Oleana as a Tragedy

Oleana presents many definitive traits that could categorise it as a tragedy. The most prominent is the presence of a ‘harnartia', executed by John. Harnartia is Greek terminology that translates literally to â€Å"missing the mark†, and was often used to depict the ‘Hero's fatal flaw. In the case of Oleana, it could be argued that John committed the fatal error' of breaching the lawful gap between teacher and student by â€Å"placing his arm around† Carol while trying to soothe her.This sentimental reaction is generally condoned by the audience, despite the legal implications, as the motional reasoning behind it temporarily clouds the unprofessional elements. Ultimately these actions result in a string of misfortune. Tragedies also have a reputation for elating the audience, and encouraging conflicting emotions for the characters. Such is arguably achieved, as Carol is portrayed as a youthful woman whom is insecure in her own academic abilities and correspo ndingly becomes a victim to John's crass, arrogant attitude as is shown by an extreme amount of ellipsis and interruptions in their earlier interactions.She is also strained by that of her own group' whom convince her to liberate the dramatic allegations that guarantied John's downfall. However, she is also represented as vindictive and headstrong, as is shown by her dialogue in the last act wherein she attempts to blackmail John into rebuking his book: â€Å"If you would like me to speak to the tenure committee, here is my list. You are a free person, you decide. John is firstly depicted as a brash and slightly aloof man with good intentions, but as the story develops, these quirks lose their initial romance and his character appears intrusive and pompous, due to his esquipedalian qualities. He dominates the conversation and ushers Carol repeatedly; an action which is generally regarded as being extremely derogatory and advocates the belief that his elder status gives him a right to be condescending.Even disregarding the fact that they are of opposite sexes, it is strenuous to reach a conclusive, untainted resolve, and thus the desired effect is achieved. It is common in tragedies to have a ‘reversal' of fortune; this could be aligned with John's looming loss of power, Job, home, and, effectively, life, due to Carol's persecution. A great deal of his loss is arguably down to John's insolent action of belittling the resonance of a higher power; in this case the Tenure Committee.He believes that they will revoke the statement, and thus foolishly provides Carol with more opportunities to amplify damning evidence. This is an unmistakable trait in variations of Tragedies, generally tagged ‘hubris', wherein the equilibrium is only achieved after the hero suffers for their imprudence towards the Gods. Lastly, a key feature in any play is the chorus; a seemingly detached group, whom gather to inflict Judgements and muse over the ighteousness of the chara cter's actions throughout.The most relevant comparison to this in Oleana is the presence of the telephone, and the confliction and distraction it brings. This ongoing chaos could possibly be interpreted as foreshadowing for the misfortune that John was fated to experience, or the general tone of condemnation regarding John's various inappropriate actions towards Carol. In conclusion, there are many connections that can be made between a typical tragedy production and Oleana, and it would be completely valid to place Oleana in that genre. Oleana as a Tragedy By saraelnairree

Starbucks Strengths and Weaknesses

After reading Starbucks’ â€Å"Management Discussion and Analysis† portion of its 10-K, it is apparent that the company currently possesses a highly competitive position and progressive management strategy. Starbucks’ top position in its industry and management strategy comes from the fact that this company has multiple areas of strength and lacks overwhelming weaknesses. Strengths and weaknesses with regard to a firm like Starbucks are based on the internal factors relating to a company.The internal analysis of Starbucks shows that it enjoys much strength as a company. When analyzing the strategic management of a company, a strength is defined as a firm’s â€Å"resources and capabilities that can be used as a basis for developing a competitive advantage† (QuickMBA). The â€Å"Management Discussion and Analysis† section of the Starbucks Annual Report features many strengths according to this definition. Starbucks’ capabilities go way b eyond simply selling coffee at Starbucks shops in America.In fiscal 2012, Starbucks experienced a 7 percent growth in global store sales, 50 percent increase in â€Å"Channel Development,† and 20 percent raise in licensed stores revenue (SBUX 2012 Annual Report, 25). This fact alone presents multiple strengths Starbucks has. Starbucks has stores and a positive presence implanted in multiple countries divided into the three sectors of the Americas, â€Å"EMEA† (Europe, Middle East, and Africa), and â€Å"CAP† (China/Asia Pacific). Additionally, Starbucks maintains the operating segment of â€Å"Channel Development† which focuses on the sale of Starbucks and Tazo branded K-Cups and other beverage innovations.As stated before, this segment of Starbucks’ operations witnessed a 50 percent increase in revenues in fiscal 2012 which shows how strong Starbucks as a firm really is. On top of these optimistic facts, Starbucks simply continues to show its stre ngth with regard to its market dominance and brand-name recognition throughout America and other countries. On the other side of the internal analysis of Starbucks, few weaknesses are present within the company. A weakness can be looked at as â€Å"the absence of certain strengths. For example, a lack of patent protection, weak brand name, poor reputation among customers, high cost structure, lack of access to the best natural resources, or a lack of access to key distribution channels can all be classified as a Company’s weaknesses (QuickMBA). Starbucks, however, does not appear to possess any of these weaknesses. Especially since Green Mountain Coffee’s expiration of their patent for K-Cup, Starbucks has not been hindered by access to key distribution in their Channel Development sector (Daily Finance).This area of focus may be one of Starbucks’ weaknesses though because, unlike Starbucks franchises throughout America that basically stand untouched compared t o other coffee shops, Starbucks branded K-Cups compete with many other viable brands such as Green Mountain Coffee in the home-brewed portable coffee sector of the coffee industry. Additionally, Starbucks’ expansion into other countries, although proving to produce positive income, can be looked at as a weakness. For example, Starbucks’ presence in Europe has received some resistance due to the strong European â€Å"cafe culture† and preference for different â€Å"regional tastes† (NY Times).In summation, Starbucks has a positive future and experienced a fiscal year filled with strengths and few weaknesses in 2012. Its main strength as a firm is the powerful brand and presence that has been established by Starbucks. This strength is supplemented by Starbucks’ expansion into multiple countries and different areas within the market for coffee including K-Cups. Starbucks’ weaknesses seem to be associated with its strengths stemming from expansi on, which is seemingly normal and acceptable.To increase the firm’s strengths and mitigate its weaknesses, Starbucks senior management plans to â€Å"focus on achieving sustainable growth from established international markets while at the same time investing in emerging markets, such as China† (Starbucks Annual Report, 27). Additionally, Starbucks management seeks to expand upon its Channel Development segment by developing new innovations and ready-to-drink beverages, which will simultaneously bolster their internal strength and disintegrate the current weakness of having less establishment and dominance in this area of the coffee industry.

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

Company law Essay Example | Topics and Well Written Essays - 1500 words - 1

Company law - Essay Example Contemporary legal provisions have it that shareholders who are also known as the owners of the company have the advantage of not being disturbed by the various issues that the company may have with regard to the managerial process and also with regard to the manner in which it does in the forex market if the company is public1. It is important to recognize that this comes in as strength in the legal provision as the shareholders have the privilege of indulging in other activities that they may have. The legal provision however states that it is the rights of the shareholders to get information regarding the company upon their request in a bid to recognize or rather manage their investments2. The contemporary law however does not provide for certain factors that ought to come in as a major importance to the company. One of these factors is the amount of money that shareholders ought to get. According to the law, any company after making profits ought to put in some of the money to th e companies running for the purpose of acquiring new stock and other managerial tasks. However, shareholders ought to get a certain share of the company’s earnings in a rather precise manner. ... The power of the shareholders would increase from the fact that their investments would be brought back in terms of dividends3. Despite the various weaknesses identified in the law, there are strengths that it has with regard to class rights of the shareholder. One of the strengths is the fact that the shareholder has the right to apply for an appeal in the case of a variation being cancelled4. Variation identifies the contemporary strength of the company under review and the shareholders might get inclined to inquire about the state of the company through this method. Shareholders do this in an effort to identify how his contribution or rather investment is doing in case they seek to get dividends. It is the right of each shareholder to have this power and failure of the company to allow the shareholder to do this might get them seeking legal justice5. However, this only applies to people who hold above 15% of the company’s shares. This is because some shareholders might hold a very minimal amount of shares in the company and consequently make decisions that may affect the company’s running and best interest. There is strength in the legal system in the fact that it provides for the right of the shareholder to vote. There are many times that a company might get faced by very difficult decisions concerning the eligibility of some of the working conditions and market prices of their commodities. The law provides for the shareholders to engage with the management team of the company in that they can vote in a major decision making conquest. The law however does not suggest a clear approach with regard to the class right of a shareholder attending the meetings6. The law states that it is not always appropriate for the shareholders to attend all the

Subject is American Government Essay Example | Topics and Well Written Essays - 250 words

Subject is American Government - Essay Example American Dream dwells on the philosophy of working hard in order to succeed (Jenkins, 1997) and this is the reason that the American government has encouraged their citizens to work hard in order to achieve success. Following the aftermath of the September 2011 terrorist attack, the then President of the United States of America, George Bush Jnr encouraged Americans to work hard in order to rebuild the country (Woodward, 2002). During that great speech, he told Americans that, all hands must be on deck in order to revitalize the economy of America (Woodward, 2002). The implication of this is that, the American government believes that, the economic growth of America depends on the individual efforts of every American and this is a fundamental principle of the American Dream. Thus, it has been established that, the American Dream is an important political culture in the country as a vast population of Americans believe that hard work and perseverance leads to economic success. Depending on how one looks at it, the truth of the matter that, the American Dream remains an important part of the political

Reasons for College Transfer Personal Statement Example | Topics and Well Written Essays - 500 words - 13

Reasons for College Transfer - Personal Statement Example I transferred because I was interested in changing my majors. Initially, I used to do a course in social science, but I felt it was not appropriate for me. While still in high school, I became interested in business, and I made my mind to take a career in entrepreneurship. However, after finishing high school, I could not take any course in business because of some college restrictions on the number of students enrolling for the courses. Thus, I was forced to take a social science course. Later, I realized it was still possible to major in business, but my former colleagues could not offer the courses that I considered appropriate. Because I had entrepreneurship in my heart, I thought I would never be satisfied with a career in social science. Therefore, I decided to transfer in order to do what I liked. Third, I transferred because I did not want to do an online distance learning course. Although some online distance learning courses are offered by reputable institutions, their accreditation system is not credible. When one completes an online course via distance learning, most employers do not recognize the qualifications, making it almost impossible for an individual to secure a relevant job. For instance, in my native country, higher education institutions and the government do not recognize academic certificates offered and accredited via online means. Because I wanted to avoid such inconveniences, I decided to transfer. In addition, I transferred because I wanted to study in a reputable institution that could increase my prospects of securing employment in some of the U.S. multinationals.

Computer Security Essay Example | Topics and Well Written Essays - 500 words - 2

Computer Security - Essay Example Frequently, programs bundle spyware with freeware or shareware, though it can also arrive via email, instant messages or web downloads. On the other hand data breaches occur when personal consumer information is lost or stolen, and can result in the loss of hundreds or millions of records. This information can then be used to commit crimes, including fraudulent unemployment claims (Goodin, 2008), fraudulent tax returns (McMillan, 2008), fraudulent loans (Hogan 2008), home equity fraud (Krebs, 2008), and payment card fraud. Consumers can also suffer the burden of increased loan interest rates, being denied utility services, civil suits or criminal investigation (Baum, 2004). While the consumer costs incurred from credit card fraud may be negligible, out of pocket expenses can reach thousands of dollars. It is results of all these effects of spam that there had to be changes in infrastructure made. The anti-spyware legislation is currently under consideration in 27 U.S States as well a s in the U.S. Congress is one of these changes. It aims to prohibit spyware from delivering advertisements to a computer under certain circumstances..

Causes of the Middle East Instability Since the End of the Second Essay

Causes of the Middle East Instability Since the End of the Second World War - Essay Example Firstly, the essay will discuss the fundamental concepts such as the working definition of the Middle East and the strategic importance of its geographical location. Â  The discussion shall proceed to the Israeli-Arab dispute and examine its origins and developments, and how these relate to the superpower intervention in the region, its advantages and disadvantages. Â  Thirdly, the role of oil exploration and exportation and the likely scenario in the economy shall be discussed. Â  Firstly, the essay will discuss the fundamental concepts such as the working definition of the Middle East and the strategic importance of its geographical location. Â  The discussion shall proceed to the Israeli-Arab dispute and examine its origins and developments, and how these relate to the superpower intervention in the region, its advantages and disadvantages. Â  Thirdly, the role of oil exploration and exportation and the likely scenario in the economy shall be discussed. Â   A particularly se nsitive discussion of terrorism follows, and the ties it holds to the region’s fundamentalist Islamic segment. Â  Part of the discussion shall be why terrorism should not be equated with Islam which decries the ends, means and methods taken by terrorists purportedly in the name of their faith. Â  Finally, the essay winds up with a closer look at patterns of conflict among the Middle East countries, and prospects that loom large in its future. Â  The conclusion assesses whether or not stability is likely for the Middle East. Because of the breadth of the study in the sheer number of topics to be discussed, deeper treatments of their implications will not be attempted here. The aim of this paper is to provide a comprehensive picture of the Middle East, and how instability resulted from the developments in the past. 2. Definitions 2.1 What is the Middle East The Middle East is aptly named, because it is situated where the great continents of Africa, Asia, and Europe converge. While the countries of the Middle East are considered part of Asia, there are many aspects of the varied cultures in this area that combine aspects of the cultures of the three continents that surround it. There are varied opinions concerning which countries comprise the modern definition of the Middle East. Armenia and Azerbaijan, for instance, have historically been counted as Middle East countries, but because of the several interim contemporary developments, they have been accorded greater recognition as European countries, since their economic and political trends are more closely aligned with the greater Europe. The same is true for the former Russian republic of Georgia, and of Cyprus. On the other hand, there is some confusion as to whether Egypt should be counted among the

Managerial Economics Week 7 Individual Work Assignment

Managerial Economics Week 7 Individual Work - Assignment Example The information asymmetry by the buyer will enable him/her to go for more quality tests on the product. An experience good is a good in which its prices and quality are in question by the consumers. After the consumption, the consumer will then be able to ascertain the quality of the product. Consumers then are more likely to pay higher prices for the product because lower prices by the notorious firm will raise the consumers’ eyebrows. Consumers will also be able to question whether there are some problems, which cannot be observed in the market but only upon consumption. Higher prices indicate how genuine the product can be thus consumers will go for the product at higher prices. Good branding of the products will also contribute towards higher prices by consumers (Holt, 2009). In the long-run, consumers will opt to paying lower prices. The decision to pay lower prices results from the fact that one gets to know the quality of the product after its

PMAN Communication plan Essay Example | Topics and Well Written Essays - 500 words

PMAN Communication plan - Essay Example This project communication plan will offer us an appropriate way for managing and controlling the flow of the communication and information inside and outside the corporation. In addition, by creating an efficient communication strategy we can enhance the project’s working efficiency. The basic aim of this communication plan is to run the project efficiently since it will offer a much better working and collaborative environment. The basic need is to establish a better inter and intra communication platform for the communication between project sponsor and project staff. The manager of the new ZolastinexÂÂ ® project desires to establish a communication structure that is less expensive and more effective in handling, controlling and managing the project. The communication is desired to control useful resources handling, mentoring progress, running project tasks, resources deployment, staff management and management decision making. The basic strategy is to establish a secure communication environment that is capable to transfer the entire business data and information all through the desired areas of corporation and project management staff. In this project we need to establish an efficient communication method for all the project stakeholders and handlers. In this scenario we need to take following actions to effectively handle the communication among all the project stakeholders. In this project we will use the following communication/ dissemination

Closing argument (persuasive) Essay Example | Topics and Well Written Essays - 750 words

Closing argument (persuasive) - Essay Example George Milton’s action was necessary. He has no other choice but to take away the life of Lennie. George should not be accused of any crime or he should not be considered guilty. George knows Lennie quite obviously. He is acquainted with Lennie so much that he knows that Lennie is always ready to harm himself with his activities. Lennie is not fully mentally fit and performs acts that are disadvantageous for him and he is not aware of this fact. Such as Lennie has hidden a dead mouse in his pocket, which can be epidemically harmful for him. George took it away from him but he again put it into his pocket. â€Å"George stood up and threw the mouse as far as he could into the darkening brush, and then he stepped to the pool and washed his hands. "You crazy fool. Dont you think I could see your feet was wet where you went acrost the river to get it?" He heard Lennies whimpering cry and wheeled about. "Blubberin like a baby! Jesus Christ! A big guy like you." Lennies lip quivered and tears started in his eyes. "Aw, Lennie!" George put his hand on Lennies shoulder. "I aint takin it away jus for meanness. That mouse aint fresh, Lennie; and besides, youve broke it pettin it." (Steinbeck 5) Lennie wants to pet a dead mouse without considering that it can cause a disease. George takes it away and throws it away twice. George wants to correct Lennie at each and every incidence by guiding him to do the rightful. He knows that his friend mishandles every creature whether it is an animal or a human being. Such as when Curley’s wife allows him to play with her hair, he mishandles them and at last, kills the woman by mistake. He is unable to feel that he becomes a reason for killing creatures by his mishandling. â€Å"She struggled violently under his hands. Her feet battered on the hay and she writhed to be free; and from under Lennies hand came a muffled screaming. Lennie began to cry with fright. "Oh! Please dont do none of that," he begged.

Competitive Advantage and Comparative Advantage Essay Example for Free

Competitive Advantage and Comparative Advantage Essay What is the difference between competitive advantage and comparative advantage? Answer: An advantage that a firm has over its competitors, that differentiates the Product or services offered by the firm and allows the firm to reduce it’s Cost or generate Higher Revenue or Margin is known as Competitive Advantage. A competitive advantage is something that a consumer views in a product or service as having higher value than the other competitors of the firm in the industry. It is an expertise that one firm has. There are many types of competitive strategy that a firm adopts so as to give a competitive advantage to the firm. E.g. Cost leadership: A firm produces the lowest cost product in the entire industry. Comparative Advantage: When one firm/country is able to produce Goods or Services at a lower Opportunity Cost over another firm/ country, it is said to have a Comparative Advantage. For E.g. if one country uses more machines and produces 10 units of each Meat and Clothes in one hour. And another country uses fewer machines and produces either 4 Meat or 6 Clothes in an hour, each country can gain from trade because their internal trade-offs between Meat and Clothes are different. The country that uses fewer machines has a Comparative advantage in producing clothes, hence it is more beneficial to produce and trade Clothes with the other country. The country that uses more machines has a comparative advantage in producing Meat, hence it is beneficial for them to produce and trade Meat with the other country.

Impact of Divorce on Children | Essay

Impact of Divorce on Children | Essay The increase in the rate of divorce may be the most dramatic change in family life and divorce is being more and more common in the modern society. Demographers suggest that about 50% of first marriages would be voluntarily dissolved in recent years (Cherlin, 1992). Compared with statistics in the middle of 19th century which only 5% of first marriages ended in divorce (Preston McDonald, 1979), the number is shocking. Moreover, slightly more than half of all divorces involve children and adolescences aged below 18. More than one million children experience parental divorce every year (U.S. Bureau of the Census, 1998, Table 160), and Bumpass (1990) suggested that about 40% of all children will experience parental divorce before reaching adulthood. The statistics and experts opinions demonstrate the trend of increasing divorce rate, and thus there are more and more children experiencing parental divorce. In response to this, the essay is going to focus on the impact of parental divorc e in different aspects if the event happens at the time when the children are in their adolescence and young adulthood. After that, the essay will discuss the impact on them when they grow up into young adults. With the increasing rate of divorce, parental divorce happening at the time when children are in their adolescence and young adulthood is more commonplace. The parental divorce may affect the children in different aspects. The impact may also be widespread. A 25-year study of 60 post-divorce families with 131 children was conducted by psychologist Judith Wallerstein. Wallerstein (2001) finds out that the immediate effects of divorce on children may be different according to their gender, age and developmental stage. For adolescents which are one of the focuses of this essay, they will suffer depression. They will also have suicidal thoughts and express anxiety about having successful marriages. Sandford(2008) also suggests that some findings in 1990s indicated that children of divorce have lower academic achievement. They may also have some behavioral, psychological, relationship or even health problems. Researches done over the past years have consistently shown that divorce has a negative impact on the academic achievement of children of divorce. (Wallerstein, Corbin, Lewis, 1988; Popenoe, 1993). They are more likely to have low grades and score lower on academic tests. They also have lower educational aspirations and are two to three times more likely to be dropped out of school. The impact may continue to their adulthood and lower their social competence as they just achieve lower levels of education and thus lower occupational status. Thus, their income is usually less. Adolescents experiencing parental divorce may also have different psychological problems. According to Wallerstein (2001), the level of depression and anxiety is higher in children of divorce. Their self esteem is also lower and they experience more often use of psychological services. It is found that girls from divorced families are much more depressed than girls from intact families in some cases. For boys, they are more hopeless and discouraged when there are more family distresses. It should be noted that some differences in psychological well-being may due to financial disadvantages. Compared with peers from married families, children of divorce may have a lower standard of living. It is due to two reasons. Firstly, living standard of women usually decline more than mens after divorce (Ross, 1995). Secondly, most children live with their mothers after divorce (Smyth, Sheenhan and Felberg, 2001). Thus they usually live with a lower family income. They will probably move to new r esidences and to poor neighborhoods. Because of the difficult economic conditions, they would have another form of loss and become more depress. Children of divorce are also prone to different behavioral problems. They may have disorders in conduct, difficulty with authorities and behaviors that are antisocial (Hetherington and Kelly, 2002). Compared with children from intact families, they are also two to three times more probably to engage in adolescent delinquency and the conduct problems are more common among boys than in girls. Jeynes (2001) also suggests that adolescent from divorced families have alcohol more often and in larger quantities. They are also more likely to take drugs, have pre-marital sex, end up in prison and commit murder, etc. Apart from psychological and behavioral problems, relationship problems are common among children from divorced families. Sandford (2008) suggests that female adolescents that have experienced parental divorce are more likely to have earlier sexual activities and have more sexual partners than those without experience in parental divorce during their high school years. He also points out that they begin their menstruation earlier. And it seems to be some relationships between early menstruation and early sexual intercourse. It is suggested that the girls having earlier sexual activity have poor self-regulatory skills. It might be attributed to the avoidance of teaching the skills needed to gain self-control in divorced families. Moreover, it might be due to disengagement between these children and their parents at a younger age. Thus their relationship is not as good as that in intact family. Divorced childrens relationship with parents is also weaker (Sandford, 2008). According to research done by Hetherington and Kelly (2002), similar proportion of children from divorced families and from intact families feel close to their mothers (70% vs. 80%). However, only less than one-third of children report such closeness with their father while 70% of children with married parents report these feelings. The findings coincide with other researches that there are high proportion of disengaged or totally absent fathers following divorces. It is the conflicts between the ex-spouses and custody arrangements that cause fathers to feel disengaged from their children. Avoidance of child support payments is also a reason for the fathers to stay away from their children. Because of the above reasons, adolescents from divorced families view their father to be less caring. Marital instability is also another relationship faced by children from divorced families when they grow up and it wil l be discussed later in the essay. Although research found quite a lot of negative impacts on adolescents when they face parental divorce, positive consequences are also possible. A study by Arditti (1999) suggests that the children from divorced families, especially daughters, develop very close relationships with their custodial mother. It may be due to the extra care given by the custodial mothers as their fathers are disengaged from the families. The impact of divorce on children may not be short term. It is possible that divorce will affect the children in different aspects even when they grow up into young adults. Several impacts are confirmed by Amato (2000) that they are consistent with prior research. Firstly, children with divorced parents are more likely to experience psychological problems in adulthood. Secondly, they have more problems in forming and maintaining stable intimate relationships with their partners. Thirdly, they have weaker ties to their parents when they grow up into young adults.   Amato (2000) suggests that divorce is undoubtedly â€Å"a risk factor for psychological problems during childhood and into adulthood†. It is agreed that there is a tendency of adults having parental divorce experience less satisfaction with their lives, higher rates of depression and lower self-esteem. Wallerstein, Lewis and Blakeslee (2001) findings also point out that about one third of the children had serious psychological problems such as clinical depression, poor performance in school or difficulty in maintaining friendships. Moreover, their 25-year in depth study also suggests that even 25 years after the divorce, the children (now adults) â€Å"still recalled the shock, unhappiness, loneliness, bewilderment and anger†. Higher level of depression has also been found to continue in adulthood. Both men and women report comparatively worse of psychological well-being. Although Amato (2000) argues that the adults who experienced parental divorce and are suffering fro m serious psychological problems are not as many as one third of them, the effects of divorce would probably persist into adulthood. Weaker ties to their parents is another impact when children grown up into young adults. Weisberg and Appleton (2003) describe a survey carried out by a sociologist. 1500 adults who had experienced a divorce before the age of 14 and a comparison group of children from intact family were surveyed. It was found that children of divorce (now adults) felt they were outsiders in their own home. They also had frequent feelings of being alone and were less likely to seek comfort from their parents. The weak ties to their parents usually persist into their adulthood. Another research done by Hetherington and Kelly (2002) also found that less than one-third of children of divorce report close feelings to their fathers. And even when they grow up into adult, they doubt whether their fathers care or love them. It is also suggested that children with parental divorce would have more problems in forming and maintaining stable intimate relationships with their partners (Amato, 2000). According to Hetherington and Kelly (2002), children of divorce are more likely than children of intact families to have marital instability and lower marital satisfaction. They generally have more thoughts about divorce and the divorce rates among children of divorce are also a bit higher when they grow up into adults. The phenomenon may be explained by the wariness to commit to a relationship, perceiving divorce as an alternative for unhappy marriages. Moreover, a contentious family life may result in generally weaker relationship skills. Weisberg and Appleton (2003) also stated that a lot of studies have shown that parental divorce is a risk factor for other problems in adulthood. The problems include low socioeconomic attainment, poor subjective wellbeing, increased marital problems, and a greater likelihood of seeing ones own marriages end in divorce (Amato, 1999). It might be hard to understand why the problems persist into adulthood. Weisberg and Appleton (2003) suggested that parental divorce may lead to financial crisis. The original plans to attend college may be abandoned, thus resulting in lower occupational attainment and wages throughout adulthood. For children who were exposed to poor parental models of interpersonal behavior, they might have difficulty when wanting to form stable, satisfying and intimate relationship as young adults. The above considerations suggest that it may be possible that some children show improvement soon after parental divorce in terms of behavior or relationship, however, some effects might only appear when the children reach young adulthood. Although the essay focuses on the impact of parental divorce on children, it is also important to note some of the methods that the children can adopt in order to adjust to divorce and minimize the negative impacts brought. Kelly (2003) suggests that conflicts between parents should be diminished. Competent residential parenting such as warmth and emotional support and adequate monitoring to the children is also needed. The non-residential parents also have a role. They should offer stable financial support to the divorced family. Regular contacts with the children and involvement in issues related to their children should also be carried out in order to help with childrens adjustment to divorce. It is the effort made by the parents that can minimized the impacts mentioned above. As discussed above, it is shown that parental divorce is an upsetting and disruptive event in the lives of the children. Although some scholars argue that children can develop successfully in a variety of family structures and view divorce as an escape from a dysfunctional home environment, more evidences and findings suggest that having experience of parental divorce may cause different problems such as psychological, emotional, behavioral and social problems. The children in divorced families may also deal with relationships in a disturbed manner. The effect may not be short term and can extent to adulthood in some cases. There may be intergenerational transmission of divorce and the adults may have difficulties in dealing with intimate relationship. The marriages of the adults with parental divorce experience would also be affected. It is arguable that not all children from divorced families suffer from these problems. And there are a lot of factors affect the impacts of parental divorce on children or the recovery process such as access to parents or parental support. Sex difference, the family structure or the relationship with parents may also be some of the factors. Although many factors should be considered, some negative impacts are proved that they would happen more frequently among children with parental divorce. And we should understand the impacts in order to find measures that can help the children adjust to divorce.

Accounting Information Systems

Accounting Information Systems 3-1. The text provides seven reasons why documenting AISs is important: (1) depicting how the system works, (2) training users, (3) designing new systems, (4) controlling systems development costs, (5) standardizing communication with others, (6) auditing, and (7) controlling end-user support costs. Additional reasons include: (1) to help evaluate the performance of system personnel, (2) to help evaluate the adequacy or efficiency of an existing system, and (3) to provide design specifications to outside vendors who might be proposing new systems. Accountants are interested in system documentation for all these reasons. For example, inadequate documentation makes it difficult to use an integrated accounting package effectively, design one for others to use, or audit a system intelligently. Flowcharts and similar systems documentation are also important to auditors. These charts can help auditors spot internal control weaknesses that are not apparent from prototypes or not obvious when observing a system in use. 3-2. Document flowcharts are a type of system flowchart. Whereas system flowcharts are process-oriented, document flowcharts focus on the flow of physical documents through the processing system. Document and system flowcharts are similar in that they use similar symbols in their construction. A few additional symbols, such as envelopes and hand trucks to depict movement of goods, are more likely to appear in document flowcharts than system flowcharts. But system flowcharts contain more detail about processing logic. Accountants can use data flow diagrams (DFDs) to depict the physical flows of data through an AIS (like document flowcharts), or the logical flow of data through an AIS (like system flowcharts). Like document or system flowcharts, their main objective is to document data flows in an orderly, graphic, and easily-understood format. But DFDs use fewer symbols than either document or system flowcharts, and do not require columns (like document flowcharts). Program flowcharts are really the lowest level of system flowcharts because they outline the logic sequence for a particular application program. Thus, they are more used by programmers and system analysts than by accountants and auditors. Still, auditors will need to understand these program flowcharts when looking at program logic and program controls. Program flowcharts use many of the same symbols found in system flowcharts, but also use some special ones such as the decision symbol. 3-3. A document flowchart is a pictorial representation of the physical data flow through the various departments of a business. A document flowchart is used in designing or evaluating an accounting information system. 1. A systems analyst uses it when evaluating a system to see if each department is receiving the necessary data and that unnecessary data are not transferred. 2. A system designer uses it when there is interest in improving or replacing an existing system. 3. A computer programmer can use a document flowchart when preparing system flowcharts. 4. An auditor uses it to help define, follow, and evaluate an audit trail. 5. An internal data security expert uses it to indicate weaknesses in internal control and data control. 3-4. Guidelines for creating document flowcharts, system flowcharts, and data flow diagrams are listed in the text. See relevant chapter sections for document flowcharts, system flowcharts, and data flow diagrams. 3-5. Data flow diagrams use a square symbol to show the source or destination of data. A circle symbol indicates a process. An open rectangle symbol indicates a store of data. Finally, arrows depict a data flow or data stream. 3-6. Data flow diagrams are created in a hierarchy called the top-down approach to systems development. In this approach, developers create these diagrams in levels, beginning with the broadest, least-detailed level, and exploding (working towards increasing refinements of) each piece of the preceding level until the system is completely specified. The rationale behind this approach is to keep major system objectives in view at first, and to worry about details later after major system components are specified. However, the process is reiterative, revisions are common, and little is considered final until the lowest diagram levels have been specified and approved. The broadest DFD is called a context diagram. The next level (a level-0 diagram) is also called a physical data flow diagram. Lower levels are numbered level-1, level-2, and so forth, and are commonly termed logical data flow diagrams. 3-7. It is usually easier to follow logic with a chart or figure than with a written narrative. For example, when reading a long narrative description of a process, it is often difficult to visualize relationships between system elements and a readers attention can wander. In contrast, graphical depictions of the same logic are usually easier to understand because most people grasp the use of arrows to show connections or data flows. 3-8. Decision tables outline the set of conditions that a given processing task might encounter and indicate the appropriate action to take for each condition. Decision tables can therefore help system designers plan data processing functions and create written records of the processing logic for later reference. The major advantage of decision tables is that they can summarize a potentially large number of conditions and actions in a compact format. Decision tables are also useful as planning tools to system analysts and related individuals who are charged with the task of helping create new AISs. Finally, the accountants who audit AISs rely heavily upon internal documentation, and decision tables can help them verify the processing logic and control procedures that were built into these AISs. 3-9. Just as word processors enable users to create, store, modify, and print word documents, CASE tools enable information technology and accounting personnel to create, store, modify, and print system documentation. The term CASE is an acronym for computer assisted software engineering. CASE tools automate the development of program and system documentation. Thus, developers use them to create data flow diagrams, entity relationship diagrams, record layouts, data entry screens, report formats, screen menus, system flowcharts, and program flowcharts. Most also include generators for developing data dictionaries. CASE tools are computer programs that typically run on microcomputers. The user selects a particular type of document to develop or modify, and then works on it in much the same way that a secretary uses a word processor to work on a word document. It is not necessary to use CASE programs to develop AIS documentation, but it is difficult to imagine why anyone would not use such capable and time-saving tools. 3-10. End user computing refers to the computer activities of non-computer employees, especially the development of large spreadsheets and databases. Although such activities are commonplace today, they also create problems. For example, when non-IT personnel develop important computer applications, a company becomes increasingly dependent upon such individuals to answer questions, or to explain how to use the software. Documentation is also important in end-user computing environments because it provides the training aids, user descriptions, tutorial manuals, and reference materials that other users need in order to run the applications effectively. Problems 3-11. Process Alternate Process Decision Data Predefined Process Internal Storage Document Multidocument Terminator Preparation Manual Input Manual Operation Connector Off-page Connector Card Punched Tape Summing Junction Or Collate Sort Extract Merge Stored Data Delay Sequential Access Magnetic Disk Direct Access Display Storage Storage 3-12. Mark Goodwin Convenience Stores Garcia-Lanoue Company 3-15. Ron Mitchell Manufacturing Company 3-16. Amanda M Company 3-17. Winston Beauchamp Company 3-18. LeVitre and Sweezy Credit Union 3-19. Jeffrey Getelman Publishing Company 3-20. The Bridget Joyce Company The decision table is shown below. Note that alternate decision rules would also be reasonable here since the case does not specify exactly what action is to be taken for each set of conditions. DECISION TABLE RULES Account Status: 1 2 3 4 5 6 7 8 9 10 11 Not past due X Less than 30 days past due X 31-60 days past due X X X 61-90 days past due X X X More than 90 days past due X X X Account Activity: No activity X X X X X Written communications X X X Partial payment X X X Action: Do nothing X X X X X X X Send first letter of inquiry X Send second letter of inquiry X X Collection agency referral X This exercise requires some creativity on the part of the student. One possibility is to give each customer a rating on the following: a) no prior delinquency history b) only one prior delinquency c) only two prior delinquencies d) more than two prior delinquencies Mr. Smith can now make a decision based upon this categorization of customer account history. It might also be pointed out that many companies handle delinquencies on an individual basis. Most small companies, for example, will try to work with their customers whenever possible instead of writing to them impersonally because written confrontations rarely produce desired results. 3-21. This problem requires students to draw the flowcharts in Figure 3-20. In a later part of the problem, students are also asked to recreate the flowcharts in Figures 3-3, 3-6, 3-8, 3-11, 3-12, 3-13, 3-14, and 3-15. Because these flowchart are already shown in the text, the outputs are already known. Teaching notes: Students should follow the directions provided in this case to create the two (program) flowcharts shown as well as the link that connects the two flowcharts together. Students can document their links by printing a copy of their formulas. Finally, although using Excels drawing tools is straightforward, it still takes time to create even small diagrams with them. Thus, we recommend that instructors do not assign all parts of this case (a through h), but only assign a selection of these diagrams. Case Analyses 3-22. The Berridge Company (Drawing Document Flowcharts) 1. A document flowchart for the Berridge Companys inventory control system may be found after #3 (below). 2. The company can eliminate one or more copies of the retail store requisition (RSR) form. The document flowchart (and case description) indicate that a retail store prepares three copies of the RSR form. One copy is retained in a file at the retail store, and two copies are forwarded to the warehouse. When warehouse personnel fill the order, they file one copy of the RSR form in their own files, and forward the last copy of this form to the inventory control department for use in updating its records. The end result of this effort is a lot of paperwork. One way to reduce it would be to allow the warehouse personnel to create the computer record that indicates a disbursement to an individual store, thus eliminating the need for the third copy of the RSR form currently sent to inventory control. The company could eliminate all copies of the RSR form by computerizing its warehousing operations completely. In this new system, a retail store would create a computer record for each requisition, which the system could then display onscreen or print on a report of similar requisitions for the warehouse each day. When a requisition order is filled, personnel in the warehouse could indicate this by entering the required data into the computer system. This entry would trigger an inventory update in the inventory file and eliminate the pending requisition record from the file of active requisitions. 3. The company currently creates five copies of each purchase order. These copies are sent to: (1) the vendor, (2) accounts payable, (3) inventory control, and (4) the warehouse. The purchasing department retains the fifth copy. This seems excessive. It is obvious that the company must send one copy of the purchase order to the vendor. In addition, it makes sense for control purposes to send one copy of the purchase order to the receiving department (for use in comparing against the subsequent bill of lading), and to retain one copy of the PO to document the purchase itself. It is less obvious that the company needs to create the other two copies of the purchase order. In fact, the document flowchart indicates that both the inventory control department and warehouse personnel perform the comparison function when goods arrive a duplication of effort. Similarly, the company can probably eliminate the copy it currently prepares for accounts payable. Instead, warehouse personnel can attach its copy to the receiving report, and the accounts payable department can use the warehouse copy to prepare a check to the vendor. A document flowchart for the Berridge Companys inventory control system. FreezeTime, Inc. (Drawing System Flowcharts) The systems flowchart is valuable because it shows the flow of activities and documents within the sales/collection process. The flowchart is particularly useful for identifying redundant, unnecessary, and risky activities. 3-24. The Dinteman Company (Document Analysis) 1. a) Data items which should be included on a repair/maintenance work order document are as follows: 1) Job identification à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ department (or plant) for which work is to be done, machine or work station, and general description of job. 2) Starting and completion dates à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ both estimated and actual. 3) Materials and supplies data estimated and actual quantities and costs. 4) Labor data à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ estimated hours, actual hours cost, and employee number for each job or person completing the work. 5) Applied overhead. b) At least four copies of the work order would be required with a possible fifth copy needed if a work order summary is not prepared. The work order would be prepared in the R M Department and given to the supervisor for review and scheduling. The work order would then be used by the person responsible for the work by recording the actual hours spent on the job and the actual materials and supplies required to complete the job. After the job is completed, the work order would be forwarded to accounting for costing and charging. The distribution of each copy of the work order would be as follows: Original (Copy 1) à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ Once the job is completed and all data has been recorded on the work order, this copy is forwarded to the Accounting Department for costing and then filed in the Accounting Department. Copy 2 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ This copy is also fully completed and is filed in the R M Department in a completed work order file. Copy 3 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ This copy would be kept by the R M Department in a file of scheduled jobs until the work is completed. A reference file is needed for all work orders while the job is in process. Once this job is completed, Copy 3 would be attached to Copy 2 and filed with Copy 2. Copy 4 à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ This copy would be sent to the Production Department where the work is being done to acknowledge the actual scheduling of the job. An evaluation of the performance of the R M Department would probably be done in three departments as explained below: The department which requests the work should compare the estimated charges indicated on the Work Order Request with the actual charges and the timeliness of the work, (e.g., the estimated and actual starting and completion times on the Work Order). If the work is not timely or if the actual charges vary considerably from the estimate, the management of the Production Department would contact the supervisor of the R M Department for an explanation. The supervisor of the R M Department would conduct a selfà ¢Ã¢â€š ¬Ã¢â‚¬Ëœevaluation by comparing the Work Order Request and the completed Work Order. The supervisor would want to be sure the actual times and charges were close to the original estimates. Such a comparison would be important for evaluating the staff in the department and also for preparing future estimates. The Accounting Department (or some other appropriate department) would probably conduct a review of the R M Departments work. The estimates and actual results shown on the Work Order would be compared. Types of repair and maintenance jobs which have standard times for completion would be compared with actual times required for the work in order to evaluate the departments performance. 2. See document flowchart on following page. 3-25. Lois Hale and Associates (Drawing Data Flow Diagrams)

Free Grapes of Wrath Essays: Steinbecks Style :: Grapes Wrath essays

Analysis of Style of The Grapes Of Wrath  Ã‚  Ã‚     John Steinbeck’s The Grapes Of Wrath is a moving novel, full of richly metaphorical language.   His writing style often evokes deep emotions, as it does in the passage reprinted below, by creating a clear picture in your mind of what he’s trying to say.   In this selection, he enforces a strong image in the reader’s mind: you cannot escape your past, which will be with you no matter where you go or what you do.   This message is enforced through a combination of wit and style in his writing that is rarely found among literary works.       But you can’t start.   Only a baby can start.   You and me—why, we’re all that’s been.   That anger of a moment, the thousand pictures, that’s us.   This land, this red land, is us; and the flood years and the drought years are us.   We can’t start again.   The bitterness we sold to the junk man—he got it all right, but we have it still.   And when the owner man told us to go, that’s us; and when the tractor hit the house, that’s us until we’re dead.   To California or any place—every one a drum major leading a parade of hurts, marching with our bitterness.   And some day—the armies of bitterness will all be going the same way.   And they’ll all walk together and there’ll be a dead terror from it.  Ã‚  Ã‚   (ch. 9, p. 11)    An important point that Steinbeck tries to deliver is the significance of memory.   â€Å"The bitterness we sold to the junk man—he got it all right, but we have it still.†Ã‚   Despite having rid themselves of the physical presence of reminders of past woes, the mental image and pain still remain.   Just because there isn’t anything around to provide evidence of something happening doesn’t mean that it will go away.   â€Å"You and me—why, we’re all that’s been,† he wrote—people are defined by their experiences as memories, not by what is around them.   One’s character is shaped from within, by his mind and his thoughts, not what he surrounds himself with in the external world. Steinbeck’s word choice has a very significant impact on the effectiveness of his writing.   By using words and phrases like â€Å"junk man,† â€Å"dead terror,† and the repetition of the words â€Å"bitterness† and â€Å"dead,† he drives his point home in a very matter-of-fact sort of way.

College Students and Anti-Depressants :: Depression Psychology Drugs Essays

College Students and Anti-Depressants Starting college can be a stressful time for any adolescent. For students suffering from depression it can be a traumatic experience. Worlds feel turned upside down. Even for those who manage to â€Å"cope,† pressures can cause these students to feel overwhelmed. Upon meeting Katelyn*, no one would ever suspect this tiny, thin blonde with a bubbly personality to be shy, much less depressed. Katelyn is a 19-year-old Northeastern University sophomore, who has been suffering from depression for about three years. â€Å"Sometimes everything seems like a big blur,† said Katelyn. â€Å"I have so much to do, so much to think about, and suddenly none of it seems important. It’s like the more I have to do and get done, the less motivated I feel.† As Katelyn talks, she transforms from an average college student to one with a serious illness, a condition that almost 24% of college students had been diagnosed with in 2003, at one time in their life. â€Å"Being depressed is not something that everyone can easily understand. There’s such a stigma that comes along with the term. So many people just see it as some fake, made-up condition that I should just be able to snap out of. What they don’t understand is that it’s not something that I can just will away,† said Katelyn. Katelyn’s story isn’t so different from other depressed college students nationwide. In college, young adults meet new peers and enter environments much different than high school. For many students, it will be the first time living on their own, away from the comforts of home. For the average student, this situation is extremely stressful and uncomfortable. For students who suffer from depression, these feelings are multiplied. According to an article by Josephine Marcotty in Minneapolis’ Star Tribune from April 10, college students lead â€Å"hyper-enriched lives,† said Greg Kneser, dean of students at St. Olaf College. That’s what makes this generation of students distinct from its predecessors, he said. That is why more students who cannot cope with these feelings end up at college counseling centers with â€Å"increasingly serious mental-health problems.† 15 to 20 percent of college students nationally were diagnosed with depression. The second most common diagnosis was severe anxiety. According to the article, it is not unusual for mental-health issues to become apparent during a student’s college years. According to Roseanne Gotterbarn, a psychologist from New York, college students who are depressed should seek professional help and, if necessary, help from medication as well. College Students and Anti-Depressants :: Depression Psychology Drugs Essays College Students and Anti-Depressants Starting college can be a stressful time for any adolescent. For students suffering from depression it can be a traumatic experience. Worlds feel turned upside down. Even for those who manage to â€Å"cope,† pressures can cause these students to feel overwhelmed. Upon meeting Katelyn*, no one would ever suspect this tiny, thin blonde with a bubbly personality to be shy, much less depressed. Katelyn is a 19-year-old Northeastern University sophomore, who has been suffering from depression for about three years. â€Å"Sometimes everything seems like a big blur,† said Katelyn. â€Å"I have so much to do, so much to think about, and suddenly none of it seems important. It’s like the more I have to do and get done, the less motivated I feel.† As Katelyn talks, she transforms from an average college student to one with a serious illness, a condition that almost 24% of college students had been diagnosed with in 2003, at one time in their life. â€Å"Being depressed is not something that everyone can easily understand. There’s such a stigma that comes along with the term. So many people just see it as some fake, made-up condition that I should just be able to snap out of. What they don’t understand is that it’s not something that I can just will away,† said Katelyn. Katelyn’s story isn’t so different from other depressed college students nationwide. In college, young adults meet new peers and enter environments much different than high school. For many students, it will be the first time living on their own, away from the comforts of home. For the average student, this situation is extremely stressful and uncomfortable. For students who suffer from depression, these feelings are multiplied. According to an article by Josephine Marcotty in Minneapolis’ Star Tribune from April 10, college students lead â€Å"hyper-enriched lives,† said Greg Kneser, dean of students at St. Olaf College. That’s what makes this generation of students distinct from its predecessors, he said. That is why more students who cannot cope with these feelings end up at college counseling centers with â€Å"increasingly serious mental-health problems.† 15 to 20 percent of college students nationally were diagnosed with depression. The second most common diagnosis was severe anxiety. According to the article, it is not unusual for mental-health issues to become apparent during a student’s college years. According to Roseanne Gotterbarn, a psychologist from New York, college students who are depressed should seek professional help and, if necessary, help from medication as well.