Globe Theatre Essay Example for Free

Globe Theatre Essay We do not know much about Shakespeare’s life. He comes from the small provincial town Stratford that lies on the Avon. His father was a workman, and he was a member of the town council; and he was also the mayor of the town for three years. Shakespeare most likely went to Stratford Grammar School, which can still be seen in the town, however we do not know much about what he learned in school. In 1582, when he was 18 years old, he married Ann Hathaway who was 7-8 years older; she was the oldest daughter of a wealthy farmer. Their first child was born the year after, only six months after the wedding; later they also had twins. There are several explanations as to why Shakespeare traveled to London, but most explanations are anecdotes from recent times. Some researchers believe that he became a member of a theatrical company that was visiting Stratford. The first time we here about him again is in 1592, and at that time he is a well-known person in London. He is mostly known as an actor and as a playwright, but he was also the owner of The Globe Theatre. Shakespeare wrote 37 plays: comedies, tragedies and historical dramas. His plays have something to fit everyone’s tastes; there are exciting plots, strong emotions, colors and comedy. Shakespeare’s themes are love, nature, power and the responsibilities that come with it. The central theme is humans and, especially after 1600, the bitterness towards the humans is most definitely felt. Around 1611 he returned to Stratford, possibly the same year as he wrote The Tempest, which can be read as his goodbye to the theater. He lived his last years in his home town, and died in 1616. He is buried in the Church of the Holy Trinity, and above his grave on the left side of the church, lies his epitaph.

Sexual Misconduct Teachers

Sexual Misconduct Teachers What is Wrong with our Teachers: An Interdisciplinary Approach to solving the Problem of Educator Sexual Misconduct Introduction Educator Sexual Misconduct (ESM) is becoming more and more of a problem in our society to date. Occurrences are happening at an accelerated rate when compared to twenty years ago. To date there are no preventative measures in place to intercept these potentially harmful individuals who are on their way to becoming teachers in charge of our children. A new nationwide process that will research, evaluate, and forecast these types of criminal behaviors associated with ESM is whats needed today in order to avoid this problem in the future. In addition, legislature could step in and create a more stringent penalty structure for both male and female violators. The school is a place for learning and although a clichà ©, that is where our future lies. Because of that, we need to protect and nurture that environment and not let potential pedophiles roam freely to disrupt that environment. Educator sexual misconduct is not a new problem by any means, but a topic that has jumped onto the scene and wont go away without special attention. Just talking about it wont help or even lessen the problem. Sexual predators are a brash group and just telling them you know theyre there and that you are looking for them wont deter them from their prey. Sexual predators come in many packages. Sexual predators could be male, female, old, young, gay, lesbian, or even bisexual. Considering that, every child who at one point in time goes through the education system is at risk of becoming a target of these predators. The actual victim could be school aged child, a mom, a dad, a spouse, girlfriend, boyfriend, or a friend. This type of perversion can potentially touch any individual person at any time and last for a lifetime. Since this is an event that could potentially tough every person who ever goes through the school system then why shouldnt we put more emphasis on making sure this doesnt happen. ESM is a wide spread problem that need to be attacked from many different sides. To solve this problem we will need to pull expertise from numerous disciplinary perspectives to reach and expert understanding. Educator sexual misconduct cannot be solved just by one topic alone. Many disciplines are needed to understand the problem, the children involved, and the context in which these events typically occur in. Specifically, one should understand the psychology of the predator as well as the prey, have a sound understanding of the educational system, criminal law, as well as the skill to comb through mountains of statistical data. (Dr Repkos text must be cited but not quoted here) In examination of this problem a view from multiple disciplines is necessary in order to reach a complete understanding of the issue at hand. The disciplines needed to understand this topic are criminal justice, political science, psychology, and statistics. Specifically, we need to know how an ESM event will affect the development of a child and what problems they will face in the future. It is also necessary to look at the problem from a political science viewpoint in order to understand what legislature could, will, wont, and cant do about the problem. A criminal justice viewpoint will allow for a better understanding of how these perpetrators are currently being punished and what adjustments need to be made to in the penal system to get them to not commit these acts. To what I have learned about epistemology is that the question asks you how you learned the event in question. So, for the epistemology for this paper, there was a primary focus on analysis off scholarly research, interpretation of previous mentioned scholarly articles, examination f recent laws court decisions, and policy when it come to prevention and punishment of these acts. Statistics is a process of gathering, arranging, summarizing, and presenting data in a simple yet informative way (Keller 2006). Statistics will be implemented to show that these events are on the rise when compared to twenty years ago. Psychology targets the academic study of mental process and behavior (Plotnik Kouyoumdjian 2007)). Psychology will be utilized to highlight the long term damage that these predators inflict on their victims. It will also show the difficulty these victims face in relation to recovery from the behavioral, developmental, and social disorders associated with ESM. Criminal Justice, which is the system of law and penalties used to maintain order, social control, and to deter and control crime (Siegel Senna 2008)). This discipline will reflect societies current trend when attempting to punish and deter these criminals. Political Science will be the last disciplines and one of the most important. It is in this discipline that the power for reaching a complete resolution for this problem. Political science itself is a social science that is concerned with theory, analysis, and prediction of political behavior (Jackson Jackson 1996). In this case, we will focus on legislature, policy makers, and administrators who have the power to change laws and implement policies to make future violations of these adolescents nearly impossible. This paper is based on careful research of scholarly articles, state laws, recent court decision and administrative decisions and policies of government run school systems. Together these sources will allow for a deeper understanding of complex and growing problem in our school systems. The purpose of this paper is to show that that there is a growing problem in the school system. In the end it should be clear that there is a need or a new process that will multi faceted process to screen potential teachers who fit the profile of ESM, provide harsher punishment for offenders, and a process to help identify personality types of students who are at higher risks of becoming targets. ESM to date is one of the most feared and devastating problems for any school district. So why not attack your most feared enemy with your most powerful weapons available? Background 9.6 percent of all students in grades 8 to 11 report contact and/or non-contact educator sexual misconduct that was unwanted. While this definition includes many different kinds and degrees of ESM they are all considered unwanted and serious in nature. Using this data, for every 2,000 student in a high school, 192 students will experience some degree of ESM. Take for instance a student that goes to a 5A school in Texas. The data shows that they will have a 9.6% chance of being one of those 192 students and an even greater chance of knowing or being friends with one of the 192 students. Now take the total US population and apply it to our topic. Out of 303 million people 29,088,000 million will, or have personally experienced some sort of ESM. That number grows substantially when associated with people who are mildly affected by ESM. It isnt clear when exactly this problem began to spiral out of control, but it is clear that it is a recent trend. In this case, straight comparisons to past numbers wouldnt be accurate because of major population growth. But comparisons or percentages do show a growth in this trend that is began to accelerate its growth in the last fifteen years. Although there has never been a time when ESM did not exist, there was a long period where it was an incredibly rare occurrence and violators were treated severely. Now, most violators arent scared off by the punishment or believe that the system wont catch them. Those that think the system wont catch them are right. To become a teacher you must only be able to pass a background check. Being a person who has gone through that process I know it is not a very thorough one. I dont have a criminal record or anything but I do have an unreasonably high amount of traffic violation on my driving record. However, the school asked me if I would like to get a bus certification since my driving record appeared clean and I would need it for coaching. If that is typical of the care these administrators take in clearing an individuals past driving record then you must ask how bad could a persons criminal record be and still be allowed to teach? Besides fingerprinting and criminal background checks there isnt much else schools are doing to prevent these predators from entering the schools. Some districts are starting to catch on and requiring additional references to include ones personal life in the application process but that is all. There still is no psychological examination, personality screening, extensive research, or a full criminal background check. Some might say that is an invasion of ones privacy but remember that this is voluntary and these teachers have chosen to be around children. When one chooses to help children they need to also extend that aid in helping safeguard them, if that means surrendering so more intrusive examination during the interviewing process than thats what has to be done. To date there is not enough attention given to the seriousness of t he problem. If a person went out today and began their research to see the extent of the problem they would find; cases involving male teachers and female students at an all time high, court cases involving women educators that receive a favorable judgment often times not including jail time, and an environment in which student dont know of or arent concerned with the dangers. One town epidomises the mindset around the nation. This town, their policymakers, and their citizens thought they were not at risk and couldnt be touched by this epidemic. That was the sentiment in Spring, Texas which is now on their third case in the past two years. When asked, city officials responded with, â€Å"When it happens to you and your school district, it certainly increases your awareness† (Radcliffe 2008). That answer is not sufficient though. A better question would be what is being done now that you realize you need to change, or what are you going to change from two years ago, and why did you miss this? According to a draft report commissioned by the U.S. Department of Education, in compliance with the 2002 No Child Left Behind act signed into law by President Bush, between 6 percent and 10 percent of public school children across the country have been sexually abused or harassed by school employees and teachers. Here are some excerpts from the study: In the state of New York alone, more than $18.7 million was paid between 1996 and 2001 to students who were sexually abused by educators. Fees for attorneys and investigators are in addition to the settlement amounts. None of the abusers was reported to authorities ** Only 1 percent lost their license to teach ** Only 35 percent of abusers received a negative consequence for their actions: 15 percent were terminated or, if not tenured, they were not rehired; and 20 percent received a formal reprimand or suspension. ** Another 25 percent received no consequence or were reprimanded informally and off-the-record. Nearly 39 percent chose to leave the district, most with positive recommendations or even retirement packages intact. There are many reasons for why teenagers dont see the danger in a relationship with their teacher but I believe the media is the reason for not communicating the problem in a correct manner. Recently in â€Å"Boston Public†, a recently cancelled primetime show thats set in an inner city high school, a female student engages in a sexual relationship with a male teacher and is seen as being a ‘cool for having the relationship, and the teacher carries on the relationship because he is given the chance to resign and isnt even prosecuted. Another episode has a young female student who falls in love with her teacher and initiates contact with him. She then uses that event to blackmail him many times before he turns himself in. Once again, ESM is a complex, ongoing, and disturbing problem in the U.S. and deserves a careful examination. To do so requires and interdisciplinary approach that will allow input from the various topics and academic disciplines that this problem exists in. To better describe how this process will work you should take the complete opposite of â€Å"ceterus parabus† which is the theme for economics. It basically states that economics will study the effects on supply from one perspective or event at a time. Here, we will need more than one perspective to examine our topic or we will fail to completely understand the problem and not see the solution. While all steps in the interdisciplinary process are important, without integration you cannot develop, combine and produce a new deeper understanding to the problem. In this case the interdisciplinary approach will allow for a further breakdown of the problem itself. It will allow for perspectives from psychology, political science , math, and criminal justice. When you individually attack the many different and complex aspects of this topic, you will then be able to synthesize this knowledge and come out with a â€Å"new whole† (Repko 2005). Disciplinary Perspectives and Insights Integration Conclusion References Criminal Justice Siegel, Larry J Senna, Joseph J. (2008) Introduction to criminal justice (11th ed.). New York: Thomson Wadsworth. Political Science Jackson, Robert J. Jackson, Doreen (1996). A comparative Introduction to Political Science. New York: Prentice Hall. Robins, Sydney L. (2000). Protecting Our Students. Ontario, Canada: Ontario Ministryof the Attorney General. Robins, Sydney L. (1998). Protecting our students: A review to identify and prevent sexual misconduct in Ontario schools. Ontario Ministry of the Attorney General, Toronto. Additional Sources Psychology Corbett, K., Gentry, C., and Pearson, W., Jr. (1993). Sexual harassment in high school. Youth and Society. Vol. 25, No. 1, pp. 93-103. P Flemming J. (1997). Prevalence of childhood sexual abuse in a community sample of Australian women. Medical Journal of Australia, vol. 166, pp65-68. P Freel, M. (2003). Child sexual abuse and the male monopoly: An empirical exploration of gender and a sexual interest in children. The BritishJournal ofSocial Work. No. 33, pp 481-498. P Plotnik, Rod Kouyoumdjian, Haig. (2008). Introduction to Psychology (8th ed.). NewYork: Thomson Wadsworth. Statistics Keller, S (2006). Statistics for management and economics (7th ed.). New York: Thomson South-Western. Additional Sources American Association of University Women (2001). Hostile Hallways, Washington,D.C.: AAUW Educational Foundation Corbett, K., Gentry, C., and Pearson, W., Jr. (1993). Sexual harassment in high school. Youth and Society. Vol. 25, No. 1, pp. 93-103. Flemming J. (1997). Prevalence of childhood sexual abuse in a community sample of Australian women. Medical Journal of Australia, vol. 166, pp65-68. Freel, M. (2003). Child sexual abuse and the male monopoly: An empiricalexploration of gender and a sexual interest in children. The BritishJournal of Social Work. No. 33, pp 481-498. Repko, A. (2005). Interdisciplinary practice: A student guide to research and writing (Preliminary ed.). Boston: Pearson Custom Publishing. Robbins, D. (2001, April 22). Out of bounds: Sexual misconduct by educators in Texas. Chronicle investigation reveals relationship of coaches and students rife with abuse. Houston Chronicle.com Available online: http://www.chron.com/cs/CDA/printstory.hts/special/coaches/884307. Robbins, D. (2001, April 22). We trust our kids to them every day. But a Chronicle investigation reveals the relationship between secondary school coaches and students is rife with abuse. Out of bounds. The Houston Chronicle. Retrieved November 22, 2007 from Lexis-Nexis Academic Universe database. Robins, Sydney L. (2000). Protecting Our Students. Ontario, Canada: Ontario Ministryof the Attorney General. Robins, Sydney L. (1998). Protecting our students: A review to identify and prevent sexual misconduct in Ontario schools. Ontario Ministry of the Attorney General, Toronto. Shakeshaft, C., and Cohan, A. (1994). In loco parentis: Sexual abuse of students in schools. What administrators should know. Report to the U.S. Department of Education, Field Initiated Grants. Shakeshaft, C. (2003, Spring). Educator Sexual Abuse. Hofstra Horizons, pp. 10-13. Shakeshaft, C., Cohan, A. (1994). In loco parentis: Sexual abuse of students in schools. What administrators should know. Report to the U.S. Department of Education, Field Initiated Grants. Shakeshaft, C. (2003, Spring). Educator Sexual Abuse. Hofstra Horizons, pp. 10-13. Appendices Glossary Contact or Non Contact Abuse:

Essay --

The Umayyad dwelling was one of the foremost clans of the Quraysh tribe. Uthman was the the third "Righteous Caliph", was the first Umayyad caliph. Throughout his tenure (644-655), he appointed and provided advantages to the members of his clan for various key positions; in specific, Muawiya b. Abi Sufyan was granted the governorship of Syria. Upon the accession of Ali to the caliphate, Muawiya denied paying him perks, and in 658 the Syrians recognized Muawiya as caliph. That year he retained control of Egypt; following Ali's death in 661, he restrained Iraq and then formally established himself as caliph. The first line of Umayyads were the Sufyanids (descendants of Abu Sufyan) who directed from 661- 684. Under Muawiya (661-680) the capital of the Muslim domain was moved to Damascus. He is credited with raising a highly-trained armed detachment of Syrian fighters which was utilised to elaborate Muslim administration east into Khorasan and west into North Africa. Muawiya furthermore commanded excursions into Anatolia starting in 672 which culminated in a failed three-year control of Constantinople (674-677). He kept the administrative organisations left by the Byzantines and Persians but consolidated his administration by appointing kinsmen to key mails. Before his death, Muawiya protected allegiance to his son, Yazid, therefore introducing dynastic succession to Muslim direct. Muawiya was the child of Abu Sufyan, the foremost of the Abd Shams clan. Most of the constituents of Abd Shams had turned down Muhammad's prophetic objective until Muhammad's conquest of Mecca in 630. Muawiya and his dad are advised to be among those enemies who were reconciled to Islam through gifts. Muawiya then assisted as one of Muhammad's scribes. Thro... ...ng Greek and Pahlavi. For all that, the Umayyads, during the ninety years of their leadership, seldom agitated off their empire's status as a mulk - that is, a worldly kingdom - and in the last years of the dynasty their adversaries formed a mystery organization dedicated to pushing the claims to the caliphate put ahead by a descendant of al-'Abbas ibn 'Abd al-Muttalib, an uncle of the Prophet. By clever groundwork, this organization rallied to its origin numerous mutually hostile assemblies in Khorasan and Iraq and declared Abu al-'Abbas caliph. Marwan ibn Muhammad, the last Umayyad caliph, was beaten and the Syrians, still trusted to the Umayyads, were put to rout. Only one man of importance got away the catastrophe - 'Abd al-Rahman ibn Mu'awiyah al-Dakhil, a juvenile prince who with a trusted servant escaped to Spain and in 756 set up an Umayyad Dynasty there.

Sonnets 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16, and 17 :: Sonnet essays

Sonnets 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16, and 17 The first 17 sonnets are addressed to a young man of exceptional beauty who is encouraged to father children. What is striking about this series is that there are exactly 17 sonnets that are all centred on encouraging the young man to marry and father children. Seventeen is an unusual and distinctive number that seems to indicate its own significance. The content of the sonnets shows no evidence of input to them from outside of the author during their development: no questions are answered, there is no change of direction in response to any feedback from the subject, they appear to be a preset series issued together. The deliberate intent of these sonnets and the fact that a sonnet itself conforms to regular numbering schemes also suggests that the series containing precisely 17 is not accidental. The encouragement of a person to marry and father children is an unusual theme, if not unique, in the world of Elizabethan poetry. That the author himself should have been personally motivated to invest such time and effort and have the temerity to do such a thing strikes me as extremely unlikely. In an age of commissioned poetic works, this series of sonnets being commissioned from the author by another party seems to be the most plausible scenario by which such a poetic work could only come about. The series betrays a lack of understanding of why the subject fails to marry and have children of his own accord: Sonnet 3 asks what fair woman would not welcome the opportunity of being the subject's wife: "For where is she so fair whose uneared womb Disdains the tillage of thy husbandry?" and what man would willingly fail to leave children: "Or who is he so fond will be the tomb Of his self-love to stop posterity?" Sonnet 4 asks why the subject does not continue his legacy of beauty: "Unthrifty loveliness, why dost thou spend Upon thyself thy beauty's legacy?" and why he fails to pass on his beauty in the form of children: "Then, beauteous niggard, why dost thou abuse The bounteous largess given thee to give?" and what he will leave behind him when has died:

The language paper -- essays research papers

Language is one of the most powerful mediums in the human world, and not only can language be expressed through words, but also visually and musically. Language is everything from words that are spoken and the silence that lies between one phrase and the next. I find out odd how in our culture, we try to label things black and white. It’s either this or it’s that, yet when there’s something lacking in language, we try to assign colors to it instead of letting things be how they are. I have two types of mediums that I feel shows the idea that things are visually and audibly black and white, but it’s difficult to leave it at that.   Ã‚  Ã‚  Ã‚  Ã‚  The first medium I chose is in fact a color picture, but what makes it similar to a black and white picture is that there’s mostly black in the picture. When my dad got the roll of film developed, I started looking through it and not even stopping to look closely at any pictures, but then I get to this one and I found myself just staring at it and looking for something that might not even be there. When I first glanced at it I just saw a person wearing black and their arm with her head not captured in the picture. When I looked at it again I saw myself in the background with a look of distress and sadness incorporated with the look of reality finally setting in. I think the reason that I didn’t quite look at myself in the background first was because I’m positioned off center in the picture. I look carefully to see body language, since I can’t tell what words are being spoken, and I see that my hands are by my mouth, almost seeming like I want to hide my emotions from the world, but at the same time I’m overwhelmed with the emotions that I feel that I can’t help but break down in silence. The second thing that my eyes seem to land on is the person to the right holding the other person’s hand. I somehow got a flash as to why I started crying again. It’s not because it was a funeral and that my lifeless grandmother’s body was right there in the open, but it’s that the person who is standing to the right of me (my aunt), is holding the other’s persons hand (her aunt, my grandmother’s sister). I remember taking one quick glance at her and just seeing my grandmother in front of me because of the close resemblance of the two. It was almost like a walking ghost was right in front of me. That’s when reality se... ... they have in front of them isn’t so bad. I guess this song is more directed to people who feel like they’re outside of the box or that they don’t really belong. The song has this meaning that says to embrace their differences because it is what makes them unique and to stay true to themselves.   Ã‚  Ã‚  Ã‚  Ã‚  I feel that both genres that I chose were pretty much black and white, but for some odd reason, anytime I look and listen to both, I try to find deep hidden meanings from them. These meanings that I find might not even be there. The meanings I find might just be cultural influences that are programmed in my head. Maybe if someone from a different lifestyle or culture were to listen or hear these genres, they would get a different meaning from them, maybe something that I might have not even seen. I think as part of our society, we constantly try to look for hidden meanings or meanings that aren’t even there in something that is as simple as a black and white photo. No one could label something clearly black and white, nor can they determine the set meaning in a photo, song, advertisement, etc. because it all depends on the cultural background of the reader or l

Chichen Itza

Chichen Itza (pronounced /tÊÆ'iË Ã‹Ë†tÊÆ'É›n iË Ã‹Ë†tsÉ‘Ë /;[1] from Yucatec Maya: Chi'ch'à ¨en ÃÅ'itsha',[2] â€Å"at the mouth of the well of the Itza†) is a large pre-Columbian archaeological site built by the Maya civilization located in the northern center of the Yucatà ¡n Peninsula, in the Yucatà ¡n state, present-day Mexico. Chichen Itza was a major focal point in the northern Maya lowlands from the Late Classicthrough the Terminal Classic and into the early portion of the Early Postclassic period. The site exhibits a multitude of architectural styles, from what is called â€Å"Mexicanized† and reminiscent of styles seen in central Mexico to the Puuc style found among the Puuc Maya of the northern lowlands. The presence of central Mexican styles was once thought to have been representative of direct migration or even conquest from central Mexico, but most contemporary interpretations view the presence of these non-Maya styles more as the result of cultural diffusion. The ruins of Chichen Itza are federal property, and the site’s stewardship is maintained by Mexico’s Instituto Nacional de Antropologà ­a e Historia (National Institute of Anthropology and History, INAH). The land under the monuments had been privately-owned until March 29, 2010, when it was purchased by the state of Yucatan.[3] he Maya name â€Å"Chich'en Itza† means â€Å"At the mouth of the well of the Itza.† This derives fromchi', meaning â€Å"mouth† or â€Å"edge†, and ch'e'en, meaning â€Å"well.† Itzà ¡ is the name of an ethnic-lineage group that gained political and economic dominance of the northern peninsula. The name is believed to derive from the Maya itz, meaning â€Å"magic,† and (h)à ¡, meaning â€Å"water.† Itzà ¡ in Spanish is often translated as â€Å"Brujas del Agua (Witches of Water)† but a moNorthern Yucatà ¡n is arid, and the rivers in the interior all run underground. There are two large, natural sink holes, called cenotes, that could have provided plentiful water year round at Chichen, making it attractive for settlement. Of the two cenotes, the â€Å"Cenote Sagrado† or Sacred Cenote(also variously known as the Sacred Well or Well of Sacrifice), is the most famous. According to post-Conquest sources (Maya and Spanish), pre-Columbian Maya sacrificed objects and human beings into the cenote as a form of worship to the Maya rain god Chaac. Edward Herbert Thompson dredged the Cenote Sagrado from 1904 to 1910, and recovered artifacts of gold, jade,pottery, and incense, as well as human remains.[7] A recent study of human remains taken from the Cenote Sagrado found that they had wounds consistent with human sacrifice.[8]

Organizational Culture of Starbucks

Appendages Research Paper Project title: Management 1 & 2 Program: BAA Faculty responsible: Walter Improvise Due date: Wee k 8 Weighting: 30% of the final grade for the subject. 70% on written material and 30% on presentation. All presentations will occur on the last adz of class. Content: A word document including between 3,000 and 4,000 words non including a literature review of at least 4 sources with at least half not from internet. All materials must come from academic sources. Project Overview: To enable students demonstrate their understanding of Managing Culture and how do they adapt it within an international atmosphere.Overall Aim: 1 . To enable students demonstrate their understanding of MGM and to learn from contemporary issues that will help them become more effective managers. 2. To enable students demonstrate their understanding of methodology in writing and to learn from the specific issues of writing a paper. Learning Outcomes: Demonstrate a basic understanding of us ing research methods within organizations. Understand how research approach are going to be effective on business issues. Begin forming research methodology skills specially those that can be applied in the business environment.A Company with a strong organizational culture and how it's Implemented and maintained Topic: Analyze the competitive issue and it's effects on the international business environment, . Purpose: Organizational culture is a term used more and today's business world. The focus of your paper and presentation should be: What specific actions ; practices could be used in business to acquire high levels of performance? How do these actions ; practices reflect or not reflect the customers behaviors, concepts ; models studied in this class.Tasks: The following major areas M in the written and the oral reservation: Description of the background, traits ; skills of the issue. Description of influences on an international context What can we learn from this issue; guide lines for effective strategies derived from the analysis? Your presentations should be clear ; reflect application of the material covered in this course. To enhance your presentation, visual aids, specific examples ; class involvement techniques are encouraged. Attendance is required of all students during all presentations.Each presentation will have a total of 7 minutes for each project and an additional 3 minutes will be allotted for questions and discussion. The written material used for your presentation should be handed to the lecturer one week before your scheduled presentation for screening. This presentation will count for 10% of your final subject average. Remission of documents During the last day, depending of your class, the following material shall be handed in: List of references including at least 1 Journals and 2 internet sources which will be used for the project.A literature review of the information sources used for this project. All tardiness will be counted in the same manner as explained at the end of the section for the main project. The following material should be handed to the lecturer on the date of presentation. These should include: 1 electronic file with all your resources used for the creation of your project ( articles, book references, interviews, field search, etc. ) Your power point presentation The word document.I Purpose or controlling idea is established initially, but inconsistently attended to. Paper shows some unity of purpose, though some material may not be well aligned. I Establishes strong sense of purpose, either explicitly or implicitly. Controlling purpose governs development and organization of the text. Attends to purpose as paper unfolds. | 2. Engagement with the text I Does not connect well to the source textures not show evidence of having understood the reading(s) that should inform the paper.Repeats or summarizes source text without analyzing or critiquing. I Shows evidence that materials were read and t hat those texts have shaped the student's writing. Shows basic understanding and ability to engage the substance of the text(s). Goes beyond repetition or summary of source text(s). I Shows clearly that the student read and understood the source text(s) that inform the paper. Summarizes key points or issues in the source text and then critically analyzes or synthesizes those ideas with the student's own ideas.Extends the ideas of the source text in interesting ways. | 3. Use of source material I It is often not clear whether information comes from the text vs.. The student. Len-text citations and end-of-text references are not formatted according to an appropriate style sheet. I Source materials are cited, though not always consistently. Let is generally clear when information comes from source text(s). Most in-text citations have appropriately formatted end-of-text references. I Source materials are introduced, conceptualized, and made relevant to the purpose of the paper. T is alw ays clear when information, opinions, or facts come from a source as opposed to coming from the student. Source materials are conventionally documented according to academic style (PAP, Category I Low Scores 1 or 2 | Average Score 31 High Scores 4 or 5 | 4. Organization I end. Paragraphs unpredictably structured. I Some evidence of organization, with appropriate moves in the introduction and conclusion and some partitioning in the body. Most paragraphs have topic sentences with supporting details.I Establishes clear pattern of development, so the paper feels organized and orderly from beginning to end. Uses effective generalization/ support patterning. Strong paragraphing. | 5. Support I Moves from idea to idea without substantial development; lacks depth. Lacks support for arguments or claims. I Achieves some depth and specificity of discussion. Provides specific detail in some places. I Develops specific ideas in depth with strong and appropriate supporting examples, data, experie nces. | 6. Style I Lacks control over sentence structure; difficult to follow.Little control over sentence patterns of subordination and coordination. Requires the reader to backtrack to make sense. Uses wrong words and awkward phrasing. I Style is competent, though not engaging or inventive. Shows reasonable command over phrasing and word choice. Some useful connections from sentence to sentence. I Student clearly controls the pace, rhythm, and variety of sentences. Sentence style is smooth and efficient, with good use of subordination and coordination. Words are well chosen and phrasing is apt and precise.Sentences move smoothly from one to the next, with clear moves that open, develop, and close topics. | 7. Command of sentence-level conventions Many errors of punctuation, spelling, capitalization (mechanics). Many grammatical errors (agreement, tense, case, number, pronoun use). I Some typical errors are in evidence, but overall, the writing is correct. I Few, if any, errors of punctuation, spelling, capitalization (mechanics). Few if any grammatical errors (agreement, tense, case, number, pronoun use). I