Wednesday, October 30, 2019

5 Page Personal Administrative Project to be done in APA format Essay

5 Page Personal Administrative Project to be done in APA format - Essay Example cy of a university handles the administration of the university and is not that hands on regarding academic matters, the Academic Dean is directly involved in the decision-making and the management of the specific college he or she is assigned to. â€Å"Drawn from the senior faculty ranks, academic deans are seen by many as serving a dual role, that of scholar and administrator† (DiFronzo, 2002). In this sense, the Academic Dean is the symbol of true academic leadership and responsibility. Hence, the Academic Dean is one of the most sought after positions in the university. However true this is, the fact still remains that the Academic Deanship is a position that is riddled with challenges and difficulties as higher education continues to evolve and universities try to keep up with the changing times. On top of this, the Academic Dean is also expected to possess personality traits that are deemed to be necessary in becoming a good and effective academic leader that everyone will respect, â€Å"ranging from a sense of humor to stamina and good listening skills† (Ferren and Stanton, 2004, pp. 1-2). This underlines the importance of the Academic Deanship in the ever-changing world of higher education (DiFronzo, 2002). For this reason, the role of the Academic Dean must be clearly defined through the establishment of the dean’s key responsibilities; for only in knowing completely what the Academic Deanship entails can one become an effective academic leader. The responsibilities of an academic dean are many and complex, with each set varying with every university. In fact, Dean Herbert Hawkes of Columbia College has been quoted in saying that â€Å"there is no such thing as a standardized dean. There is a dean of this and that college, but I have never seen any two deans who could exchange places and retain the same duties† (Gould, 1964, p. 9 as cited in DiFronzo, 2002). This must be remembered in laying down the key responsibilities of the Academic Dean as one duty

Monday, October 28, 2019

World War 2 Essay Example for Free

World War 2 Essay There are many important events in history. Through 1914-1918 there were great conflicts that made World War I. There have been many different causes of WWI, and tremendous effects, as a result of the first modern war. There were many different causes of this war. The first cause was militarism. Militarism is when a country wants to have a better military better than the others. Germany was one of those countries. They tried building up their military. It then became a completion with the other countries which were Russia and France. The second cause was Imperialism. Imperialism is when all countries competed for colonies. Some imperialist countries were: Germany, Britain, Russia and France. Britain feared Germany would take away it’s colonies in Africa. The third cause of World War I was the formation of alliances. Alliances are political friendships between countries. Two alliances were the Triple Entente and the Central Powers. Alliances occur when there’s an agreement between countries to have peace, if one is attacked, the other has to help. The Alliances were the triple Entente who were France, Russia and Britain. The other allies were Germany, Austrian/Hungary and Ottoman Empire who made up the Central Powers. One of the major causes of World War I was that when one country was attacked, its friends (allies) would jump into the war effort and this resulted in total war. In conclusion, militarism, imperialism and alliances all resulted in starting World War I. The new technology developed at this time in the war field, made this a modern war. Many new technologies were used. Trench warfare was one them. Trench warfare was a type of fighting developed on the ground where soldiers built trenches into the dirt for protection; unfortunately, dirty conditions resulted in diseases and infections toward soldiers who died from this exposure. Another example of modern technology used during World War I was the machine gun. Machine guns were weapons developed to fire bullets rapidly, in a continuous motion. Machine guns were deadly because they could execute deadly bullets quickly and had more accurate aim. Yet another example of modern technology was the development of submarines. Submarines are water vehicles that were used in the sea. The Germans used it to attack the U. S ships when the U. S was sending over supplies to Britain. By doing this that led the U. S to join the war in 1917. Lastly, another technology used in World War 1 is aircraft. Aircrafts are two seat propeller planes with built in machine guns. They were used to shoot from the sky. Trench Warfare, machine guns, submarines and aircrafts are what made World War 1 a modern war. As well there were many causes of World War 1; there were also many different major effects. Thus, World War 1 had many causes they’re also were many effects as a result of the modern technology that were used. Modern technology and alliance led to one of the greatest conflicts in history. As a result of effects of World War 1 would eventually be one of the causes or World War 2.

Saturday, October 26, 2019

Essay --

In the past, only the physical aspects of cancer were recognized. An individual’s body was only treated and the person within that body went unnoticed. Cancer, which was commonly known as the â€Å"C word†, was considered a death sentence. The patient was often not told the diagnosis as family and physicians felt that the patient was unable to handle this diagnosis. In early years there was a stigma to having cancer and people did not talk about it. In the late 70s, psychiatrist Limmie Holland was the first health care professional that began speaking about the human side of cancer. She began the initial permanent psychiatric service in a cancer research hospital in 1977 and this produced the field psycho-oncology. However people were often confused as to what psychiatrists were doing with cancer patients and they frequently questioned it. Even today, there is confusion about the need for psycho-oncology services in the medical community and occasionally even resistance from patients(Inman, 2010). When one is diagnosed with cancer, it is ego shattering. The secure, predictable place where one felt in control is no more - their world as they once knew it no longer exists. The changes they go through can be extremely challenging. Cancer influences every aspect of life: one’s body, mind, spirit; family; friends; job; relationship with God and future. The diagnosis often leaves them feeling physically, mentally, emotionally and cognitively out of control. Physically, treatment can produce exhaustion, pain, and irritability. Emotionally, feelings may become intense at times. Cognitive changes involve patients having difficulty with memory and concentration. The emotions one goes through may continue after treatment finishes. There are no... ...onjunction with the parent’s over-protectiveness. Social Effects Children with cancer may experience some social effects due to the illness. School-going children with cancer have limited time available for normal activities as they are preoccupied with hospitalizations, treatments, laboratory tests and radiology scans. They are also limited in terms of the types of activities they can engage in as they become easily fatigued, have limited mobility and have a higher risk of injury than other children. Some of the social effects of cancer and its treatment include feelings of being overwhelmed, anxiety, depression, fear, frustration, and a poor self concept (Spinelli, 2004). Psychological Effects Children with cancer may also experience psychological side effects such as social isolation, peer rejection, tendency to withdrawal and embarrassment (Spinelli, 2004).

Thursday, October 24, 2019

Linguistics and Language

1. The underlying assumptions, theories, and methods used by psychologiest, linguists, and researchers are believed to strongly affect the way each defines psycholinguistics. Please discuss some different conceptions of psycholinguistics in its relation to other branches of linguistics. Then, define yours. One of your reference should be â€Å"fundamentals of Pyscholinguistics by Fernandez and Cairns (2010)†OPsycholinguistics is an interdisciplinary field of study in which the goals are to understand how people acquire language, how people use language to speak and understand one another, and how language is represented and processed in the brain. Psycholinguistics is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science (Fernandez: 2011). OPsycholinguistics examines the psychology of language; psycholinguistics is the name given to the study of the psychological processes involved in language.Psycholinguists study understanding, producing, and remembering language, and hence are concerned with listening, reading, speaking, writing, and memory for language. (Harley, Trevor A. 2001. The Psychology of Language. ) O†Psycholinguistic studies have revealed that many of the concepts employed in the analysis of sound structure, word structure, and sentence structure also play a role in language processing. However, an account of language processing also requires that we understand how these linguistic concepts interact with other aspects of human processing to enable language production and comprehension. ( William O'Grady, et al. , Contemporary Linguistics: An Introduction. Bedford/St. Martin's, 2001 O†Psycholinguistics, there is a constant exchange of information between psycholinguists and those working in neurolinguistics, who study how language is represented in the brain. There are also close links with studies in artificial intel ligence. Indeed, much of the early interest in language processing derived from the AI goals of designing computer programs that can turn speech into writing and programs that can recognize the human voice. (John Field, Psycholinguistics: A Resource Book for Students. Routledge, 2003) OPsycholinguistics refers to the efforts of both linguists and psychologists to explain whether certain hypotheses about language acquisition and language competence as proposed by contemporary linguistic theories (e. g. : transformational generative grammar) have a real basis in terms of : perception, memory, intelligence, motivation, etc. (Hartmann and stork: 1973) Oâ€Å"†¦.. psycholinguists are interested in the underlying knowledge and abilities which people must have in order to use language in childhood.I say â€Å"underlying knowledge and abilities† because language, like all systems of human knowledge, can only be inferred from the careful study of overt behavior. † (Dan Isa ac Slobin: 1979) OBased on my reading, Psycholinguistics is study about language acquisition, language used one another, and study how language is represented and processed in the brain. Psycholinguistics is primarily a sub-discipline of psychology and linguistics, but it is also related to developmental psychology, cognitive psychology, neurolinguistics, and speech science. . Linguistic analysis might use similar language data or language corpuses as the object of analysis. Please give an example of language use which can be analyzed from different point of view, particularly from semantics, pragmatics, socialinguistics, discourse analysis, and psycholinguistics. Support your answer in term of their focuses of analysis. How are they similar, different, and how are they related one other. Linguistics study about human language as communication. In other hand, linguistics as fild of study that the object is language. Semantics is one of study that hand-in-hand with pragmatics. specia lizing in semantics studies, languageis study about the meaning of words, that is influenced by the context in which the words are presented. Semantics study how words are given meaning by their structure, tone, and the situation in which they are used.  ·Pragmatics is concerned with the role of context in the interpretation of meaning.  ·Pragmatics and semantics is different parts but the same general study. Both semantics and pragmatics are concerned with people’s ability to use language meaningfully.While semantics is concerned with a speaker’s competence to use the language system in producing meaningful utterances and processing (comprehending).  ·Sociolinguistics a close neighbour of psycholinguistics, can be defined as the linguistic study dealing with the functioning of language in society. Sociolinguitics has to do with the study of language from the viewpoint of how social, regional, individual and historical aspects influence the language and its use i n society which is specifically called speech community. OPsycholinguistics is the study of language acquisition and linguistic behavior.Psycholinguistics refers to the efforts of both linguists and psychologists to explain whether certain hypotheses about language acquisition and language competence as proposed by contemporary linguistic theories (e. g. : transformational generative grammar) have a real basis in terms of : perception, memory, intelligence, motivation, etc. (Hartmann and stork: 1973)  ·Discourse Analysis is approaches to analyzing written, vocal, or sign language use. discourse analysis is, like descriptive linguistics, a way of studying language.It may be regarded as a set of techniques, rather than a theoretically predetermined system for the writing of linguistic ‘rules'. (Yule, George. 1983. Discourse Analysis. Cambridge: Cambridge University Press). ‘Doing discourse analysis certainly involves doing syntax and semantic, but it primarily consists o f doing pragmatics. In discourse analysis, as in pragmatics, we are concerned with what people using language are doing, and accounting for the linguistic features in the discourse as the means employed in what they are doing. . The objects of psycholinguistic studeis are addressed to language production, acquisition, and comprehension. Could you explain how are the processes of the three language uses in term of psycholinguistics analysis.  ·Language production based on Levelt, speech production divided into four stage; I. Conceptualization and formulation Primitive linguistic concept about first conceptualized in human mind by David Mcneill stated that linguistic concepts are formed as two current and parallel modes of taught. These are syntactic thinking and imagistic thinking.Then syntactic thinking and imagistic thinking ellaborate to conceptualize conversation in which speech utterance and gestures to be tied together in time. But this concept has gone record. Formulation as the output of the process language production. Lashely stated that production and comprehension of speech is linear process. Based on tradition od examining speech production, sleep tangue as a window of the formulation process. II. slips of the tongue Slip of the tongue is normal mistake, it happen to catch the goof ourselve. Then we can immediately correct. Slip the tongue as the production process . ut this concept has gone record too. III. Articulation In this stage we consider about what happens when all of he information go from our brain to articulation. IV. Self-Monitoring Self – monitoring seems that as final stage. It is not only produce speech and listen one to another, but also to keep one ear open on what they themselve saying.  ·Language acquisition Language acquisition is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words[-;0] and sentences[-;1] to communicate. Language acquisition began the same with the cognitive science at 1950’s.Chomsky argued that language acquisition falsified these beliefs in a single stroke: children learn languages that are governed by highly subtle and abstract principles, and they do so without explicit instruction or any other environmental clues to the nature of such principles. While Hence stated language acquisition depends on an innate, species-specific module that is distinct from general intelligence. Chomsky believes that every child has a ‘language acquisition device’ or LAD which encodes the major principles of a language and its grammatical structures into the child’s brain.In other point of view There are five stages in language acquisition stated by Chumbow and Adegbija (1984) such as babbling stage, the holophrastic stage, the two-word utterances, the telegraphic stage and recursive stage.  ·Language comprehension Clark and Clark argue that language comprehension is mental process by listeners ta ke in the sounds uttered by speaker and use them to construct an interpretation of what they think the speaker intended to convey. (Clark and Clark: 1977)In sum up, language comprehension is building the meaning from sounds.While Language comprehension is generally viewed in cognitive theory as con-sisting of active and complex processes in which individuals construct meaning from aural or written information (Anderson 1985; Byrnes 1984; Call 1985; Howard 1985; Pearson 1985; Richards, 1983). An-derson (1983, 1985) proposes that the mental processes necessary for comprehending aural and written texts are sufficiently similar that comprehension of both can generally be discussed as a common phe-nomenon. 4. Following Clark and Clark (1977), comprehension involves two processes-construction and utilization processes.The first is concerned with the way listeners construct an interpretation of a sentence from the speakers’ words. The second deals with how listeners utilize this int erpretation for further purposes for registering new infromation, answering questions, following orders, and registering promises. What really happens in our cognitive domains (memory) for both processes? Examplify your answer that the first happens earlier than the second OClark and Clark (1977) say that short-term memory is roughly related to the working memory in the construction process; long term memory is dealt with the process of utilization.In other word In short, short-term just focus on the surface of the utterance (how the sentence is constructed) while the long one concern on the meaning more (how the sentence is properly utilized). Outilization, consists of relating a mental represen-tation of the text meaning to declarative knowledge in long-term mem-ory. This process is referred to as elaboration in other descriptions of the reading process. Utilization is the key to comprehension and the basic determinant that facilitates it. In any mes-sage, there may be an interpla y between information we already know and information that is entirely new. . Production of a speech requires speakers to plan what to say before its execution. Theoritically, the plan begins firstly with discourse plan followed by sentence plan and, at last, constituent plan. What should be the underlying concepts of this order? In the execution of a speech plan, several mental activities happen, what are they? Explain your answer OSpeech production is the process by which spoken[-;2] words are selected to be produced, have their phonetics[-;3] formulated and then finally are articulated by the motor system[-;4] in thevocal apparatus[-;5].Speech production can be spontaneous such as when a person creates the words of a conversation[-;6], reaction such as when they name a picture or read[-;7] aloud a written word[-;8], or a vocal imitation such as in speech repetition[-;9]. Speech production is not the same as language production since language[-;10] can also be produced manually by signs[-;11]. The production of spoken language[-;12] involves three major levels of processing. The first is the processes of conceptualization[-;13] in which the intention[-;14] to create speech links a desired concept to a particular spoken word to be expressed.The second stage is formulation in which the linguistic[-;15] form required for that word's expression is created. This process involves such processes as the generation of a syntactic[->16] frame, and phonological[->17] encoding which specifies the phonetic[->18] form of the intended utterance, the third stage is articulation[->19] which involves the retrieval of the particular motor phonetics[->20] of a word and the motor coordination[->21] of appropriate phonation[->22] and articulation by the lungs, glottis, larynx, tongue[->23], lips[->24], jaw[->25], and other parts. Levelt, WJ (1999). â€Å"Models of word production. â€Å"[->26]. Trends in Cognitive Sciences 3 (6): 223–232) 6. Children acquire language fas ter than adults’. Please give your arguments to agree or disagree to this statement. How do children use their utterance compared to adult. You should refer to, at least, four references. OChomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular – adult’s speech is often broken up and even sometimes ungrammatical.In ways understanding and establish meaning in words, children and adults are different. Children tend to focus more on the superficial physical characteristics of an object when defining the prototype for an object and when comparing a stimulus to that prototype. Thus, children will gradually their understanding of an object. Steinberg at all (2001) conclude the progress started from vocalization to babbling, babbling to speech, naming and using holophrastic for one word utterances, and using telegraphic speech for two and three words utterances.Another exper t Mc Neill in Steinberg at all (2001:36) gives another opinion that the child who is learning language can compare the language that they have in their mind with what they hear from his parents. Children give priority to collocational links between words. For example, a child might respond with the word ‘night’ when told the word ‘dark’, whereas an adult more likely to respond with the word ‘light’ when presented with the same word ‘dark. Children may take time to discover the criteria by adult classify item as co-ordinates. 7.Language structure and language function can be seen differently by different scholars from the side of the meaning of an utterance. Please discuss your opinion about the function approach to meaning (the procedures and uses) Outterances has different meaning in context (including the situation, condition, location and the time in which the utterances are produced). For example : †Masak begitu saja jadi gila s ih? † this utterance May be in giving support or motivate somebody who just got disappointed or depressed. 8. Please quote a mass demonstrant’s discourse (at least consisting of ten sentences).Please analyze psycholinguisticly the discourse of the demonstrant by considering his/her mass psychology. ODemo guru bantu : ‘angkat kami jadi PNS. Kami telah lama mengabdi untuk negri ini. Kalau kami tidak diangkat jadi PNS, gaji kami tidak cukup untuk memenuhi kebutuhan primer kami. Yaitu kebutuhan hidup keluarga dan kebutuhan pendidikan anak-anak kami. Guru bantu perlu diperhatikan kesejahteraan hidupnya. Dari demo guru di atas terlihat semua individu memiliki kepentingan menjadi satu yaitu meminta kenaikan Gaji yang tidak sesuai standar untuk memenuhi kebutuhan utama.Dari kalimat demo di atas, setiap idividu guru lebih memiliki power yang lebih besar untuk meminta kenaikan gaji dikarekan mereka bersatu menjadi satu. OMass psychology is a branch of social psychology[->27 ]. Mass psychology is concerned with the behaviour and thought processes of individual mass members and the mass as a whole. The main idea of Sigmund Freud[->28]'s crowd behavior theory is that people who are in a crowd act differently towards people from those who are thinking individually.The minds of the group would merge to form a way of thinking. Each member's enthusiasm would be increased as a result, and one becomes less aware of the true nature of one's actions. Other major thinkers of crowd psychology include Rene Girard[-;29], Gustave Le Bon[-;30], Wilfred Trotter[-;31], Gabriel Tarde[-;32],Sigmund Freud[-;33], Elias Canetti[-;34], Steve Reicher[-;35] and Julia Constintine. 9. How do you agree (support) or disagree to the following ideas: a. language need not be taught, nor can it be suppressedOI agree that language need to be taught nor can be suppressed, Fernandez stated that language acquisition in the child is a naturally unfolding process, Every normal human acquires alinguistic system, and failure to do so is evidence for some sort of pathology. that children need to experience social, interactive language in order to acquire language. In fact, people acquire language at about the same speed during about the same age span, no matter what kind of cultural and social situation they grow up in. b. hildren everywhere acquire language on a similar developmental schedule OI agree that children everywhere acquire language on a similar developmental schedule. Based on (Fernandez: 2011) state that babies coo in the first half of their first year and begin to babble in the second half. The first word comes in the first half of the second year for just about everyone. In all societies, babies go through a one-word stage, followed by a period of early sentences of increasing length; finally, complex sentences begin. By the age of 5 the basic structures of the language are in place, although fine-tuning goes on until late child-hood.Children all over the wo rld are sensitive to the same kinds of language properties, such as word order and inflection. They make remarkably few errors, but their errors are of a similar type. While there is much individual variation in the age at which children acquire aspects of language, that variation is conditioned by individual char-acteristics of the child rather than by the language being acquired or the culture in which the language is used. c. language is universal in human being OI agree with that statement about there are close to 7,000 languages spoken in the world today and, on the surface, they differ greatly.However, there are profound similarities among the languages of the world – so many similarities, in fact, that human language can be thought of as a single entity. Language universals result from the way the human brain organizes and processes linguistic information: language universals are a product of human neurology. Thus, a person’s ability to acquire and use language is natural These universals do not derive from social, cultural, or general intellectual characteristics of humans. Instead, List of references: Clark, H. H. and E. V. Clark (1977): Psychology and Language, New York, Harcourt Brace Jovanovich.Fernandez, Eva M. (2011). Fundamental of psycholinguistics. Oxford. Wiley-Blackwell Steinberg, at all (2001): Psycholinguistic: Language, Mind, and World. Malaysia, Pearson Education. Scovel, T (2001): Psycholinguistics. Hong Kong, Oxford University Press. Yasin, Anas. (2010). Tindak Tutur: sebuah model gamatika komunikatif. Padang: Sukabina Press [-;0] – http://en. wikipedia. org/wiki/Word [-;1] – http://en. wikipedia. org/wiki/Sentence_(linguistics) [-;2] – http://en. wikipedia. org/wiki/Spoken [-;3] – http://en. wikipedia. org/wiki/Phonetic [-;4] – http://en. wikipedia. rg/wiki/Motor_system [-;5] – http://en. wikipedia. org/wiki/Vocal_apparatus [-;6] – http://en. wikipedia. org/wiki/Conversati on [-;7] – http://en. wikipedia. org/wiki/Reading_(process) [-;8] – http://en. wikipedia. org/wiki/Writing [-;9] – http://en. wikipedia. org/wiki/Speech_repetition [-;10] – http://en. wikipedia. org/wiki/Language [-;11] – http://en. wikipedia. org/wiki/Sign_language [-;12] – http://en. wikipedia. org/wiki/Spoken_language [-;13] – http://en. wikipedia. org/wiki/Conceptualization [-;14] – http://en. wikipedia. org/wiki/Intention -;15] – http://en. wikipedia. org/wiki/Language [-;16] – http://en. wikipedia. org/wiki/Syntactic [-;17] – http://en. wikipedia. org/wiki/Phonological [-;18] – http://en. wikipedia. org/wiki/Phonetic [-;19] – http://en. wikipedia. org/wiki/Manner_of_articulation [-;20] – http://en. wikipedia. org/wiki/Phonetics [-;21] – http://en. wikipedia. org/wiki/Motor_coordination [-;22] – http://en. wikipedia. org/wiki/Phonation [-;23] – http://en. wikip edia. org/wiki/Tongue [-;24] – http://en. wikipedia. org/wiki/Lip [-;25] – http://en. wikipedia. org/wiki/Jaw -;26] – http://www. columbia. edu/~rmk7/HC/HC_Readings/Levelt. pdf [-;27] – http://en. wikipedia. org/wiki/Social_psychology [-;28] – http://en. wikipedia. org/wiki/Sigmund_Freud [-;29] – http://en. wikipedia. org/wiki/Ren%C3%A9_Girard [-;30] – http://en. wikipedia. org/wiki/Gustave_Le_Bon [-;31] – http://en. wikipedia. org/wiki/Wilfred_Trotter [-;32] – http://en. wikipedia. org/wiki/Gabriel_Tarde [-;33] – http://en. wikipedia. org/wiki/Sigmund_Freud [-;34] – http://en. wikipedia. org/wiki/Elias_Canetti [-;35] – http://en. wikipedia. org/wiki/Steve_Reicher

Wednesday, October 23, 2019

Statistics for Management and Economics

Course: Professor: Term: Sections: 001: 002: 003: 502: Contact Information: Office Phone Office Location Email OPRE 6301/SYSM 6303 (cross-listed courses) FALL 2012 Carol A. Flannery, Ed. D. Fall 2012 Friday Tues/Thurs Wednesday Thursday 4:00 pm to 6:45 pm 11:30 am to 12:45 pm 1:00 pm to 3:45 pm 7:00 pm to 9:45 pm SOM 1. 217 SOM 2. 106 SOM 1. 117 SOM 1. 212 972-883-5853 (Answered only during office hours) JSOM 2. 416 [email  protected] edu All contact concerning your class must be via eLearning class website. Email sent via eLearning is checked daily Monday through Friday.Voicemail on office phone is not checked daily. Office Hours Tuesday Wednesday Thursday Friday 10:00 am to 11:15 am 11:30 am to 12:30 pm 10:00 am to 11:15 am and 6:00 pm to 6:45 pm 3:00 pm to 3:45 pm Teaching Assistant To be posted for each section on eLearning Please note: Office hours are not to be used to reiterate a class that was missed. Have your questions or problems prepared before coming to see either your professor or TA. Written evidence you have attempted problems will be required. General Course Information Pre-requisite: MATH 5304 or equivalentCourse Description OPRE 6301 Quantitative Introduction to Risk and Uncertainty in Business (3 semester hours) Introduction to statistical and probabilistic methods and theory applicable to situations faced by managers. Topics include: data presentation and summarization, regression analysis, fundamental probability theory and random variables, introductory decision analysis, estimation, confidence intervals, hypothesis testing, and One Way ANOVA (Some sections of this class may require a laptop computer). Prerequisite: MATH 5304 or equivalent. ( 3- 0) S 1 Learning ObjectivesStudents are expected to develop skills on problem formulation, identification of appropriate statistical techniques, computer implementations in Excel and/or manual calculations and written explanations, and interpretation of empi rical results of the following and be able to: 1) Organize and summarize raw data; 2) Build and evaluate a regression model from raw data; 3) Apply the basic rules of Probability Theory; 4) Apply the concept of a random variable to solve business problems ; 5) Apply the Normal, Poisson, and Binomial Distributions to solve business problems ; 6) Simulate data from the Normal, Poisson, and Binomial; ) Identify significant changes in averages and proportions 8) Determine if two populations have the same mean or the same proportion ; and 9) Determine if several populations have the same mean. Required Text and Software Textbook: STATISTICS FOR MANAGEMENT AND ECONOMICS, 9th EDITION, by G. KELLER, 2012. (ISBN 10 digit: 0538477490 / ISBN 13 digit: 980538477499) This is the required edition of the text. Any other editions will have different problems and/or chapter topics. Since your exam problems may contain textbook problems, you are risking a low exam grade by not having the correct edition.The required 9th edition will have an access code that will permit you to download the necessary Excel data files, Excel Workbooks, and Data Analysis Plus macros from t he Publisher’s website. If you have bought, or are buying a used 9th edition textbook, use the following procedure to obtain an online content access code: 1. Go to www. cengagebrain. com 2. In the search box at the top of the page, search â€Å"Statistics for Management and Economics 9th Edition†. 3. Scroll down the search results until you find the following: â€Å"Online Content Instant Access Code for Keller's Statistics for Management and Economics, 9th Edition KellerISBN-10: 1-111-74841-1 ISBN-13: 978-1-111-74841-8  © 2012 The price is $34. 95(subject to change), not including tax. After purchasing, the content is available instantly in your account. You will need to sign in with your email and the password you created. Software: This course uses a Windows-based laptop, eLearning, Internet Access, Microsoft Excel 2007 or higher (no trial versions), Data Analysis Activated (this comes with Excel), Data Analysis Plus and Excel Workbooks (both available for download from the textbook Publisher’s website).If you choose not to install Data Analysis Plus, it will be the student’s sole responsibility to utilize and learn other available existing Excel statistics tools/packs to work problems throughout the semester. Lectures and the Textbook utilize Data Analysis and Data Analysis Plus. Instruction on other tools and/or stat packs will not be provided. Data Analysis Plus is student-friendly and saves time in working problems. Existing Excel statistics tools cannot do all of the problem work as done by Data Analysis Plus. Macs do not have the scripting ability necessary to run Data Analysis Plus .If you are using a Mac, it is necessary to install a Windows Virtual machine, such as Parallel Desktop, or VMWare Fusion 4 which will then allow the use of Windows within the Mac Operating System. You must h ave the Windows version of Excel or the Parallel Desktop or VMWare Fusion is of no use. 2 Exams All exams will be cumulative with focus on certain chapters. Your exam day/time schedule and homework assignments are listed on pages 5 – 8 of this syllabus. TEST 1 (cumulative, focusing on Chapters 1, 2, 3, 4, 5, 6) closed book, closed notes, in -class. Time: 75 minutesFormat: multiple choice Bring 882 Scantron, #2 pencil, eraser. No scratch paper permitted. Calculators OK, but no cell phones. TEST 2 (cumulative, focusing on Chapters 7, 8, 9, 10, 11) open textbook, open notes, laptop, in-class. Time: 75 minutes Format: multiple choice and/or written problem solving No Scantron. The professor will instruct you on how to provide answers and work on this exam. TEST 3 (cumulative, focusing on Chapters 12, 13, 14, 16, 17) open textbook, open notes, laptop, online. Time: 2 hours Format: multiple choice and/or written problem solvingThis exam is to be taken online, via eLearning under AS SESSMENTS on the menu, strictly beginning at your class section day and time. This exam will not be given in the classroom. This is a timed, one-attempt only exam. WEEKLY QUIZZES (online, timed , one-attempt) located online under ASSESSMENTS on the eLearning class website menu. Time: 10 minutes approximately (may vary for each quiz) Format: multiple choice and/or written short answer Ten weeks during the semester will have a weekly quiz on class lecture material and/or homework problems. There will be NO makeup of weekly quizzes.The weekly quiz will be available online Tuesday through Friday. After the time-limit has expired, you cannot see or take the previous quiz. It is the student’s responsibility to take each weekly quiz. There will not be a final exam during finals week. Tests Will Not Be Returned Students have seven working days after the posted exam grade of Test 1 and of Test 2 to review their exam with the Teaching Assistant. Students have three working days after t he posted exam grade of Test 3 to review their exam with the Teaching Assistant. After the deadline has passed, there will be no discussion of grades/exams.Make-up Exams Make-up exams may be considered only for excused absences, which must be determined prior to the exam. Excused absences may be given for verifiable medical or family emergencies. Written document ation must be provided for substantiation of the absence. Students who do not show up for an exam, and for whom prior arrangements have not been made will receive a score of zero. There is no guarantee that the level of difficulty of the make -up exam, or the exam format, will be compatible to that of the scheduled test. All make-up exams will be written exams and taken at a time determined with the professor.Any make-up exam will be taken on campus with a proctor, even if the missed exam was an online, home exam. Be prepared for significant written discussion, problem-solving, and short-answer questions. No make-ups will b e given for a Weekly Quiz for any reason, excused or unexcused. 3 Grading Criteria: Test 1 Test 2 Test 3 Weekly Quizzes QUANTITY 1 1 1 10 VALUE 100 100 100 100 COURSE TOTAL: POINTS 100 100 100 100 400 Letter Grades For the Semester Will Be Determined As Follows: TOTAL POINTS 358 – 400 346 – 357 318 – 345 306 – 317 278 – 305 277 and below LETTER GRADE A B+ B C+ C F There are no D grades in Graduate School.Undergraduates taking this graduate course will be subject to the same grading policy as graduate students. Lectures, Classroom Participation, PowerPoint slides, and DigiNotes PowerPoint slides are utilized to enhance the in -class lecture. The slides are not available for download. To encourage critical thinking, students are required to attend class and take notes. Being proactive in the classroom by asking questions is encouraged. Students will be expected to have read the required reading for each week before coming to class. After the first te st, electronic DigiNotes will be posted each Friday night on the eLearning class website.DigiNotes are not intended to replace a lecture and may not contain everything discussed in class . Attendance Success in class is correlated to attending class and taking notes during the lecture. The professor’s office hours, and those of the TA, will not be utilized to reiterate lecture material missed in class. Due to large class sizes, it may not be possible for a student to attend another class section than the one in which they are officially enrolled. Priority is given to students enrolled in a certain section. Cell Phones and Surfing the Net during Class/Lecture No use of cell phones, or texting within the classroom, at any time.If you must make a call during class or during class breaks, please step outside of the classroom. Surfing the net during lecture is distracting to all and int erferes with learning. These distractions will be regarded as infringement upon the rights of o thers to learn within the classroom, and subject to being referred to the appropriate dean. Extra Credit/Late Work No extra credit available. Late work is not accepted. Emails to your professor, after each test and/or after the semester is completed, asking for extra credit work and/or to bump up your grade more than what you actually earned, will not be answered.These types of email questions are presumptuous and may contain unethical and/or illegal requests and are subject to being forwarded to the appropriate academic dean. Homework Assignment and Required Reading Homework problems are provided within this syllabus on page 6. These problems are for your benefit and not to be turned in for grading. Should you need assistance in solving the problems, please utilize the Discussion Board to help each other, and/or visit your TA or Professor and show written and/or laptop evidence that you have attempted the problems. 4SCHEDULE OF EVENTS FOR OPRE 6301: SECTIONS 001, 002, 003, 502 2012 Week of Chapters/Sections August 27 1&2 September 3 3&4 September 10 4&5 September 17 September 24 6 7&8 October 1 TEST 1 (Chapters 1, 2, 3, 4, 5, 6) Note: Tues/Thu class Sec 002 has lecture on Oct 2 covering sections 8. 1 and 8. 2 October 8 9 & 10 October 15 8. 4, 11 & 12 October 22 8. 4, 12 & 13 October 29 TEST 2 (chapters 7, 8, 9, 10, 11) Note: Tues/Thu class Sec 002 has lecture on Oct 30 covering sections 13. 1 and 13. 2 November 5 13, 14 & 16 November 12 1 6 & 17 November 19 November 26 December 3 17 and TEST 3 reviewTEST 3 (chapters 12, 13, 14, 16, 17) December 3 17 and TEST 3 review December 10 TEST 3 (chapters 12, 13, 14, 16, 17) Topics/Event What is Statistics? , Graphical Descriptive Techniques I Graphical Descriptive Techniques II, Numerical Descriptive Techniques Numerical Descriptive Techniques (cont. ), Data Collection and Sampling Probability Random Variables and Discrete Probability Distributions, Continuous Probability Distributions TEST 1 for Sec 003 Wed class â⠂¬â€œ Oct 3* Required Reading Chapters/Sections 1. 1 – 1. 4, 2. 1 – 2. 3 3. 1 – 3. 4, 4. 1 – 4. 3 4. 4, 4. 7, 4. 8, 5. 1 – 5. 4 6. 1 – 6. 5 7. , 7. 4, 7. 5, 8. 1, 8. 2 TEST 1 for Sec 002 Tues/Thu class – Oct 4* TEST 1 for Sec 502 Thurs night class – Oct 4* TEST 1 for Sec 001 Fri night class – Oct 5* Sampling Distributions, Introduction to Estimation T Distribution (8. 4), Introduction to Hypothesis Testing, Inference about One Population F Distribution (8. 4), Inference about One Population (cont. ), Inference about Two Populations TEST 2 for Sec 003 Wed class – Oct 31* 9. 1, 9. 2, 9. 4, 10. 1 – 10. 3 8. 4, 11. 1 – 11. 4, 12. 1 8. 4, 12. 3, 13. 1, 13. 2 TEST 2 for Sec 002 Tues/Thu class – Nov 1* TEST 2 for Sec 502 Thurs night class – Nov 1*TEST 2 for Sec 001 Fri night class – Nov 2* Inference about Two Populations (cont. ), Analysis of Variance (ANOVA), Simple Linear Regression S imple Linear Regression (cont. ), Multiple Linear Regression THANKGIVING HOLIDAY (Nov 19-24) Multiple Linear Regression (cont. ) TEST 3 for Sec 502 Thurs night class – Dec 6* 13. 3, 13. 4, 14. 1, 14. 2, 16. 1, 16. 2 16. 3 – 16. 6, 17. 1 – 17. 4 17. 1 – 17. 4 Last Class Meeting TEST 3 for Sec 001 Fri night class – Dec 7* Multiple Linear Regression (cont. ) Sec 002 and Sec 003 TEST 3 for Sec 002 Tues/Thu class – Dec 11* Last Class Meeting 17. 2 – 17. 4TEST 3 for Sec 003 Wed class – Dec 12* Last Class Meeting. *Students must take tests with the sections in which they are enrolled. 5 Last Class Meeting HOMEWORK ASSIGNMENTS Required Reading Chapter/Sections and Problem Assignments (Not to be turned in for grading) Please Note: Check your eLearning website for any changes throughout the semester. Chapter 1: What is Statistics? 1. 1. Key Statistical Concepts 1. 2. Statistical Applications in Business 1. 3. Statistics and the Computer 1. 4. World Wide Web and Learning Center Appendix 1 – Instructions for installation of files Problems: 1. 2 – 1. (Even numbered problems); Pages 1 – 9 Chapter 2: Graphical Descriptive Techniques 2. 1. Types of Data and Information 2. 2. Describing a Set of Nominal Data 2. 3. Describing the Relationship between Two Nominal Variables and Comparing Two or More Nominal Data Sets Problems: 2. 14 – 2. 50 (Even numbered problems); Pages 11 – 39 Chapter 3: Graphical Descriptive Techniques II 3. 1. Graphical Techniques to Describe a Set of Interval Data 3. 2. Describing Time-Series Data 3. 3. Describing the Relationship between Two Interval Variables 3. 4. Art and Science of Graphical Presentations Problems: 3. 6 – 3. 0, 3. 32, 3. 34, 3. 48 – 3. 58 (Even numbered problems); Pages 43 – 92 Chapter 4: Numerical Descriptive Techniques 4. 1. Measures of Central Location 4. 2. Measures of Variability 4. 3. Measures of Relative Standing and Bo x Plots 4. 4. Measures of Linear Relationship 4. 7. Comparing Graphical and Numerical Techniques 4. 8. General Guidelines for Exploring Data Appendix 4 Review Of chapters 2 to 4 Problems: 4. 2 – 4. 16, 4. 32 – 4. 36, 4. 42 – 4. 54 (Even numbered problems), 4. 65, 4. 66, 4. 74, 4. 80 (All); Pages 97 – 144, 153, 154 Chapter 5: Data Collection and Sampling 5. 1. Methods of Collecting Data . 2. Sampling 5. 3. Sampling Plans 5. 4. Sampling and Nonsampling Errors Problems: 5. 2, 5. 3, 5. 7, 5. 12; Pages 161 – 173 Chapter 6: Probability 6. 1. Assigning Probability to Events 6. 2. Joint, Marginal, and Conditional Probability 6. 3. Probability Rules and Trees 6. 4. Bayes’ Law 6. 5. Identifying the Correct Method Problems: 6. 6, 6. 11, 6. 16, 6. 17, 6. 20, 6. 28 – 6. 40, 6. 48, 6. 56, 6. 62 – 6. 68 (Even numbered problems); Pages 176 – 210 6 Chapter 7: Random Variables and Discrete Probability Distributions 7. 1. Random Variables and Probability Distributions 7. 4. Binomial Distribution . 5. Poisson Distribution Problems: 7. 2, 7. 10 – 7. 20, 7. 27, 7. 32, 7. 84, 7. 92 – 7. 100 (Even numbered problems), 7. 110, 7. 112 – 7. 119 (All); Pages 217 – 228, 244 – 261 Chapter 8: Continuous Probability Distributions 8. 1. Probability Density Functions 8. 2. Normal Distribution 8. 4. Other Continuous Distributions – T distribution & F distribution Problems: 8. 16 – 8. 56 (Even numbered problems), 8. 83 – 8. 88, 8. 96 -8. 100 (All); Pages 263 – 286, 291 – 296, 301 – 306 Chapter 9: Sampling Distributions 9. 1. Sampling Distribution of the Mean 9. 2. Sampling Distribution of a Proportion . 4. From Here to Inference Problems: 9. 2 – 9. 24, 9. 30 – 9. 42 (Even numbered problems), 9. 52, 9. 54 (All); Pages 307 – 333 Chapter 10: Introduction to Estimation 10. 1. Concepts of Estimation 10. 2. Estimating the Population Mean when t he Populat ion Standard Deviation is known 10. 3. Selecting the Sample Size Problems: 10. 2, 10. 12, 10. 22 – 10. 32 (Even numbered problems), 10. 52, 10. 54 (All); Pages 335 – 358 Chapter 11: Introduction to Hypothesis Testing 11. 1. Concepts of Hypothesis Testing 11. 2. Testing the Population Mean when the Population Standard Deviation is known 11. . Calculating the Probability of a Type II Error 11. 4. The Road Ahead Problems: 11. 7 – 11. 12 (All), 11. 14 – 11. 46 (Even numbered problems); Pages 361 – 397 Chapter 12: Inference about One Population 12. 1. Inference about a population Mean when th e Standard Deviation is Unknown 12. 3. Inference about a Population Proportion Problems: 12. 4, 12. 8, 12. 24 – 12. 34 (Even numbered problems), 12. 70, 12. 74, 12. 94, 12. 96 (All); Pages 399 – 412, 421 – 431 Chapter 13: Inference about Two Populations 13. 1. Inference about the Difference between Two Means: Independent Samples 13. 2.Observational and Experimental Data 13. 4. Inference about the Ratio of Two Variances 13. 5. Inference about the Difference between Two Population Proportions Appendix 13 Review of Chapters 12 and 13 Problems: 13. 12 – 13. 20, 13. 32 – 13. 36 (Even numbered problems), 13. 78 – 13. 81, 13. 90, 13. 91, 13. 92 (All) Pages 449 – 471, 489 – 511 Chapter 14: Analysis of Variance 14. 1. One Way Analysis of Variance 14. 2. Multiple Comparisons Appendix 14 Review of Chapters 12 to 14 Problems: 14. 4 – 14. 14 (Even numbered problems), 14. 38, 14. 41, 14. 42 (All), Utilize Tukey’s Omega; Pages 525 – 545, 548 – 553 Chapter 15: Chi Squared Tests (Chapter 15 is not covered in this course) Read Appendix 15 Review of Chapters 12 – 14 only Chapter 16: Simple Linear Regression 16. 1. Model 16. 2. Estimating the Coefficients 16. 3. Error Variable: Required Conditions 16. 4. Assessing the Model 16. 5. Using the Regression Equation 1 6. 6. Regression Diagnostics – I Appendix 16 Review of Chapters 12 – 16 (Exclude Chapter 15) Problems: 16. 1, 16. 2, 16. 6 – 16. 11, 16. 32, 16. 34(b, c), 16. 38, 16. 39, 16. 40, 16. 56, 16. 62, 16. 89, 16. 90, 16. 100, 16. 102, Case 16. 2; Pages 633 – 660, 666 – 679Chapter 17: Multiple Regression 17. 1. Model and Required Conditions 17. 2. Estimating the Coefficients and Assessing the Model 17. 3. Regression Diagnostics – II 17. 4. Regression Diagnostics- III (Time Series) Appendix 17 Review of Chapters 12 – 17 (Exclude Chapter 15) Problems: 17. 8, 17. 10, 17. 18; Pages 692 – 712 8 University of Texas at Dallas Policies and Procedures Field Trip Policies Off-Campus Instruction & Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities.Information regarding these rules and regulations may be fou nd at the website address http://www. utdallas. edu/BusinessAffairs/Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. There are no field trips associated with this class. Technical Support: If you experience any problems with your UTD account you may send an email to: [email  protected] edu or call the UTD Computer Helpdesk at 972-883-2911. Student Conduct & Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business.It is the responsibility of each student and each student organization to be knowledgeable about the rules an d regulations which govern student conduct and activities. The University of Texas at Da llas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations of th e Board of Regents of the University of Texas Sy stem, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the Course Syllabus Page 8, University’s Handbook of Operating Procedures.Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SSB 4. 400, 972/883- 6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected t o obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules.Students are subject to discip line for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalti es are also imposed for such conduct. Academic Integrity The faculty and administration of the School of Management expect from our students a high level of responsibility and ac adem ic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.We wan t to establish a reputation for the honorable behavior of our graduates , which extends throughout their careers. Both your individual reputation and the school’s reputation matter to your success. The Judicial Affairs website lists examples of academic dishonesty. Dishonesty includes, but is not limited to cheating, plag iarism, collusion, facilitating academic dishonesty, fabrication, failure to contribute to a collaborative project and sabotage. Some of the ways students may engage in academic dishonesty are: Coughing and/or using visual or auditory signals in a test;Concealing notes on hands, caps, shoes, in pockets or the back of beverage bottle labels; Writing in blue books prior to an examination; Writing informati on on blackboards, desks, or keeping notes on the floor; Obtaining copies of an exam in advance; Passing information from an earlier class to a later class; Leaving information in the bathroom; Exchanging exams so that neighbors have identical test forms; Having a substitute take a test and providing falsified identification for the substitute; Fabricating data for lab assignments;Changing a graded paper and requesting that it be regraded; Failing to turn in a test or assignment and later suggesting the faculty member lost the item; Stealing another student’s graded test and affixing one’s own name on it; Recording two answers, one on the test form, one on the answer sheet; Marking an answer sheet to enable another to see the answer; Encircling two adjacent answers and claiming to have had the correct nswer; Stealing an exam for someone in another section or for placement in a test file; Using an electronic device to store test information, or to send or receive answer s for a test; Destroying or removing library materials to gain an academic advantage; Consulting assignment solutions posted on websites of previous course offerings; Transferring a computer file from one person’s account to another; Transmitting posted answers for an exam to a student in a testing area via electronic device; 9Downloading text from the Internet or other sources without proper a ttribution; Citing to false references or findings in research or other academic exercises; Unauthorized collaborating with another person in preparing academic exercises ; Submitting a substantial portion of the same academic work more than once without wr itten authorization from the instructor. http://www. utdallas. edu/judicialaffairs/UTDJudicialAffairs -Basicexamples. html Updated: August, 2011 Plagiarism on written assignments, especially from the web, from portions of papers for other classes, and from any other source is unacceptable.During tests and quizzes, students in this s ection are not allowed to have with them any food or drinks, scratch paper, cours e materials, textbooks, notes, invisible ink pens, or electronic devices, including IPads, IPhones, IPods, MP3 Players, earphones, radios, smart phones, cameras, calculators, multi-function timepieces, or computers. When possible, students should sit in alterna ting seats, face forward at all times, and remove any clothing which might conceal eye movements, reflect images of another’s work, or hide co urse material for copying.Exam proctors will monitor any communication or signaling between students by talking, whispering, or making sounds, or by using your hands, feet, other body movements, the test paper itself or your writing implement. Students in this course suspected of academic dishonesty are subject to disciplinary proceedings, and if found responsible, the following minimum sanctions will be applied: 1. Homework – Zero for the Assignment 2. Case Write-ups – Zero for the A ssignment 3. Quizzes – Zero for the Quiz 4. Presentations – Zero for the Assignment 5.Group Work – Zero for the Assignment for all group members 6. Tests – F for the course These sanctions will be administered only after a student has been found officially responsible for academic dishonesty, eith er through waiving their right for a disciplinary hearing, or being declared responsib le after a hearing administered by Judicial Affairs and the Dean of Student’s Office. In the event that the student receives a failing grade for the course for academic dishonesty, the student is not allowed to withdraw as a way of preventing the grade from being entered on their record.Where a student receives an F in a course and chooses to take the course over to improve their grade, the original grade of F remains on their transcript, but does not count towards calculati on of their GPA. The School of Management also reserves the right to review a student’s d isciplinary record, on file with the Dean of Students, as one of the criteria for determining a student’s eligibility for a scholarship. Judicial Affairs ProceduresUnder authority delegated by the Dean of Students, a faculty member who has reason to suspect that a student has engaged in academic dishonesty may conduct a conference with the student in compliance with the following procedures: (i) The student will be informed that he/she is believed to have committed an act or acts of academic dishonesty in violation of University rules; (ii) The student will be presented with any information in the knowledge or possession of the instructor which tends to support the allegation(s) of academic dishonesty; iii) The student will be given an opportunity to present information on his/her behalf; (iv) After meeting with the student, the faculty member may choose not to refer the allegation if he/she determines that the allegations are not supported by the evidence; or (v) After meeti ng with the student, the faculty member may refer the allegations to the dean of students along with a referral form and all supporting documentation of the alleged violation.Under separate co ver, the faculty member should forward the appropriate grade to be assessed if a student is found to be responsible for academic dishonesty; (vi) The faculty member may consult with the dean of students in determining the recommended grade; (vii) The faculty member must not impose any independent sanctions upon the student in lieu of a referral to Judicial Affairs; (viii) The faculty member may not impose a sanction of suspension or expulsion, but may make this recommendation in the referral documentationIf the faculty member chooses not to meet with the student and instead forwards the appropriate documentation directly to the dean of students, they should attempt to inform the student of the allegation and notify the student that the information has been forwarded to the Office of Dean of St udents for investigation . 10 The student, pending a hearing, remains responsible for all academic exercises and syllabus requirements. The student may re main in class if the student’s presence in the class does not interfere with the professor’s ability to teach the class or the ability of other class members to learn. See Section 49. 0, page V-49-4 for information regarding the removal of a student from class). Upon receipt of the referral form, class syllabus, and the supporting material/documentation from the faculty member, the dean shall proceed under the guidelines in the Handbook of Operating Procedures , Chapter 49, Subchapter C. If the respondent disputes the facts upon which the allegations are based, a fair and impartial disciplinary committee comprised of UTD faculty and students, shall hold a hearing and determine the responsibility of the student.If they find the student in violation of the code of conduct, the de an will then affirm the minimum sanctio n as provided in the syllabus, and share this information with the student. The dean will review the student’s prior disciplinary record and assess additional sanctions where appropriate to the circumstances. The dean will inf orm the student and the faculty member of their decision. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail.At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U. T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information.UTD furnishes each s tudent with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U. T. Dallas provides a method for students to have their U. T. Dallas mail forwarded to other accounts. Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college -level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class.The professor cannot drop or withdraw any student. The student must do the proper paperwork to avoid receiving a final grade of â€Å"F† in the course if the student chose not to attend the class after enrollment. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the bligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called â€Å"the respond ent†). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean.If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade PolicyAs per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non -disabled peers.Disability Services is located in room 1. 610 in the Student Union. Office hours are Monday and Thursday, 8:30 a. m. to 6:30 p. m. ; Tuesday and Wednesday, 8:30 a. m. to 7:30 p. m. ; and Friday, 8:30 a. m. to 5:30 p. m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) 11 Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability.For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to p rovide special services such as registration, note-taking, or mobility assistance.It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor immediately during the first class meeting. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11. 0, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence.A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i. e. , for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee.The chief executive officer or designee must take into account the legislative intent of TEC 51. 911(b), and the student and instructor w ill abide by the decision of the chief executive officer or designee . Off-Campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below.Additional information is available from the office of the school dean. (http://www. utdallas. edu/BusinessAffairs/Travel_R isk_Activities. htm) Descriptions/ timelines for your class are subject to change at the discretion of the Professor. It is the responsibility of the student to read and understand this syllabus. Any errors and/or omissions found after the official posting of this syllabus, at any time, will be corrected with announcement to class via lecture classroom and/or eLearning. Calculation of Letter Grades stated within this syllabus applies to the current semester. 12

Tuesday, October 22, 2019

The 2003 Election Campaign essays

The 2003 Election Campaign essays The 2003 election campaign was highlighted by the repetitious and common campaigning seen in previous elections as well as some unexpected and different strategies used by the major parties, and some factors that no candidate or party could have helped or stopped. The policies that the ALP are promising the NSW people , if they are reelected, mainly revolve around better education, better health resources and a tougher stance on criminals. As a result of terrorism threats and the growth of crime rates in NSW, in particular the Sydney area, the Labor party had delivered tougher jail sentencing in a resort to cut down on criminal rates and ensure the safety of the NSW people by passing the Crimes (Sentencing Procedure) Amendment (Standard Minimum Sentencing) Bill. The ALP and the opposition have put much emphasis on this area of development. They promise to continue putting police in crime hotspots, where they are needed the most. Further emphasis has also been put on the improvement on the education system of NSW with the ALP presenting many policies for the development of education in NSW especially for public education, like High Schools and TAFE institutes. The ALP are planning to spend $7.3 billion on public schools and TAFE institutes. With the current national nurse shortage, Labor has promised to provide more nurses into hospitals around the state. They have already returned 891 nurses and are promising a 15% pay rise during the course of this year. The ALP is also building 36 more hospitals in rural areas of NSW. The Labor Party has launched an extensive, and a little expensive, advertising campaign. The advertisements looked to capitalize on the oppositions inexperience. They have attacked the leader of the opposition John Brogden claiming he is too inexperienced for the job and declaring the Liberal Party simply does not have the resources required to lead ...

Monday, October 21, 2019

Italian Immigration essays

Italian Immigration essays There were many reasons why the Italians choose to make the long journey to America. They faced many hardships in their motherland and decided to travel to the new world. The Italians had been having the problem of owning their own land, most landlords had control of the land. These landlords would charge high rent for the Italians that lived in his houses. Many Italians had to deal with working for low wages; they were treated poorly and were paid poorly also. In 1870 to 1900 production of foodstuffs except for fresh fruit, tomatoes, and vegetables slowed, thus mal nutrition spread throughout Italy. Also around this time also natural disasters were causing many Italians to Immigrate To be able to come to America all Italians would need to have money for a boat ticket. For most people money was a hard thing to come by. The boat captains didnt allow you to take any luggage on the boat because they were trying to get as many people on board as possible. All you had when you got on the boat was your clothes you were wearing and thats about it. Some of the Immigrants brought a few dry goods to eat on the ride but most only had the clothes on their backs. The boat ride was very packed, the air was hard to breath it smelled of dirty hay and sewage from the toilets. People were always getting sick and puking all over the floors because of sea sickness. Most people were put in the bottom of the boat and barely ever came out till they arrived in America. The journey took about 8-14 days to complete, this was the longest journeying they would possible ever make again. People became very ill on this journey due to the living conditions of the boat and diseases were easily spreading. Many people died because of their age and they became too ill to survive any longer. The first thing the Italian people saw on the boat when they arrived to America ...

Sunday, October 20, 2019

WASP - Women Pilots of World War II

WASP - Women Pilots of World War II In the United States, women pilots were trained to fly non-combat missions in order to free male pilots for combat missions. They ferried planes from the manufacturing plants to military bases, and ended up doing much more - including flying new aircraft such as the B-29, to prove to male pilots that these were not as difficult to fly as the men thought! Well before World War II became imminent, women had made their mark as pilots. Amelia Earhart, Jacqueline Cochran, Nancy Harkness Love, Bessie Coleman and Harriet Quimby were only a few of the women record-holders in aviation. In 1939, women were allowed to be part of the Civilian Pilot Training Program, a program designed to train college students to fly, with an eye to national defense. But women were limited by quota to one woman for every ten men in the program. Jackie Cochran and Nancy Harkness Love separately proposed the use by the military of women. Cochran lobbied Eleanor Roosevelt, writing a 1940 letter urging that a womens division of the Air Force be established especially to ferry planes from manufacturing plants to military bases. With no such American program supporting the Allies in their war effort, Cochran and 25 other American women pilots joined the British Air Transportation Auxiliary. Shortly after, Nancy Harkness Love was successful in getting the Womens Auxiliary Ferrying Squadron (WAFS) established, and a few women were hired. Jackie Cochran returned to establish the Womens Flying Training Detachment (WFTD). On August 5, 1943, these two efforts - WAFS and WFTD - merged to become the Women Airforce Service Pilots (WASP), with Cochran as director. More than 25,000 women applied - with requirements including a pilots license and many hours experience. The first class graduated on December 17, 1943. The women had to pay their own way to the training program in Texas. A total of 1830 were accepted into training and 1074 women graduated from WASP training during its existence, plus 28 WAFS. The women were trained the Army way and their graduation rate was similar to that for male military pilots. The WASP was never militarized, and those who served as WASP were considered civil service employees. There was considerable opposition to the WASP program in the press and in Congress. General Henry Hap Arnold, US Army Air Force commander, first supported the program, then disbanded it. The WASP was deactivated December 20, 1944, having flown about 60 million miles in operations. Thirty-eight WASP were killed, including some during training. Records of WASP were classified and sealed, so historians minimized or ignored the women pilots. In 1977 - the same year the Air Force graduated its first post-WASP women pilots - Congress granted veteran status to those who had served as WASP, and in 1979 issued official honorable discharges. Wings Across America is a project to tape memories of WASP. Note: WASP is the correct use even in the plural for the program. WASPs is incorrect, because the P stands for Pilots so its already plural.

Saturday, October 19, 2019

Patents and their role Essay Example | Topics and Well Written Essays - 2000 words

Patents and their role - Essay Example Introduction Writers, inventors, artist, scientists transform their idea into tangible products or property which is reflective of all the research and effort done in achieving that final product. When this property is protected under the law it is called intellectual property rights (IP). Patents, copyrights, trademarks and trade secrets are all examples of intellectual property rights. Inventions, innovations, discoveries and artistic work etc. are as old as human history then why patents are required now. With the onset of globalization and communication mediums such as internet etc. information and knowledge transfers very easily at a very high speed. Patent rights prevent others from copying, making, using or selling the property. Patent is basically a reward to the inventor. This paper aims at studying in detail what exactly patent rights are? What was the need of their development and implementation? Some research related to rules and regulations of the patent law will also be conducted. The paper will also discuss the importance and benefits of patents. Intellectual Property Rights Intellectual property can be defined as the product of human intellect which have commercial value and that is protected by law. Intellectual property generally includes creative works, products, processes, imagery, inventions and services. These intellectual properties are protected through patents, copyrights and trademarks. Intellectual property rights along with other regulations and court decisions secure the rights through following activities. Firstly it includes restriction on selling or licensing of intellectual properties. Secondly, resolution of conflict between companies over intellectual properties and services. Lastly it involves administrative procedures such as registration and administration of intellectual property rights. There are three types of intellectual property rights patent law, copy right law and trademark law. Patent types Patent law is further di vided into three categories according to the type of the product. The three categories are utility, design and plant. The most common type of patent right is utility patent. Utility patent is usually reserved for the invention of a new yet non-obvious product. The inventor of this innovative product is granted the exclusive right of selling, using and making of this product for a period of about 17-18 years. The patent granted for new but nonfunctional design is for the period of 14 years. The expiry date of the patent of plant is the longest it lasts for twenty years (Stim). Utility patents as described above are reserved for new, non-obvious, innovative and useful discoveries. These discoveries are further categorized into five types namely processes, machines, manufacturers, compositions of matter or improvement into any of these types. Design pattern is granted for an article of manufacturer (Law). Features of Patent A patent is not just a legal document but it is a technical pu blication and it even serves the purpose of a sales brochure. It is called a technical document because it must contain sufficient information about the product which is useful for person interested in making and using the patent. Such a document is a source of technical information for the public which is not available otherwise. It also serves the purpos

Friday, October 18, 2019

Individual assignment Essay Example | Topics and Well Written Essays - 750 words

Individual assignment - Essay Example Bhide concurs with this position by stating that financial services firms must prove themselves every day – in terms of profits and competitive advantage – because a strategy might be successful today and ineffective tomorrow. Bhide rubbishes the traditional, subjective concept for this sector by demonstrating that as a result of the volatile nature of financial products and services, they can be copied quickly. He suggests that there is no consistent flow of new opportunities available, so firms should concentrate on doing all they can to reduce their chances of failure. The author suggests that strategy should resemble poker rather than chess, where firms concentrate on strategy and execution instead of putting up massive barriers to rivals. The author cites Warren Buffet, who said that core sustainable competitive advantages are virtually non-existent in the financial services sector (Chermack, 2011:35). Financial services firms have no monopoly on excellent product ideas, so they must secure clients by implanting ideas better than their rivals (Gong, 2013:15). In spite of this, other scholars disagree by arguing that possessing operational efficiency or effectiveness is insufficient for companies and that these strategies lead to some firms outlasting others but offering no real competitive advantage in the industry (Gong, 2013:15). Bhide acknowledges that financial services firms must develop and enforce appraisal systems to avoid irresponsibility. He argues that financial services firms should evaluate their performance and constantly analyse current and potential risks. This idea has been proposed by other scholars, who have argued that firms with novel strategies should have sufficient structures to support the emergence of patterns, but not so much that it increases cost and triggers inflexibility (Hitt and Ireland, 2013:45). It can be argued that novel strategies are not about the lack of authority;

Movers and Shakers in Education Assignment Example | Topics and Well Written Essays - 1000 words

Movers and Shakers in Education - Assignment Example Moreover, Mann believed that teachers were in need of a formal education system beyond High School. Consequently, Mann was joined by other lobbyist for common schools such as Catherine Beecher. However, it is critical to mention that resistance to the common schools was evident from Roman Catholic adherents. To this effect, the opponent believed that nonsectarian common schools were against the precincts of Catholicism. However, the first common school was established in Massachusettes in 1839 following compromise and political consensus. By the latter period of the 19th century, other states adopted common schools policies that evolved to what the contemporary public schools system. John Dewey (1916) Figure 2: John Dewey's philosophy on teaching John Dewey was epitomized as a prominent American philosopher and educational revolutionary whose ideologies contributed to reform in the social and education sector. In reference to education, Dewey is best known for his philosophies in edu cation. To this end, John Dewey theorized education as the process of developing an individual’s capacities to which the person gains control over his/her environment and consequently fulfil his/her potential (Novak). Consequently, John Dewey formulated four aims of education. Foremost, he believed that education is life whereby life itself was epitomized by education. Moreover, education is life was whereby the learner was focussed on the present scenario and not the future. Secondly, Dewey believed that education is experience. Consequently, he explained that education should be based in experience since it develops a new insight in the learner and replaces old experience. Third, Dewey believed that education was centred on the development of social efficiency. To this end, he envisaged the school as a social institution designed to replicate the realities of the outer world. Fourth, Dewey believed that theory and practice should be conjoined in education. Consequently, tho ughts or words should be precincts of teaching and learning. Moreover, Dewey envisioned a method of teaching through direct experience. This was whereby teaching was based on activities in direct connection with the child’s life. Evidently, John Dewey’s theory of experiential learning and child centred social theory contributed to the development of contemporary education practices in the 21st century. Consequently, his education philosophies marked a shift from lecture based learning processes. The Case of Brown v. Board of Education  (1954, 1955) Figure 3: The landmark ruling on the Brown vs. Board of Education The case involved the pertinent issue of racial segregation in public learning institutions. To this end, the National Association for the Advancement of Colored People (NAACP) and Thurgood Marshal led a judicial campaign against the racial segregation of learners at school (â€Å"History of Brown v. Board of Education."). The Brown vs. Board of Education w as a consortium of five cases involving Briggs vs. Elliot, Gebhart vs. Ethel, Brown vs. Board of Education of Topeka, Davis vs. Board of Education of Prince Edward County (VA) and Boiling vs Sharpe(â€Å"History of Brown v. Board of Education."). The facts underlying each case were divergent but were all connected based on the legality of government-sponsored segregation of students in public schools. Initially, the U.S District

Thursday, October 17, 2019

Public Law assignment Scholarship Essay Example | Topics and Well Written Essays - 750 words

Public Law assignment - Scholarship Essay Example % PIECE YOU HAVE EVALUATED: Mark TITLE Gordon Brown's Commons statement on reform of the constitution. AUTHOR Gordon Brown REFERENCE (citation) Carroll, a, Constitutional and Administrative Law (4b ed),London Pearson, Longman.2007 APPLICATION OF THE COCOA MODEL Coverage: The speech addresses the issue of the powers exercised by the Prime Minister and the Executive in the name of the monarchy without the people and their elected representatives being consulted. Objectivity: The piece represents one point of view that Prime minister and executive retain more powers and constitutional change is needed. Currency: The speech was made in 2007 after the Prime Minister Gordon Brown took office in 27 June 2007. Organization: The speech took place in the House of Commons. Authorship: The Author is the Prime Minister and leader of the Labour Party. POSITION OF THE AUTHOR The position of the Author as a Prime Minister and Leader of the Labour Party explains why he claims for new British constitutional settlement that entrusts more power to Parliament and the British people. CLAIMS made by the author and EVIDENCE provided (adjust numbering and space for this section as needed according to your chosen piece) Claim 1: The executive retain more power over the parliament Evidence: The government has the power to request the dissolution of Parliament and the power to restrict Parliamentary oversight of the intelligence services Comment: These powers exercised by the executive are great evidence on its over-mighty authority. Gordon Brown proposed that the House of Commons would have to approve a resolution for any dissolution of Parliament requested by the Prime Minister. Claim 2: The executive controls over the judiciary... 2. a brief summary of how the COCOA model works in relation to the piece (COVERAGE, OBJECTIVITY, CURRENCY, ORGANISATION and AUTHORSHIP) - see InfoSkills section 3 for more information on the COCOA model. (15 marks) This task contributes 5 per cent of your overall assessment for Legal Technique and Reasoning and there is therefore no individual pass-mark for this element (the overall passmark for LTR is 40 per cent). Coverage: The speech addresses the issue of the powers exercised by the Prime Minister and the Executive in the name of the monarchy without the people and their elected representatives being consulted. The position of the Author as a Prime Minister and Leader of the Labour Party explains why he claims for new British constitutional settlement that entrusts more power to Parliament and the British people. These powers exercised by the executive are great evidence on its over-mighty authority. Gordon Brown proposed that the House of Commons would have to approve a resolution for any dissolution of Parliament requested by the Prime Minister. Comment: Regarding this Gordon Brown proposed to start the debate and consult on empowering citizens and communities. Moreover to reinforce the neutrality of the civil service, the core principles governing it should be legislated by Parliament. That's why Brown assures that The Church of England is, and should remain, the established church in England.

Case study Research Paper Example | Topics and Well Written Essays - 750 words

Case study - Research Paper Example The continuity of business and profitability of a firm highly depends on that firm’s customer base. The critical aspects to capture in customer relations are quality of product or service and customer satisfaction relative to buyer behavior and decisions (Kerin, et al. 2006). Apple, Inc. is one of the best companies in customer relations. The company, a leading PC and mobile handsets vendor, focuses on product innovation and merges this pursuit to consumer needs, tastes, and preferences (Grant, 2011). Successful customer relations are realized from functional practices that seek to address customer satisfaction. In a world that is highly driven by technological advancement, Apple has taken a leading position in making PC and mobile handsets consumers a part of the company’s system. In other words, the company’s business activities and operations integrate and involve the consumers in the design and development of new products. The company employs customer feedbac k to better company-customer interaction. In doing so, Apple’s customers have been involved developing new products that carries their individual specifications and features. This means that Apple’s potential customers express what they would like to have in their products, and the company designs and develops products that meet the qualities highlighted by these customers. Apple understands that customer relations are primarily based on customer satisfaction in terms of product or service quality and pricing. Apple employs creativity and innovativeness in developing new and improved products for consumers. This allows the company to dominate the market in the industry within which it operates and at the same time capture a significant market share that subsequently improves its business portfolio. Based on this factor, maintaining a close and constant contact with customers is vital. This is a practice that Apple highly values and observes. Programs like GE Six Sigma black belts and management experts foster Apple’s customer relations (Stanton, 2011). On the other hand, Kudler Fine Foods Company performs at a less than perfect scale in relation to customer service. Although the company is a successful grocery store that offers diverse and dynamic products and services, its customer relations aspect is not fully developed. The needs, tastes, and preferences of consumers of perishable goods highly vary from time to time and from one region to another. In this respect, all customers cannot be equally accounted for in terms of satisfaction. However, this diversity in meeting customer demands is not fully integrated into the operations of Kudler Fine Foods. Although the company has designed, formulated, and implemented functional programs that target its customers, not all customers have been accounted for. In fact, only regular and heavy consumers are targeted by the implemented programs like specialty food program and Frequent Shopper Progra m (Kudler Fine Foods, 2004). Such and other programs in the company locks out a substantial percentage of customers, and the company cannot, therefore, be said to successfully realize effective customer relations at all customer levels. Apple’s actions to enhance its customer relations results in numerous achievements, all of which are deeply rooted in the company’s operations and business aspects. Improving customer relations has improved Apple’

Wednesday, October 16, 2019

Public Law assignment Scholarship Essay Example | Topics and Well Written Essays - 750 words

Public Law assignment - Scholarship Essay Example % PIECE YOU HAVE EVALUATED: Mark TITLE Gordon Brown's Commons statement on reform of the constitution. AUTHOR Gordon Brown REFERENCE (citation) Carroll, a, Constitutional and Administrative Law (4b ed),London Pearson, Longman.2007 APPLICATION OF THE COCOA MODEL Coverage: The speech addresses the issue of the powers exercised by the Prime Minister and the Executive in the name of the monarchy without the people and their elected representatives being consulted. Objectivity: The piece represents one point of view that Prime minister and executive retain more powers and constitutional change is needed. Currency: The speech was made in 2007 after the Prime Minister Gordon Brown took office in 27 June 2007. Organization: The speech took place in the House of Commons. Authorship: The Author is the Prime Minister and leader of the Labour Party. POSITION OF THE AUTHOR The position of the Author as a Prime Minister and Leader of the Labour Party explains why he claims for new British constitutional settlement that entrusts more power to Parliament and the British people. CLAIMS made by the author and EVIDENCE provided (adjust numbering and space for this section as needed according to your chosen piece) Claim 1: The executive retain more power over the parliament Evidence: The government has the power to request the dissolution of Parliament and the power to restrict Parliamentary oversight of the intelligence services Comment: These powers exercised by the executive are great evidence on its over-mighty authority. Gordon Brown proposed that the House of Commons would have to approve a resolution for any dissolution of Parliament requested by the Prime Minister. Claim 2: The executive controls over the judiciary... 2. a brief summary of how the COCOA model works in relation to the piece (COVERAGE, OBJECTIVITY, CURRENCY, ORGANISATION and AUTHORSHIP) - see InfoSkills section 3 for more information on the COCOA model. (15 marks) This task contributes 5 per cent of your overall assessment for Legal Technique and Reasoning and there is therefore no individual pass-mark for this element (the overall passmark for LTR is 40 per cent). Coverage: The speech addresses the issue of the powers exercised by the Prime Minister and the Executive in the name of the monarchy without the people and their elected representatives being consulted. The position of the Author as a Prime Minister and Leader of the Labour Party explains why he claims for new British constitutional settlement that entrusts more power to Parliament and the British people. These powers exercised by the executive are great evidence on its over-mighty authority. Gordon Brown proposed that the House of Commons would have to approve a resolution for any dissolution of Parliament requested by the Prime Minister. Comment: Regarding this Gordon Brown proposed to start the debate and consult on empowering citizens and communities. Moreover to reinforce the neutrality of the civil service, the core principles governing it should be legislated by Parliament. That's why Brown assures that The Church of England is, and should remain, the established church in England.

Tuesday, October 15, 2019

Fire in the SUVs in Southern California Essay Example | Topics and Well Written Essays - 250 words

Fire in the SUVs in Southern California - Essay Example Although these groups of terrorists do not kill people, they still create fear among innocent lives. Their manner of espousing their belief of protecting the environment is quite radical. They resort to arson and other similar violent acts. They would not be labeled as terrorists if they only resort to peaceful protests such as giving away stickers which express their abhorrence on SUVs.   The people who set fire on the SUVs and some SUV dealerships may be labeled as terrorists because of their clear violation of the criminal laws of the United States, particularly committing an â€Å"act dangerous to human life† (Federal Bureau of Investigation 4).   The burning of the SUVs was attributed to the Earth Liberation Front (ELF) which is an extremist environmental movement who strongly believes that SUVs are pollutants because of their poor fuel efficiency. Their strategy is to destroy properties which harm the environment. They are like other terrorists who cause damages amounting to millions of dollars. They claim to be protectors of the environment, but how can they be considered as such if they are sowing terror in society. If this is not terrorism, then what is?   

The throne of Saudi Arabia Essay Example for Free

The throne of Saudi Arabia Essay The throne of Saudi Arabia fell vacant in 1982, following Khalid bin Abdul Aziz’s assassination in 1982. King Fahd took the reins and was the King of the Saudi kingdom until death in 2005. His half-brother, Abdullah officially came to power the same year, although he has been ruling the country since Fahd’s incapacitating stroke in 1996. Average lifespan of a Saudi ruler is approximately 78 years. The present ruler King Abdullah is the eldest, while King Khalid was the youngest. Women have never ruled Saudi Arabia; all of the Kings of Saudi Arabia have been sons of King Abd al-Aziz Al Saud, the founder of modern Saudi Arabia. Inheritance has been the common way of ascendance to power, while natural death particularly due to heart attack has been the reason for leaders’ fall from power Algeria Chadli Bendjedid, President (Feb 9 1979 Jan 11 1992) Mohamed Boudiaf, Chairman of the High Council of State (Jan 14 1992 June 29 1992) Ali Kafi, Chairman of the High Council of State (June 29 1992 to Jan 31 1994) Liamine Zeroual, Head of State (Jan 31 1994 Apr 27 1999) Abdelaziz Bouteflika, President (Since Apr 27 1999) Algeria in the 1980s was under the one-party rule of President Chadli Bendjedid. Opposition from religious parties forced the country’s first multi-party elections in 1991. The military intervened to stop religious political parties from ruling the country and Mohamed Boudiaf was appointed the Chairman of the High Council of State in 1992. Following his assassination, Ali Kafi became his successor in the same year. In 1994, Liamine Zeroual took over as the Head of state and was in power till 1999. Civil unrest led to the Algerian Civil War followed by a military-backed government to ascend into power in 1999. Abdelaziz Bouteflika has been the President of Algeria since 1999. The average age of Algerian leaders is about 68 years, while Boudiaf was the eldest leader being 73 years when he died. Libya Muammar Muhammad al-Gaddafi, Military Colonel (Since 2 Mar 1979) The power in Libya is controlled by Colonel Al-Gaddafi, the leader of the Revolutionary Command Council as well as the unconstitutional head of state. He established the General Peoples Congress (GPC) to reform the political system, thereby vesting only theoretical control and retaining absolute control over Libya (El Fathaly and Palmer 529). Al-Gaddafi is now 68 years old and his rose to power through a revolution governed by Islamic socialism. Egypt Mohamed Hosni Mubarak, President (Since 14 October 1981) The Republic of Egypt follows a multi-party presidential system. Mubarak has been elected as the President for the past five times in elections since 1981, since Egypt has conventionally practiced single-candidate elections. He is now 53 years old and has promised to reform the country’s election laws for the next election. Jordan Hussein bin Talal, King (11 Aug 1952 – 7 Feb 1999) Abdullah bin al Hussein, King (Since 7 Feb 1999) Abdullah bin al Hussein inherited the throne of the Hashemite Kingdom of Jordan in 1999, following the death of his father Hussein bin Talal. Abdullah is now 46 years of age, while his father was 64 years old when he passed away. Syria Hafez al-Assad, President (13 Nov March 1970- 10 June 2000) Bashar al-Assad (Since 10 July 2000) Hafez al-Assad was actually the Defense Minister in the Baath Regime. After the Black September incident, his popularity rose and he claimed power through a military coup to become president. He ruled Syria for 30 straight years until his death; Hafez was 70 years old when he died. The minimum age in the constitution was amended to facilitate his son Bashar becoming the next President. Afghanistan Mohammad Najibullah (30 Nov1987 – 16 Apr 1992) Abdul Rahim Hatef (16 Apr 1992 – 28 Apr 1992) Sibghatullah Mojaddedi (28 Apr 1992 – 28 June 1992) Burhanuddin Rabbani (28 June 1992 – 27 Sep 1996) Mohammed Omar, Islamic Emirate President (27 Sept 1996 – 13 Nov 2001) Burhanuddin Rabbani, Islamic Transitional State President (27 Sep 1996 – 22 Dec 2001) Hamid Karzai, Islamic Transitional State Chairman and President (22 Dec 2001 – 7 Dec 2004) Hamid Karzai, Islamic Republic President (Since Dec 2004) Soviet withdrawal from Afghanistan in 1989 caused them to back up former Afghan spy Najibullah as the President. However, after the breakup of USSR and withdrawal of support, the Taliban gradually rose to power and enforced religious fundamentalist rule. Following the World Trade Center bombing, America invaded Afghanistan and power was transferred back to the Mujahideen led by Rabbani. Elections were held in 2002 and Karzai was elected President. Iraq Saddam Hussein, President (1979 2003) Ghazi Mashal Ajil al-Yawer, Interim President (9 April 2003 – 28 June 2004) Jalal Talabani (Since 6 April 2005) Saddam ascended to power by either arresting or murdering his rival leaders. He was 66 years old when has captured. After that, the Coalition Provisional Authority nominated Ghazi as the interim president, after which Talabani was elected president. Iran Grand Ayatollah Ruhollah Khomeini, Supreme Leader (3 Dec 1979 3 June 1989) Grand Ayatollah Ali Khamenei, Supreme Leader (Since 4 June 1989) The Islamic Republic of Iran was formed in 1979 following the Islamic revolution; Ayatollah Ruhollah Khomeini, being highest ranking religious and political authority, became the Supreme Leader of Iran. Ruhollah Khomeini was 87 years old when he died, and Ali Khamenei was elected as the next Supreme by the Assembly of Experts. Israel Yitzhak Navon (19 April 1978 5 May 1983) Chaim Herzog (5 May 1983 13 May 1993) Ezer Weizman (13 May 1993 13 July 2000) Moshe Katsav (1 August 2000 1 July 2007) Shimon Peres (Since 15 July 2007) In Israel, the President is elected by either an absolute or simple majority in the parliament. Yitzhak Navon is now 84 years old and the oldest surviving Israeli President. Yemen Ali Abdullah Saleh (22 May 1990) He has been the first President of unified Yemen since 1990 and is 60 years old now. Kuwait Emir Jaber III Al-Ahmad Al-Jaber Al-Sabah (31 Dec 1977 – 15 Jan 2006) Emir Saad I Al-Abdullah Al-Salim Al-Sabah (15 Jan 2006 – 24 Jan 2006) Emir Sabah IV Al-Ahmad Al-Jaber Al-Sabah (Since 29 Jan 2006) Lebanon Bachir Gemayel (23 August 1982 – 14 September 1982) Amine Gemayel (23 September 1982 – 22 September 1988) Prime Minister Michel Aoun (22 September 1988 – 13 October 1990) Prime Minister Selim al-Hoss (22 September 1988 – 5 November 1989) Rene Moawad (5 November – 22 November 1989) Elias Hrawi (24 November 1989 – 24 November 1998) Emile Lahoud (24 November 1998 – 23 November 2007) Fouad Siniora (Since 24 November 2007) Mauritania Mohamed Mahmoud Ould Louly, Head of State (June 1979 4 Jan 1980) Mohamed Khouna Ould Haidalla, Head of State (4 Jan 1980 to 12 Dec 1984) Maaouya Ould SidAhmed Taya, Head of State (12 Dec 1984 to 18 Apr 1992) Maaouya Ould SidAhmed Taya, Head of State (18 Apr 1992 to 3 Aug 2005) Ely Ould Mohamed Vall, Chairman (3 Aug 2005 to 19 Apr 2007) Sidi Ould Cheikh Abdallahi, President (Since 19 April 2007) UAE Sheikh Zayid ibn Sultan Al Nuhayyan (2 Dec 1971 2 Nov 2004) Sheikh Maktum ibn Rashid Al Maktum (2 Nov 2004 3 Nov 2004) Sheikh Khalifa ibn Zayid Al Nuhayyan (Since 3 Nov 2004) Sudan Gaafar Nimeiry, Head of State (25 May 1969 6 April 1985) Abdel Rahman Swar al-Dahab, Head of State (6 April 1985 6 May 1986) Ahmad al-Mirghani, Head of State (6 May 1986 30 June 1989) Omar al-Bashir, President (30 June 1989 16 Oct 1993) Tunisia Habib Bourguiba (25 July 1957 7 Nov 1987) Zine El Abidine Ben Ali (Since 7 Nov 1987) Turkey Kenan Evren (9 Nov 1982 – 9 Nov 1989) Turgut Ozal (9 Nov 1989 – 17 April 1993) Suleyman Demirel (16 May 1993 – 16 May 2000) Ahmet Necdet Sezer (16 May 2000 28 Aug 2007) Abdullah Gul (Since 28 Aug 2007) Morocco King Hassan II (1961–1999) King Mohammed VI (Since 1999) Oman Qaboos ibn Said (Since 23 July 1970) Pakistan Muhammad Zia-ul-Haq (16 Sep 1978 17 Aug 1988) Ghulam Ishaq Khan (17 Aug 1988 -18 July 1993) Wasim Sajjad (18 July 1993 14 Nov 1993) Farooq Leghari (14 Nov 1993 2 Dec 1997) Wasim Sajjad (2 Dec 1997 1 Jan 1998) Muhammad Rafiq Tarar (1 Jan 1998 20 June 2001) Pervez Musharraf (Since 20 June 2001) The trend in rising to power in most of the countries mentioned above is through brute force, inheritance, revolution or religious fundamentalism. The concept of real democracy is seldom prevalent in these countries; people of these countries have very little control over their future. The leaders are usually old and past their physical and mental prime. Unlike the Western world, women are usually not considered for such higher positions. Works Cited Page El Fathaly, Omar, and Palmer, Monte. â€Å"Political Development and Social Change in Libya†. The American Political Science Review, Vol. 75, No. 2 (Jun. , 1981), pp. 529-530.