Discuss Whether Whistle Blowing Has a Place in Society. Essay

Whistle blowing is known as ‘when an employee reports some wrongdoing to people that have the authority to take correct action, the wrongdoing is usually a disobedience of the rules and is a threat to the public interest through fraud, corruptions and so on’.(www.wikipedia.org). The Public Disclosure Act 1998 came into effect in 1998. Employees were hesitant to speak up about wrongdoing because they were afraid that they would not be listened to or that they would be putting their jobs at risk. The Act allows employees to talk about concerns to do with malpractice without having the fear of dismissal from work. The article ‘a former civil servant was sacked by the home office last week (March 11th 2004)’ states the exposure of duplicity†¦show more content†¦Therefore whistle blowing has many advantages and disadvantages. There are many benefits if a member of an organization blows the whistle. Firstly it shows the employee who actually blows the whistle is a Good Samaritan and has good intentions. Also if telling superiors the truth about what is happening in the company he or she could be rewarded for coming forward. Another advantage is that it is the best thing to do, to warn others of malpractice and wrong actions from within their company. This is because then other employees would have knowledge about what type of organization they are working for and would have the chance of not being a part of it. Also if an employee does decide to blow the whistle he or she would be protected by the common law against retaliation. Even though in some cases whistle blowers tend to lose their job, in one case from the article ‘When the truth hurts’ a man named ‘Arantz’, lost his job after blowing the whistle, however his name was then cleared and was then reinstated into the police force was compensated $250,000 for wrongful dismissal. 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What Is Diabetes Type 1 Health And Social Care Essay Free Essays

Type 1 Diabetes, which can be used to be called juvenile oncoming or Insulin-Dependent Diabetess Mellitus ( IDDM ) and normally appears during childhood, teenage old ages, or early maturity. It is an autoimmune disease, intending that the immune system has mistaken its ain pancreas for foreign tissue and destroys the pancreatic cells that produce insulin, which is a endocrine. As a consequence, people with Type 1 Diabetes produce about no insulin ( 1 ) . We will write a custom essay sample on What Is Diabetes Type 1 Health And Social Care Essay or any similar topic only for you Order Now Furthermore, IDDM is largely inherited by the parent cell as the research said if you have a household member with Type 1 Diabetes, your hazard is approximately five to six per centum, compared to the hazard in general population which is 0.4 % ( 2 ) . Diabetes was the 7th prima cause of decease listed on U.S. decease certifications in 2006. This ranking is based on the 72,507 decease certifications in 2006 in which diabetes was listed as the underlying cause of decease ( 3 ) . Therefore, are at that place any possible solutions to get the better of this job? Neuropathic ulcer may show on the pess of diabetic people. Beginning: hypertext transfer protocol: //www.epodiatry.com/resource/images/Edmond.gif ( 178 WORDS ) A POSSIBLE Solution Insulin pump therapy Alpha cell secrete glucagon Raises glucose degree Islet cell of the pancreas Beta cell secrete glucagon Lowers glucose degree In the Islet cell of pancreas, Beta cell makes insulin. When immune system destroys beta cell, insulin can non be produced. As a consequence the cells in our organic structures will non be able to treat the glucose and hence have no energy for motion ( 6 ) . Furthermore, the glucose is unable to be transferred from blood stream to the cells and the glucose degrees in the blood will be higher than normal. Hence, insulin pump therapy is needed to get the better of this job. ( 283 WORDS ) Insulin pump is a little mechanical device, a small larger than a beeper that is worn outside the organic structure, frequently on a belt or in a pocket. It delivers insulin into the organic structure via an extract set which is injected beneath the tegument at the extract site ( 7 ) . Nipro Diabetes Systems Amigo OmniPod Insulin Management System Nipro Diabetes Systems Amigo OmniPod Insulin Management System Examples of insulin pump. Beginning: hypertext transfer protocol: //www.childrenwithdiabetes.com/pumps/index.htm Graph 1 shows the age distribution at the clip of diagnosing for members of the Insulin Pumpers. Beginning: hypertext transfer protocol: //www.insulin-pumpers.org/about.shtml From graph 1, we can see that most of the users of pumpers are kids and adolescents. About 1119 insulin pumpers have been recorded until 25th of December 2009, which shows a great figure of populations that had been infected with this disease. ( 407 WORDS ) Over the old ages, a figure of different types and trade names of insulin have been developed to run into different demands. Type Brand Name Onset Extremum Duration Remarks Fast playing Humalog Novolog 5 – 15 proceedingss 45 – 90 proceedingss 3 – 4 hours Human The fastest-acting insulin available Intermediate moving Humulin L Humulin N Novolin L Novolin N 1 – 3 hours 6 – 12 hours 20 – 24 hours Human Long moving Humulin U 4-6 hours 18-28 hours 28 hours Human Normally used in combination with a faster-acting insulin to supply proper control at mealtimes Ultra-long moving Lantus 1.1 hours No extremum Changeless concentration over 24 hours Human Injected one time day-to-day at bedtime Mixtures Humulin 50/50 Humulin 70/30 Novolin 70/30 Humalog Mix 75/25 Varies Varies Varies Varies Varies Varies The Numberss refer to per centum of NPH ( 1st figure ) and regular ( 2nd figure ) Available in phials, pen-fill cartridges, and prefilled panpipes 75 % NPL ( a new NPH preparation ) and 25 % lispro ; available in disposable pen. Beginning: hypertext transfer protocol: //www.lifeclinic.com/focus/diabetes/supply_insulin.asp The end of insulin pump therapy is to copy the insulin secernment form which can be seen in people without diabetes. Normally there are two form of insulin release: Basal insulin or background insulin which is continuously released from the beta cells and regulates the glucose production from liver. Bolus insulin, which is insulin released in response to nutrient and controls the glucose alterations after repasts ( 2 ) . There are four types of bolus form which can assist the pumpers to find what is best for any given nutrient and by accommodating the bolus form to their demands, it will better control of blood sugar. Standard bolus.JPGExtended bolus.JPG Combo bolus.JPGSuper bolus.JPGSource: hypertext transfer protocol: //en.wikipedia.org/wiki/Insulin_pump All the graphs show the bolus form in order to find what the best nutrient is should be taken in order to better control of blood sugar. The standard bolus people should take low protein and low fat repasts while extended bolus diabetic covering high fat high protein repasts such as steak, which will be raising blood sugar for many hours past the oncoming of the bolus. Furthermore, those who have combination bolus is appropriate for high fat repasts such as pizza and cocoa bar but the ace bolus people must take certain nutrients ( like sugary breakfast cereals ) which cause a big post-prandial extremum of blood sugar. It attacks the blood sugar extremum with the fastest bringing of insulin that can be practically achieved by pumping. SOCIAL AND ECONOMIC IMPLICATION First and first, after being diagnosed as diabetic, some of them can non accept the fact and take some clip to mourn their loss. Some of them might fell depressed for illustration Katherine G who was diagnosed with diabetes and maintain inquiring what had I done incorrect? And wanted to thwack every overweight individual she saw ( 1 ) . They besides worried about the following coevals as Type 1 Diabetes is inherited and acquire stress believing about the complication of diabetes which cause them to utilize wheelchair because has no pess and besides being wheeled in order to utilize the dialysis machine. They may lose their ego regard to confront the universe. Some might be under force per unit area as they have to be strict on their nutrient consumption as they have to follow the diet for diabetic and they need to take a batch of medical specialty and besides injection. In order to acquire the intervention for diabetes, more money has to be disbursement as the pumpers are high in cost. Diabetes impacting the earning or active member of the household affects non merely that single but might frequently hold important consequence on the household. The economic load of diabetes is increasing as the epidemic grows. As per WHO estimates, diabetes drains a important per centum of the wellness budget by cost towards direct diabetes attention and diabetes related disablements. Diabetess associated complications account for 60 % of diabetes related direct wellness attention costs and about 80-90 % of indirect costs. In India, for illustration, the poorest people with diabetes spend an norm of 25 % of their income on private attention. The most that they can pay for are interventions that keep them alive by blunting the highest, rapidly fatal degrees of blood sugar. In 2007, the universe is estimated to pass at least USD 232 billion to handle and forestall dia betes and its complications. By 2025, this lower-bound estimation will transcend USD 302.5 billion ( 11 ) . BENEFIT AND RISK Advantages BEST hbA1c ‘s before the pumpBEST hbA1c ‘s utilizing the pump The graph shows the hbA1C degree before and after utilizing insulin pump. Beginning: hypertext transfer protocol: //www.insulin-pumpers.org/about.shtml The degree of hbA1C lessenings with an norm of 6.3 after utilizing the insulin pump. So, it can take down the hazard of developing long-run complications for case shot, bosom disease, sightlessness, kidney failure and besides amputation. Pumpers have been shown to see lesser episodes of terrible hypoglycemia than those who take injections, including during the dark. Clinical surveies shown that utilizing fast moving insulin, the glucose control can be improved with less hazard of hypoglycemia. Furthermore, the pumper can maintain up-to-date with their day-to-day agenda. They are flexible to travel and free to make what they want for illustration they can maintain on the pump during exerting in the eventide. Insulin pumpers require an extract set alteration merely approximately three times a hebdomad, or 156 interpolations a twelvemonth but the injection can accomplish mean more than 1,400 injection per twelvemonth. Disadvantages An episode of diabetic diabetic acidosis aa‚ ¬ † province of unequal insulin degrees ensuing in high blood force per unit area and accretion of organic acids and ketones in the blood may take topographic point if the pumpers do non have sufficient sum of fast acting insulin for many hours. There is high hazard of infection if the catheter site of cannula has non been changed every three yearss and besides skin reactions such as roseolas may look at the site of cannula. This therapy is really expensive as pumps are high monetary values. By utilizing insulin therapy, the society might cognize that you have diabetes since this is one of the popular ways to bring around it ( 12 ) . Some of diabetic might develop film overing vision shortly after get downing insulin due to a alteration of lens refraction and it will rectify itself within two to three hebdomads ( 13 ) . ALTERNATIVE SOLUTIONS Diet for diabetics If diabetes people eat excessively much, diabetic control will deteriorate but if they eat excessively small, leads to hypoglycaemia. Carbohydrate must be taken in little sums for aged and sedentary but in big sum for active people like adolescents. This must be taken at chief repasts illustration breakfast, tiffin and dinner ( 13 ) . When taking on empty tummy, intoxicant can take down down the glucose degree. Diabetics should restrict saccharide in liquid signifier as they are quickly absorbed. Furthermore, they should extinguish all refined sugars and starches and must intake a batch of fibre-rich veggies and fruits in their diet. This is because fibers slow down glucose soaking up and prevent high glucose degrees after repasts. They must take protein and restricted ruddy meats and besides trans-fats. Saturated fats must be reduced and take a batch of bosom healthy mono-saturated fats and omega 3. Exerting Peoples, who exercise on a regular basis, when compared to those who do non exert, diminish their opportunity of developing diabetes by 30 to 50 % . Exercise aid by bettering the bodyaa‚ ¬a„?s to utilize insulin and causes cholesterin degree and blood force per unit area to drop ( 14 ) . Aerobic exercising Burnss Calories to assist in pull offing the weight, beef up the bosom and lungs and gives endurance. In other word, it improves the bodyaa‚ ¬a„?s ability to utilize insulin and prevent diabetes. We must make warm up and chill down earlier and after exerting. Take at least 20 proceedingss and three times a hebdomad to exercising. Furthermore exercising can increase the consumption of glucose by musculuss therefore increase in carbohydrate consumption. We must take adequate saccharide before exerting but overdose of saccharide will consequences in hyperglycemia. As diabetes, insulin must be sufficient before and after exercising because strenuous exercisi ng and deficient insulin will decline diabetic control ( 15 ) . Supplement vitamin and herbs Vitamin E helps fade out fresh coagulum in venas and cut down the O demand of tissue and cell. Furthermore, it besides helps to from new tegument ( in mending the ulcer and Burnss ) and increases the blood supply to weave, therefore reduces diabetes sphacelus and amputations. Vitamin E reduces the demand for insulin in 30 % of diabetes ( 16 ) . Biotin is B vitamin that maps in industry and usage of saccharide, fat and amino acids. It enhances insulin sensitiveness and increase the activity of enzyme glucokinase, enzyme responsible for the first measure in the usage of glucose in liver as this enzyme is low in diabetic. It besides helps in the intervention of diabetic neuropathy ( 17 ) . 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Learning Proper Nouns and Common Nouns

Question: Discuss about the Learning Proper Nouns and Common Nouns. Answer: Introduction: The basic structure on which a lesson based on listening can be divided into phases such as: Pre-listening in which the students are prepared to listen properly with concentration, During listening the students should be taught how to concentrate their attention to listen to the text and also at same have a proper understanding of its every aspect. Post-listening is the phase when the students are taught to integrate what they learned from the text and thus, emerge them in their own knowledge and understanding (Hislop, 2008). When we lesson to sometime in our day to day life we do them for some reason. Thus, the student's to need some reason so that they would listen. Mostly the students need to listen to something three or four times so that they can properly integrate the knowledge in their understanding. Basically, during the first time, the students are mostly nervous and concentrate more on the accents and their speed and thus skips the fact being delivered. Thus the listening task should be as such which help them to understand the task within their first time hearing it (Hislop, 2008). Basically, a single question would do the trick and would not put the student in some kind of dilemma or pressure. It should demand more of understanding of the task instead of getting a response. Writing a response while they are listening can be demanding and does require a different level of skill. Thus the response should be limited to single words or just ticking would do the job (KAHRAMAN, 2008). For instance, applying song within this framework. During the pre-listening phase, they would be required to brainstorm various songs. Then, they can choose one of their favorite songs and explain why they like it. In the listening phase, the student listens to some song and describe whether the song is interpreting happiness or sadness. They listen to them again and again and have a better understanding of them. During the post-listening, they focus on the form and content of the song such finding new words, identifying the verb forms and finding out the meaning of the song (KAHRAMAN, 2008). Grammar lesson plan This is a fun activity where the students vocabulary gets better and synonyms gets reinforced. For instance: unhappy sad, error mistake, drowsy sleepy, perhaps maybe (MARTIN, 1984). Adverb-verb charades Here the verbs and adverbs take the center stage, a paragraph is provided from which the students have to chalk out the adverbs and the verbs correctly. This particular lesson plan holds best for the 3-5 standards (Thrinsson, 2010). The man quickly got in the auto. He tenderly drove his auto to the old house. He happily walked around to the gateway and immediately pounded on it. The door opened rapidly. The man irately got in the auto. He madly drove his auto to the old house. He ruthlessly walked around to the door and uproariously pounded on it. The door opened furiously. Proper Noun gallery The students have to identify the proper nouns, providing the students with some sentences which has varied proper nouns in them. In them, some are capitalized some by mistake not capitalized and some are mistakenly un-capitalized. The students are required to capitalize the proper noun and the common nouns would be in lowercase (Imai Haryu, 2001). Cleopatra is the cutest little feline ever. Mr. Toll seems to fathom what understudies require. I'm yearning for oreos. Agatha Christie formed various books. There are various crucial chronicles at the library of Congress. References Hislop, V. (2008). Developing listening skills.Practical Pre-School,2008(86), 3-4. https://dx.doi.org/10.12968/prps.2008.1.86.38437 Imai, M. Haryu, E. (2001). Learning Proper Nouns and Common Nouns without Clues from Syntax.Child Development,72(3), 787-802. https://dx.doi.org/10.1111/1467-8624.00315 KAHRAMAN, V. (2008). The use of songs in improving listening comprehension in english.Dil Dergisi, 043-051. https://dx.doi.org/10.1501/dilder_0000000093 MARTIN, M. (1984). Advanced Vocabulary Teaching: The Problem of Synonyms*.The Modern Language Journal,68(2), 130-137. https://dx.doi.org/10.1111/j.1540-4781.1984.tb01556.x Thrinsson, H. (2010). Predictable and unpredictable sources of variable verb and adverb placement in Scandinavian.Lingua,120(5), 1062-1088. https://dx.doi.org/10.1016/j.lingua.2009.04.003

Play within a play Essays - Economy, Politics Of The United States

Prof. P History 2010 07 September 2010 The Great Depression: America, 1929-1941 This book was written by Mc Elvaine back in 1993. His ideology of the Great Depression in the United States is a well putting together narrative, largely chronological. In this interpretive history, the author discusses the causes and the results of the worst depression in American history, covering the time from 1929 to 1941. Its emphasis is on people and politics, with portraits of Hoover and Roosevelt and descriptions of events and conflicts in and around elections, parties and factions, Congress, workers' organizations, relief programs, and so forth. He also examines the causes of this cataclysmic event, its impact upon the American people, and the political, governmental, and cultural responses to it. There's no serious attempt at economic history, there's not a single table of figures, but the economic debates about the Depression and its causes are touched on in the opening chapters. There's much more depth to the social history, though that is mostly approached from the perspective of planners and programs; for the views of ordinary Americans, McElvaine draws heavily on the letters written to Eleanor and Franklin Roosevelt. There's also a (fascinating to me) account of the Federal Theatre Project and the other "art" relief projects. The author dives into popular literature and films of the era to build a narrative of the public's changing values, from competition-based acquisitive individualism in the Roaring Twenties to cooperation-based economic moralism McElvaine attempts were to place the Depression in the broader currents of US history, with a particular focus on large-scale, long-term changes in attitudes and values. This sometimes seems over-simplistic, but does give his narrative a guiding framework: the only real awkwardness comes with attempts to link the Great Depression to current politics. I don't wish to romanticize the Great Depression era as some golden age of cooperation and community, but I do believe there are applicable lessons to be learned from the way in which communities responded to the suffering of their time, particularly as we stand on the shifting sands of a cliff called "collapse Little background is assumed by The Great Depression ? I had no problems following it despite my sketchy knowledge of United States history ? and McElvaine's approach makes for easy reading. As well as making a fine introduction, it provides a basis for further more specialized reading. I completely disagree with McElvaine's approach that Franklin Roosevelt's New Deal and Keynesian economics did not rescued the nation from total catastrophe, but he also points out that "...the changing mix of American values in the Depression-was of even more significance than was Roosevelt himself."(324) Roosevelt's agenda would have fallen on deaf and smug ears ten years earlier, and it could not have succeeded without a change in values in the American people that was able to resonate with the values of the New Deal. I hasten to add that I do believe that it was the New Deal that ultimately pulled the nation out of the depression. In my opinion the FDR administration and the New Deal saved capitalism from the shock of its worst excesses by being pragmatic, and not ideologically rigid. I am not denying World War II and the launching of the military industrial complex that did help and has continued to "prevent" depressions and mask more protracted, less visible economic and social injustice. The book ends by concluding that nothing the New Deal did ever cured the Depression (which only ended with the start of World War II), but that the emerging values of Depression-era America laid the groundwork for the U.S. government we know today. Yet I think the author's opinions are very revealing, even if I do not agree with most of them. The Great Depression was a great trauma. I think it is important to understand the time as it was back then. In short, this book is an respected study of the HISTORY of the Great Depression era, with a dose of the author's liberal opinions. The dates, facts, people and events are explained thoroughly and in a way that is easy to read. Personally, I think a good biography of Franklin Roosevelt is a better place to start, but this book

Risk Management in the Shipping Industry Essay Example

Risk Management in the Shipping Industry Essay Example Risk Management in the Shipping Industry Essay Risk Management in the Shipping Industry Essay Risk Management in the Shipping Industry Shipping is a business that is extremely in tune with prevailing market sentiment. Its success depends on a prospering economy, due to the increased global trade. It is also partially sheltered from temporary downturns because businesses will switch from more expensive air freight, and save costs by using shipping as their means of transporting their goods instead. The industry is also an extremely competitive one, as there are only two main considerations why businesses will prefer one shipping company over another the price and speed at which their goods are delivered to their destination. This has made it difficult for companies to differentiate themselves and demand a higher premium for their services. As a highly volatile business, shippers are subjected to three main types of risk: freight price risk, fuel price risk and interest rate risk. 1) Freight price risk Freight rates have historically been very volatile, and this has made it difficult to accurately predict the cash inflows of the company. This is due to the impact of unforeseen geo-political influences and the slow speed of adjusting supply to demand. Freight price risk is thus the risk of loss arising from unexpected changes in freight rates. As a result, shippers commonly buy and sell futures contracts called freight forward agreements based on the Baltic Dry Index of bulk rates to hedge against the risk that a rise or fall in the spot rate might cut into the profit they expect from the voyage. 2) Fuel price risk Fuel prices take up a large amount of variable costs and companies try to hedge against any upward spikes. Although, it is possible to pass on these fuel surcharges to the customers, there is a limit to any increases in order for the firm to continue offering competitive pricing. Call options are often used as the solution and bought at a certain fuel strike price, to hedge against a rise in the future. If the actual price rises above the strike price, the company will choose to exercise the option to buy the fuel at the lower strike price, thereby putting a limit to their cash outflows. 3) Interest rate risk Shipping is a capital intensive industry with significant funding needs for fleet expansion and replacement purposes. Yet, it has very little opportunities to diversify its sources of funding, because most of it comes from bank debt. Some loans are at fixed interest rates, while others are at floating rates. The company thus strives to maintain the optimum mix of fixed and floating interest rates on its net debt that best reflects expectations and risks by engaging in interest rate swaps. In conclusion, the issues of variability and uncertainty in the future will always continue to plague businesses. While risk management can do very little to influence variability (markets will continue to fluctuate no matter how advanced risk management techniques become), much can be done to hedge against the uncertainty.

Biography of William Bligh, Captain of the HMS Bounty

Biography of William Bligh, Captain of the HMS Bounty William Bligh (September 9, 1754–December 7, 1817) was a British mariner who had the bad luck, timing and temperament to be aboard two ships- HMS Bounty in 1789 and the HMS Director in 1791- on which the crew mutinied. Accounted in his own time as hero, villain, and then a hero, he retired as a Vice-Admiral to the Lambeth district in London and died peacefully. Fast Facts: William Bligh Known For: Captain of the HMS Bounty during the 1789 mutinyBorn: September 9, 1754 in Plymouth (or perhaps Cornwall), EnglandParents: Francis and Jane Pearce BlighDied: London on December 7, 1817 in LondonEducation: Shipped as captains servant at the age of 7Published Works: The Mutiny on Board HMS BountySpouse: Elizabeth Betsy Betham (m. 1781–his death)Children: Seven Early Life William Bligh was born on September 9, 1754, in Plymouth, England (or perhaps Cornwall), the only son of Francis and Jane Bligh. His father was Chief of Customs at Plymouth, and his mother died in 1770; Francis remarried twice more before dying himself in 1780. From an early age, Bligh was destined for a life at sea as his parents enlisted him as a captains servant to Captain Keith Stewart at the age of 7 years and 9 months. That wasnt a full-time position, that meant occasionally sailing aboard HMS Monmouth. This practice was fairly common as it allowed youngsters to quickly accrue the years of service needed in order to take the exam for lieutenant, and for a ships captain to make a bit of income while in port. Returning home in 1763, he quickly proved himself gifted at mathematics and navigation. After his mothers death, he re-entered the navy in 1770, at the age of 16. William Blighs Early Career Though meant to be a midshipman, Bligh was initially carried as an able seaman as there were no midshipmans vacancies on his ship, HMS Hunter. This soon changed and he received his midshipmans warrant the following year and later served aboard HMS Crescent and HMS Ranger. Quickly becoming well known for his navigation and sailing skills, Bligh was selected by explorer Captain James Cook to accompany his third expedition to the Pacific in 1776. After sitting for his lieutenants exam, Bligh accepted Cooks offer to be sailing master aboard HMS Resolution. On May 1, 1776, he was promoted to lieutenant. Expedition to the Pacific Departing in June 1776, Resolution and HMS Discovery sailed south and entered the Indian Ocean via the Cape of Good Hope. During the voyage, Blighs leg was injured, but he quickly recovered. While crossing the southern Indian Ocean, Cook discovered a small island, which he named Blighs Cap in honor of his sailing master. Over the next year, Cook and his men touched at Tasmania, New Zealand, Tonga, Tahiti, as well as explored the southern coast of Alaska and the Bering Straight. The purpose for his operations off Alaska was a failed search for the Northwest Passage. Returning south in 1778, Cook became the first European to visit Hawaii. He returned the following year and was killed on the Big Island after an altercation with the Hawaiians. During the fighting, Bligh was instrumental in recovering Resolutions foremast which had been taken ashore for repairs. With Cook dead, Captain Charles Clerke of Discovery took command and a final attempt to find the Northwest Passage was attempted. Throughout the voyage, Bligh performed well and lived up to his reputation as a navigator and a chart maker. The expedition returned to England in 1780. Return to England Returning home a hero, Bligh impressed his superiors with his performance in the Pacific. On February 4, 1781, he married Elizabeth (Betsy) Betham, the daughter of a customs collector from Manx: he and Betsy would eventually have seven children. Ten days later, Bligh was assigned to HMS Belle Poule as sailing master. That August, he saw action against the Dutch at the Battle of Dogger Bank. After the battle, he was made a lieutenant on HMS Berwick. Over the next two years, he saw regular service at sea until the end of the American War of Independence forced him onto the inactive list. Unemployed, Bligh served as a captain in the merchant service between 1783 and 1787. Voyage of the Bounty In 1787, Bligh was selected as the commander of His Majestys Armed Vessel Bounty and given the mission of sailing to the South Pacific to collect breadfruit trees. It was believed that these trees could be transplanted to the Caribbean to provide inexpensive food for slaves in British colonies. Departing on December 27, 1787, Bligh attempted to enter the Pacific via Cape Horn. After a month of trying, he turned and sailed east around the Cape of Good Hope. The voyage to Tahiti proved smooth and few punishments were given to the crew. As Bounty was rated as a cutter, Bligh was the only officer on board. To permit his men longer periods of uninterrupted sleep, he divided the crew into three watches. In addition, he raised Masters Mate Fletcher Christian to the rank of acting lieutenant so that he could oversee one of the watches. The delay off Cape Horn led to a five-month delay in Tahiti, as they had to wait for the breadfruit trees to mature enough to transport. Over this period, naval discipline began to break down as the crew took native wives and enjoyed the islands warm sun. At one point, three crewmen attempted to desert but were captured. Though they were punished, it was less severe than recommended. Mutiny In addition to the behavior of the crew, several of the senior warrant officers, such as the boatswain and sailmaker, were negligent in their duties. On April 4, 1789, Bounty departed Tahiti, much to the displeasure of many of the crew. On the night of April 28, Fletcher Christian and 18 of the crew surprised and bound Bligh in his cabin. Dragging him on deck, Christian bloodlessly took control of the ship despite the fact that most of the crew sided with the captain. Bligh and 18 loyalists were forced over the side into Bountys cutter and given a sextant, four cutlasses, and several days food and water. Voyage to Timor As Bounty turned to return to Tahiti, Bligh set course for the nearest European outpost at Timor. Though dangerously overloaded, Bligh succeeded in sailing the cutter first to Tofua for supplies, then on to Timor. After sailing 3,618 miles, Bligh arrived at Timor after a 47-day voyage. Only one man was lost during the ordeal when he was killed by natives on Tofua. Moving on to Batavia, Bligh was able to secure transport back to England. In October 1790, Bligh was honorably acquitted for the loss of Bounty and records show him to have been a compassionate commander who frequently spared the lash. Subsequent Career In 1791, Bligh returned to Tahiti aboard HMS Providence to complete the breadfruit mission. The plants were successfully delivered to the Caribbean without any trouble. Five years later, Bligh was promoted to captain and given command of HMS Director. While aboard, his crew mutinied as part of the greater Spithead and Nore mutinies which occurred over the Royal Navys handling of pay and prize money. Standing by his crew, Bligh was commended by both sides for his handling of the situation. In October of that year, Bligh commanded Director at the Battle of Camperdown and successfully fought three Dutch ships at once. Leaving Director, Bligh was given HMS Glatton. Participating in the 1801 Battle of Copenhagen, Bligh played a key role when he elected to continue flying Vice-Admiral Horatio Nelsons signal for battle rather than hoisting Admiral Sir Hyde Parkers signal to break off the fight. In 1805, Bligh was made governor of New South Wales (Australia) and tasked with ending the illegal rum trade in the area. Arriving in Australia, he made enemies of the army and several of the locals by fighting the rum trade and aiding distressed farmers. This discontent led to Bligh being deposed in the 1808 Rum Rebellion. Death After spending over a year collecting evidence, he returned home in 1810  and was vindicated by the government. Promoted to rear admiral in 1810, and vice-admiral fours years later, Bligh never held another sea command. He died while visiting his doctor on Bond Street in London on December 7, 1817. Sources Alexander, Caroline. The Bounty: The True Story of the Mutiny on the Bounty. New York: Penguin Books, 2003.Bligh, William and Edward Christian. The Bounty Mutiny. New York: Penguin, 2001.Daly, Gerald J. Captain William Bligh in Dublin, 1800-1801. Dublin Historical Record 44.1 (1991): 20–33. OMara, Richard. â€Å"Voyages of the Bounty.† The Sewanee Review 115.3 (2007):462–469.  Salmond, Anne. Bligh: William Bligh in the South Seas. Santa Barbara: University of California Press, 2011.

Real Estate Market in US Essay Example | Topics and Well Written Essays - 1250 words

Real Estate Market in US - Essay Example Working of the Real Estate Markets: Real estate investment trusts (REITs) have become major sources of financing for property acquisition and development. Sources of financing have been steadily moving from cabals of private investors to public equity, in the form of REITs. With this shift has come more transparency in the market and a slow whittling away of the old boys network for which real estate investment is infamous. This transparency also shines a critical light on investment strategies, which are now subject to public scrutiny, and are therefore more accountable to the will of investors. process. Residential real estate agents have traditionally provided a bundle of services to both buyers and sellers. For example, the local multiple listing service (MLS), which is a directory of listings typically maintained and paid for by local real estate firms, enables sellers to list their properties and buyers and agents to view these properties. Agents also often help with marketing a house through advertising and open houses, negotiating a price, and addressing contracting and closing issues. Examples include helping with inspections, mortgage insurance, and financing, to mention a few. Role of the Real Estate Market in the Society: The real estate mar... Real Estate business has helped in developing the huge shopping complexes, multiplexes, school buildings and many more. A good commercial real estate broker doesn't just find or sell property, the broker works like a member of the business owner's team to help fulfill business objectives for today and down the road. The real estate market gives us both the high densities of Manhattan and the sprawl of Los Angeles. The major difference between the two configurations is in the extent of regional sprawl and auto use. Another new feature of the real estate market is the growth of national real estate companies, and the appearance of several large publicly-traded corporations that specialize in real estate investment and sale. In addition, corporate investors from Europe and Asia have invaded parts of American territory. However, no matter what conceits the investors may have, these corporations don't create land value; they only trade in it. They adjust their strategies to local real estate markets, and only minimally contribute to shaping them. They join local landed interests in forming the foundation of pro-growth blocs. The many working class property owners reap minimal returns from their investments and are at greatest risk of displacement; they are even more the subject of market forces beyond their immediate control Apart from this the Real Estates Business provides employment opportunities to thousands of people. They employ people at various levels from the top management level to the bottom worker level. Even many uneducated people find the jobs in this sector. However, the jobs at lower levels are mostly of temporary nature. Effect of the Real Estate Market on Government Policies: Transnational investors may play the

Corporate real estate Essay Example | Topics and Well Written Essays - 2750 words

Corporate real estate - Essay Example The real estate market has largely adopted the concept of out-tasking as indicated by numerous research studies. Some of the common tasks related to real estate that are commonly out-tasked include real estate brokerage, market analysis, site selection, transaction management, project management as well as construction management. In the case of real estate, out-tasking basically involves assigning the work involved in specialized real estate tasks as opposed to assigning the all the responsibilities involved in real estate as an enterprise. The rationale behind managers selecting out-tasking as opposed to outsourcing is that they want to retain control over the corporate processes (Zeffane, 2005, p. 30). Out-tasking is often used as a strategic catalyst that managers use to rationalize the processes of the business. For instance, executive in the real estate market carry out a comprehensive analysis of the overall real estate strategy when making the decision to out-task. Some of the decisions are assigned to a trusted advisor who determines the parts of the real estate process that will be out-tasked and the ones that will be handled inhouse. This is to ensure that there is the proper allocation of resources and talent relative to the business and professional stakeholders. In most cases, out-tasking is used as a tactical implementation of strategies that are consistent with the corporate objectives of facilities management (Williamson, 2004, p. 119). Research studies indicate that the real estate market is one of the industries that have adopted the concept of out-tasking. This has been majorly influenced by the growing needs of corporate users. This means that professionals in the real estate market have the responsibility of creating value in addition to reducing costs. Cost reduction has been the main driver for large enterprises to outsource their business

History of Policing Essay Example for Free

History of Policing Essay The function of policing has played a considerable role in American history. The policing occupation has worked toward protecting citizens’ rights and helping America to become the free nation it is today. The United States of America is built from the U.S. Constitution and its Bill of Rights, from this document we gather the rules of policing and make sure that every Americans rights are met. The evolutions of policing practices that officers have learned have changed American history for the better. As new problems in society arise, police must change and adapt to protect and serve the public. Early American policing strategies were based off of a similar British model. Law enforcement was not well organized or structured until 1200 A.D., after that time offenders were being pursued by an organized posse. In those times offenders were caught be the organized posse and were usually tortured and faced public execution. Rarely were the criminals or the accused of this time given the right to fair trail, and were not considered innocent until proven guilty like the laws we have today state, it was the other way around, where citizens that were accused of crimes were guilty before any evidence or testimony were ever provided. One of the earliest forms of policing came about in English cities and towns and were called night watches.(Schmalleger, 2009). The primary purpose of a night watch was to watch out for fires and thievery. There was also a day watch which basically was the same job as night watch, but in the day. Eventually this form of policing led to a written law being proposed in 1285 called the Statute of Winchester. This law created a watch and ward system that gave early watches a systems and structure to form themselves around. This law gave early English towns the policing practices and guidelines needed to produce a stable society, free of criminal activities, allowing the towns the type of policing that they needed to thrive. The Statute of Winchester law consisted of four main points, things that were specific to the watch of that town, the mandating of age eligible men to serve, institutionalizing the use of the hue and cry, and for answering the call of duty. Prior structuring and laws such as the Statue of Winchester propelled law enforcement into its future when prime minister of England Sir Robert Peel formed the world’s first modern police force. Peel’s model of new police became the model for police all across the globe. He formed the police with more of a military outline; giving uniforms for better origination and structure. Early American leaders followed the day and night watch approach, later American leaders followed Sir Robert Peel method, which is what American policing still utilize today. New technological advances and social reform for policing were brought about in the twentieth century. The invention of automobiles, telephones, and radios were developments of the twentieth century, which have helped police officers with their communications, speed of investigations and coordination of efforts. Automobiles allowed police a quick responds and allowed them to serve greater areas. Radios and telephones allowed for the communication and coordination of efforts between police officers. Teddy Roosevelt contributed his part of advancement of the policing system by organizing the FBI and helping to promote the first call box system, which is closely associated with the 911 system used today. The political era (1840s-1930) was an era that policing organizations were more concerned with the interest of powerful politicians rather than the rights and laws of the people. The next eras of policing came from 1930s-1970s where police became increasingly concerned with solving of more traditional style of crimes. The time from the 1970s to the end of the twentieth century is considered to be the third period of policing and the most contemporary of policing practices, acting on policing of each community. Finally present day policing is or the modern era has given way to that of homeland security, which grew after the September 11, 2001 terrorist attack on the United States. All levels of law enforcement agencies, local; state; and federal have devoted more time and effort toward the protection of our nation and homeland security, in an effort to thwart any future attacks. Local, state, and federal law enforcement are tasked with the enforcement of the laws. Federal law enforcement agencies are government agencies whose primary function is the protection and enforcement of federal laws. State law enforcement agencies were created for specified set of needs. State law enforcement was built from one of two models. The first model combines major criminal investigations with the patrolling of state highways. The second model is the culmination of two functions which consist of traffic enforcement and other laws that need upheld. Today’s duties of the modern state policing are to assist local law enforcement in criminal investigations, operate identification bureaus, maintain criminal records repository, patrol states highways, and provide training for municipals and county officers. Today they have also stepped up to a role of homeland security, for identifying precursors to acts of terrorism. The third level of law enforcement is that of the local policing authorities, i.e. county sheriffs or town marshals. City and county agencies are both part of the local level, mayors or city council appoint the officers to their offices and their jurisdictions are limited only to the boundary of their communities. Sheriffs are responsible for law enforcement in unincorporated areas and for the operation of the county jail. Local police play their role in the new era of homeland security as well by ascertaining the changes in the community that are out of place or unusual. Local police help do this task by interacting with the public, and constantly patrolling neighborhoods and other parts of their community. The increases of population, crime, and the advancement of technologies have challenged our policing forces but it has also allowed it to make necessary changes and advancements in law enforcement evolve with the times, with each generation of Americans we continue to increase our knowledge, experience and technological advances. The structure and technologies of the policing may change over a given time but the ideal of protecting and serving the community will not. With increasing threats on the rise, the police force must be capable and flexible. Making sure they have the most innovative technologies to oppose impending threats and overcome the future challenges that may lie ahead. Reference Schmalleger, F. (2009). Criminal Justice Today: an Introductory Text for the 21st Century (10th ed.). New York, NY: Prentice-Hall. 2007. DEPARTMENT OF HOMELAND SECURITY: Progress Report on Implementation of Mission and Management Functions. GAO Reports i. MasterFILE Premier, EBSCOhost (accessed June 12, 2011). Dodsworth, F. M. (2008). The Idea of Police in Eighteenth-Century England: Discipline, Reformation, Superintendence, c. 1780-1800. Journal of the History of Ideas, 69(4), 583-604. Retrieved from EBSCOhost. Scott, J. E. (2010). Evolving Strategies: A Historical Examination of Changes in Principle, Authority and Function to Inform Policing in the Twenty-First Century. Police Journal, 83(2), 126-163. doi:10.1350/pojo.2010.83.2.490

Space Station :: essays research papers

Social Import: The Cracks in the System An integral component to the infrastructure of government is law enforcement. In over two hundred years of prosperity, the United States has relied heavily upon the integrity of its law enforcement in maintaining order and securing the civil liberties of the American. The conduct and code of the police force in the United States has been exemplary, and has set the standards by which many nations have modeled their police departments after that of the U.S.. Disregarding the chain of the insidious debauchery during the 1920’s where prohibition resulted in prevalent organized crime and police corruption, law enforcement in America has maintained its scruples. However, as America enters into the new millennium, the integrity of the United States Law Enforcement is being compromised once again. With the recent outbursts of brutality and corruption within the urban areas of the United States, the civil liberties and public freedoms that this great nation was founded upon are being j eopardized as the citizens from the urban sectors to the suburban regions of America are being denied their rights.   Ã‚  Ã‚  Ã‚  Ã‚  Numerous incidents of police scandal have been recorded in several different cities throughout the United States. These incidents are becoming commonplace in the daily lives of many urban Americans. Police departments across the nation are becoming increasingly careless and apathetic in the preservation of integrity in their departments, but none have been as blatantly in violation of law enforcement codes as the Los Angeles Police Department. With its reputation in question for the better part of the 1990’s after recovering from the mishandling of the 1965 Watts Riots, the Los Angeles Police Department proved has proven itself guilty of violent brutality and devious corruption in the recent scandal; the largest scandal in the history of the department.   Ã‚  Ã‚  Ã‚  Ã‚  In an investigation conducted by a collaboration of agencies from the FBI to the Los Angeles District Attorney’s to the LAPD’s internal-affairs unit, investigators unraveled the cases of hundreds of wrong fully indicted victims. The evidence found in these investigations have led to the reversals of forty criminal convictions and hundreds of cases opened for review, including thousands of cases awaiting examination. In the ongoing process of apprehending of mischievous of the Los Angeles police officers, there have been four indicted officers, two others fired, twenty officers relieved of their duties, and scores of officers placed under suspicion. Space Station :: essays research papers Social Import: The Cracks in the System An integral component to the infrastructure of government is law enforcement. In over two hundred years of prosperity, the United States has relied heavily upon the integrity of its law enforcement in maintaining order and securing the civil liberties of the American. The conduct and code of the police force in the United States has been exemplary, and has set the standards by which many nations have modeled their police departments after that of the U.S.. Disregarding the chain of the insidious debauchery during the 1920’s where prohibition resulted in prevalent organized crime and police corruption, law enforcement in America has maintained its scruples. However, as America enters into the new millennium, the integrity of the United States Law Enforcement is being compromised once again. With the recent outbursts of brutality and corruption within the urban areas of the United States, the civil liberties and public freedoms that this great nation was founded upon are being j eopardized as the citizens from the urban sectors to the suburban regions of America are being denied their rights.   Ã‚  Ã‚  Ã‚  Ã‚  Numerous incidents of police scandal have been recorded in several different cities throughout the United States. These incidents are becoming commonplace in the daily lives of many urban Americans. Police departments across the nation are becoming increasingly careless and apathetic in the preservation of integrity in their departments, but none have been as blatantly in violation of law enforcement codes as the Los Angeles Police Department. With its reputation in question for the better part of the 1990’s after recovering from the mishandling of the 1965 Watts Riots, the Los Angeles Police Department proved has proven itself guilty of violent brutality and devious corruption in the recent scandal; the largest scandal in the history of the department.   Ã‚  Ã‚  Ã‚  Ã‚  In an investigation conducted by a collaboration of agencies from the FBI to the Los Angeles District Attorney’s to the LAPD’s internal-affairs unit, investigators unraveled the cases of hundreds of wrong fully indicted victims. The evidence found in these investigations have led to the reversals of forty criminal convictions and hundreds of cases opened for review, including thousands of cases awaiting examination. In the ongoing process of apprehending of mischievous of the Los Angeles police officers, there have been four indicted officers, two others fired, twenty officers relieved of their duties, and scores of officers placed under suspicion.

Of Mice and Men: Euthanasia

Death is one of the things humans have to understand in order to be able to live through life. Being born, growing up, learning to survive, and earning a living, these are all the milestones into becoming a statistic. Like dying, mercy is a fortunate circumstance that a person has in any situation towards a variety of offenders. Some say that mercy is a blessing resulting from a divine favor. In the story, â€Å"Of Mice and Men† by John Steinbeck, Lennie was euthanized by George, Lennie’s caretaker/ friend.I believe that George, as a friend, only killed Lennie in grand admiration of Lennie’s already ill-fated continuance, like Candy’s dog. In the world of â€Å"Of Mice and Men†, Candy’s dog represents the fate awaiting anyone who has outlived his or her purpose. Quotes from Carlson, a ranch-hand, reveals this saying, â€Å"†Whyn't you get Candy to shoot his old dog and give him one of the pups to raise up? †, â€Å"I can smell t hat dog a mile away. †, â€Å"Got no teeth, damn near blind, can't eat. Candy feeds him milk. He can't chew nothing else†, and â€Å"He’s all stiff with rheumatism.He ain’t no good to you, Candy. An’ he ain’t no good to himself. † After this scene, Candy finally lets Carlson euthanize his dog. Both Lennie and Candy's dog would suffer if they lived. Candy's dog relates to the reason why Lennie was killed by George. Candy’s dog wasn't in good health and Lennie killed Curly's wife and would be in trouble with the law. Although Carlson promises to kill the dog painlessly, his insistence that the old animal must die supports a cruel natural law that the strong will dispose of the weak.Afterwards, Candy has regrets about the ordeal, and wishes he would have killed the dog himself instead. Like how Candy’s dog was euthanized, Lennie also was. He was killed with far greater compassion though. George loves his friend Lennie, whom he has looked after faithfully, and he doesn't want Lennie to die horribly. He euthanized him out of love, therefore he is justified. Since Lennie unwittingly killed Curley's wife, George knows that there is no way to save him now. Even if they do escape, Lennie will never be safe because he doesn't know how to avoid getting into trouble.Furthermore, if Curley gets his hands on Lennie, he will make his revenge be slow, terrifying, and painful. Therefore, George knows that the only way to protect Lennie is to shoot him. Lennie’s puppy is one of several symbols that also represent the victory of the strong over the weak. Lennie kills the puppy accidentally, as he has killed many mice before, by virtue of his failure to recognize his own strength. When Curley's wife screamed, he didn't know how to make her stop, except by force. Evidence supports that George must save his friend by mercifully killing him.†Of Mice and Men† reflects upon many situations of mercy in man y varieties. In this manner George is a divine favor over Lennie’s life bestowed upon him by Aunt Clara. As Lennie’s blessing, George had the god given right to distribute mercy upon his â€Å"other-half† in unfortunate circumstances. For this reason, Carlson and Curley represent the harsh conditions of a distinctly real world, a world in which the weak will always be vanquished by the strong and in which the rare, delicate bond between friends is not appropriately mourned because it is not understood. Of Mice and Men: Euthanasia Death is one of the things humans have to understand in order to be able to live through life. Being born, growing up, learning to survive, and earning a living, these are all the milestones into becoming a statistic. Like dying, mercy is a fortunate circumstance that a person has in any situation towards a variety of offenders. Some say that mercy is a blessing resulting from a divine favor. In the story, â€Å"Of Mice and Men† by John Steinbeck, Lennie was euthanized by George, Lennie’s caretaker/ friend.I believe that George, as a friend, only killed Lennie in grand admiration of Lennie’s already ill-fated continuance, like Candy’s dog. In the world of â€Å"Of Mice and Men†, Candy’s dog represents the fate awaiting anyone who has outlived his or her purpose. Quotes from Carlson, a ranch-hand, reveals this saying, â€Å"†Whyn't you get Candy to shoot his old dog and give him one of the pups to raise up? †, â€Å"I can smell t hat dog a mile away. †, â€Å"Got no teeth, damn near blind, can't eat. Candy feeds him milk. He can't chew nothing else†, and â€Å"He’s all stiff with rheumatism.He ain’t no good to you, Candy. An’ he ain’t no good to himself. † After this scene, Candy finally lets Carlson euthanize his dog. Both Lennie and Candy's dog would suffer if they lived. Candy's dog relates to the reason why Lennie was killed by George. Candy’s dog wasn't in good health and Lennie killed Curly's wife and would be in trouble with the law. Although Carlson promises to kill the dog painlessly, his insistence that the old animal must die supports a cruel natural law that the strong will dispose of the weak.Afterwards, Candy has regrets about the ordeal, and wishes he would have killed the dog himself instead. Like how Candy’s dog was euthanized, Lennie also was. He was killed with far greater compassion though. George loves his friend Lennie, whom he has looked after faithfully, and he doesn't want Lennie to die horribly. He euthanized him out of love, therefore he is justified. Since Lennie unwittingly killed Curley's wife, George knows that there is no way to save him now. Even if they do escape, Lennie will never be safe because he doesn't know how to avoid getting into trouble.Furthermore, if Curley gets his hands on Lennie, he will make his revenge be slow, terrifying, and painful. Therefore, George knows that the only way to protect Lennie is to shoot him. Lennie’s puppy is one of several symbols that also represent the victory of the strong over the weak. Lennie kills the puppy accidentally, as he has killed many mice before, by virtue of his failure to recognize his own strength. When Curley's wife screamed, he didn't know how to make her stop, except by force. Evidence supports that George must save his friend by mercifully killing him.†Of Mice and Men† reflects upon many situations of mercy in man y varieties. In this manner George is a divine favor over Lennie’s life bestowed upon him by Aunt Clara. As Lennie’s blessing, George had the god given right to distribute mercy upon his â€Å"other-half† in unfortunate circumstances. For this reason, Carlson and Curley represent the harsh conditions of a distinctly real world, a world in which the weak will always be vanquished by the strong and in which the rare, delicate bond between friends is not appropriately mourned because it is not understood.

Course Guide

Course Guide School of Computing, Information and Mathematical Science/USP Library Faculty of Science, Technology and Environment The University of the South Pacific ii Produced by the University of the South Pacific, Suva, Fiji, 2013 First produced June 2010 Revised July 2012 Production team for semester 2, 2010 Course writers Colin Ash Paula Jones Deepak Bhartu Dinesh Kumar Kaylash Chaudhary Rajneel Totaram Rinel Ram Ronal Singh Shaveen Singh Sunil Lal Viren Sharma Valentine Hazelman Instructional designer Cover design Marketing, Development and Communications OfficeCourse revision team for Semester 1, 2011 Course writers Shirley Devi Ajeshni Jeet Gavin Khan Salsabil Nusair Sunaina Nair Saleshni Sharma Dennis Sen Krishneel Chaudhary Viren Sharma Shaveen Singh Education technologist Cover design Tevita Ului Jitoko Marketing, Development and Communications Office This material has been prepared by the University of the South Pacific for use by students enrolled in the course for whic h it was developed. It may contain copyright material copied under the provisions of the Fiji Copyright Act 1999 or under license from rights holders or their agents.Copyright in material prepared by USP is owned by USP. This material cannot be sold or copied for further distribution without the University’s permission. Where provided in electronic format, it can only be printed by or for the use of the student enrolled in the course. iii iv Conte nts USING THIS COURSE GUIDE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 PART A†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. What is this course about?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 What are my learning outcomes? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 What is my study schedule?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 What are my learning resources? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 MOODLE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. How do I study this course? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 9 How am I assessed in this course? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 Rationale for assessment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 Assessment Plan †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 How do I submit my assignments?†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Course valuation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 12 PART B †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 13 Topic 1: ICT Tools @USP†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 15 Topic 2: Basic Computing Skills †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 16 Topic 3: Hardware Fundamentals and Computer Procurement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 Topic 4: Simple Text-Based Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦.. 18 Topic 5: Fundamentals of Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 19 Topic 6: Search Strategies and Sourcing Information Online†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 19 Topic 7: Presentation Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 21 Topic 8: The Library Website and the Library Catalogue †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 Topic 9: Searching Databases and Managing References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ .. 24 Topic 10: Evaluating Information †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 Topic 12: Analytical Reports †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 Topic 13: Social and Ethical Issues †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 27 vi USING THIS COURSE GUIDE Welcome to UU100: Communications and Information Literacy! Firstly, this course is an eLearning course which means that along with this Course Guide, you will also use a learning management system called MOODLE which requires you to have access to the computer and the Internet. This Course Guide is divided into two (2) parts: Part A tells you what the course is about and what you are expected to do to complete the course successfully. Part B tells you about your course content, topics and what activities you are expected to do throughout the FLEXI school. 1 2PART A 3 4 What is this course about? This course covers fundamental concepts of computers and their applications, including the use of software for word processing, spreadsheets, presentations and graphics. It also addresses the broader imperative for you to develop the capacity to effectively locate; access; evaluate; and use information in different formats. You will develop the learning skills needed for success in your studies and in modern workplaces. This course forms the basis of an overall effort to infuse computer and information literacy throughout the university curriculum.What are my learning outcomes? Upon successful completion of this course, you should be able to: 1. Access and use USP’s ICT resources available on-campus and off-campus. 2. Identify and use different features of a computer system. 3. Use standard applications for creating documents, presentations and spreadsheets. 4. Recognise the structure of information, that is, how it is produced, organised and disseminated. 5. Apply appropriate techniques in formulating effective search strategies to locate relevant information resources. 6.Navigate and utilise the Web, the USP Library website, the USP Library catalogue, and an online database subscribed by the USP Library to locate relevant and scholarly information resources. 7. Use appropriate referencing software and tools. 8. Critically evaluate information resources and synthesise information in academic writings. 9. Use emerging web-based tech nologies for educational and social purposes. 10. Recognise the legal, socio-economic and ethical issues regarding access to and use of information technology and information resources. What is my study schedule?Below is a study schedule that includes assessment activities and an assessment plan. The course guides your learning through a series of mandatory practical computer laboratory activities each day: ? ? ? Pre-lab activities to orientate you on the what and how of the week’s topic; A two hours lab session to complete the lab exercises with a facilitator present or online; Post lab activities to discuss, review, demonstrate and document the lessons learnt. 5 Topics *Pre Lab Activity Read Course Guide (Part A and B) Create ePortfolio Profile 1–2 1 1–3 1–2 1–2 1 1–2 1–2 1–2 1–2 1–2 1 Lab Activity Lab and Course Orientation 1–4 1–3 1–2 1–5 1–3 1–3 1 1–3 1– 4 1–3 1–4 1–4 1–2 *Post Lab Activity Orientation and Lab Introduction 1. ICT Tools @USP Discussion Forum Netiquette Online Quiz 1 2. 3. Basic Computing Skills Hardware Fundamentals & Computer Procurement Simple Text-based Reports Fundamentals of Information Search Strategies & Sourcing Information Online Presentation Reports The Library Website Searching Databases Effectively 4. 5. 6. Online Quiz 2 1–2 1 1 Online Quiz 3 1 Online Quiz 4 1 Online Quiz 5 Discussion Forum 7. 8. 9. 10. Evaluating Information 11. Web 2. Tools for Educational and Social Purposes 12. Analytical Reports 13. Social and Ethical Issues Assessment Name Assignment 1 Assignment 2 ePortfolio Activity 1-6 Final ePortfolio Submission Due Date 7th April, 2013 19th May, 2013 TBA 9th June, 2013 6 What are my learning resources? ? ? Course Guide: This booklet material that you are reading. MOODLE: The website hosting all resources in electronic format. URL: http://elearn. usp. ac. fj NB : Moodle is an integral part of the course for all students. Participating in the Discussion Forum (a kind of chat-room) is useful and at times even fun.The site is the main interface between you and your course coordinator/tutors—when we're not in class or tutorial, important information about class events and other relevant notices will be posted on the UU100 MOODLE site. Some features that you will find on your UU100 MOODLE site includes: ? News and Announcement forum: The course coordinator or facilitator will be using this forum to communicate any important information in regards to UU100. Note: This is a one way forum and you will not be able to make postings on this or reply to the posts.Forums: Block for each topic on Moodle will have a Forum discussion link for students to discuss their experiences and learning for the topic. No student is allowed to post answers for prelab, inlab or post lab activities (including quizzes). The forum discussion is only to encourage s tudents to share their knowledge and experience in regards to UU100. Additional forum discussions will be made available for assignments and eportfolio as well. Course guide: (this booklet) is available online at the relevant link. You should consult this document for all questions relating to course structure.Assessment materials: This link provides all you need to know about assessment in the course, including due dates, marking criteria and submission requirements. Assignment submission boxes: All assignments need to be submitted online through the relevant drop box. Hard copy of the assignments will not be accepted/required. ? ? ? ? IMPORTANT: Having problems with Moodle? Site not found? If you have any difficulties with accessing Moodle, email [email  protected] ac. fj or talk to your tutor. ? In addition to the Materials available via Moodle, online Library resources are available via the Library website http://www. sp. ac. fj/library/. You may also visit the Information Lit eracy Program link on the Library website. 7 MOODLE MOODLE is USP’s learning management system and will be used to support learning in some of your courses. To access MOODLE, you need a computer connected to the Internet. MOODLE works best and is most compatible with Mozilla Firefox, thus students are recommended to use Mozilla Firefox to access Moodle if any issue is faced with any other browser. Moodle can be accessed from any PC connected to LAN at USP or any PC elsewhere connected to Internet.To login, you will need a username and password which must have been given to you by your local USP Campus or Centre. How to login to MOODLE Step 1: Accessing MOODLE ? ? ? Open your browser: Recommended browser to access MOODLE is Mozilla Firefox. Type the following URL at the address bar: http://elearn. usp. ac. fj/ Press Enter. ? Alternatively, you can go to the USP website: http://www. usp. ac. fj/ and use the Quick Links drop down menu on the left of the page and select MOODLE. S tep 2: Username and Password ? ? ? ? You will come to a Login screen.Type your Student ID number in the Username box. Type your student email password in the Password box. Click on Login. (webmail) ********* Step 3: Accessing your course ? You should now see a list of your courses. Click the Course Code UU100 e. g. Lost or forgotten password? Please contact your USP ITS student helpdesk. 8 How do I study this course? There are 13 by 2 hour assessed lab sessions during the semester. You are required to attend the practical session on a weekly basis. Some of these sessions (at least 6) will be delivered and assessed online.You should anticipate spending an additional 3 hours per week on the subject engaged in reading, reflection and research and undertaking assessment tasks and reporting on your learning progress. Attendance in tutorials is assessed (see assessment plan). For this reason class rolls will be taken in each lab session. Learning consists of a number of computer laborator y activities which allows you to demonstrate the level at which you learn and understand the essential knowledge for the course. The prescribed activities will be designed to suit the needs of all first year students.How am I assessed in this course? Rationale for assessment Assessment tasks are designed to provide you with an opportunity to develop and demonstrate specific academic abilities as stated in the learning outcomes. The rationale for each piece of assessment is as follows: ? ? ? ? Lab attendance and participation: This assessment requires you to develop your skills on various parts of the course content and to engage in practical activities. Quizzes: This assessment component allows you to measure your learning on topics. Assignments: These assessments develop your research, analytical and writing skills. Portfolio Report: An ePortfolio can be seen as a type of learning record that provides actual evidence of achievement. Your own ePortfolio is used to track your learnin g journey and achievement of course outcomes. Assessment is based on learning-by-doing, and not on memorising course notes. To successfully complete this course you must achieve a satisfactory mark in each of the four assessment items and an overall mark of at least 50%. 9 Assessment Plan ** Participation requires attendance to a minimum of 10 assessed lab sessions and completion of all online activities.Six (6) of the practical sessions will be delivered and assessed online, so F2F attendance is not required for this.. How do I submit my assignments? Original w or k versus plagiarism Always keep a copy of your written work! A handy way to back-up is to email yourself at an alternative email account like Gmail, Yahoo or Hotmail. Course materials on MOODLE, lecture notes and course notes are not citable authorities so you are not allowed to cite them in your essay, footnotes, or bibliography. This requires you to be creative and original in your work, and not plagiarize. Be careful a bout how you cite online resources.Copying materials from other sources without proper referencing and acknowledgement to the source is a serious offence and will be dealt with severely. In the USP Calendar, the Plagiarism and Dishonest Practice Regulations defines plagiarism as ‘taking and using another person’s thoughts, writings, inventions or other work as one’s own. If the lecturer/tutor is satisfied that plagiarism has occurred then the students at fault will be subject to disciplinary action. See http://www. fste. usp. ac. fj/index. php? id=6868 10 If any assistance is required in understanding plagiarism, please speak to your tutor or lecturer. . Student Responsibilities – you are expected to: ? ? ? ? Read the materials provided; Read the assigned work; Carry out any research required for any work; and Attempt and submit the relevant pieces of assessments required. 2. Lab/classroom Rules – To maintain a classroom environment that is conduciv e to optimal learning, please follow these simple rules: ? ? ? ? ? Arrive on time; Turn off your mobile phones (or keep them on silent mode); Do not do any other personal work, including visiting social networking sites such as Facebook; Do not chat with your neighbors unnecessarily; and Avoid any disruptive behavior.Submission of assignments, m a r king time and collection Assignments are to be handed in or posted electronically through MOODLE (see Submission of assignments online) on or before the due date. Under no circumstances must they be left in the office when no staff member is present or handed in by someone else (unless authorized otherwise). Before submitting your assignment you should check that you have a copy and that you have complied with all instructions given. It is the normal practice to attempt to mark course assessments within three weeks after due date.If this is not possible, the class will be notified of the revised marking time line. All grades will be made available for students via Moodle Grade book. Remember: on every assignment you should also include a cover sheet with your assignment which indicates your Name, Student ID No. , Assignment No. , Lecturer or Tutor, Lab Session, Due Day and Date. Submission of assignments online To submit assignments online, you should click on the relevant assignment drop box in the assessment section of the UU100 MOODLE site.At the bottom of the main assignment page you will see a â€Å"Browse† button which will enable you to upload your assignment from any storage media, select the file/assignment and click on â€Å"Upload this file† button to upload your assignment. It is important that you are logged in to your own account before uploading the file as the uploaded file will be stored under the logged in account. Once you submit an assignment, you will be redirected to the main assignment page where you will be able to see the details of your submission.Note: If you have submitted your assignment online and have not had any marks or feedback within three weeks of submission, please contact your course coordinator or tutor. 11 Course evaluation Online surveys/evaluations will be available in MOODLE for you to provide feedback for UU100. Your responses will remain strictly confidential and will only be used to further enhance the course. 12 PART B 13 Orientation & Lab Introduction Introduction In this first session, students are introduced to all the different components of UU100. Students are informed about the aims, objectives and assessment requirements of the course.Furthermore, students are also introduced to some key ICT Tools that will be used by the students for the rest of their academic life at USP. Learning outcomes After the completion of this week’s topic, students should be able to:? ? ? Learn the aims and objectives of UU100 Understand the assessment plan for UU100 Familiarize themselves with the key ICT tools used at USP. Readings Student s are to complete the following readings prior to attending their respective lab session. Note that all readings are available under the Orientation Tools link in Moodle. ? ? ? ? ? ? ? ?StudeNet SOLS Accessing personal share (Only for Laucala Campus Student) Google Apps Moodle Guide Assessment Breakdown NComputing Introduction to ePortfolio Post Lab ? Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † 14 Topic 1: ICT Tools @USP Introduction In this topic, you will familiarize yourself with a computer system, the Windows Operating System environment and other computer lab resources at USP. You will learn the basics of managing your course materials (files) using MOODLE; how to download the files, upload assignments, join a group and participate in the discussion forum.MOODLE is the learning management system adopted by USP. You will be able to find all the course related information about UU100 on Moodle. MOODLE stands for Modular Object Oriented Dynamic Learning Environment. You will also learn how to create a portfolio using MAHARA, an ePortfolio system. An eportfolio can be seen as a type of learning record that provides actual evidence of achievement. With your ePortfolio, you can capture and store evidence of your learning; reflect on them; give and receive feedback; plan and set goals, collaborate with others and publish your information to a chosen group of audience.Finally, you will use TURNITIN to check your assignment content for any sign of plagiarism. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Familiarise yourself with the Windows environment and other computer lab resources. Get Started with MOODLE – download and upload files, use groups and forums. Create your own ePortfolio profile using MAHARA. Check your assignment for plagiarism using TURNITIN before submission Readings ? ? ePortfolio Guide – Creating and Viewing your Prof ile TURNITIN Student Guide. Activities and practical ? Pre-Lab Activity: 1.Access Mahara and update your profile information. Lab Activity: 1. Familiarise yourself with a computer system and the lab resources available in USP’s computer lab. 2. Get Started with MOODLE – download course materials, upload a sample assignment and participate in the discussion forums. 3. Create a View using Mahara. 4. Check your sample Assignment document for plagiarism using TURNITIN – before submission. 5. Attempt Lab Activity questions. ? Post Lab Activity: 1. Students are highly recommended to participate in the MOODLE discussion forum titled â€Å"Netiquette. † ? 15 Topic 2: Basic Computing Skills IntroductionIn this topic, you will familiarise yourself with the different types of computer software available namely system software and application software. You will also learn to manage files using My Computer, create, save and close files and folders and practice using f ile compression utilities. Furthermore, you will also learn how to convert files to different formats and practice typing using the keyboard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? Learn about the different types of software. Type proficiently using the keyboard. Work with files and folders.Zip and unzip files and folders using the WinRAR utility. Convert files to different file formats. Readings ? Read Topic 2 notes posted on Moodle. Activities and practical ? Pre-Lab Activity: 1. You are required to research on the following topics before you attend this week’s lab session: a. Operating Systems. b. Keyboards and Shortcut keys. c. Files and file types. d. Different File compression and conversion tools 2. Practice and improve your typing skills using the recommended Touch Type Tutoring program. ? Lab Activity: 1. Learn about different types of software 2. Discuss FOSS 3. Working with Files and Folders. 4.Using WinZip to C ompress/Decompress Files and Folders. 5. Converting files to different file formats. Post Lab Activity: 1. Review Quiz 1 ? 16 Topic 3: Hardware Fundamentals and Computer Procurement Introduction In this topic, you will familiarise yourself with basic computer lab technology; hardware, software and networks. As this course is based on information communication technology and information literacy, it is important that you acquire the necessary computer-related skills which are seen as essential tools for communication of information. At some point in time, you may consider investing in a computer system.There are many factors ranging from budget to performance indices that you need to consider in buying a computer. This topic will also guide you in making an informed decision in this regard. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? ? ? ? ? Describe the categories of computers. Describe and identify the various components of a computer. Distinguish between system software and application software. Identify and procure a computer system which meet the needs of the buyer Recognize and discuss the purpose of computer networks.Understand the client-server model. Access network resources. Work with web-based e-mail. Readings ? Read Topic 3 notes from Moodle. Activities and practical ? Pre-Lab Activity: 1. Computer Specifications – familiarising yourself with the components of a computer. 2. Watch the Video on â€Å"Understanding the parts of a computer† Lab Activity: 1. Identify essential hardware component specifications. 2. Attempt the Case study about a student’s choice of a computer. Post Lab Activity: 1. Complete ePortfolio Learning Objective 1. 2. Begin work on Assignment 1. ? ? 17 Topic 4: Simple Text-Based Reports IntroductionComputers can offer us valuable insights into our writing style simply because they can process text quickly and thoroughly. This topic provides hands-on experience of basic word processing techniques and functions. It is designed for you to be able to demonstrate a working knowledge of word processing terminology and identify functions and procedures utilised in word processing. Presented in this topic are a few writing tools and techniques that will be of some help as you use them for your professional writing. Learning outcomes Upon successful completion of this topic, you should be able to: Use computers to create electronic documents. ? Change the look of a document using formatting. ? Use templates and styles for creating professional looking documents and reports. Readings ? ? ? ? Pre Lab Activity Notes Lab Activity Notes ePortfolio Guide-Creating Folder and Uploading Files PDF document ePortfolio Guide – Journals Activities and practical: ? Pre-Lab Activity: 1. Create a Cover Page and a Birthday card using MSWORD 2010 2. Lab Activity Notes. Lab Activity: 1. Editing Documents. 2. Formatting Text, Paragraphs and Pages. 3. Adding tabl es and graphics to documents. 4.Spell Checking a Document. 5. Styles 6. Table of Contents. 7. Bibliography. Post Lab Activity: 1. Review Quiz 2 2. Complete EPortfolio Learning Objective 2 ? ? 18 Topic 5: Fundamentals of Information Introduction We live in what is often called ‘The Information Age’ – an era which is â€Å"marked by the increased production, transmission, consumption of and reliance on information. Many consider the new role of information to be changing our social and economic behavior as dramatically as did the Industrial Revolution† (Readiness for the Networked World: A Guide for Developing Countries. Glossary of Terms’ http://cyber. law. harvard. edu/readinessguide/glossary. html). Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Describe the roles of data, information, knowledge and wisdom in decision-making; Describe the competencies of an information literate individual; Describe the st ructure of information, that is, how it is produced, organised and disseminated; Discuss legal, ethical and socio-economic issues surrounding information; Readings ? Read Topic 5 notes Activities and practical ? Pre-Lab Activity: 1.Identify and analyse information needed for decision making in given scenarios. Lab Activity: 1. Browse and identify features of selected web-based primary, secondary and tertiary sources of information. 2. Discuss the impact of technological advances on primary, secondary and tertiary sources of information. 3. Discuss the reasons and implications of digital divide and suggest recommendations to bridge the divide in Pacific Island countries. ? Post Lab Activity: ? 1. Analyse scenarios of legal and illegal as well as ethical and unethical uses of information resources. 19Topic 6: Search Strategies and Searching Information Online Introduction The Internet has changed the way people use computers and communicate information. In Part A of this topic, you wi ll be introduced to various techniques for searching information. In Part B, you will use selected search engines, meta-search engines and subject directories to find web-based information to support your studies. Learning outcomes Upon successful completion of this topic, you should be able to: 1. Construct effective search strategies using appropriate search terms and search techniques; 2.Identify features of selected search engines, meta-search engines and subject directories; 3. Use selected search engines, meta-search engines and subject directories to locate relevant and scholarly information resources. Readings ? Read Topic 6 notes Activities and practical ? Pre-Lab Activity: 1. Quiz ? Lab Activity: 1. Construct search strategies, on given topics, using appropriate search terms and search techniques. 2. Use Google Web advanced search mode and Google Scholar advanced search mode to conduct searches, on given topics, and analyse the results retrieved.Use an academic subject dir ectory to conduct searches, on given topics, and analyse the results retrieved. 3. ? Post Lab Activity: 1. Use the basic and advanced search modes of a selected meta-search engine to conduct searches, on a given topic, and analyse the results retrieved. 20 Topic 7: Presentation Introduction In this topic you will learn how to make use of presentation software that will aid you in delivering effective, targeted, interesting and captivating presentations suitable to the target audience. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? Identify different presentation tools. Use design templates. Create visually appealing presentations. Readings ? Topic 7 notes from MOODLE. Activities and practical ? ? Pre-Lab Activity: 1. Create a PowerPoint presentation in a group using MS PowerPoint 2010. Lab Activity: 1. Students to do a group presentation on slides created during Pre Lab. 2. Students will be introduced to Prezi – a Flash based presentati on software. ? Post Lab Activity: 1. Students to upload a Prezi presentation onto ePortfolio as Post Lab activity for the week. 1 Topic 8: The Library Website and the Library Catalogue Introduction In Part A of this topic, you will explore the range of useful information the USP Library website has to offer. The USP Library website is very often the most suitable way to find the information you need. It contains links to information and can direct you to the best sites, particularly relevant Pacific/Oceania sites. If you know your way around the Library website, you will find a treasure trove of information that will help you get ahead in your studies.In Part B of this topic, you will be introduced to the Library catalogue, which is the key to finding a huge range of information resources about subjects you will study at USP. Part B explores the various search modes of the library catalogue which you can use to search and find library resources efficiently. Learning outcomes Upon su ccessful completion of this topic, you should be able to: 1. Navigate the main USP Library website as well as Emalus and Alafua Library websites and identify relevant links for undergraduate students; 2.Construct search strategies and use the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources on given topics; 3. Interpret citations and construct search strategies using the Laucala Library catalogue as well as the regional libraries catalogue to search for library resources for given citations. Readings ? Read Topic 8 notes Activities and practical ? Pre-Lab Activity: 1. Navigate the main USP Laucala Library website as well as Alafua and Emalus Library websites and identify types of library services and resources available for undergraduate students. Lab Activity: 1.For given topics and citations, construct search strategies and conduct searches using the following search modes and options on the USP Library catalogue: i. Quick Searc h using Keywords option; ii. Title Search using Browse, Phrase, and Exact Match options; iii. Advanced Search; iv. Subject Search. 2. For given topics and citations, construct search strategies and conduct searches using Quick Search and Advanced Search modes on Alafua, Emalus and regional libraries catalogues. ? 22 ? Post Lab Activity: 1. Use the advanced and subject search modes of the USP Library catalogue to conduct searches, on a given topic, and analyse the esults retrieved. 2. Review Quiz 3 23 Topic 9: Searching Databases and Managing References Introduction During your academic studies at The University of the South Pacific you will need to access and read many articles. The USP Library offers a wide range of online databases and many of these provide entire articles, called fulltext articles. You can find a list of these databases trough the USP Library homepage: http://www. usp. ac. fj/library. Under the heading eResources select Databases. In Part A of this topic you will explore ProQuest databases to find fulltext articles.In Part B of this topic, you will learn how to create, save and organise your references using referencing software called EndNote. Learning outcomes Upon successful completion of this topic, you should be able to: 1. 2. 3. 4. Access, navigate and identify features of ProQuest database; Construct search strategies, search and retrieve articles using ProQuest; Import references from online databases like ProQuest to EndNote Create and organise references and bibliographies using EndNote. Readings Read Topic 9 notes and PowerPoint tutorials. Activities and practical Pre-Lab Activity: 1. Register for EndNote account. 2. Create References manually using EndNote. ? Lab Activity: Part A 1. For given topics and citations, construct search strategies and conduct searches using the following search modes on the ProQuest database i. basic search; ii. advanced search; iii. topic search; iv. publications search. Part B 1. Create records in E ndNote by manually entering references and importing references from ProQuest database. 2. Organise references by creating groups and formatting in selected citation style. ? Post Lab Activity: 1.Formulate a search strategy for a given research topic, conduct the search on ProQuest, select and import records into EndNote and format into selected citation style. 24 Topic 10: Evaluating Information Introduction The quality and relevance of the information you use in your tertiary studies is of the utmost importance. It is easy to find information on most topics – but is it the best information? In this topic you will look at evaluating information in any format. In particular, you will learn how to apply the START evaluation criteria to critically evaluate the various types of information resources.Learning outcomes Upon successful completion of this topic, you should be able to: 1. Discuss the importance of evaluating information resources; 2. Identify criteria used for the ev aluation of sources of information; 3. Apply evaluative criteria to a range of information resources. Readings ? Read Topic 10 notes. Activities and practical ? ? Pre-Lab Activity: 1. Categorise Bad and Good Information Lab Activities: 1. Evaluate websites, on a given topic, using START evaluation criteria. 2. Evaluate journal articles, on a given topic, using START evaluation criteria. ? Post Lab Activity: 1.Use Google Web advanced search mode to conduct search on a given topic, select and evaluate a website using START criteria. 2. Review Quiz 4 25 Topic 11: Web 2. 0 Tools for Educational and Social Purposes Introduction This topic looks at the ways people use the latest developments in online communication, to create communities and share information, often near instantaneously. We encourage you to explore and find out more about this exciting development that has revolutionised communications and how people relate to each other in the 21st century. Learning outcomes Upon success ful completion of this topic, you should be able to: ?Identify and navigate various content collaboration, media sharing and social networking Web 2. 0 tools; Discuss the advantages and limitations of the different types of Web 2. 0 tools; Use selected Web 2. 0 tools. ? ? Readings ? Read Topic 11 notes. Activities and practical ? Pre-Lab Activity: 1. Browse and analyse blogs on a given topic. ? Lab Activity: 1. Browse a Facebook account of an organization and discuss the advantages and disadvantages of social networking tools. 2. Browse a selected Wikipedia article and discuss the advantages and disadvantages of content collaboration tools. 3. Browse the code of conduct of Flicker and discuss the advantages and disadvantages of media sharing tools. ? Post Lab Activity: 1. Use Google Docs to create and publish a document on a given topic. 26 Topic 12: Analytical Reports Introduction This topic will develop your skills at using Microsoft Excel. You will learn how to calculate using fo rmulas and functions, create charts and Pivot Table, a data mining tool provided with Microsoft Excel. Learning outcomes Upon successful completion of this topic, you should be able to: ? ? ? ? Work with formulas and functions in Microsoft Excel.Identify the appropriate type of chart for your report. Produce charts in Microsoft Excel. Use Pivot Tables to analyse and present data in Microsoft Excel. Readings ? Topic 12 notes from MOODLE. Activities and practical ? Pre-Lab Activity: 1. Create a spreadsheet as given in the pre lab activity using Microsoft Excel 2010 and answer the questions that follow. Lab Activity: 1. Create a Chart in Excel 2010. 2. Use formulas and functions to perform calculations 3. Add a PivotTable in Excel 2010. Post Lab Activity: 1. Review Quiz 5 ? ? 27 Topic 13: Social and Ethical Issues