Theodora Essays - Justinian Dynasty, Justinian I, Flavii, Theodora

Theodora Theodora was the wife of Justinian I who was crowned Emperor of the Byzantine Empire in 527 AD. As his wife, she ruled by his side, as his partner, and her intelligence helped to advance the Empire. The exact place of her birth has not been agreed upon. While some historians say she was born on the island of Crete off the coast of Greece, others speculate that she might have been born in Syria. Whichever the case, she was brought up as the daughter of a bear trainer who worked at the Hippodrome (a huge stadium-like circus), in Constantinople. She worked there as a mime, and later as a full time actress. At the time, acting was not a highly esteemed occupation especially for women, so the term 'actress' was considered synonymous with the term 'prostitute'. While on stage she was remembered for her daring entertainment skills, off stage however, she lived a normal youthful life and was most remembered for her wild parties. At the age of 16, she traveled to northern Africa as the companion of an official. She stayed there for 4 years before returning to Constantinople. She stopped by Alexandria, the capital of Egypt and here she adopted Monophysitism. This was a form of Christianity that believed that Jesus Christ was wholly divine and not both human and divine as was the orthodox Christian belief. Monophysites were thus not liked by orthodox Christians since their teachings did not conform to those of the orthodox church. On conversion to Monophysitism, she gave up her former lifestyle, and upon reaching Constantinople in 522, settled down as a wool spinner in a house near the palace of the Emperor. It was while in this humble lifestyle, at the age of 20, that she drew the attention of Justinian, then a government official. Theodora was not only beautiful, but intelligent, witty and amusing, which is perhaps why she won Justinian's love so much that he appealed against an old Roman law that forbade officials from marrying actresses in order to marry her. Justinian and Theodora were married in 525. In 527, Justin, the emperor of Byzantium, and Justinian's father died. The couple assumed control of the Empire and were crowned Emperor and Empress on 4th April of that same year. They ruled unofficially as joint monarchs with Justinian allowing Theodora to share his thrown and take active part in decision making. Perhaps the most significant event during Empress Theodora's rule was the Nika revolt in which she proved herself a worthy and able leader. During this event, two rival political groups started a riot at the Hippodrome. They set many public buildings on fire and proclaimed a new emperor. Justinian and his officials, unable to control the crowd prepared to flee, but Theodora spoke up and gave a moving speech about the greater significance of the life of someone who died as a ruler, over that of someone who lived but was nothing. Her determined speech convinced Justinian and his officials and they attacked the Hippodrome, killing over 30,000 rebels and emerging victorious. Historians agree that it was Theodora's courage and determination that save Justinian's empire. Throughout the rest of her life, Theodora and Justinian transformed the city of Constantinople, building it into a city that for many centuries was known as the most wonderful cities in the world. They built aqueducts, bridges, and more than 25 churches, the most significant of these being the Hagia Sophia - 'Church of Holy Wisdom'. To women, Theodora may well be considered a noble pioneer of the women's liberation movement. She passed on laws prohibiting forced prostitution and established homes for prostitutes, passed rights that granted women more rights in divorce cases, instituted the death penalty for rape and established laws allowing women to own and inherit property. She also provided safe shelter for Monophysite leaders who faced opposition from the majority orthodox Christians, even though her husband Justinian was an orthodox Christian. Empress Theodora died on 28th June, 548. Her body was buried in the Church of the Holy Apostle, one of the splendid churches that she and Justinian had built in Constantinople. Beautiful mosaics in Empress Theodora's remembrance exist to this day at the Church of San Vitale at Ravenna in Northern Italy. Even after her death, her spirit lived on, and in this way she was able to have influence on the Empire. Through what she had began, Justinian was able to bring harmony between the Monophysites and the Orthodox Christians,

Global Positioning Systems (GPS) and Our Privacy essays

Global Positioning Systems (GPS) and Our Privacy essays In George Orwells 1984, government controls an entire population by using rhetoric and language. Totalitarian societies in which people are controlled in every possible way; the thought of rebellion is always on their mind. Big Brother uses rhetoric and language to maintain his power and keep the masses controlled. Society must heed Orwells warnings to protect their well-being. In Adam Liptak s article, Justices Reject GPS Tracking In A Drug Case, in claims police violated the constitution when placing a GPS tracking device on a suspects vehicle. According to Mr. Dellinger almost any use of GPS electronic surveillance of a citizens movement will be legally questionable unless a warrant in obtained in advance. Authorities cannot place a tracking device on any vehicle as previously mentioned, taking away part of our freedom. This disproves 1984 by George Orwell on the account of several reasons. The Party can do whatever they please to in Oceana. Orwell warns society and for somebody to tell them Big Brother broke the law is foolish. Evidently, no one wants to go against the government, who is going to say you violated rights or freedom. Society is easily manipulated and just a victim in the big picture. If we pretend Big Brother exist in our every day life, and the government wanted to place a device on a particular entity; no civilian will to question the wrong doing. Big Brother Rules all, and it is not up to justices to decide a certain ruling in a case. However in Politics and the English Language, Orwell provides a solution to this crisis. Specifically to do what Big Brother says and there will be no problems. The thought of any potential rebellion is absurd. To live in a society were one is constantly watched is exactly what Big Brother wants; a bad nightmare is reality for people in 1984. Both articles have to do with a tracking device in one way or anot...

Mein Name Ist Hase - Ich wei Bescheid - German Idioms

Mein Name Ist Hase - Ich wei Bescheid - German Idioms Like actually every language, the German language has a variety of expressions that are not really easy to understand as their literal translation usually doesnt make any sense. Those are best learned in an appropriate context. I will present a few interesting German idioms to you and add a literal translation as well as a similar English expression below it and if available some etymological information. Auf gehts: Mein Name ist Hase, ich wei von nichts. Lit.:   My name is hare, I know of nothing.  Fig.: I don’t know about anythingWhere does this come from?This expression has nothing to do with hares, bunnies or any other animal. It has to do with a certain man named Victor von Hase. Hase was a law student in Heidelberg in the 19th century. He got into trouble with the law when he helped his friend flee to France after he shot another student in a duel. When Hase was asked in court what his involvement was, he declared: â€Å"Mein Name ist Hase; ich verneine die Generalfragen; ich weiß von nichts.† (My name is Hase; I negate the general questions; I know of nothing) From that phrase came the expression that is still in use today.Funny FactThere is a popular song from the1970s by Chris Roberts with the same title that you might enjoy: Mein Name ist Hase. Viele Hunde sind des Hasen Tod Many dogs are of-the hare deathMany hounds soon catch the hare.   There is not much one person can do against many. Sehen wie der Hase luft See how the hare runs.See how the wind blows Da liegt der Hase im Pfeffer There lies the hare in-the pepper.That’s the fly in the ointment. (A small annoyance that spoils the whole thing.) Ein alter Hase An old hare.An old-timer / old-stager Wie ein Kaninchen vor der Schlange stehen Like a rabbit in-fron-of the snake stand.A deer caught in the headlights Das Ei des Kolumbus The egg of-theL Columbus.An easy solution to a complex problem Man muss sie wie ein rohes Ei behandeln One has-to handle her like a raw egg.To handle someone with kid gloves. Er sieht aus, wie aus dem Ei gepellt He looks as if (he was) pealed out of the egg.When somebody looks well put-gether. Der ist ein richtiger Hasenfu Hes a real hare-foot.He’s chicken. Der ist ein Angsthase Hes a fear-hare.He’s chicken Er ist ein Eierkopf He’s an egghead. (Hes a thinker but in a negative way) Where does this come from?This expression comes from the prejudice that scientists very often have a (semi) bald head which then reminds us of an egg. EDITED: 15th of June 2015 by Michael Schmitz

Operation management Essay Example | Topics and Well Written Essays - 2500 words - 4

Operation management - Essay Example Developing a competitive edge within the competing colleagues thereby requires detailed analyses of demographics of the surrounding environment, and most essentially, the nature of the existing competitors. Moreover, even if one is successful in from the onset, new competitors could intrude into the market and snatch away the existing/regular clients. Therefore, existing restaurants never hesitate adopting successful and unique competitive strategies from their competitors (Mack, 2013, p. 13). This research thereby examines and analyzes the diverse forms of competitive strategies employed by restaurants within Cardiff in order to maintain their market share within the competitive restaurant industry. In close relations, the paper drills deep into the performances or operations of the already established restaurants in Cardiff, through dependability, flexibility, speed, cost, and quality analysis. In its methodology of data collection and data analysis procedures, the paper explores s everal research journal databases available within the university’s system. It follows the screening for certified scholarly research articles, after which, the content analysis and taxonomy is employed in order to identify the prevailing trends within the restaurant industry. The Cardiff’s rising need for ready food for consumption by travelers, visitors, college students, and traders who move along with goods has simultaneously upraised an equal need for restaurant establishments within strategic social areas in order to meet the growing demand for food. Consequently, the establishment and/or increasing number of restaurants and/or food stores also creates a stiff competition within the restaurant industry. Therefore, every restaurant has the obligation of attaining competitive advantage in order to cope with challenges resulting from fellow competitors within the competitive market. In order to compete positively within the highly competitive market, Cardiff restaurants form

Article Critique and Comparison Example | Topics and Well Written Essays - 750 words

Critique and Comparison - Article Example searchers often opt to use either quantitative or qualitative methods of research as a prelude to a more structured or comprehensive form of study in the future. In an article written by Mohamed, Conley & Yoo (1999) entitled â€Å"Perceptions of Child Care Centre Owners in Chicago: Implications for Public Policy† published in the International Journal of Sociology and Social Policy, the authors delved into a quantitative method of research with the objectives of (1) estimating the supply and demand for day care centers (DCCs) in Chicago; and (2) identifying plans and perceptions of DCC owners in the city, specifically in areas of expansion and environmental barriers. The objective of this essay is to determine the kind of research method used and to proffer a critical analysis in terms of its appropriateness and applicability for the study. It aims to identify the kind of data collection used, method of gathering, and how results were used to draw aptly conclusions. The authors used the quantitative method of research which is more of a descriptive and nonproving compared to a qualitative approach. Data for quantitative approach are generally â€Å"checklists (check off behavior that is assigned a number)† (Observational Research, n.d., 21). This type of research method has large sample sizes, fewer special skills required to administer, utilizes questionnaires, among others. The article specifically explained the method used for the research, to wit: two sets of samples were obtained through random. The first set was formed to estimate the demand for DCCs in Chicago and samples were chosen from the Chicago White Pages telephone directory. There were 250 eligible responses validated through phone interviews given a set of standards for eligibility (respondent must have at least one child aged 13 or under). The second set was needed to solicit capacity utilization, expansion plans, and perception of owners of DCCs in Chicago. A list of licensed DCC was initially

Impact Of The Social Class On Life Sociology Essay

Impact Of The Social Class On Life Sociology Essay Social class in todays society is changing. Material factors still govern lifestyle choices and that these are class related. Class identity has come to depend not only on market situation but on differences and similarities in power and status, as well as consumption and lifestyle. Social mobility describes the movement or opportunities for movement between different social groups and the pros and the cons that come with it, example income and wealth, housing, education and health. Opportunities for social mobility are one aspect of an individuals life chances. The traditionalists believe that New Labour politicians have abandoned their commitment to equality and social justice for those who are exploited by organisation of capitalism, (the working class). They believe that New Labour has betrayed its working class roots because it has done nothing to redistribute wealth and income from the rich to the poor, nor address the fundamental flaws that they see as inherent in the capitalist system. Giddens and Diamond (2005), however, argues that the arguments of the traditionalists are both simplistic and misguided because of their instances that equality of outcome and equality of opportunity are somehow vastly different objectives. They argue that the promotion of equality opportunity requires greater material and it is impossible for individuals to achieve their full potential if social and economic starting-points are unequal. Giddens and Diamond argue that since 1997, New Labours policies on social exclusion lowered levels of poverty among children and elderly which have put a stop in further rise in income inequality. They however accept the fact that there is still a long way to go in reducing inequalities of opportunity. They note that the life-chances of individuals today are still influenced by their parents economic and social position. Bottero (2005) suggest that social inequalities are written on the body and hierarchy makes you sick. She notes that if illness was chance occurrence, we would expect to see rate of morbidity (illness and diseases) and mortality (death) randomly distribute across the population. Statistics from the Department of Health shows that the working class experience an overproportionate amount of illness. Over the last 30 years the health across the population has improved but the rate of improvement for working class is much slower. The working class experience poor mortality rate and morbidity rate than the middle class. For example, 3500 working class babies would survive per year if the working class mortality rate was reduced to the middle class level. Babies born to professional fathers have levels of infant mortality half that of babies born to unskilled manual fathers. The death rates between 1972 and 1997 shows that, the death rate for the professionals fell by 44 per cent but fell only by 10 per cent for the unskilled. Bartley et al. (1996) note that men in social class 1 (using the old RG scale) had two-thirds the chance of dying between 1986 and 1989 compared with the male population as a whole. Unskilled manual workers were one-third likely to die compared with male population as a whole. Men in social class V were twice likely to die before men in social class 1 despite NHs providing free health to all. However, Bottero note that: There is strong socio-economic gradient to almost all patterns of diseases and ill-health. The lower your socio-economic position, the greater your risk of low birth weight, infections, cancer, coronary heart disease, respiratory diseases, stroke, accidents, nervous and mental illness. She point out that there are specific occupational hazards linked to particular manual jobs which increases the risk of accidental injury, exposure to toxic materials, pollution and many more. Poor people are more likely to live in areas in which there are more hazards, such as traffic and pollution, and less safe area to play. Consequently, poor children are more likely to be run over and suffer asthma. Some studies have suggested that there are health gradient, in that at every level of social hierarchy, there are health differences. Marmot et al (1991) have suggested that social positions may be blamed for these differences. They conducted a study on civil servant working in Whitehall and concluded that the cause of ill health was being lower in the hierarchy. Those low in the hierarchy had less social control over their working condition, greater stress and greater feeling of self esteem. These psychological factors lead to behaviour such as smoking and drinking, poor eating habits and inactivity resulting in greater level of depression, high blood pressure, increase in susceptibility to infection and build-up of cholesterol. Wilkinson (1996), argue that health gradient is caused by income inequality. This is because it undermines social cohesion in the sense that we all have valued equally by society which affirms our sense of belonging to society. Inequalities also disrupt social cohesion because it undermines self-esteem, dignity, trust and cooperation and increases feelings of insecurity, envy, hostility and inferiority, which lead to stress. Wilkinson notes that egalitarian societies have a strong community life, in that strong social ties and networks exist in the wider society to support their members. These members have access to social and psychological support from other members in the community which helps them to stay healthy. Although there has been increase in income, employment and educational attainment that have been occurred in the United Kingdom, there has also been a long-term increase in the health of the population. There is still strong relationship between how long people live and their background. Over the 1990s, the gap between most advantaged and most disadvantaged has narrowed. This is because there have been greater improvements in mortality at younger ages for those from unskilled manual background. The rate of premature death have fallen for all social classes over the past 30 years but the gap has widened relatively for men and the improvement were greater for men at the professional and managerial end of the spectrum. Between 1986 and 1992 the death rate for men in the skilled and unskilled manual groups was 69 per cent greater than professional and managerial men. While between 1997 and 1999 the rate was 75 per cent greater than for the professions. On the other hand, the improvements in the death rate for women were greater for skilled and unskilled manual groups than professional and managerial women. This made the percentage difference in the rate smaller by the end of the 1990s. Men in partly-skilled and unskilled occupation were five and a half times more likely to die from respiratory diseases than professionals and managerial between the period of 1986 to 1999. The levels of ischaemic heart diseases declined for all social groups whereas the fall was small for manual workers. Smoking is the major cause of death rate in the manual group compared with those in the non-manual group. A third of people in a routine or manual household were current smokers. This has changed over the past five years and compares with less than 19 per cent of the people in managerial or professional households. A major review of health inequalities by BBC news health correspondent Jane Dreaper says that NHS should spend more money illness than the current four per cent it is spending. More money should be spent on providing help for people to stop smoking. Report by epidemiologist Sir Marmot, also says that every child should be given the best of start in life. Every child needs to be nurtured at an early stage. Some mothers from less well-off families who do not cuddle or talk to their children makes the children develop behavioural and cognitive problems when they are three years of age. These children have less readiness to learn and the problem continues. The current review of minimum wage of  £5.80 an hour by then mayor of London Ken Livingstone and continued by Boris Johnson is below the level needed for a healthy life. It is calculated that Londoners need an hourly wage 16% higher than the national minimum rate to lift them above poverty. Minimum income should allow people to consume healthy diet, take exercises and have access to technology such as broadband that enable them to maintain social network. In conclusion, the diversity of social groups such as unemployed, single mothers and the asylum-seekers are socially excluded from the mainstream society which makes them experience social and economic deprivation. Certain diseases shows differences among people from different socio-economic background.

Iic- Hkuspace Ass

HKU SPACE Community College Intra- and Interpersonal Competencies (IIC) Lecturer: Office: Email: Tel. : 1. Introduction 1. Human beings are social animals. We meet people and make friends throughout our life. However, building a positive relationship is not an accident, it requires understanding and effort and is an art to be learned and practiced. Learning, developing, expanding, and improving interpersonal skills and competencies are essential for future success.This course prepares students for the future by helping them improve themselves and their relationships with family members, friends, classmates, co-workers and even people who may be perceived as difficult. Aims & Objectives 2 This course aims at increasing students’ knowledge and understanding of basic human communication principles, identifying their strengths and weaknesses in intrapersonal and interpersonal communication, developing skills to achieve positive relationships with significant others and people aro und them. 2. 2By the end of the course, students should be able to: . 2. 1understand the concept of self, self-esteem and self-efficacy; 2. 2. 2know themselves throughout the life span, personality types and realize their strengths and weaknesses in communication; 2. 2. 3identify emotion and feelings and develop appropriate skills to express them; 2. 2. 4understand the meaning of happiness and develop ways to achieve life satisfaction; 2. 2. 5clarify values and understand moral development; 2. 2. 6develop better listening skills; 2. 2. 7master basic skills of giving and receiving responses; 2. 2. understand the features of healthy relationship and identify skills for managing conflicts; 2. 2. 9develop ways to enhance intimate relationships; 2. 2. 10 recognize the significance of parenting and strengthen family relationship. General approach 2. Mini lectures, role-plays, case discussions, psychological tests and other creative methods will be used as necessary. 3. Each meeting is 3 h ours per session, 12 meetings per term. References 5 Compulsory text Hanna, S. L. , Suggett, R. , & Radtke, D. (2010). Person to person: Positive relationships don’t just happen (5th ed. ). Upper Saddle River, NJ: Prentice-Hall. Suggested references Baker, L. L. , & Gaut, D. A. (2002). Communication (8th ed. ). Boston: Allyn and Bacon. DeVito, J. A. (2012). The Interpersonal communication book (13th ed. ). NY: Addison Wesley Longman. DeVito, J. A. (2002). The interpersonal communication reader. Boston: Allyn and Bacon. Erber, R. , & Erber, M. W. (2010). Intimate relationships: Issues, theories and research (2nd ed. ). Boston: Allyn and Bacon. Johnson, D. W. , & Johnson, F. P. (2008). Joining together: Group therapy and group skills (10th ed). Boston: Allyn and Bacon. Knapp, M. L. (2002). Handbook of interpersonal communication (3rd ed. ). London: Sage.Ratliffe, S. A. , & Hudson, D. D. (1988). Skills building for interpersonal competence. U. S. : Holt, Rinehart and Winston. Sq uirrell, G. (1998). Developing life skills. Lyme Regis: Russell House. (2000): ( : )? (1999): ( : )? (2002): 180 ( : )? Syllabus |Class |Unit Title |Content | |(3 hours each) | | | |1 |A.Introduction |Course introduction, | | | |Concept of self | | |B. Knowing and Valuing Yourself (Chapter 1 of|Developmental areas of self | | |the text) |Self-esteem, self-concept, self-efficacy & ways to build and raise it | |2 |C. Understanding yourself throughout the life|Personality types and theories | |span (Chapter 2 of the text) |Gender and personality | | | |How to write psychology paper in APA format | |3 |1. Exploring values and making wise choices |Value and moral development | | |(Chapter 3 of the text) |Define wellness and ways of promoting wellness | | |2.Experiencing and expressing emotion |Emotion and self | | |(Chapter 5 of the text) |Constructive & appropriate ways to express emotion | | |And Achieving happiness & satisfaction |Define happiness | | |(Chapter 4 of the text) |Ob stacles in the pursuit of happiness | | | |Ways of achieving satisfaction | |4 |Student presentation |Group 1 – Chapter 3 | | | |Group 2 – Chapter 4 & 5 | |5 |3.Becoming a positive listener (Chapter 7 of|Verbal and non-verbal language | | |the text) |Define listening | | | |Develop better listening skills | | |4. Improving Communication |Style of verbalizing | | |(Chapter 8 and 9 of the text) |Effective communication | | | |Self-disclosure | | | |Giving & receiving compliments | | | Checking your perception | | | |Using dimensions of awareness | | | |Respond effectively | |6 |Student presentation |Group 3 – Chapter 7 | | | |Group 4 – Chapter 8 & 9 | |7 |5. Building Positive Relationships (Chapter |Creating healthy relationships | | |10 of the text) |Types of relationships | | | |Support systems | | | |Define conflict styles and conflict management | | |6.Strengthening Family Relationships |Family strengths & weaknesses | | |(Chapter 13 of the text) |P ositive parenting | | | |Changes in the family | |8 |Student presentation |Group 5 – Chapter 10 | | | |Group 6 – Chapter 13 | |9 |7. Developing & Enriching Intimate |What is love? | | |Relationships (Chapter 12 of the text) |Types of love | | | |Obstacles to love & intimacy | | | |Building intimacy | | | |Sexual fulfillment | | |Cohabitation | | | |Marriage | | | |Recommendation for marital success | |10 |Student presentation |Group 7 – Chapter 12 | | | |Group 8 – Chapter 12 | |11 |Self-reflection; |Students’ oral presentations: reflecting what one has learned in this | | |Submit term paper |course | |12 |Self-reflection; |Students’ oral presentations: reflecting what one has learned in this | | |Quiz |course | Assessment 100% course work ? Attendance10% ? Participation10% ? Quiz10% ? Group presentation25% ? Oral presentation20% ? Written assignment25% 6. 1Attendance10% 6. 1. 1Compulsory Attendance Students’ full attendance i s required. Prior approval should be sought from the lecturer for any leave of absence. Formal letter and medical certificate are required to prove students’ absence. Students must be punctual for their lessons.Three ‘late come-ins’ will be counted as one absence. Absence of any three sessions without reasonable written explanation and prior approval from the lecturer will lead to failure of the whole course. 6. 2Participation10% 6. 2. 1To facilitate students’ contribution to class learning, they are expected to: 6. 2. 1. 1prepare and present mini-lectures, take a leading role in class discussion, group activities and presentations; 6. 2. 1. 2share own experiences and thoughts with the group; 6. 2. 1. 3reflect on and learn from experiences and feedback; 6. 2. 1. 4provide fruitful, concrete and constructive feedback to classmates. 6. 3Quiz 10% 6. 3. A multiple choice, open book short quiz related to the text will be carried out at the beginning of class 12. Students are reminded to read the text regularly. 6. 4Group Presentation25% 6. 4. 18 groups will be formed in the first class. Starting from class 4, each group will be responsible for presenting and running activities during the session. 6. 4. 2The content of presentation is related to the content of chapter/s of the textbook being assigned. Each group has to hand in a Pre-task Form to the lecturer at least one week before their presentation (see p. 15-16). Marks may be deducted for late submission. It is highly recommended for groups to discuss with the lecturer before the presentation. 6. 4. In addition to the textbook, students are encouraged to look for other relevant materials when preparing the presentation, such as newspapers, local statistical reports, personal experiences and other electronic and paper journals etc. 6. 4. 4The format of the presentation is flexible and should be creative. Mini-lecture, drama, role-plays and games involving the entire class are recommended . The class activity should be related to everyday life, and as original and stimulating as possible. 6. 4. 5Duration of the presentation should be around 40 minutes. 6. 4. 6Students are required to use English in the presentation. 6. 4. 7After the group presentation, the entire class will assess and provide feedback on the group’s overall performance. Each roup will ask one question and give a brief verbal comment on the performance of the presentation group. Each group will also need to fill in an evaluation form and submit it to the lecturer (p. 8). 6. 5 Oral Presentation 20% 6. 5. 1Each student shall prepare a self-reflection speech in about 300 words in English. Self-reflection means anything one believes one has learned or gained from this course that is beneficial in self-understanding and developing positive relations, and would like to share verbally in English. 6. 5. 2Each student will have at most 3 minutes to present in the class in class 11 and 12 6. 5. 3After th e presentation, each group will ask the student a question.Each group will provide written feedback and rate the performance of the student (p. 10). 6. 5. 4Students are required to hand in their script for reference at the beginning of their presentation. Marks will be deducted if students fail to submit a written script of their presentation. 6. 6 Written assignment 25% 6. 6. 1Students are required to submit a paper in this course. This paper should be written in English and submitted at the beginning of class 11. The submission deadline of the paper will be strictly enforced. Without prior approval from the lecturer, zero mark or F Grade will be given to any late submission. For security purpose, student is recommended to keep a spare copy of the paper. 6. 6. Format of the paper: neatly typed on A4 papers, double-line spacing, font size 12, Times New Roman, 1 inch margin. 6. 6. 3Word limits: 1000 words with word count provided. 6. 6. 4 Proper references should be included in the p aper. 6. 6. 5Students have to demonstrate their ability to integrate knowledge they learnt from this course to analyze a case. Assignment questions: see p. 12. 6. 6. 6 Term paper marking criteria |Excellent A |Criteria in obtaining a B and | | |Strong evidence of original thinking | | |Good capacity to analyze and ynthesize | | |Indication of critical thinking | | |Superior grasp of subject matter | | |Evidence of extensive knowledge base | | |Excellent suggestions that definitely can be used in real life situations. | |Good B |Criteria in obtaining a C and | | |Elaborate and illustrate with appropriate examples. | | |Good grasp of the subject matter. | |Some evidence of critical capacity and analytical ability | | |Reasonable understanding of issues | | |Good insights and/or practical suggestions. | |Satisfactory C |Well organized – with introduction, content, conclusion and reference sections. | | |APA format used | | |Content is relevant to the question asked. | | |Indic ate basic knowledge and understanding of the subject matter. | |With acceptable conclusion and appropriate suggestions or insights. | |Fair D |Written in understandable English. | | |Content is somewhat relevant to the question asked. | | |Unable to use proper APA format. | |Poor F |Little evidence of familiarity with the concept and subject matter | | |Poor English | | |Plagiarism | HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Classmates’ Group Feedback Form Class: Mon/Tue/Wed/Thur/Fri Group: ______ Presentation Topic: _______________________________________ From Group: ___________am/pm |Presenters: | | | | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Appropriate content | | | | | | |Interesting activities | | | | | | |Clarity of message | | | | | | |Classmates’ response | | | | | | |Sound rationale | | | | | | |Overall | | | | | | Your group’s comments _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Lecturer’s Immediate Feedback Form Group: ______ Presentation Topic: ___________________________________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Student ID: __________ |Student ID: __________ |Student ID: __________ |Student ID: __________ | | | | | | |Name: ______________ |Name: ______________ |Name: ______________ |Name: ______________ | |Student ID: __________ |Student ID: __________ |Student ID: __________ |Student ID: __________ | Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Appropriate content | | | | | | |Interesting activities | | | | | | |Clarity of message | | | | | | |Classmates’ response | | | | | | |Sound rationale | | | | | | |Overall | | | | | | _____________________________________________________________________________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________ ________________ __________________________________________________________________________________ ___________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Classmates’ Group Assessment Form Class: Mon/Tue/Wed/Thur/Fri Presenter’s Name: ______________________ From Group: ___________am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Responses to questions | | | | | | Question(s) your group raised or you want to raise and the presenter’s response: __________________________________________________________________________________ __________________________________________________________________________________ ___________________________________________________________________ _______________ __________________________________________________________________________________ Overall comment on the presentation: _________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Lecturer’s Feedback Form Presenter’s Name: ______________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Respons es to questions | | | | | | HKU SPACE Community College Intra- and Interpersonal Competencies Individual Oral Presentation Lecturer’s Feedback Form Presenter’s Name: ______________________ Class: Mon/Tue/Wed/Thur/Fri _______am/pm Performance Appraisal Item |Excellent |Good |Satisfactory |Fair |Poor | |Structure & organization | | | | | | |Preparation | | | | | | |Time allocation | | | | | | |Content | | | | | | |Clarity of presentation | | | | | | |Responses to questions | | | | | | Case Study My name is Sammy.I had unsatisfactory results in my public examinations and could not be admitted to a university. My parents wanted me to further study, therefore, I went to college without giving it much thought. I do not like studying. Actually, I don’t’ know what I like and dislike. The question â€Å"Who am I? † still confuses me. It is clear to me that I am not as competent as my friends and classmates. My classmates have better academic and sports per formance than me. My elder sister is better looking than me. My cousin is more†¦ I cannot remember the last time I talked to my parents peacefully. My parents go home late because of work. When they come home, I am usually in bed.If they happen to come home earlier, they usually find me lying on the sofa with the television on, or surfing the Internet aimlessly. They often complain and nag, which irritates me very much. I once lost my temper and banged the door harshly after their criticism. Since this incident, I have become accustomed to respond to their complaints with a blank face or going back to my room quietly. I think silence is better than quarrels. Pre-assignment preparation (to be completed in class 1): According to your common senses, list out the possible problems of the main character of the scenario (Sammy) and your suggested solutions to the main character’s problems. Assignment questions (1000 words, submission deadline: in class 11):Base on what you hav e learned in this course (including your textbook and any reference materials that you may have read), analyze the case study provided. Using theoretical support: identify the problems the main character has and suggest possible solutions. HKU SPACE Community College Intra- and Interpersonal Competencies [pic] Assignment Checklist (Will be attached to students’ paper) 1. Format Double-line spacing( Typed (yes, the computer is just fine)( 2. ContentExcellentPoor Identifies the possible problems of the scenario ((((( Proposes pragmatic solutions to the scenario((((( Shows how the theories apply to the scenario((((( Cites references with APA format((((( 3. Writing StyleExcellentPoor Organized(((((Understandable((((( Appropriate Grammar & correct spelling((((( Cohesiveness((((( Other comments: ____________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________________________________________________________________________________ Grade ___________ Teacher ____________________ Date ___________ HKU SPACE Community College Intra- and Interpersonal CompetenciesGuidelines for writing an essay 1. Structure and presentation 1. Essay is well-structured with table of content, introduction, sections (parts) and conclusion (or suggestion ) 2. Paragraphs (or sections/ parts ) are logically linked 3. Appropriate insertion of tables or figures whenever necessary 4. Good reference section 2. Content (be regarded as more important) 1. Materials are addressed to the topic with evidence of extensive reading. 2. The theme is well mastered & logically developed 3. The major theories / concepts are well mastered. 4. Arguments are adequate and critical. 5. Theory(ies) applied are critically evaluated. 6.Draw r eference from relevant local examples as far as possible. 3. Conclusion / suggestions 1. Summarize the key points briefly 2. Having new ideas & insights into the topic 3. 3. Provide workable suggestions HKU SPACE Community College Intra- and Interpersonal Competencies Group Presentation Pre-task Form Course Code: _________________ Class: Mon/Tue/Wed/Thur/Fri am/pm Group: ______ Presentation Title: __________________________________________ |Name: ________________ |Name: ________________ |Name: ________________ |Name: ________________ | |Student ID: ____________ |Student ID: ____________