Ad And Ego Essays - Jean Kilbourne, Freudian Psychology, Sut Jhally

Ad And Ego The Ad and the Ego Students will never look at an ad the same way again after screening The Ad and the Ego, the first comprehensive examination of advertising and our culture of consumption. The film artfully intercuts clips from hundreds of familiar television ads with insights from Stuart Ewen, Jean Kilbourne, Richard Pollay, Sut Jhally, Bernard McGrane and other noted critics, performing a cultural psychoanalysis of late 20th century America and its principal inhabitants, Consumer Man and Woman. The Ad and the Ego depicts how the market economy has metastasized until today commercialism invades the most intimate aspects of our lives. The average American is exposed to 1500 ads a day. But, like the air we breathe, we pay advertising little attention preferring to believe we're impervious to it. Scholars point out that advertising's constant stream of messages forms the neural network of a consumer society integrating individual psychology, mass culture and commodity production. As the film progresses, we begin to perceive how ads for Nike, Calvin Klein, Oil of Olay, and Suzuki are selling more than products. As Jean Kilbourne argues, they sell us values, concepts of love and sexuality, romance and success, a sense of identity, above all, what is normal. Leading media critics demonstrate how living in an advertisement infused environment creates a psychology of need, massaging our anxieties, doubts, and discontents, creating a boundless hunger for more things. One message you'll never hear in an ad, sociologist Bernard McGrane observes, is You're OK. The Ad and the Ego traces advertising's development from its largely descriptive 19th century origins through today's ads which eschew rational arguments for symbols and imagery playing directly to our emotions. Sut Jhally describes ads as the dream life of our culture and explains the persuasive techniques they use to invest commodities with powerful properties magically able to transform the mundane lives of their purchasers. The Ad and the Ego goes on to demonstrate the link between our debased public discourse and a culture which defines freedom as consumer choice rather than civic deliberation. It analyzes the selling of political beliefs to demonstrate how citizenship has increasingly been replaced by spectatorship, civil society by consumer culture. The Ad and the Ego makes the critical connections between the rise of consumerism, environmental degradation and our blind commitment to economic growth at any cost. This pathbreaking new film will help students of communications, sociology, psychology, marketing and business ethics better understand the central role of advertising in our society and our psyches. Sociology Essays

Aircraft crash and emergency management Essay Example

Aircraft crash and emergency management Essay Example Aircraft crash and emergency management Essay Aircraft crash and emergency management Essay Abstraction This is an over position of United Airlines Flight 232. This is about a DC-10 that was holding mechanical troubles and landed at the nearest airdrome possible. The airdrome it landed at was a Category 6 airdrome. This airdrome was excessively little for this type of aircraft. The aircraft so landed at full accelerator. Flight 232 United Airlines Flight 232 was en-route from Denver to Chicago on the 19 July 1989. During the flight there was a loud noise that was coming from the tail mounted engine. At the clip of the incident the crew heard the noise but did non cognize that the engine fan assembly had came apart with adequate force and severed through the right horizontal stabilizer. In this same country was a 10 inch broad path that all three hydraulic systems shared. When the engine cut through this it caused the aircraft to lose all three hydraulic systems that power all the flight controls on the aircraft. The crew still had control of the other two engines but no flight control power. This would hold command the flight surfaces i.e. flaps, perpendicular and horizontal stabilizers. So with this being realized the crew so started utilizing the accelerators to command the aircraft. They powered one engine to full power and throttled the other back. This helped keep the necessary header but increased velocit y greatly for all landing intents. Next the crew found the closest airdrome that they could set down the plane at. The crew found Sioux City Gateway Airport, besides known as Colonel Bud Day Field, is located 6 stat mis south of Sioux City and west of Sergeant Bluff, in Woodbury County, Iowa. This airdrome is considered a Category 6 airdrome. Sioux Gateway Airport covers a monolithic country of 2,460 estates this contains two tracks: 13/31 with a concrete surface mensurating 9,002 ten 150 foot and 17/35 with an asphalt surface mensurating 6,600 ten 150 foot ( US DOT A ; FAA, 2010 ) . I could non happen any information from day of the month of the accident but for the 12-month period stoping April 30, 2006, the airdrome had 30,726 aircraft operations, an norm of 84 per twenty-four hours: 65 % general air power, 19 % military and 16 % scheduled commercial. There are 67 aircraft based at this airdrome: 66 % individual engine, 19 % jet aircraft, 13 % military and 1 % choppers. This peculiar landing field is a double usage airdrome. Meaning that both civilian and Air National Guard usage this airdrome. The ARFF services provided for the airdrome are provided by the Air National Guard ( US DOT A ; FAA, 2010 ) . The National Fire Protection Association ( NFPA ) classifies this as a class six for their current ARFF capablenesss. After making some probe, and traveling under the ( NFPA 403 ) there are really two different class 6s. There is a 6a and a 6b, the intent for the two different class 6s is for snuff outing agent capablenesss. The one large difference that I can state between the two is that the 6b demands to be able to manage a dual decked aircraft. The installation, which is certificated under Federal Aviation Administration ( FAA ) ordinances 14 CFR 139, as an Index B airdrome ( Boucher, 2003 ) . The index is based on the largest aeroplane with an norm of five or more scheduled day-to-day goings ; the ordinances stipulate the minimal degree of firefighting equipment and agents for each index. For SUX, Index B was based on an aeroplane equivalent to the Boeing 737-200 series and requires a minimal 1,500 gallons of H2O for froth production. An airdrome functioning McDonnell Douglas DC -10 series aeroplanes and would necessitate more than double the measure of fire snuff outing agents required for an Index B airdrome ( Boucher, 2003 ) . With that being said and a nice feeling for the land work of the landing field. I was able to happen a picture of the plane coming in for its landing. I was really surprised to happen one and besides really lucky here is a nexus and I would advice to watch the undermentioned nexus: hypertext transfer protocol: //www.dailymotion.com/video/x5yztk_1989-sioux-city-crash_news. The aircraft landing was originally planned for the 9,000 pes Runway 31. There were several troubles in commanding the aircraft. This made run alonging up the aircraft in its current status about impossible. While dumping all most of the extra fuel if non all, the plane executed a series of largely right-hand bends ( it was easier to turn the plane in this way ) the purpose was being able to be easy line up with runway 31. When the air crew came out of there right manus bends, they were left with an attack on the shorter Runway 22, this was merely a 6,600 pess over half a mile shorter, with small or no capacity to s teer. Fire trucks had already been placed on track 22, the clang trucks were expecting a landing on track 31, this caused a monolithic scuffle as the trucks rushed out of track 31 over to runway 22 ( Conroy, 2005 ) . The pilot did his best to go on and seek and command the aircraft s loss of height by seting engine push. With the loss of all fluid mechanicss, the pilot was unable to command any sort of airspeed, that being said the sink rate was really high. When it came in for concluding descent, the aircraft was approaching 240 knots and droping at 1850 pess per minute, while a safe landing would necessitate 140 knots and 300 pess per minute ( NTSB 1990 ) . The aircraft began to drop faster while on concluding attack and began swerving to the right. The really tip of the right wing was the first thing to hit the track ; this began sloping fuel and ignited instantly. The tail subdivision so broke off from the blunt force of the impact and sent the remainder of flight 232 bounce several times. This shredded the landing cogwheel and engines, eventually interrupting the fuselage into several chief pieces. On the concluding impact the right wing was sheared away and the chief portion of the aircraft skidded sideways, turn overing into its concluding place over on to its dorsum, and slid to a halt upside down in a maize field to the right side of track 22 ( NTSB 1990 ) . The picture of the clang showed the fire right flying toppling end-over-end, but if you watched the picture it is really hard to do this out. Major dust from Engine # 2 and other parts from the tail constructions of the plane, were subsequently found on farming area near Alta, Iowa. The beastly force of this clang caused pieces of the aircraft to set down about 60 stat mis north-east of Sioux City ( NTSB 1990 ) . This is where things get a small intense. The ARFF s ability to continuously remain on top of the station clang fire near the aircrafts right flying root would be a major factor. The probe besides identified several lacks in the current design and operation of the Kovatch A/S32P-18 ( P-18 ) H2O supply vehicle, the absence of FAA demands to regularly trial fire service vehicles at their maximal discharge capacity, every bit good as holds in rectifying reported lacks in Kovatch P-18 fire service vehicles ( Kolstad 1990 ) . There were two ARFF vehicles that were foremost to get at the scene of the accident. They began a mass application of snuff outing froth instantly. The underside of the fuselage, besides known as the bell of the plane was blanketed with froth. The froth cover temporarily suppressed the fire during the emptying of riders and crew ( Remember the plane is belly up ) . Harmonizing to NTSB pproximately nine proceedingss after the set downing both ARFF vehicles had ran out of H2O, a P-18 H2O supply vehicle was positioned next to the two ARFF vehicles, and a 2 1/2-inch hosiery was connected between the P-18 and each vehicle. When the P-18 H2O pump was charged to its maximal capacity of 500 gallons per minute, a limitation developed in the vehicle s tank-to-pump hosiery that stopped all H2O flow to the two ARFF vehicles ( NTSB, 1990 ) . Therefore, the airdrome s primary onslaught vehicles could non be replenished with H2O to go on assailing the fire. Two Sioux City Fire Department pumper tru cks later resupplied the airdrome s ARFF vehicles. On a side note we had discussed this really thing about holding the local fire section holding the ability to refill an airdrome in instance of an accident and this is a perfect illustration of a local section that most probably saved the twenty-four hours. The chief thing that I could non happen was if the local fire section of all time trained with the airdrome crew. However, during this hold of about 8 proceedingss, no snuff outing agent was applied to the fuselage, and the fire at the aeroplane s right wing root ( the original foaming topographic point ) intensified. Soon thenceforth, fire penetrated the cabin, ensuing in privy fires that could non be attacked by exterior fire contending tactics. This was due to the deficiency of entree to the fire being on the interior of the aircraft. Despite efforts to progress manus lines to the inside of the aeroplane, the fire intensified inside the cabin and burned out of control for appr oximately 2 1/2 hours ( Kolstad 1990 ) . The Kovatch P-18 H2O supply vehicle has no foam-producing capableness, therefore why it s a H2O supply vehicle. As Kolsatd said it is designed chiefly to provide H2O to the primary ARFF vehicles. It is certified by the maker of a H2O capacity of 2,000 gallons and a maximal H2O pump discharge rate of 500 gallons per minute ( Kolsad 1990 ) . In September 1988, the Iowa Air National Guard purchased the P-18 through the Air Force and placed it in service at SUX. It was learned that during the 2 old ages after this accident occurred that the Air Force had purchased 210 Kovatch P-18 H2O supply vehicles. The research workers besides learned that some P-18 s are based at joint-use airdromes that are certified by the FAA as holding ARFF capablenesss in conformity with 14 CFR 139. This was evidently incorrect they merely had H2O refilling capablenesss. The H2O supply vehicle was listed in the SUX airdrome enfranchisement manual, the airdrome fire head testified at the Safety Board s hearing th at the vehicle had neer been tested to its maximal discharge capacity of 500 gpm ( NTSB 1990 ) . At this point I tried really diligently to happen what are the requirements for their vehicle proving frequence ( for that specific vehicle from the maker ) . The lone thing that I could happen is that they fell under the FAA s ordinances. I truly wanted to cognize if that vehicle needed to be tested at full discharge daily, hebdomadal, monthly etc. The job here was that the fire head relied on the maker s pre-delivery mill trials of the pump s ability to dispatch 500 gpm with two 2 1/2-inch lines attached. But no testing of their ain was of all time done to verify this. Besides the fire head stated that, SUX tested the P-18 weekly at nominal force per unit area, this was less than 500 gpm. During the National Transportation Safety Board s probe, the P-18 s tank-to-pump suction hosiery assembly, a soft, 11-inch by 4 1/2-inch indoors diameter Gates rubber hosiery, was removed from the vehicle and examined at the SUX installations. The full scrutiny showed that the 2-inch internal polyvin 1 Kovatch ( maker ) stated that the internal stiffener in the soft hosiery assembly is required to forestall the hosiery from fall ining ( NTSB 1990 ) . Kovatch besides stated that the stiffener was installed by a imperativeness tantrum in the centre of the hose alternatively of being welded or made out of a different stuff. This lead to the scru tiny of the revolved stiffener, this strongly suggests that when the P-18 operator attempted to resupply the both ARFF vehicles by utilizing the two 2 1/2 inch hosieries, with the pump set to its upper limit operating capacity, there was a fleeting high force per unit area rush had occurred within the tank-to-pump piping system that caused the stiffener to travel and revolve to a place that blocked the flow of H2O to the pump ( NTSB 1990 ) . While looking at the susceptibleness of the internal stiffener to displace and rotate, the Safety Board found that the stiffener s length was about half the internal diameter of the soft suction hosiery and in head this would make a obstruction on its ain being half the diameter if non merely decelerate the volume of the H2O to the truck down. The shorter length of the stiffener caused it non to be clamped, this allowed it free to revolve and barricade the flow of H2O and it cause it to skid toward the pump consumption. This by its ego could do obstruction or failure in the system. This caused the Safety Board to be concerned that the design of the P-18, which uses a soft suction hosiery at a much critical location up watercourse of the vehicles pumps and this makes it extremely susceptible to blockage ( NTSB 1990 ) . Not merely in the P-18 is this construct used but in other pumpers manufactured by Kovatch. There needs to be a hose made of more stiff stuff, this would hold null in voided the demand for an internal stiffener or an improved design. It is necessary to cut down the opportunities of hose obstruction regardless of operating conditions. Kolstad stated on February 15, 1989, a P-18 operated by the Air Force at Tyndall Air Force Base, Florida, was unable to provide H2O to an ARFF vehicle during a pumping operation. It was determined that the A/S32P-18 armored combat vehicle suction line was restricted by a PVC stiffener inside the gum elastic suction line, and they installed a clinch around the hosiery and PVC to keep it in topographic point ( Kolstad, 1990 ) . On August 16, 1989, a similar P-18 lack was found at Malstrom Air force Base, Montana. Discussions with the Air Force, Kovatch issued Technical Service Bulletin 86-KFT5-P-18-5, dated August 21, 1989. This called for the remotion o f the armored combat vehicle to pump hosiery assembly installed on all 210 A/S32P-18 vehicles and this caused for the replacing of the hosiery assembly with a new armored combat vehicle to pump hosiery assembly. This one had a 4 inch PVC internal stiffener, much stronger than the original. This caused Kovatch agreed to carry on all the providing alteration kits straight to all air bases whose references were provided by Warner Robins Air Logistics Center ( Kolstad 1990 ) . August 22, 1989, the Air Force issued a Materials Deficiency Report this caused a erstwhile trial of all Kovatch P-18 vehicles. This would demo if the stiffener installed in the hosiery had rotated laterally 90 grades or non. The maximal pump discharge rate of 500 gpm, along with the replacing of the faulty 2-inch stiffener with the greater 4-inch stiffener. This allowed 30 yearss, eight Air Force bases had rapidly responded that trials found similar lacks to those described ( NTSB, 1990 ) . Now back to the clang. From the deficiency of proper processs being followed and running out of agent. Of the 296 people on board, 111 died in the clang. The bulk were killed by hurts sustained in the multiple impacts ( as you could see by the picture ) , several in the in-between fuselage subdivision straight above the fuel armored combat vehicles died from fume inspiration in the post-crash fire. I was really surprised that anybody surprised from this clang, from the picture I thought everybody was done. This portion of the fire burned for longer than it might hold but due to the monolithic holds in the firefighting attempts. Most of the 185 subsisters that were seated right behind first category and in front of the wings. There were many riders that were able to walk out through the ruptures through the construction. Several instances of persons got lost in the high field of maize adjacent to the track until rescue workers arrived on the scene and escorted them to safety ( NTSB 19 90 ) . Of the riders of flight 232: 35 died due to smoke inspiration ( None was in first category ) , 75 died for grounds other than smoke inspiration ( 17 were in first category ) , 41 were earnestly injured ( 8 were in first category ) , 121 had minor hurts ( 1 was in first category ) , 13 had no hurts ( None were in first category ) ( Conroy, 2005 ) . The riders who died for grounds other than smoke inspiration were seated in rows 1-4, 24-25, and 28-38. Passengers who died due to smoke inspiration were seated in rows 14, 16, and 22-30. A individual assigned to 20H moved to an unknown place and died due to smoke inspiration. One individual died 31 yearss after the accident ; the NTSB classified his hurts as serious. Fifty-two kids, including four lap kids, were on board the flight due to the United Airlines Children s Day publicity. This was really dry and really sad at the same clip to hear. Eleven kids, including one lap kid, died. Many of the kids had traveled entirely ( Conroy, 2005 ) . In decision I am grateful figure one for being able to happen the picture of this specific accident. With the picture I was able to to the full understand and see the incident. It merely was nt another narrative out of a book. The interviews with the subsisters showed how existent this state of affairs was and what was traveling through their head during this important clip. Mentions Boucher B. ( 2003 ) Report of the Committee on Aircraft Rescue and Fire Fighting. hypertext transfer protocol: //www.nfpa.org/assets/files/PDF/ROP/403-A2003-rop.PDF Conroy, M. T. ( 2005 ) Aircraft Accidents that Caused Major Changes to Emergency Response Equipment and Procedures. hypertext transfer protocol: //www.nfpa.org/assets/files/PDF/Member % 20Sections/ConroyPaper.pdf Kolstad, J. L. , ( 1990 ) . NTSB Safety Recommendation. hypertext transfer protocol: //www.ntsb.gov/Recs/letters/1990/A90_147_150.pdf NTSB ( 1990 ) Aircraft Accident Report of Flight 232. hypertext transfer protocol: //libraryonline.erau.edu/online-full-text/ntsb/aircraft-accident-reports/AAR90-06.pdf United States Department of Transportation, Federal Aviation Administration ( 2010 ) Airport Master Record, hypertext transfer protocol: //www.gcr1.com/5010web/REPORTS/SUX.pdf

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

Evaluation - Essay Example Being an artist also takes the skill to evaluate one’s self in relationship to the creative moment, to be able to channel that something from deep inside into the piece so that the work is something more than just ‘pretty’. In deciding to be an artist, the pathway towards artistic achievement is far beyond the imaginings of the experience, even for the artist. Technique evolves through the experience of working with a medium. One learns through the educational venue, through working with materials, and through exploring with the raw substances that will go into creating the piece of work. One of the surprises in working with the materials that I have chosen for my body of work is that it takes so much longer to assemble a work than I had ever imagined. Despite that fact that it took someone like Seurat two years to paint Grande Jatte, I was surprised at how long different types of detailed work took to complete (Elkins74). One of the mediums that I used was to ass emble work using a colour palette developed from magazine clippings and weaving. The piece that I created, a scene of one boy carrying another on his back, took me a long length of time because of the limits on the colour palette and because of the intricacy of the work. While I expected that the intricacy of the work would take a great deal of time, it was unexpected that it would take so long to sort through the colour availability in order to successfully construct the image. In order to work on the piece, I had to construct a frame of mind in which deep concentration and meticulous, detailed work could be achieved from the placement of the magazine shreds. As well, it took a great deal of time to work adapt two paintings into one piece of work. The intention is to awaken the spirit of the integration of the Caribbean and British cultures through putting together imagery of The London Bridge in England and the Kissing Bridge in the Caribbean. The symbolism of the bridge between c ultures is made literal by the integration of the images of two bridges from differing culture in order to create a symbolic union. The Kissing Bridge in the Caribbean is a common sight where weddings are held, thus it extends the interpretive platform that I labeled â€Å"Culture Marriage†, in order to express the interlaced iconic imagery that were used to connect both cultures. My work is highly textural, the use of fabrics and weaving techniques creating a visual complexity that comes together to support the language that I have created through the discourse within my work. Because I have chosen to work with textiles, I was invited to integrate my work into an event of a free-range exhibition of the work of fashion students at our university. I used this event as a preliminary experiment towards the eventuality of my own exhibition. I found that people were attracted to my work because of the textural elements that were involved in creating the work. Because of the tactil e element, some people wanted to reach out to the work and touch it to experience it from more than just the sense of sight. This type of â€Å"sensory art experience† allows for the viewer to experience the art on many levels, although it is more preferable if viewers do not disturb the pieces (Hinz 63). The type of communication that I intend with the work is partially through the textural elements, conveying the multiple layers of culture and the way in which culture has a variety of dimensions. This surprising

Research paper Example | Topics and Well Written Essays - 1250 words - 14

Research Paper Example The real GDP growth of china again reduced to 7.8% and GDP hits approximately 8.23 million US dollars in 2012. According to International Monetary Fund China’s PPP in 2012 was 12,382.559 billion US dollar. According to World Bank’s report China’s PPP in 2011 was 11,290 billion US dollar. The country’s PPP in 2010 was 10085.71 billion US dollars. According to the IMF report it was estimated that Greece would achieve a GDP of 254,978 billion US dollar but finally had achieved a growth of -5.70%. According to the report of UN Greece had achieved a GDP of 299,001 billion US dollar at a growth rate of -6.7%. In 2010 the GDP of Greece was 271.112 billion at a growth rate of -3.5%. Since last few years Greece is going through several economical problems. On the other hand China is becoming one of the strongest leading economies globally. China is the second largest and strongest economy in the world (Deshpande & Nurse, 2012). The higher GDP growth rate, increasing GNP and increasing PPP is the evidence of China’s economical development. On the other hand, decreasing GDP growth rate, decrease in per capita income of people which has identified in this study clearly states the Greece is undergoing several economical problems. Greek government debt-crisis and European Sovereign-debt crisis is the key reason behind the economical problems of Greece. The Greek government debt crisis is a part of European sovereign-debt crisis. It is a structural weakness of the economy of Greece that coupled with banking and tax unification of the monetary union of Europe. Due to these kinds of problems Greece is going through several challenges. In terms of China, the Nation is experiencing a higher average growth rate of 10% over the last 30 years. Higher GDP growth, increasing per capita income, high disposable income of people and Higher GNP states that the country is becoming one of the strongest economies. According to reports of

Principle of teaching Essay Example for Free

Principle of teaching Essay Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Monster Essay -- Biography, Kody Scott

Kody Scott, also known as â€Å"Monster† for his viciousness in beating of a man and further crimes, forms a realistic and brutal picture of gang violence in America. Throughout his story, Scott views his gang participation as the only viable means of survival. Killing is done through the necessity to promote oneself in order to become an O.G., or Original Gangster, the pinnacle of gang member status and achievement. The urge to become an O.G. seems to be paramount in Scott's eyes, and he outlines his plan: first he must build his reputation, then his influence as part of his set, and finally as a â€Å"promoter† of the Crips (Shakur, 1993, pp. 14-15). By age eleven Scott's sole desire is to become a gang member of his local set, the Eight Trays. He disregards education, at one point stating how he paid no attention to his middle school teacher, focusing only on the streets and his â€Å"homeboys† as source of lifestyle and adventure (Shakur, 1993, pp. 3-4). He c learly reaches his goal, putting the entirety of his mental and physical being into being a gangster, even though it leads him to a life wreaked by violence and prison sentences. While many factors can be reported to showcase the reasons why an individual would be led to such violence, ethology remains the single most accurate theory in explaining the many facets of gang violence by showing the parallels between animal behavior and the lifestyle of gang members. Ethology also attempts to explain the violence exhibited by humans as corresponding to violence displayed by animals. For predatory animals, violence is necessary for survival and adaptation to the surroundings is vital. Genetically humans are closest to chimpanzees, which â€Å"routinely engage in murder, assassination, rape, raid... ...suit of a promoted street war and personal achievements of status and further violence. Kody Scott's tale of the street war in Los Angeles in which he witnessed and played a dramatic part in is punctuated by the reasons behind his deviant behavior and adherence to a lifestyle focused on violence. By studying the behavioral patterns of animals in ethology, the traits of predatory animals which must fight and guard in order to stay alive is the same intensity of the battle to survive in the case of Monster's reality. Each of Monster's action's proved to be founded in the culture he was born into along with his personal desire to see his acts of violence glorified. Without the drive to commit himself to a rational lifestyle, Kody is swept into the maelstrom of gang-banging, all of its twisted faculties accepted due to an equally twisted and antisocial personality.

Fast Food Driven Society Essay

In a recent documentary film I’ve seen called, â€Å"Super-Size Me,† it was stated that in the past 20-25 years, obesity levels in America have doubled. Why you may wonder? Many factors contribute to the way we live in our society today, but the main reason for obesity levels being so high is the fast food industry and its effects on everyone it comes in contact with. Anyone who has ever had junk food in their life know its addicting features. Seeing it everywhere you go whether you are at a grocery store, fast food restaurant, or on TV doesn’t help stop the urges in anyone’s case. Fast food is convenient, cheap, and is what the average American family would choose to eat. Obesity is an ongoing problem in the United States today, and if it cannot be stopped, this problem could potentially be passed down from generation to generation. The reason America has allowed this to happen is because of the way society portrays how to live and eat in this world, how Americans have adapted in a way where they heavily rely on fast food for convenience purposes, and the individual’s lack of effort in living a healthy lifestyle. Every woman in America once in their lives has seen or bought a magazine. What do you see on the cover? A skinny, beautiful model or celebrity, and a tagline on how to lose more weight or how to eat healthier in order for you to look more like the picture. Everywhere you go society portrays a certain way woman should look that is acceptable in this world. I strongly believe that one of the reasons that obesity has struck America so negatively is because society has pushed the woman in this country over the edge on how they ‘should’ look. â€Å"For many women, compulsive eating and being fat have become one way to avoid being marketed or seen as the ideal woman: My fat says ‘screw you’ to all who want me to be the perfect mom, sweetheart, and maid. Take me for who I am, not for who I am supposed to be† (Orbach, pg. 452). This quote comes from the article, â€Å"Fat is a Feminist Issue,† and it heavily relates to why obesity is still an ongoing issue in the United States. Susie Orbach strongly explains how fat expresses a rebellion against how women feel powerless because of all of the pressure to look and even act a certain way. Society has even changed the way women should look over and over again throughout the years (pg. 452). This in my opinion puts more pressure on the women because they are constantly changing their image and even their body in order to fit in. This topic alone, has a huge impact on why a lot of people are overweight in the world. Now a days, people want to be what they want and not what society wants. Since society hasn’t given woman and everyone else a break on what they expect from them, obesity has increased and a rebellion on body image is its result. If society would stop stressing how to look and act, people might want to start to do things for themselves and not for the ‘betterment’ of society. In my experience, I can honestly say that being a women in society today is difficult. Yes I do eat what I want when I want, but I do watch my body image. Half of the reason is because it makes me feel better as a person when I look and eat healthy, but the other half is because I know society would qualify me as someone who would fit in. You could say that society has gotten to me, but I do feel great when I eat healthy and when I look healthy. In my nutrition class, I learned that junk food is very low in satiation value, this means that people don’t feel as full when eating them, which tends to lead to overeating. These two factors relate to why people choose to go to a fast food restaurant. Americans don’t realize the negative effects it has on their mind and body. Not only is that a factor, but the taste also plays a huge part too. A lot of great tasting foods are bad for you, which just happens to be the disappointing truth that many people disregard. All anyone wants is to find good food that is affordable in this world right? That is what makes fast food so convenient!! In the article, â€Å"Don’t Blame the Eater,† David Zinczenko makes a good point about fast food. â€Å"Lunch and dinner for me, was a daily choice between McDonald’s, Taco Bell, Kentucky Fried Chicken or Pizza Hut. Then as now, these were the only available options for an American kid to get an affordable meal† (pg. 391-392). Everything he stated is true for the average American family, why wouldn’t you stop at a fast food restaurant if you are tight on money and time. When I was a kid, sports was a big part of my life†¦but time and money was also tight in my family because my two younger sisters also played sports. We stopped for fast food whenever was convenient for us on and off the road. At the time, it was almost like I was being treated when we stopped for fast food. Little did I know the only reason we got fast food was because it was affordable and reliable. Even now to this day, it is hard for me not to stop at a fast food restaurant every once in a while. I don’t go as much as I used to, but it is still convenient and it always will be. Just like Zinczenko was saying, whether we like it or not, fast food surrounds us and lures us into its traps. We have the choice to escape it or embrace it. The individual has this decision alone. Society plays its parts in luring, but it is ultimately your own decision in the end. In the article, â€Å"Food as Thought: Resisting the Moralization of Eating,† Mary Maxfield heavily stresses how it is the individual’s ultimate decision on what to eat and how much of it to eat. I could not agree more with her article, even though society does its job in persuading, it is the individual who is left with the decision because it is their body. Maxfield states, â€Å"†¦. what a person eats [rarely] takes primacy over how they eat it†¦.. in essence, we can eat as we always have- which includes eating for emotional and social reasons and still survive or even thrive† (pg. 445). What she is saying is that no matter what social interactions stand in someone’s way, they are the ones who decide what and how much to eat. You must trust yourself, trust your body and meet your own needs (Maxfield, pg. 446). Personally, there are days where I know I need to cut down on the junk food and focus on drinking water and eating foods with nutritional value. That is because I have the motivation and drive to do so. Many Americans do not have this motivation and drive. This is what is increasing the obesity levels in America. People do not know what is too much, and do not know when to stop. So in return, they are putting themselves more at risk for the chronic diseases that obesity has to offer. In the end, the individual has the power to decide what is best for them. If everyone started to make healthy life decisions, obesity levels could slowly start to decrease, and the world could have a more restored environment. We need to start by educating our children about the smart and healthy life alternatives they can make and continue to educate their parents as well. In turn, we can decrease the many factors that have led our country to where it is today†¦. a fast food driven, obese and lazy society.