Public Speaking Essay Example For Students

Public Speaking Essay A Moment of Immense Success Over the years, I have always admired those who have had great accomplishments in their lives. Since graduating from high school in 1989, my experiences have been mixed but they have been largely good. Some of my experiences included serving in the military for seven years, living and working in Germany for 12 years, and learning a foreign language. One person who I greatly admire for her Public Speaking Essay skills and overall success is Ms. Oprah Winfrey. Despite all the obstacles in her life, she has managed to overcome and accomplish many great things. Although Oprah is the richest woman in the entertainment field, she seems to be very humble, and treats everyone with the same amount of respect, whether they are rich or middle-class. In many ways, I can relate to some of the issues that she has dealt with publicly. For example, it is no secret that she has been publicly dealing with her weight going up and down. Over the years, I too have been dealing with my weight fluctuating up and down. Every time that I watch her show, I sit back with amaze on the way that she delivers her point across to her audience with such perfection. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now Considering that she has approximately 3 million viewers per show, and does not appear to be nervous at all. In comparison with my background in the U.S. Army, I can remember making several speeches to my soldiers, and I did not feel nervous one bit at all. In my opinion, it is very refreshing to see a celebrity of her stature, to be so down to earth, and so giving if her time (and money). Along with the rest of world, I have grown to listen when Ms. Winfrey speaks, who is currently one of the most powerful business persons in the world. During my high school days, my grades were satisfactory, but not to boast about, you can trust me on that issue. The fact that I can seen Oprah become the person that she is today, make me want to be the best person that I can possible become. Most recently, I have decided to return to school to obtain my bachelors degree in business management. In addition, it is my goal to obtain my masters degree in business administration directly after finishing my bachelors degree. In todays business world, I have noticed that without a vital education, one will not be able to climb the corporate ladder. Since I have been attending the University of Phoenix, I have been increasing my public speaking skills, which I feel are become one of the best amongst my peers. Like Oprah, I have had many obstacles in my life, but I am willing to work hard to get where I need to be. On a recent episode of the Oprah Winfrey Show, where the subject was regarding teenage violence, Ms. Oprah spoke for several minutes with people from all walks of life, and delivered her speech very effectively. Also, she looks the audience in the eye, does not talk above their head, appears to be well prepared, and adds a little bit of humor to make it less formal. My obsession of wanting to be successful, making my parents proud of me and obtaining a lifestyle that I can appreciate has been such a huge part of my life. Currently, I am maintaining a 3.8 grade point average, in addition to working full-time job, where I am required to work approximately 50 hours per week. Many people may say that I am trying to be an over achiever, but I now realize that nothing in life is free. At this point in my life, I can truly say that Oprah has taught me a thing or two, when it comes to public speaking. Normally when I am required to make a pubic speech at work or school, I do not like to index cards, as this tends make me appear unprepared. I would recommend to anyone who has issues regarding public speaking to watch the Oprah Winfrey show to improve their skills. .u3f167f9b84a1a18d8dfb5246c117efd2 , .u3f167f9b84a1a18d8dfb5246c117efd2 .postImageUrl , .u3f167f9b84a1a18d8dfb5246c117efd2 .centered-text-area { min-height: 80px; position: relative; } .u3f167f9b84a1a18d8dfb5246c117efd2 , .u3f167f9b84a1a18d8dfb5246c117efd2:hover , .u3f167f9b84a1a18d8dfb5246c117efd2:visited , .u3f167f9b84a1a18d8dfb5246c117efd2:active { border:0!important; } .u3f167f9b84a1a18d8dfb5246c117efd2 .clearfix:after { content: ""; display: table; clear: both; } .u3f167f9b84a1a18d8dfb5246c117efd2 { 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; } .u3f167f9b84a1a18d8dfb5246c117efd2:active , .u3f167f9b84a1a18d8dfb5246c117efd2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3f167f9b84a1a18d8dfb5246c117efd2 .centered-text-area { width: 100%; position: relative ; } .u3f167f9b84a1a18d8dfb5246c117efd2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3f167f9b84a1a18d8dfb5246c117efd2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3f167f9b84a1a18d8dfb5246c117efd2 .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; } .u3f167f9b84a1a18d8dfb5246c117efd2:hover .ctaButton { background-color: #34495E!important; } .u3f167f9b84a1a18d8dfb5246c117efd2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3f167f9b84a1a18d8dfb5246c117efd2 .u3f167f9b84a1a18d8dfb5246c117efd2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3f167f9b84a1a18d8dfb5246c117efd2:after { content: ""; display: block; clear: both; } READ: Zinc Essay . Public Speaking Essay Example For Students Public Speaking Essay i.A survey in 1994 showed that only 16 percent of college freshmen discussed politics frequently. ii.Public Speaking Essay may be most valuable at just the time when it seems most difficult. iii. The audience-analysis aspect of rhetorical competence will be especially helpful here because finding our own voice often requires discovering what others think and want. 1.Percentage of students describing their mother as a full-time homemaker declined from 31.4 (in 1979) to 12.9 (in 1994). 2. 90% of todays married couples met in a relatively homogeneous social settings. 3.The term stereotype: entered the social-science lexicon during a period of time when Americas population was shifting from small towns to large urban centers. 4.Todays public speakers will need to attune themselves both to the increase in sociological diversity and to the psychological urge for similarity. 1. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now eight out of ten Americans are likely to respond that they have to attained or expect to attain the American Dream of freedom, equality, happiness, and financial security. 2.Public speakers in the 1990s will want to take note of the alternating mood of the public. 1.The American Dream brings to mind, people mention both desirable results and favorable personal circumstances. 2. Below the surface of Americas middle-class aspirations and expectations lurks concern that oppressive social conditions may hold back personal progress. 3.Since the 1970s international competition and reorganization of the economy have brought a decline in the average persons job security and real wages. 4.All people like to think that they have a bright future; but in an era where change and diversity loom large, it also may be appealing to believe that our failures are not our own. c. Public Talk: Merging personal and social responsibility 1.Public talk gets us to the heart of the post-modern dilemmas by helping us work outfor a particular issue at a particular timethe relative roles of individual and society. 2.in the 1930s, Americans accepted that the scope of depression-era problems demanded that national agencies be given freedom to manage life in areas ranging from electricity to welfare. 3.Audience analysis is a key to making sure that public talk is worthwhile for speakers and helpful for listeners. 1.People interpret what is going on around the, and then they work out a line of action appropriate to what they think. 2.Given an active audience, all we an realistically expect is that listeners will weigh our words, compare what we say against their existing views, and then think or act in ways appropriate for them. 3.The term image system sometimes is used to designate the personal knowledge of life held by listeners. 4.The image system may be divided into three kinds of thoughts: beliefs, attitudes and values. 1.Two types of beliefs: verifiable beliefs-amount to factual knowledge of the world, and Primitive beliefs-do not provide specific factual information as much as they give us a view of how the world works. 2.You should be concerned with the audiences store of verifiable and primitive beliefs that pertain to your speech topic. 1.An attitude is a tendency to approve or disapprove of an object, event, or condition. 2.Rokeach-attitudes are overall judgments of peoples beliefs. a.Terminal- Deals with conditions in which people live, such as freedom and world peace. b.Instrumental- Deals with human conduct such as courage or honesty. 2.Members of your audience hold values that pertain to your speech content-serve as sources of motivation for listeners. 3.Tendencies of people to share images make successful audience analysis possible for speakers. 1.Demographics are characteristics of a group of people. 2.Calls our attention to such features of our listeners as sex, age, education, income and religious creed. 3.Useful to public speaker because members of a particular group often have had certain experiences in common. .ue751d70b63616d2adb2854d320e38472 , .ue751d70b63616d2adb2854d320e38472 .postImageUrl , .ue751d70b63616d2adb2854d320e38472 .centered-text-area { min-height: 80px; position: relative; } .ue751d70b63616d2adb2854d320e38472 , .ue751d70b63616d2adb2854d320e38472:hover , .ue751d70b63616d2adb2854d320e38472:visited , .ue751d70b63616d2adb2854d320e38472:active { border:0!important; } .ue751d70b63616d2adb2854d320e38472 .clearfix:after { content: ""; display: table; clear: both; } .ue751d70b63616d2adb2854d320e38472 { 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; } .ue751d70b63616d2adb2854d320e38472:active , .ue751d70b63616d2adb2854d320e38472:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue751d70b63616d2adb2854d320e38472 .centered-text-area { width: 100%; position: relative ; } .ue751d70b63616d2adb2854d320e38472 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue751d70b63616d2adb2854d320e38472 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue751d70b63616d2adb2854d320e38472 .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; } .ue751d70b63616d2adb2854d320e38472:hover .ctaButton { background-color: #34495E!important; } .ue751d70b63616d2adb2854d320e38472 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue751d70b63616d2adb2854d320e38472 .ue751d70b63616d2adb2854d320e38472-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue751d70b63616d2adb2854d320e38472:after { content: ""; display: block; clear: both; } READ: Business Law and Ethics : Physicians and Professio Essay 1.Age is related to values and lifestyles. 2.Generalizations about the age of you listeners can help you prepare a speech. 1.We live in an era in changing sex rules gender based generalizations are difficult and controversial. 2.Women put time to take more of a nurturing-helping role. 1.Level of education can serve as a basis of some for predictions of some on how they will respond to speeches. 2.Use generalizations about educational attainment as basis of speech preparation. 1.Attitudes and values of Americans vary according to place of residence 2.Dividing country into geographic regions also supplies useful information about audiences. 1.Knowing the occupational status of listeners gives clues about their views on life. 1. Census data shows that racial and ethnic diversity is on the rise in . Public Speaking Essay Example For Students Public Speaking Essay In the past, I have participated in a lot of classes and training dealing with many different topics, but unfortunately, Public Speaking Essay and/ or communications was not one of them. In fact, the last class that I took even relatively close to this one was in junior high school. In some sense, I guess that this could be thought of as a good thing, because now I can learn at a college level to begin with. My goals for this class are fairly numerous, but all are based on all around knowledge and improvement of public speaking in a general sense. I want to be able to get up in front of a group of people and deliver a message in a way that makes people want to listen. Im planning a career in the field of psychology, and as much as I may not like it, I think public speaking will definitely show its face many times. My specific goals for the course include improving on my stance, speaking more clearly, and improving on my fear of speaking in front of a large group. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now After reviewing my videotaped speeches, I have noticed that, among other things, I am constantly fidgeting and doing something with my hands like playing with my note cards or something. Also, I am clearly not comfortable with standing up there. Although it is not overly visible on the tape, I can tell that I look very nervous, and I tend to stutter a little and lose my place and focus in the middle of the speeches frequently. I really dont understand why speaking in front of the class bothers me so much. If I were to give the speech from my desk, even though everyone would still be looking at me, I think that I could do a much better job and be more relaxed as well. I think that improving on these previous aspects will give me enough experience and confidence to at least have a working knowledge and ability to successfully speak publicly. Although my career will probably not involve an immense amount of public speaking, it will require some, and this course will surely provide valuable practice. . Public Speaking Essay Example For Students Public Speaking Essay In the past, I have participated in a lot of classes and training dealing with many different topics, but unfortunately, Public Speaking Essay and/ or communications was not one of them. In fact, the last class that I took even relatively close to this one was in junior high school. In some sense, I guess that this could be thought of as a good thing, because now I can learn at a college level to begin with. My goals for this class are fairly numerous, but all are based on all around knowledge and improvement of public speaking in a general sense. I want to be able to get up in front of a group of people and deliver a message in a way that makes people want to listen. Im planning a career in the field of psychology, and as much as I may not like it, I think public speaking will definitely show its face many times. My specific goals for the course include improving on my stance, speaking more clearly, and improving on my fear of speaking in front of a large group. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now After reviewing my videotaped speeches, I have noticed that, among other things, I am constantly fidgeting and doing something with my hands like playing with my note cards or something. Also, I am clearly not comfortable with standing up there. Although it is not overly visible on the tape, I can tell that I look very nervous, and I tend to stutter a little and lose my place and focus in the middle of the speeches frequently. I really dont understand why speaking in front of the class bothers me so much. If I were to give the speech from my desk, even though everyone would still be looking at me, I think that I could do a much better job and be more relaxed as well. I think that improving on these previous aspects will give me enough experience and confidence to at least have a working knowledge and ability to successfully speak publicly. Although my career will probably not involve an immense amount of public speaking, it will require some, and this course will surely provide valuable practice. . Public Speaking Essay Example For Students Public Speaking Essay In the past, I have participated in a lot of classes and training dealing with many different topics, but unfortunately, public speaking and/ or communications was not one of them. In fact, the last class that I took even relatively close to this one was in junior high school. In some sense, I guess that this could be thought of as a good thing, because now I can learn at a college level to begin with. My goals for this class are fairly numerous, but all are based on all around knowledge and improvement of public speaking in a general sense. I want to be able to get up in front of a group of people and deliver a message in a way that makes people want to listen. Im planning a career in the field of psychology, and as much as I may not like it, I think public speaking will definitely show its face many times. My specific goals for the course include improving on my stance, speaking more clearly, and improving on my fear of speaking in front of a large group. We will write a custom essay on Public Speaking specifically for you for only $16.38 $13.9/page Order now After reviewing my videotaped speeches, I have noticed that, among other things, I am constantly fidgeting and doing something with my hands like playing with my note cards or something. Also, I am clearly not comfortable with standing up there. Although it is not overly visible on the tape, I can tell that I look very nervous, and I tend to stutter a little and lose my place and focus in the middle of the speeches frequently. I really dont understand why speaking in front of the class bothers me so much. If I were to give the speech from my desk, even though everyone would still be looking at me, I think that I could do a much better job and be more relaxed as well. I think that improving on these previous aspects will give me enough experience and confidence to at least have a working knowledge and ability to successfully speak publicly. Although my career will probably not involve an immense amount of public speaking, it will require some, and this course will surely provide valuable practice.

Unit Guide Essay Example

Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing http://www. east-asianhistory. net/textbooks/PMChina/c h12. htm Class participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 20 10. (Available in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, Benjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: http://www. chinapage. com/ http://www. princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti z i), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Stud ents will only be granted extensions/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 http://www. mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consid eration form and all supporting documentation.The on-line Special Consideration application is found at:http://www. arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www. mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/ . When using the universitys IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22 Unit Guide Essay Example Unit Guide Essay List of changes since first version was published Learning Outcomes Graduate Capabilities Discipline Specific Knowledge and Skills Critical, Analytical and Integrative Thinking Creative and Innovative Effective Communication Engaged and Ethical Local and Global citizens Capable of Professional and Personal Judgement and Initiative Problem Solving and Research Capability 4 5 6 6 6 7 7 8 8 8 Assessment Tasks Group Presentation Written Assignments Class participation 10 10 11 12 Unit Schedule Delivery and Resources Policies and Procedures Student Support Student Enquiry Service Equity Support IT Help 14 18 22 2 22 22 22 Page 2 of 22 General Information Convenor and teaching staff Unit Convenor: Shirley Chan Email: shirley. [emailprotected] edu. au Credit Points 3 Prerequisites CHN209 or permission of Executive Dean of Faculty Corequisites N/A Co-badged status N/A. Unit Description This course focuses on some central topics in the field of Chinese history. Such topics may include a parti cular historical period or event, a school of thought, particular philosophical or historiographical texts, or issues relating to the process of history making itself, that helped to shape the socio-cultural spheres of China’s existence.Students will read and analyse sources in Chinese and English relevant the specific topics. A level of Chinese approximately equal to HSC for Background Speakers is required as class discussions will be mainly in Chinese. Page 3 of 22 List of changes since first version was published Date 13/07/12 30/01/12 30/01/12 Change The Description was updated. The Description was updated. The Description was updated. Page 4 of 22 Learning Outcomes At the end of this unit students will have developed the following skills: 1. To appreciate the long and dynamic Chinese history and culture. 2.To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources. 3. To gain familiarity and facility with concept s, themes and theoretical perspectives on Chinese history and Chinese historiography. 4. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities 5. To engage in independent and reflective learning through assessing and responding to ideas 6. To develop an ability to work with and collaborate with others effectively and communicate findings to other fellow studentsPage 5 of 22 Graduate Capabilities This unit provides opportunities to develop in the graduate capabilities in the following ways: Discipline Specific Knowledge and Skills Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards.They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems. This graduate capability is supported by: Learning Outcome Learning Outcome Learning Outcome Learning Outcome Assessment Task Assessment Task Assessment Task Class participation and attendance 2 Written Assignments (30% each) To improve understanding of the central issues of Chinese history, from historiorgraphical and archaeological sources.To gain familiarity and facility with concepts, themes and theoretical perspectives on Chinese history and Chinese historiography. To demonstrate capacity for analytical and critical thinking as well as appreciation of, and respect for cultural diversities Group Presentation To appreciate the long and dynamic Chinese history and culture. Critical, Analytical and Integrative Thinking We want our graduates to be capable of reasoning, questio ning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique Page 6 of 22 onstraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendance Creative and Innovative Our graduates will also be capable of creative thinking and of creating knowledge.They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each ) Class participation and attendance Effective Communication We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences.We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 7 of 22 Assessment Task Class participation and attendance Engaged and Ethical Local and Global citizens As local citizens our graduates will be aware of indigenous perspectives and of the nations historical context.They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Class participation and attendanceCapable of Professional and Personal Judgement and Initiative We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments. This graduate capability is supported by: Assessment Task Assessment Task Assessment Task Group Presentation 2 Written Assignments (30 % each) Class participation and attendanceProblem Solving and Research Capability Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and Page 8 of 22 solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations. This graduate capability is supported by: Assessment Task Assessment Task Group Presentation 2 Written Assignments (30% each) Page 9 of 22Assessment Tasks Task Weight Due Date Linked Learning Outcomes Group Presentation 20% one week in Week 3-13 Written Assignments 60% Weeks 7 and 12 1, 2, 3, 4, 5 1, 2, 3, 4, 5, 6, 8 2 Written Assignments (30% each) Class participation 20% Every week in class 1, 2, 3, 4, 5 1, 2, 4, 5, 6, 8 Class participation and attendance 1 , 2, 3, 4, 5, 6 Linked Graduate Capabilities 1, 2, 3, 4, 5, 6, 8 Group Presentation Brief Description Group Presentation Due Date: one week in Week 3-13 Weight: 20% There will be one group (2 people) presentation. In the beginning of the semester, you will be asked to choose a tutorial topic.You are expected to lead a discussion on your chosen topic for that week. Your oral presentation is expected to be 6-7 minutes in length (no more than 4 min each person). You have to finish your presentation within the time limit or marks will be deducted. The group project should reflect the collective efforts of every member of your group. You should be prepared that the rest of the class will raise questions. You will need to prepare a 2 page report which needs to be handed in. In preparing to lead discussion, you may wish to consider the following questions: 1)What are the readings about? )What are the main points being argued? 3)What evidence is marshalled to support the author’s arg ument? 4)Do you agree/disagree with the arguments put forward in the readings? Page 10 of 22 5)What did you find most interesting about the topic or the reading? 6)How does this topic/discussion contribute to your understanding/knowledge of Chinese culture and society? Written Assignments Due Date: Weeks 7 and 12 Weight: 60% Students will submit two written assignments, one in Chinese and one in English on a chosen topic which needs to be approved by the convenor. Details will be posted in Blackboard.These assignments should be your own original work. Plagiarism is not acceptable (For further information and advice, see www. student. mq. edu. au/plagiarism). You marks will be determined by but not limited to: a) Grasp of the task and focus. Are you really answering the question(s)? Is there a well-defined framework or scope of argumentation? b) Knowledge of content and research. For example, is there a well-developed argument/critique? Does the essay re? ect a clear insightful knowl edge of the topic in a clear and critical analysis? Does the written work re? ect a substantial and skilful research e? rt? The essay may incorporate text materials linked together with your own commentary and conclusions. This will involve research activities such as locating materials, books and journal articles. c) Creativity and judgement. Does the essay show good judgement in the selection or arrangement of materials? Is there an evidence to support your argument/thesis? d) Communication and presentation. Does the work show a good job of the technical aspects of writing an essay? What will be assessed here also include such matters as grammar, punctuations, spelling, presentation of source citations, etc. ) Referencing and ethical use of materials. All cited works need to be properly acknowledged. Is referencing consistent and precise? Required and recommended resources Readings in research and translation methodologies, see also: Page 11 of 22 Writing a Research Paper An excel lent guide from Purdue University http://owl. english. purdue. edu/owl/resource/658/03/ There are many more guides available online as well as in the library. Students will only be granted extensions/special consideration with valid reasons (eg. serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this. The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Class participation Due Date: Every week in class Weight: 20% Class attendance and participation in discussion is required.Participation will be marked on attendance, willingness to participate in class discussion, preparation and performance of reading and responding to questions. Students are expected to b e well prepared in order to participate in class discussion – this will ensure good use of class time as well as improving your learning skills and sharing your knowledge with others. Class attendance and participation is expected and will be part of the assessment. This means you not only come and sign in the class but come well prepared and participate in class discussion.You need to read the assigned reading material and think about the topics and share your thought with others. Your marks for class attendance and performance will be determined by a) Whether you attend class regularly or not; Page 12 of 22 b) How much effort you have taken to prepare for the class; c) How actively you participate in class discussion; and d) How helpful your comments are on the work of our fellow students. Page 13 of 22 Unit Schedule Lecture Tutorial readings /discussions Assessment Week 1 Introduction to the unit Meet your peers and introduce yourself; choosing a presentation topicThe Stud y of Chinese History: Retrospect and Prospect Week 2 Early Chinese Historical Works Yu in Kao, pp. 7-26; or Yu Yingshi, pp. 1-20. Class participation/discussion (The Study of Chinese History: Retrospect and Prospect) Week 3 Archaeology and History Burton in Kao, pp. 35-48. Class participation/discussion (Early Chinese Historical Works) Week 4 Palaeography, Philology and History Li, pp. 47-80. Class participation/discussion (Archaeology ; History) Week Page 14 of 22 Class 5 The Various Medium of Historical Writings I Li, pp. 81-156. participation/discussion (Palaeography, Philology and History)Week 6 The Various Medium of Historical Writings II Li, pp. 157-234. Class participation/discussion (The Various Medium of Historical Writings I) Week 7 Myth, History, Cultural Values, Social Tensions Li, pp. 234-264. Class participation/discussion Assignment 1 due today (The Various Medium of Historical Writings II) Week 8 Power of Writing http://www. east-asianhistory. net/textbooks/PMChina/c h12. htm Class participation/discussion (Myth, History, Cultural Values, Social Tensions) Page 15 of 22 Week 9 History and Writing the State Lewis, pp. 1-11. Class participation/discussion Power of Writing) Week 10 History and Writing the Masters Lewis, pp. 13-48. Class participation/discussion (History and Writing the State) Week 11 Writing the Past Lewis, pp. 53-98. Class participation/discussion (History and Writing the Masters) Week 12 The Political History of Writing Lewis, pp. 195-240. Class participation/discussion Assignment 2 due today (Writing the Past) Week 13 Revision Feedback/evaluation Lewis, pp. 287-307. Class participation/discussion (The Political History of Writing) Page 16 of 22 Page 17 of 22 Delivery and Resources Recommended Texts and/or MaterialsChang, K. C. The Formation of Chinese Civilization: an Archaeological Perspective. Yale University Press. 1988. Ebrey, Patricia, Buckley. Cambridge Illustrated History of China. (2 nd ed). Cambridge University Press. 20 10. (Available in the Co-op bookshop) Elman, Benjamin ; Kern, Martin (eds). Statecraft and Classical Learning: The Rituals of Zhou in East Asian History (Studies in the History of Chinese Texts). Brill Academic Publishing. 2009. Hsu, C. Y. Ancient China in Transition: An Analysis of Social Mobility 722-222 B. C. Stanford University Press. 1965. Kao, George.The Translation of Things Past: Chinese History and Historiography. Hong Kong: the Chinese University Press. 1982. Lewis, Mark, Edward. Writing and Authority in Early China (SUNY Series in Chinese Philosophy and Culture). State University of New York Press. 2007. Li Xueqin ; Guo Zhikun. . Shanghai: Shanghai Keji Jiaoyu. 2002. Page 18 of 22 Pine, Yuri. Envisioning Eternal Empire: Chinese Political Thought of the Warring States Era. University of Hawaii Press. 2009. Puett, Michael J. To Become a God: Cosmology, Sacrifice, and Self-Divinization in Early China (HarvardYenching Institute Monograph) Harvard University Asia Centre. 004. Schwartz, Benjamin. I. The World of Thought in Ancient China. Belknap Press of Harvard University Press. 1985. Schuberg, David. A Patterned Past: Form and Thought in Early Chinese Historiography (Harvard East Asian Monographs). Harvard University Asia Centre. 2002. Wang, Aihe. Cosmology and Political Culture in Early China (Cambridge Studies in Chinese History, Literature and Institutions). Cambridge University Press. 2000. . . . 1985. Zhao Yi bookshop) , Zhao Yifeng (eds). Ancient Chinese History. Beijing: Higher Education Press. 2010. (Available in the Co-opYou will find some of the URL links containing materials on Chinese history, archaeology, art, culture extremely handy. Among these are: http://www. chinapage. com/ http://www. princeton. edu/~classbib/ Page 19 of 22 This pointer will bring up the introduction page of the Classical Chinese Historiography for Chinese History. Scroll down to get to the table of contents. The display includes full-style Chinese characters (fanti z i), but you will only be able to display them if the computer you are using is equipped with Chinese script. Otherwise they will display as gobbledy-gook, but this does not matter to the rest of the bibliography.The most useful section for this course is section 9: Select Bibliography of Chinese Classics and Literature in Translation With Recent Related Histories; Section 10: Selected English Bibliography For Chinese Civilization: A Brief Historical Survey. You can reach this by using the contents page. Unit Webpage and Technology Used and Required Students should check iLearn regularly under the unit concerned, for announcements and updated information. Library Databases Students should make good use of the library databases for scholarly articles, books and other sources of information, which is an essential part of learning and research skills. ttp://www. library. mq. edu. au/ Please note that attendance at all classes is compulsory. This applies particularly to assessments. Stud ents will only be granted extensions/special consideration with valid reasons (eg. , serious and unavoidable disruption from completing any unit requirements in accordance with their ability. ) Work that is submitted late will be subjected to an assessment penalty if an extension has not been granted. Even where an extension has been given, a penalty may still be imposed if fairness to other students requires this.The general guideline is that 5% will be deducted for the first day and 2% for each day in subsequent days. Special Consideration Policy Page 20 of 22 http://www. mq. edu. au/policy/docs/special_consideration/policy. html Applying for Special Consideration Students applying for Special Consideration circumstances of three (3) consecutive days duration, within a study period, and/or prevent completion of a formal examination must submit an on-line application with the Faculty of Arts. For an application to be valid, it must include a completed Application for Special Consid eration form and all supporting documentation.The on-line Special Consideration application is found at:http://www. arts. mq. edu. au/current_students/undergraduate/admin_central/special_consideration. Page 21 of 22 Policies and Procedures Macquarie University policies and procedures are accessible from Policy Central. You may find of particular interest those which can be found in the Learning and Teaching category. Student Support Macquarie University provides a range of Academic Student Support Services. Details of these services can be accessed at: http://www. mq. edu. au/currentstudents/. Student Enquiry ServiceDetails of these services can be accessed at http://www. student. mq. edu. au/ses/. Equity Support Students with a disability are encouraged to contact the Disability Support Unit who can provide appropriate help with any issues that arise during their studies. IT Help If you wish to receive IT help, we would be glad to assist you at http://informatics. mq. edu. au/help/ . When using the universitys IT, you must adhere to the Acceptable Use Policy. The policy applies to all who connect to the MQ network including students and it outlines what can be done. Page 22 of 22

Battle of Isandlwana - Anglo-Zulu War

Battle of Isandlwana - Anglo-Zulu War Battle of Isandlwana - Conflict The Battle of Isandlwana was part of the 1879 Anglo-Zulu War in South Africa. Date The British were defeated on January 22, 1879. Armies Commanders British Lieutenant Colonel Henry PulleineLieutenant Colonel Anthony William Durnford1,400 British, 2,500 African infantry Zulu Ntshingwayo kaMAholeMavumengwana kaMdlela Ntuliapprox. 12,000 infantry Background In December 1878, following the death of several British citizens at the hands of the Zulus, authorities in the South African province of Natal issued an ultimatum to the Zulu king Cetshwayo demanding that the perpetrators be turned over for trial. This request was refused and the British began preparations to cross the Tugela River and invade Zululand. Led by Lord Chelmsford, British forces advanced in three columns with one moving along the coast, another from the north and west, and the Centre Column advancing through Rourkes Drift towards Cetshwayos base at Ulundi. To counter this invasion, Cetshwayo mustered a massive army of 24,000 warriors. Armed with spears and old muskets, the army was divided in two with one section sent to intercept the British on the coast and the other to defeat the Centre Column. Moving slowly, Centre Column reached Isandlwana Hill on January 20, 1879. Making camp in the shadow of the rocky promontory, Chelmsford sent out patrols to locate the Zulus. The following day, a mounted force under Major Charles Dartnell encountered a strong Zulu force. Fighting through the night, Dartnell was not able to break off contact until early on the 22nd. The British Move After hearing from Dartnell, Chelmsford resolved to move against the Zulus in force. At dawn, Chelmsford led 2,500 men and 4 guns out from Isandlwana to track down the Zulu army. Though badly outnumbered, he was confident that British firepower would adequately compensate for his lack of men. To guard the camp at Isandlwana, Chelmsford left 1,300 men, centered on the 1st Battalion of the 24th Foot, under Brevet Lieutenant Colonel Henry Pulleine. In addition, he ordered Lieutenant Colonel Anthony Durnford, with his five troops of native cavalry and a rocket battery, to join Pulleine. On the morning of the 22nd, Chelmsford began vainly searching for the Zulus, unaware that they had slipped around his force and were moving on Isandlwana. Around 10:00 Durnford and his men arrived at the camp. After receiving reports of Zulus to the east, he departed with his command to investigate. At approximately 11:00, a patrol led by Lieutenant Charles Raw discovered the main body of the Zulu army in a small valley. Spotted by the Zulus, Raws men began a fighting retreat back to Isandlwana. Warned of the Zulus approach by Durnford, Pulleine began forming his men for battle. The British Destroyed An administrator, Pulleine had little experience in the field and rather than ordering his men to form a tight defensive perimeter with Isandlwana protecting their rear he ordered them into a standard firing line. Returning to the camp, Durnfords men took a position on the right of the British line. As they approached the British, the Zulu attack formed into the traditional horns and chest of the buffalo. This formation allowed the chest to hold the enemy while the horns worked around the flanks. As the battle opened, Pulleines men were able to beat off the Zulu attack with disciplined rifle fire. On the right, Durnfords men began to run low on ammunition and withdrew to the camp leaving the British flank vulnerable. This coupled with orders from Pulleine to fall back towards the camp led to a collapse of the British line. Attacking from the flanks the Zulus were able to get between the British and the campsite. Overrun, British resistance was reduced to a series of desperate last stands as the 1st Battalion and Durnfords command were effectively wiped out. Aftermath The Battle of Isandlwana proved to be the worst defeat ever suffered by British forces against native opposition. All told, the battle cost the British 858 killed as well as 471 of their African troops for a total of 1,329 dead. Casualties among the African forces tended to be lower as they filtered away from the battle during its early stages. Only 55 British soldiers managed to escape the battlefield. On the Zulu side, casualties were approximately 3,000 killed and 3,000 wounded. Returning to Isandlwana that night, Chelmsford was stunned to find a bloody battlefield. In the wake of the defeat and the heroic defense of Rourkes Drift, Chelmsford set about regrouping British forces in the region. With the full support of London, which wished to see the defeat avenged, Chelmsford went on to defeat the Zulus at the Battle of Ulundi on July 4 and capture Cetshwayo on August 28. Selected Sources British Battles: Battle of IsandlwanaIsandlwana Campaign

A Comma (or Its Absence) Can Change a Sentences Message

A Comma (or Its Absence) Can Change a Sentences Message A Comma (or Its Absence) Can Change a Sentence’s Message A Comma (or Its Absence) Can Change a Sentence’s Message By Mark Nichol Writers are divided in opinion about punctuating introductory words or phrases- and often, they are at war with themselves with the topic. Even adherents of open punctuation will generally insert a comma after an adverb, whether it is transitional, like however, or descriptive, like suddenly, and will follow even a brief modifying phrase such as â€Å"according to the study† or â€Å"contrary to popular belief† with pausing punctuation. But somewhere in between- in the case of a short opening phrase like â€Å"last year† or â€Å"in retrospect†- many people believe a comma setting the phrase off from the sentence’s main clause is unnecessary. For consistency, I advocate generally using a comma regardless of the phrase’s length, but even though I am a close-punctuation adherent, I realize there are exceptions. Consider the use of please, for example. Read this sentence: â€Å"Please sit down.† Now, read this one. â€Å"Please, sit down.† Did you read them differently? I hope so. The intent behind each statement is distinct: â€Å"Please sit down† is an imperative barely tempered by a courtesy term; the person to whom the statement is delivered is expected to comply. By contrast, â€Å"Please, sit down† is an entreaty; the speaker sincerely hopes that the other person will accept the invitation. There’s a difference, too, between â€Å"Of course you would say whatever you thought I wanted to hear† and â€Å"Of course, you would say whatever you thought I wanted to hear.† The first sentence is delivered with some heat; the speaker’s tone is wounded and derisive. The second statement, by contrast, is more measured and reflective. These examples are more subtle than when one decides whether one should punctuate, for example, â€Å"In time you will understand why I acted as I did†: You either agree with me that if one is to punctuate a more extensive introductory phrase (â€Å"When you have time to reflect, you will understand why I acted as I did†)- and most writers will choose to do so- it’s only logical to treat a more concise opening phrase the same way (otherwise, where does one draw the line?), or you don’t agree. But sometimes, what a sentence communicates changes with the mere insertion or omission of a comma, and the writer should be sensitive to such nuances to help the reader read between the lines. Todays video: Calls to Action Pluralizing Compound Nouns Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesYay, Hooray, Woo-hoo and Other AcclamationsEnglish Grammar 101: Sentences, Clauses and Phrases

( draft executive summary) Essay Example | Topics and Well Written Essays - 500 words

( draft executive summary) - Essay Example organization needs a program that will address the needs of educating smoking employees about the consequences of their smoking and helping them to quit this bad habit. There are four authorities required to implement this program: The Human Resource Manager since he is in charge of approving policies and solutions that influence the welfare of the employees, the finance department, the Chief executive officer and the board of directors. For this proposal, this student will propose a smoking cessation program that will be in charge of the main goals of education and smoking cessation. The proposal will be implemented by the student under the HR Manager. This student will form a comprehensive workplace-smoking program. The program will offer health benefits support for tobacco cessation and communicating tobacco free worksite policies and educating the employees on the social, health, economic and ethical effects of smoking so that they are encouraged to quit. There will be public measures for assessing the success of the program, whilst existing resources used for motivating smoking cessation behaviors. 1) This student proposes a value-based package that promotes overall tobacco cessation, benefits of the smoking, information about other rehabilitation centers/programs and general health philosophy in the work place. 2) The package will be designed using existing smoking cessation benchmark programs. The emphasis is on the advantages of the program for the smokers and the organizations. The designing of the program will take a week to make way for research and asking feedback from smoking employees. 4) A communications strategy will be designed. This will include the communication strategies for the following critical stakeholder groups: a) smoking employees, b) non-smoking employees, c) private organizations and centers that provide therapy and other support to these programs, and d) public organizations and non-profit institutions that offer free resources

Failure of Macroeconomic Policy and Decade Long Stagnation Case Study

Failure of Macroeconomic Policy and Decade Long Stagnation - Case Study Example Since 1990 Japan has experienced over a decade of slow growth in real economic activity. Between 1990 and 2000 per capita output raised at an annual rate of 0.68 percent, per capita investment dropped at the rate of 1.4 percent per annum and weekly hours per adult worker declined by 1.18 percent per annum. This period has come to be referred to as "the lost decade." During the same period the inflation rate, as measured by the growth rate of the GDP deflator, fell from 2.3 percent to -1.8 percent and the nominal interest rate fell from 7.4 percent to 0.1 percent. Japan's current experience of sluggish growth coupled by deflation and zero nominal interest rates raises questions about the role of monetary policy in times of deflation. Should monetary policy take actions to avoid the zero nominal interest rate bound and if so, what policies can avoid it and/or ameliorate its negative ejects? This paper deals with a model that accounts for the real and nominal facts from the 1990s and makes use of this model to answer the two questions posed above. We consider an expensive price adjustment model along the lines of Rotemberg (1996) and expand it to allow for capital accumulation. In this economy, monopolistically competitive firms face convex costs of adjusting prices. Households own the capital stock and are subject to convex costs of adjustment. ... Solving for the equilibrium is complicated by the likelihood of a zero nominal interest rate limitation. An algorithm for computing perfect foresight equilibria is developed in situations where the nominal interest rate is zero over some period of time. The model is then solved and replicated using a parameterization that is standardized to Japanese data. An impulse response analysis is used to answer the first question. We find that the dynamic response of the economy to shocks in technology and government purchases is very di.erent depending on whether the zero nominal interest rate constraint binds. When the constraint is not binding output and investment rise in response to improvements in technology under the interest rate targeting rule we mull over. Nevertheless, when the constraint binds, monetary policy cannot respond and output and investment all drop in response to positive technology shocks. A binding constraint also exacerbates the contractionary e.ects of negative government purchase shocks on these same variables. Overview of the Study First, I will analyze what is extent of stagnation and what are its evidences and proofs from economic conditions of the country. Besides this, what went wrong in demand side Second, I will examine the components of GDP which have been stagnant with reference to relevant theories. Third, I will explore the weaknesses of supply side and its relevant issue will be discussed. Background of the study From the beginning of the 1950s to the early 1970s, the Japanese economy experienced dramatic growth. Several institutional structures sustained this rapid growth. First, the stable

Recommendation - conclusion Essay Example for Free

Recommendation conclusion Essay The factors and stimulants to the fast food industry discussed in the paper have highlighted certain aspects in the company policies that need to be revised for better and effective brand positioning of Back Yard Burgers. The strategic changes recommended in the paper are summarized below: †¢ Brand awareness and brand recognition campaign using â€Å"Fun logo† that spells great time to the consumer segment. †¢ Aggressive market campaign to promote consumer traffic using catchy slogans that appeals to the youngsters and children. †¢ Bright color scheme for the restaurant interiors, uniform in pattern and layout across all outlets to ensure visibility and consumer retention. †¢ Spearheading changes in the restaurant operations integrating fast food service features with menu offerings of a full serviced restaurant. †¢ Event catering and home delivery concepts can be introduce to popularize the company products and services. †¢ Flexible offerings in price to suit all levels of consumer segment. †¢ Regular adaptations to the menu card to retain consumer interest. †¢ Introduction of healthier options in the menu card to cater to the health conscious consumers. Conclusion The rapid changes in the consumer behavior drive the fast food industry business. Rising incomes, and changes in the lifestyles of the people are the stimulants to this change in food culture. From traditional home cooked meals to ready to eat over the counter burgers and sandwiches – the eating habits of the Americans have changed drastically. Back Yard Burgers started with one outlet in the year 1987 and moved on to 183 outlets by the year 2007 – the expansion is quite dramatic. But the success story could have been even more dramatic if the company had followed a different operational strategy. The loopholes in their existing strategy is quite evident at this stage when the management realizes the potential that the company had to expand and conquer the fast food industry segment. But its not too late to make the amends and bring out the true potential that the company has to overcome the stiff competition from market giants like McDonalds, Wendy’s and Burger King. All that is required is a little foresightedness and a flexibility to adapt to the changing market trends. References: 1. Company website – www. backyardburgers. com accessed on 11th Dec 2007 2.Eric Schlosser – Rolling stone magazine (Sept 1998) – Fast-food Nation: The true cost of America’s Diet http://www. mcspotlight. org/media/press/rollingstone1. html accessed on 11th Dec 2007 3. Back Yard Burgers Inc. http://www. fundinguniverse. com/company-histories/Back-Yard-Burgers-Inc-Company-History. html accessed on 11th Dec 2007 4. Hayden Stewart, Noel Blisard, Sanjib Bhuyan, Rodolfo M. Nayga Jr. – USDA – The Demand For Food Away From Home Full Service or Fast Food? http://www. ers. usda. gov/publications/aer829/aer829. pdf accessed on 12th Dec 2007 5. http://finance. google. com/finance? q=NASDAQ:BYBI accessed on 12th Dec 2007 6. SEC reports from the company website 7. http://www. franchize. biz/franchise-information-whats-new. htm accessed on 11th Dec 2007 8. http://www. hoovers. com/fast-food-and-quickservice-restaurants/ID__269/free-ind-fr-profile-basic. xhtml accessed on 11th Dec 2007 9. http://www. nytimes. com/2006/04/19/business/19mcdonalds. html? _r=2pagewanted=2oref=sloginoref=slogin accessed on 12th Dec 2007 10. http://content. healthaffairs. org/cgi/content/full/22/6/207 accessed on 12th Dec 2007.