Illegal Immigration

Illegal Immigration Illegal Immigration Illegal Immigration is entering the United States without permission of the Authorities through permeable border points, overstaying the legal duration of a visa and admission by using fraudulent identity and/or documents. The Pew Hispanic Centre estimates that there are eleven million immigrants in America, six to seven million of whom came to the United States via illegal entry, mainly through the rural, mountainous and arid border of Arizona and Mexico. Estimates also show that between four to five million unauthorized migrants enter the United States with a legal visa but overstay accounting for between 3350% of the total population. Approximately 250,000 and 500,000 illegal immigrants gain admission through fraudulent use of identity and/or documents. With the enactment of Immigration and Nationality Act (INA) and other Federal or State laws in place, an unauthorized immigrant who enters or attempts to enter the United States illegally, uses, acquires, or produces fraudulent documents for immigration-related purposes may be subjected to Civil and Criminal penalties and denied certain immigration benefits, including the ability to enter or reside in the United States. Illegal immigrants in the United States represent a meaningful portion of the working population, despite laws and enforcement statutes designed to prevent the employment of unauthorized workers. The Federal Immigration Reform and Control Act (ICRA) of 1986 establishes a National Policy regarding the employment of undocumented immigrant workers and places considerable accountability on employers to verify an applicant's legitimate validity and to dismiss workers without status. Hoffman Plastic Caserecognized that the National Immigration Policy should limit unauthorized workers support. The logic was that an unauthorized immigrant who could not legally work should not be compensated in a lawsuit since it would be violating the law. Courts also found that immigration status and unauthorized work status do not bar a worker claiming compensation. They however, declined to extend the reasoning on Hoffman Plastic to different case solutions as it was for Catalan versus Vermillion Ranch Li mited Partnership where the court refused to enter a custodial order regarding the complainants immigration status. To curb on illegal immigration, an unauthorized worker program should be set up allowing illegal immigrants to go back to their original countries to get proper paperwork. Serious repercussions should be imposed on employers who engage illegal workers in jobs. Employers and State welfare workers should verify documentation through a database with access to current immigrant and visa information. Local law enforcement agencies should be given jurisdiction over illegal immigrants in the community. Comprehensive immigration policies should be reformed and enforced by securing the borders, enforcing all immigration laws, reforming the visa system and partnering with Latin America on key economic and reform initiatives for a better economy and interrelations with the neighboring countries.

Finding Trustworthy Sources

Finding Trustworthy Sources Any time you are asked to write a research paper, your teacher will require a certain amount of credible sources. A credible source means any book, article, image, or other item  that accurately and factually supports the argument of your research paper. It is important to use these kinds of sources in order to convince your audience that you have put in the time and effort to really learn and understand your topic, so they can trust what you say.   Why Be Skeptical of Internet Sources? The internet is full of information. Unfortunately, it is not always useful or accurate information, which means some sites are very bad sources. You have to be very careful about the information you use when making your case. Writing a political science paper and citing The Onion, a satirical site,  would not get you a very good grade, for example. Sometimes you may find a blog post or news article that says exactly what you need to support a thesis, but the information is only good if it comes from a trusted, professional source.   Keep in mind that anyone can post information on the web. Wikipedia is a prime example. Although it may sound really professional, anyone can edit the information. However, it can be helpful in that it often lists its own bibliography and sources. Many of the sources referenced in the article come from scholarly journals or texts. You can use these to find real sources that your teacher will accept. Types of Research Sources The best sources come from books and peer reviewed journals and articles. Books that you find in your library or bookstore are good sources because they have usually already gone through the vetting process. Biographies, text books, and academic journals are all safe bets when researching your topic. You can even find a lot of books digitally online.   Articles can be a little trickier to discern. Your teacher will probably tell you to use peer reviewed articles. A peer reviewed article is one that has been reviewed by experts in the field or subject the article is about. They check to make sure that the author has presented accurate and quality information. The easiest way to find these types of articles is to identify and utilize academic journals.   Academic journals are great because their purpose is to educate and enlighten, not make money. The articles are almost always peer-reviewed. A peer-reviewed article is kind of like what your teacher does when he or she grades your paper. Authors submit their work and a board of experts review their writing and research to determine whether or not it is accurate and informative.   How to Identify a Credible Source If you want to use a website, make sure it is up to date with an easily identifiable author. Websites that end in .edu or .gov are usually pretty trustworthy.  Make sure the information is the most recent information available. You may find a good article from the 1950’s, but there are probably more contemporary articles that either expand upon or even discredit research that old.  Familiarize yourself with the author. If they are an expert in their field, it should be easy to find information on their education and determine their role in the field of study they are writing about. Sometimes you start seeing the same names pop up on various articles or books.  Ã‚   Things to Avoid Social media. This can be anything from Facebook to blogs. You might find a news article shared by one of your friends and think it is credible, but chances are it is not.  Using material that is out of date. You don’t want to base an argument around information that has been debunked or is considered incomplete.Using a second hand quote. If you find a quote in a book, be sure to cite the original author and source and not the author using the quote.  Using any information that has obvious bias. Some journals publish for profit or has their research funded by a group with special interest in finding certain results. These can look really trustworthy, so be sure to understand where your information is coming from. Students often struggle with how to use their sources, especially if the  teacher requires several. When you start writing, you may think you know everything you want to say. So how do you incorporate outside sources? The first step is to do a lot of research! A lot of times, the things you find may change or refine your thesis. It can even help you if you have a general idea, but need help focusing on a strong argument. Once you have a well-defined and thoroughly researched thesis topic, you should identify the information that will support the claims you make in your paper. Depending on the subject, this could include: graphs, statistics, images, quotes, or just references to information you’ve gathered in your studies.   Another important part of using the material you have gathered is citing the source. This can mean including the author and/or source within the paper as well as listed within a bibliography. You never want to make the mistake of plagiarism, which can happen accidentally if you don’t cite your sources properly!   If you need help understanding the different ways to site information, or how to build your bibliography, the Owl Perdue Online Writing Lab can be a huge help. Within the site you will find the rules for properly citing different kinds of material, formatting quotes, sample bibliographies, just about anything you need when it comes to figuring out how to write and properly structure your paper.   Tips on How to Find Sources Start at your school or local library. These institutions are designed to help you find everything you need. If you can’t find what you need in your local library, many work as a system that allows you to look for a specific book and have it delivered to your library.  Once you find a few sources you like, check their sources! This is where bibliographies come in handy. Most of the sources you will use will have sources of their own. In addition to finding more information, you will become familiar with the leading experts in your subject.  Scholarly databases are a huge help in researching a paper. They cover a broad range of subjects from writers of all disciplines.Ask your teacher for help. If your teacher has assigned a paper, chances are they know a little bit about the material. There is a lot of information available to you through books and the internet. Sometimes it may seem overwhelming and you just don’t know where to start. Your teacher can help get you started and tell you the best places to look based on your subject. Places to Start Looking JSTORMicrosoft Academic SearchGoogle ScholarRefseekEBSCOScience.govNational Science Digital LibraryERICGENISISGoPubMedIndex CopernicusPhilPapersProject MuseQuestia

Guns, Germs, and Steel Movie Review Example | Topics and Well Written Essays - 500 words

Guns, Germs, and Steel - Movie Review Example For instance, if Eurasians develop resistance to common diseases like typhoid; it is because of geographical influences surrounding these people. The resistance is not in any way associated with the inherent Eurasian genomes. The preface commences with a conversation between Yali a politician from Guinea and Diamond. The dialogue is about the differences in technology and power. These differences are between the people of Yali and the Europeans who have dominated their land for two decades (Diamond 12). Diamond explains that these differences are not in any way associated with the genetic make up of the Europeans. The Europeans do not have superiority genes, but they dominate many regions because of their environmental differences with other people. Yali asks why white people develop a lot of cargo (manufactured goods and inventions) and bring to Africa whereas the Africans possess little cargo of their own (Diamond 4). This question made Diamond relate it to Eurasian people. According to Diamond, Eurasians have dominated wealth and power of the world for a long period of time whereas other people own little power and wealth despite the fact that they are no longer captivated in colonial powers (Diamond 15). This documentary’s title refers to various means used by farm-based societies to conquer and dominate other nations. Although these dominating nations were sometime outnumbered by the natives of the land, they had superior weapons like guns; which gave them military superiority. Diseases attacking Eurasian people made them weak and sometimes killing them. This simplified the Europeans work because they maintained control over the Eurasians who were germs. Steel is the durable mean of transport used by Europeans to travel around the world. Efficient travelling enabled them to achieve imperialism (Diamond 122). According to Diamond, environmental characteristics and climatic conditions favored the early development of

Business Law Research Paper Example | Topics and Well Written Essays - 2250 words

Business Law - Research Paper Example This is filed at the relevant registry and then served upon the defendant(s). Once the defendant is served personally, he is supposed to sign the summons and file a reply to the summons within a stipulated time. If he opts not to reply, he shall be deemed to have received the summons within a time stipulated by the relevant law. 2. When an Attorney will represent a Client on Contingency Basis When Filing a Suit for Tort A contingency fee refers to where the lawyer is paid if and only if the plaintiff wins or there is a settlement. The reason why clients opt for this method is that they fear the risk of loss. They also want the lawyers to finance them. Others are desperate and have no money to finance the suit. Lawyers on their side accept contingency fee because it is the practice of the particular law firm while others work on a fee per hour basis. Disadvantage is that it compromises the choice of a lawyer. 3. Contract for a sale of interest in land I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.of identity number†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. (Herein called ‘the seller’) have on this 8th day of March 2013 agreed to sell plot no.Eld 1234/10 of 20 hectares to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Of identity number†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦. ... He receives a 10% commission on every plot he sells above the principal’s price. 2) They get their contracts through written agreements with the principals who are his clients. The statutes of frauds do however not cover the contracts 3) Lenny became an agent through practice where he used to bargain on behalf of those selling pieces of land and paid for the same. And testament as Sample Partnership Agreement THIS PARTNERSHIP AGREEMENT is made this 8th day of March 2013 by And between BOB JONES, BILL DUNN and MAC SMITH. Section 1: Explanatory Statement The parties hereto desire to enter into the business of purchasing, acquiring operating, leasing, owning and selling lawn mowers, including but not limited to that certain parcel of land, and all improvements constructed thereon, described as BOX NO.134,NEWYORK and engaging in any other lawful phase or aspect of lawn service. In order to accomplish their previously mentioned desires, the parties hereto desire to join in a genera l partnership under and pursuant to the Uniform Partnership Act, amended from time to time (the "Act") NOW THEREFORE, in consideration of their mutual promises, covenants, and agreements, and the Explanatory Statement, which Explanatory Statement is incorporated by reference herein and having made a substantive part of this Partnership Agreement, the parties hereto do hereby promise, covenant and agree as follows: Section 2: Principal Place of Business The principal office and place of business of the Partnership (the "Office") shall be located at Angell Road. Section 3: Business and Purpose 3.1.The business and purposes of the Partnership are to manage, and operate, lawn service business (the "Lawns"),

Developing and maintaining trust at work Essay Example for Free

Developing and maintaining trust at work Essay Developing and maintaining trust at work is essential for structure and balance within the working environment and for a business to be successful in its chosen fields. Trust is built on the following, respect, honesty, integrity, communication, attitude, approachability, manners and commitment. Trust can be broken down by using a trust model that then incorporates decision-making factors and situational factors. Decision making factors consist of the following: How risk tolerant is the trustee? How well adjusted is he/she? Situational factors consist of the following: How similar are the parties involved? How secure do the parties feel? Does the trustee show concern? Have they shown predictability and integrity? Do the parties have good communication between them? How much power do they have? Confidentiality is important for building and keeping trust in the work place, from senior managers down to the different departments within the business and onto the different workstations on the shop floor. When an employee confides in a person, who is in a position of trust, it is then that persons responsibility to keep and make sure that the information given to them is kept in the strictest confidence unless told otherwise by the trustee. Any breach of this confidentiality will break down trust between the parties involved and do serious damage to any respect that existed between them it would also have an knock on effect through all departments within the organisation and in worse case scenarios it could lead to legal action being carried out. Building the team An example of a group in my place of work is our start of shift meeting between the shift manager/myself the team leader/cell leaders/logistics charge hand/ line leaders from packing and assembly/the maintenance department. The shift manager would then â€Å"chair† the meeting and explain the running of the shift that day i.e. any changeovers, the availability of paper and labels and any quality issues found from the day before by the shift following us in. The manager would then give us our overall meterage figure from the day before. Everyone would then inform the manager of any immediate manning or relevant issues within their departments. All department heads would return to their respected work areas and relay the relevant information to their teams. I myself after having a face to face brief with my manager and my cell leaders would return to my cell and brief my team which (depending on the time in the season ) Consists of four machine operators and two packers of any relevant issues that could affect our cell for that day. I would then take the time to address any problems that immediately would face us i.e. Health and safety in our immediate area and surrounding area, housekeeping issues, machine target speeds and any other problems my operators/packers may have I also then delegate everyone on their individual tasks for that day. When groups are formed they go through different stages before they can become effective and established. The four stages were first recognised by Bruce Tuckman, these stages are Forming/Storming/Norming and Performing.I can recognise and relate to these four stages in my work place. As a team/cell leader my cell consists of four machine operators, which is usually a mix of both permanent and temporary staff. At the start of our busy period/season im given between one and two new temporary machine operators for a period of a fortnight for training they first get introduced to the other members in my cell and start to learn what is expected of them by the company, And what is expected of them by me within the cell this is the Forming stage. Once the operator has met certain standards and requirements and has shown an ability to combat and recognise our biggest enemy which is waste I sign the operator off on my check sheet and then they will be allocated a machine to run on their own within the cell, They will start to become more confident in their own ability and the environment in the cell, I will try and encourage the operator to voice their opinions and concerns regarding decisions I make within the cell, This is the Storming stage. The temporary operator should now be feeling like one of the team and should be hitting their meterage targets and now will be confident to share any ideas they might have with myself and the rest of the team. This is the Norming stage. Everyone in the cell as a whole is hitting their production targets and the temporary operator is feeling established and comfortable of running any machine in the cell and running a machine through break on break cover with another operator without supervision. This is the Performing stage. Tuckman added a fifth stage which is Mourning, This stage does occur in a cell when the team loses a valuable member to another cell and when the temporary operator leaves at the end of the season. It does have a significant effect in my experience on my team’s morale, structure and sometimes even their attitude.

Stephen Jay Gould Nonmoral Nature Essay -- essays research papers fc

Evil in Nature and a Benevolent God   Ã‚  Ã‚  Ã‚  Ã‚  The idea of the existence of evil in nature many times creates arguments between creationists and scientists concerning not only the design of nature by a creator –God, but the actual benevolence of God. In Stephen Jay Gould’s essay â€Å"Nonmoral Nature† (1984), he explores this highly controversial issue by posing the question: â€Å"If God is good and if creation reveals his goodness, why are we surrounded with pain, suffering, and apparently senseless cruelty in the animal world?† He uses the life span of the parasitic ichneumon wasp to illustrate a scientific view that the concept of evil is limited to human beings and that the world of nature is unconcerned with it. To some degree Gould may be correct in his assumption that nature is unconcerned with evil, however, a Christian view and scriptural model does provide strong argument as to how the fall of man influenced evil in nature, and how nature points directly to the benevolenc e of God.   Ã‚  Ã‚  Ã‚  Ã‚  The Christian believes that God created the universe and its basic life forms. According to scripture, when God originally made life, He considered it â€Å"good† and perfect (Genesis 1:25). However, the Bible also shows that the perfect state God established on earth did not last long. Scripture recognizes the existence of evil and suffering in nature, and points the finger at God Himself as being responsible. Genesis chapter 3 reveals several curses God placed on the serpent, on Eve, and on nature. When Adam and Eve disobeyed their creator’s command not to eat from the tree of knowledge of good and evil, they rejected God and demonstrated they were no longer capable of living in their perfect world. They needed a place for their fallen weakened characters, and in Genesis 3:17-18, God revealed the kind of earth they would live in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   from then on, â€Å"Cursed is the ground†¦in toil you shall eat of it all the days of your life†¦thorns and thistles it shall bring forth; and you shall eat the plants of the field.† After their fall, Adam and Eve live... ...;  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited Blackford, Russel. â€Å"Stephen Jay Gould on Science and Religion.† Quadrant Magazine 2000.  Ã‚  Ã‚  Ã‚  Ã‚  http://www.users.bigpond.com/russellblackford/gould.htm Bohlin, Raymond G. and Kerby J. Anderson. â€Å"The Straw God of Stephen Gould† Journal of the American Scientific Affiliation 35.1 1983: 42-44. Gould, Stephen Jay. â€Å"Nonmoral Nature,† 1984. Hen’s Teeth and Horse’s Toes: Further Reflections in Natural History. New York: W.W. Norton, 1994. 32-44. Johns, Michael. â€Å"Science and Religion in the Fullness of Life.† Rev. of Rock of Ages, by Stephen Jay Gould. Emory Report 27 Sept. 1999: 52.6. Kirby,William. â€Å"On the Power, Wisdom, and Goodness of God.† The Bridgewater Treatisies. Treatise VII (1835) 2.2. The Ryrie Study Bible. New American Standard Translation. New York. New American Library, 1999. Wheeler, Gerald. â€Å"The Cruelty of Nature† Origins 2.1 1975: 32-41.

Creative writing Belonging

His bony elbow protruded from beneath a thin brown layer of skin, its leathery texture coated with blistering sweat sparkled underneath the unmerciful sun as he leant against his cab. We exchanged glances and spoke in native tongues. As he spoke his skeletal fingers flick the sweat soaked hair from his eyes. Pointed towards the trunk and flung my Pravda luggage beneath the hood. He turned on the radio to a soft Vietnamese melody and headed towards my grandmother's home.I sat in the back, watched the passing sceneries In an alarm- conditioned cab as if they were a movie. I watched as the pale clouds enveloped the sky, engulfed the sun and swallowed my everyday worries. Below on the grassy paddocks kids aged around 6-7, with bent backs and lifted buttocks, worked for their daily meals, knees deep in muddy water, fingers groping pitifully against the blood sucking leeches. Their ‘among la', straw hats, hung over their eyes, their dark pupils dilated and fingers numbed at each plun ge they made Into the murky water.As the driver pulled over at a gas station, got out and headed towards one of the teenage rockers an old man limping with a twisted leg, held raffle tickets In one hand while the other hung mutilated and broken by his side. He begged and begged with a cracked voice choking on each word that sipped from his lips, â€Å"Plea, please I beg of you. Leap me, MME poor. I have nothing. † HIS elongated fingers slipped through the window and begged for money. I stared at his desperation In disbelief, and handed over 100,000 dung, five dollars Australian money.He bowed and bowed as he walked off, glancing back with thanks In his eyes. As he left, more and more beggars started to crowd the car, In pure panic I rolled up my window and watched In disgust as they slammed and rocked the car begging for money. They were Like zombies In an apocalypse. I hate this. I hate this place. I held both hands over my ears, shut my eyes and started humming. The driver emerged from the crowd and made his way towards the front seat. We drove off leaving the Image of poverty behind us. The driver turned and called out to me.HIS deep vibrant voice contrasted against his outward appearance, he tapped me and told me that we had arrived. The vivacious azure colored wall winked at me, welcoming me through the door. There grandmother stood with open arms, she brushed back my fringe and gave me a warm reassuring kiss that wiped away my Jet lag and provided me with the comfort that I missed. The warm embrace made me forget the poverty that was Just on the other side of the wall. It made me realism that even If I worried about the poverty that existed outside, I could do nothing to help It.And soon the worry had disappeared. Nothing but the lingering warmth remained. Grandmother's home. I sat in the back, watched the passing sceneries in an air- dilated and fingers numbed at each plunge they made into the murky water. As the workers an old man limping with a twisted leg, held raffle tickets in one hand while you. Leap me, MME poor. I have nothing. † His elongated fingers slipped through the window and begged for money. I stared at his desperation in disbelief, and he walked off, glancing back with thanks in his eyes.As he left, more and more gears started to crowd the car, in pure panic I rolled up my window and watched in disgust as they slammed and rocked the car begging for money. They were like zombies in an apocalypse. I hate this. I hate this place. Made his way towards the front seat. We drove off leaving the image of poverty behind us. The driver turned and called out to me. His deep vibrant voice contrasted other side of the wall. It made me realism that even if I worried about the poverty that existed outside, I could do nothing to help it. And soon the worry had disappeared.

State and Poem

Journal: â€Å"Sun in My Skin† Robert Johnson The poem â€Å"Sun in My Skin† is a poem that comprises of a Bahamian man who expresses a love for his Bahamian culture. He portrays what it truly means to be â€Å"Bahamian. Johnson shows love of his culture when he states â€Å"But in my brash vibrating arm the cowbell dances† Also he shows pride in our country considering the state we are in when he states â€Å"And when I go to banquets, the food don’t agree with me†.The main focus of the poem is how the writer exquisitely expresses his way of life and how being Bahamian makes him proud. Johnson feels as though being Bahamian is not all about being rich, but to stand up rightfully as people maintaining a peaceful and tranquil Bahama land. The poem also talks about â€Å"rich and cultivated† which means Johnson feels no matter what state, race or situation our country is in, nothing makes him less of a Bahamian. I feel as though the poem is a commemoration of our culture and way of life.How as people, we must fend for ourselves rightfully as â€Å"Bahamians†. I also feel that Johnson had a sense of excitement towards the poem; expressing himself effectively. Other significances are the sun which reflects on our beautiful Bahama land and the cowbells signify the love for our culture and the excitement it brings to the lives of many. The poem â€Å"Sun in My Skin† is one of the many poems that reflect on what it means to truly be Bahamian.

Unit Guide Essay Example

Unit Guide Essay Example Unit Guide Essay Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing east-asianhistory. net/textbooks/PMChina/ch12. htm Cl ass participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 2010. (Availa ble in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, B enjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: chinapage. com/ princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti zi), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Students will only be granted extensi ons/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consideration form and all supporting documentatio n.The on-line Special Consideration application is found at: arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/. When using the universitys IT, you must adhere to the Acceptable Use Policy . The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22

Using the Spanish Word Fin

Using the Spanish Word Fin As a cousin of English words such as final and finish, the Spanish fin (pronounced approximately like feen would be), the masculine noun fin is usually used to refer to the end or completion of something. It is also used in some common phrases. Some examples of fin with its usual meaning: Muchos creen que el fin del mundo ser el aà ±o 2019. Many think the year 2019 will be the end of the world. Dice que Twitter es el comienzo del fin de la interaccià ³n humana. He says Twitter is the beginning of the end for human interaction. El fenà ³meno La Nià ±a llega a su fin, segà ºn expertos meteorolà ³gicos. The La Nià ±a phenomenon is coming to an end, according to weather experts. Todo tiene su fin. Everything comes to an end. (Literally, everything has its end.) La agencia estatal de inversiones deberà ­a abrir nuevamente a fines de julio. The state investment agency should reopen at the end of July. Salieron y caminaron hasta el fin de la calle. They left and walked toward the end of the street. La presidenta puso fin al suspenso. The president put an end to the suspense. A buen fin no hay mal principio es una comedia de William Shakespeare. Alls Well That Ends Well is a William Shakespeare comedy. (The Spanish title could be translated literally as There is no bad beginning to a good end.) Es el fin del sueà ±o americano. Its the end of the American dream. El fin can also refer to the purpose or goal of something (as does end in some contexts): El fin de la educacià ³n es la virtud moral. The goal of education is moral virtue. Los fines no justifican los medios. The ends dont justify the means. Phrases Using Fin One of the most common phrases using fin is fin de semana, a calque of the English weekend: Quiero que los fines de semana sean ms largos. I wish weekends were longer. Here are some other phrases using fin; translations other than those given may be possible: a fin de que (so that, in order that): Quiero abrir una escuela a fin de que todos participen. I want to open a school so that all can participate. (Note that the verb following this phrase is in the subjunctive mood. al fin y al cabo (when all is said and done, at the end of the day): Al fin y al cabo, somos arquitectos de nuestro propio destino. When all is said and done, we are the architects of our own destiny. en fin (phrase with a nebulous meaning used to refer to and sometimes downplay what has been expressed earlier): En fin, vamos a ver como realmente funciona. Anyway, lets see if it really works. fin de fiesta (grand finale): Ésta es la cancià ³n perfecta para un fin de fiesta. This is the perfect song for a grand finale. por fin, al fin (finally, at last): El iPhone 4 blanco por fin (al fin) ha llegado y es una belleza. The white iPhone 4 has finally arrived, and its a beauty. Sources: As is the case with most lessons on this site, sample sentences frequently are adapted from online sources written by native speakers. Sources consulted for this lesson include: Legox, blog de Gadhafy, EWTN, Menà ©ame, Clarà ­n, BNAmà ©ricas, MuyInteresante.es, La Coctelera, Cibercorresponsales, Javier Fernndez.

Journals Essay Example | Topics and Well Written Essays - 3000 words

Journals - Essay Example It is presently one of the strongest in the union and he was proud to discuss that France’s GDP, which is just under 3 trillion USD is rather impressive. After all, with America’s recent economic crisis I think it is important to listen to what other people think in other countries whose economies are improving. I, also, asked him about the exchange rate for monies. I will spend a week in France it might be important to understand better the value of currency. Apparently 1 American dollar is equal to 1 Euro, however, its value in relation to the dollar is about 0.75. Otherwise our in-flight discussion was about every day things, museums, sight-seeing, and the like. I am very exciting about this opportunity and I look forward to everything I may learn and experience along the way. During the duration of this week prior to the classes starting I hope to spend time sigh-seeing, of course, after all, I will be in Paris, France. I am very excited to visit the Louvre, see the Eifel Tower, and the Notre dame Cathedral; at least I hope I have time to take in as much as the place has to offer. Interesting fun fact that I learned about Paris on my trip. Paris was not the original name for the famous city. It was original called, in Latin, â€Å"Lutentia Parisiorium.† Lutentia is, essentially he word for mud and the Celtic peoples who resided there were call Parsii; therefore the original name of one of the world’s most beautiful and romantic city was â€Å"the mud city of the Parisii;† this, I thought, was rather interesting and a little amusing. I hope to, also spend some time understanding a little bit about the Czech Republic, before I arrive there. I will be spending a lot of time there and I want to be prepared and educated before I arrive there. One thing that I already took the time to investigate is that, when I told people that I was going to the Czech Republic, how many people still believe that the area is still called Czecho slovakia. The region formerly known as Czechoslovakia split into the two independent countries of Slovakia and the Czech Republic 20 years ago in 1993. Entry 2-May 27 2013 It was time to leave France, which was a wonderful experience overall, behind and head to Prague in the Czech Republic. Prague has the feel of being aged and still has architecture that still stands. In fact, it is often used as an ideal location for period, or historical, films because it still has areas that still have that â€Å"old world feel.† Unlike many other countries during WWII, Prague did not resist Hitler and he did little damage, so many of the buildings have withstood the test of time, I have had the opportunity to speak to several people on the trip over. There was one man who was very friendly and was eager to fill me in on the history of his land. It is definitely a city that has survived a great deal of war, upheaval, along with the transition between communism and capitalism. There was an other, a woman, who was actually quite knowledgeable about the kinds of questions that I thought were important to ask. She explained that the population of the Czech Republic is around 10.5 million people and 1/10 of that is located in the capitol, Prague. There economy is quite diversified and is based in metal works, machine parts, automobiles, beer, foods, and electronics. They have low unemployment rates and promising balancing of inflation. They did suffer a minor recession back in the late 90s because of