Cancer and Biology Research Paper Example | Topics and Well Written Essays - 1000 words

Cancer and Biology - Research Paper Example The presence of cancer in the body leads to the damage of the body cells that undergo unrestrained division to form tumors. Consequently, tumors correspond to lumps of tissue. It is only in the case of leukemia that cancer does not allow division of the cell as the normal function of the blood. The growth of the tumors leads to the interference of circulatory, digestive and the nervous systems. Tumors also release hormones that change the functions of the body. However, not all tumors are dangerous in nature. Tumors that do not grow and move can be beneficial to the body (Ruddon, 2007). The dangers and malignancy of tumors occur in either of the two conditions. The initial condition is apparent when a cancerous cell uses the lymph system and blood to move throughout the body. As the cell moves, it destroys the healthy tissues of the body. This procedure is called invasion. The second condition is when the cancerous cell manages to undergo division and growth. As this happens, the cel l will make fresh blood vessels to feed itself in a process denoted as angiogenesis. Metastasization occurs when the tumor manages to extend to other body parts and grow. As a result, it will invade and destroy additional healthy tissues of the body. ... This can stop the growth tumors in the secondary states (Bozzone, 2007). Causes of cancer Cancer results from the uncontrollable growth cells that are not fatal. Ordinary cells follow the normal path of growth, division, and death. The demise of cells in a planned way is called apoptosis. The breaks down of this program lead to the formation of cancer. It is clear that cancer cells do not undergo programmed deaths as other regular cells. They instead keep up with growth and continue to grow. This culminates in the formation of a network of abnormal cells whose growth is out of control. However, most of the causes of cancer come from external interventions. The main causes of cancer are related with the environmental risk factors like radiations. When one exposes himself to radiations of high levels such as x-rays and therapies, the normal body cells are damaged. This increases the dangers of acquiring leukemia, breast cancer, thyroid cancer, and stomach cancer. Besides, the ultraviol et radiation that originates from the sun culminates in skin cancer that damages the melanoma. The harmful rays from the sun can cause early aging and skin damages (Bozzone, 2007). The other causes of cancer are viruses, chemicals, tobacco, alcohol, and poor diet. Viruses such as human papillomaviruses (HPV), Epstein Barr virus, hepatitis B and C are responsible for causing infectious mononucleosis that increases the risks of acquiring cancer. Additionally, diseases that affect the immune body system of the body such as AIDS make the body vulnerable to cancers. As such, chemicals such as asbestos, radon, nickel, uranium, pesticides, and the benzene also enhance the risks of acquiring

Andragogy Research Paper Example | Topics and Well Written Essays - 1500 words

Andragogy - Research Paper Example Just as importantly, defining what makes an individual an adult has meaning when determining how they will perform when trying to learn. The seven steps to creating a learning planning for adults is called the progress model which means that solving problems is the focus of how learning is accomplished. The following paper will examine the assumptions that define andragogy and the meaning behind them as they support adult learning and the differences between adult and child level learning capacities. Andragogy The origins of andragogy can be traced back to a German educator in 1833 who used the term to define adult education from child education. Alexander Kapp created the term which specifically means man-leading, which is in contrast to the term pedagogy which means child-leading. In the 20th century American education theorists defined three different types of adult learning. The first is andragogy, the second is self directed learning, with the third being transformative. Andrago gy is used as a description of adult learning as a concept in which the learner is motivated by a series of assumptions that end with the learner developing solution to problems in order to learn in the context that an adult learns best (Melik & Melik, 2010, p. 108). Defining andragogy is a bit difficult as it has been presented through a variety of different ideas and is therefore not quite a firm theory through which to filter ideas. Andragogy was originally presented with three assumptions. Some criticisms of the ideas behind andragogy is that it is focused on the individual and not a critical evaluation of the social perspective on adult learning. The concept of andragogy has been correctly criticized for not informing the social perspective, but Knowles suggests that it does not have to promote the social perspective in order to have value in developing a structure of ideas about adult learning. One of the main proponents of andragogy as a theory of learning for adults is Malco lm Knowles. Knowles introduced the idea in the 1970s in response to the fact that most theory on learning was focused on children (Utley, 2011, p. 32). He broke down the assumptions about the motivation for adult learning it six basic concepts. The following is a list of those concepts: 1. Adults need to know the reason for learning something (Need to Know) 2. Experience (including error) provides the basis for learning activities (Foundation). 3. Adults need to be responsible for their decisions on education; involvement in the planning and evaluation of their instruction (Self-concept). 4. Adults are most interested in learning subjects having immediate relevance to their work and/or personal lives (Readiness). 5. Adult learning is problem-centered rather than content-oriented (Orientation). 6. Adults respond better to internal versus external motivators (Motivation) (Pierson, 2011, p. 182). These six principles outline the motivations that adults need in order to create a meaning ful learning experience. The development of andragogy was through recognition that adults learn very differently than children. This type of learning is problem solving oriented rather than based upon the idea of content based learning as is more often the situation with children. Andragogy begins with the notion that adulthood comes through a psychosocial perspective rather than through â€Å"a specific biological, social, legal, or chronological age group (Utley, 2011, p.

Law of Carriage by Rail Essay Example for Free

Law of Carriage by Rail Essay 1) a) Explain how the making of the contract between the consignor and the railway station can exist? The contract between the consignor and the railway company will existing when the railway company has accepted the goods for carriage from the consignor and together with the consignment note make by consignor. The acceptance will be established with the consignment note and will be stamp of the forwarding station. The consignment note is made by the consignor with three copy, each copy for each carriage freight, and the content of the consignment note are correspond with all the terms and condition that was agreed by the Rules. When the consignment note had been made by the consignor and was being stamped by the forwarding station, the consignment note will be an evidence of the making contract between the consignor and the railway station or forwarding station, the content that stated in the consignment shall be correspond or exactly same with the consignor with railway station previously agreed. The responsible of the consignor is extraordinary of the consignment note, which may in accordance with the agreement between consignor and the railway company. In the consignment note was related to the goods such as quantity of the goods or to the amount of packages shall only be evidence against the railway when it had been verified by the railway to regulate that is not any deviation with the particular of the consignment note and has be certified in the consignment note. If that was any necessary these particulars may be verified by other means or it was obvious that there is no actual insufficiency corresponding to the discrepancy between the quantity or amount of packages and the particulars in the consignment note, the latter shall not be evidence alongside the railway. This shall apply in particular when the carriage is handed over to the consignee with the original stamps complete. After the railway company has verified the goods, and they shall to certify a receipt that include the date of acceptance of the carriage and stamped on the consignment note before it was duplicated to the consignor. The railway shall declare acceptance of the goods and the date of acceptance for carriage by assigning the date stamp to or else making the entry on the duplicate of the consignment note before compensating the duplicate to the consignor. The duplicate will not have influence as the consignment note complementary the goods, nor as a bill of lading. Grand Trunk Railway Co. of Canada v. McMillan [1889] In this case is the Grand Trunk Railway Company of Canada as defendant and Robert McMillan as plaintiff. The fact in the case is the railway company have the contract with Robert McMillan, which is a contact for carriage of the goods and it was go beyond of the station of line. The railway company undertakes to carry goods to a point beyond the station of its own line its contract is for carriage of the goods over the whole transit. However the other companies which over of the line they must pass are merely agents of the contracting company for such carriage, and it was in no private of contract with the transporter. In addition, such a contract being one which a railway company may refuse to enter into the contact, it is because of according to section 104 of the Railway Act it does not prevent from restrict the liability for negligence as carriers or else in respect to the goods to be carried after they had gone from its own line. Moreover, inside the contract have a condition from the Grand Trunk Railway Company (defendants), it was stated, they carry the goods form Toronto to Portage la Prairie, Man., it was a place that beyond the station of their line, and the company shall not be responsible for any loss, damage or delay and detention that may happen to goods sent by them. If that has be happen (loss, damage or delay and detention) after said the goods had arrived at the stations or places on their line nearest to the points or places which they were committed to or beyond their held limits. Furthermore for the condition of the contract is provided that no claim for loss, damage, delay or detention of goods should be allowed unless notice in writing with particulars and it was given to the station agent at or nearby to the place of delivery within thirty-six hours after delivery of the goods in order to the claim that was made. The held in this case is because of the condition are not relieve with the company from the liability for the loss and damage that happened during the goods in transit, even if the loss, damage, delay or detention had happened beyond the limits of the company in that own line. As well as the loss having occurred after the transit was over, and the goods delivered at Portage la Prairie, and the liability of the company as carriers having ceased, this condition reduced the contract to one of mere bailment as soon as the goods were delivered, and also exempted the company from liability as warehousemen, and the goods were from that time in keeping of the company on whose line Portage la Prairie was place and it was as an bailees for the goods. That a plea setting up non-compliance with this condition having been demurred to, and the plaintiff not having appealed against a judgment over-ruling the demurrer, the question as to the sufficiency in law of the defense was res judicata. Likewise for the part of the consignment having been lost such notice should have been given in respect to the same within thirty-six hours after the delivery of the goods which arrived in safety. Finally it was be an action against the Grand Trunk Railway Co. and the Canadian Pacific Railway Company jointly for damages caused by injury to the plaintiff’s goods that carry on the Grand Trunk for carriage of goods from Toronto to Manitoba. The goods were only carried by the Grand Trunk over a portion of the route and by the Canadian Pacific from Winnipeg to the place of consignment, and they were in the actual ownership of the latter company when injured. And because of the damage to the goods was not disputed, but the defendants claimed that they were carried under a special contract, by the terms of which they were relieved from liability. b) Briefly explain the party that have the liability to be liable under the carriage by rail? The rail carrier has the liability to be liable for the loss, damage or any delay of the goods that who was under CMR. According to Article 55 is provided that the railways may bring an action to forwarding railway. That is for claim against the railways company due to arising of loss, damage or delay of the goods, and is an action that for reclamation of totality of funded under the contact of carriage of goods might be taken against the railways which have composed that totality or against to railways on behalf it was collected. Based on Article of 54, that is the action against the railways might be brought by the consignor. If any happen action arising from the contact of carriage of goods, the action might brought by consignor until the consignee was take a proprietorship of the consignment note, accepted the goods from the consignor, or declared he has the right to deliver the goods. Or the action against the railways also can brought by the consignee, when the consignee are take a possession of the consignment note, accepted the goods, declared his right or he had been provided that he has the right of action that shall be quenched from the time when a person was entitled by the consignee. However, if they might brought an action against the railways, consignor shall to produce the duplicate of the consignment note, because that will be an evidence that he produce an authorisation from the consignee or deliver resistant that the consignee has refused to accept the consignment note, or the consignee shall to produce the consignment note if it has been furnished terminated to him. In addition, that Article of 36 that is the extent of the liability. The railways has a number of exclusion from the liability. In fact the railways shall to be liable for the loss, damage or delay of the goods, and occasioning from the total or some of the partial of loss, damage or delay from the consignor or between the time that had acceptance for carried out the goods loading and the time delivery and inherent vice of the goods such as defective packaging, decay of the goods or wastage. The railway company shall be relieved of such liability when the loss, damage or delays or the goods that had carried, due by the cause of fault on part of the person entitled, or by the person that entitled other than as result of a fault on the part of the railway which the railway could not avoided and which is unable to prevent the consequence. For instance, under the agreement between the consignor and the railway in the consignment note, the goods should be under the condition that applicable that had been stated in consignment note, any absence or lack of the filler of the good which by their nature shall be liable to loss or damage when the goods was not packed or not be properly packed, or defective loading that had been carried by the consignor, any irregular, incorrect or any incomplete description of the article not been acceptable for carriage or acceptable matter to conditions or failure on part of the consignor to observe the prescribed protections in respect of article acceptable matter to conditions, or the carriage of the live animal and what stated in the consignment note must be accompanied by any attendant, if the loss, damage or delay of the goods had been resulted in the risk of the attendant was intended to obviate, all the circumstance, the railway shall be relieved of the liability when it was cause in resulted in loss, damage or delay of the goods. For example in the case of Mitsubishi Heavy Industries Ltd. v. Canadian National Railway Co., Rainbow Industrial Caterers Ltd. v. Canadian National Railway Co., [1991], see as well the case of Grand Trunk Railway Co. of Canada v. McMillan [1889]. Mitsubishi Heavy Industries Ltd. v. Canadian National Railway Co. In this case the Mitsubishi Heavy Industries Ltd is the plaintiff and Canadian National Railway Company is the defendant in the cases. The fact in the case was as an import of a train derailment cargo owned by the plaintiff was severely damaged. The cargo was being accepted under a â€Å"Master Transportation Agreement† between the plaintiff and Fujitrans as a freight forwarder. The goods made in Japan and were carried by sea to Vancouver where it was discharged for further carriage to Ontario by rail. Furthermore, the defendant rail carrier assumed, pursuant to Section 137(1) of the Canada Transportation Act, S.C. 1996 and an agreement between Casco, another freight forwarder, that it was entitled to limit its liability to $50,000. However the rail carrier was entitled to limit his liability. The held in the case is which is the right of the defendant as a rail carrier to limit its liability depends on it establishing the existence of a â€Å"confidential contract† under ss. 126 and 137 of the Canada Transportation Act that is a â€Å"written agreement signed by the shipper† and that contains a limitation of liability. The â€Å"shipper† within the meaning of the Canada Transportation Act in the circumstances of this case was Casco not the plaintiff. In addition, the requirement of a â€Å"signed† copy of the agreement does not necessarily require that an actual contracted copy be produced. In this case, the existence of signed consignment of the agreement was sufficient. The plaintiff impliedly or expressly agreed to and authorized the subcontracting by Fujitrans to Casco and by Casco to the rail carrier. Moreover, the plaintiff had express awareness of the terms of the agreement between Casco and the rail carrier. Accordingly, the plaintiff is guaranteed by the limitation even without any private of contract between it and the rail carrier. Rainbow Industrial Caterers Ltd. v. Canadian National Railway Co., [1991] In this case the Rainbow Industrial Caterers Ltd as an appellant however Canadian National Railway Company as a defendant in the cases. The fact in the cases is actually they have two different industrial caterers, both of them is from Albert and in BC, and they was joined and administer as one entity that called as â€Å"Rainbow†. Canadian National Railway Company decided to call for tender for the catering of the meals and service for all the work of crews on a nation-wide basis for the good weather work period in 1985. It had estimated that 1,092,500 meals that will be required. Canadian National Railway Company was notified to Rainbow that the meals are total expected to be 85% of the values listed in the tender document, after the Rainbow was made the bids at $4.94 per meal. It was caused the Rainbow was to increase its bid to $5.02 per meals. As a result that the Rainbow was accumulate that it was losses month by month, because of the number that the meals required was very less than the number given as by the Canadian National Railway Company, and it was caused the Rainbow lost about $1,000,000 on the contact and sued to Canadian National Railway Company. Rainbow was brought an action in tort on the basis of negligent misstatement and misrepresentation in the contact. It is mean that was a breach of the contact and negligent misstatement. The held in the cases is the appellant is looking for the damages in an action for the negligent of misrepresentation is entitled to be put in the position, which if the misrepresentation had not been made. Thus, in tort of action the object is to put the appellant in the position that would have been in if the tort had not been committed. The position would have been is a matter that the appellant must to establish on a balance of the probabilities. However the Canadian National Railway Company was argue that the much of the losses was not caused by the negligent misrepresentation and would have been suffered even had the estimated was accurate. Canadian National Railway Company position is that the losses caused by the conduct that cannot be recoverable in the misrepresentation claim. But, the Canadian National Railway Company is bore the burden of proving the Rainbow would have a bid even if the estimate had been accurate. That was not being proved and it is taken as a fact that the Rainbow would not have to contract had the estimate been accurate. The conduct would not have occurred if there had been no contracted and these losses are causally and directly connected to the contract and the contact is causally connected to the negligent misrepresentation. Finally, this damage was foreseeable and there are not remote. The court was not satisfied that the Rainbow would have entered into the contract in the absence of the misrepresentation, so the damages claimed by the Rainbow were predictable. Furthermore the appellant may compete that all its losses on the contract were caused by the negligent misrepresentation but if it is shown that the loss was caused by factors other than the misrepresentation, and then the chain of causation is broken down. Generally, the plaintiff establishes a prima facie case by proving losses resulting from the contract. But the defendant may demonstrate that the chain of causation was broken by. For instance that the appellant was acts in own, the acts of third parties, or other factors disparate to the circuitous misrepresentation. Tort responsibility is based on mistake, and losses not caused by the defendants fault cannot be charged to it. It is for the appellant in constricting to make appropriate allowance for contingency such as conditions. The plaintiff may also have claim against third parties who cause it loss. To strengthen, the plaintiffs losses may have been caused by the respondent in negligent misrepresentation, or other wrongful acts or omissions of the respondent, whether in negligence or breach of contract and the plaintiffs acts or errors, the acts of third parties, factors unrelated to the faulted either the plaintiffs or the defendant. Trial judge wrongly held that all the appellant contract losses must be certified to and made no findings with respect to the other potential, in spite of the fact that the defendant Canadian National Railway Company led verification on them. These findings must be made if fairness is to be done.

The Other Side Of The River, By Alex Kotlowitz

The Other Side Of The River, By Alex Kotlowitz The book, The Other Side of the River, by Alex Kotlowitz, investigates the relationship between two Michigan cities, as well as the death of Eric McGinnis. The two towns, St. Joseph and Benton Harbor, are called the twin cities, though they are anything but. For one, St. Joseph is predominantly white, while the majority of the population in Benton Harbor is African American. Throughout the novel Kotlowitz questions how people are affected by their environment. When interviewed about his book he said, your perspectiveall depends on which side of the river you live on. This statement is undoubtedly the backdrop for Kotlowitzs book. Erics death is just one of the many ways in which disagreement between the two cities took place. Another death that sparked a commotion between the two cities, and possibly more important, between the two races, was the death of Norris Maben. January 18, 1990, a year before Erics death was when Norris Maben was killed. Maben was shot by Marv Fiedler, a white cop. Fiedler thought Maben was the suspect he had been looking for and when it appeared that Maben was about to pull out a gun, Fiedler shot him. There was a logical explanation behind the shooting, but to the public this was just an unjust act of violence. To make matters worse, Maben was unarmed. The citizens of Benton Harbor saw this as a racial attack. Right before Fiedlers trial was when Erics dead body was found floating in the St. Joseph river. Immediately the residents of Benton Harbor thought he was murdered by a white citizen of St. Joseph. On the other hand, the citizens of St. Joseph thought it was possibly a suicide, or they didnt really care. One St. Joseph resident commented , That nigger came on the wrong side of the bridge. He Should have stayed on his side of the river. Erics untimely death stirred up stagnant feelings of the Maben shooting, as well as forming new a feud between the two cities. Residents of both St. Joseph and Benton Harbor grew up learning that the people on the other side of the river are corrupt. Chris Adams, the owner of a popular teen hangout, told Kotlowitz during an interview, You grow up around here learning that bad things happen in Benton Harbor. You grow up afraid to go across the river. This fear of venturing to the other side of the river was true for adults as well as teens. The author, Alex Kotlowitz, recounts how black teens asked cops for rides back to Benton Harbor because they were so afraid of being left alone in St. Joseph, but more importantly, they were afraid of the whites. Situations such as these bring into question whether this fear of the opposite race is a learned behavior as suggested by Chris Adams, or if prejudice is a behavior you are born with. This idea of behaviors being learned, or being born with the behaviors, is referred to Nature vs. Nurture. Nature refers to ones instinct and the concept that a persons behaviors can be traced back to their genetic makeup. On the contrary, nurture refers to the theory that people act a certain way because they learned so from their parents or peers. Growing knowledge of the human genome is helping scientists form theories in which both sides are partly right, but as of now the subject is still in debate amongst sociologists. In my opinion, I feel that a persons behaviors are learned by observing their parents or their peers. The characters from The Other Side of the River grew up learning that the other race is inferior and the other town across the river is corrupt. There are a few people, who are white, and live on the Benton Harbor side of the river. These people often interact with both races. It is people like this who learned growing up that neither race is superior. Furthermore, there are also a few characters, such as Ruth McGinnis, who are sociable and cordial with whites, and many other inhabitants of St. Joseph. As I began to read this book I expected a story about the death of Eric McGinnis, but as I read more and more I realized that this book was about much more. It told the underlying story of the two Michigan towns, St. Joseph and Benton Harbor. It also told of various other controversies that helped me, as the reader, to identify why the townspeople felt the way they did about Erics death. This book also left me feeling unsettled. Living in a country that takes such pride in its diversity, it makes me wonder how two towns such as Benton Harbor and St. Joseph can exist. There are hundreds of towns just like these two, and if people will cease to be ignorant than they will be able to see each other for who they are, and no longer define each other according to their race.

Ignorance and Air Power: The Failure of U. S. Leadership to Properly U

Ignorance and Air Power: The Failure of U. S. Leadership to Properly Utilize Air Power in Vietnam Major Ted Tolman’s F-105 Thud fighter/bomber streaked through the air at just under the speed of sound. His aircraft performed modestly at best, struggling to maintain its speed and altitude under the heavy load of ordinance and fuel it carried under its wings (Patrick). Tolman, and his wingman Major Lonnie Ferguson, were en route to a rail line that served to distribute supplies from Cam Pha Harbor to enemy troops throughout North Vietnam. The harbor itself was protected from attack by orders coming directly from Secretary of Defense Robert McNamara, meaning the only way to neutralize supplies coming through the harbor was to attack the distribution network that surrounded it (Patrick). As he flew low near the harbor, puffs of flack began to appear, and Tolman soon found himself under heavy attack from North Vietnamese ground based anti-aircraft artillery (AAA). He hesitated a moment, then decided that he did not want to become a prisoner in the infamous Hanoi Hilton. Tolman depressed his rudder pedal and rapidly swung his F-105 around, pointing the nose at the AAA emplacement and releasing a burst of 20mm cannon fire. In doing so, he made the biggest mistake of his career (Patrick). As he swung his fighter around, Tolman inadvertently passed his gun sight directly across the Soviet cargo ship Turkestan as it traversed towards its intended target. Designed to provide a record of the action, the gun camera mounted in the nose of Tolman’s F-105 caught an image of the Soviet ship, inside the Cam Pha Harbor sanctuary, directly centered in his sights (Patrick). There was nothing that suggested any of the rounds Tol... ... Diss. United States Air Force Command Staff College, 1995. McNamara, Robert S. and Brian VanDeMark. In Retrospect. New York: Vintage Books, 1995. â€Å"Operation Rolling Thunder.† Military Analysis Network. 1998. Federation of American Scientists. 20 Dec. 2003. Patrick, Joe. â€Å"Testing the Rules of Engagement.† Vietnam Memoirs. 2003. 80th Fighter Squadron. 13 Nov. 2003. Rendall, Ivan. Rolling Thunder. New York: The Free Press, 1997. â€Å"Robert S. McNamara.† Secretaries of Defense. Defenselink. 20 Dec. 2003. United States Joint Chiefs of Staff. Memorandum to CINPAC, Definitive Rules of Engagement Applying to Laos. Washington: DoD, 1964.

Journalism Essay -- Communication, News Stories, Newspaper

Journalism has become a job carrying enormous personal rewards. Indeed, it is difficult, chalenging (e.g. physically, emotionally, ethically, politically), yet again - it is fun. Journalism requires mastering a multiple range of knowledge and skills (Hicks: 2008; Brighton: 2007; Randall: 2007). This essay has the task to identify the key sources and methods I have used gathering information for my 332MC News and Features (aka. 332MC) articles portfolio, as well as give a comment to what I have learned working individually and collectively in teams in the various project tasks through this module. A critical discussion on various journalism issues, such as news values, objectivity, sources, identifying a readership, interviewing techniques and information gathering will be included (Machin: 2006: Allan: 2005). In order to build on my skills and theoretical knowledge developed through my practice in years one and two of this course, this year I tried to develop my awarness of the concept of researching and presenting news and feature arcicles in print. As McQuail says 'journalism is not produced in vacuum' (in an analogy borrowed from Harcup: 2004), but a product developed within a range structural factors and influences, as well as law constraints and market forces (Allan: 2005; Shoemaker: 2006; Machin: 2006). To begin with, one of the first and most important things I improved this year was the quality of research and the use of primary sources as a basis for my articles. People, places or organisations - these are the most vitabal part of the journalism practice (Machin: 2006; Brighton: 2007). Tony Harcup suggests that sources are where 'potential news stories originate' (Harcup: 2004: 44). 'News is what an authorit... ... finding news sotries could also be charity societies, community groups, regulatory bodies, pubs, noticeboards, news releases, hospitals, council departments, etc. Information is everywhere, all a journalists have to do is go, get it and transform it into their own 'masterpiece'(Harcup: 2004; Hicks: 2008; Shoemaker: 2006; Cole: 2010). To me, journalism seems to be one of the most exciting jobs in this world. When working as a journalist you get the chance to meet powerful, interesting and ispiring people, heroes, vilians and celebrities. Journalists indeed inform the society about itself and are concerned with 'making public that which would otherwise be private' (Harcup: 2004: 2). This profession gives a chance to be one of the first to know something and to tell the world, as well as an opportunity to indulge one's passion for writing, travel and knowledge. Journalism Essay -- Communication, News Stories, Newspaper Journalism has become a job carrying enormous personal rewards. Indeed, it is difficult, chalenging (e.g. physically, emotionally, ethically, politically), yet again - it is fun. Journalism requires mastering a multiple range of knowledge and skills (Hicks: 2008; Brighton: 2007; Randall: 2007). This essay has the task to identify the key sources and methods I have used gathering information for my 332MC News and Features (aka. 332MC) articles portfolio, as well as give a comment to what I have learned working individually and collectively in teams in the various project tasks through this module. A critical discussion on various journalism issues, such as news values, objectivity, sources, identifying a readership, interviewing techniques and information gathering will be included (Machin: 2006: Allan: 2005). In order to build on my skills and theoretical knowledge developed through my practice in years one and two of this course, this year I tried to develop my awarness of the concept of researching and presenting news and feature arcicles in print. As McQuail says 'journalism is not produced in vacuum' (in an analogy borrowed from Harcup: 2004), but a product developed within a range structural factors and influences, as well as law constraints and market forces (Allan: 2005; Shoemaker: 2006; Machin: 2006). To begin with, one of the first and most important things I improved this year was the quality of research and the use of primary sources as a basis for my articles. People, places or organisations - these are the most vitabal part of the journalism practice (Machin: 2006; Brighton: 2007). Tony Harcup suggests that sources are where 'potential news stories originate' (Harcup: 2004: 44). 'News is what an authorit... ... finding news sotries could also be charity societies, community groups, regulatory bodies, pubs, noticeboards, news releases, hospitals, council departments, etc. Information is everywhere, all a journalists have to do is go, get it and transform it into their own 'masterpiece'(Harcup: 2004; Hicks: 2008; Shoemaker: 2006; Cole: 2010). To me, journalism seems to be one of the most exciting jobs in this world. When working as a journalist you get the chance to meet powerful, interesting and ispiring people, heroes, vilians and celebrities. Journalists indeed inform the society about itself and are concerned with 'making public that which would otherwise be private' (Harcup: 2004: 2). This profession gives a chance to be one of the first to know something and to tell the world, as well as an opportunity to indulge one's passion for writing, travel and knowledge.

A Improving Your Math Skills Course Education Essay

IntroductionBettering Your Math Skills was offered over the period January 12th to March 6th ( 8 hebdomads ) to ease the new cohort pupils at the Open Campus January consumption. This was the 2nd offering of the class for pupils come ining the BSc Management programme across the Open Campus Country sites. Prior to summer 2008, this class was available to pupils at Trinidad and Tobago sites merely. As with the old offer of the class during summer 2008, the eight hebdomads of class bringing was site based with local face to face coachs supplying 6 hours of direction per hebdomad for a sum of 48 contact hours. Two student/course coordinator and two tutor/course coordinator audio conferences were besides conducted. The class coordinator, Mr. Roger Charles was responsible for posting on-line class updates and reacting to administrative questions and related inquiries in the Tutor/Student Exchange Forum. 118 pupils were registered for this offer of the class across 19 Open campus sites. The module adviser to the programme Mr. Martin Franklin of the Department of Economics, Faculty of Social Sciences, continued to supply support to the class coordinator as required. Course fees remained at the rate of US $ 180.00 per pupil for a entire income of US $ 21,240.00.Course AssessmentThe January/March offer of the class saw a alteration in one of the constituents of the in class appraisal, with an online graded quiz replacing the face to confront mid class scrutiny. The engagement grade for completion of hebdomadal online quizzes as the other constituent of coursework remained unchanged. The displacement to to the full online coursework constituents means that jobs associated with the reception of books and Markss sheets from the OC sites have been eliminated, and pupils were able to see their coursework Markss good in progress of the terminal of learning. The displacement besides realized some nest eggs for the Open Campus, as coachs will no longer be required to tag books as portion of the place duties, and the associated US $ 5.00/per book costs will no longer be incurred.Course MaterialsThe class stuff remained unchanged for this offer of the class. At present this consists of photocopied infusions from a assortment of beginnings in chapter format. The stuff is non unit based, larning aims are non stated and there are no worked illustrations to steer pupil activity in the class. Two transcripts of a recommended Pre concretion text per site were provided for pupil usage as portion of the class resources available at the several site locations. The overall cost for purchase of the recommended text, production and transportation of the class stuffs was about US $ 4,400.00 broken down as follows: Photocopying and transportation of 43 page brochure to 19 sites – US $ 3830.00 Purchase of recommended text – US $ 570.00Course CoachsMost of the face to face coachs were returning coachs, the exclusion being the coach at the Mona, Jamaica site. As stated antecedently, the coach support continued to be site based, with on-line interaction limited to that between the pupils and the class coordinator. No learning took topographic point online. During the old offer of the class, local coachs expressed concern over the deficiency of entree to the on-line constituents of the class ( hebdomadal online quiz for which a engagement grade is awarded ) , given that their pupils often requested explanations/clarification on some of the countries covered. The Learning Support Supervisor agreed to ease sing entree for coachs during the January/February offer, nevertheless the chance was non followed up by most of the coachs and the focal point of their attempts remained on face to confront interaction at the several local sites. In respect to wage, prior to the January/February offer, local coachs were paid at the hourly rate particulars to their sites, up to a upper limit of 48 hours. Ratess varied across the site locations runing from US $ 27 to US $ 37.50 per hr. The January/February offer saw the catching of coachs in conformity with the standardised agreements in topographic point for coach services, and debut of the level rate of US $ 950 for the period of battle. The level rate was reviewed during the period of class bringing in response to concerns expressed by some site coordinators on behalf of the coachs that the wage was unequal given the figure of hours of direction required. The Director APAD agreed to an extra payment of US $ 160, for a entire wage of US $ 1,110.00 per coach. The overall Open Campus cost for proviso of local coach support was US $ 15,540.00.REVIEW OF COURSE COORDINATOR ‘S REPORTSpecific facets of the class coordinator ‘s study ( see fond regard ) are discussed under specific headers below.Course Outcomes – Pass/Fail RatessOf the 118 pupils registered for the class, the concluding grade entries indicate that 61.6 % attained the base on balls grade of 50. In respect to the pass/fail rate for the class, four sites recorded hapless pupil public presentation with in surplus of 50 per centum of the pupils neglecting the class: Cave Hill ( 66 % ) , Mayaro ( 63 % ) , Mona ( 55 % ) and St Lucia ( 84 % ) . One pupil from each of the following sites attempted the class without local coach support and was non successful: Bahamas, BVI, Cayman Islands, Montego Bay and Montserrat. Note that these sites were advised prior to the start of learning that local coach support where the figure of pupils was little would non be cost effectual and those pupils should be encouraged to take the class in the summer. In seeking to explicate student public presentation on the concluding scrutiny the class coordinator ‘s study discussed the inability of â€Å" several of the pupils † to come to footings with some of the subjects in the programme. The subjects that presented some step of trouble were cited as Graphs, Logs and solutions of coincident equations. All three are cardinal countries of accent in ECON1003 – Mathematicss for Social Sciences, the Level 1 class for which Improving Your Math Skills is designed to function as academic readying. In reexamining the debatable countries originating from a reappraisal of the concluding scrutiny books, the Course Coordinator farther noted the followers: â€Å" Areas where pupils were most successful were sets and simple factorisation. Students seem to hold trouble negociating logs in peculiar. Too many pupils had jobs finding the right points for the graph and that was a direct consequence of them non being able to correctly utility values into the equation and being able to work out ( negociating directed Numberss ) . † A reappraisal of the class lineation indicates that the subjects showing the greatest trouble for pupils are those scheduled for bringing subsequently in the class. As a effect, there may non hold been sufficient clip to cover them at the degree of item required.Course DeliveryIn respect to class bringing the Course Coordinator ‘s study suggests three specific countries of concern, as follows: Teaching and Facilitation of Learning, in peculiar the local coach ‘s cognition and accomplishment in steering acquisition Instructional Design, in peculiar the relationship between the class aims, class activities, the instruction schemes, and usage of on-line resources Learning experience in relation to the scholar ‘s prerequisite cognition and the ability of the class to run into their demands. Teaching and Facilitation of Learning: During the lead up to the first offer of the class to the Open Campus Sites in summer 2008, Sites Heads were asked to enroll local coachs on counsel from the module adviser at St Augustine, Mr Martin Franklin. Selection standards included ownership of a first grade in Mathematics, a lower limit of 2 old ages learning experience in the capable country and a instructor ‘s sheepskin. However, run intoing the sheepskin standards proved hard and most of the coachs selected at the respective sites have met the grade and experience standards merely. This has deductions for the facilitation of teaching/learning. The class coordinator ‘s study high spots this in portion as follows: â€Å" . Some coachs may necessitate counsel in fixing their pupils for some of the more debatable subjects in the programme. † The cognition of the single local coachs however, the above statement points to the demand for managed coach support, proviso of enhanced class resources and clear guidelines on the instruction schemes to be employed. Instructional Design: As indicated antecedently, the stuffs for this class are non designed in a mode that speaks to specific larning aims and results. Local coachs were hence guided by the information provided by the class coordinator during the two teleconferencing Sessionss with them, the class lineation where the class purposes are stated and which lists the class subjects in sequence and other information provided by the class coordinator via electronic mail as the demand arises. The class purposes are listed in the class lineation as follows: Engage pupils in larning activities affecting cardinal cardinal constructs in Mathematicss. Improve pupils ‘ proficiency in Pre-Calculus Mathematicss. Build pupils ‘ assurance in Mathematics prior to reading ECON1003. Supply the basic tools needed to assist pupils appreciate and acknowledge the usage of appropriate basic mathematical constructs in a given job state of affairs. The mode in which these purposes are to be achieved is non instantly clear since these purposes are non tied to specific larning aims and declared class activities. The learning schemes to be employed are non stated. This renders monitoring by the class coordinator or class bringing support, hard at best. The outlook that class bringing is happening in promotion of the class aims appears to be an country that will necessitate reexamine given the following infusion from the class coordinator ‘s study: â€Å" After reexamining several of the books it would look that many pupils in the assorted districts, were non able or prepared sufficiently to pull off with the more complex facets of the programmeaˆÂ ¦ † If the class is to function as academic readying for ECON1003, a demand is suggested for clear articulation of course/unit aims, development of related class activities and handiness of standard resources including tutorial sheets and solutions. Online resources besides need to be sourced to advance easiness of apprehension of subjects ; more so in those subjects which student public presentation indicates may be debatable. Learning Experience: The module at St Augustine recommended that all appliers to the BSc Management programme who passed O ‘ Level Mathematics over five old ages ago, or who have taken O ‘ Level Mathematicss at the secondary degree, but did non achieve a passing class, be required to take this class. Students hence come to the class with different degrees of pre necessity cognition that would necessitate changing attacks to instruction in maintaining with their acquisition manners and ability to understand and retain the constructs taught. The full push of the class is remedial, which would besides necessitate specific attacks to instruction to run into the demands of weaker pupils. The extent to which this is evidenced in respect to the construction of the class stuffs or expressed instruction schemes and guidelines is non instantly evident. The class coordinator ‘s study speaks to the proficiency of the pupils and the likely impact on their learning experience. There is a suggestion for reappraisal of the period allocated for class bringing in relation to the deepness of coverage of the subjects. He notes the followers: â€Å" Several of the coachs indicated that because of the low degree proficiency amongst some of the pupils, they needed more clip to decently and adequately present the more hard facets of the programme. † The inquiry hence arises as to the adequateness of an eight hebdomad period of class bringing for coverage of the relevant subjects in the face to confront puting merely, given that the accent is on remedial work as a characteristic of the class design. Alternatively, the figure of subjects to be covered during the period and the deepness of coverage required, may be excessively ambitious given the mark audience and the varying abilities and anterior cognition pupils bring to the class. This poses jobs for bringing when all of the varying abilities are gathered in one schoolroom and the coach has to run into all of the demands in the limited clip available. The class rating instrument was non available at the terminal of instruction, therefore pupils taking the class were non able to measure the learning experience. Such information would hold served as a usher to countries of betterment. However, a reappraisal of the remarks posted by pupils in the Tutor Student Exchange Forum speaks to two facets of the acquisition experience that are informative. Remarks related to the quality of the class stuff and the instructional design are shown below. â€Å" The unit stuff was collected at the campusaˆÂ ¦.I was inquiring where is it that the stuff contains merely 2 chapters and the remainder of it is merely exercises.A I need some illustrations to follow for the last 2 quizzes and was unable to acquire much aid from the stuff given.A What other press release is at that place? A Had some jobs with indicies and powers. † â€Å" Mr Charles I ‘m at a lost hereaˆÂ ¦ I was give a transcript of a brochure with 43 pages which every bit far as Is can Tell does non truly explicate excessively muchaˆÂ ¦..I ‘m inquiring if there is any other class stuff that was given out to the other sites and non here. If so please allow me cognize. Will the cxc mathematics text work for this class? † While these pupil posters speak to the demand for a closer expression at the design of the class stuff supplied to pupils and the supports available, they besides provide limited penetration to the larning experience of pupils and suggest a demand for more contact with class teachers.RECOMMENDATIONS FOR IMPROVEMENTThe recommendations for betterment highlighted in the class coordinator ‘s study focal point on the followers: Improved resources to back up instruction and facilitate acquisition: Provision of worked illustrations and development of tutorial sheets to steer teaching/learning Monitoring of coach public presentation: Development of supervising systemsExpanded period for class bringingItems 1 and 2 are steps that can be accommodated as short term betterments to ease the following offer of the class ( at the clip of authorship, the bill of exchange register agenda lists the class day of the months as June 1st to July 27th 2009 ) . Item 3 may be considered as portion of a comprehensive reappraisal of the class content, class aims, the class stuffs and bringing manner. This will incur a cost to the Open Campus for the services of either an Instructional Designer or a substantial class author and the services of a Curriculum Development Specialist. For the short term, it is recommended that the following be considered in the context of Items 1 and 2 to ease readying for the summer offer and these enterprises be assessed at the terminal of the summer offering:Summer 2009 OfferImproved resources to back up instruction and facilitate acquisition: Worked illustrations are an indispensable usher to ease pattern. These illustrations should construct on the stuff contained in the recommended text and supply exposure to different combinations of the type of mathematical jobs that pupils are likely to meet as portion of their readying for ECON1003. In run intoing this demand the class coordinator should work with the Programme Coordinator to ease the resources required to back up instruction and acquisition: Designation of on-line resources ( Personal computer to work in coaction with Campus Librarian ) Preparation of tutorial sheets ( Course Coordinator ) Preparation of worked illustrations to supplement stuffs ( Course Coordinator ) Development of guidelines for coachs on countries for focal point in face to confront Sessionss ( Course Coordinator ) Consideration should be given to decrease of the accent on face to confront schoolroom direction and debut of online learning support to complement the direction provided in the schoolroom: Reduce face to confront schoolroom direction to 3 hours per hebdomad and supply clear coach guidelines for the countries of focal point. Emphasis should be placed on those subjects that the reappraisal of scrutiny books indicates as the most ambitious for pupils. Supply all face to face coachs with on-line entree to the online environment Introduce an Online Teaching Assistant to the class to help the class coordinator with facilitation of tutorial sheets, proviso of elaborate solutions at the terminal of each hebdomad and general feedback to pupils. A engagement grade should be awarded for each tutorial sheet entry from pupils Reappraisal of the 30 % coursework constituent to supply more pupil inducements for engagement in guided activities: Participation grade for completion hebdomadal online pattern quiz ( already a characteristic of the class – 7 Markss ) Participation grade for entry of tutorial sheet replies ( tutorial sheet to be available at the terminal of each hebdomad – recommended 8 Markss ) Graded online quiz ( component already included in class – decrease of the weighting required – recommended 15 Markss ) . These recommendations may be considered in the context of the bing scenarios shown in Appendix 1.