The Development Of Women s Rights - 1418 Words

Growing up in today’s world is very different than it has been in the past. Society has changed in many aspects to give young girls a way to build their own identity. First, women now have more power in the workforce than they did in the 1950s. Second, young females have more opportunities to express themselves to find their true social identity, through aggressive feminism or normative feminism. Finally, how the impact of the nature vs. nurture debate to help persuade a child’s choice in building of their identity. Girls growing up today have more variety of opportunities than girls many years ago. One impact of a change in society, for example, was the development of women’s rights. Before World War II women were expected to take care of the home and family by cleaning and cooking. Women were expected to follow the image of a â€Å"perfect housewife† because it was said that women could not keep a job and would never achieve equality (Sink, 2008). The perfect housewife image was advertised by magazines as well as on television to promote women to keep the family happy and together, and it was considered the only job women could handle. Men on the other hand, were expected to go to an everyday job to make the money to support the family. During World War II women were known to leave the perfect housewife lifestyle and start joining the workforce. The cause of women going into the workforce was to keep supporting their families while their husbands were fighting for theShow MoreRe latedClosing Gender Gaps : The Gap Between Men And Women1428 Words   |  6 Pagesgaps Laith Wadi Eduardo Canel Thomas Chaisson Le-belle Introduction to international development The main argument highlighted to solve the issue of closing the gap between men and women could easily come down to the Gender and Development theory. Finding out what separates the two genders in terms of the lack of power and resources that differentiates men and women in terms of their roles in development. Gender equality has been argued to be an on going issue, from the start of modern civilizationRead MoreWomen Empowerment As A Notion Of Social Justice And Economic Development : Bangladesh Perspective1618 Words   |  7 PagesWomen Empowerment as a Notion of Social Justice and Economic Development: Bangladesh Perspective Abdul Alim and Mahmudul Hasanï‚ § ABSTRACT The issue of women’s empowerment has been growing for decades as a burning issue in South Asian countries, and this paper focuses especially on Bangladesh. Many laws and regulations have been made to combat the ideas and practices of depriving women of their rights. As a signatory of different international instruments approbating women’s empowerment BangladeshRead MoreThe Moral Of The Story By Nina Rosenstand865 Words   |  4 Pageswomen’s rights on the grounds of political, social, and economic equality to men. The feminist movement has been aiming to achieve equality for women for decades. Equity of the genders (regarding rights) and the promoting of ladies rights are apparent constructive goals; yet individuals have a tendency to depict women s liberation utilizing negative terms, and women s liberation today has procured an awful notoriety. Radical and fanatics are descriptive words usually connected to woman s rightsRead MoreWomen s Movement Of History13 51 Words   |  6 Pages                                 Women s Movement in History Setitra Y Malcolm Southern New Hampshire University    Women’s Movement in History Through countless decades women have been struggling to be equal to men, both at home, politics and the work place. Starting back from the 1800s to mid-1900s, numerous women took time out of their day to step out and fight for what they believed in and that was women’s rights.   Women were gaining incredible ground amid the 1840s and 50s. They were currentlyRead MoreThe Divide Between Developed And Developing Countries Essay1310 Words   |  6 PagesI have chosen the above topic as the passage of reading to share on, briefly my thoughts. Economic historian David S. Landes argued that culture played a key role in the development of any region. He believes that the tenets of that culture especially its religion will determine its progress toward development. He supported his claim, by referencing that the history in the development of Germany, Netherlands, Britain, and the United States, is due to the nature and tenets of their early religion [protestantRead MoreR.K.Narayan, Full Name Rasipuram Krishnaswami Iyer Narayanswami,Born1509 Words   |  7 Pagesinvestigated with cleverness and empathy the vitality of common life. Narayan s marriage to Rajam was a defining moment in his life as he turned into a columnist in Madras based newspaper The Justice. The occupation acquired him contact to numerous renowned identities. When he sent his original copy of Swami and Friends to his friend in Oxford he got a mentor and companion, Graham Greenewho who got Narayan s initial four books published including the semi-self- portraying set of three of SwamiRead MoreThe Roaring 20 s Era Of Growth And Reform1309 Words   |  6 PagesThe era of the 1920s, also known as the Roaring 20’s, was a revolutionary time in which radical changes struck the American nation, drastically increasing advances in society and economy. New and different forms of dance, music, clothing, behavior, and lifestyle were developed nationwide. The Antebellum Period in the late 1700s increased rebellion, similar to the Roaring 20’s era of growth and reform. As this time period brought profound changes, conflict, cultural excitement, and experimentationRead MoreEmpowerment Of Women And The Development Of Muslim Family Law1507 Words   |  7 Pages Empowerment of Women and the development of Muslim family Law in Bangladesh 1. Introduction All over the world women from various cultural and social backgrounds have a long tradition of rights and responsibilities to live in society with respect and dignity. Though there are difference between men and women in specific aptitude, powers and functions they have to be regarded as complementary to each other. We can’t deny that one sex is making up what other lacks acting in specific sphereRead MoreHuman Rights Abuses Of India1515 Words   |  7 PagesHuman rights abuses in India. Name:Hardik Patel Teacher Name:Bruce Quearly Class:EAP 2 Date: Word Count:1513 All individuals are entitled to certain basic rights in every part of the world. Irrespective of the circumstances, no one is morally or ethically empowered to take away these basic rights from ordinary citizens of particular country. The human rights are of different types of rights like, political rights and civil liberty rights. The most fundamental human rightRead MoreWomen s Suffrage : A Dark Imprint On The Historical Backdrop Of The United States893 Words   |  4 PagesWomen s Suffrage is a matter that can be within one s control, and without much of a stretch be viewed as a dark imprint on the historical backdrop of the United States. The events leading up to women s having the right to vote endeavors many turning points, however, the end isn t all so bad. In this particular piece of writing, I will examine many scenarios, accompanying noteworthy significant figures included in the women suffrage. The initially documented example in American history where

Critique Of Marx s The Capitalist - 804 Words

MARX Thesis: The Capitalist observes the resistance of workers against the unfair lengths of the work day. He comments on the neglectful legislation supposedly providing workers with freedom. Marx outlines the roles of many groups during the time period of The Factory Act including men; children; women; lawmakers; and capitalists. Despite being a capitalist, Marx tends to side with those of the labourers in this section. He finds the controversial idea of the ‘working day’ tedious as he goes through the stages of the Factory act in the 1800’s. Key Points: In this section Marx addresses the dispute between the working class and the capitalists. He identifies the roles of all classes involved, including men, women, children, lawmakers, and capitalists. The workers are providing their labour in order to make a living and feel they should be treated justly in doing so. Capitalists stand by the acts of hard works and maximizing profit. They intend to exploit as much of their workers’ time as they can for labour purposes only. The authority of lawmakers was also addressed in this section and their slight neglect to treat the unfair labour laws. Marx claims the lawmakers turned a blind eye towards the capitalist’s exploitation of the workers (Marx pp. 6) This causes difficulty for the working class and their journey to justice. Even though new Acts are constantly being made and adjusted, they are exploitable and not much help to the working class. Marx mentions children in theShow MoreRelatedMarx s Theory Of Sociali sm987 Words   |  4 PagesKarl Marx was a philosopher, economist, sociologist, journalist and revolutionary socialist. Marx defined capital as a social, economic relation between people. In many of his writings, Marx had implied that revolutions within the proletarian society would be inevitable and the proletariat would become the ruling class all over the world (Kreis, S 2000) Marx proposed this theory of revolution based on Hegelian concepts of the dialectic. The philosophical and ideological aims put forward were to bringRead MoreMarx And Engels s Critique And Critique Of Capitalism1669 Words   |  7 PagesThe specialised critique of capitalism found in the Communist Manifesto (written by Karl Marx and Fredrick Engels), provides a basis for the analysis and critique of the capitalist system. Marx and Engels wrote about economical in relation to the means or mode of production, ideology, alienation and most fundamentally, class relations (particularly between the bourgeoisie and the proletariat). Collectively, these two men created the theory of Marxism. There are multiple critiques of Marxism thatRead MoreThe Power of and the Powers Behind Mass Media901 Words   |  4 Pagespower of mass media and who wields it? What does the political economy of power in mass media reflect about the structures and mechanisms at work in society? How does mass media work within a context of power and discourse? Referencing such authors as Marx, Chomsky, Foucault, and Jhally, the paper aims to answer these questions as well as raise further ones. The paper argues that while each author has his unique perspective on the role of mass media with regard to discourse and power, all authors agreeRead More Karl Marx and His Critique of Capitalism Essays1569 Words   |  7 Pages(dictionary.com). This paper will discuss the changes in capitalism since Marx’s critique in 1848. Marx’s fundamental critique remains correct today. Marx is still correct about his criti que of capitalism because even though there have been changes made to capitalism to prevent some abuses, capitalism still produces inequality, reduces the family relationship, destroys small business, and enslaves. In 1848 Karl Marx wrote the Communist Manifesto which was a formal statement of the communist partyRead MoreMarx s Critique Of Capitalism And Society Essay1705 Words   |  7 PagesAlienation was a topic of central importance to the young Marx, which analysed the way in which society organises itself around the modes of production and how this materialistic structure (particularly in a capitalist society) can lead to a sense of estrangement or separation of a worker from the product of his labour. In order to demonstrate this theory of alienation, I will examine it in relation to Marx’s critique of capitalist society and will then proceed to talk about the different forms andRead MoreKarl Marx And The Marxist Theory Of Political Economy1100 Words   |  5 Pagescoincide with the deteriorating belief in governments, leading to the rebirth of the use of Marxist thinking. â€Å"Sales of Das Kapital, Marx s masterpiece of political economy, have soared ever since 2008, as have those of The Communist Manifesto and the Grundrisse†. However, in a time of increasing admiration and application of his theories, it is vital to ask; Did Karl Marx construct masterpieces of political economy? Or is his work littered with ethical, economical and empirical discrepancies? ThisRead MoreDo Marx s Views On Capitalism Provide Any Insights Into Economic Globalisation Today? Essay1187 Words   |  5 PagesDo Marx s views on capitalism provide any insights into economic globalisation today? Emma Hentschel ID : 216152064  Do Marx s views on capitalism provide any insights into economic globalisation today? Globalization in one of the main driving forces within today s modern world. It is the historical process and transformational development in the global arena, where growth and establishment of global connections in the international community continues to evolve. It is a widely used phraseRead MoreKarl Marx And Max Weber1486 Words   |  6 PagesBoth Karl Marx and Max Weber assert that capitalism is the dominion of abstractions and the irrational accumulation of abstract wealth for the sake of wealth. For Marx, the state of capitalism is entrenched in the social classes to which people have bben assigned. Capitalism, according to Marx, is a result of the bourgeoisie s ascent to economic and political power. This fuels the manifestation of a system that exploits the labour power of the lower socioeconomic classes for the gain of the higherRead MoreWhy Marx s Social Theory Place So Much Emphasis On Class Conflict And The Economic Aspects Of Society? Essay1524 Words   |  7 Pagesdo es Marx s social theory place so much emphasis on class conflict and the economic aspects of society? Karl Marx is one of the most influential and revolutionary philosopher, economist and sociologist of the 19th century. His thoughts not only shaped our understandings of the capitalistic world but also created a new system of social organization, communism. His ideology also defined the key political figures of the cold war period such as Stalin, Mao and Castro. Without Marx, theRead MoreMarxism Of The Cold War And The Triumph Of Capitalism1528 Words   |  7 Pagesregimes across the world. However, most governments and rulers have interpreted the political writings of Marx in their own way and consequently; several of the policies of these so-called Marxist states are often dramatically different and conflicting from the basis of Marxism. Since the end of the Cold War and the triumph of capitalism, it became commonplace to assume that the ideas of Marx could be safely consigned to the dustbin of history. They needed an alternative to capitalism after the failed

Art History Giotto Vs Duccio Essay Example For Students

Art History: Giotto Vs Duccio Essay After closely studying the fresco The Flight into Egypt by Giotto, the tempera panel The Rucellai Madonna by Duccio and the gilding The Annunciation by Martini, it is evident that the content and style of each painting is influenced majorly by the process in which it was created. Discussed will be the extent to which I believe these paintings are affected by the medium they are created from, with specific evidence. The artist Giotto could be described most accurately, although amongst other things, as extremely innovative. His artwork The Flight Into Egypt , which is painted on fresco, is just one example of his incredible innovation. It is fairly obvious though, within looking at the artwork for more than a few seconds, that the painting process he used had a rather huge impact on the finished product. For example, no panel painting of the time had achieved such naturalistic depth, or such simple and clear narrative. So what was it about the fresco medium that made it so influential on a innovative new artist? Well, to begin with, its size. A fresco covers the entire span of a wall, and with such huge area to cover, an artist barely has the time (nor patience no doubt) to spend time on intricate and decorative detail. In fact, the simplicity of the composition and therefore readability is heaven-sent for an illiterate society. Instead, wide washes of paint are brushed onto the plaster surface, creating naturalistic tonal variation, which adds volume and weight to figures and landscape. Keeping in mind that the artist only has a few hours a to work on each new plastered section, they waste no time on unnecessary details. The problem with fresco is if it dries too much before you paint on it, the plasters wont suck in and preserve the pigment brushed onto it. Time is therefore the biggest issue for fresco painters. The selection of pigment colour to paint on fresco was actually very limited. This is because the chemical make up of pigments often didnt mix well with the lime, so generally only earthy type colours were used. On top of this, once the paint had been sucked in by the plaster, the colours become muted. This means the artist can not be dependent on colour, but more on the composition to spotlight important figures and objects. Simplistic but effective use of lines due to lack of time, take away any distracting decorative detail that takes away from the story being depicted. For example, in The Flight into Egypt, instead of making use of the traditional Italo-Byzantine gold background, Giotto improvised by putting naturalistic landscape that actually highlighted the figures he intended the viewer to focus on. Lastly, emotion was easily expressed with simple facial expressions and gestures drawn with simple lines, this is another effect of the limited time frame available to the artist, that he adapted and found useful in creating the mood of the painting. The artist Duccio who worked on panel however, seemed to me to be somewhat restricted by his choice of the traditional media. The depth and tonal variation created by Giotto in his fresco attempt couldnt be matched in Duccios The Rucellai Madonna. This was mostly due to the wide range of vivid and vibrant decorative colour. This colour was applied solidly, and didnt allow for any tonal variation. Unlike fresco, panel allows unlimited time to fill in any exotic details, and so great amounts of attention were spend on decorating the painting with exquisite but unnecessary details. Such fine detail is characteristic of the Italo Byzantine style artwork, which he originally studied and is typical of his media. .ud8498ed3cf3c76c4925a48a4b0df7312 , .ud8498ed3cf3c76c4925a48a4b0df7312 .postImageUrl , .ud8498ed3cf3c76c4925a48a4b0df7312 .centered-text-area { min-height: 80px; position: relative; } .ud8498ed3cf3c76c4925a48a4b0df7312 , .ud8498ed3cf3c76c4925a48a4b0df7312:hover , .ud8498ed3cf3c76c4925a48a4b0df7312:visited , .ud8498ed3cf3c76c4925a48a4b0df7312:active { border:0!important; } .ud8498ed3cf3c76c4925a48a4b0df7312 .clearfix:after { content: ""; display: table; clear: both; } .ud8498ed3cf3c76c4925a48a4b0df7312 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ud8498ed3cf3c76c4925a48a4b0df7312:active , .ud8498ed3cf3c76c4925a48a4b0df7312:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud8498ed3cf3c76c4925a48a4b0df7312 .centered-text-area { width: 100%; position: relative ; } .ud8498ed3cf3c76c4925a48a4b0df7312 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud8498ed3cf3c76c4925a48a4b0df7312 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud8498ed3cf3c76c4925a48a4b0df7312 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ud8498ed3cf3c76c4925a48a4b0df7312:hover .ctaButton { background-color: #34495E!important; } .ud8498ed3cf3c76c4925a48a4b0df7312 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud8498ed3cf3c76c4925a48a4b0df7312 .ud8498ed3cf3c76c4925a48a4b0df7312-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud8498ed3cf3c76c4925a48a4b0df7312:after { content: ""; display: block; clear: both; } READ: Timeline History Of Russia 1533-1991 EssayWith so much time on his hands to create the artwork, the artist is able to use a small brush and use cross hatching and small brush strokes to achieve specific well-structured detail. The traditional formulaic approach to painting figures is evident in this painting, with Marys face looking unnatural, and non-representative of human qualities. Mary dominates the painting in the medieval hierarchy of scale. She is glorified by a gold halo and ultra-marine blue drapery, as traditional in Italo Byzantine art. The background is also gold and surrounded by angels, which is ionic and non-contextual, making the image seem divine and unreal. After researching this work, it feels to me as if the traditional expectations of the panel medium held back Duccios innovative creativity in this particular painting, but can be seen in his later works. Lastly, the artist Martini chose the interesting process of gilding, and produced both an innovative, and exquisite artwork that mixed both traditional and new ideas into one painting. Again, with the panel type media, time was not an issue and great importance was placed on decorative details. In true Italo Byzantine style, the background of the The Annunciation is overwhelmingly gold, even more so than typical. In fact, the emphasis on gold barely leaves room for any other contents. The gold background is not contextual and places the figures in a heaven like surrounding. However, looking closely enough at the figures there are some very innovative ideas that become obvious. For example, in The Annunciation the figures are life size, and all consistent with each other which is far more naturalistic and easier for people to relate to. Noticeably, there is no hierarchy of scale. Perhaps most fascinating of all, is the feature that would be commonly recognized as modern design ? - the words flying from the angels mouth. This was extremely innovative and perhaps a result of the experimental composition of the painting. Gold being so valuable, this painting was made to show wealth and extravagance. Although still traditional with human-esque facial features and the like, the creativity on this traditional media seems almost beyond its time, and a true result of an artists search to discover the artistic unknown. It is evident that the process in which an artwork is created heavily influences its outcome, whether in limitations or endless opportunities. Without a doubt these processes had huge impact on the art produced. Just as much so, is the influence of the innovative ideas and creative skill of these amazing artists that looked far beyond their own time.

Sport Management

Question: Using Cricket Australia as the NSO, prepare a report with 10 references Harvard Style on a sepearte page. Answer: Introduction Cricket has been one of the popular sports since many years. However, it is experiencing some material issues that are illegal for the sports fraternity (Bricknell 2015). In view of this, Cricket Australia, National Sports Organization has taken steps to improve the sports benchmark by making certain integrity guidelines and policies. Policies in terms of anti- doping The Board Members including management of Cricket Australia have taken the authority to set policies with respect to anti- doping. Many sportspersons get themselves injected with substances to boost their power and energy that are illegal (Chan et al. 2015). It also affects the reputation of sports organization. Hence, the management has taken initiative to educate the members by certain policies. Apart from tests on anti- doping, there will be highlights on the affects of taking such medicines or substances (Budgett and Engebretsen 2015). Policies on illicit drugs The management and members of board have also taken step to decline the intake of drugs that are illegal. Most of the people have the addiction of having drugs, which are illegitimate as well as injurious to health (Evans et al. 2015). Therefore, the Cricket Australia has taken initiative to prohibit such habit for the athletes and members. The organization has made plans to conduct illegal drugs test over a period and provide education to create consciousness among people (Evgenidou, Konstantinou and Lambropoulou 2015). Match fixing policies Match fixing has been a regular practice that affects the sports standard. Most of the sports members are following it through bookies to earn profits that are illegitimate and crime (Chappelet 2015). Hence, the association has taken strong action to overcome this unlawful practice. Management of Cricket Australia has made policy on anti match fixing ensuring people to be honest with their sports profession. Every sports person should be responsible to follow the sports requisition with honesty and integrity. Match fixing is an act that hampers the capability of sportspersons to perform (Desmond 2015). Hence, the organization has moved forward to spread education on the sports value as well as the efficiency of athletes. Policies on protection of members The Cricket Australia organization ensures to provide protection to the members in its guidelines and policies. It has taken responsibility to arrange education for members, athletes, staffs and other related personnel (Janssen et al. 2015). In addition to this, the board members and management confirms to avail complaints and grievances facilities, proper training facilities and other relevant issues with respect to the profession of sports (Harriss and Atkinson 2015). Principles on sports science and medicine Another aspect that has been considered by Cricket Australia is the principles on Sports science and medicine. The management has taken efforts on conducting high performance structures. It ensures to provide high qualified and best coaches to provide training to the aspirants (Coad et al. 2015). The organization ensures to provide medical facilities and other requisites for conducting best sports training and education program. Conclusion Therefore, Cricket Australia has moved forward by taking an attempt on the performance of sportspersons. The management has set out policies and guidelines on several illegal issues that hamper the prestige and standard of sports. These guidelines have been implemented to improve quality and integrity of sportspersons. Reference List Bricknell, S., 2015. Corruption in Australian sport.Trends and Issues in Crime and Criminal Justice, (490), p.1. Budgett, R. and Engebretsen, L., 2015. The protection of clean athletes through the IOC research fund.Br J Sports Med,49(1), p.2. Chan, D.K.C., Dimmock, J.A., Donovan, R.J., Hardcastle, S.A.R.A.H., Lentillon-Kaestner, V. and Hagger, M.S., 2015. Self-determined motivation in sport predicts anti-doping motivation and intention: A perspective from the trans-contextual model.Journal of Science and Medicine in Sport,18(3), pp.315-322. Chappelet, J.L., 2015. The Olympic fight against match-fixing.Sport in Society,18(10), pp.1260-1272. Coad, S., Mclellan, C., Whitehouse, T. and Gray, B., 2015. Validity and reliability of a novel salivary immunoassay for individual profiling in applied sports science.Research in sports medicine,23(2), pp.140-150. Desmond, A., 2015. Erratum to: The Triangle that could Square the Circle? The un International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families, the eu and the Universal Periodic Review (European Journal of Migration and Law 17 (2015) 3969, doi: 10.1163/15718166-12342071).European Journal of Migration and Law,17(2-3), pp.287-287. Evans, S.E., Davies, P., Lubben, A. and Kasprzyk-Hordern, B., 2015. Determination of chiral pharmaceuticals and illicit drugs in wastewater and sludge using microwave assisted extraction, solid-phase extraction and chiral liquid chromatography coupled with tandem mass spectrometry.Analytica chimica acta,882, pp.112-126. Evgenidou, E.N., Konstantinou, I.K. and Lambropoulou, D.A., 2015. Occurrence and removal of transformation products of PPCPs and illicit drugs in wastewaters: a review.Science of the Total Environment,505, pp.905-926. Harriss, D.J. and Atkinson, G., 2015. Ethical standards in sport and exercise science research: 2016 update.International journal of sports medicine,36(14), pp.1121-1124. Janssen, E., van Kann, D., de Vries, H., Lechner, L. and van Osch, L., 2015. Sun protection during snow sports: an analysis of behavior and psychosocial determinants.Health education research,30(3), pp.380-387.

Globalization Impact on Modern World

Gradually, the world’s population is becoming integrated in to one community. Interaction between people from various continents and countries is bringing people together such that the national boundaries and racial differences are becoming of little significance. This process has been facilitated by the growing entertainment industry.Advertising We will write a custom essay sample on Globalization Impact on Modern World specifically for you for only $16.05 $11/page Learn More Prior to the modern communication and the internet, the major mode of interaction between people of different races from different geographical locations was through trade. Missionary work was also a significant contributor to this phenomenon. However, the recent developments in communication have elicited interest in different races in terms of cultural and social interaction. The major factors in this interaction are the internet and mobile telephony (Crothers, 2007). One unique development that is a result of globalization is the popularity of the pop culture. Beginning with pop music, which has been in the market for a significant period, the pop lifestyle has become embedded into the lives of the majority of young Americans. This culture has been promoted primarily by globalization of economy. Global entertainment industry is doing remarkably well due to the adoption of the culture in other countries (Bertho, 2008). The growing importance of the industry through globalization has a serious effect on the American youth. Most of the prominent figures in the entertainment industry have grown immensely rich due to their worldwide sales. Consequently, the perception of the American people towards entertainment industry is overwhelmingly positive. While the American customs are becoming more popular around the world, pop culture emerges as the most popular aspect of the said social customs. In turn, the American youth is becoming more inclined to emulat ing the leading proponents of the culture (Bertho, 2008). The popular trend is enhanced by the concept of free trade that is being increasingly adopted by the world economies, with the United States being the chief campaigner for the liberalization of trade. American entertainment services dominate the European entertainment markets, and are also dominant in the developing nations.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the entertainment industry is an important sector of the economy, the United States government does not regulate its trend even with the increasing social concerns. Canadian media is also dominated by United States’ entertainment and information services such that the Canadian media is indistinguishable from United States’ broadcasts (Dunn, 1995). The picture painted by the entertainment industry is not accurate. Entertainment art relies on exagg erated drama and fiction, which is primarily an imaginative field. However, the American youth seems to be indifferent to the fictitious natures of this illusion. Although this industry has a positive effect on the economy, there is a growing concern that it is overwhelming other important areas of knowledge. Most children and young adults have been absorbed by the popularity of the American culture so that they have abandoned most of the important realms of knowledge that are crucial to the stability and wellbeing of future generations. For example, rock music, which has preoccupied most young Americans due to its popularity around the world, advocates for abandoning of the concept of tradition, and adopting a more liberal approach to life (Crothers, 2007). This perception is more pervasive than helpful to the American people. There is also fear that homogenization of the economy and the entertainment industry will eventually erode the American culture and identity. Furthermore, th e cultures of the world society are speculated to merge into one homogenous culture in the future. This way, the distinct identities of different cultures will be dissolved. Moreover, this has started manifesting in the adoption of a single pop culture in the entertainment industry. References Bertho, M. (2008). The impact of globalization on the United States. Westport, Conn.: Praeger.Advertising We will write a custom essay sample on Globalization Impact on Modern World specifically for you for only $16.05 $11/page Learn More Crothers, L. (2007). Globalization and American popular culture. Lanham, Md.: Rowman Littlefield Publishers. Dunn, H. S. (1995). Globalization, communications, and Caribbean identity. New York: St. Martin’s Press. This essay on Globalization Impact on Modern World was written and submitted by user Ember Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

7 Interview Questions Youre Not Expecting

7 Interview Questions Youre Not Expecting These days it’s not all about how good we look on paper. Skills and experience and results are very important, but workplace culture within companies is becoming an ever more important factor in the hiring process. And one of the ways interviewers can screen for this is by determining the emotional intelligence of their potential employees. Emotional intelligence. You know, empathy, social skills, self-awareness. How you might comport yourself under pressure. How you might handle difficult situations. What kind of coworker you’d be. Etc.Here are 7 questions that are probably trying to assess just that:â€Å"What bothers you most about other people?†This will give the interviewer valuable insight into how you perceive other people, and how you handle interpersonal conflict. You’ll want to be generous here, and not succumb to pettiness or venom. Take the higher road.â€Å"Tell me about a day when everything went wrong.†Everybody has bad days. What the interviewer wants to know most is whether you took it out on your coworkers, or crumbled under pressure- whether you were able to have a sense of humor about it. They’re hoping to find someone who can handle uncertainty and difficult situations without losing their cool.â€Å"Tell me about a colleague whom you really got along with.†What do you see in others? What traits do you value in friends and coworkers? If it seems like you have only forced, professional dealings at the office, they might think you’re on the stiffer side.â€Å"What’s something you could teach me?†Do you have any particular knowledge or skills that might be unique and useful in that workplace? If so, are you able to humbly and clearly pass that on to someone else? Can you communicate effectively? How’s your ego?â€Å"Tell me about someone you admire.†What you value most in others is very enlightening about who you really are. If you value the cutthroat backstabb ing success-at-all-costs type, red flags might be going off. And if you value the plodding career desk-slumper, your interviewer might think you have no drive to push yourself to greater heights. There’s no real fudging this question, so be honest, but try and pick someone truly admirable.â€Å"What are you most proud of?†Can you highlight a particular achievement without being a total egotist? Can you speak of something good you did without humblebragging? Are you able to be gracious about the help you may have received along the way? Did you rest on your laurels, or use one success to nudge you gently toward other?â€Å"If you were the boss, what kind of person would you hire?†Not just for this job, but for any job. Telling an interviewer what you might value in an employee reveals to them a bit about who you might be as their employee. At very least, they’ll get a sense of what matters most to you in the workplace setting, and what sort of team youâ₠¬â„¢d most like to be a part of.

Theatre Essay Example | Topics and Well Written Essays - 750 words

Theatre - Essay Example Her dialogues were very spot on, and if there is any blame to be made on her part, it should be directed towards the original play instead of her performance. Others were not so great. Kate Herrell in her role as Virginia had trouble delivering the frustrated sarcasm of an actress whose career seemed to be fading away. The reaction to her first criticism regarding her performance in The Golden Egg was not as violent as that of someone who dopes and pops pills should have been. She had all the dialogues and swear words a funny crude character requires, but somehow, she returned not as many laughs as she could have. Other characters generally fulfilled their roles well, from Ira (played by Craig Ewing) the theatre-critic, to Emma (Fina Romero) the witty know-it-all oldie. Most of the one-liners presented by Ira were especially funny, as he explains why he ridicules the play when he does: Hey, I didn’t write this shit. 3. Where the play was particularly lacking was with the perfo rmance of J. Nick Dickert, who played James. He was in the lead role, but displayed little characteristics of a leading actor. James’ nature was displayed too humbly in my opinion. ... ike â€Å"He has all of my mannerisms and none of my walk†, in reference to the actor who played the role James turned down, should have been wonderfully sarcastic, but they were not. The supporting roles of Gus, the coat boy and Peter came in handy in those times, played by Noah Mittman and Christopher Lynch respectively. Mittman did a great Southern accent as Gus. 5. Directing The cast helped each other in terms of acting because of the great direction. Eileen Kearney did a wonderful job portraying the inner workings of a theatre production which the regular audience is very quick to judge. Her choice of comic cast shed some light on Mcnally’s mind-frame as it must have been when coming up with this play, which had more to show than simply portraying the backstage workings of a recently held play. The director brought to light the lack of loyalty that actors often share. They pretend to like each other only up until the point when the play is cast in a bad light, such as when a bad review comes in, which quickly turns everything into a blame game. I especially liked the way Eileen brought in the bad news, whether it would be via Emma reading the Times newspaper or through the television, and all the focus of the audience would turn towards the controversial characters of Virginia, James (who pretended to like the play) and the kleptomaniac director who hates praise Frank. This was supported by the beautiful set design which put Julia’s, the producer’s wealth on display seems as everyone was confined to her room as the reviews piled in. The lighting focused on the actors and never on objects of concern, so that the focus was always on their expressions as opposed to the television or the newspaper. The ambient light was kept to a minimum for this reason. The

Different Aspects Of Journeys Research Paper Example | Topics and Well Written Essays - 1500 words

Different Aspects Of Journeys - Research Paper Example Furthermore, Frost’s poem mainly describes the options of the speaker in taking one road over the other, thus, the focus is more on the roads themselves or the journey itself. On the other hand, Welty’s short story is more focused on the character of Phoenix, and how the journey she is taking is simply a means to show her qualities, convictions, and characteristics as a person. This paper will explore the different ways by which these two pieces tackled the topic of taking a journey. The poem â€Å"The Road Not Taken, by Robert Frost, tells of the speaker who happens to chance upon a fork in the road in the woods. The two roads that lay before him are both littered with untrodden leaves until finally, the speaker chooses one of the roads telling himself that someday he will take the other, though of this, he is also doubtful. The speaker further goes on to say that someday, he will be reporting about how his journey turned out to be. On the other hand, the short story â€Å"A Worn Path† by Eudora Welty talks about the journey of the main character, Phoenix, a very old woman who went on a trek to get medicines for her sick grandson. In this journey, she encounters and overcomes many challenges and trials that are representative of the challenges that she faces in society as a â€Å"colored† woman. Frost’s poem takes the form of rhyming quintains of iambic tetrameter. That is, it contains stanzas, four to be exact, of five lines each, consisting of four metrical feet (Hengreaves), with the ABAAB rhyming scheme. The metrical length of the poem is relatively shorter than most poems while the number of lines per stanza is longer. Thus, even this form of Frost’s poem is already an indication of what the poem wants to convey, which is nonconformity.

Behavior Management in Classroom Essay Example | Topics and Well Written Essays - 1750 words

Behavior Management in Classroom - Essay Example Thus, new and customized model of teaching models work as a source of intellectual combination of prior theorists and current trends in human learning. Question 3 Excluding external contributing factors to misbehavior in the classroom (e.g. home environment, lack of parental support for the school, peer influence etc.) what other classroom related factors might be influencing students to misbehave in the classroom. Identify and briefly explain three major factors. Answer There are some of the classroom related factors that can provoke a student to misbehave in the classroom. These can be damaging to the learning process and affecting other subjects in the learning process. It should be noted that the teacher’s tone, voice and language can play a very major role in the behavior management of a student. For instance, if a child is not able to understand the instruction of the teacher then he is more likely to loose his concentration on the subject of matter. This will result in distraction of other’s attention from the lecture. Another factor which is likely to persuade the student to misbehave in the class would be lack of attention by the teacher. It should be noted that not all children are same. Thus, teachers need to give proper attention to all students otherwise it will result in misbehave in the class. Also, a teacher needs to be consistent with the instructions that are being given to the student. If increasing instructions on one day and lesser on the other day is noted then it will make children become agitated. These three factors can lead a child to misbehave in the class regardless of the family settings they belong. Question 4 How can teachers maintain positive relations with students whose behavior is challenging and difficult to manage? Identify... There are some of the classroom related factors that can provoke a student to misbehave in the classroom. These can be damaging to the learning process and affecting other subjects in the learning process. It should be noted that the teacher’s tone, voice and language can play a very major role in the behavior management of a student. For instance, if a child is not able to understand the instruction of the teacher then he is more likely to loose his concentration on the subject of matter. This will result in distraction of other’s attention from the lecture. Another factor which is likely to persuade the student to misbehave in the class would be lack of attention by the teacher. It should be noted that not all children are same. Thus, teachers need to give proper attention to all students otherwise it will result in misbehave in the class. Also, a teacher needs to be consistent with the instructions that are being given to the student. If increasing instructions on on e day and lesser on the other day is noted then it will make children become agitated. These three factors can lead a child to misbehave in the class regardless of the family settings they belong. Question 4-Â  How can teachers maintain positive relations with students whose behavior is challenging and difficult to manage? Identify and explain three ways. Make sure you choose significant (not trivial or highly unique and specific) strategies. Identify strategies that would apply across a wide variety of classroom events and behaviors.

William Kentridge Artist From South Africa Film Studies Essay

William Kentridge Artist From South Africa Film Studies Essay The sixth film in serious Drawings foe Projections was the History of the Main Complaint which was made in 1996. This film was made before the True and Reconciliation Commission hearing began. The plot of History of the Main Complaint was about a businessman named Soho Eckstein who was a wealthy white man living in South Africa. He was lying on the bed surrounding with doctors to discuss with his injures at hospital because he had a car accident. He was just an empty shell without his identity. William Kentridge was sending the conflicting message of the struggles that people were facing with in South Africa in that period. It was manifest that all of the conflicts made people sufferings were taking away of their true identities. In this History of the Main Complaint film, William Kentridge drew some x-rays pictures with objects to illustrate Sohos physical injuries and emotion. The main point of these x-rays explained explicitly that Sohos body and mind are occupying with these materials. These objects include manual typewriter, adding machine, telephone, ticker- tape machine for stock market information, seal press embossing, and a cup of coffee. The x-rays are showing purposefully every object in the central of picture and it represents respectively his whole career milestone in business to be a metaphorical key history event at his country. For example, there is an old- fashion electronic volt generator which symbolizes his struggles with other politicians during apartheid- era in South Africa and a bottle of shaky ink is representing how people view governments unstable system of policies in South Africa. Both of them are in control of the apartheid regime for around forty years. The film of Felix in Exile, which was the fifth film in the serious Drawings for Projection made in 1994, was focusing on the history of South Africa. The plot of the film was about an African American woman, Nandi, who was a land surveyor. She was a representation of the homeland. A man called Felix who was living in Paris in exile. The drawings in his room were being covered by the floods which were indirectly as memories. In this movie these two characters were interacting with each other about changing the situation of South Africas society in long distance. Nandi changed Felix about the sense of self identies and through Nandis eyes show Felix was looking forward to his country and seeing a new, democratic revolution about South Africa. The film of Felix in Exile used the technique of photographing each drawing. This was a long process of re- draw the same drawing over and over again to draw, erase, smudge and redraw. The reason why he used this kind of technique was because it created sense of movements in the film just like telling a story through stop motions. It showed impressively the audience of time and change, especially about history and fading memories. History of the Main Complaint and Felix in Exile were both animated films. Animated films were made by stop motions. William Kentridge used the technique of drawing a lot of prints and made them into a film in order to tell stories without any narration or oral communication; however there were sounds and music to help the audience feel the emotion that William Kentridge was trying to express through his animated films. These two films were basically black and white stop motion drawings with some pop colors, such as red and blue. The stop motion was a very unique way to tell stories by using effectiveness of moving images. The red and blue colors used in the film had symbolic meanings, too. Blue was associated with peace, waiting, hope, and sorrowfulness. In History of the Main Complaint, a pail with blue water was placed in a corner close to Sohos bed in the hospital. Here, blue water symbolized redemption and hope. It had never been touched or removed from the room, and had waited quietly for the awakening of Soho. In Felix in Exile, red color was used extensively in Nandis depictions of landscape. The places where the corpses lay, as well as their wounds, were marked clearly in red. Red symbolizes blood, wounds, and death. For example, when Nandi was shot down on the ground, the blue water flowing down from the faucet turned red. It was a declaration of Nandis death. The dark red blood flowing out from the old wounds of the unknown corpse was a silent narrative of South Africas violent history. Analyze the ways in which Kentridges use of themes and formal techniques complement and or conflict with each other. Kentridge examines the people who live, records evidences that happened, and his personal life in Johannesburg-the city where he was born, lives and works. The animated films of Felix in Exile and History of the Main Complaint are two films about the darkness of South Africa. Through the use of visual symbols and metaphors, he intends to present complicated human situations. On the one hand, he purposely leads the viewer to analyze symbols and metaphors in his films to provoke their emotions. He used the technique of photographs taken after each erasure and redrawing process to impress viewers and truly expressed his feeling towards the country history at that time. These films are not only pieces of artwork, but also are addressing the struggles that people have experiences in South Africa.Ultimately, the reviewers have found the objective position that the Kentridge has taken and the hidden meaning in his works. His animated films are now some significant artworks that highly influ ence the modern art industry.

Economic Inequality in Toni Cade Bambaras The Lesson Essay examples --

Sylvia and The Struggle Against Class Consciousness in Toni Cade Bambara's "The Lesson" "The Lesson" by Toni Cade Bambara is not just a spirited story about a poor girl out of place in an expensive toy store, it is a social commentary. "The Lesson" is a story about one African-American girl's struggle with her growing awareness of class inequality. The character Miss Moore introduces the facts of social inequality to a distracted group of city kids, of whom Sylvia, the main character, is the most cynical. Flyboy, Fat Butt, Junebug, Sugar, Rosie, Sylvia and the rest think of Miss Moore as an unsolicited educator, and Sylvia would rather be doing anything else than listening to her. The conflict between Sylvia and Miss Moore, "This nappy-head bitch and her goddamn college degree" (307), represents more than the everyday dislike of authority by a young adolescent. Sylvia has her own perception of the way things work, her own "world" that she does not like to have invaded by the prying questions of Miss Moore. Sylvia knows in the back of her mind that she is poor, but it ne ver bothers her until she sees her disadvantages in blinding contrast with the luxuries of the wealthy. As Miss Moore introduces her to the world of the rich, Sylvia begins to attribute shame to poverty, and this sparks her to question the "lesson" of the story, how "money ain't divided up right in this country" (308). Sylvia uses her daydreams as an alternative to situations she doesn't want to deal with, making a sharp distinction between reality as it is and reality as she wants to perceive it. For instance, as they ride in a cab to the toy store, Miss Moore puts Sylvia in charge of the fare and tells her to give the driver ten percent. Instead of figurin... ...siting F.A.O. Schwarz awakens in Sylvia an internal struggle she has never felt, and through criticizing Miss Moore, Sylvia distances herself from realizing her poverty. In her responses to the toys, their prices, and the unseen people who buy them, it is evident that Sylvia is confronting the truth of Miss Moore's lesson. As Sylvia begins to understand social inequality, the realization of her own disadvantage makes her angry. For Sylvia, achieving class consciousness is a painful enlightenment. For her to accept that she is underprivileged is shameful for her, and Sylvia would rather deny it than admit a wound to her pride: "ain't nobody gonna beat me at nuthin" (312). Works Cited Bambara, Toni Cade. "The Lesson." Eds. Hans P. Guth and Gabriele L. Rico. Discovering Literature: Fiction, Poetry, and Drama. Upper Saddle River, NJ: Prentice Hall, 1997. 307-12.

Communication Skill Essay

International Conference Conferences, Symposia and Campus Events 2006 The Integration of Professional Communication Skills into Engineering Education Dorthy Missingham University of Adelaide Originally published in the Proceedings of the EDU-COM 2006 International Conference. Engagement and Empowerment: New Opportunities for Growth in Higher Education, Edith Cowan University, Perth Western Australia, 22-24 November 2006. This Conference Proceeding is posted at Research Online. http://ro. ecu. edu. au/ceducom/91 Missingham, D. The Universtiy of Adelaide, Australia. The Integration of Professional Communication Skills into Engineering Education Dr Dorthy Missingham School of Mechanical Engineering The University of Adelaide. Australia dorothy. missingham@adelaide. edu. au ABSTRACT Conventional Engineering curriculum is strongly focused on the development in students of technical knowledge and skills. However, in recent years, employers have increasingly acknowledged that this traditional preparation of Engineering students‘ is inadequate, as graduates lack the wide range of written and spoken communication skills required to engage with members of other professional groups and with the broader community. Recognition of the important role that communicative competence plays in professional success within the engineering industry has, as a result, led to a number of tertiary institutions developing curricula to address these needs. This paper presents a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in an Australian university, which aims to develop both communicative ability and community engagement. The courses that form the Engineering Communication Program provide for critical awareness-raising of community issues such as ethics, sustainability and gender, English for academic and professional Engineering purposes for both English as an Additional Language (EAL) and English background students and advanced research communication for postgraduate students. All courses are strongly informed by scaffolded learning techniques, systemic functional linguistics and genre theory, and most are run collaboratively by Engineering, Education and Applied Linguistics lecturers. The aims of the Program are to raise awareness in Engineering students about, and to equip them with skills for, their future roles and responsibilities, and to provide the community with engineers whose strong technical knowledge is balanced by an appreciation of the broader social contexts with which they will engage in their professional lives. INTRODUCTION The need for engineering students to acquire professional skills, in addition to technical skills, in order to enhance both community engagement and career success has been increasingly articulated by educators and industry professionals alike. Professional skills mentioned variously include teamwork, conflict resolution, and an awareness of social justice, sustainability and ethics. However, as highlighted by Adams and Missingham (2006) the need for improved communicative competence in engineering graduates has been the professional skills area most widely discussed in research and the engineering profession. Increasingly, engineers work in knowledge-intensive fields that require both high level communication and problem-solving skills (Alvesson 2004). In the Australian setting this need is recognised in the National Generic Competence Standards formulated by Engineers Australia, which extensively refers to communicative abilities throughout its descriptors of competencies required by engineers (IE Aust 1999). However, research on employer satisfaction with engineering graduates‘ communication skills indicates they are below desired requirements, both in Australia (DEETYA 2000) and abroad (Lee 2003). This paper discusses a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in The University of Adelaide, which aims to develop both communicative ability, and an understanding of the need and ability for community engagement. The paper begins with a brief comparative examination of engineering communication education in other universities, both in Australia and overseas. 346 COMPARATIVE APPROACHES The critical role that communicative competence plays in both academic and professional success has, over the past decade, been recognised nationally and internationally in a number of tertiary institutions involved in engineering education (Najar 2001, Riemer 2002, Einstein 2002). A review of literature, relating to engineering communication education, reveals several significant trends common both within Australia and overseas. These trends identify three major areas of academic and professional engineering communication recognised by educators as important skills needed by graduating engineers. The teaching of oral communication, written communication and teamwork skills have been introduced as part of the undergraduate engineering curricula in various Universities world wide (Einstein 2002, Schowm & Hirsch 1999). Whilst the combination of communication skills taught and the methodologies used may vary between institutions one particular theme or approach frequently emerges. An interdisciplinary approach to the teaching and learning of engineering communication (Artemeva, Logie &St-Martin 1999, Jennings & Ferguson 1995) is being practiced by a small but increasing number of engineering faculties and colleges. Examination of interdisciplinary approaches is important in relation to the integrative approach used by engineering and communication educators within the School of Mechanical Engineering at the University of Adelaide. In this respect, learning and teaching of oral and written communication skills in engineering communication curricula have been examined whereas team work skills have not been specifically examined for this particular discussion, as it is considered as worthy of separate dedicated research . Studies undertaken within Australian universities attest the need for high level communication skills. According to Najar (2001) communicative competence, including teamwork and professional writing skills for example, the ability to ? research, write and format basic research reports‘ as well as developing formal oral presentation skills is important to prepare students for both ?academic success and the workplace‘. Similarly Riemer (2002) claims that whilst engineering knowledge and technical expertise are important attributes the graduate engineer must be able to present this knowledge ? ith an excellent standard of communication skills‘. However, where Najar emphasises written and teamwork communication skills, Riemer (2002) claims that emphasis on oral communication skills is highly valued by employers. Riemer further elabourates that oral communication and presentation skills are ? career enhancers‘ which may be considered as ? the biggest single factor in determining a student‘s career success or failure‘ (Beder 2000 cited in Riemer 2002). Despite the apparent emphasis that Riemer places on oral communication skills he also acknowledges that there are a number of areas of communication skills which are necessary for engineers, including written communication skills, technical terminology and professional jargon. The later two areas are probably best described in linguistic terms such as genre and discourse, which are indicative that for each specific discipline there is an accompanying language culture. Internationally, universities are also engaged in the teaching and learning of engineering communication skills. Einstein in his 2002 overview of changes in engineering education at the Massachusetts Institute of Technology (MIT) describes a new approach implemented in the School of Civil Engineering which was developed in response to the view that what was being taught in universities was increasingly divorced from practice. As a result twelve courses were either created or developed in most of which ? regular oral, written and illustrated presentations‘ were required. Similarly Carlton University in Canada also recognised that the engineering discipline had specific needs in the teaching and learning of communication skills (Artemeva et al 1999). These needs related directly to the transition of engineering students from an ? academic to a workplace environment‘. In the case of Carlton University engineering communication studies emphasise written communication skills. The Carlton University approach described by Artemeva et al (1999) is in contrast to Riemers (2002) theoretical proposition on the prominence required in developing oral communication skills for the workplace. One other key difference in Riemers (2002) paper to the approaches suggested by Artemeva et al (1999) as well as Najar (2001) and Einstein (2002), is that Artemeva et al, Najar and Einstein are all overviewing programs of engineering communication already in existence. A common theme emergent in the literature is that many institutions recommend an interdisciplinary approach to the teaching and learning of engineering communication. Various researchers and educators claim that linking acquisition of academic communication skills to authentic engineering tasks 347 both challenges students negative attitudes, towards what they term ? earning English‘, as well as promotes student motivation. Shwom and Hirsch (1999) claim that shared agenda between disciplines recognises the equal status of engineering and communication, or the ? equal place at centre stage of the course‘. This view is also reinforced by Jennnings and Ferguson in their 2002 study, of communication engineering skills in Queen‘s University, Belfast, which states that through linking the study of communication skills to the exploration of engineering issues that communication skills become a key element in the educational process. Furthermore, ? here is a greater likelihood that students will develop a better overall perspective on their (engineering) subject‘. Significantly, many courses which have implemented an interdisciplinary approach have combined the teaching of communication skills with engineering design subjects. In an approach similar to that of the School of Mechanical Engineering, at The University of Adelaide, engineering schools at Northwestern University, USA, Massachusetts Institute of Technology, Harvard and Flinders University, South Australia advocate an interdisciplinary approach that combines engineering communication with engineering design. In reference to the program at Northwestern University, Shwom & Hirsch (1999), claim that design and communication are ? ideal partners‘ and that students ? combined knowledge of both fields will make them both better designers and better communicators‘. Additionally students are convinced of the importance of communication in engineering. Of the interdisciplinary approach taken at MIT, Einstein (2002) describes design as a synthesising process which requires various visual, written and problem solving skills inferring therefore that it is the natural setting for teaching and learning communication skills. He goes on to state that ? design (synthesis), coordination and communication‘ are regarded as the major features of the MIT , Civil and Environmental approach to engineering education. Najar (2001) discusses the Language in Use (LIU) modules linked directly to engineering design project work at Flinders University. A notable similarity with the approach of Adelaide University‘s School of Mechanical Engineering approach is that the development of students engineering knowledge is supported in an integrated way by the acquisition of professional and academic communication skills. Skills common to both universities include; how to communicate orally, how to research, and how to write and format research reports. Similarly the interdisciplinary approach employed in the Civil Engineering Department at Queens University, Belfast covers related communication issues in use of the library (how to research), English composition and technical report writing (written communication) and Public speaking (oral communication). Additionally Queens University covers poster presentation (visual communication) an area that the Adelaide University program covers in fourth year but which is not mentioned in the Flinders University program. It is apparent from the literature therefore, that the need for communicative competence in engineering education has been recognised in a number of places worldwide. In particular, an interdisciplinary education approach in engineering communication has been introduced in a range of Universities which offer engineering studies. Despite some differences in the methodologies, curricula and elements of communication addressed by different universities, including the University of Adelaide, these studies indicate that the synthesis of engineering design, which is inherently practical in nature, with the need to communicate the design process and outcomes is both an ideal setting and an important factor for positively influencing student motivation and skills in the study of professional communication. By promoting a shared agenda between disciplines the literature also suggests that this may also promote student recognition of the importance of communication in engineering. Regardless of the similarities and differences of engineering communication education taken by the programs discussed here the literature agrees that increased levels of communicative competence relate directly to employability and success in the engineering industry. THE ADELAIDE APPROACH Background The teaching of professional communication skills within the School of Mechanical Engineering at the University of Adelaide has evolved over a number of years since the mid 1990s. This evolution has experienced different iterations with the current approach developing more directly from a combination of initiatives taken both within the Faculty of Engineering and the School of Mechanical Engineering, and by the then Advisory Centre for University Education (ACUE), now the Centre for Learning and 348 Professional Development (CLPD). These initiatives led to the creation of various courses in Engineering Communication including courses for International Students. The Faculty wide Engineering Communication (EAL) course was traditionally managed by the School of Mechanical Engineering. In Semester 2, 2006 this course was transferred to management by the Faculty Academic Registrar in order to reflect the Faculty wide nature of the need for dedicated engineering communication course for international undergraduates. Within the School other initiatives led to the teaching of Engineering Communication to 3rd year students. Initially taught as a separate subject this course was combined with the Level III Design in 2004. In the same year the School of Mechanical Engineering also created a new course, Engineering Planning Design and Communication (EPD&C), for entry level students. The Mechanical Engineering Communication approach consists of a fully integrated, nested curriculum of courses, designed to; explicitly link communication learning to learning in engineering at all year levels, ? develop students‘ ability to construct and present logical argument discursively, ? oster language development from sentence level skills to large document written and oral communication, ? encourage active participation through class discussion and response to formative feedback, ? foster the ability to communicate problem identification, formulation and solution to diverse audiences and ? use development in communicative ability as a vehicle for fostering students‘ insight into and perspective on engineer ing practice in the community, including the social, cultural, political, international and environmental context of professional engineering practice. Each course in the program, illustrated below in Figure 1, addresses these aims while embedded within either broader Engineering course curricula or, in the case of Engineering Communication EAL, within a curriculum that employs specific strategies that address the needs of EAL Engineering students (Adams & Missingham 2006). 349 EPD&C Level I 2 Engineer Communication EAL 1 Design Practice Level I I 2 Engineering and the Environment Level III 2 Design & Commun. Level III 2 Research Communication Program 1 Design Project Level IV 2 (Postgraduate) Figure 1: Mechanical Engineering Communication courses showing their relationships to each other and the broader Engineering curriculum. 1 for students enrolled in all Engineering disciplines 2 for students enrolled in Mechanical Engineering Theory The theoretical underpinning of the first year Engineering Planning Design and Communication course and the third year Design and Communication course is based on the notion of ? ocial constuctivism‘ as advanced by Vygotsky. In particular, Bruners‘ concept of ? scaffolded‘ learning (Wood, Bruner & Rose 1975) informs the student based approach that is centred on active participatory curricula which aims at assisting students to develop increasingly skilled levels of academic and professional communication. Social constructivism grew from a view that educational methods needed to be base concepts of learning beyond rote memorisation, ? egurgitationâ⠂¬Ëœ of facts and the division of knowledge into different subjects. Early approaches sought to provide appropriate learning situations where teachers allowed students to develop their own knowledge, meaning and truth in a context which would enable them to use the learning throughout their life. Vygotsky developed this philosophy, noting that ? the central fact about our psychology is the fact of mediation‘ (Vygotsky 1978 p. 166). Social constructivists consider that the dynamic interaction between instructors, learners and tasks provides the opportunity for learners to create their own understanding through the interaction with others and is the most optimal learning environment. The constructivist approach, guiding the Mechanical Engineering communication courses is further reinforced in the application of Brunerian notions of the ? spiral curriculum‘. Bruner postulated that ? A curriculum as it develops should revisit the basic ideas repeatedly, building on them until the student has grasped the full formal apparatus that goes with them‘ (Bruner 1960) p. 3). 350 In the School of Mechanical Engineering these theories guide the designing of courses which are aimed at developing generic language skills which can be used as the basis for current and future application within the engineering industry, rather than a language course focussed solely on communicating engineering terms. The learning and t eaching of communication skills across all levels of the undergraduate program enables scaffolding of knowledge to be integrated rather than focussing on a short d of student teacher interaction. Through this approach skills acquired in first year communication are reinforced in second year Design Practice, extended and elaborated on in the level III course and then reinforced again through workshops and practice in the fourth year Design Project. Borrowing from neuroscience research into learning. the 2006 Level III and semester 2 EAL students have informed the idea of a concept of developing an habitual intellectual framework. Whilst relying on heavily on scaffolded learning, this concept also aims to redress some of the negative perceptions that engineering student have about ? earning English‘ by encouraging students to acquire higher cognition learning in communication skills which they can then apply as habit. PRACTICE AND PERCEPTION Three dedicated communication courses are provided at undergraduate level, Engineering Communication EAL (English as an Additional Language), Engineering Design Planning and Communication (Level I) and Design and Communication (Level III). The overall aim of the three courses is to provide students with an nderstanding of the importance of communication to the professional engineer and to equip them with the necessary knowledge, skills, flexibility and confidence to be good engineering communicators. Through the application of Student Experience of Teaching and Learning (SELT) surveys students are able to comment on and assess the effectiveness of the courses to their needs. At the same time instructors are able to monitor student needs and make appropriate changes to the curriculum and methodology if required. Engineering Communication EAL Engineering Communication EAL was designed specifically to meet the particular needs of international students and to be complementary to the technical engineering courses students undertake to complete their degrees. Through a variety of formal and informal learning strategies students are introduced to and practice basic research techniques. These techniques include ? locating, critically reading and interpreting academically acceptable sources ? presenting their analysis in the form of evidenced based propositions with sources integrated appropriately ? resenting the argument in both a written and an oral form suitable for an academic audience. The strategies used emphasise participation and practice as key elements to becoming effective communicators. Therefore, classes are very active, sometimes rowdy and frequently fun with group discussions and impromptu presentations of issues, group and individual exercises integrated with peer teaching/learning through guided presentation of answers to the class, and open class discussion inviting students to academically critique their own and others responses. Student Experience of Teaching and Learning (SELT) surveys consistently indicate that learning outcomes for students are enhanced by ? full participation on (sic) the aims of the course‘, ? giving feedback to students about their participation‘, adjusting the teaching ? of various topics accordingly (sic) to the class – enabling faster, more effective learning‘, ? very dynamic lessons‘ and being ? able to stimulate my learning‘. Formal assessment strategies involve a series of formative assessments which involve students applying feedback provided to a subsequent assignment. Student comments indicate that this approach is highly effective. Design and Communication courses The Engineering Design Planning and Communication (Level I) and Design and Communication (Level III) courses are provided for all students undertaking degree programs in the School of Mechanical Engineering. The integration of communication and engineering design was devised specifically to emphasise the importance of professional engineering communication and to ensure that communication is not seen by students as a stand alone subject that can be completed and then forgotten about. The effectiveness of this approach in highlighting the importance of communication has been recognised by students who report that the course(s) ? improves your speaking and writing skills‘, 351 ?helps with the written work in other subjects‘, they have ? learnt how to write for university assignments‘, and ? learning academic writing (is) useful to further years of study‘. A number of students have explicitly stated that the course taught them ? to communicate effectively and should be compulsory for all engineer‘?. These comments are also consistent with graduate attributes specified as important not only by the Faculty but also by the engineering industry, including ? the ? ability to communicate effectively‘, ? the ? ability to undertake problem identification, formulation and solution‘ ? the acquisition of skills to enable the ? pursuit of life long learning‘. Course material is also designed to be complementary to the Engineering Communication EAL course by providing reinforcement of and extension to the skills learnt. For example, the Level I course provides students with the additional educational framework and the opportunity to apply skills learnt in ESL to the needs of report writing and the oral presentation of progress reports on a Planning and Design project. Student feedback through SELT surveys consistently evidence the importance of these skills, for example, ? It was great knowing how to structure a report properly‘ and the ? introduction to engineering report writing is very comprehensive‘. A further integrative approach that has been taken in the Level I and Level III courses is reflected in the establishment of the relationships with prior learning and future learning. For example, Level III examines structure, cohesion, critical thinking and analysis, the use of evidence, presenting arguments both in written and oral form and report writing at a more advanced level than the Level I course. The Level III communication course is also an important prerequisite to level the IV Design Project, where all students must write an extensive design report and present a professional seminar on their project. Challenges and Outcomes Empirical and anecdotal evidence indicates that engineers are poor communicators and that one of the factors which influences student choice in undertaking engineering studies is the belief they will not need ? English?. Therefore, discussions and exercises are designed to encourage students to participate and practice skills, to be flexible in their approach to language and its uses, to contribute their ideas, to build on their strengths and to develop confidence. The value placed on practical evidencing of communication is reflected in a participation mark, worth 20% of the total assessment. As a result classes are noisy and dynamic. Students also find that effective communication can be both useful and enjoyable. For example, SELT comments show ? I like the idea of students presenting ideas on overheads (transparencies) in class activities‘, the course ? keeps people interested in tasks that could be very boring‘, ? A good environment for learning is provided‘ and ? interactivity of the class in tasks helps us to gain a better understanding of the subject‘. Similar strategies of regular class and group discussions as well as workshop exercises are used throughout the courses to ensure students regularly practice the skills of communication. Student response indicates that group learning and discussion ? stimulates learning without placing student under pressure‘ and that all students‘are able to learn something regardless of language ability‘. Individual students and groups are invited to present analyses and answers to the whole class and then to call for comments from their peers. The importance to student learning of this approach is exemplified in the following SELT comment ? Doing exercises and presentations in class forced me to do the work which I otherwise would not have touched if it had been set as homework. I appreciate that. Students are encouraged to form cross cultural groups during classes, so that a greater understanding of diversity and its value in engineering is promoted. At the same time students must undertake practical work in developing effective team work skills in order to be able to complete tasks and class based exercises. Students frequently comment that the group work is th e best aspect of the course as it provides opportunity to improve interpersonal communication skills and to gain a real sense of diversity through their interaction with students of different socio-cultural, and ethnic backgrounds. Student comments indicate that working in cross cultural groups encourages ? acceptance of all ideas‘. Students discuss and at times challenge the characteristics of English for academic and professional purposes as presented in these courses. In doing so, students become increasingly aware of how purpose and socio-cultural factors shape the kind of language used in different contexts rather than 352 viewing language as simply correct or incorrect, or based predominantly on the rules of grammar. Issues of ethics and social responsibility arise naturally in relation to topics and lecturers encourage students to discuss these in class. Similarly communication and management themes highlight the nontechnical role aspects of engineering. Students have reflected that ? This (allows you to) practice skills you actually need‘ and there is a ? good balance for a broad variety of skills‘ development. Links to industry expectations are also reinforced through guest presentations from graduate engineers, Engineers Australia and industry leaders. In these way students are encouraged to broaden their perception of the engineering industry as a technical culture to include the understanding that engineering is also a communicative culture. Formal Assessment of Student Work A series of formal assessments, both oral and written are also undertaken to ensure that students can also apply research and analytical skills in a ? planned and timely manner‘ as highlighted by engineering graduate attributes. Formative feedback is given on all assignments in order that students may take full advantage of self directed learning. Students who apply the feedback to subsequent assignments are rewarded for both the attempt and the quality of the improvements made. Students report that this approach provides ? constructive criticism‘ which ? helps each student‘ to ? check their drafts carefully‘. Assessment criteria and their relationship to graduate attributes are fully discussed in both the course notes and in conjunction with exercises, and students have expressed this helps them to place learning in the context of professional and industry expectations, ? hen it‘s explained, it makes sense that engineers spend so much time writing reports, talking to clients and presenting project ideas to meetings‘. RESEARCH TOPICS AND TOPICAL RESEARCH To broaden student awareness of their professional responsibilities as engineers within society, in addition to operating within a company framework, research topics are carefully chosen to reflect community and industry concerns. In particular th e topics chosen provide for critical awareness-raising of community issues such as ethics, sustainability and social justice. For example, the research topic for the current semesters Engineering Communication EAL course is the Role of Engineers, through which students are exploring issues such as personal and interpersonal skills, engineering education and life long learning, ethical responsibilities, social and environmental factors, holistic thinking, entrepreneurship as well as technical skills. Previous topics have included an examination of gender issues in engineering education and the profession, forensic engineering, and the effects of teamwork on the outcomes of engineering projects. The imbedded nature of the Engineering Communications courses within the engineering curriculum ensures that the research topics are relevant to engineering practice, topical and frequently devised in collaboration with engineering lecturers. Level III Design and Communication research topics, for example, are devised together with the design lecturer and sometimes also with reference to other departmental members. The current semesters‘ research topic was directly linked to the Design Project topics. These topics and the communication research topic specifically designed to be co-related. Through this collaborative approach aspect of sustainability in engineering practice are reinforced and student skills in critical thinking, analysis and evaluation of research information are further developed. In Design the projects are to design a Formula SAE Car, Bio-Oil Trike, Biodiesel Bike, 1. 0 litre Biodiesel Taxi – Tuk-Tuk, Hybrid Solar Electric Vehicle, Biodiesel Boat, Formula SAE Aircraft, Alternative Energy 2-Seater Aircraft, Hybrid Solar/Biofuel Generator, Fossil-Fuel-Free irrigation system or a Nano-satellite. The topic for the Communication assignments is ? ustainability‘, applied to the chosen design project. , as outlined below. Topic The broad objective of sustainable development is ? to achieve social justice, sustainable economies, and environmental sustainability? ( European Conference on Sustainable Cities & Towns, 1994). Australia has a National Strategy for Ecologically Sustainable Development which aims to ? meet the needs of Australians today, while conserving our ecosystems for the benefit of future generations? (Office of Sustainability, Department of Environment and Heritage, 2006). 53 Task Environmental sustainability is a fundamental aspect of sustainability. For your Communication assignments you should identify how environmentally sustainable features can be incorporated in the design of your project, for example a bio-diesel boat, or alternative energy 2-seater aircraft. In addition, you should compare the effects of these features to a traditionally designed version of your project. You are not expected to justify sustainability. Your research must focus on the specific features of sustainable transport. Yong & Missingham, 2006) Previous research topics have included the following: Investigate an ethical dilemma in an engineering project, and critically evaluate the response of the engineering company or companies involved, in terms of relevant tenets of the IEAust Code of Ethics. (Yong & Missingham, 2005) Select an example of technological development that is prominent in industrialised society and analyse the benefits as well as the adverse effects of this technology to individuals, society and the environment. Yong & Missingham, 2004) A high level of both professional communication skills and an appreciation of community concerns required to be developed by the Level III Mechanical Engineering students. The topic descriptions have also been carefully devised to illustrate to students the inter-relationship of effective communication and an understanding of the social, cultural, political, international and environmental impacts implicit in the professional practice of engineering. These expectations are detailed in the Research Topic paper given below. ?Your research is to be based on a topic which has social, cultural, economic, and/or political implications. Engineers work in every sphere of life. As a professional engineer you will be working in an array of industries, in various contexts, and making contact with many people about professional organisations, government departments and agencies, allied industries and organisations, academics, and others. As an effective communicator and decision maker, you will need to be able to present your interpretation and findings on a range of issues, as will occur in the negotiation and management of projects, the submission of tenders, and the advising of clients. The topic for your research in this subject aims to provide you will strategies to both write and talk about your interpretation and findings about diverse issues. Your writing and your presentations will be an attempt to convince a nonspecialist audience of your point of view. You may choose one of the following areas of research for your project. Topic A – the impact of engineering projects on local communities The projects you may work on as an engineer could have significant social, cultural, economic, and/or political implications for people and communities who are not directly involved in the implementation of the project. Your research task is to: Discuss an engineering project which has, or has had, a significant impact/s on local communities Your research is to examine the impacts and outcomes of a specific engineering project on a community or communities. Examples of engineering projects could be dams or hydro-electric projects, weapons testing, mining, the building and operation of chemical or other industrial plants, building roads and railways, and others. The size of the project is unimportant, rather it is its impact on the local community which will be the focus of your research. The impacts could be one of the following scenarios, or a combination of scenarios: ? Well recognised and integrated into the planning of the engineering project, yet have provided, or are providing, difficulties in the implementation and outcomes of the project ? Recognised by the local communities or interest groups, but rejected or ignored by project planners and workers ? Unrealised in past projects, with the long-term consequences now the subject of community and/or legal dispute. 354 Your discussion needs to be an examination, that is, an analysis of the impacts arising from the project. Avoid lengthy descriptions of the history of the project, the engineering technicalities, or merely describing the impacts. You need to read as widely as possible about the project you have chosen, and from your interpretation of the source information provide a discussion of the (perhaps disputed) impact/s of the project. Limit your scope so that you have a specialised focus, that is, analyse only two or three impacts of the project. The word limit set for your assignments means you will not be able to cover all aspects of the project. Your focus needs to be an in-depth examination rather than a broad sweep of issues. Topic B – the impact of seemingly simple technology on the existence of communities. This topic also aims to examine the impact of (seemingly simple) technology on the existence and quality of life for those who use or used the technology. Your task is to: Discuss the impact of a seemingly simple technology on the existence of a community This research topic involves examining the design logic underpinning the technology and importantly the effectiveness of its use. Examples of apparently simple technology could be the boomerang, other hunting implements, for example, harpoons and poison arrows, a specific type of irrigation system, terracing for the cultivation of crops, and others. Your research needs to take account of: ? The design logic underpinning the technology ? The quality of life and survival provided for those who used the technology ? Any evidence which debates the effectiveness of technology, particularly its long term use. The technology you are examining may have been beneficial for a community in the short term, but in the longer term, further developments, modifications, abandonment of the technology, may have ensured a better quality of life, even survival, of a community. Long term environmental impacts could be important in your study. Your discussion needs to be an analysis of the effectiveness, or otherwise, of the technology. Avoid lengthy descriptions of the history or the form of the technology. This information needs to be only brief background information. You need to read as widely as possible about the technology you have chosen, and from your interpretation of the source information provide a discussion of the (perhaps disputed) effects of its use. Limit your scope so that you have a specialised focus, that is, on the analysis of two or three aspects of effectiveness of the technology. The technology could be from any era, past or even present day. If you are examining past technology, your focus needs to be on the effectiveness, or otherwise, of the technology itself for its intended purpose regardless of other influencing factors such as the introduction of other technology as a result of invasion, colonisation, or economic factors. Alternatively, the technology could be in current use or development, such as reversions to more environmentally sustainable technologies, for example, wind power. (Wake, 2002) CONCLUSION By promoting a shared agenda between language and engineering disciplines it is suggested that this may also promote student recognition of the importance of communication in engineering. Regardless of the similarities and differences of engineering communication education taken by various programs discussed here, increased levels of communicative competence relate directly to employability and success in the engineering industry. The program developed by School of Mechanical Engineering at the University of Adelaide represents a successful integrative Engineering Communication curriculum, developed for both local and international Engineering students in an Australian university, which aims to develop communicative ability, community engagement and an awareness of the social, cultural, political, international, environmental and ethical contexts in which professional engineers practice. 55 ACKNOWLEDEMENTS Thanks go to many colleagues and friends, and to staff and students of the School of Mechanical Engineering who provided input (often unwittingly) to this research proposal. Thank you to Karen Adams for the stimulating and frequent discussions on many things educational and philosophical and Colin Kestell engineering lecturer extraordinaire who can always be relied on to stimulate teaching enthusiasm and creativity. Many thanks go to wonderful colleagues Elizabeth Yong and Kristin Munday whose considerable work is also represented here, and to Catherine Irving and Patricia Zoltan whose support, intellectual contributions and hard work have also contributed to this program. Thank you also to Barbara Wake whose commitment to and knowledge of academic communication which, together with the vision of Colin Hansen, Head of the School of Mechanical Engineering have enabled the development of such a successful program of professional and academic engineering communication. Special thanks to Roxanne Missingham for the editing and encouragement. REFERENCE Adams, K & D Missingham (2006) Contributions to Student Learning: An overview of Engineering Communication courses in Mechanical Engineering education, School of Mechanical Engineering, University of Adelaide, unpublished (internal) report. Alvesson, M (2004) Knowledge Work and Knowledge-intensive Firms, Oxford University Press, Oxford. 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