Employability & Personal Development Essay Example | Topics and Well Written Essays - 2000 words

Employability & Personal Development - Essay Example They rightfully play more and in the process, become submerged in new ideas. I’ve always known in my heart that play is a key to learning, and I, for one, am a lifelong learner. Here in Europe, lifelong learning has become a way of life, as reflected from societal values (European Commission, 2002). From educational discourses of the 1960’s and 1970’s, it has been debated that the primary purpose of learning and education is not solely for acquiring and extending theoretical knowledge but â€Å"to develop one’s own character, a character, that becomes reality as a result of growing experience† (Lengrand, 1972, p. 59). The maximalistic view of lifelong learning stresses the importance of learning outside the classic educational context and premises. That would include learning technologies, printed material and visits to museums, art galleries, field centres and heritage sites. This means that even after a student graduates from formal school, he may still engage in learning in the bigger classroom called life, and this would extend all throughout his life span. While the classical field of learning was formed by closed institutions, that were to be attended in the first quarter or third of the lifespan, lifelong learning declares any place and any time as suitable for learning. Tuschling & Engemann (2006) add that learning never stops even when individuals become adults that it becomes adopted as a lifestyle (Tuschling & Engemann, 2006, p. 456). Simply put, lifelong learning extends outside the four walls of the classroom. It takes place anywhere and stays within the learner in the form of knowledge and skills. The same is true in the working world. One needs to keep pursuing learning in whatever they do whether it is job-related or not, because it is part of continual personal development. Recently, I have had the good fortune of indulging in a wonderful learning experience that involved a lot of play. I chaperoned some kinde rgarteners to an interactive museum that encouraged them to revel in their imagination and creativity. Little did I know that the experience offered me an abundance of opportunities to learn and develop skills that can benefit me in my future career. It was a lesson I took with five-year olds, but of course, I was on an entirely advanced level. Discover Children’s Story Centre (2013) is a newly-opened interactive children’s museum in Stratford, East London that caters to young preschool children aged 2-7 years. As a chaperone, I was assigned to watch over 5 gregarious children. The museum guide said it was alright and that the children touch and interact with the exhibits because they literally learn more â€Å"hands-on†. Adults were encouraged to let our hair down and be children ourselves, and further drive the children’s imagination to soar with interesting questions of various possibilities which can only be accepted in the world of play. I found myse lf rummaging for silly ideas that may just work such as tickling the giant’s feet so that he can peep down at us and we can see his face. That prompted my kids to also think up of more creative ideas we can try. Allen suggested we roll on the noisy polka dotted floor in different directions to see if we can make beautiful music together. Nancy mused that we can eat the invisible fruits of the tree so we can have magic powers to use on the giant. Theodore asked if the pirate ship had underground headquarters for superheroes. The

Discussion Essay Example | Topics and Well Written Essays - 500 words - 1

Discussion - Essay Example The activist was introduced to the ideas of black supremacy and the need to fight for equality when he was in prison and when he became a member of the Nation of Islam (Hamlet 199). Malcolm X believed that African Americans were prior as they were original people who inhabited the world and, hence, they were superior to whites. Importantly, he also stressed that black people could not live in the USA and there could be no integration. The activist emphasized that African Americans had to establish their state in Africa and, meanwhile, they could live in the USA but they had to be completely separated from whites. Importantly, Malcolm X often supported violent acts and he believed that black people could win the fight using force only. On the contrary, Martin Luther King never supported the idea of using violence. He was a Baptist minister and Christian values had a great impact on his worldview. Notably, Kind admitted that it was possible to use force when defending oneself. However, he never believed that violence could be used to achieve equality in the USA (Goudsouzian 167). King stressed that only nonviolent struggle could help African Americans obtain equal rights. The Baptist minister often referred to Jesus’ sermons in his speeches. He also advocated full integration of the US society and he believed that blacks and whites could and had to live and work together to develop the American society. Martin Luther King encouraged people of different races and backgrounds to join the struggle for real equality in the USA. He believed that all people were equal and they had to enjoy equal rights. His speeches inspired many Americans and the society started becoming more integrated. It is clear that the two approaches were very different and it can be difficult to identify the most effective one. King’s views and his fight can be regarded as more influential as it led to significant changes in the

Part One Article On Unemployment Economics Essay

Part One Article On Unemployment Economics Essay Singapore unemployment rate declines as there are fewer lay-offs registered between April and June as the number of new job increases. The unemployment rate dipped over the quarter by 0.1% to 2% in June, while the rate for citizens decline by 0.2% to 2.8% and 3% respectively. The total number of jobs created in the second quarter of the year has risen to a total of 31,700 jobs, which is higher than the same period last year. A total of 58,900 jobs were created in the first half of the year, compared with 53,100 on the previous year which increases by 5,900 of jobs this year. Service sector has a higher employment rate compared to last year where there was a gain of 19,300 jobs, an increase of 2,000 more vacancies in the service sector, which also includes manufacturing sector where 4,700 jobs were created. Three in five residents laid off in the first quarter of the year found a job by June, shows an improvement of 50% by the previous cohort in March. Labour productivity have drop 1.9% between April and June, the third consecutive quarter of decline. SOURCE: TODAYonline | Singapore | Unemployment rate declines. 2012. TODAYonline | Singapore | Unemployment rate declines. [ONLINE] Available at: http://www.todayonline.com/Singapore/EDC120915-0000032/Unemployment-rate-declines. [Accessed 18 November 2012]. Refer to: Appendix A Definition of Unemployment Unemployed defined as persons of working age who are without work, are available to start work within two weeks and either have actively looked for work in the last four weeks or are willing to take up an appointment. SOURCE: Macroeconomics (19th edition). McGraw-Hill Reference from Macroeconomic, Unemployment and Inflation Chapter 5 Economic Analysis Unemployment rate is the percentage of the people in the labour force who are unemployed. Unemployment rate: Number of people unemployed x 100% Labour Force Based on MOM statistics data as of June 2011 Unemployment rate = 81.2 / 2,080.1 x 100% = 4.0% SOURCE: [ONLINE] Available at: http://www.singstat.gov.sg/pubn/reference/sif2012.pdf. [Accessed 18 November 2012]. Refer to: Appendix B 3.01 Causes of unemployment The causes of unemployment can be caused by 3 types of unemployment which are Frictional unemployment Structural unemployment Cyclical unemployment Below is my research to reflect the employment growth and unemployment growth. 3.02 Frictional unemployment We always aim for a better opportunity that is when we workers leave our jobs to find better ones, simply moving towards a better position. This occurs because workers need to find out about possible new job opportunities, go for interviews and possibly move before starting their new jobs. Frictional unemployment allows companies to find qualified workers. Labour cost would rise when workers stay with their current jobs until they found one, it will be more time consuming and expensive for companies to bring on good workers, causing cost-push inflation. The table below shows the chart of the Rate of Re-entry into Employment of Residents made redundant. As we can see in the table below, the total rate of re-entry from March to June increases by 10.4%. Clerical, sales and service workers has the highest re-entrants which is 21.9%. SOURCE: Re-entry into Employment Ministry of Manpower . 2012. Re-entry into Employment Ministry of Manpower. [ONLINE] Available at: http://www.mom.gov.sg/statistics-publications/national-labour-market-information/statistics/Pages/re-entry_into_employment.aspx. [Accessed 18 November 2012]. Refer to: Appendix C . SOURCE: [ONLINE] Available at: http://www.mom.gov.sg/Publications/mrsd_qtlmr122.pdf. [Accessed 18 November 2012]. Refer to: Appendix D Older workers stepping into Labour Force and slowing down the Local Labour Force Growth The proportion of workers ages 55 to 64 has an increase of 2.2% in the workforce, comparing from 2010 and 2011. Some companies in Singapore is starting to hire older workers, older workers need to stay longer in the labour force. The cost of productivity arises on the employers concerns. SOURCE: [ONLINE] Available at: http://www.mom.gov.sg/Documents/statistics-publications/Statistical-Charts/mrsd_ResEmpRatebyAge_Sex_Ct_310112.pdf. [Accessed 18 November 2012]. Refer to: Appendix E Alternatively, there are more people leaving their jobs in the first and second quarter of 2011 and 2012. The recruitment rate increases by 10% compared to 2011. SOURCE: Labour Turnover Ministry of Manpower . 2012. Labour Turnover Ministry of Manpower. [ONLINE] Available at: http://www.mom.gov.sg/statistics-publications/national-labour-market-information/statistics/Pages/labour-turnover.aspx. [Accessed 18 November 2012]. Refer to: Appendix F 3.04 Structural unemployment Structural unemployment comes from the mismatch between the jobs available and the skills of the available workers in the market. These people usually do not have skills that are not needed nor have a specialized background which does not fit the market or cannot be used in the current market. It is difficult for workers to learn a new set of skills or to move on to an area whereby they need to start afresh. Policies should be put in place to prevent such unemployment. Structural unemployment is the most common form of unemployment in the market. Factors that result in structural unemployment Age Educational level Some of the workers may be too young or too old for the job requirements. While some do not have a very high education level may have a different view from the employers. High educated workers may not be interested jobs that provide them with low wages and long working hours. The table below shows the increase of 32.8% in the employment rate between 2010 to 2011, and also the number of employed workers by age and educational level. SOURCE: Report on Labour Force in Singapore 2011: Statistical Tables Ministry of Manpower . 2012. Report on Labour Force in Singapore 2011: Statistical Tables Ministry of Manpower. [ONLINE] Available at: http://www.mom.gov.sg/statistics-publications/national-labour-market-information/publications/Pages/statistical-tables-2011.aspx. [Accessed 18 November 2012]. Refer to: Appendix G 3.05 Cyclical unemployment The number of retrenchment in the first three quarters of 2011 and 2012 increased to 15.3%. Below is the analysis that reflected the number of retrenchment in the first 3 quarters of 2011 and 2012. SOURCE: [ONLINE] Available at: http://www.mom.gov.sg/Documents/statistics-publications/Statistical-Charts/mrsd_Redundancy_ct_311012.pdf. [Accessed 18 November 2012]. Refer to: Appendix H 4.0 Conclusion of Analysis Analysing the report, it shows that our economy in Singapore is facing with low unemployment rate till date. Unless, there is a high demand from the employer to increase productivity then the empoyment rate will increase. As we can see that foreign wokers in some industry like construction, manufacturing and engenieering sectors are increasing. We should be balancing the foregin and local workforce in order to ensure low unemployment rate in Singapore. Price-Level AS P2 AD2 P1 AD1 RGDP Q1 Q2 Increase in AD curve due to demand in supplies Increase in price levels due to demand in workforce Increase in national output due to supplies produced Fall in unemployment due to demand in labour 5.0 Referencing Appendix A Online source Available at: http://www.todayonline.com/Singapore/EDC120915-0000032/Unemployment-rate-declines. Definition of Unemployment Macroeconomics (19th edition). McGraw-Hill Reference from Macroeconomic, Unemployment and Inflation Chapter 5 Appendix B Online source Available at: http://www.singstat.gov.sg/pubn/reference/sif2012.pdf. Appendix C Online source Available at: http://www.mom.gov.sg/statistics-publications/national-labour-market-information/statistics/Pages/re-entry_into_employment.aspx. Appendix D Online source Available at: http://www.mom.gov.sg/Publications/mrsd_qtlmr122.pdf Appendix E Online source Available at: http://www.mom.gov.sg/Documents/statistics-publications/Statistical-Charts/mrsd_ResEmpRatebyAge_Sex_Ct_310112.pdf. Appendix F Online source Available at: http://www.mom.gov.sg/statistics-publications/national-labour-market-information/statistics/Pages/labour-turnover.aspx. Appendix G Online source http://www.mom.gov.sg/statistics-publications/national-labour-market-information/publications/Pages/statistical-tables-2011.aspx Appendix H Online source Available at: http://www.mom.gov.sg/Documents/statistics-publications/Statistical-Charts/mrsd_Redundancy_ct_311012.pdf. 6.0 Appendix Appendix A Appendix B MACROECONOMIC REPORT PART TWO ARTICLE ON INFLATION COHORT : DBA 5B/12 DONE BY : CHOO AI LYN, ESTH CONTENT PAGE Table of Content Page No Summary of Article †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 20 Definition of Inflation†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. .†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 20 Economic Analysis ..†¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 21-22 Inflation caused by Policy on Foreign Workers and Lower Local Workforce.Page 23 Inflation caused by Cost of Private Transportation and Higher COE Premiums†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 24 Inflation caused by Increases in Oil Price†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Page 24 Conclusion of Analysis .†¦Ã¢â‚¬ ¦..Page 25 References†¦. ..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦..Page 26 Appendix †¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Page 27-32 Summary of Article The article indicated that core inflation soared up to 4.7% in September. Consumer price rose to 5.3% year-on-year in June. This jump in inflation was due to the high costs for both private road transport and also housing. Transportation costs rose up to 10.8% in September compared to the increase of 6.3% in August. The accommodation cost rises to a 7.7% in September from 7.4 in August, an increase of 0.3% within a month. SOURCE: Singapores CPI inflation rises to 4.7 pct in September Xinhua | English.news.cn . 2012. Singapores CPI inflation rises to 4.7 pct in September Xinhua | English.news.cn. [ONLINE] Available at: http://news.xinhuanet.com/english/business/2012-10/23/c_131925252.htm. [Accessed 11 November 2012]. Refer to: Appendix A Definition of Inflation The rate at which the general level of prices for goods and services is rising, and, subsequently, purchasing power is falling. Central banks attempt to stop severe inflation, along with severe deflation, in an attempt to keep the excessive growth of prices to a minimum. SOURCE: Inflation Definition | Investopedia . 2012. Inflation Definition | Investopedia. [ONLINE] Available at: http://www.investopedia.com/terms/i/inflation.asp. [Accessed 11 November 2012]. Economic Analysis CPI and Annual Inflation Rate Year Consumer Price Index Annual Inflation Rate 2010 102.8 2.8% 2011 108.2 5.2% Calculation of Annual Inflation Rate Annual Inflation Rate = CPI of year 2010 CPI of year 2011 x 100% CPI of year2010 Annual Inflation Rate = 108.2 102.8 x 100% 102.8 = 5.2% CPI and Annual Inflation rate from 2000 to 2011 SOURCE: Statistics Singapore Time Series on Consumer Price Index and Inflation Rate. 2012. Statistics Singapore Time Series on Consumer Price Index and Inflation Rate. [ONLINE] Available at: http://www.singstat.gov.sg/stats/themes/economy/hist/cpi.html. [Accessed 19 November 2012]. 3.1 Inflation caused by Policy on Foreign Workers and Lower Local Workforce SOURCE: Composition of Singapores Total Workforce. 2012. Composition of Singapores Total Workforce. [ONLINE] Available at: http://population.sg/resources/workforce-composition/. [Accessed 19 November 2012]. Refer to: Appendix BIn a recent press release by MOM, it states that as of December 2011 our total workforce was 3.02 million, excluding foreign workers. Singapore residents forms a total of 67% while the foreign workers making up to the remaining 33%. As we can see in the chart below, the percentage of foreign workers have reduced. . 3.2 Inflation caused by Cost of Private Transportation and Higher COE Premiums. SOURCE: COE Prices in Singapore Oneshift.com. 2012. COE Prices in Singapore Oneshift.com. [ONLINE] Available at: http://www.oneshift.com/new_cars/lcoe.php. [Accessed 19 November 2012]. Refer to: Appendix C, D, EThe COE price have been increasing in recent months, it actually affect the price of new cars for potential buyers. The buyers will now have to consider about the future costs of owning a vehicle, putting into considerations, the petrol price. 3.3 Inflation caused by Increases in Oil Price Base on the chart below, the oil prices have been decreasing from the 1st to the 3rd quarter of 2011 and 2012. Aggregate supply increases as production and manufacturing process less due to lower spending. SOURCE: [ONLINE] Available at: http://www.singstat.gov.sg/stats/themes/economy/ess/essa62.pdf. [Accessed 19 November 2012]. Refer to: Appendix F Conclusion With my findings on the above data and statistics, I believe Singapore is categorized under cost-push inflation. Workers should improve their skills to increase the level of labour and productivity, recommended by the Government. No one has the way of controlling the oil prices; hence the inflation will stay with the economic growth. 5.0 Referencing Appendix A Online Source Available at: http://news.xinhuanet.com/english/business/2012-10/23/c_131925252.htm. Appendix B Online Source Available at: http://population.sg/resources/workforce-composition/. Appendix C, D, E Online Source Available at: http://www.oneshift.com/new_cars/lcoe.php. Appendix F Online Source Available at: http://www.singstat.gov.sg/stats/themes/economy/ess/essa62.pdf.

Hackers Good or Evil :: Essays Papers

Hackers Good or Evil Imagine this, you are driving along the road and suddenly you see something spectacular. Now imagine that you are not allowed to deviate from your course to check it out. This is what a so-called â€Å"hacker† faces. Just imagine that you saw an injured person on the side of the road. In this analogy you are not allowed to help the injured person. A hacker is not allowed to explore like everyone else in the world. A hacker is not allowed to help fix potential security holes. The term hacker can have many meanings. The most visible to the public is the person pirating software, and breaking into corporate networks and destroying information. This is the public misconception of a hacker. Back in the Unix days, a hack was simply a quick and dirty way of doing something. Hackers in those days were basically just computer experts. Nowadays hacker means the same thing as a cracker, a person who pirates software, and malicious hackers. The media, of course, never prints the good thin gs hackers do. Most hackers provide a service to companies, by letting the company know about security holes, before a rival exploits it. Most hackers want nothing more than to simply learn. A hacker has an extreme thirst for knowledge, but not in the traditional subjects. Technology, and anything new interest hackers. In fact most security experts start out but learning and â€Å"hacking†. The bad view of hackers is not completely false. There are hackers out there that will do there best to harm any system hey can, but most want nothing more than to find the beauty in system, or network. To hackers vast networks, and the inside of a firewall that was meant to keep them out, are the most beautiful sights on Earth. In every aspect of life there are people who exploit others. Murders, robbers, or any other criminals come from every walk of life. Even hackers have some, but like the general population, it is a small percentage. Most people would call the whole Linux community hackers, because anyone who has the knowledge to run Unix must be a hacker. This show what good hackers can do. The entire Unix GNU community is run by hackers. They all contribute toward a free operating system. They all work out the bugs, and then distribute it for free. Hackers got tired of paying for an OS that did not work well.

Library Assignment

ENGL 111 English Composition Statewide Online Course Library Assignment IvyTilt Activity 1 Getting Started HINT: Instead of printing out this document, view it online. That way you can click on the embedded links to go to the various links and tutorials. Before starting these activities, be sure your computer has Macromedia Flash Player and Adobe Shockwave installed. Most Ivy Tech regions have access to the main Virtual Library screens, but if there is a problem accessing your local library, you may be able to access material discussed and assigned below through the Central Indiana Library page more reliably. Also read  Modules 9 & 10That address is: http://wwwcc. ivytech. edu/library/central-indiana/index. html IvyTilt Activity 1—Tutorials 1, 2, and 6 For this first library assignment, you will complete three IvyTilt modules. Go to the IvyTilt website at http://faculty. ivytech. edu/~smclaugh/ivytilt/choice. html and select the three modules you are going to do for Activity 1.1. Starting Smart (Module 1)—This tutorial is an introduction to using the Virtual Library. Review it carefully so you understand the terms that will be used in later modules.2.Choosing a Topic (Module 2)—This tutorial will help you create workable topics for searches and later writing. Remember—a good topic is not found; it is developed.3. Citing Sources (Module 6)—Never mind modules 3, 4, and 5 for now. Jump to Module 6 and get some insight into how to cite a borrowed idea in the body of your paper and how to list the source of that idea at the end of your paper. At the end of each module is a brief quiz. The quizzes are self-assessments to see how well you have mastered the information in the tutorial.You should take the quizzes for Modules 1, 2, and 6 and copy and paste the results page for each quiz into a file on your computer once you have scored at least 90% on each quiz. Please note that the library server does NOT keep copies of your quiz results and the library quiz does NOT link directly to Blackboard. You must COPY & PASTE each results page into a file on your computer in order to submit the completed quizzes to your instructor. If you score less than 90% on any of the three quizzes, review the tutorial and retake the quiz for that module.Do not submit a quiz if your score is below 90%, but review the material until you better understand the material and can score at least 90%. Quizzes with scores of less than 90% will not receive credit. How to submit the quizzes to your instructor:  ·Collect the results of the three quizzes using COPY & PAS TE.  ·Collect your results in one file and name your file something like: â€Å"IvyTilt_1_Mynamehere. † Be sure your name is in the file name. Do not use symbols like # in the file name.  ·Submit the file via the â€Å"Library Assignment—Ivy Tilt Activity 1† link for this assignment in Session 3.For detailed instructions on how to submit your file using this link see the â€Å"Student Guide to Blackboard† by clicking on the â€Å"Start Here† tab on the left, and then clicking on â€Å"Step 3: Help with Blackboard & Technology† link, and then clicking on the â€Å"Blackboard Student Guide† attachment.  ·Once your file is submitted, you will see a green exclamation mark for Library Activity 1 under â€Å"My Grades. † This exclamation mark will change to a score after your instructor grades your assignment.  ·All quizzes are due no later than the end of Session 3. Scoring: 3 quizzes with scores 90% or higher|10 points| qui zzes with scores 90% or higher|7 points| 1 quiz with score 90% or higher|4 points| 0 quizzes with score 90% or higher|0 points| Additional Library Information and Practice Review the following websites for further information about citation in MLA and/or APA style. Bookmark pages that are useful to you: http://library. albany. edu/usered/cite/index. html This site provides general information on APA and MLA style and instructions on how to use â€Å"Citation Generators† effectively. http://owl. english. purdue. edu/ The Purdue University Online Writing Lab (OWL) offers a searchable index that can help with MLA and APA manuscript styles.The links for manuscript styles are in the upper right zone of that page. http://wwwcc. ivytech. edu/shared/shared_hlibrarycc/Images/VL_Live/clip1_fin. html View the captured-screen video that introduces the Virtual Library sign-in and opening page. You should plan to sign into and use the Virtual Library as a regular part of your work for this class. http://library. acadiau. ca/tutorials/plagiarism/ This interactive and fun tutorial from the Vaughan Memorial Library at Acadia University walks you through specific examples of documenting sources and avoiding plagiarism with your student companions Dylan, Emma, Tyler, and Maiko. Library Assignment ENGL 111 English Composition Statewide Online Course Library Assignment IvyTilt Activity 1 Getting Started HINT: Instead of printing out this document, view it online. That way you can click on the embedded links to go to the various links and tutorials. Before starting these activities, be sure your computer has Macromedia Flash Player and Adobe Shockwave installed. Most Ivy Tech regions have access to the main Virtual Library screens, but if there is a problem accessing your local library, you may be able to access material discussed and assigned below through the Central Indiana Library page more reliably. Also read  Modules 9 & 10That address is: http://wwwcc. ivytech. edu/library/central-indiana/index. html IvyTilt Activity 1—Tutorials 1, 2, and 6 For this first library assignment, you will complete three IvyTilt modules. Go to the IvyTilt website at http://faculty. ivytech. edu/~smclaugh/ivytilt/choice. html and select the three modules you are going to do for Activity 1.1. Starting Smart (Module 1)—This tutorial is an introduction to using the Virtual Library. Review it carefully so you understand the terms that will be used in later modules.2.Choosing a Topic (Module 2)—This tutorial will help you create workable topics for searches and later writing. Remember—a good topic is not found; it is developed.3. Citing Sources (Module 6)—Never mind modules 3, 4, and 5 for now. Jump to Module 6 and get some insight into how to cite a borrowed idea in the body of your paper and how to list the source of that idea at the end of your paper. At the end of each module is a brief quiz. The quizzes are self-assessments to see how well you have mastered the information in the tutorial.You should take the quizzes for Modules 1, 2, and 6 and copy and paste the results page for each quiz into a file on your computer once you have scored at least 90% on each quiz. Please note that the library server does NOT keep copies of your quiz results and the library quiz does NOT link directly to Blackboard. You must COPY & PASTE each results page into a file on your computer in order to submit the completed quizzes to your instructor. If you score less than 90% on any of the three quizzes, review the tutorial and retake the quiz for that module.Do not submit a quiz if your score is below 90%, but review the material until you better understand the material and can score at least 90%. Quizzes with scores of less than 90% will not receive credit. How to submit the quizzes to your instructor:  ·Collect the results of the three quizzes using COPY & PAS TE.  ·Collect your results in one file and name your file something like: â€Å"IvyTilt_1_Mynamehere. † Be sure your name is in the file name. Do not use symbols like # in the file name.  ·Submit the file via the â€Å"Library Assignment—Ivy Tilt Activity 1† link for this assignment in Session 3.For detailed instructions on how to submit your file using this link see the â€Å"Student Guide to Blackboard† by clicking on the â€Å"Start Here† tab on the left, and then clicking on â€Å"Step 3: Help with Blackboard & Technology† link, and then clicking on the â€Å"Blackboard Student Guide† attachment.  ·Once your file is submitted, you will see a green exclamation mark for Library Activity 1 under â€Å"My Grades. † This exclamation mark will change to a score after your instructor grades your assignment.  ·All quizzes are due no later than the end of Session 3. Scoring: 3 quizzes with scores 90% or higher|10 points| qui zzes with scores 90% or higher|7 points| 1 quiz with score 90% or higher|4 points| 0 quizzes with score 90% or higher|0 points| Additional Library Information and Practice Review the following websites for further information about citation in MLA and/or APA style. Bookmark pages that are useful to you: http://library. albany. edu/usered/cite/index. html This site provides general information on APA and MLA style and instructions on how to use â€Å"Citation Generators† effectively. http://owl. english. purdue. edu/ The Purdue University Online Writing Lab (OWL) offers a searchable index that can help with MLA and APA manuscript styles.The links for manuscript styles are in the upper right zone of that page. http://wwwcc. ivytech. edu/shared/shared_hlibrarycc/Images/VL_Live/clip1_fin. html View the captured-screen video that introduces the Virtual Library sign-in and opening page. You should plan to sign into and use the Virtual Library as a regular part of your work for this class. http://library. acadiau. ca/tutorials/plagiarism/ This interactive and fun tutorial from the Vaughan Memorial Library at Acadia University walks you through specific examples of documenting sources and avoiding plagiarism with your student companions Dylan, Emma, Tyler, and Maiko.

Moment of Exhilaration in Soul’s on Ice

As Mark Doty passes the fresh-fish display in the grocery store, he specifically notices the organized layout of the Mackerel. This everyday experience gets Mark Doty thinking and reflecting. Eventually, he creates a deeply insightful poem out of this simple experience, a poem he calls â€Å"Souls on Ice†. As Doty begins the poem with a simple description, the metaphors guide and lead him throughout the end. Once a simple idea fell into his hands, Doty felt a moment of exhilaration.When Doty starts the poem’s investigative process, â€Å"a terrific kind of exhilaration me (Doty)† takes place. The sentences in the poem, â€Å"distinguished from the other –nothing about them of individuality†, made the movement of his writing clear. Beginning with This moment of exhilaration is the catalyst that quickly led him to write two sentences: â€Å"one that considers the fish as replications of the ideal, Platonic Mackerel, and one that likewise imagines the m as the intricate creations of an obsessively repetitive jeweler†.The pace picked up at this point, and after the idea had grown, Doty could let the poem write for itself. It seems as if the ideas in the poem fell onto paper before Doty even thought about them. Surprisingly, his writing presented ideas that amazed him too. Mark Doty seems to have heightened his speed during the moment of exhilaration. Before when writing the beginning of the poem, Doty took more time to try to find his direction in the poem. He starts off the two stanzas slowly with an â€Å"exploratory description†.However, during his peak of excitement, he seems to have been lost in the great amount of thought and idea that had hit him. During his process of writing he made many mistakes but he had totally forget about them â€Å"because the poem has worked the charm of its craft on my (Doty’s) memory; it convinces me (Doty) that it is an artifact of a process of inquiry. † With these w ords, Doty has created the notion that the he wasn’t writing the poem, but instead, the poem was writing him.It is not until further through his poem Doty realizes that he had been referring to â€Å"something overwhelmingly close to home. † Through my first reading I realized, as Mark Doty did, the main idea of commonness rather than individuality in the poem. However, it was not until my second reading that I noticed how closely this poem tied to Doty at heart. Already in the beginning Doty closely relates the Mackerel to human beings. When we lose our life we are like the same Mackerel laying in a pile next to each other, essentially the same.Like Doty’s partner, who had died, she has lost her individuality and is now the common person. Doty later on also expresses the idea of a soap bubble that shimmers with different colors. Each one of these colors is the individual trying to become a unique and different being. However, as everyone is trying to become div erse, they actually become the same.Work Cited: DiYanni, Robert, and Pat C. Hoy. â€Å"Souls on Ice by Mark Doty. † Occasions for Writing: Evidence, Idea, Essay. Boston, MA: Thomson Heinle, 2008. Print.