5: Corporate Social Responsibility (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 5-Part II 14 CHAPTER 5: Corporate Social Responsibility (PART 2) Lectu re Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 5 Wed 22/1 15 EXERCISE 5: Applied skill based Debate (focus on Chapter 5- part 1, part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 6 QUIZ 1 16 CHAPTER 6: Ethical Decision-Making: Employer Responsibilities and Employee Rights Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 6 3 Fri 24/1 17 EXERCISE 6: Applied skill based Debate (focus on Chapter 6) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 7 Submission of Individual Assignment Report 18 CHAPTER 7: Ethical Decision-Making: Technology and Privacy in the Workplace SUBMISSION: Individual Assignment Report Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 7 4 Mon 10/2 19 EXERCISE 7: Applied skill based Debate (focus on Chapter 7) Tutorials Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 1 20 CHAPTER 8: Ethics and Marketing (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 8 QUIZ 1 Wed 12/2 21 EXERCISE 8: Applied skill based Debate (focus on Chapter 8- Part 1) QUIZ 1: Chapter 1,3,4,5 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 8- Part 2 22 CHAPTER 8: Ethics and Marketing (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource and quiz handouts Main textbook, CMS Exercise 9 5 Fri 14/2 23 EXERCISE 9: Applied skill based Debate (focus on Chapter 9- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 9 24 CHAPTER 9: Business and Environmental Sustainability Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 10 5 Mon 17/2 25 EXERCISE 10: Applied skill based Debate (focus on Chapter 9) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 26 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 1) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 11 Wed 19/2 27 EXERCISE 11: Applied Case based Activities (focus on Chapter 10- Part 1) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Chapter 10- Part 1 Quiz 2 28 CHAPTER 10: Ethical Decision-Making: Corporate Governance, Accounting, and Finance (PART 2) Lecture Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Exercise 12 Fri 21/2 29 EXERCISE 12: Applied skill based Debate (focus on Chapter 10- Part 2) Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS Course review QUIZ 2 30 COURSE REVIEW QUIZ 2: Chapter 6,7,8,9 and 10 Tutorial Main textbook Instructor Manual, Teacher’s Resource Main textbook, CMS FINAL EXAM 4) Training activities: a) Class-based activities – Lectures: 17 slots (slot=90’) -Tutorials: 13 slots (slot=90’) c) Self-study d) Consultation – Email, cms, face-to-face 5) Usage of Information Technology in/during the course a) Provide information or materials through the internet. b) Use online materials : Harvard review c) Information exchanged between lecturers and students: email, CMS d) Specific technical requirement for the subject. 6) Soft skills and personal development throughout the course a) Exercise skills: followed by skills obtained through Discussion performance. b) Team work skills: Group assignment is exercised in form of DISCUSSION 1. GROUPS FOR EXERCISE AND REQUIREMENTS OF ROLES Each exercise will be in form of a Discussion. The class divided into 08 groups (G1,G2,G3,G4,G5,G6,G7, and G8 respectively) by Instructor to hold a game of â€Å"Ethical CEOs† through 12 exercises of tutorials. Each Group will carry out 03 exercises with â€Å"Discussion† role in below fixed order. Each exercise or each Discussion will be participated by 02 groups. The non-discussion groups will give Feedback. 1. 1. Order and Role of Discussion (1 group plays as Present side and 1 group plays as Rebut side) G1-G2 (exercise 1); G3-G7(exercise 2); G4-G5(exercise 3); G6-G8(exercise 4); G1-G3(exercise 5); G2-G5(exercise 6); G4-G6(exercise 7); G7-G8(exercise 8); G1G4(exercise 9); G2-G6(exercise 10); G3-G8(exercise 11); and G5-G7(exercise 12). 1. 2. Requirements of different roles in the Discussion: Discussion activities in 40 minutes and in English: Present group plays a role of CEOS to analyze the ethical problems, present solution, defend or give a model of decision making. Rebut group plays a role against or clear down or specify or supplement the decision of Present group by making questions and statement. Non-discussion groups: 1 group will be enacted by both of Discussion groups to play as â€Å"Chair† of the Discussion. The others have to give feedback which is in a fixed form *** below after the Discussion. Anyone fails to follow control of the Chair or fail to answer any questions will be deducted at least 1% 2. CASES FOR EXERCISES: Cases will be assigned to Students by Instructor at least 01 days in advance (CMS/Email†¦ ) 3. PREPARATION PLAN BEFORE EXERCISE (taken by non-discussion groups only: A preparation plan for the Discussion will be submitted to Instructor via email or CMS depend on Instructor by 5. 30 pm the day before. Format: from 1 page only . Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 14-point font. Personal information (Role in debate, name of teams, class, order of exercise and the topic for debate) Content: (i) Background of concerned firms in the case, (ii) Ethical issues, (iii) Analysis and (iv) Solution/ proposed module of decision. Further guidance, please refer to Course Implementation plan of Business ethics Anyone fails to submit this plan will be deducted at least 2% Evaluation of Group assignment: (Total: 30%) 1 group will be evaluated during 15 exercises (5 times of taking charge of 5 discussions, 10 times for being Chair or giving feedback in the remaining 10 exercises). Feedback, preparation plan or performance of discussion during the exercise will be taken into consideration to give score. The score will be allocated within an amount of fixed percent of each exercises mentioned below. Skill application Exercise: 30% (Exercise 1: 2. 5 % The team must assume the role of a consulting firm called in to solve that identified specific problem of ethics in the chosen organization. The problem must be related to a 3 topics mentioned in the Syllabus- Appendix 1 (subject to be changed by the Instructor if any). Instructor will decide which one works on which topic among 3. TOPIC REGISTER: All projects’ subjects must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 8). FINAL REPORT: must be submitted to Instructor via email or CMS depend on Instructor no later than 5. 30 pm of deadline (session 18). Format: at least 03 pages and no more than 5 pages for main Body at least depends on teacher’s request; Language: English; Margin: Left: 2 cm; Right: 1. 5cm; Upper :1. 5; Bottom: 1. 5cm; Font/ Paragraph: double-spaced with 12-point font. Structure/ content: Group content, Cover Letter, Reference, Main Body: (i) Nature and background of firm; (ii) Ethical Issues; (iii) Analysis of problems/ issues (interview with the manager is integrated) (iv) Proposed remedy/ solution; and (v) Plan for implementation. Evaluation of Individual Assignment: (Total: 15%) Lack of manager interview part will be only given up to 5% for individual assignment credit at maximum. A deduction of 5% of the total score of the assignment will be applied for each day of late submission (for both Register and Final Report) Any plagiarism more than 30% will be resulted in a failure of assignment e) Content for personal development f) Final examination (FE): 30% 1. Date: TBA 2. Total weight: 30% 3. Structure: (total: 60’) Multiple choice: 20 questions (25†²) Essay and case: 01 essay (short answer/ case) (35†²) 7) Assessment Scheme: Quizzes (3): 15% Exercises (12): 30%

Prefixes and How to Use Them

Prefixes and How to Use Them Prefixes and How to Use Them Although we’ve got nothing on German, the English language sometimes involves putting different â€Å"parts† of words or even whole words together to make a new term. And prefixes are a big part of this. But what exactly are prefixes? And how do you use them in your writing? What Are Prefixes? A â€Å"prefix† is a group of letters placed at the start of a word to change its meaning. We can even see how this works using the word â€Å"prefix† itself, which is a combination of â€Å"pre-† and â€Å"fix†: â€Å"Pre-† is a prefix meaning â€Å"before† or â€Å"in front of.† â€Å"Fix† is a verb meaning â€Å"attach.† Combined, then, the word â€Å"prefix† indicates something we â€Å"attach† to the start of a word. There are many different prefixes in English. Some common examples include: Prefix Meaning Example Anti- Against or opposed to Antisocial, antiviral Auto- Related to the self or spontaneous Automatic, autobiography De- Reverse or reduce Devalue, decode Dis- Reverse or negate Disobey, disappear En- Cause to be or put into Enact, encase Ex- Out of or former Extract, ex-girlfriend Il-, Im-, In- or Ir- Not or negate Illegal, immobile, insufficient, irresponsible Mis- Incorrect Misbehave, misspell Post- After, later or behind Postseason, postscript Pre- Before or in front of Prefix, prefrontal Pro- Favoring or promoting Proclaim, pro-democracy Re- Repeat or restore Refresh, rewrite Sub- Below or less than Submarine, substandard Trans- Across or beyond Transatlantic, transgender Un- Reverse or negate Unzip, undo When to Hyphenate In the table above, you may notice that we hyphenate the words â€Å"ex-girlfriend† and â€Å"pro-democracy.† This is because you should use a prefix with a hyphen in certain cases, including: In most cases after â€Å"ex-† and â€Å"self-† (e.g., self-assessment) When combined with a proper noun (e.g., anti-Nazi) To prevent using the same vowel twice in a row (e.g., anti-inflammatory) To clarify meaning (e.g., to â€Å"recover† is to return to strength or regain something, but if we said we had â€Å"re-covered† something we would mean we have covered it again) There are exceptions to these rules (e.g., â€Å"cooperate† is usually spelled without a hyphen despite the double â€Å"o†). But they are useful guidelines when you’re not sure whether to use a hyphen. Tricky Prefixes Finally, a quick warning. The English language has borrowed lots of words from lots of places, so it is common for similar words to have different meanings. And the same applies to prefixes. For example, the â€Å"in-† in â€Å"inaccurate† is a negation, so it is the opposite of â€Å"accurate.† However, the word â€Å"inflammable† means the same as â€Å"flammable,† not the opposite! This is because the â€Å"in-† from â€Å"inflammable† is from the same root as â€Å"en-† in words like â€Å"enrich† or â€Å"entrust.† It therefore means â€Å"cause to be,† which is very different from negating something. As such, be careful when using prefixes, as they may not mean what they seem! And if you’d like help checking your prefix use, just let us know.

Systems Analysis and Design Essay Example | Topics and Well Written Essays - 250 words - 9

Systems Analysis and Design - Essay Example The most crucial security issues facing organizations today are data security, employee security, health risks, and physical security. A 2012 report by statistics organization Securitas showed that organizations, irrespective of size, dealt with data security issues most seriously (Wisegate 5). Dangers to data originate from rival companies, hackers, and espionage attempts. Employee security is the protection of employees from other workers, and internal and external dangers. Health risks companies deal with today often are contagious illnesses that perpetrate within closed rooms such as offices, unhygienic restrooms, defective wiring, and electrical structures. Physical security is protecting the organization’s property from theft or harm and access to all its premises and facilities (Shelly and Rosenblatt 502). Companies can prepare for security dangers and issues in the future by raising awareness and teaming amongst employees, making the information technology department the â€Å"First Adopter† of disruptive innovations, system segmentation, and system visibility. System segmentation is having all key applications of an organization under a single data setting where the degrees of dangers or effect that domestic workstations can have. System visibility is the analysis of ongoing in an organization’s network through solutions that determine system traffic patterns and note irregular patterns (Wisegate 6, 7,

Assignment - Intervention and Assistive Technology

- Intervention and Assistive Technology - Assignment Example In years past, however, it often took a great deal of time before a child was tested for disabilities, and then even more time to properly diagnose the disability and create an individual education plan designed to help the student get back on track academically and socially. This is time wasted that can never be claim. In addition, students are all to often incorrectly diagnosed as having a disability, creating a stigma that is long lasting and causing academic and social difficulties for the student. Response to Intervention (RTI) is that methodology that seeks to solve this issue. The aim of RTI is to provide testing and services to students with disabilities as quickly as possible in an effort to get valuable rehabilitation services set in motion. This paper seeks to explain the process and its importance on the field of education, particularly in the area of special education. Summary of Response to Intervention In essence, response to intervention (RTI) is â€Å"a multilayered system that can prevent academic and social failure before a student is unnecessarily or prematurely identified as having a disability† (Beard, Carpenter, & Johnston, 2011, p. 28). Children today suffer from enough pressure that educators should be cautious about adding to that. Often times, young people have difficulty learning, but they cannot express what they are feeling. While it is important, as professional educators, to intervene and strive to provide any assistance necessary, it is equally important that the child not feel singled out and threatened. Response to Intervention is designed to improve the process by which students with disabilities are tested, diagnosed, and educated. Simply put, RTI is designed to provide needed assistance to students who are having difficulty learning. Response to Intervention is a methodology that dictates this intervention is to be provided as early as possible and in a systematic manner. The goal is to provide help to students that will enable them to succeed academically, rather than failing because certain learning disabilities go undiagnosed. This is accomplished not only through early intervention, but also through frequent progress updates, and by providing researching-based interventions that are meant to help children who continue to experience difficulty learning. In the early days of diagnosing learning disabilities, the focus was on comparing IQ test scores with academic achievement. If there were a discrepancy noted, then children would be further tested to determine if they have some special needs that needed to be accommodated. The problem with this method was that it could take years to let this strategy run its course, during which time the child would likely continue to fail academically and become increasingly frustrated. In order to shorten the time required to intervene and provide children with much needed assistance, RTI was developed in an effort to quickly locate a specific learning disa bility much more quickly than the previous model allowed for. In addition, RTI fits well within the parameters of the Individuals with Disabilities Education Improvement Act of 2004. Educators must be careful, however, when using RTI to ensure that they are truly identifying students who have learning disabilities, and not simply labeling children as such because they are low achievers. The two are not necessarily related, and improperly