The impact of Widening Participation upon education in this Country

The impact of Widening Participation upon education in this Country Widening participation is a key government strategy in which students are taken in fromsocial groups or communities that have not traditionally entered higher education. Whilstmost institutes will welcome a new source of students, they recognise that these studentsare likely to have different learning skills/expectations and research suggests they arelikely to need additional support if they are to succeed. As a key government target is toimprove retention rates, there has to be a commitment to ensuring good studentprogression. The main aim for the programme is to have 50% of 18-30 years olds inhigher education. (Loughborough University, 1).The main aim is categorized into three sublimations:1)To make measurable progress towards widened participation, without increasingstudent non-completion, while maintaining standards of excellence and recognising andbuilding on institutional strengths and diversity.2)To stimulate new sources of student demand and adjust supply accordingly.3)To imp rove opportunities for all students through lifelong learning.Dr Stephen Farry at UCAS Higher Education Conventi...Departments will need appropriate learning, teaching and assessment strategies as wellsupport systems to deal with the increasing diversity of the student intake. For examplethe Engineering academics, at Loughborough university, have already had to deal withthe declining maths skills of students. It is clear that widening participation should notequate to a lowering of standards. Higher education institutes will have to face theincreasing challenge of educating an increasingly diverse student group effectively whilstmaintaining the output standards that the profession demands.Widening participation is not about reducing standards. The Higher Education FundingCouncil for England aim to sustain standards by enabling higher education institutes witha particularly strong commitment to widening participation to build and strengthen theiractivities, by ensuring that they rece ive sufficient funding to cover the additional costs ofthese and of supporting student success. In 2003-04...

The Battle of Chapultepec in the Mexican-American War

The Battle of Chapultepec in the Mexican-American War On Sept. 13, 1847, the American army assaulted the Mexican Military Academy, a fortress known as Chapultepec, which guarded the gates to Mexico City. Although the Mexicans inside fought valiantly, they were outgunned and outnumbered and were soon overrun. With Chapultepec under their control, the Americans were able to storm two of the city gates and by nightfall were in tentative control of Mexico City itself. Although the Americans captured Chapultepec, the battle is a source of great pride for Mexicans today, as young cadets fought bravely to defend the fortress. The Mexican-American War Mexico and the United States had gone to war in 1846. Among the causes of this conflict were Mexicos lingering anger over the loss of Texas and the US desire for Mexicos western lands, such as California, Arizona, and New Mexico. The Americans attacked from the north and from the east while sending a smaller army west to secure those territories they wanted. The eastern attack, under General Winfield Scott, landed on the Mexican coast in March of 1847. Scott made his way towards Mexico City, winning battles at Veracruz, Cerro Gordo, and Contreras. After the Battle of Churubusco on August 20, Scott agreed to an armistice which lasted until Sept. 7. The Battle of Molino del Rey After talks stalled and the armistice was broken, Scott decided to hit Mexico City from the west and take the Belà ©n and San Cosme gates into the city. These gates were protected by two strategic points: a fortified old mill named Molino del Rey and the fortress of Chapultepec, which was also Mexicos military academy. On September 8, Scott ordered General William Worth to take the mill. The Battle of Molino del Rey was bloody but short and ended with an American victory. At one point during the battle, after fighting off an American assault, Mexican soldiers crept out of the fortifications to kill American wounded: the Americans would remember this hateful act. Chapultepec Castle Scott now turned his attention to Chapultepec. He had to take the fortress in combat: it stood as a symbol of hope for the people of Mexico City, and Scott knew that his enemy would never negotiate a peace until he had defeated it. The castle itself was an imposing stone fortress set on the top of Chapultepec Hill, some 200 feet above the surrounding area. The fortress was relatively lightly defended: about 1,000 troops under the command of General Nicols Bravo, one of Mexicos better officers. Among the defenders were 200 cadets from the Military Academy who had refused to leave: some of them were as young as 13. Bravo had only about 13 cannons in the fortress, far too few for an effective defense. There was a gentle slope up the hill from Molino del Rey. Assault of Chapultepec The Americans shelled the fortress all day on September 12 with their deadly artillery. At dawn on the 13th, Scott sent two different parties to scale the walls and assault the castle: although resistance was stiff, these men managed to fight their way to the base of the walls of the castle itself. After a tense wait for scaling ladders, the Americans were able to scale the walls and take the fort in hand-to-hand fighting. The Americans, still angry over their murdered companions at Molino del Rey, showed no quarter, killing many wounded and surrendering Mexicans. Nearly everyone in the castle was killed or captured: General Bravo was among those taken prisoner. According to legend, six young cadets refused to surrender or retreat, fighting to the end: they have been immortalized as the Nià ±os Hà ©roes, or Hero Children in Mexico. One of them, Juan Escutia, even wrapped himself in the Mexican flag and leaped to his death from the walls, just so that the Americans would not be able to take it in battle. Although modern historians believe the tale of the Hero Children to be embellished, the fact is that the defenders fought valiantly. Death of the Saint Patricks A few miles away but in full view of Chapultepec, 30 members of the St. Patricks Battalion awaited their grim fate. The Battalion was composed mainly of deserters from the US army who had joined the Mexicans: most of them were Irish Catholics who felt that they should be fighting for Catholic Mexico instead of the USA. The Battalion had been crushed at the Battle of Churubusco on August 20: all of its members were dead, captured or scattered in and around Mexico City. Most of those that had been captured were tried and sentenced to death by hanging. 30 of them had been standing with nooses around their necks for hours. As the American flag was raised over Chapultepec, the men were hanged: it was meant to be the last thing they ever saw. The Gates of Mexico City With the fortress of Chapultepec in their hands, the Americans immediately attacked the city. Mexico City, once built over lakes, was accessed by a series of bridge-like causeways. The Americans assaulted the Belà ©n and San Cosme causeways as Chapultepec fell. Although resistance was fierce, both causeways were in American hands by the late afternoon. The Americans drove the Mexican forces back into the city: by nightfall, the Americans had gained enough ground to be able to bombard the heart of the city with mortar fire. Legacy of the Battle of Chapultepec On the night of the 13th, Mexican General Antonio Là ³pez de Santa Anna, in overall command of the Mexican forces, retreated from Mexico City with all available soldiers, leaving it in American hands. Santa Anna would make his way to Puebla, where he would unsuccessfully try to sever the American supply lines from the coast. Scott had been correct: with Chapultepec fallen and Santa Anna gone, Mexico City was well and truly in the hands of the invaders. Negotiations began between the American diplomat Nicholas Trist and what was left of the Mexican government. In February they agreed on the Treaty of Guadalupe Hidalgo, which ended the war and ceded vast tracts of Mexican land to the USA. By May the treaty had been ratified by both nations and was officially implemented. The Battle of Chapultepec is remembered by the U.S. Marine Corps as one of the first major battles in which the corps saw action. Although the marines had been around for years, Chapultepec was their highest-profile battle to date: the Marines were among those who had successfully stormed the castle. The marines remember the battle in their hymn, which begins with From the halls of Montezuma†¦ and in the blood stripe, the red stripe on the trousers of the marine dress uniform, which honors those who fell at the Battle of Chapultepec. Although their army was defeated by the Americans, the Battle of Chapultepec is a source of much pride for Mexicans. In particular, the Nià ±os Hà ©roes who bravely refused to surrender, has been honored with a memorial and statues, and many schools, streets, parks, etc. in Mexico are named for them.

Life in the Digital Age Essay Example | Topics and Well Written Essays - 2250 words

Life in the Digital Age - Essay Example The development resulted in data transmission methods that had significantly faster speeds than the pre-existent methods of data transmission. In the end, the technology provided a fast and reliable method of communication that served as an alternative to the analogue communication tools of the day. Its pros facilitated its application in most of the communication of the world today. Telecommunications, television broadcasts, digital printing, and other major communication methods rely on digital methods in message transmission. In the last two decades, the development has been fast tracked with new communication methods such as the internet, social media, and online sharing coming into being. These have enabled worldwide connectivity with unrestricted sharing of all kinds of information. This has yielded a lot of benefits that have helped significantly in the covering of major milestones in the goal of global development and security. However, according to Cathy Davidson in Now You See It, the use of digital technology has also resulted in the social phenomenon of the generation having a paradoxical obsession with implications associated with living in the digital age. This raises the question â€Å"do we need to rethink and restructure the organization of our institutions so as to maximize the results because of the situation of the digital era?† Technology availability In the United States, investments into the technology industry has seen the availability of technology increase many folds as the population wants to access information and utility sites like social media. A PISA survey in 2006 showed that among pupils in the 15-year age bracket, over 95% frequently used a computer at home (Gros 26). The projections of this survey show that in 2013 this is a universal feature. The survey found that most of the children prefer the internet to all other media. The universal access has increased the overall time spent on screens with most teenagers spendin g a large portion of their time on social networks and texting using various gadgets. Television and video games are also a huge part of the lives of the young generation of today. This extends to young children under the age of six who are also accustomed to dealing with technologies. This shows that the young generation is accustomed to and views technology as a necessity in their lives. The development and use of the forms of digital technology has therefore succeeded in influencing the society in viewing it as a necessary part of life with some in the young generation relying heavily on it. This means it is necessary to have institutions of learning that consider this aspect of the young generation (Davidson 12). In comparison, the organization of institutions of learning tends to uphold teaching and assessment models that do not serve the new generation of students facing challenges in learning to think critically in the information overload era. In response, Davidson proposes that changes be made to the systems of learning to embrace digital technology in a fluid and participatory manner. One way of achieving this is the use of digital game-based learning technologies. Digital game based learning Digital game based learning (DGBL) is a method of instruction that applies principles of learning or content that is educational in digital technology in the form of video games aiming at engaging the student ("Digital game-based

Employment Law and Policy Essay Example | Topics and Well Written Essays - 1500 words

Employment Law and Policy - Essay Example First, when they went to meet with Ms. Young, they should have waited for the next meeting time as she did not deny addressing their issues. They began their journey to the headquarters. Second, while investigating the matters highlighted by the three nurses, Custer did not observe the similar discontent from the department heads that was portrayed by the three nurses; rather, the department heads supported Ms. Young. Third, the department heads informed about their reservations over the unprofessional conduct and behavior of the three nurses. Fourth, the Ms. Young also complained about the improper and lack of cooperation from the three nurses. Subsequent to that, when Custer asked each person at the meeting for the names of the people he or she thought responsible for the tension at the Heartland facility, a considerable number of counts highlighted the major involvement of the three nurses. More importantly, when in March, the HR Director Custer was announcing his decisions resolv ing the issue; defiance and resistance to change was personally felt by the Director that was largely contributed by the three nurses. In almost every organization, a code of conduct is established and the employees are required to support and follow the requirements of it. Mostly, a number of organizations emphasize its enforcement so that the smooth functioning of the organization must remain active and continue. However, the conduct of the three nurses did not respect the established code of conduct; rather, they went against it.  ... However, the conduct of the three nurses did not respect the established code of conduct; rather, they went against it. And, the subsequent investigation proved and necessitated the employment termination of the three nurses. Impasses, Strikes, and Dispute Resolution The Mackay doctrine permits employers to hire permanent replacement workers for strikers (Hatton, 2011, p. 97). However, the United States also maintains that its laws guarantee the right of association and the right to strike and that the ‘Mackay doctrine’ must not violate the right to strike (Compa & Diamond, 1996, p.35). The inverse seniority step violates the sanctity of the Section 8(a) (1) of the NLRA. This Section maintains that any attempt by the employers shall be deemed as an unfair labor practice that interfere with, coerce or restrain employees in the exercise of their rights to join or assist labor organizations, or not to assist or join labor organizations. The inverse seniority option offered by the Child Care Services Inc. (CCSI) represents a clear act of interfering in the employee rights to assist or perform labor organization related activities and the inverse seniority would bring the replacements first for the most senior members; and, in the very first attempt of replacement, the main union members of the American Federation of State, County, and Municipal Employees (AFSCME) would be replaced in the case of strike; this action directly breaches the workers’ rights and puts additional pressure on them so that they should avoid exercising their legal rights for obtaining their objectives. On the other hand, Mackay doctrine permits the employers to hire replacement workers in the

Universal Acceptance of Hamlet by William Shakespeare Essay -- Hamlet

Universal Acceptance of Hamlet by William Shakespeare The tragedy and situation in the play ‘Hamlet’ has been commented on as ‘universal.’ Audiences of many different cultures can enjoy ‘Hamlet’ even though it is set in an alien culture to them. The reasons for this are that many people can relate to the play, they feel that they are living though a profound experience, even if nothing in the plot of Hamlet has ever happened to them. The experience of ‘Hamlet’ is not restricted to the plot and its characters. A large factor in this universal acceptance is that the main character, Hamlet, around whom the entire play revolves, is realist and ‘universal’ himself. In this Hamlet is merely a reflection of aspects found in all men, he is a symbol for how any man would act given the situation. If he reacts the way you would react, that makes him a very easy to relate to and sympathetic character. This does not mean that Hamlet reflects the common man and his action, or Rosencrantz and Guildenstern would be more probable ‘universal men.’ Hamlet reflects what the common man wishes and feels he could do if he were given the chance. Hamlet is 'superhuman' in this sense. He is able to find the strength to act though his tragic situation with out giving in to easier ways and temptations along the way. Rosencrantz and Guildenstern are more common man than universal, for though they have loyalty to Hamlet as they have been his friends for many years, they still have their own ambition. (Gertrude) â€Å"Your visitation may receive such thanks As fits a king’s remembrance†¦ (Rosencrantz) by the sovereign power you have of us,†¦ (Guildenstern) Heaven make our presence and our practices Pleasant and helpful to him! [Hamlet]† (Act1, Scene2) They make a choice, and like Judas, they make the ‘wrong’ one. They do not stand strong and faithful to Hamlet, but act on King Claudius’s behalf, in hope of recognition. This is a ‘common’ man’ action, to take the favorable route on the behalf of personal interest. Hamlet’s main appeal is that he is trapped into a cycle, but he takes the noble and faithful action to affront the situation, leaving no doubt to the audience that he is in the right. Though Hamlet is in a sense 'superhuman,' he is still human and easy to relate to for he does have flaws. He is not the shining hero riding in on a white horse to save the day, he... ...ample Hamlet forgives Laertes, yet kills him. Therefore Hamlet can not give punishment without commit crime. As a result the cycle starts again, against Hamlet this time. The crime is committed, and the ‘Commits the crime and must suffer for it’ role acts again. Hamlet is forced into the cycle over which he can have no control. In being the punisher Hamlet must also be punished. In this Hamlet may symbolise an aspect that many people feel, that they are locked into cycle that they cannot escape. Hamlet is therefore a symbol of the ‘universal man.’ He does not reflect the common man’s actions and deeds, but what the common man could possible do if given the chance. He represents the inner strengths of humanity, the virtues that they are capable of achieving. Yet he still remains truly human, making mistakes and being unable to escape the greater cycles and powers that exist. Hamlet may not reflect every man that exists, he reflects a part within them that exists. Hamlet is not the common man, but this is not due to his sovereignty, education, manners or upbringing. It is due to his ability to access his inner strength and do the right thing, even when the odds are against him.

Hardware and software report Essay

This logo is attractive as it advertises its name in its logo and so it is a useful selling point, this is unlike other logos such as the Apple logo where there is no text. Secondly logo uses two colours and therefore it looks clean and professional and unlike other logos such as the old Fanta logo (which is cluttered and not colour coordinated). Thirdly this logo is a definite improvement for previous BA logos, such as the one released on the Queen’s Birthday in 1991. However the logo hasn’t been updated for just over fifteen years, certainly there have been modifications and improvements, and however BA hasn’t changed it completely. A report done by The Economist shows this could be why BA’s sales have been dropping gradually over the past decade. This logo represents the British based airline; Monarch. This logo uses two complementary colours, which are purple and yellow. The crown image is very clever because it matches the name of airline. The colours are used to great effect on the crown, the middle part of the crown is filled in with a golden yellow, and the two sides match the purple font. The crown is in a bold shape of an â€Å"M† so that people will notice that it belongs to Monarch Airways. It is extremely simple but also very clever and unique Ryan Air is an Irish Airline company who specialise in cheap flights. This logo is simple and quite plain and dull. The writing is big and bold so that people can read it from a long distance and so that it stands out and it has a short slogan underneath persuading potential customers to fly with them. It also has a small image of a golden harp but it’s not on the subject of flying, planes, or holidays. The Ryan Air logo is far too plain and doesn’t use the beautiful two colours to effect. 2. 2 My Logos 2. 3 My Final Logo Mr Jones chose this logo, because he believed this logo represents the ethos and nature of the company. This is one of the only logos to have the slogan of the company underneath. He believed that this was an essential marketing point, which reflects the company. After research of existing logos (both travel and non-travel) and their colour scheme, I chose brow, yellow, and black. He chose the computer designed logos because they look more professional and pleasing to the eye. Another factor that was imperative to my chosen design is the survey I carried out (see Appendix C for completed survey). 2. 4 Task Evaluation How did you choose what features to include in your logo? I looked at three different logos and evaluated the good and the bad things about each logo, and then created each of my own logos and trying to include all of the good features that I had spotted, to make it as effective as possible. I also created a survey on what customers wanted to see in a logo which has given me more of an insight into customer’s needs. What hardware and software did you use? To create these particular logos I used: Hardware Dell Dimension DM 051 Software Microsoft Publisher 2007 Microsoft Word 2007 Corel Graphics Designer Internet Explorer 7 (www. logomaker. com) Suggest an alternative way for completing the task and what other hardware or software could you have used? For this task I could have used different programs or I could have edited my drawn designs on the computer Software Microsoft PowerPoint 2003/7 Adobe Photoshop CS2 Hardware Apple Mac (OS 3. 0 Beta) How well did this task work? Overall I think I did quite well on this task, as I managed to use different programs and explore the different features of them, also I looked at the differences in the features between Microsoft Word 2003 and Microsoft 2007, I feel this has benefited me greatly. My logos look professional and smart, and I am pleased and the end result, however I feel I could’ve put a slogan on all of the logos, not just one.

Minister of Propoganda for Nazis in Germany, Paul Joseph...

Joseph Goebbels Paul Joseph Goebbels also known as Joseph Goebbels was a German Politician and Reich Minister of Propaganda in Nazi, Germany (1933-1945). Goebbels warned girls about the â€Å"sexual devastation that Jews had wrought in the past† and to remind them about the Nuremberg Race Laws of 1935/ the Nuremberg Race Laws was to prohibit any sexual relations between Aryans and Jews. As one of Hitler’s closet associates and most devout followers, Goebbels was known for his zealous orations and deep virulent anti-Semitism. Joseph Goebbels was one of the most important people of World War II because he helped out Hitler, was part of the Nazi Party and was a Propaganda Minister. Paul Joseph Goebbels was born October 29, 1897 and was a part of the National Socialist German Workers Party (NSDAP) and helped Hitler out in 1933. Before World War II Joseph Goebbels had to build the Nazi Support in 1926-1930 with the help of Hitler. Since Goebbels was part of the Propaganda he was given overall charge of the Propaganda Machine. At that point he was already given the job as a Propaganda Minister. Before the War, Goebbels was enemies with the Nazi Party because he didn’t like how they were running things so they called him the â€Å"Poison Dwarf† (Source 1). Also Goebbels found it easy to persuade the public that things were going well when the war was going Germany’s way (Source 1). Joseph Goebbels was an important figure before the war even started. He was needed on a lot of Hitler’s