Choosing An Adventure Destination Tourism Essays

Frankenstein- Can Comfort Be F :: essays research papers

In the Romantic time of writing, nature was frequently connected with detachment in a positive manner. All through the novel, Frankenstein: The Modern Prometheus, by Mary Shelley, there is a solid representative connection among dejection and nature. In any case, Shelley utilizes the relationship to show the pessimism of being separated from everyone else. The relationship of nature and forlornness is shown through three characters in the story: Victor Frankenstein, his animal, and Robert Walton. At the occasions when the characters are separated from everyone else and needing friendship, they feel discouraged, befuddled, and furious; they don't think unmistakably, and, thusly, they settle on wrong choices. They look for asylum in nature, and attempt to utilize its excellence to discover answers and to fill their void of kinship. However, none of the characters ever defeats their sessions with dejection since they never discover genuine solace in nature. Victor Frankenstein claims, “No individual could have passed a more joyful adolescence than myself'; (Shelley, 19). His initial life was loaded up with affection and supporting from his folks, his lovely and worshiped partner Elizabeth, and his closest companion Henry Clerval. Nonetheless, after he leaves his home to proceed with his training at Ingolstadt, he comments, “I, who had ever been encircled by genial friends, ceaselessly occupied with trying to present common delight, I was currently alone'; (Shelley, 25). Frankenstein no longer feels all the joy he once felt when he was joined with his loved ones. He distances himself from others since he thinks he is “totally unfitted for the organization of outsiders'; (Shelley, 25). At the point when Frankenstein is at Ingolstadt, he “has a void of the spirit'; so significant that he undercuts Nature to fill it (qtd. in Renfroe, 2). He considers, “A new species would favor me as its maker and source; numerous glad and phenomenal natures would owe their being to me'; (Shelley, 32). Frankenstein chooses to make an animal, to oppose the forces of Nature and God - a poor choice that ruins an amazing remainder. At the point when Victor at last prevails in his journey to have Nature, “horror and appall'; fill his heart after survey his new creation (qtd. in Renfroe, 2). He looked for friendship by catching Nature and making somebody to respect him for giving them life; yet it exploded backward and he fixed his destiny to the rage of his animal. At the point when Victor Frankenstein is again isolated from his cherished loved ones, this time by their demises, he feels the torments of segregation.

Helping a Child Who Has ADHD and Slow Processing Speed

Helping a Child Who Has ADHD and Slow Processing Speed ADHD School Print Tips for Helping a Child Who Has ADHD and Slow Processing Speed By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial policy Keath Low Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on January 15, 2020 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Catherine Delahaye / Getty Images It isn’t at all uncommon for kids with ADHD to take somewhat longer to complete tasks especially when the assignment is cognitively challenging. This doesn’t have anything to do with ?the  level of intelligence, rather it may have to do with processing speed â€"  the speed at which the student processes and response to the information. Written expression can also be quite a challenge for a student with ADHD, due to several possible factors. These may include slow processing speed; problems retrieving information in a timely fashion because of working memory impairments; difficulty organizing thoughts and getting them down on paper; and challenges with handwriting due to poor fine motor coordination. As a result, a student may take a lot longer than most classmates to get work completed and may produce less work overall as compared to his classmates. It could also be that your child is struggling to keep his focus and concentration at a level where he can successfully complete work. Classroom Modifications to Help a Childs Slow Processing Speed Your childs difficulty may be caused by a number of learning issues, so be sure to talk with the teacher to sort out where the breakdown is occurring. Below are some general classroom modifications that may also help: Ask the teacher to shorten or reduce the number of written assignments.Allow for extended time on assignments and tests.If handwriting is slow and labored and seems to be related to cursive writing only, allow the student to print.Allow the use of a computer.If helpful, allow the student the opportunity to give oral reports or make a project illustrating work in place of a written report.Make sure instructions and directions for written assignments are brief; repeat them for the student as needed.Provide written instructions that are concise and clear.Schedule more difficult in-class written assignments earlier in the day.Break down or divide written assignments into smaller, more manageable segmentsIncrease the level of adult supervision to monitor progress regularly on each step of the assignment.Help the student take “energy breaks” while working on assignments, allowing him to get up and move around and re-energize and then get back to work. In addition, be sure to talk openly with your child about feeling overwhelmed at school. Include him in the strategizing and planning process about ways to make schoolwork more manageable. You may also want to share your concerns with your sons doctor. Strategies to Help Kids with ADHD Succeed in School

The Crucible - Theme of Revenge - 1414 Words

A dramatist who explores the theme of revenge throughout his play is Arthur Miller in ‘The Crucible. There are different characters in this play that carry this theme of revenge, Abigail being one in particular, as she seeks revenge against Goody Proctor. This is due to Goody Proctor firing Abigail from her job after she had found out Abigail had had an affair with her husband. This seventeen-year-old girl also has an endless capacity for dissembling. John Proctor, Reverend Parris, and the Putnam’s are also characters in the play that are out to seek revenge for their own reasons. It could through the theme of revenge, be said that Miller tries to enhance your application of the play. Miller wrote the Crucible as a response to†¦show more content†¦Ã¢â‚¬Å"There is a fraction sworn to drive me from my pulpit. Do you understand?† these words ‘do you understand’ give off the impression that Parris is trying to convince himself of this fact rather than explain it to Abigail. It also shows why Parris wants revenge, as it explains that some of the villagers literally do not like him. The individual on the other hand who Parris seeks his settling of scores with is John Proctor, as he does not respect Parris as a reverend. Parris’s dislike towards Proctor clearly is empathised in act three, which is set in the courtroom. Made known by Parris’s subtle comments about Proctor, such like â€Å"Beware this man, your Excellency, this man is mischief† and â€Å"He’s come to overthrow the court, your Honour.† Both these comments convey the idea that Parris is strongly trying to get his thoughts about Proctor across. Th is proposal shows through the words ‘Excellency’ and ‘Honour’ that Parris is trying to get the attention of Judge Hathorne as he directs theses comments straight to him. Parris’s revenge towards Proctor is clear once he expresses that John is not a good Christian, as he does not attain church regularly. This observation, which Parris has made, is one of the main reasons to why Parris reacts to Proctor in the ways he does. This revenge is not as strong as Abigail’s and Proctor’s, although it isShow MoreRelatedThe parallels between The Crucible and the Rwanda Genocide Essay1110 Words   |  5 PagesParallels between The Crucible and The Rwanda Genocide The themes of justice, community and sacrifice in The Crucible are universal and can be identified in many modern events in history, including the Rwanda Genocide. The genocide in Rwanda and The Salem Witch Hunts in The Crucible have many striking similarities, primarily these are: the hunting down and killing of a group of people identified as being different, the mass killing of people for no valid reason and the taking of revenge on a whole groupRead MoreThe Crucible By Arthur Miller1063 Words   |  5 PagesIn the English dictionary, there are three definitions of the word crucible. One is a metal container in which metals are mixed and melted. Another is a severe test. But the third definition, and the one that I think fits the best for this book, is a place or situation in which different elements interact to create something new. In my mind, this fits because all of the characters had their little grudges and dirty secrets. But when all those seemingly little things inte ract, they formed somethingRead MoreThe Crucible By Arthur Miller1063 Words   |  5 PagesIn the english dictionary, there are three definitions of the word crucible. One is a metal container in which metals are mixed and melted. Another is a severe test. But the third definition, and the one that I think fits the best for this book, is a place or situation in which different elements interact to create something new. In my mind, this fits because all of the characters had their little grudges and dirty secrets. But when all those seemingly little things interact, they formed somethingRead MoreTelevision Interview : The Crucible 1118 Words   |  5 PagesProctor in the movie, â€Å"The Crucible†. Tell us briefly about your role. D: Well, I play the role of John Proctor, Elizabeth’s husband, as a local farmer who is a stern, harsh-tongued man of high social standing and integrity and who hates hypocrisy. He is a proud man who places great emphasis on his reputation in society. ABC: As in most plays and movies, there are important themes represented. What are some of these in the movie? D: Well, there are several themes that we can relate toRead MoreThe Crucible And Breaker Morant Analysis789 Words   |  4 PagesThe tales of Arthur Millers The Crucible and Bruce Beresfords Breaker Morant while appearing vastly different at a glance; share many common themes. These include scapegoats, trials and revenge. In The Crucible the antagonist, Abigail, is depicted as a spiteful and vengeful character that will stop at no end to gain the satisfaction of revenge through destructive means. Good Putnam is portrayed as a revenge driven character from The Crucible. In the movie of Breaker Morant, the protagonistRead MoreThe Crucible And The Scarlet Letter1337 Words   |  6 PagesThe Crucible and The Scarlet Letter are two literary works that helps to shape themes for generations of inquiry. The books emphasize the themes stated all throughout the deposition of the story. They were also books that spoke about a messages as the social issues were taking place during their time periods known as, ‘The Red Scare’ and ‘Puritan Takeover.’ The two books are especially interesting in the way they display these themes, while going about them differently. The Crucible focuses on theRead MoreEssay about Themes: The Crucuble and Ethan Frome575 Words   |  3 Pages nbsp;nbsp;nbsp;nbsp;nbsp;Themes are the basic and often widespread ideas explored in a literary work. The Crucible and Ethan Frome are two novels both focused on one main theme. In The Crucible the main theme was hysteria and in Ethan Frome it was desire. Both novels have very unique ways to express these themes throughout the stories. nbsp;nbsp;nbsp;nbsp;nbsp;Hysteria was a very obvious theme shown throughout the play, The Crucible. It was all started by a few young girls in Salem, MassachusettsRead MoreScarlet Letter: Revenge1289 Words   |  6 PagesJohn Drost Mr. Bianca Block 6 11/5/12 Revenge: Connections and Deceit The Crucible and The Scarlet Letter are very similar in many distinct perspectives, but both pieces of writing have the same theme: revenge. For example, the two stories take place in the same time frame, approximately around the mid 1700 s to early 1800 s. During this time period, many people were highly religious, and believed that things that could not  be explained by normal means, thus forming the theory of the DevilRead MoreThe Merchant Of Venice And The Crucible1491 Words   |  6 PagesMerchant of Venice and The Crucible respectively. They emphasize this thesis through examples of love, friendship, power and Christianity. Even though love and friendship are regarded as two forms of relationships where no one seeks any pragmatical purpose, in fact they covertly embody different sorts of self-interest. The triangular relationship among Antonio, Bassanio and Portia in The Merchant of Venice and the friendship between Abigail Williams and the girls in The Crucible are both based on selfishRead MoreAnalysis Of The Crucible By Arthur Miller1195 Words   |  5 PagesAmerican Literature AB 15 June 2015 The Theme of Hysteria in â€Å"The Crucible† What is the definition of â€Å"hysteria†? Hysteria is a state of extreme or uncontrollable emotion, excitement or anxiety, especially among large groups or segments of society. Specifically, hysteria is a delitescent killer causing the death of nineteen people in the Salem Witch Trials of 1692. However, hysteria does not just appear out of nowhere. There are driving forces such as taking revenge, protecting their reputation or abuse

Biomechanics of Surfing Essay - 1359 Words

How do biomechanical understandings influence the learning of and performance in surfing? Problem: The problem with my surfing is my paddling technique. Understanding the fundamental relationships in mechanics, helps form a foundation for the analysis of human movement in surfing. The main principle or law of motion I am going to look into is Newton’s Law of Action and Reaction. This law of motion is mainly applied when paddling. It helps me understand how the application of force to my arm and hand determines the speed and movement of my surfboard and this allows such movement to become more efficient. The most important skill in surfing is learning the correct paddling technique. A good paddler catches plenty of waves while poor†¦show more content†¦2010).† The angle of entry of the hand is important in improving drag force and propulsion. This is because the hand controls entry into the water and flow of water over the hand. Drag propulsion can be used effectively to improve my paddling technique, by making my strokes longer and larger, similar to the â€Å"S† stroke. Instead of them being short and wide, causing little propulsion because of this propulsion principle. Lift force: Definition: Lift force is due to the development of high pressure under the hand and low pressure above it when the hand is pitched to the water at 40 ° (Amezdroz, et al,. 2010). â€Å"In surfing, water streams past the hand and can cause what’s called lift force. Lift force can only be created when I my hand is a curved surfaces designed, which gives the best ratio of lift to drag. When the water passes over the hand onto a longer surface area, the water is forced or propelled at a greater speed than it would when travelling under the hand, similar to my wider paddling technique. The lift force is in the opposite direction of the force, this gives a surfer greater traction against the water, to catch a wave (Amezdroz, et al,. 2010).† To achieve best lift force, the hand should be angled at 40 ° to the water. The lift force will be evenly andShow MoreRelatedNike, Inc. Strategic Case Study Essay example6087 Words   |  25 Pages Nike constantly invested money in its Research and Development (Ramp;D) department to create new technologies for producing the products. More specific, Nike has hired a huge specialist team which including exercise physiology, engineering, biomechanics and other fields that related with sports products innovation. Also, Nike has cooperated with a wild range of athletics, coaches, orthopedists, podiatrists and trainers to develop and test the new products (Nike, 2011). For instance, Nike’s representativeRead MoreNike Report13324 Words   |  54 Pagestechnical innovation in the design of their footwear continues to produce products that help enhance not only athletic performance, but enjoyment for those who purchase the footwear as the casual athlete. Nike staffs specialists in the areas of biomechanics, exercise physiology, engineering, industrial design and related fields to keep them on the cutting edge. (Nike, 2007) Trademarks and Patents Nike trademarks nearly all of their products and has distinctive marks that readily identify NikeRead MoreSport Science13852 Words   |  56 Pagesdoes acquiring skills affect performance? What effect can psychological factors have on performances? How do biomechanical factors inï ¬â€šuence performance? COMING UP Motor learning page 4 Psychology of performance page 42 Applying biomechanics to sport page 72 2 RUS_QSPE_3pp.indb 2 \\\\\ Focus area A—Learning physical skills 28/09/10 9:39 AM RUS_QSPE_3pp.indb 3 a 28/09/10 9:40 AM 1002 1 Motor learning BEFORE YOU START CHAPTER OVERVIEW HaveRead MoreMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 PagesChangers E) Developers Answer: A Page Ref: 79 Objective: 4 Difficulty: Moderate 36) People vary in their views of society and their consumption patterns often reflect their social attitudes. ________ are a major market for movies, music, surfing, and camping. A) Makers B) Preservers C) Escapers D) Changers E) Developers Answer: C Page Ref: 79 Objective: 4 Difficulty: Moderate 37) ________ beliefs and values are passed from parents to children and reinforced by social institutions—schoolsRead More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pagesto develop a sampling plan. Suppose that you would like to select a sample of 50 students at your school to learn something about how many hours per week, on average, students at your school spend engaged in a particular activity (such as studying, surï ¬ ng the Internet, or watching TV). 64 C h a p t e r 2 ââ€"   Collecting Data Sensibly that reasonably could be considered representative of the population of interest even if it may not be a simple random sample. Write a brief description of your

Recruitment and Retention Free Essays

string(48) " satisfaction and intentions to leave academia\." Demand for academic staff in Higher Education has been increasing2 and may be expected to continue to increase given the Government’s intention that participation in Higher Education should increase substantially amongst those aged 18 to 30 years old. At the same time, recruitment and retention problems have been growing in prominence (HEFCE, 2003) and there has been a long-standing concern that the sector faces a ‘retirement bulge’, as academics from the 1960s expansion reach retirement. Consequently, there is concern about the adequacy of the future supply of academics. We will write a custom essay sample on Recruitment and Retention or any similar topic only for you Order Now Other substantial changes in Higher Education in the past 10 to 20 years are likely to have contributed to the tightness of the academic labour market3. Polytechnics were granted university status in 1992, changing their funding regime, their focus and the demands on staff. The number of students has grown substantially, a growth which has not been matched by staff increases resulting in a large increase in the student:staff ratio. Changes in funding have led to much greater emphasis on research output (through the Research Assessment Exercise, the RAE), teaching quality (through the requirements of the Quality Assurance Agency, the QAA) and on academics raising research and consultancy funds. Other changes include tighter contractual terms (affecting holidays and hours worked), an increase in the use of short-term and hourly-paid contracts and the loss of tenure. Overall, these changes have tended to alter the nature of the job, reducing autonomy and increasing the workload, including that of administrative and teaching tasks. At the same time, both the salaries and status of academics are perceived to have deteriorated relative to alternative careers (Halsey, 1992; Keep et al. , 1996). Substantial change in the nature of any job is likely to increase turnover, as a mismatch develops between the nature of the job to which people were recruited and the actual job. If these changes tend to reduce the quality of the job, rather than just change it, and if the applicant requirements are not altered (and, probably, lowered), recruitment will also become more difficult. Both turnover and recruitment difficulties will be exacerbated by a relative decline in pay. Overview of the study Against this background, the study was designed to identify the factors which lead to individuals entering and leaving academic employment in the English Higher Education sector. Although the main focus was entry and exit from the sector, recruitment to and retention by individual institutions can shed light on this and was also investigated. For the purposes of the study academic employment was defined as jobs in higher education institutions (Universities and Colleges of Higher Education) whose main function was academic teaching or academic research, irrespective of the contractual terms of the job holder. Thus lecturing (e. g. Professors, and Lecturers) and research staff (e. g. Research Assistants, post-docs and Senior Research Fellows) are included, but academic-related staff (e. g. technicians) are not. Full-time, part-time, permanent and temporary staff within these groups are included4. Two main groups of academics were excluded from the study: those in Further Education Institutions and those on clinical rates of pay. The resources of the study precluded inclusion of these two groups5. Following discussion with the DfES, it was decided to focus on staff at English HEIs. This was done in order to prevent differences in the funding and structure of the HE sectors obscuring the analysis. Two exceptions to this rule are the analysis of the HESA data on research students and the chapter on international comparisons of pay (Chapter 4). These are discussed in more detail in sections 1. . 1 and 1. 1. 2 below (and in further detail in Appendix C and Appendix D). The study had five, inter-related, strands: †¢ a literature review to establish the nature of the recruitment and retention problems and to identify previous evidence on the factors affecting recruitment and retention; this was conducted from March to May 2003; †¢ analysis of HESA staff and student data, 2 001/02, to provide a descriptive analysis of turnover in academia, to identify the basic characteristics of employment in the sector and to identify the student supply into academia6; a comparative analysis of pay, using 2001 data, both for comparable employment nationally and for academics in Higher Education internationally, in order to establish the competitiveness of academic pay; †¢ qualitative research within universities exploring human resource policies and practices and factors affecting entry and exit from the sector; the fieldwork was conducted between July 2003 and July 2004; 4 However, the coverage of hourly paid staff is severely limited, owing to limitations in the HESA data (see below) and to practical difficulties of sampling for the survey (see below). Inclusion of the former would have extended the study to Further Education Institutions. The latter have different terms, conditions and employment patterns from other academics in HEIs and so a larger sample wo uld have been required to adequately cover this group. Staff on clinical rates accounted for five per cent of academic staff (HESA Individualised Staff Record 2001/2). 6 Analysis of more recent HESA data and of trends over time is contained in HEFCE (2005a) and HEFCE (2005b). 3 quantitative surveys of academic staff and of research students to identify factors which affect recruitment into academia and retention; the fieldwork was conducted between May and July 2004. The research findings are affected by the policies and practices in effect at the time. To assist the reader, the DfES has produced a list of relevant Higher Education initiatives since the survey fieldwork. These are listed in Appendix H. Below, essential aspects of the methods are described. Further details of the methods appear in appendices. Appendix A describes the qualitative research. Appendix B discusses the quantitative surveys of academic staff and research students. Appendix C describes the HESA staff and student datasets. Appendix D describes the data used for the intra- and international pay comparisons. Appendix F describes the model used for the analysis of the likelihood of students entering academia. Appendix G describes the econometric analysis of job satisfaction and intentions to leave academia. You read "Recruitment and Retention" in category "Essay examples" 1. 1. 1 HESA staff and student data7 For staff, the HESA Individualised Staff Record for the academic year 2001/02 was used. The analysis was confined to institutions in England and to staff who were not on clinical grades. The sole exception to this is chapter 4, where the focus is expanded to the whole of the UK, to maintain consistency with the international comparisons analysis. For the study’s purposes, the Individualised Staff Record data has two important limitations. Firstly, they exclude employees8 whose total academic employment is below that of 25 per cent of a full-time academic (i. e. those with short hours or with substantial management and administrative responsibilities are excluded)9. One of the implications is that hourly-paid staff will be substantially under-reported and is unlikely to be representative of hourly-paid staff as a whole. Secondly, the data relating to leavers suffer from a high level of nonreporting: around 60 per cent of leavers’ destinations are missing10. Therefore the findings on movement out of the sector must be treated with caution. For students, the Combined Student/Module Record for the academic year 2001/2 was used. This was combined with the First Destination Supplement (FDS), relating to those students who left in 2001/2. The analysis was not limited to students from English higher education institutions because the appropriate pool of domestic entrants into Higher Education academic post is the whole of the UK. It is important 7 Note that the University of North London was not included in either the staff or student data supplied by HESA because the university has asked that its individual data is not released. 8 Strictly, they exclude contracts whose total academic employment is below that of 25 per cent of a full-time academic, as the record reports contracts rather than individuals. For more information see Appendix C. 9 However, there are staff in the Individualised Staff Record with their FTE recorded as less than 25%; the majority of these records relate to staff who arrived or left during the year. 10 Internal work by HEFCE that matched the 2001-2 survey with that for the following year using staff code, data of birth and sex, found that 20% of those for whom the destination was not known remained at the same institution, 5% were found at a different institution and the remainder could not be matched with a record in the second year. This latter group are made up of those who left the sector and those who remained but whose record in the second year did not match with respect to one of the three criteria. 4 to note that the destination of postgraduate research students in the FDS has a particularly low level of response (38%). Further details are given in Appendix C. 1. 1. 2 The comparative analysis of pay The comparative analysis of pay uses data from national labour force surveys (and censuses in nine countries. These were chosen to illustrate the types of countries to and from which most international movement with UK academia occurs. They include the main English–speaking countries to which UK academics move (the USA and Australia), together with other English-speaking nations (New Zealand and Canada), three European countries (Denmark, France and Sweden) and Japan. The analysis of the labour force survey data used in the international comparisons used data from the whole of the UK. This was to increase the sample size. However, we would not expect to find significant differences within the UK. Identifying higher education academics was done using information on occupation and industry where available. In most countries we were able to obtain a sample group that matched the UK sample. Exceptions to this were the US, where the sample also included academic staff at state colleges, who also conduct teaching undertaken in the FE sector in the UK, and Australia and New Zealand, where it is possible that our sample excludes some researchers who have no teaching responsibilities. We discuss the implications of this in Chapter 4 and Appendix D. Comparisons were made in both nominal and real terms. Earnings were converted using exchange rates to make nominal comparisons. In order to account for differences in the cost of living, purchasing power parity exchange rates developed by the OECD were used to make real earnings comparisons. Further details are given in Appendix D. 1. 1. 3 The qualitative and quantitative survey research Qualitative research was conducted in thirteen English universities and quantitative research conducted in a subset of these. A structured sample of universities was selected to ensure coverage of different types of universities (new, old and colleges of Higher Education), universities in London and elsewhere and universities with differing research ratings. Institutions with fewer than 200 academic staff and most specialist institutions11 were excluded. Small institutions were excluded because economies of scale in setting up the quantitative survey meant that their inclusion would have led to a smaller survey, as the project resources could not increase the sample through an increased number of institutions. Specialist institutions were excluded for similar reasons. (This did not reduce the subject coverage, as subjects taught in specialist institutions are also found in other HEIs. The purpose of the qualitative research was to identify factors which might affect recruitment and retention, including human resource practices and staff preferences. Qualitative interviews were held with senior staff with responsibility for 11 ‘Specialist institution’ is a classification developed for funding purposes and refers to institutions where 60 percent or more of funding is allocated to one or two cost centres. 5 human resourcing and , in eight of the universities, interviews were conducted with heads of two departments, and a sample of their academic staff and research students. A survey of academic staff was conducted in ten12 of these universities. The survey covered both research and lecturing staff. Full-and part-time staff were included, but hourly paid staff were excluded (see Appendix B). The questionnaire collected data on personal characteristics, employment history, views on aspects of the job and career intentions. The survey was web-based. A total of 2805 staff responded, a response rate of 32 per cent. Survey data have been re-weighted to be representative of university academic staff in English HEIs. For more information on the weighting and other issues relating to the staff survey see section B. 1 of Appendix B. A survey of research students (full-time and part-time) was conducted in nine of the universities, where research students were those undertaking a Masters degree mainly by research or a doctorate. The questionnaire collected data on personal characteristics, employment history and career intentions. The survey was web-based. A total of 1330 research students responded, a response rate of 29 per cent. Survey data have been re-weighted to be representative of research students in English HEIs. For more information on the weighting and other issues relating to the staff survey see Section B. 7. Further details are given in Appendix B. 1. 2 Nomenclature Throughout this report the following nomenclature is used: †¢ Student when referring to the student survey refers to research student. †¢ ‘Academic’, ‘academic staff’ refers to those employed in higher education institutions on either the research grade or the lecturing grade. †¢ University is used to refer to all higher education institutions, whether a university or a college. New and old universities. New13 universities are those that received university status in 1992 (when polytechnics and many colleges of Higher Education converted to university status) or later; old universities are those which had university status before this date. 1. 3 Report layout The structure of the report is as follows. The next chapter sets the scene by presenting evidence on turnover and recruitment an d retention problems in higher 12 The aim had been to survey staff and students in twelve universities. Unfortunately, not all the universities were able to supply the sample, either due to data protection considerations or due to difficulties providing an email contact list. 13 This nomenclature is in common use now, but, previously, ‘new university’ was used to denote universities established in the 1960s and early 1970s. Perhaps the term was also used in the nineteenth century to refer to the redbrick universities when the sector was expanded in the Victorian era. 6 education. It also presents evidence on the factors affecting recruitment and retention of academics. Chapter 3 then describes the structure of academic employment in Higher Education, including the grade structure and contractual status, and the main characteristics of academic staff. This description is used to raise some of the factors which might affect recruitment and retention. Chapter 4 continues with the theme of structure, focusing on pay, and examines relative pay to investigate whether pay differences may be a cause of recruitment and retention difficulties. Both domestic and international comparisons are made. How to cite Recruitment and Retention, Essay examples

The Cycle of Never Ending Cause and Effect Essay Example For Students

The Cycle of Never Ending Cause and Effect Essay The Cycle of Never Ending Cause and EffectThere is no such thing as first or second, or as cause and effect. Humanity has constantly searched for the beginning of things asking questionssuch as Which came first, the chicken or the egg?. They search for answerswhich are simply entangled in a never ending cycle of events. Belief beforeevidence or evidence before belief, it doesnt matter. Both compound a cyclewhere before belief theres evidence and before evidence there is belief and soon. If the mind teaser about the chicken and the egg is traced back to itsbeginning, for example taking the generations and going back on time, there willcome a point where the beginning of things will be put under observation. Howdid things begin? Scientists believe that our world began with the Big Bang,yet for the Big Bang to originate there must have been the Sun and the Universeitself. Then what was before the Universe? An atom? And before the atom? Theword nothing is a common answer to these questions, supposedly ending theinfinite quest for knowledge. Yet before the nothing, there must have beensomething else, maybe more nothingness, who knows? The fact simply is thathumanity doesnt know what came first and have thrive to come up with answerswhich range from the scientific point of view to the religious. The religiousanswers, which are completely based on belief, used to be entirely accepted bypeople, but as science began to flourish, scientific answers, which use logicand reasoni ng, became the primary source for belief. Now a days it is importantto have evidence in order to believe. Yet when scientists discover new things,do they just find the evidence? Or they believe that something is there andbegin their quest to find it? Again, be it one way or the other, it doesntmatter. Lets take for example that the scientist believed that something wasthere, his/her belief must have been based on evidence. How else then could theyhave thought about it? Yet that evidence in return, before being discovered,was based on belief and so on. We will write a custom essay on The Cycle of Never Ending Cause and Effect specifically for you for only $16.38 $13.9/page Order now It is all a cycle indeed. One cannot say which came first. The beginningof things will always be an unknown if humanity keeps searching for it. Thereis no beginning. The cycle causes effects which in return cause causes whichcause effects. In a family where there is constant fighting, problems are theresult of other problems and so on. One would have to trace all the way back tosee what or who was guilty from the beginning. The same applies to the searchfor the beginning of times. In order to stop the fighting one would have tostop the cycle. Everyone in the family would have to forget passed events andstart all over, from the beginning. Yet because no such thing as completelyforgetting exists, someone would again do a misdeed that would spark thefighting chain. The world is a sphere which rotates without stopping. Once itstops, the cycle of never ending cause and effect keeps on going. As a newbegging takes place, the cycle would be rotating. It would be the same cycle,not a differe nt one. The destruction of our world would indeed cause thebeginning of another; if the present world had never been destroyed then the newone would never have been formed. A counter argument to the idea of a never ending cycle would easily bedisregarded. One can say that the cycle must have been put into motion by aforce as objects on earth are given a force to begin their motion. Yet thatcycle would not be the same one. The never-ending cycle of cause and effect, ofbelief or evidence, of first and second, goes beyond all parameters. It is thecycle itself which causes everything. It would be the cycle which would causethe force to put a smaller cycle into motion. The cycle is an entity in itself. .u36c6de52e465c5f02945e1ab0dbfb988 , .u36c6de52e465c5f02945e1ab0dbfb988 .postImageUrl , .u36c6de52e465c5f02945e1ab0dbfb988 .centered-text-area { min-height: 80px; position: relative; } .u36c6de52e465c5f02945e1ab0dbfb988 , .u36c6de52e465c5f02945e1ab0dbfb988:hover , .u36c6de52e465c5f02945e1ab0dbfb988:visited , .u36c6de52e465c5f02945e1ab0dbfb988:active { border:0!important; } .u36c6de52e465c5f02945e1ab0dbfb988 .clearfix:after { content: ""; display: table; clear: both; } .u36c6de52e465c5f02945e1ab0dbfb988 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u36c6de52e465c5f02945e1ab0dbfb988:active , .u36c6de52e465c5f02945e1ab0dbfb988:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u36c6de52e465c5f02945e1ab0dbfb988 .centered-text-area { width: 100%; position: relative ; } .u36c6de52e465c5f02945e1ab0dbfb988 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u36c6de52e465c5f02945e1ab0dbfb988 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u36c6de52e465c5f02945e1ab0dbfb988 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u36c6de52e465c5f02945e1ab0dbfb988:hover .ctaButton { background-color: #34495E!important; } .u36c6de52e465c5f02945e1ab0dbfb988 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u36c6de52e465c5f02945e1ab0dbfb988 .u36c6de52e465c5f02945e1ab0dbfb988-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u36c6de52e465c5f02945e1ab0dbfb988:after { content: ""; display: block; clear: both; } READ: Hate Crimes Essay ThesisIt has always been and will always be. Therefore, belief or evidence, are the result of one another. One causedthe other which in return caused the other. Both are part of the cycle and willremain as part of it forever. Philosophy