010 Saying Why it Matters Professor Ramos Blog

010 Saying Why it Matters Quick Write Quick Write Why does the essay of your topic matter? What are the larger implications or consequences? What should your reader take away from your essay? So What? Saying Why it Matters The â€Å"so what?† helps the reader understand what the larger implications or consequences of the topic are. Midterm Presentations Keep presentations between 3 to 5 minutes. Quick Write Does college still matter? Why or why not. Comment below this post. Group Work We had two readings for this week. We are going to split up the readings and work in groups to figure out the main takeaways, important points, and necessary examples we need to remember. Chapter 13  (â€Å"Don’t Make Them Scroll Up: Entering Online Conversations) (166-175) Liz Addison’s Two Years are Better Than Four (365) You will have ten minutes to figure out the main points. Pick a scribe, and presenter. Write the points up on the board. The presenter will have 3 minutes to explain the main points. What argument is Addison responding to? Addison discusses her own education experience as part of the argument. What role does this use of autobiographical narrative play in her argument? Does college still matter?

Unit Guide Essay Example

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

Free Essays on Greeting Cards And Their Power

Greeting Cards and Their Power Today’s greeting cards portray many of our society’s norms. For example, norms about age are portrayed. Many norms are portrayed by greeting cards, such as family, age, illness, and gender. Many of these cards can also make certain groups or a behavior of people seem deviant. Greeting cards have the power to establish social norms and also make a behavior or person appear deviant. I found a card on a printing program on my computer. The card had two leprechauns standing beside a building and the word "beer" written in big letters across the top. The inside of the card says, "Essential Building Block for strong muscles and bones! Happy St. Patrick’s Day!" There is also a laughing leprechaun inside the card. This card illustrates the norm of drinking on St. Patrick’s Day and in general. In a way, it also implies that Irish people are supposed to drink a lot. Drinking is definitely a norm some of our society holds. In a lot of areas, it is acceptable and pretty much expected to have a drink every day, as long as you do not drink in the morning. Drinking in the morning places an "alcoholic" label on people. It is also a common expectation that Irish people drink a good bit. People who do not follow these norms appear to be deviant. Based on the card I found, if you do not drink on St. Patrick’s Day, or you are Irish and do not drink, then you are deviant. Greeting cards like this, along with other forms of media, are one of the reasons our society expects people to drink. It appears to be the "cool" thing to do and our society has conditioned us to want to do the "cool" thing and fit in. Most people do not want to be deviant. They want to follow the norms, such as the ones this greeting card establishes. I do not agree with this card. I am part Irish and so is most of my family and we do not drink. I also do not drink on St. Patrick’s Day and most people I know do not e... Free Essays on Greeting Cards And Their Power Free Essays on Greeting Cards And Their Power Greeting Cards and Their Power Today’s greeting cards portray many of our society’s norms. For example, norms about age are portrayed. Many norms are portrayed by greeting cards, such as family, age, illness, and gender. Many of these cards can also make certain groups or a behavior of people seem deviant. Greeting cards have the power to establish social norms and also make a behavior or person appear deviant. I found a card on a printing program on my computer. The card had two leprechauns standing beside a building and the word "beer" written in big letters across the top. The inside of the card says, "Essential Building Block for strong muscles and bones! Happy St. Patrick’s Day!" There is also a laughing leprechaun inside the card. This card illustrates the norm of drinking on St. Patrick’s Day and in general. In a way, it also implies that Irish people are supposed to drink a lot. Drinking is definitely a norm some of our society holds. In a lot of areas, it is acceptable and pretty much expected to have a drink every day, as long as you do not drink in the morning. Drinking in the morning places an "alcoholic" label on people. It is also a common expectation that Irish people drink a good bit. People who do not follow these norms appear to be deviant. Based on the card I found, if you do not drink on St. Patrick’s Day, or you are Irish and do not drink, then you are deviant. Greeting cards like this, along with other forms of media, are one of the reasons our society expects people to drink. It appears to be the "cool" thing to do and our society has conditioned us to want to do the "cool" thing and fit in. Most people do not want to be deviant. They want to follow the norms, such as the ones this greeting card establishes. I do not agree with this card. I am part Irish and so is most of my family and we do not drink. I also do not drink on St. Patrick’s Day and most people I know do not e...

Response paper Essay Example | Topics and Well Written Essays - 750 words - 7

Response paper - Essay Example During the 1500s, this expansion continued the journey reaching its zenith in 1590 when the empire became truly gigantic and influential. The Ottomans were not only at the height of power at this point in the history of the empire, but they also became very progressive socioeconomically. Using the gunpowder technology, the Ottomans managed to thwart the Safavids establishing their influence on them. This technology helped a lot in facilitating the Ottoman successes and ensuring the empire’s dynamism and expansion. The empire also expanded due to growing influence of the Sultan because many rulers like the one of Algiers voluntarily submitted to Selim clearly intimidated by him. Growing expansion of the Ottoman empire and establishment of authority in different states helped the Ottomans in controlling the trade coming from those areas. This ability to control the trade and interact with a broad range of people from diverse cultural backgrounds helped the Ottoman empire to grow economically and socially. The empire reached its maximum size when benefiting from dynastic issues encountered by the Safavids, the Ottomans â€Å"in a war between 1578 and 1590, captured Safavid territory in the Caucasus and western Iran† (Imber, 2004). Like the Ottoman empire, the Safavids also made the empire economically strong by benefiting from their control on trade. The empire was based in what is modern day Iran. So, the strategic location between East and West promised the Safavid empire a fascinating stronghold on trade. General consensus is that the economic strength of the empire came from its highly strategic and valuable location â€Å"on the trade routes† (BBC, 2009). It was this control on trade between East and West that the Safavids became influential enough to challenge two strong empires, one from East called the Mughal empire and other from West known as the Ottoman empire. It is also agreed that during the period from 1501 to 1722,

Reflective Essay Example | Topics and Well Written Essays - 1000 words

Reflective - Essay Example The familiar is comfortable, even if it is not the best arrangement for all parties involved. In the field, for instance, the nurses were initially hesitant about being part of the training, and had many questions and private qualms that they shared with me. This was the reality, even as they allowed me to explain the protocol in broad strokes. The doctors, meanwhile, while generally quiet, had a stance of wait and see, and leaned on the skeptical side. The administration of the hospital too, even when they agreed to the change project, also obviously wanted to make sure that the change would result in positive changes in the unit in general, and liked that the scope of the change was limited and very specific to ankle injuries. There had to be interventions and explanations prepared for the patients as well. Underneath some of these concerns is a need to take charge and be control of the situation. The change was to unsettle them from their cozy and safe positions. The conflicts tha t are to come from the change in the balance of power between nurses and doctors when it comes to decision making are profound, even if they are limited to just ankle and foot injuries in the emergency setting. ... These are seemingly benign issues, but from the perspective of who takes responsibility for patient well-being these are profound conflicts that the change project needed to properly evaluate, negotiate and resolve (Institute of Medicine, 2006). In the above evaluation conflicts it is clear too that there are dependencies in the actions and the outcomes of the actions of the various stakeholders to the change project. For instance, nurses can become empowered only with the trust and confidence given to them by the doctors, with whom the triage nurses have to work in tandem in taking care of patients with ankle injuries, making use of the Ottawa ankle rules. If doctors fail at trusting the competence of the nurses’ decisions tied to these rules, then the whole process and change project falters. Doctors will make their own decisions regardless of the nurse recommendations. On the other hand, if the nurses persist with making use of the protocol even without the cooperation of t he doctors, the dependencies also break down and nurses and doctors can duplicate each others’ work. Taking a step back, the decision of the hospital administration to allow the change project to push through also cascades down the line into making all of the involved parties cooperate and see to it that their actions at least give the project a chance to make it to completion. This is so they can see whether the protocol improves their work and the patient outcomes. In the change project even the nurses were hesitant at first to make use of their new power to make recommendations on x-rays, because they knew too that the patients and the doctors depended on the accuracy of their diagnoses. On the other hand, the

Lack of communication between students and academic advisors Essay

Lack of communication between students and academic advisors - Essay Example First, students are not assigned to ‘individual advisors’; in other words, they keep on changing advisors as the course of their study progresses; hence, the problem crops up as a result of inconsistent communication. For sure, there are differences in advising strategies from one advisor to another so once a student is not being assigned to his or her individual advisor throughout the entire duration of the study, it only blurs the approaches that students will have to implement in their studies. Second is record keeping: the downside of having to be assigned to various teachers is the lack of constant communication and the disarray of record-keeping. As aforementioned, each advisor has varying counseling and advising strategies; and this only cause nothing but potential confusion on the part of the student. Because they are not assigned to a single advisor, chances are they are not going to develop a singular approach towards their study or research. And that is aside from the fact that they do not get to meet their advisor on a permanent basis. Lastly, the issues on policies whether to employ individual advising or one on one advising or not only exacerbate the situation: academic institutions should be able to address this concern once and for all. Lack of communication between students and advisors is a result of inconsistency of meetings between students and advisors. If we can get the students assigned to a single advisor throughout the entire duration of their study, then there is a greater chance that they will be able to complete their degrees; but again, the decision entirely depends on the policies of the schools. The above argument proves that each student should be given a separate student and not a horde of people who just care to get done with their work without much caring about the probable outcomes of their research. Coming to our main issue, dealing with the biased attitude towards students that are not assigned to individual ad visors. Coming to other questions which state that since this is such a small proportion of people so why such big enforcements are needed? The answer is that they are citizens too and thence it is their right to have everything that is destined for them. Though, this is agreed that there are laws for the disabled but how many people respect them? And how many universities; both private and state universities, follow the instructions laid down by the ADA act? So the duty falls upon the fellow students to minimize their biases and help push the implementation of policies that encourage assignment to individual advisors. Contentions on Policy Changes One particular reason as to why assigning students to individual advisors cannot be carried out is that the student to teacher ratio suggests it cannot be done. Well, that is if the intention is to assign one student per advisor and that is it. However, assignment of students to individual advisors should not be defined by claiming the en tire exclusivity of the advisor for the students advising needs for the entire duration of the study. The point is that students needs to have â€Å"

The Strategic Issue of Newspaper Paywalls Essay

The Strategic Issue of Newspaper Paywalls - Essay Example The Guardian’s lead media blogger Cory Doctorow led the critical analysis in asking three main questions about the dataset as presented by Murdoch’s company. (Doctorow, 2010) â€Å"What sort of purchases are the paid subscribers making?† â€Å"How much do advertisers value the additional information the Times can supply about paying users?† â€Å"What does it cost to get a subscriber?† These questions are important in determining what the paywall and subscriber numbers mean to News Corp’s bottom line profit figures. This experiment with the online subscriber model for news is important to the sector due to the declining revenues and bankruptcy of many traditional newspapers. If News Corp is successful in attracting consumers to its online subscription models, iPad only newspaper, and financial industry news, then it represents a business possibility or even necessity for other newspapers in the sector like the Guardian to follow. Looking at t he actual numbers released by News Corp in their Nov. 2nd, 2010 press release: â€Å"News International today announces that the new digital products for The Times and The Sunday Times have achieved more than 105,000 paid-for customer sales to date. Around half of these are monthly subscribers. These include subscribers to the digital sites as well as subscribers to The Times iPad app and Kindle edition. Many of the rest are either single copy or pay-as-you-go customers. In addition to the digital-only subscribers, there are 100,000 joint digital/print subscribers who have activated their digital accounts to the websites and/or iPad app since launch. As a result, the total paid audience for digital products on The Times and The Sunday Times is close to 200,000 (allowing for some duplication in the digital customer sales number).† (Paid Content, 2010) Felix Salmon adds another aspect of the paywall that may not be immediately evident from this news release, reporting that â₠¬Å"traffic has fallen off a cliff, from 21 million to 2.7 million pageviews per month† for these same sites. (Reuters, 2010) From these statistics, the 200,000 paid subscribers are only viewing on average 10 pages or news articles per month. This does not indicate a strong pattern of readership, but more of the average daily or single-setting news content of a site browser. In analyzing the effect of this, for example, as it relates to the Guardian business plan, it should be noted that by page volume this is approximately a 90% reduction in the number of advertisements served by the website per month. Thus, looking at the issue of paywalls and online newspapers from a strictly profit and loss perspective, the GMG can calculate whether a 90% reduction in advertising revenue would be offset by the savings on server infrastructure with reduced site traffic and the revenues generated by the subscription fees. To put this in context with what the News Corp numbers mean, Dan Sabbag ah of the Guardian reviewed the three different subscription plans represented in the statistics and came up with an estimate: â€Å"the total is ?5.5m a year, gross.† (Sabbagah, 2010) This includes the 1-day subscriptions, the monthly subscriptions, and iPad newspaper subscriptions. In this manner, it could be related that loss of 90% of site traffic and viewership for the newspapers was not worth the minimal