A study of acetylcholinesterase and its inhibition Essay

A study of acetylcholinesterase and its inhibition - Essay Example The purpose of this study was to explore the enzyme acetylcholinesterase and the physiology of this complex system, and the various disorders associated with the cholinergic system by a review of literature. The central nervous system (CNS) gets a variety of internal and external stimuli. These are integrated and expressed subconsciously through the autonomic nervous system, which modulates the involuntary functions of the body. The autonomic nervous system is divided into the sympathetic (thoracolumbar) outflow, and the parasympathetic (craniosacral) outflow (Robertson D, 2005.) Neurotransmitters are chemical substances that help neurons to communicate with other neurons through a chemical synapse. They are categorized into four groups: monoamines, amino acids, peptides and acetylcholine. After synthesis, they are packaged and transported, if required, to the presynaptic cell terminal. The release of the neurotransmitter into the synaptic cleft is triggered by the arrival of an action potential at the presynaptic cell terminal. The neurotransmitter then diffuses across the synapse, and activates receptors on the postsynaptic cell resulting in either excitation or inhibition of that cell. The final step in this process is the inactivation of the neurotransmitter by enzymatic breakdown, re-uptake or by neurotransmitter diffusion. (PKAL conference, 1997.) Acetylcholine (ACh) is the primary neuromediator of both sympathetic and parasympathetic preganglionic neurons. It is also the mediator of parasympathetic postganglionic fibres. ACh has mostly an excitatory effect but it is known to have inhibitory effects at some of the peripheral parasympathetic nerve endings, like inhibition of the heart by the vagus nerve (Guyton AC, 1986.) Myasthenia gravis is an autoimmune disease due to the lack of cholinergic receptors in the peripheral nervous system (PNS). Although the function of ACh in the brain is not as

Plagiarism in Higher Education Essay Example for Free

Plagiarism in Higher Education Essay Al Ain Women’s College, Higher Colleges of Technology, Al Ain, United Arab Emirates Abstract Purpose – The purpose of this paper is to investigate the impact of the modern information society on attitudes and approaches to the prevention of plagiarism and to examine a less punitive, more educative model. Design/methodology/approach – The approach taken is a literature review of plagiarism in contemporary society followed by a case study of the education department of a tertiary-level college in the United Arab Emirates. Findings – The authors advocate a move towards a less punitive, more educative approach which takes into account all the relevant contextual factors. A call is made for a truly institutional response to a shared concern, with comprehensive and appropriate policies and guidelines which focus on prevention, the development of student skills, and the proactive involvement of all relevant stakeholders. Practical implications – This approach could inform the policies and practices of institutions who wish to systematically deal with plagiarism in other contemporary contexts. Originality/value – This paper could be of value to policy makers and administrators in tertiary institutions, particularly in English as a second language contexts, who recognise the limitations of traditional approaches to plagiarism and wish to establish more effective practices. Keywords Copyright law, Information society, Dishonesty, United Arab Emirates Paper type Literature review Plagiarism in political discourse Politicians, more than anyone else, need to portray an image of integrity, honesty, and independent thought. Their election, their livelihood, and the fate of their constituents would seem to depend on it. Yet politicians commonly use speechwriters who have the speci? c task of conveying their thoughts, personality, and personal sincerity (see for example, Philp, 2009). It may be argued that although politicians do not necessarily write the words themselves, they endorse the words they use. But what if the words themselves are not original? In one instance, the presidential candidate Barack Obama was confronted by the fact that some of his speeches had taken material from Deval Patrick, the Massachusetts Governor. Obama admitted he should have acknowledged his source: Education, Business and Society: Contemporary Middle Eastern Issues Vol. 3 No. 3, 2010 pp. 166-177 q Emerald Group Publishing Limited 1753-7983 DOI 10. 1108/17537981011070082 I was on the stump. [Deval] had suggested that we use these lines and I thought they were good lines [. . . ] I’m sure I should have – didn’t this time [. . . ] I really don’t think this is too big of a deal (Obama cited in Whitesides, 2008). Published by kind permission of HCT Press. Plagiarism has been de? ned as â€Å"the unacknowledged use of someone else’s work [. . . ] and passing it off as if it were one’s own† (Park, 2004, p.292) and it is interesting to speculate whether such an excuse would be accepted from a student by an educational institution’s plagiarism committee. Accusations of plagiarism in politics have been made before, of course, though the outcomes were often different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1987, another presidential hopeful was forced to abandon his ambitions for high of? ce largely because he had plagiarised a speech by the British politician Neil Kinnock and because of â€Å"a serious plagiarism incident† in his law school years (Sabato, 1998). Ironically, the candidate was none other than Joe Biden, the man chosen by Obama to be his Vice President. In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught cheating or plagiarising can be subject to sanctions and consequences that are severely life impacting, which in the United Arab Emirates (UAE) can include permanent exclusion from all tertiary education (see for example, Higher Colleges of Technology (HCT), 2008). One question of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less experience and knowledge and who do not use English as their ? rst language, should be held to higher standards of responsibility in communication than those in the highest political of? ces? Yet, if we make allowances for students who are still learning to orientate themselves in academic discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new cultural phenomenon. Greek philosophers regularly appropriated material from earlier works without compunction, and originality was considered less important than imitating, often orally, the great works of their predecessors (Lackie and D’Angelo-Long, 2004, p. 37). All the way through the eighteenth and early nineteenth centuries, the study of rhetoric rather than written language was often the norm, with students required to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41). Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American Psychological Association marked a desire to standardise academic writing and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on â€Å"nearly universal access to the Internet† (Scanlon and Neumann, 2002, p. 374). Park (2004, p. 293) refers to the ease of â€Å"copying [. . . ] in a digital world of computers, word processing, electronic sources and the Internet. † However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students’ cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading â€Å"free† ? lms, sharing music and modifying and emailing all kinds of material taken from the web. They have developed highly skilled ways of conducting non-academic research using  services such as search engines, social networking sites, podcasts, RSS feeds, discussion boards, etc. with Dealing with plagiarism 167 EBS 3,3 168 hyperlinks allowing them to jump from site to site as though the internet were a single-uni? ed source, and with copying and pasting a mainstay of interaction. They take it for granted that a pop star such as will. i. am can pick up and rework virtually the entire content of a political speech, and turn it into the award winning song and music video Yes we can, apparently without Obama’s knowledge or consent ((The) ABC News, 2008). They are not surprised when this video is then embedded in countless webpages, with the lyrics of the song posted on music sites without any attribution of the original source (see for example, LyricsReg, n. d). This intertextuality is a perfect example of the â€Å"postmodern, self-cannibalizing popular culture† (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use. Indeed, one study of 2,600 tertiary-level students in the UAE found that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of UAE students are similar to those of other students around the world (Croucher, 2009). Some theorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a â€Å"creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name† (Scollon, 1995, p.1). The multiple contributors to Wikipedia pages is a clear example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes â€Å"fair use† is changing quickly. This is exempli? ed by the open source movement where material can be downloaded, modi? ed, and shared with minimal and strictly controlled author’s rights (See for example, Open Source Initiative, n. d). As Blum (2009) notes, the â€Å"rules about intellectual property are in ? ux. † Where does this leave educators? Has plagiarism become an irrelevant concept, too outdated in its de? nition to be of use in the production of educated professionals ready to take their place in our post-modern society? Do we have to accept Johnson’s (2007) argument that in the digital age, writing an original essay outside of class for assessment purposes is no longer viable in its current form because of the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to re? ect the modern workplace? As Johnson argues: My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and edit it into a coherent, single-voiced whole. Students who are able to create convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been used at all, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks. Plagiarism in education Plagiarism in education seems to operate under a very different set of rules from the pragmatic ? elds of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or â€Å"Winning hearts and minds in war on plagiarism† (Jaschik, 2008). In education, plagiarism is â€Å"seen as a transgression against our common intellectual values, carrying justi? ably bad consequences for those guilty of the practice† (Isserman, 2003). Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The critical issue for education is that plagiarism â€Å"circumvents the learning process† (Spencer, 2004, p. 16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills. As Isserman (2003) notes: [.. . ] ownership over the words you use [. . . ] is really at the heart of the learning process. You can read a dozen books about the cold war, but if you can’t explain what you have learned to someone else in your own words, no real learning has taken place [. . . ] and you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education: the ability to think for yourself. Dealing with plagiarism 169 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students. In most cases teachers are not concerned about literary theft, but that their students are missing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore â€Å"denying them the opportunity to learn lessons, improve their study skills, and improve their knowledge and understanding† (Lancaster University, 2009, p. 3). If plagiarism is especially serious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one. Students need to learn the importance of academic integrity and understand that it is not just a hoop to be jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will always be students who refuse or are unable to meet appropriate standards. Factors in? uencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all in? uence the incidence of plagiarism. Students themselves can be impacted by a wide range of factors including their educational conditioning, cultural background, motivation, language skill, peer pressure, gender, issues with time management, ability, and even the subject being studied (Roig, 1997). If the tertiary experience is vastly different to students’ previous educational experience, the motivation for plagiarism again increases. In the UAE, it is likely, for example, that the students’ primary and secondary schooling was characterised by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between students and their often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be dif? cult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity. If plagiarism is not de? ned or academic processes made explicit, then such students will ? nd it impossible to reach the standards that are suddenly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and group work, with a greater weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitably EBS 3,3 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework or assignments they were given were too hard, poorly scaffolded, or based on unreasonable expectations of their abilities (Naidoo, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role. For example, unclear and uncommunicated institutional policies with vague de?  nitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. , 2002). Some aspects of an organization may unwittingly encourage plagiarism. For example, in contrast to schools, tertiary education institutions in the UAE do not typically award top grades to large numbers of students, and there is evidence to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades (Croucher, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers. One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldomly, even though the evidence suggested they must have received plagiarised work (McCabe, 1993 cited in Schneider, 1999). There are many reasons why teachers may be reluctant to report plagiarism. Teachers may feel the potential penalties for students are too high (Auer and Krupar, 2001). They may also be wary of making false accusations which potentially undermine their own professional status. Some teachers object to taking on the role of detective or enforcer as it undermines the mentor-student relationship (Schneider, 1999; Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 2004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have suf? ciently developed skills to detect plagiarism. Hyland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as â€Å"Are these your own words?†) which can lead to miscommunication with the student about what is acceptable. With so many factors at play, the responsibilities of teachers must be clearly codi? ed if any institutional initiative is to have any success. Plagiarism and ESOL/EFL English for speakers of other languages (ESOL) and English as a foreign language (EFL) contexts may be more prone to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Hyland, 2001; Liu, 2005). Moreover, the cultural conditioning of English as a second language (ESL) and EFL students has been cited as another contributing factor. Moder (1995 cited in Lackie and D’Angelo-Long, 2004, p. 38) suggests that some societies, including those in the Middle East, â€Å"value memorization and imitation as the mark of an educated person† which may mean that plagiarism is viewed as being less signi? cant. Liu (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that â€Å"it is  based on incorrect information and is presented often via unwarranted jumps in reasoning and con? ation of separate issues. † More pertinently, perhaps, she goes on to argue that: [. . . ] even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that ESOL students plagiarize. There are many other factors that may motivate ESOL students from many L1 backgrounds to plagiarize, including a lack of adequate pro? ciency, lack of task speci?c writing skills, and of course, the urge to cheat (p. 239). Dealing with plagiarism ESOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their ? rst language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by ESOL students is also far more likely to be detected because of more prominent differences in language level and tone between copied and original work. Degrees of plagiarism Intuitively, plagiarism varies in its severity in a way that cheating (e. g. using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts of a text without citing the source, to submitting work from an online paper mill (Roig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental? ), the amount of material that has been plagiarised, the inclusion of the source in the list of references, the degree to which the plagiarised material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the ? rst, second, or subsequent occurrence. Given the wide variation in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of academic writing, it is clear that the appearance of plagiarised material is not always a deliberate attempt to cheat. For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Roig (1999) gave English-speaking undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least ? ve words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a de? cit in appropriate skills and not intentional academic dishonesty. Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a decision as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a â€Å"crime† – the breaking of a rule that has inevitable consequences (Blum, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency. When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who watch their classmate’s fate from the sidelines. Academic endeavour must take place within an institutional culture that routinely recognises and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above. This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 EBS 3,3 Park (2004, p. 294) describes such an institutional framework for dealing with plagiarism that was developed by a working party at Lancaster University in consultation with staff and with reference to experience and the literature: The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviours. 172 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codi? cation of stakeholder responsibilities, procedures, and penalties. In order for such a framework to be implemented effectively, Park (2004, p. 296) noted that â€Å"all stakeholders within the institution must understand and appreciate why the framework is necessary and how it protects their own interests. † A case study Park (2004, pp. 295-9) nominated a number of central pillars that lend validity and effectiveness to any such institutional framework. These included transparency, ownership by stakeholders, student engagement, academic integrity, framing the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the UAE and allow us to examine the viability and ef? cacy of such a framework for the local context. The Education Department at Abu Dhabi Women’s College (ADWC) has addressed its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing future academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the â€Å"rules† of using these appropriately are disseminated, understood, and followed at all times by all of our students. To this end, we have established and adhere to a set of policies and practices at all levels that support and facilitate academic honesty. Institutional/departmental level The HCT, of which ADWC is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences. Consequences of infringements of these rules are outlined in of?cial policies, Student Handbooks (see for example, HCT, 2008), contracts signed by students at the commencement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the student’s academic career at HCT. From these guidelines, the Education Division throughout the colleges has documented standards and procedures that address academic honesty in its assessment handbooks – one that is distributed to all education students and the other, more comprehensive and speci?c, that is used by all education faculty. This shared written documentation enables best practice in assessment to be disseminated and followed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks re? ect the developmental curricular approach of the division as a whole, and so specify the type, nature, and expectations for assessments at each level to scaffold the students’ ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimises the students’ need to seek help through illegitimate means. These handbooks are the basis of communication within the ADWC Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general dif?culties facing students, which are then examined in regular formal and informal meetings to brainstorm and implement further strategies that may be useful. The ongoing concern at faculty level with issues of academic honesty is mirrored in the systematic recycling of warnings, information, and explicit instructions to students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally offensive and inappropriate. Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the provision of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turnitin, was originally adopted by the department as both a defence against plagiarism and a tool to help students protect themselves against accidental plagiarism. This proved to be very effective, but unfortunately access to this subsequently became unavailable. Now, suspicious text samples are input into search engines and all assignments are run through SafeAssign, a plagiarism checker in Blackboard (the online course management system). These have proved to be acceptable alternatives. As Braumoeller and Gaines (2001) found in their study, â€Å"the deterrent effects of actually checking for plagiarism are quite impressive (p. 836). † The departmental approach has included a series of mandatory workshops and masterclasses on academic writing and plagiarism for all students in slightly altered learning contexts designed to motivate, encourage participation, and focus attention. It should be noted that the relatively small size of the department (one chair, six faculty, and fewer than 80 students) makes shared understandings, uniform dissemination of information, and infraction detection much easier and more likely than in a bigger department where students are not familiar to every teacher. Course level Academic writing skills are an important component of all education courses. Referencing skills are taught explicitly in a speci? c course during the students’ ? rst semester, and then constantly reinforced and recycled throughout the programme. The education programmes at the HCT are based on re?  ective practice. This means that assignments are contextualised and require the application rather than the regurgitation of theory, so copying from previously submitted work or in any way buying or commissioning a paper cannot be so easily accomplished as theory has to ? t the student’s individual circumstances. In addition, the student’s right to submit and receive feedback on a ? rst draft of every paper (Assessment Handbook, 2009, p. 7) allows plagiarism, deliberate, or accidental; to be detected and remediated at an earlier stage before punishment becomes the only option. The feedback and scaffolding policy (pp.53-5), which outlines the form and scope of feedback to be given, draws instructor attention to both macro and micro features of the submission, so any attempt to use words or ideas from an external source should be revealed at least a week before ? nal submission. Dealing with plagiarism 173 EBS 3,3 All students submitting assignments in the Education Division are required to sign a declaration on their cover page that the work is entirely their own and all sources have been acknowledged (Assessment Handbook, 2009, p. 47). This provides a ? nal reminder that academic honesty is expected and will be monitored. Faculty responsibilities and input All faculty in the Education Department, regardless of their course allocation, consider themselves teachers of English. This is not only because we each have ESL teaching quali? cations and experience (obviously an advantage), but also because we recognise the importance of language as the vehicle for idea generation and transmission. Language is inseparable from the content area in which those ideas are conceived and manipulated. This can be a very different orientation to that of colleagues in other departments whose subject area specialisation takes precedence. Our more holistic approach means that we explicitly teach both content and the language elements with which to express that content to students who may be struggling with the unfamiliarity of both. It also means that we take our role as defenders of academic integrity very seriously and vigilantly monitor and check student output. As professional ESL teacher educators, we strive to be models of effective language use as well as successful proponents of academic scholarship, so ongoing instruction in both is a routine aspect of teaching and learning in the department. This increased student awareness of appropriate academic writing processes reduces their motivation to misappropriate text written by others. The cultural and social aspects of plagiarism are also given attention by faculty. In a society that places less value on individuality than it does on cooperation and social cohesion, it is important for students to understand that they have not only the right, but the responsibility, to turn down requests for assistance from peers. Faculty not only explain this, but also explain to students how to respond assertively with friends or relatives asking for inappropriate help. Without this, no amount of education or punishment can ever be successful. Student involvement Education students are required to be active participants in their own learning. Because all assessment processes are documented and transparent, they have the ability to question and ask for clari? cation on any aspect that they do not understand. All expectations or consequences are addressed in multiple ways, so ignorance is no defence for malpractice. Submissions of ? rst drafts are perhaps the most critical aspect for students. Although these are universally permitted and scheduled, they are never awarded a mark and are not always actually demanded, so it is up to the student to take advantage of their right to pre-submission feedback. An appropriate framework? The Education Department at ADWC values academic honesty very highly and has organized its procedures and practices accordingly. The very infrequent occurrence of plagiarism is testimony to the effectiveness of: . proactive strategizing; . clear documentation; . reasonable and appropriate expectations; 174 . . . . . awareness raising; sustained faculty vigilance and involvement; support for the development of student skills and cognitive growth; decreased student opportunity and motivation to cheat; and the pervasive sense of professional identity and responsibility that characterise departmental efforts on this issue at all levels. Dealing with plagiarism 175 The work done in this department is thus an arguably successful attempt to â€Å"devise a student plagiarism framework that best suits [our] own culture and circumstances†.

Death And The Kings Horseman: Giving Up The Battle Essay -- essays res

From the Western perspective, it is hard to understand ritual suicide as anything positive or helpful to the living. There almost seems to be no Western equivalent to the "duty" of Elesin in Death and the King's Horseman. However, Wole Soyinka gives us a comparable situation in Jane's description of a captain blowing up a ship to save the people on the shore. It's a moment of hypocrisy on Britain's part, both trying to prevent Elesin's suicide and lauding a Western suicide which purports to do the exact same thing - save the living from destruction. It's also clear that Olunde sees this ridiculous parallel, but he does not make Jane see the connection. Instead, he lets the matter drop, which, in the Western perspective is puzzling. We want everyone to see the truth and explain it, and think worse of Olunde because of his inability to show Jane what's really going on. But it is really his own unique viewpoint and actions that show that what he does is much smarter than our want of brute force.Olunde's intelligence stems from thinking before acting. Yes, Jane gives perfect ammunition to explain why his father saving his people from destruction and going to a much better place, but that doesn't mean the best solution is for him to point this out. Changing people's opinions in discussion might be a Western virtue, but opening one's trap is not always the best strategic option. Olunde's education and background combined give him a unique vantagepoint on action, and he...

Essay on ”Race, Class, Violence and Denial: Mass Murder and the Pathologies of Privilege” by Tim Wise Essay

Often when racial inequality and discrimination is being discussed, we get to think of terms such as â€Å"white privilege† and American history with the Civil Rights Act in 1964. But we think of it, mainly as history. And that, according to Tim Wise, an anti-racism activist and American writer, is the biggest self-deception of the modern American world. Throughout an article posted on his own webpage, concerning school shootings, Tim Wise discusses the general American attitude towards this relatively new phenomenon in American society. With the use of especially pathos Wise argues that the most concerning thing about these events is how society is handling them afterwards. The problem is, according to Wise, that white people tell themselves ‘white lies’, and therefore never think that such actions could be taking place in their communities. He claims that there’s a reason why this happens in the outwardly ordinary societies. It’s because the people, trying to maintain at certain surface of innocence, refuse to see the signs of trouble, even when it’s going on before their very eyes. He wants us to take responsibility and stop excluding some parts of society from the â€Å"danger-zone† just because they look bucolic and normal on the outside and almost in the form of a provocative scolding he explains what damages these ‘white lies’ can do – not only to people of color, but to white people as well. Tim Wise wrote this article 3 days after the massacre at the Sandy Hook Elementary School in Newton, Connecticut, where the 20-year-old Adam Lanza shot 20 pupils and 6 staff members. Without any further explanation Wise starts out his article, and from the very beginning he makes sure that the reader is attentive: â€Å"The senselessness alone would have been sufficient†(p.8 l. 7). We immediately sense the dramatic tone just as we also quite quickly understand the author’s profound personal concern about this issue. The title indicates what is to come; yet it is not very specific and it does not deal with school shootings as an issue at all. It gives us an idea of the author’s personal fight against racism which is also reflected in the article and probably all of his writing. Wise uses heavy vocabulary in the title and he continues to do so in the rest of the article. His ethos is strengthened by his use of language. The language is rather difficult, and the fact that he leaves out almost all explanatory references, â€Å"For the right, it’s the culture of poverty, or perhaps some specific aspect of â€Å"black culture†(†¦)(p.11.l138) shows that he expects his readers to have a certain amount of knowledge about politics and society. Even though the language contains many complex sentences and has many intellectual references, it still maintains a natural and easy-to-read flow. As mentioned before, he uses pathos a lot in his argumentation. When attempting to persuade the reader, he is mainly focusing his arguments on emotions. But he is no pleaser, though. He tries to speak to our guilty conscience, and it becomes clear which reaction he wants. â€Å"There is dysfunction and pathology and general awfulness where some of the beautiful people too reside? Yes precious, yes indeed.†(p.9 ll.47-48) His tone is extremely provocative and ironic, but we never doubt the seriousness of this matter to him. Actually this only indicates the importance of the subject and the author’s character appears very passionate. Maybe to the extent that he fails to remain objective – but then again, was that ever his purpose? His use of irony gives him more options too. It makes it easier for the reader to accept some of his quite exaggerated statements. The fact that the article is published on Wise’s own webpage called: www.timwise.org is quite crucial to the way it appears. The author has created the webpage for himself and the purpose of it is to be the platform for his views on different matters. The ones who visit his webpage and read his articles have this in mind from the beginning. Also they must be interested in him in some way or another. His main claim, that the school shootings is a result of the surroundings, works absolutely fine. When he refers to the general weapon availability in the United States, he backs up his ground with facts for the first time in his article, â€Å"(†¦)we should know by now that with 280 million guns in circulation, they can’t all be tucked into the waistbands of young black men who reside somewhere else(†¦)(s.9 ll.61-62) He is surprised that people act surprised. Also, he criticizes white people for thinking that the only ones who can’t control weapons are the poor and colored ones. He uses the topic â€Å"School shootings† to raise a debate about a still ongoing racial discrimination in the US. It seems intelligent of him to choose this topic, since the horror of it is something almost everyone more or less agree on, since it is something everyone wants to end. He claims that the only way to ever set a stop to this madness is for the communities to take responsibility. All these arguments connect in a fine way, but his use of rebuttal does almost not exist. If the article had been for at newspaper or anything else with more critical readers of more dissimilar opinions, he would need that to seem less subjective. Wise has a clear purpose with this article. And at most points, he succeeds in persuading the reader. He wants us to wake up. He wants society to wake up from its conscious sleep and take some responsibility. So, who are the enemies? And who can be the heroes? According to Tim Wise we as a society plays both of the parts.

Rise of Modern Drama

The Rise Of Modern Drama It is known as one of theatre's greatest periods today. The modern drama period is shaped by world-changing forces, such as industrial-technological revolution, democratic revolutions, and an intellectual revolution that would disrupt earlier conceptions of time, space, the divine, human psychology, and social order. As a result, a theatre of challenge and experimentation emerged.Realism, the movement with the most pervasive and long-lived effect on modern theatre, was conceived as a laboratory in which the ills of society, familial problems, and the nature of relationships could be â€Å"objectively† presented for the judgment of impartial observers. Its goal, of likeness to life, demanded that settings resemble their prescribed locales precisely and seem like rooms from real life in which one wall have been removed. Related article: What Led to the Rise of Political Parties in the 1790sHenrik Ibsen, a playwright, initiated the realistic period with plays focused on contemporary, day-to-day themes that skillfully reveal both sides of a conflict through brilliantly capturing psychological detail. An independent but concurrent movement, naturalism, would be an even more extreme attempt to dramatize human reality without the appearance of dramaturgical shaping. While realist plays would address well-defined social issues, naturalist plays offered a simple â€Å"slice of life† free from dramatic convention.With the same reverence for nature, the human being was conceived as a mere biological phenomenon whose behavior was determined by heredity and environment. A counterforce to realism, initiated by symbolism, began in the late nineteenth century that would expand into what might be called antirealism theatre. Symbolism would contest realism's apparent spiritual bankruptcy with a form that wou ld explore, through images and metaphors, the inner realities of human experience that cannot be directly perceived.A focus on traditional aesthetic values, such as poetry, imagery, and profundity would reflect the importance of purity of vision over observation, abstraction and enlargement over the mundane and ordinary. The movement spread quickly and affected every aspect of theatrical production. Symbolism's contestation of realism gave rise to an era of â€Å"isms,† during which the aesthetics of dramatic art assumed a new social and political significance.Such â€Å"isms† became, in time, used consciously as stylization in new dramatic formats. Such antirealistic theatre does not discard reality but enhances it with symbol and metaphor, elucidates parable and allegory, deconstructs and reconstructs subjects through language, scenery, and lighting, and finally uses the theatre's own theatricality explicitly. Briefly examining eleven of these movements makes the div erse qualities and perspectives within naturalism theatre apparent.From the emotional and â€Å"irrational† perspectives of Theatre of Cruelty to the rational and thought-provoking nature of Intellectual Comedy, pre-World War II naturalism approaches such as Expressionism, Theatricalism, and the French Avant-Garde challenged and extended the limits of theatrical art. Through redefining the importance and function of language, extending the concept of character to include abstract forces or archetypes, reconstructing stage imagery through metaphoric scenery and lighting, and exploring themes often tinged with anxiety, such isms and stylizations have created much of the theatrical language used on today's stages.Following World War II, the modern Theatre would introduce new theatre practices and reawaken theatre's sense of social responsibility, while the Theatre of the Absurd would express the futility of all action and pointlessness of all direction. Philosophical Melodrama a ccepted the Absurd's premise that humans are alone in a silent universe, but takes it as a challenge to creating an effective life.The Comedy of Contemporary Manners would unmask the ridiculousness of social convention, while Political Satire ruthlessly reveals the hypocrisies and exploitations of political and economic systems within a comedic and often highly stylized framework. The Case Study uses, most often, medical problems as a perspective for philosophical investigations, frequently taking the audience into and back out of the â€Å"patient's† experience. By contrast, the ostensible realism of Surrealism is actually suffused with a menacing obscurity and mythic symbolism that seeks out

Jan Vermeer (1632-1675) essays

Jan Vermeer (1632-1675) essays Jan Vermeer (1632-1675) painted portraits and domestic scenes with great precision. Although the Dutch painter attracted little attention in his lifetime, he is now regarded as an artistic genius by many. He left few surviving works, only 35, but what remains are engaging paintings which excellently depict common lives in the 17th century. His paintings are fully complete images which are distinguished by a sense of geometrical order. They are often small in size, but still manage to capture a rare enigmatic intensity and the essence of their subjects personality. Their emotional effects are heightened by a rich use of light and colour. It is important and interesting to view Vermeers works in the geographical and cultural context in which they were created. He was a man who was born, married and buried within a short distance in the quiet town of Delft, Holland, and the area was a heavy influence on the atmosphere of his paintings and his choice of subject, particularly his city views, such as View Of Delft. Although influenced by the realism and attention-to-detail of Jan Van Eyck, he experimented in the different Dutch styles of the period - baroque in the vein of Rembrandt, and more generally, naturalism, the characteristic Dutch style of the time. Although he was fluent in several styles, Vermeers most popular and celebrated works today are his realistic domestic scenes. He subtly awarded the viewer an insight into simple sunlit interiors, which typicallu revolved around secluded women.. They are embellished with a sense of warmth and honesty, aided by his attention-to-detail and strong eye for colour. His portrayal of light and shadow adds to the realism of the scene, and their sheer simplicity coupled with Vermeers quiet objectivity to the scene seems to award them an intensity and a hidden density of meaning. His oil portraits explored the influence of natural light and shadow on t ...

The Figure of W.T. Sherman in essays

The Figure of W.T. Sherman in essays Through the veil of time, the Civil War has come to mean many things. For some, it was a war to free the slaves-for others, it was a matter of patriotism under the fist of tyranny. However, to concede to either of these explanations as the sole correct answer is an over simplification of grotesque proportions. To uncover the real meaning of the war, it is necessary to view all aspects of the conflict exactly as they were and not pander to the fickle nature of memory and remembrance. To William T. Sherman, the war was not about slaves, or cotton, or even states rights-it was about righting a wrong of epic magnitude. The South, through insurrection had shattered the union, and that sort of criminal act could not stand if the nation were to survive and prosper. Sherman understood the war best because he cut past all the political window dressing to the bare facts: Southerners and Northerners are really no different and Secession is essentially chaos. To end the war was to put do wn the rebellion and re-establish order among a common people. Early in him memoirs, Sherman dispels the myth of a war fought for slavery. While he was still employed as an instructor at the Louisiana Seminary of Learning and Military Academy, Sherman attended a dinner at the Governors mansion, during which he states, " I would deem it wise to bring the legal condition of slave more near the status of human beings under all Christian and civilized governments". And whats more, the men agree with him and debate the point in support of giving slaves basic human rights. But the idea of freeing blacks is not breached in that discussion in fact, prior to his admission, Sherman denounces the view that his brother, John, would ever sympathize with abolitionists in his political campaign. In the introduction to the his memoirs, Sherman is described as "stressing kindly paternalistic feelings for blacks" (xvi) but he never speaks of empowering them b...

How to Get SAT Scores, Step by Step

How to Get SAT Scores, Step by Step SAT / ACT Prep Online Guides and Tips You've just taken the SAT. Congratulations! Once you get some rest, you'll probably start to wonder when your scores will come out and how to access them on the College Board website. In this post, we tell you exactly what time of day scores appear and how to check your SAT scores online. NOTE: Have you been out of high school for more than a year and not taken the SAT in that time? Then you should read our article on how to get old SAT scores instead! When Do SAT Scores Come Out? SAT scores come outabout two to three weeks after you take the test.The exact timeline for score release depends on which test date you sign up for, so be sure to check out the full schedule ofSAT score release dates. If, when you registered for the test, you listed colleges for your scores to be sent to, those scores will be sent within 10 days of becoming available to you. Scores are usually released starting at 5 am ET (2 am PT),but it can take a little while for all the scores to appear online. Most SAT scores are up by 8 am ET (5 am PT) at the latest. (As a result, we don’t recommend staying up late and hitting refresh until your scores are available- get some sleep and check in the morning!) There is no way to see your SAT scores before the score release date. In fact, scoring the SAT is such a complex process, it’s pretty amazing you can get your scores in less than three weeks! After you take the SAT, try to relax and be patient for those few weeks until your scores come out. How Do I Check My SAT Scores? Once scores are up, how exactly do you view your SAT scores? Follow our step-by-step guide to learn how. First, go to the College Board website. Click the yellow box that says Get Your Scores(in the image below, scores for May are available; the month will vary depending on when you took the test). The other option is to go to the student scores website directly and sign into see your scores: With both methods, you'll need tolog in with the username and password you created when you registered for the SAT. After you sign in, you'll be able to view your test scores. Your most recent scores will be listed first: This is yourscore summary page.You will be able to see your composite scores for each section, as well as any scores from old test dates. (Readmore on how the SAT is scored.) To see your full score report, which includes your raw scores for each SAT section and your Essay score (if you did the optional Essay section), click onView Detailsin the yellow box: Your score report will include yournational percentiles, information about questions you answered correctly and incorrectly, and your subscores.Take some time to read through the report so you can understand what you did well and what (if anything) you need to improve. This will be a huge help if you decide to retake the SAT. Getting Your SAT Scores: Tips and Advice These days, SAT scores are released entirely online. This means that you will not receive an SAT score report in the mail unless you specifically request one at registration.You can also call the College Board to ask for your scores, but they charge a $15 fee for scores released by phone. On score release day, make sure you have your username and password ready to goso you can see your SAT scores straight away! Finally, the SAT is offered often enough that you shouldn't have to retake the test on the next date unless you're running into yourcollege application deadlines. Sodon’t stress about immediately signing up for the next SAT if you're unhappy with your score. Besides, if you decide you want to retake the SAT, you'll want to give yourself sufficient time to study. What’s Next? SAT scores still not listed even though it’s score release day? Find out why! Now that you have your SAT score, you might be wondering how good it is. Read our guide tofind out what constitutes a good (and an excellent!) SAT score. We also teach youhow to set a goal score based on the colleges you're applying to. You've got your scores, but should you retake the SAT? Use our three-step process to help you decide! Unhappy with your SAT scores? PrepScholar might be the program for you. We guarantee an improvement of 160 points on your current SAT score, or your money back. We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Business Environment and Strategic Management Essay

Business Environment and Strategic Management - Essay Example After 1960, the company focused on production of cars and it hit the market with the Civic which was an eco-friendly and economic vehicle once again winning the hearts of American drivers, it went on to make the accord which became the most popular vehicle in the United States. Honda has since then diversified its products and today it is also involved in the manufacture of solar cells, Aircraft through its subsidiary company Honda Aircraft, power generators among other products. However its main business is the production of vehicles, it is the largest manufacturer of motorcycles in Japan and it ranked 3rd car company in the world after Toyota and ford motors. Today, Hondas leading market is in North America where their revenues were highest compered to its other global markets (Parker, 2001). It is the second most popular Asian car brand in the United States after Toyota and is set to grow even bigger being the only vehicle with a fuel cell engine certified for US where the standar ds are highest in the world (Trade.govermnets.com, 2010). Its main competitors both in America and globally are Toyota and ford which have larger supply and distributor networks. In the last fiscal year, the companies’ profits Quadrupled showing a strong recovery after the earthquakes in Japan; it is predicting an even bigger profit in the next fiscal years with projections of up to 7.7 billion USD. Analysis of the current business environment affecting the industry In the cause of the last few years, recession and the subsequent by economic uncertainty has resulted in a serious decline in the motor vehicle industry, the sales of motor vehicles fell to the lowest point since the 70s. While Japanese firms like Toyota and Honda are still major players in the market, in the last few years they have suffered severe setbacks, which American and Korean firms exploited to increase their competitive advantage in the industry. Toyota for instance lost much of its competitive advantage by yielding too much ground base on its bottom line and lost the confidence of many of its customers. Japan, which is the mother country of Toyota and Honda, was also hit by a double calamity in the Japan earth quake and the tsunami, the two firms suffered major losses and setbacks in production and distribution as a result (Newman, 2013). The shortage that ensued drove American customers away from the Japanese manufactures to other suppliers in America Europe and other parts of Asia such as Korea and India. Toyota’s earnings went down by 2.3 percent and Honda lost 1.6 percent in earnings for the year 2011. Unfortunately for European auto makers, they were not able to benefit much from Japans misfortune since Europe was also embroiled in a crisis of its own albeit it an economic one, European Union countries were in the worst recession ever and the financial crisis almost crippled the manufacturing industry.

Criminal Minds Research Paper Example | Topics and Well Written Essays - 1750 words

Criminal Minds - Research Paper Example There is no surety for a person being a non offender. As humans are circled around their emotions anyone can become an offender. It is said that it is the circumstances that make a person commit crimes. There is an offender in each and every one but the true sense of a person keeps away from crime and related incidents. A crime can be defined as â€Å"Crime is the violation of societal rules of behaviour as interpreted by and expressed by a criminal legal code created by people holding social and political power. Individuals who violate these rules are subject to sanctions by state authority, social stigma, and loss of status† (Siegel, 2008, p.18). The crimes are against social, political and economic behaviour of human beings. If a person does a crime he gets separated from these three agencies. Along with the physical setbacks as mentioned above, a major conflict comes in the mind of the criminal whether the thing that he or she did was right or wrong in accordance with his or her conscience. Now days the level of conscience is deteriorating and so the rate of crimes are increasing to an intimidating level. Samples of famous crimes: In analysing the history of crimes a person can see great number of them. In reading the life of Donald â€Å"Pee wee† Gaskins, the most prolific serial killer in South Carolina, it takes a person to embarrassment that the background of a person has much to do in shaping his or her life. Gaskins’ childhood was troublesome and was often neglected by all his surroundings including mother. He felt himself as abandoned by all and this changed his mind to stubborn and cruel. Later in his life he has passed through all sorts of crime and to the surprise was not at all guilty for it. He considered himself equal to God in taking others life (Montaldo, 2011). The temperament of the people is changing day by day. No one is ready to make any adjustment. The availability of the deadly weapons and curving for money make people do any sort of crime. The mass killing at Virginia Polytechnic institute and State University by Seung-Hui Cho, a senior English major at the institution, cau sed the death of 32 people and then including him on April 16 2007. In analysing the reason for the incident it was made clear that the student was having anxiety disorder. â€Å"The day after massacre, thousands attended a tearful assembly in the university’s coliseum, where U.S. President George W. Bush acknowledged the nation’s sorrow and grief† (Flemming, 2008, p.288). The destruction of World Trade Centre is the epitome of political crime. It happened on 11th September 2001, nearly killing 3000 people and 19 hijackers. In consulting these attacks a question can be raised, â€Å"Why is Osama bin Laden (widely regarded as the brains behind the atrocities of 11 September 2001, the destruction of the World Trade Centre in New York) targeted as a ‘terrorist’ and not as a ‘criminal’?† (Soothill , Peelo &Taylor, 2002. p.143). If any political cause is involved with the crime it can be termed as terrorist acts and in other cases cri minal activities. But all things are in one way or other are harmful to the life of the innocent people. Whatever be the cause, it is not at all right to take the lives of other people. The religious notion of ‘preserving life’ has to be upheld for the common goodness of the people. What causes a criminal mind? Many reasons are there before each and every crime. Some may be personal and others may be political

Environmentally Friendly Sources of Energy Essay

Environmentally Friendly Sources of Energy - Essay Example The anger over high gas prices opened up an old debate over the world's limited fossil fuels, their effect on the environment, and solutions for the future. The course of action is clear, the United States must move beyond Fossil Fuels to more environmentally friendly source of energy. Pollution caused by car fuel is responsible for a number of natural and human afflictions. Topping that long list is acid rain, lung problems including asthma, smog, and global warming. The regulation of car emissions did not begin until 1970. After eighty years of neglect air pollution had become a problem that seemed uncontrollable. President Nixon and his administration struggled to pass legislation that would require vehicles to produce less emissions and be safer for the environment. They did succeed in passing the Federal Clean Air Act, the first in a series of actions meant to improve the quality of air in the United States. The first Act simply stated what was an acceptable amount of emissions and what was not. As the years went by and more provisions were made the Act was still weak, and was used more like a suggestion than a law (Conlin 807). Cars create pollution in a number of ways. The major contribution is ozone being released at a ground level. The World Resources Institute warns "breathing ozone concentrations of 0.012ppm, levels that are typical in many cities can irritate the respiratory tract and impair lung function causing coughing, shortness of breath, and chest pain. In addition to the effects that gas produced pollution has on the human body" (66), it can have a severe effect on the planet as a whole. Another component of car emissions is carbon dioxide, a compound which traps heat. Since the Middle Ages the amount of carbon dioxide in the environment has increased by 30% and the temperature of the planet has increased in a similar way. Global warming can cause many environmental problems including damage to coral reefs, spread of disease, droughts, the melting of the North Pole, and most recently documented severe weather conditions like tropical storms and hurricanes. The amount of gasoline used by cars is staggering. World Resource Institute cites that vehicles used for transportation consumed about 25% of the world's energy, and 80% of that is caused by cars. In 1996 the world's gas consumption topped a trillion liters. America easily uses more gas then it is able to produce. Petroleum is not a renewable resource. The United States imports 50% of the oil it uses (World 79). This leads to an additional problem with petroleum based fuel. The United States has become dependent on foreign countries for this fuel and therefore must maintain a good working relationship with other national governments which nurture terrorism and poor treatment of it's citizens. "Biodiesel is an American-made fuel that can be produced from any fat or vegetable oil, such as soybean oil. Biodiesel is cleaner burning than traditional diesel, and its production and use builds our U.S. economy, rather than our reliance on the Middle East" (Biodiesel, par 3). A shortage of petroleum gas leads to rising gas prices. Of course there are many simple ways that people can cut down on their gas usage. Many of them involved car pooling, not using gas powered machines on ozone days, and to relearn the virtues of taking and enjoying a nice long walk. However, the bigger

Critically examine the context of professionalism, core professional Essay

Critically examine the context of professionalism, core professional values in the Lifelong Learning Sector - Essay Example On the other hand, professionalism is a way that someone behaves appropriately in a way that is generally acceptable. In essence, professionalism entails contradictory processes that the practitioners undergo, as a way of achieving their strategic goals. Carr and Kemmis (1986) argue that, a profession must involve the use of theoretical knowledge and research, as the base of the professionals involved. They argued that occupations that can be regarded as professions or disciplines, include medicine, law and engineering. This is due to the fact that, these professions use techniques as well as skills. In addition, these professions involve commitment of the professionals, who are in these positions in a way that they capture the interest of their clients. Lastly, they argue that these professions are controlled through a set of ethical codes, which help them to achieve their goals. Therefore, looking at the teaching area, it can be referred as a profession, in the sense that it entails the above professional ethics, which are present in these other professions such as medicine and law. Considering a wider sociological thinking, there are greater challenges in terms of professionalism and practice by the professionals. Atkinson & Claxton (2000) argue that professionalism is one of the key factors to citizen’s modernization. Greater changes in the professional world, have been evident in the past 20 years, and this has led to the self-serving modernization in both civil society as well as other institutions (Clark & Newman 1997). The greater part of the organizations that has changed, is the view of the managers about different professionals, who have the competence to provide the required skills in their professions. As jobs are identified in different categories, they circumvent and maneuver within the professionals, and are based on the proliferation of the jobs given. Atkinson & Claxton (2000) believe that there is a need to define

Euthanasia is Inherently Wrong Essay Example | Topics and Well Written Essays - 1500 words

Euthanasia is Inherently Wrong - Essay Example It is becoming increasingly apparent that the concept of ‘euthanasia’ is gradually winning the approval of different cultures and societies. Skeptics may believe that this is due to the growing propensity to belittle the value of human life, but others think this is not the main reason. They claim that it is much more probable to be the consequence of blunt compassion and kindness. Widely publicized, heartbreaking events draw out intense feelings of sympathy. Many people believe that in these instances a person and his/her loved ones would be better off if s/he were dead hence making it right to take the life of that individual. However, this essay argues that this belief is wrong. This essay tries to prove that euthanasia is immoral. It is naturally immoral, but is also not right to interpret euthanasia from the perspectives of self-centeredness and of convenience. Before laying down arguments against such belief, it would be important to provide an accurate definition of ‘euthanasia’. A basic feature of euthanasia is that it entails killing a person or taking one’s own life. Moreover, the individual who is killed should be a person who is confirmed to be tormented by some injury or illness from which healing cannot realistically be anticipated.

Sylvia's Bar in Birmingham Essay Example | Topics and Well Written Essays - 1500 words

Sylvia's Bar in Birmingham - Essay Example Soon, even the popularity of the bar also faded away. Consequently, the main objective of this report has been to identify the issues surrounding the bar and to analyse the problems. It also aims at offering adequate suggestions to the company so that it can improve its profitability and recapture the lost popularity. Defining the Issue There are generally three reasons behind the failure of a restaurant which include economic perspectives, marketing perspectives as well as managerial views. Among these three perspectives, most of the restaurants have been observed to fail because of the economic perspectives. The economic perspective can lead to failure of a restaurant because of the reasons such as lowered profits, weakened revenues and declining profits. The restaurants may also fail because of the marketing perspective wherein they may fail to operate at any specified locations, deliberate strategic selection of relocation, adjusting with the changing demographics, meeting the un realised demand for any new product or service, consolidation of the market in order to acquire new market share in the targeted regions as well as rearrangement of the product portfolio necessitating chosen unit closures. Managerial perspective comprises the failures in the restaurants that occur because of the lack of competency within the managerial teams (Parsa & et. al., 2006). In the context of this case study, it has been noted that Sylvia faces many significant issues that need to be resolved in order to enhance the sales of the company and to increase the profits as well. One of the main issues that the restaurant has been confronting is related to the cost along with the menu of the restaurant. The drinks as well as the food menu have been targeted at high class people and therefore it becomes difficult for the middle class people to dine in the restaurant and thus the demand of the food has declined. Staffing has been the other vital issue related to Sylvia’s Bar. Since the restaurant employs the staffs who have completed their education from South Birmingham College, these staffs generally demand higher pay in comparison to the normal staffs. In such circumstance, it can be stated that a significant amount of the money earned by the company goes to the staffs which is a noteworthy issue in Sylvia. The other main issue hampering the profitability of Sylvia’ Bar has been related to the modes of entertainment that the restaurant uses for the purpose of attracting the customers. The restaurant plays old classic bands which belong to 1960s to 1990s. The old bands may be preferred by some of the customers but may not be the ultimate choice for the youth. Competition is one of the marketing problems that tend to hamper the effectiveness of the companies thereby impacting upon the sales as well as the revenues of the company. It has been noted that during the initiation of the restaurants, there were no competitors of Sylvia’s Bar. How ever, in the recent times there are many local bars which cause a significant problem for the company. The attractiveness of the High Street has also been declining in the current times with young customers wanting to visit fashionable canal district. The company’s customers as well as the staffs are also not much satisfied with the service offered by the company. Customers state that they dislike the weekend entertainment that

Euthanasia is Inherently Wrong Essay Example | Topics and Well Written Essays - 1500 words

Euthanasia is Inherently Wrong - Essay Example It is becoming increasingly apparent that the concept of ‘euthanasia’ is gradually winning the approval of different cultures and societies. Skeptics may believe that this is due to the growing propensity to belittle the value of human life, but others think this is not the main reason. They claim that it is much more probable to be the consequence of blunt compassion and kindness. Widely publicized, heartbreaking events draw out intense feelings of sympathy. Many people believe that in these instances a person and his/her loved ones would be better off if s/he were dead hence making it right to take the life of that individual. However, this essay argues that this belief is wrong. This essay tries to prove that euthanasia is immoral. It is naturally immoral, but is also not right to interpret euthanasia from the perspectives of self-centeredness and of convenience. Before laying down arguments against such belief, it would be important to provide an accurate definition of ‘euthanasia’. A basic feature of euthanasia is that it entails killing a person or taking one’s own life. Moreover, the individual who is killed should be a person who is confirmed to be tormented by some injury or illness from which healing cannot realistically be anticipated.

Information Systems Management in E-Government Essay

Information Systems Management in E-Government - Essay Example For example, the National Health Service (NHS) aims to have â€Å"access to a far wider, and more detailed suite of digital mapping† (The Health and Social Care Information Centre, 2011). Further, according to HM Government and Ordnance Survey (2011), the initiative of Public Sector Mapping Agreement (PMSA) is targeted to create â€Å"a common location data framework for joining up policy and providing services† and achieve â€Å"better planning to meet e-governance targets and initiatives†. Moreover, there are the Local Government Authorities (LGAs) which are to be extensively inter-networked with the help of ICT integration (The Audit Commission, 2002). 2. Can these targets be achieved? The targets cannot be achieved until it is understood that governance in UK is done through different organisations; hence e-governance will call for extensive coordination of various electronic data and processes. 3. What are the types of problems that are being encountered? Th e inability of the local authorities to sufficiently specify their requirements is a serious problem. â€Å"Around one fifth of authorities (are) reporting that they found it difficult or fairly difficult to specify their requirements in e-government contracts.† (Office of the Deputy Prime Minister et al, 2003, p. 30) Lack of understanding of e-governance is another type of problem. Moreover, there are â€Å"a number of accounts of technologies that were delivered late, mis-specified, failed to provide the required functionality and were slow or costly† (Office of the Deputy Prime Minister et al, 2003, p. 16). 4. What are some of the problems involved in private and public IT projects? Wrong selection of technologies is a major problem. In private sector, scarcity of understanding and process education continues to be a debacle (Kelle & Akbulut, 2005; Jankowicz, 2000). Moreover, lack of political will and socio-technical policy framework may lead to serious concerns in public sector IT projects (Bellamy & Taylor, 1998). 5. What is the impact of technology on business? Technology is designed to simplify the business processes and provide decision support. In the business of e-governance, public interactions through advanced technology interfaces would provide greater participation and understanding. (Guo, Fang, & Winston, 2006) 6. What are some of the real world problems of large IT projects? Software programming error or inadequacy can be a major risk for large IT projects. For example, the Department of Communities and Local Government (DCLG) has revealed concerns about creating optimum software for the purpose of digital mapping and related data analysis (The Health and Social Care Information Centre, 2011). Technological integration in the context of â€Å"change management† is another significant problem, as we have seen in the case of Groupware Technologies (Orlikowski & Hofman, 1997, p. 11). Inter-organisational exchange of critical electronic data is another run time problem in large IT projects. (Bigdeli, Kamal, & deCesare, 2011) Section 2: Analysis 1. How can the technologies used in UK E-Government be expanded and developed? The technologies which are being utilized for the purpose of creating a common platform for UK E-Government are organised inside the Electronic Government Interoperability Framework (eGIF) (Cabinet Office, Office of the E-Envoy, 2001). In expanding this system, we need â€Å"a comprehensive framework to examine the factors affecting

Class Scheduling System Essay Example for Free

Class Scheduling System Essay College and university campuses frequently struggle with the task of getting academic classes and the wide variety of non-academic meetings and events that they host into the appropriate rooms. Ensuring the availability of the necessary services and resources can also be difficult. How Class Schedule Maker Software Can Help You A class schedule maker will go a long way in making life easier for students as this automates the process of scheduling classes to some extent. It is a useful tool that will save a lot of time. College days are tough as students have to juggle time between studies and part-time jobs to keep them afloat meanwhile and some students also have to participate in sports and athletics. And classes are only available at certain times and students have to wrap their schedule around these. A tool that will help with scheduling will be really helpful for students and teachers alike. College teachers have some of the best and most respected jobs. But enriching the intellect of young minds takes a lot of responsibility as the competence of the teacher plays a part in deciding to what extent the student will excel in that subject. And for this teachers have to spend a lot of time preparing proper study material. And if you put yourself in the academician’s shoes, you will see that this is quite difficult. Plus, there is the added responsibility of scheduling classes. This would be unnecessary added stress to the teachers and an electronic aid to help them will prove to be really helpful. A graphic representation of data is always useful and this is one of the benefits of a class schedule maker. They say a picture is worth a thousand words and nowhere is this truer than in the case of pie charts and bar graphs which say a lot in a very few words. By creating customized graphic layouts, you can easily view schedules at a glance and manage your time accordingly. Instead of wasting time scheduling the studies, teachers can now focus on the actual studies and this results in increased productivity gains for both students and teachers who can now utilize their time more efficiently. A Genetic Algorithm Based University Timetabling System The annual construction of an Exam Timetable is a common problem for all institutions of higher education. Quite often it is done by hand or with the limited help of a simple administration system and usually involves taking the previous year’s timetable and modifying it so it will work for the new year. Many British institutions are now introducing the concept of the modular degree. This gives the students much greater flexibility in what courses they take as well as giving a much greater choice. For the timetable, this, and the recent growth in student numbers, means that the timetable will be more constrained than ever. It is no longer good enough to use the previous year’s timetable. Every year a new timetable must be produced to take account of staff, student and course changes causing a necessarily large amount of administrative work. COMPLETE CAMPUS SCHEDULING With EMS Campus, all the functionality necessary for handling the many facets of campus-wide space management – academic scheduling, event management, meeting scheduling, resource tracking – is seamlessly integrated into one â€Å"complete campus scheduling† product. For the academic departments and registrars working to ensure that every class meets in a location and at a time that is acceptable to professors and students, the system provides automatic room assignment within user-supplied parameters, integration with your SIS/ERP software and efficient online collaboration tools. It also simplifies final exam scheduling. Meeting and event staff have access to a powerful array of tools for booking single- or multi-day events, reserving the services and resources required for those events, producing operational and statistical reports, and tracking financial transactions. For those tasked with publishing a web calendar for the campus, the Virtual EMS component of the system makes it simple. ACADEMIC SCHEDULING SOFTWARE VS TIMETABLING SOFTWARE Unlike timetabling software or timetable software, which is typically used to create a class schedule from scratch each semester, academic scheduling software allows you to roll existing schedules forward and modify them, making the scheduling process more efficient. Simple data entry It is quick and easy to enter all subjects, classes, classrooms, teachers and their contracts. The application also enables creating all specific divisions of classes into groups. It is possible to unite more classes into one lesson or to have more teachers for one lesson. Automatic generating In few minutes, the program generates a complete timetable that fulfills all your requirements. The program follows all psycho hygienic and organizational requirements such as: * The minimization of gaps in teachers schedules the limitation of maximal number of gaps in teachers schedules, as well as the limitation of days, when teachers teach. * A class of a subject has to be distributed equably in the entire week. * Verification of succession of entire and divided classes. * Placing lessons into allowed classrooms. * And many more Verification of the timetable The program verifies the data entered and helps you remove standard entry errors. It also verifies, whether the created timetable fulfills all conditions. You can make changes to the timetable, and the program notifies you, in case of illegal changes. Complete print You can print your timetable. The program automatically creates timetables for each class, teacher or classroom. It creates summary timetables of classes, teachers or classrooms for the entire school. Once printed it helps you easily assign substituting teachers when necessary. You can specify which classes, teachers or classrooms you want to print in each summary timetable.

The Free Will of Shakespeares Macbeth :: GCSE English Literature Coursework

Free Will of Macbeth  Ã‚  Ã‚   Shakespeare    â€Å"Double, double toil and trouble; Fire burn, and cauldron bubble.† (Witches, IV, I, 94) Everyone has control over something. Whether it be themselves, someone else, or a possession, they have control. Throughout the play Macbeth, written by Shakespeare, Macbeth is controlled by three witches and also his wife. Macbeth has a free will to choose to do what he wants but he frequently chooses to do what others want or predict of him. In Act I, Scene iii, Macbeth can’t withhold himself from knowing more of what the witches have to predict. He says to them, â€Å"Stay, you imperfect speakers. Tell me more.†(73) This is where the witches begin to gain control over Macbeth, we know this because he doesn’t want them to leave and wants to know more about what he will become. When Macbeth finds out what the witches have predicted of him is coming true, he becomes stunned. He then begins to think of how he will be king, and all the prophecies will be won. Macbeth makes an aside saying, â€Å" Two truths are told as happy prologues to the swelling act of the im perial theme.† (I, iii, 140) Here Macbeth is falling into the trap of the witches by realizing that he will be able to conquer the quest of becoming king. It seems like Macbeth is someone who always gets what he wants, this greed that he has causes a problem. He wants to become king, but others stand in his way, such as Banquo, Fleance, and Macduff. He says in Act I, Scene iv, to Banquo, â€Å"If chance will have me king, why, chance may crown me without my stir.† (157) He knows that he has done nothing to become Thane of Glamis, so he doesn’t have to do anything to become king. At this point it seems that Macbeth feels it is destiny for him to be king but it soon changes to his free will. Like stated before, Macbeth thought he had done nothing to become Thane of Glamis but, he had. Macbeth had chopped the king of Norway’s head off during battle. This shows that in order for Macbeth to have gained Thane of Glamis he must kill. When he realizes this, he com es to find out that he will have to get rid of those in his way by killing them to become king. The Free Will of Shakespeare's Macbeth :: GCSE English Literature Coursework Free Will of Macbeth  Ã‚  Ã‚   Shakespeare    â€Å"Double, double toil and trouble; Fire burn, and cauldron bubble.† (Witches, IV, I, 94) Everyone has control over something. Whether it be themselves, someone else, or a possession, they have control. Throughout the play Macbeth, written by Shakespeare, Macbeth is controlled by three witches and also his wife. Macbeth has a free will to choose to do what he wants but he frequently chooses to do what others want or predict of him. In Act I, Scene iii, Macbeth can’t withhold himself from knowing more of what the witches have to predict. He says to them, â€Å"Stay, you imperfect speakers. Tell me more.†(73) This is where the witches begin to gain control over Macbeth, we know this because he doesn’t want them to leave and wants to know more about what he will become. When Macbeth finds out what the witches have predicted of him is coming true, he becomes stunned. He then begins to think of how he will be king, and all the prophecies will be won. Macbeth makes an aside saying, â€Å" Two truths are told as happy prologues to the swelling act of the im perial theme.† (I, iii, 140) Here Macbeth is falling into the trap of the witches by realizing that he will be able to conquer the quest of becoming king. It seems like Macbeth is someone who always gets what he wants, this greed that he has causes a problem. He wants to become king, but others stand in his way, such as Banquo, Fleance, and Macduff. He says in Act I, Scene iv, to Banquo, â€Å"If chance will have me king, why, chance may crown me without my stir.† (157) He knows that he has done nothing to become Thane of Glamis, so he doesn’t have to do anything to become king. At this point it seems that Macbeth feels it is destiny for him to be king but it soon changes to his free will. Like stated before, Macbeth thought he had done nothing to become Thane of Glamis but, he had. Macbeth had chopped the king of Norway’s head off during battle. This shows that in order for Macbeth to have gained Thane of Glamis he must kill. When he realizes this, he com es to find out that he will have to get rid of those in his way by killing them to become king.

Edgar Allan Poe - Mr. Pessimistic Essay -- Biography Biographies

Edgar Allan Poe - Mr. Pessimistic Some people always look at the bad side of things instead of the good side. This is called pessimism. Edgar Allan Poe could be recognized as the king of pessimism. He is known for his tales of the mysterious and macabre. His dark and twisted works are filled with pessimism. Poe was a person who had faced many troubling experiences throughout his life. To escape from his saddened world, Poe drank and wrote short stories and poems with a pessimistic outlook. Being a pessimist is what made Poe such a great and creative writer. He brought out his dark side in his work. It seems that all of his stories and poems are laced with pessimism. Pessimism was like Poe’s warm blanket. He had a sad life, which definitely contributed to his writing. Poe’s poem â€Å"The Raven† greatly reflects his own life and his feelings after the death of his wife Virginia. Of Poe’s entire life "The Raven" is said to be Poe’s best-known and written work. It is about a lover lamenting his dead mistress. It makes it clear that the death of a beautiful woman was for him the supremely interesting subject, and that the most appropriate tone of a poem is melancholy, and certainly there can be no subject more melancholy than the loss of beauty through death (Minor 2244). The autobiographical element in this poem can be noticed. As a young child Poe’s father abandoned them and he lost his mother. John and Fanny Allan took him home, but they did not formally adopt him (Qrisse). J...

Origin of Narcocorridos

In the book, â€Å"The Handbook of Texas† Dan Dickey writes that in the late 1940’s and 1950’s when â€Å"Tex-Mex† music became commercialized, so did the Music called â€Å"corridos†. Back then it became popular to hear songs about drug smuggling and violence. Music from the genre corridos which was about drugs and drug smuggling was called narcocorrido, which some would say is â€Å"Mexico’s style of gangsta rap†. An excellent example of narcocorrido would be â€Å"El Avion de la Muerte† (The Plane of Death) performed by Los Tigres del Norte, which is arguably one of the most popular corridos bands in history. Los Tigres del Norte have written and performed many songs throughout their career. This famous Mexican band started in 1968 and was made up of three brothers (Jorge, Raul and Hernan Hernandez) and their cousin (Oscar Lara). They started to play their grandparents’ instruments in bars, and like thousands of immigrants they crossed the border to make it in America. Their first hit came in 1970 and was a song about two rival drug dealers. However, in 1972, their song â€Å"Contrabando y Traicion† (â€Å"Contraband and Betrayal†) became a topic of controversy. Not only was it about drug smuggling but how a woman killed a man before he could abandon her. Why would the act of murder committed by a woman spark such controversy? Bataille’s tells us that, â€Å"Such a divinely violent manifestation of violence elevates the victim above the humdrum world where men live out their calculated lives. To the primitive consciousness, death can only be the result of an offence, a failure to obey† (Bataille, 82). Even before Los Tigres del Norte, there was Rosalino â€Å"Chalino† Sanchez, a renegade artist from Sinaloa, a state in the north of Mexico that is well known for its abundant marijuana fields. Hodgson writes, â€Å"When he was 15, Sanchez shot and killed a man who had raped his sister, and fled to California, where for a while he worked as a ‘coyote', smuggling illegal immigrants and drugs across the border. Only when he was arrested, and spent nearly a year in Tijuana prison, did he discover his skill at song writing. He began composing corridos for fellow inmates, and once outside, found his skills in demand from both dealers and legitimate immigrants. † While not the best singer, his incredible lyricism built his reputation quickly. Having earned his street credibility in jail, he soon afterwards was contacted by famous Mexican drug lords who would commission him to write songs about them and their criminal exploits. To shed some light on this fascination with death, we can turn to writer Margaret Atwood in her book Negotiating with the Dead: â€Å"All writing of the narrative kind, and perhaps all writing, is motivated, deep down, by a fear of and a fascination with mortality — by a desire to make the risky trip to the Underworld, and to bring something or someone back from the dead† (157). Chalino, in this way, had a sought-after ability to immortalize the Mexican drug lords. Chalino, himself, portrayed the brave image of the Mexican cowboy. After dealing with the narcotraf icantes, he acquired both powerful friends and enemies. According to an informer that talked to Martin Hodgson, â€Å"The cartels used the group’s music to lay out a code of conduct for its members: ‘Through the corridos comes the philosophy, how the members of the cartel have to behave. If you listen carefully, the songs tell you what they did wrong. You learn what you have to do so they don’t kill you. ’† At the same time, the death drug-lords became heroes through corridos. Some enjoyed their hero status while still alive, but most of them earned it after death. This returns us again to Becker’s introduction to Human Nature and the Heroic in his book The Denial of Death. He explains, â€Å"†¦ [T]he problem of heroics is the central one of human life, †¦ it goes deeper into human nature than anything else because it is based on organismic narcissism and on the child’s need for self-esteem as the condition of human life. Society itself is a codified hero system, which means that society everywhere is a living myth of the significance of human life, a defiant creation of meaning. † Hence, by commissioning corridistas to write about them, narcotraficantes could satisfy that narcissism and become heroes in their own right.

Adversity Bringing the Best or Worst in People

Adversity Bringing Out The Best or Good? Recently a tragedy has occurred in New York and many other states being known as â€Å"Hurricane Sandy† leaving a mark on our lives. Sometimes in life when natural disasters occur or in general when unfortunate cases occur adversity can truly bring out the real person whether for good or bad. I personally believe adversity brings out the best because in most cases you see people helping by any means and actually some have sacrificed their lives just for the safety of others.I mean if this doesn’t bring out the best, what does it bring out? It can be officers, firefighters, public and many more trying to help out and make a difference showing that they care. The Hurricane had hit us pretty bad causing schools, public transportation and many other services come to a temporary suspension. Fire fighters, officers and ambulate drivers were all over NYC helping and people who were off duty left their homes and came to help as well. Tha t’s true dedication and people should definitely recognize and appreciate them more often.There were shortages of food and clothing for many people because unfortunately in some cases people have lost their homes and are currently living in shelters. Its so generous for Collages to provide their gym for the people who have lost their homes and have no place to go to com and temporarily stay at the collage where they provide everything for them their. Speaking of generosity people have came to the colleges and provided any assistances they could. This show how much people care. They took time out of their own lives and were there to help society.Unfortunately Officer Artur Kasprzak was one of the few people who died because of Hurricane Sandy. He was trying to help his family get out of the mess in the house and quickly brought them to the attic. Once he brought them to the attic he went downstairs for something and unfortunately never made it back to the attic. This shows he cared for his family and put them first. Also, companies, corporations and celebrities have donated to the American Red Cross in the amount of millions to the Hurricane Sandy relief.People are donating money and clothes and really whatever is necessary and are in their limits of what they could do. Our very own MTA service had announced free transportation from them. I mean that’s shocking because it’s the MTA and all they want is money from the passengers. In this case them helping out in their way really shows support and generosity which had helped many people get around because of shortages of gas. In Conclusion, society really helps and cares in situations like these and don’t suddenly become selfish, worrying about themselves.Of course there are is a percentage of selfish people out there but that cant and shouldn’t provoke us from showing who we really are. I salute all the people that have helped and are currently helping in any way because even s omething very little means a lot to someone else. At the end of the day it all comes down to does adversity bring the best or worst in people? I believe best because in situations like these many people open up their hearts and really just help out any way possible. Hurricane Sandy has left a permanent mark in history and won’t be forgotten.

W. H. Auden’s Mus

In addition, the contrast In words used within the poem (â€Å"Innocent behind†) are used to Juxtapose how W. H. Aden has put the Idea of Europe practically Ignoring the Holocaust with the Cirrus disaster – which is used to illustrate Addend's opinions and views of what was happening during the asses in Second World War Britain. ‘Musse des Beaux Arts' includes variations of language devices. The use of sibilance in the poem, â€Å"disappearing†¦ Passionately†¦ Sun shone†, highlights the contrast of the mood In Addend's prose.This makes it clear that the tone of the poem vanes throughout. For Instance, the first stanza opens with a drabber opening (â€Å"About suffering†) yet ends with the juxtaposition â€Å"innocent behind†. This shows the dissimilarities in the mood throughout the poem. Aden tends to use fronting to get his point across quicker. â€Å"About suffering they were never wrong, The Old Masters; how well they understood †. This sentence adds an effect by being grounded – It has deliberately been put back-to-front. It gets the theme of the poem across quickly and gives us judgment on the key themes.Therefore, it announces the theme of the poem. However, one could argue that the theme of the poem is not about war. Alternatively, one can see how the poem Is about religion and Jesus – hence the reference to suffering. The mention of â€Å"martyrdom† links with how Jesus was believed to have died Tort our sly. The structure of the poem is very irregular. The first stanza is a lot longer than the second stanza. This is because Aden wants to state his case before he mentions what the poem is about. â€Å"On a pond at the edge of the wood: they never forgot†.The SE of enjambment on the sentence highlights the continuation of the poem. Aden is Just setting up his hypothesis and uses both enjambment and end stopping to conjure up the idea of using the second verse as a quick er, punchier stanza. In conclusion, Addend's ‘Musse des Beaux Arts' identifies many themes and uses historical context to summarize his own view on Nazi Germany during the time of the poem's composition. By using language and structural devices in an irregular way, he is able to highlight the contrast in tone and imagery throughout the text.