Entrepreneur Assignment Example | Topics and Well Written Essays - 4000 words

Business person - Assignment Example The quality and estimation of the items exclusively decide the capacity of the organizations to have assets for the following industry run (Weerawardena and Mort, 2006). The organizations need to work so as to create important items that can help the intended interest group as far as satisfying their needs and needs. Also, business enterprise can't work adequately without staying focused on the necessities of the clients. The way of life is the power that storms over each worry of the general public. The aggregate societies esteem needs of the numerous over those of the couple of so the organizations need to business visionary so that they can help the overall population with respect to improvement of expectations for everyday comforts, and the individualistic social orders are utilizing totally unexpected methodology in comparison to the previously mentioned one (Spear, 2006). There is consistently room present for getting advancements and innovations the market since workforce over yonder is imaginative, and they have sufficient degree of innovation available to them that they can apply as a methods for achieving their aspirations (Akhter, 2007). Moreover, the key administration esteems the imagination of representatives, and in this way, the enterprising attributes stay unmistakable in the hierarchical arrangement of the created countries. The creating countries bring improvement at operational level, and frequently they import items from created ones, and build up the model of diversifying so as to acquire their due offer with each arrangement so the genuine enterprise that includes advancement and innovation is inhabitant of created countries of America and Europe (Ali, 2010). The education rates in creating portions of the world isn't noteworthy in nature, and as a result of this explanation, experts are not capable regarding their innovative forces. The advancement is the characterizing characteristic of business enterprises, however the HR are the

What Is Mitosis A Complete Guide to Mitotic Cell Division

What Is Mitosis A Complete Guide to Mitotic Cell Division SAT/ACT Prep Online Guides and Tips In the event that you’re contemplating science, the idea of mitosis is entirely unavoidable. Mitosis is a piece of the cell cycle, and concentrating how cells stir makes up a colossal part of any science class. It’s safe to state you’re going to require some working information on mitosis if you’re hoping to float through any science related course or test. Here’s what we’re going to cover in this article so you’re up to speed on the reason for mitosis, how the procedure of mitosis works, and why mitosis is imperative to think about. We will: Answer the inquiry, â€Å"What is the reason for mitosis?† (definition and clarification of the significance of mitosis included) Depiction of the 4 periods of mitosis Audit the likenesses and contrasts among mitosis and meiosis Our best three hints for contemplating and retaining the phases of mitosis, and Three assets for additional finding out about mitosis! Furthermore, presently, let our excursion through the universe of mitosis start! Mitosis Definition The primary thing we have to do is answer the inquiry, â€Å"What is mitosis?† In cell science, mitosis is a piece of what is known as the cell cycle. The phone cycle, some of the time called the phone division cycle, is the arrangement of occasions that happen in a phone that lead to duplication of that cell’s DNA and, at last, the production of new cells. During mitosis, the phone division part of the phone cycle, a solitary parent cell’s imitated hereditary material-called chromosomes-partitions to create two new, hereditarily indistinguishable little girl cells. In the cell cycle, the cell’s DNA is repeated in interphase, the stage that goes before mitosis. Mitosis substitutes with interphase to make up the cell cycle completely. Truth be told, a cell can't start mitosis until interphase is effectively finished. So we’ve clarified that mitosis is the piece of the cell cycle when cell division happens, however let’s get somewhat more point by point than that. During mitosis, one cell partitions one time, and the phone that’s being separated is constantly called the â€Å"parent cell.† When the way toward isolating the parent cell is finished, the outcome is two â€Å"daughter cells.† These phones are called girl cells on the grounds that, during mitosis, the hereditary material of the parent cell is given to each new little girl cell. In any case, it’s essential to take note of that, in the kind of cells that experience mitosis, the hereditary material of the cell is contained inside the cell’s core. In this way, while mitosis is regularly alluded to as â€Å"cell division,† mitosis is in fact the division of a cell’s core into two new, indistinguishable cores. What Types of Cells Undergo Mitosis? You may have found out about two sorts of cells: eukaryotic (creature) cells, and prokaryotic (plant) cells. The two sorts of cells experience cell division, yet just eukaryotic cells experience cell division through mitosis. Actually, all eukaryotic cells can participate in mitosis. Mitosis happens only in eukaryotic cells since this kind of cell has a core. The core of a cell contains its hereditary issue, and this is what is passed to the new â€Å"daughter† cells during the time spent mitosis, or cell division. So as to repeat the hereditary material, mitosis needs to happen in cells that have a core. 2 Reasons Why Cells Divide (and Why Cell Division Is so Important) Addressing the inquiry, â€Å"Why do cells divide?† practically additionally responds to the inquiry, â€Å"Why is mitosis important?† The procedure of mitotic cell division in eukaryotic cells is significant for two principle reasons: since cell division makes new cells that keep eukaryotic creatures flourishing, and on the grounds that phone division passes a reliable hereditary character to another age of cells. Initially, the division part of the phone cycle-mitosis-is so significant on the grounds that the parent cell passes its hereditary data to its posterity cells (now and again called â€Å"daughter† cells) during this kind of cell division. In the event that cell division doesn’t happen, new cells can’t be made. What's more, it’s significant for new cells to be made in eukaryotic living beings on the grounds that . . . cells get exhausted and bite the dust! The dead cells should be supplanted with new cells so the living being can keep developing. Second, the procedure of mitosis is so significant on the grounds that parent and little girl cells in specific sorts of living beings must be indistinguishable all together for the living being to endure. At the point when mitosis happens effectively, two new cells with the equivalent hereditary piece and an indistinguishable chromosome set to the past age are made. In the event that there’s a blunder during mitosis, destructive conditions can create, similar to disease or hemophilia. When Does Mitosis Occur in the Cell Cycle? Mitosis is extremely significant, yet it’s in reality just a single piece of the cell cycle. A period called interphase goes before mitosis in the phone cycle, and interphase and mitosis exchange as the phone cycle happens again and again. In this way, mitosis is the second or closing piece of the cell cycle, and mitosis can't begin until interphase has been effectively finished. During interphase, the phone develops and builds up the proteins required for cell division. In the interphase period, the cell copies its chromosomes. When the chromosomes have been copied and every single other condition are perfect in the cell, the primary period of mitosis can start! The 4 Phases of Mitosis, Explained We have an any longer article that covers the four periods of mitosis in more detail, however we would like to give you a diagram of what the four periods of mitosis are and what occurs during each stage here. In the event that you’re searching for a profound plunge into the four periods of mitosis, investigate our article, â€Å"A Detailed Breakdown of the 4 Phases of Mitosis†! Mitosis is a procedure that occurs in stages that consistently happen in a similar request and achieve similar undertakings (except if something turns out badly!). The four periods of mitosis are prophase (P), metaphase (M), anaphase (An), and telophase (T). Every one of these stages accomplishes the reason for mitosis by moving the procedure of cell division and propagation along. Without the correct culmination of every one of the four stages, cell division wouldn’t happen the way it’s expected to. We’ll rapidly breakdown each period of mitosis for you next! Stage 1: Prophase and Prometaphase During prophase, the primary period of mitosis, the chromatins inside the cell’s core start gathering into chromosomes. The defensive film encompassing the cell’s core, called the atomic envelope or layer, additionally starts to separate. As the chromosomes consolidate inside the core and the atomic film breaks down, centrioles outside of the core begin pushing toward inverse sides of the phone and structure the mitotic axle, which is comprised of filaments called microtubules. The mitotic shaft extends from one side of the cell to the next, suspended between those centrioles that moved away from one another. Stage 2: Metaphase Metaphase is the second period of mitosis. During metaphase, shaft strands append to the centromere of each pair of sister chromatids. The sister chromatids likewise move into the center of the phone and line up along an imperceptible line, called the metaphase plate. These shaft strands set up the sister chromatids to isolate appropriately in the following period of mitosis. Stage 3: Anaphase Anaphase is the third period of mitosis, and this is when cell division truly starts. During anaphase, the axle strands connected to the sister chromatids begin shortening, which pulls the sister chromatids separated down the center toward inverse sides of the phone. Before the finish of anaphase, each side of the cell has a total, indistinguishable arrangement of chromosomes. Stage 4: Telophase At last, we have telophase: the fourth and last period of mitosis. In telophase, the isolated chromosomes begin to unfurl and frame chromatin. The shaft additionally breaks down, and another atomic envelope conforms to the two new arrangements of chromosomes. These two new arrangements of chromosomes make up two cores, which have gotten hereditary data from their parent cell. iframe width=560 height=315 src=https://www.youtube.com/insert/zrKdz93WlVk frameborder=0 allow=accelerometer; autoplay; scrambled media; spinner; picture-in-picture allowfullscreen/iframe Mitosis Versus Meiosis: The Similarities and Differences Mitosis, meiosis. You likely realize that both of these procedures have something to do with cells. Be that as it may, what’s the contrast between the capacity of mitosis and the capacity of meiosis, and for what reason do you have to know the distinction? - To see how mitosis and meiosis are connected, the principal thing you have to know is that mitosis isn’t the main kind of cell division that can happen. Meiosis is likewise a type of cell division and proliferation! Be that as it may, while mitosis brings about two indistinguishable little girl cells, meiosis brings about four sex cells. That’s right-meiosis is the procedure of cell division and multiplication that happens in life forms that repeat explicitly. Here are the key contrasts among mitosis and meiosis as procedures of cell division and proliferation: Mitosis Meiosis Where it happens Happens in all living beings, with the exception of infections Just happens in creatures, plants, and parasites Cells it produces Makes body/physical cells Makes germ/sex cells Number of cell divisions One cell division ( 4 phases complete) Two cell divisions (8 phases complete) Prophase length Prophase is short Prophase I is longer Recombination/traverse No recombination/traverse in prophase Recombination/traverse of chromosomes during prophase I Metaphase During metaphase, singular chromosomes l

The house with the golden windows

The house with the golden windows The little girl lived in a small, very simple, poor house on a hill and as she grew she would play in the small garden and as she grew she was able to see over the garden fence and across the valley to a wonderful house high on the hill and this house had golden windows, so golden and shining that the little girl would dream of how magic it would be to grow up and live in a house with golden windows instead of an ordinary house like hers.And although she loved her parents and her family, she yearned to live in such a golden house and dreamed all day about how wonderful and exciting it must feel to live there.When she got to an age where she gained enough skill and sensibility to go outside her garden fence, she asked her mother is she could go for a bike ride outside the gate and down the lane. After pleading with her, her mother finally allowed her to go, insisting that she kept close to the house and didnt wander too far. The day was beautiful and the little girl knew exactly wher e she was heading! Down the lane and across the valley, she rode her bike until she got to the gate of the golden house across on the other hill. As she dismounted her bike and lent it against the gate post, she focused on the path that lead to the house and then on the house itself and was so disappointed as she realized all the windows were plain and rather dirty, reflecting nothing other than the sad neglect of the house that stood derelict.So sad she didnt go any further and turned, heart broken as she remounted her bike. As she glanced up she saw a sight to amaze her. There across the way on her side of the valley was a little house and its windows glistened golden as the sun shone on her little home.She realized that she had been living in her golden house and all the love and care she found there was what made her home the golden house. Everything she dreamed was right there in front of her nose!Author Unknown

Compare The Hobbit And The Hero Archetypal Journey

Almost every hero adventurous novel seems to follow the same structure, known as the Hero Archetyapal journey; stages a hero must follow in order to obtain the reward he/she is seeking. The Hobbit, a novel by J.R.R. Tolkien resembles similarly (keep one like resembles)to the Hero Archetypal Journey. Bilbo, a secure and innocent hobbit joins the quest with a group of dwarves and a wizard, Gandalf, to retrieve Thorin’s kingdom hoard, stolen by a wicked dragon, Smaug. The most important stage in The Hobbit is stage 7, tests, allies and enemies, because â€Å"they made Bilbo stronger, braver and clever.† (Cite from the level 4 exemplar) We see this occur when the company is captured by the wood elves, when they are helped by the elves of Rivendell†¦show more content†¦Gandalf’s promise had been proven true, and Bilbo had shown beyond doubt that he had something special about him. This event had transformed the innocent hobbit into a clever being and also ha d created trust for Bilbo among the company, since the dwarves could rely on the hobbit to save their lives due to his excellent burglary. Secondly, the significance of allies in The Hobbit is that they made Bilbo and company more stronger by providing aid and also gave wise advice which had been useful later on in the novel. With the help of allies, Bilbo and company were able to continue their journey, because without them it would be difficult to carry on, due to their limited knowledge and supplies. After their long but short journey, encountering the gruesome trolls, the company finally arrives at Rivendell, an Elf kingdom. Elrond, Lord of Rivendell is a great friend of Gandalf, thus an ally for the company. Furthermore, before arriving at this elvish haven, Bilbo and company faced extreme hunger and weakness, and the â€Å"elf-friend† (Tolkien, ), showed great support since, â€Å"All of them, the ponies as well, grew refreshed and strong in a few day there. Their clo thes were mended as well as their bruises, their tempers and their hopes. Their bags were filled with food and provisions light to carry but strong to bring them over the mountain passes. Their plans were improved with the best advice.† (Tolkien, 61). Moreover, being provided with

Prostitution And Its Effect On Public Health Essay

Prostitution is defined as â€Å"the practice or occupation of engaging in sexual activity with someone for payment.† It is commonly referred to in the media and among society as the â€Å"oldest profession in the book†. This is easily explained by the ancient references that are present in religious tales of the Old Testament in the bible to modern day â€Å"red light districts† across the United States. Prostitution and its legality have always stirred up a mixture of emotions across countries, cultures and populations. In different periods of time it has gone from being praised, to being prosecuted, to being tolerated in some areas or simply overall evading the social topic. Some of the proponents like Amnesty International, believe that the legalization of prostitution would decrease crime rate, and improve public health. The opponents however like the Christian Legal society, believe that sexually transmitted diseases, human trafficking and rape would incre ase. Research organizations that advocate human rights like Human Rights Watch believe that prostitution should be decriminalized and regulated in order to create safer conditions for sex workers and ensure their security and well-being. When Rhode Island legalized prostitution from 2003 to 2009 statistics showed that sex worker rape cases and sexually transmitted infections significantly decreased. Additionally, it is estimated that if prostitution were legalized in the United States, the rape rate would decrease byShow MoreRelatedShould Prostitution Be Legalized? Essay724 Words   |  3 PagesShould prostitution be legalized? There are many reasons why prostitution should be legalized because it will have many positive effects. Legalizing prostitution would reduce crime, improve public health, increase tax revenue, help people out of poverty, get prostitutes off the streets, and allow adults to make their own choices. 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Deviance is an individual or organizational behavior that violates societal norms and is usually accompanied by negative reactions from others. According to a sociologist S. Becker, he stated that it is not the act itself that makes an action deviant, but rather how society reacts to it. A particular state of being thatRead MoreShould Prostitution Be Legalized? Canada?1379 Words   |  6 Pagessexual intercourse. Over time, the subject of prostitution has surfaced in spiritual and social discussion, and more recently into legal and moral discourses with an emphasis on the rights of sex workers. Since the recent phenomenon of advanced women’s rights through rigorous activist groups in the late nineteenth to early twentieth century, propelling the advancement of women’s rights movements began to immerge in the first world. 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Throughout the Bible, prostitutes played greater or lesserRead MoreProstitution Should Not be Legalized Essay1407 Words   |  6 PagesProstitution should not be ‘Legalized’ Sexual objectification of women is viewing them solely as de-personalized objects of desire instead of as individuals of complex personalities, which is done by speaking or thinking of women solely by their physical attributes. Sexuality has been a controversial topic for a long time, and there have been many thinkers pondering on its effects on societies and cultures all over the world. The physical expression of sexuality is fundamental and universal. WhatRead MoreBad Dates And Street Sex Trade1294 Words   |  6 Pagesin this business typically turn to prostitution for economic purposes as a result from poor education and poverty. Sex work is often linked to violence and victimization from clients and other perpetrators, but even so, it is not always true. 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Guide for Assignment Presentation Free Essays

string(340) " underpinning information that might support your assignment Writing letters and memos asking for information either internally or externally Designing questionnaires Undertaking surveys Analysis of data from questionnaires Secondary data search Preparation of first draft report Always build in time to spare, to deal with the unexpected\." Introduction An assignment should be regarded as a piece of academic writing. The following comments and suggestions about the construction and presentation of assignments are intended to provide a guide. They are not intended to be considered as rigid rules. We will write a custom essay sample on Guide for Assignment Presentation or any similar topic only for you Order Now However, there are a number of academic conventions which should be met in academic work. Of most importance in academic writing is an overriding need for internal consistency in presentation. Internal consistency is achieved by thoroughness and attention to detail in the presentation of work. The purpose of an academic piece of writing is to report the results of an investigation to other members of the discipline for their information, evaluation and criticism. Communication of the results of academic activity is important as it allows the dissemination of information and is fundamental to the establishment of groups of people who are interested in similar problems and who are interested in applying similar analytical techniques to identify solutions to these problems. Writing an assignment is an exercise in effective communication and requires more than just learning of techniques of analysis and facts about the economic process. There are a number of books available that assist with writing assignments. See for example, Betts and Seitz (1986) Writing Essays in the Social Sciences and Anderson and Poole (1994) Thesis and Assignment Writing. It is recommended that students consult these for information about how to research and write an assignment. 2. Assessment Criteria Each units/modules offered through the HND Programme will have stipulated the criteria for assessment of assignments in the Course Outline. A number of assessment criteria that may be relevant for all courses are listed below. †¢ †¢ †¢ †¢ †¢ †¢ †¢ Relevance of your answer to the question or task set. Clarity of expression. Supporting documentation for arguments. Proper acknowledgement of documentation and the use of a bibliographic convention. Logical planning and sequence. Overall presentation, including correct grammar, spelling and punctuation. Comprehensive coverage reflecting mastery of set readings and text. 3. Presentation of the Assignment You should always ensure that you prepare two hard copies of your Assignment and keep a copy on disc. On occasions assignments go missing, or second copies are required by University/College. †¢ Each Assignment should be clearly marked up with your name, your study centre, your Student registration number and at the end of the assignment a word count. The assignment should be word-processed. 1 TEG 2007 †¢ The assignment presentation format should directly meet the requirements of the assignment brief (i. e. reports and presentations are the most called for communication formats). You must ensure that your assignment does not appear to be an extended essay. If it does, you will lose grades. †¢ The word limit will be included in the assignment brief. These are specified by Lecturer/Tutor and must be adhered to. †¢ Appendices should clearly link to the assignment and can be attached as supporting documentation at the end of the report. However, failure to reference them by number (e. . Appendix 1) within the report and also marked on the Appendix itself will lose you grade. Only use an Appendix if it is essential and clearly adds value to the overall Assignment. The Appendix is not a waste bin for all the materials you have come across in your research, or a way of making your assignment seem somewhat heavier and more impressive than it is. 4. Time Management for Assignments One of the biggest challenges we all seem to face day-to-day is that of managing time. When studying, that challenge seems to grow increasingly difficult, requiring a balance between work, home, family, social life and study life. It is therefore of pivotal importance to your own success for you to plan wisely the limited amount of time you have available. Step 1: Find out how much time you have Ensure that you are fully aware of how long your module lasts, and the final deadline. If you are studying a module from September to December, it is likely that you will have only 10-12 weeks in which to complete your assignments. This means therefore, that the meeting of deadlines is vitally important, as submission schedules are extremely tight. Step 2: Plan your time Essentially you need to work backwards from the final deadline, submission date, and schedule your work around the possible time lines. Clearly, if you have only 10-12 weeks available to complete three assignments, you will need to allocate a block of hours in the final stages of the module to ensure that all of your assignments are in on time. Late submissions will not be accepted, and no extensions will be allowed. Students who do not submit will be treated as a ‘no show’, and will have to re-enter for the next assessment period and undertake an alternative assignment. Step 3: Set priorities You should set priorities on a daily and weekly basis (not just for study, but for your life). There is no doubt that this mode of study needs commitment (and some sacrifices in the short term). When your achievements are recognised by colleagues, peers, friends and family, it will all feel worthwhile. Step 4: Analyse activities and allocate time to them Consider the range of activities that you will need to undertake in order to complete the assignment and the time each might take. Remember, too, there will be a delay in asking for information and receiving it. 2 TEG 2007 †¢ Preparing terms of reference for the assignment, to include the following. 1 A short title 2 A brief outline of the assignment purpose and outcome 3 Methodology (the methods you intend to use to carry out the required tasks) 4 Indication of any difficulties that have arisen in the duration of the assignment 5 Time schedule 6 Confidentiality – if the assignment includes confidential information ensure that this is clearly marked on the assignment 7 Literature and desk research undertaken †¢ †¢ †¢ †¢ †¢ †¢ †¢ A literature search in order to undertake the necessary background reading and underpinning information that might support your assignment Writing letters and memos asking for information either internally or externally Designing questionnaires Undertaking surveys Analysis of data from questionnaires Secondary data search Preparation of first draft report Always build in time to spare, to deal with the unexpected. This may reduce the pressure that you are faced in meeting significant deadlines. 5. Planning and Sequence of an Assignment The assignment should contain at least three well defined and distinct sections: (a) An introduction (or ‘a beginning’) (b) The body of the assignment (or ‘a middle’) (c) A conclusion (or ‘an end’) †¢ The introduction, which occurs at the beginning of the assignment, should include a statement of the aims or objectives of the assignment. The introduction provides a clear statement of the problem or question to be considered; the limitations or assumptions you plan to use when examining the problem, and the analytical techniques used. Although the task set will frequently determine the question posed for the assignment, there is still scope for the introduction to define more precisely the question/task or to set the bounds of the assignment. Do not simply state the title of the assignment or repeat the task posed by the lecturer. The body of the assignment contains the argument that you present in support of the question you have posed in the introduction. The argument should be logical and embody the standard techniques of analysis as well as display familiarity with standard economic concepts and doctrines. †¢ The conclusion should complete the assignment by following up di scussion points raised in the previous sections. It should relate clearly to your statement of aims and purpose provided in the introduction. As a general rule, no new material should be introduced in 3 TEG 2007 the conclusion. The conclusion normally should draw conclusions and point to further directions one could take from matters which have been argued fully and stated in the body of the assignment. Do not simply repeat, or summarise, what you have already said in the body of the assignment. Repetition is regarded as padding. 6. Common Specific Instructions used in Assignment Questions or Tasks Define Set down the precise meaning of a word or phrase and show why the distinctions implied in the definition are necessary by expanding on particular elements that may be sources of confusion or misunderstanding. Discuss Investigate an issue by examining the positive and negative arguments and by exploring interesting alternatives. Illustrate Use a model to clarify a particular point or use examples taken from everyday reality. Explain Clarify by the use of explanation, model and example. Compare Describe the similarities and differences and evaluate likely outcomes. Contrast Present an overview of two points of view and set them in opposition to bring out the differences. Describe Give a detailed explanation and clarification. Evaluate Make an appraisal on the basis of pre-established criteria, explore other points of view and, perhaps, include your personal opinion. Interpret Expand the meaning of a particular issue or event. Justify Show the basis for a decision or conclusion by the use of an appropriate model or relevant evidence. Outline Describe the major features of an issue or theory omitting minor details and emphasising structure and key conclusions. Relate Show how things are connected to each other and how they influence each other. State Present in brief, clear form. Summarise Give a brief overview of the key points of a matter, omitting details and examples. Trace Follow the development of a topic from some point of origin. 4 TEG 2007 7. PRESENTATION The style and presentation of assignments are important. Your assignment should be easy to read and be presented in a way that shows you have organised your material to present your argument clearly. In addition, your assignment should be referenced where appropriate and literature cited in the text should be accurately documented. 7. 1 Writing Report Students often ask ‘what do they mean by a report? ‘ or ‘what should the report format include? ‘ There are a number of approaches to reports, formal or informal: some report formats are company specific and designed for internal use rather than external reporting. For Assignment-Based Assessment process, you should stay with traditional formats. Below is a suggested layout that might assist you when presenting your assignments. A Title Page – includes the title of the report, the author of the report and the receiver of the report Terms of reference – who ordered the report, when and why, any conditions (Optional) Contents page – providing a clearly structured guide to the contents of the report with page number references for each item. All section numbers and titles, using exactly the same wording as in the report. Executive summary – a brief insight into purpose, nature and outcome of the report, in order that the outcome of the report can be quickly established (Optional) Introduction – background information Main body of the report includes findings, description, facts, opinions, etc. This must be well structured and divided into sections, which are clearly labelled. Decimal numbering is common. Here is brief example. 1. 0 Introduction 1. 1 Situation Analysis 1. 1. 1 External Analysis 1. 1. 2 Internal Analysis Conclusions – draw the report to a conclusion, highlighting key points of importance that will impact upon any recommendations that might be made. It’s also summary of results. Recommendations – clearly outline potential options and then make your recommendations. Where appropriate, justify recommendations in order to substantiate your decision. Appendices – ensure that you only use appendices that add value to the report. Ensure that they are numbered and referenced within the text. If you are not going to reference it within the text, then it should not be there. Appendices (not always necessary) – additional details, tables, graphs, detailed analysis. 5 TEG 2007 Bibliography – whilst in a business environment a bibliography might not be necessary, for an assignment-based report it is vital. It provides an indication of the level of research, reading and collecting of relevant information that has taken place in order to fulfil the requirements of the assignment task. Where possible, and where relevant, you could provide academic references within the text, which should of course then provide the basis of your bibliography. References should realistically be listed alphabetically and in the following sequence Author’s name and edition of the text; Date of publication; Title and sub-title (where relevant); Edition number; Place of publication; Publisher; Series and individual volume number where appropriate. 8. Tips for Writing Assignments Everybody has a personal style, flair and tone when it comes to writing. However, no matter what your approach, you must ensure your assignment meets the requirements of the brief and so is comprehensible, coherent and cohesive in approach. Think of preparing an assignment as preparing for an examination. Ultimately, the work you are undertaking results in an examination grade. Successful achievement of all four modules in a level results in a qualification. There are a number of positive steps that you can undertake in order to ensure that you make the best of your assignment presentation in order to maximise the grades available. Step 1 – Work to the Brief Ensure that you identify exactly what the assignment asks you to do. †¢ †¢ †¢ If it asks you to be a marketing manager, then immediately assume that role. If it asks you to prepare a report, then present a report, not an essay or a letter. Furthermore, if it asks for 2,500 words, then do not present 1,000 or 4,000 unless it is clearly justified, agreed with your tutor and a valid piece of work. Identify whether the report should be formal or informal; who it should be addressed to; its overall purpose and its potential use and outcome. Understanding this will ensure that your assignment meets fully the requirements of the brief and addresses the key issues included within it. Step 2 – Addressing the Tasks It is of pivotal importance that you address each of the tasks within the assignment. Many students fail to do this and often overlook one of the tasks or indeed part of the tasks. Many of the assignments will have three or four tasks, some will have even more. You should establish quite early on, which of the tasks requires you to collect information and which provides you with the framework of the assignment, i. e. the communication method. Possible tasks will include the following. †¢ Compare and contrast. Take two different organisations and compare them side by side and consider the differences and contrasts between the two. 6 TEG 2007 †¢ Carry out primary or secondary research. Collect information to support your assignment and your subsequent decisions †¢ Prepare a plan. Some assignments will ask you to prepare a plan for an event or for a marketing activity. Provide a step-by-step approach, rationales and a time-line. Ensure your intended outcomes are measurable and achievable. Make sure your actions are very specific and clearly explained. †¢ Analyse a situation. This will require you to collect information, consider its content and present an overall understanding of the situation as it exists. This might include looking at internal and external factors and how he current situation evolved. †¢ Make recommendations. The more advanced your studies, the more likely it is that you will be required to make recommendations. Consider and evaluate your options and then make justifiable recommendations. †¢ Justify decisions. You may be required to justify your decision or recommendations. This will require you to explain fully how you have ar rived at as a result and to show why, supported by relevant information. In other words, you should not make decisions in a vacuum; as a marketer your decisions should always be informed by context. †¢ Prepare a presentation. This speaks for itself. If you are required to prepare a presentation, ensure that you do so, preparing clearly defined PowerPoint or overhead slides that are not too crowded and that clearly express the points you are required to make. †¢ Evaluate performance. It is very likely that you will be asked to evaluate a campaign, a plan or even an event. You will therefore need to consider its strengths and weaknesses, why it succeeded or failed, the issues that have affected it, what can you learn from it and, importantly, how can you improve performance or sustain it in the future. All of these points are likely requests included within a task. Ensure that you identify them clearly and address them as required. Step 3 – Information Search Many students fail to realise the importance of collecting information to support and underpin their assignment work. However, it is vital that you demonstrate to your tutor ability to establish information needs, obtain relevant information and utilise it sensibly in order to arrive at appropriate decisions. You should establish the nature of the information required, follow up possible sources, the time involved in obtaining the information and likely gaps in information. Consider these factors very carefully. Tutors are very keen that students are seen to collect information, expand their mind and consider the breadth and depth of the situation. Submitting a bibliography is a good way of illustrating the level of information collection and application within the assignment. 7 TEG 2007 Step 4 – Develop an Assignment Plan Your assignment needs to be structured and coherent, addressing the brief and presenting the facts as required by the tasks. The only way you can successfully achieve this is by planning the structure your Assignment in advance. Earlier, we looked at identifying your tasks and, working backwards from the release date, in order to manage time successfully. The structure and coherence of your assignment needs to be planned with similar signs. In planning the Assignment, you should aim to include all the relevant information requested. You should also plan for the use of models, diagrams and appendices where necessary. Plan contents †¢ Introduction †¢ Content †¢ Main body of the assignment †¢ Summary †¢ Conclusions and recommendations where appropriate Step 5 – Prepare Draft Assignment It is good practice to produce a first draft of a report. You should use it to ensure that you have met the aims and objectives, assignment brief and tasks related to the actual assignment. A draft document provides you with scope for improvements, and enables you to check for accuracy, spelling, punctuation and use of English. Some tutors provide you with an opportunity to review a draft assignment. If this is the case, you should take every opportunity to let them provide you with support. Step 6 – Prepare Final Document In the section headed ‘Presentation of the Assignment’ in this guide, there are a number of components that should always be in place at the beginning of the assignment documentation, including labelling of the assignment, word counts, appendices numbering and presentation method. Ensure that you adhere to the guidelines presented, or alternatively those suggested by your tutors. 9. Group Working †¢ Group work is necessary to develop the skills to be effective in real work situations. Very rarely do you work completely on your own †¢ Group work can be more productive as there are more people generating ideas †¢ Group projects are often more interesting as the task can be more complex †¢ Group members can motivate and support each other Group problems: †¢ Domination – one or two members take over, and the others lose interest 8 TEG 2007 †¢ Critical – in order to sound knowledgeable, some members are always critical. Sometimes competition emerges †¢ Conflict – sometimes open, sometimes not †¢ Sexism and racism – you must inform your Tutor, or Equal Opportunities Co-ordinator †¢ Avoidance – whole group avoiding the task, often due to fear of failure †¢ Inactive listening – nobody listens – people working as individuals, not as a group Some suggestions: †¢ Analyse the skills and strengths of each member †¢ Brainstorm ideas and form a plan of action †¢ Allocate tasks and set dates for task completion and regular meetings †¢ Set up communications – phone numbers, room numbers, e-mail addresses †¢ Set meeting places – this is absolutely essential at a first meeting †¢ Keep reviewing progress on the task and on any problems with the group †¢ Discuss any problems openly and with all group members 10. Effective Reading Before you start: †¢ Is this the correct book/article for your purpose? Check date/author/scope †¢ Scan the contents, is it the right level? Read a section/chapter to check †¢ What questions are you trying to answer? †¢ Clarify before you start Reading: †¢ Read with purpose (what questions to be answered? ) †¢ Read selectively – scan and skim – only read in detail what you need to †¢ Mentally recite what you have just read †¢ Make notes at appropriate points – bullet points, do not rewrite the whole book. Review: †¢ Did I answer the questions I wanted to? †¢ Do I understand and remember what I read? 9 TEG 2007 11. Oral presentation Plan: †¢ What is the purpose? What are your objectives? †¢ Who are your audience? †¢ What facilities can you use? – flip chart, OHP, PC, etc. †¢ Structure your presentation -the old rule is: Tell ’em what you’re going to tell ’em, then tell ’em, then tell ’em what you told ’em. i. e. an introduction, the contents, a conclusion †¢ Make sure any visual aids can be seen and read †¢ Rehearse and time your delivery Delivery: †¢ A good start – make an impact, and make your audience want to listen †¢ Don’t read – use crib cards, OHP slides as notes †¢ Speak slowly and clearly †¢ Look at your audience, don’t talk to the wall, your feet, or the OHP screen †¢ Vary the speed and pitch of your voice †¢ Make sure you are not standing in front of the visual aids †¢ If it is a group presentation, make sure that you link well together †¢ Be lively and finish on a high note 12. Punctuation Why use it? It is to guide the reader in the natural pauses in writing. It is also there to show how the grammar of a sentence is supposed to work; a capital letter at the beginning of a sentence and a full stop at the end. Punctuating your sentence need only involve: colon, semicolon, full stop, question mark, dash, apostrophe, comma, quotation marks, brackets. †¢ Colon (:) is most often used to introduce a quotation or a list. †¢ Full stop (. ) Use full stops more than you expect to. When in doubt, your instinct should always plump for a full stop. Semicolon (;) Represents a pause longer than a comma but shorter than a full stop. (If in doubt about its use don’t use it. ) †¢ 10 TEG 2007 It is used between clauses when the second clause expands or explains the first e. g. neither of them moved; they waited to see if the intruder made a quick exit. It is also used before clauses which begin with â€Å"nevertheless†, â€Å"therefore†, â€Å"even so†, and â€Å"for instance† e. . He looked before he leaped; even so he landed in the water. It is used to mark off a series of phrases or clauses which themselves contain commas. e. g. You will need the following ingredients: four eggs, preferably size 3; 4oz caster sugar; a few drops of vanilla essence; and 2oz almonds, which must be ground. †¢ Questio n mark (? ) Use a question mark every time there is a genuine direct question. That means Are you going? but not I asked if he was going? (wrong because it is a reported question). †¢ Dashes (-) Use dashes but don’t overdo them. You can use a pair of dashes – in place of brackets – or a single dash to mark a break in the sentence before a punch line or a throwaway remark: In life, two things are never with us – death and taxes. †¢ Apostrophes (‘) They do not make things plural. They are not used to make things plural e. g. 1990’s, MP’s HQ’s. The general rule is: if something belongs to someone you write someone’s or for example, the student’s. If it belongs to several people (the students), you write the students’. Plurals like people and children, that aren’t made with an s, take apostrophe s i. e. children’s. Apostrophes are also shown where letters are missed out – can’t play, won’t play. It’s is short for it is. Beware of : its, (meaning â€Å"of it†)yours, hers, ours, theirs, and whose. None of them takes as apostrophe. †¢ Commas (,) Commas, like buses, often come in pairs. It is wrong to write The reason is as it always was, to save money. Two commas should be used, like brackets, either side of the phrase as it always was. The test is whether, grammatically, the sentence would hold up if the section between the commas were removed. The common mistake is to forget the second comma. Commas are needed, and are not optional, when someone or something is being addressed. Kiss me, Hardy must take the comma after me. Yes Minister should have be Yes, Minister. Pairs of commas should be used when however, say, meanwhile and for instance are interjected into sentences – he might be paid, say, ? 50,000 a year. 11 TEG 2007 At the beginning of a sentence, these words or phrases need to be cordoned off with a single comma – However, investigations into†¦ , For instance, if we look at†¦.. Commas are used to mark off separate items in a list, except, usually between the last two items. You can put a comma in before and if it’s needed to make the sentence clear Goods are transported by lorry, horse and cart, and even handcart. A strong adjective usually takes commas after each one except the last – old, crabby, pedantic Dr Johnson. †¢ Quotation marks (â€Å") Use double to enclose direct speech. Use a colon, not a comma before quotes – Mr. Smith said: â€Å"This is good news for all poor students. † Use a comma after quotes (before the second quotation marks) – â€Å"It will help many students,† said Jim. Quotations direct from a book or journal also need to have double quotation marks (â€Å") Davis et al. 1991, p243) stated that â€Å"Equilibrium is the sense which tells you when your body is balanced and when it is tipping, turning or inverting. † Unless the length of the quotation is more than three lines of your text, in which case it is indented and no quotation marks are necessary. †¢ Brackets ( ) T he use of brackets (whose technical term is parenthesis) should be kept to a minimum. They are used to indicate a supplementary remark, or a qualification of some sort. Grammatically they work like commas, but the remarks inside the brackets tend to be less important than those inside commas. Brackets are always used in pairs. If the brackets surround an entire sentence then the full stop at the end of the sentence stays within the brackets. (This is the procedure you should follow. ) If the brackets only surround part of the sentence, the full stop goes outside. This is the procedure you should follow (under normal circumstances). †¢ Square brackets [like these] Square brackets are used to indicate your changes or your own comments on somebody else’s writing. The report that 25000 had been killed in battle [a figure shown to be greatly exaggerated] changed the course of the war. 3. Plagiarism Plagiarism is the act of passing off as your own work another person’s writing, words, or ideas. You must make it clear which ideas and which words you have obtained from someone else. Superficial and minor changes do not disguise your use of the words of someone else. You commit plagiarism if you do not acknowledge the source of a direct quote, or a specific piec e of writing that you have paraphrased, or even if you describe an idea or concept that you have heard or read somewhere without a reference or acknowledgement. University / College rules will apply into plagiarism and also subject to disciplinary action. 12 TEG 2007 14. General Guidelines Follow these stages while you are doing your reading/note taking. Generating ideas †¢ What are the implications of the title? †¢ What ideas lie behind the title? †¢ What are you being invited to explore? †¢ Put your ideas on paper †¢ Things should become more complex at this stage †¢ There should be a mixture of fact/description and theory/argument Finding your perspective †¢ Try to sort the complexity into a clear, logical pattern †¢ Is there an obvious sequence such as: intentions/results; pro/anti; before/after; cause/effect; hypothesis/evidence? †¢ What’s most relevant/interesting, convincing/contentious? †¢ What evidence supports your argument? †¢ What is the basic question/problem here? †¢ Diagrammatic structure of ideas may help A draft plan of the essay †¢ Roughly, the structure of the content †¢ Sequence of the argument †¢ You may be able to plan your paragraph structure †¢ A diagram plan may be useful †¢ Plan to go from the general to the specific Write a draft version †¢ Amend as you go along Maybe start each section on a separate page †¢ Several drafts may be needed †¢ Should new paragraphs be added/ some be divided? The final version †¢ Ask someone else to proof-read it for you. 13 TEG 2007 BTEC Higher National Grade Descriptors The assessment of BTEC Higher National qualifications will be at unit level and there will be no overal l grade for either the Certificate or the Diploma. Each unit will be graded as a pass, merit or distinction. A pass is awarded for the achievement of all outcomes against the specified assessment criteria. Merit and distinction grades are awarded for higher-level achievement. In order to demonstrate achievement, learners typically undertake assessment activities that include a series of tasks or assignments, reflecting typical practice in the sector concerned. In order to judge the level of achievement, assessment criteria are used for the pass grade and grade descriptors for the merit and distinction grades. Achievement of a pass grade – a pass grade is achieved by meeting all the requirements defined in the assessment criteria for each individual unit. Achievement of a merit or distinction grade – all the assessment criteria and merit grade descriptors need to be completed within a unit to achieve a merit grade. All the assessment criteria, merit and distinction grade descriptors must be completed within a unit to achieve a distinction grade. The generic merit and distinction grade descriptors need to be viewed as a qualitative extension of the assessment criteria within each individual unit. The grade descriptors will be contextualised to meet the needs of the unit and be incorporated into the design of the assessment activities. Any single assignment however, as with BTEC Higher Nationals, will only be able to indicate that the learners has achieved some of the descriptors, say M1 and D2 unless it is a project style assessment that covers the whole unit (i. e. all learning outcomes and criteria). For example, if an assignment task requires the learner to: To pass the task you need to explored the organisational structures and cultures of the two organisations and prepared a suitable comparison in terms of the unit content requirements — types of organisation and associated structures, organisational networks and linkages, organisational culture. The qualitative aspect of the work, that will be used to determine your achievement of M1 on this occasion, will be the level of detail of both understanding of the subject matter (effective approach to study) and the depth to which you have taken this in the comparisons (effective approach to research). The approach taken in the example above shows how the indicative criteria can be adapted to better fit the work being undertaken in the task. In some cases the indicative characteristic could be used just as it is with no more than an identification of the evidence to which it relates (e. g. report, presentation, diagram, etc. ). How to cite Guide for Assignment Presentation, Papers

On April 1986, Soviets Union Chernobyl Nuclear Plant Exploded Essays

On April 1986, Soviet's Union Chernobyl nuclear plant exploded letting out a massive amount of radiation that would debate of all Russian citizens for hundreds of years to come. At exactly 1:21 am. on April, 1986 inChernobyl, a city near the Pripiat River the No. 4 reactor exploded and released thirty to forty times the radiation of the Nagasaki and Hiroshima bombing. The exact causes of the explosion are not known , however scientists and researchers, under thorough investigation, have uncovered possible causes to the explosion.1 The main reason why the explosion occurred was that, the operators of the plant were attempting to conduct an experiment with the emergency cooling system turned off, they made six fatal errors which sealed everyone's fate. Soviet officials clamed that if the technicians, would have avoided at least one of those mistakes, then the plant could have been saved. The technicians began the test one day before the explosion. They started reducing the reactor's power level so they could run the turbine experiment. However in order for the plant to run at lower power they had to turn off the automatic control system, which powered all emergency limitations that the plant should make in case it goes out of control. Turning of the cooling system was an unnecessary action and though it did not cause the explosion, it made the consequences more fatal. Just then the operator's receive a call from the local grid controller in Kiev, who needed the power and asked the technicians to stop lowering it, at what they obeyed. Once that was done the reactor was running with out the cooling system , which was a very serious mistake. At 11:10 p.m. the grid controller said he no longer needed the power, and the operators returned to reducing the power. At twenty minutes past midnight the operators forgot to set the regulator properly, it was the second fatal error. Because of the incorrect regulator settings the reactor's power crashed to 30 MW from 1,000 MW which is too low for the test. At that point the operators would have abandoned the experiment, but they attempted to rescue it, for the next time they would be able to conduct would be in one year only. The senior authorities who had ordered the test would have been furious and would have found out the regulator problem. So the operators decided, to pull out the stops to restore the reactor's power.2 Their third fatal mistake, was the pulling out of control rods. The plant's rule was to have thirty in at all times however they left all but six. By 1:00 Am the power risen to 200 MW, which was still to low for the experiment, however the operators continued. In a few minutes they made their fourth fatal error, by turning on two extra pumps to join the six that wee already cooling the core. This procedure under such low power caused a massive steam disorder. Their fifth fatal error was the turning off of the automatic shut off, which would turn off the reactor. At 1:23 a.m. on Saturday April 26, the workers began the actual experiment. They made their sixth error, by turning off the last safety system. It took the shift manager thirty seconds to realize what was happening and shouted at another operators to press button AZ-5 which would driven all the control rods back into the core, but because the rods were melted from serious heat they didn't fit properly into the core. As the manager gloomy eyed looked down at the control panel several loud banging noises were heard. Immediately the one thousand tone roof of the reactor blew off sky high, and brought down the giant two hundred tone refueling crane onto the core, destroying more cooling systems and 30 fires spread around the plant. Finally the over-heating and steam build up caused a second explosion which destroyed the reactor and part of the building. The graphite began to burn ferociously once exposed to air, as core reached temperatures as high as 2,800o F a massive amount of radioactive dust was let out into the air which was picked by winds and carried thousands of miles into every direction. As well, previous to the testing the technicians, drew up plans, but did not discuss them with physicists or nuclear safety staff at the plant. Though they send experiment plans to the designers of the plant, the designers never got a chance to take a look and never issued any authority or made any confirmation. All soviet officials were certain that the explosion