Explain the relevance of the title of the book – pointing out who could be considered "mocking birds" and what actual/potential harm was involved.

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"But remember, it's a sin to kill a mocking bird". This is the one warning Scout and Jem receive when Atticus gives them their air rifles. But why mocking birds and not blue jays? Both Atticus and Miss Maudie believe it is a sin to kill a mocking bird as they "don't do one thing but make music for us to enjoy". Harper Lee titles her novel To Kill a mocking bird as two of the main characters were "mocking birds". They were harmed or put in potential danger because of the prejudice about race and class in society, and that of the unknown or different. Two characters in To kill a mocking bird could be viewed as "mocking birds". They were Tom Robinson and Boo Radley. Both do not harm society in any way and both are innocent people. However, because of their ways of living, the morals and principles that they have grown up with, they are picked on by society.

Tom Robinson was a gentle, kind and quiet man. He went out of his way everyday to help a white woman, Mayella Ewell, with her duties around her home. However, being black, it was not acceptable for him to feel sorry for a white person. Because of his gentle ways, he is viewed as a mocking bird, innocent and harmless.

The inhuman acts towards the mocking bird, Tom, starts when he is accused of raping Mayella Ewell. When Tom is put to trial, Atticus proves conclusively that Tom could not have actually committed the crime he was being convicted of. However, he was still found guilty. Tom becomes the victim of white prejudice when society convicts him rather than confronts the fact that a white woman could be interested in, and make sexual advances towards a married, black man.

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The other "mocking bird", Boo Radley, is a shy and curious man. However, he is depicted as some kind of monster in the eyes of Scout and Jem. This is because Boo leads a different way of life compared to them and they do not fully understand him. It is only when Scout stands and looks from Boo's balcony that she starts to understand how he lives and why. We do not see the real Boo, however, until the novel unravels, and Scout tells of the kind acts towards her and Jem. It is then that we discover that he is really a gentle person. The kind acts towards the children are small but are precious. For example, the gifts he leaves for them in the knothole of the tree, when he mends Jem's trousers after they are caught in his fence, and the blanket he covers Scout with during the fire.

It is not until the end of the novel that Boo is exposed to potential harm. This comes about after he rescues of Jem and Scout who were being attacked by Bob Ewell. Boo kills Bob Ewell in order to protect "his children". As Mr Tate knows, the women of Maycomb would go crazy sending Boo baskets of food and sending him praise, he states to Atticus, "it's a sin dragging him with his shy ways into the limelight". So as not to "shoot a mocking bird", Mr Tate announces to the rest of Maycomb that Bob Ewell fell on his own knife.

Both Tom Robinson and Boo Radley were classed as "mocking birds" as they were gentle and shy people. Yet Tom Robinson was harmed and Boo Radley was in potential harm because of society's prejudice, and society's inability to see something from someone else's point of view. To kill a mocking bird is equivalent to committing a deliberate senseless and evil act. Who are the mocking birds in your town?

Please note that this sample paper on Explain the relevance of the title of the book – pointing out who could be considered "mocking birds" and what actual/potential harm was involved. is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Explain the relevance of the title of the book – pointing out who could be considered "mocking birds" and what actual/potential harm was involved., we are here to assist you. Your cheap custom research papers on Explain the relevance of the title of the book – pointing out who could be considered "mocking birds" and what actual/potential harm was involved. will be written from scratch, so you do not have to worry about its originality.

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Swimming essay

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I am going to cover the basic steps on how to prepare and swim 500 yards (0 laps) freestyle. This takes a lot of practice and preparation. In order to get a good time you need to be dedicated and true to the sport and event.

STEP ONE Items needed

Depending on your gender you will need to wear a swimsuit or something relevant to swim shorts. Most male swimmers wear Speedos, in order to go faster. When choosing a suit size, you want to get the smallest size you can fit in to, so that you don't have drag, and the suit is basically stuck to your body.

You'll need goggles. Most swimmers prefer double strapped goggles for he reassurance that they will stay on when they dive. Many swimmers use goggles that have no rubber lining, only plastic, these are goggles you would need to get used to.

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Swimmers with longer hair (even males) will need to wear a swim cap, for less drag and resistance. Caps can be thick, but the ones that personally work the best for myself are the thin caps.

All of these items can be purchased at your local Big 5 sporting goods store, or any other sporting goods store, or business.

STEP TWO Practice Makes Perfect

In order to better your times you will need to practice pace 100's and pace 500's. A 100 is four laps which is equal to 100 yards. You will also want to practice diving off of the block.

When you swim a pace 100 you want to work on your breathing technique and your stroke glide. You don't want to sprint, because then later when you swim a 500 you will be out of energy.

You want to take long smooth strokes, when you make a stroke, the tips of your fingers will hit the water and you want your whole arm to follow the exact path in to a smooth finish.

When you are breathing you want to only tilt your

head to the side slightly, not too much or else the bottom half of you will sink. You want to breathe about every 5 to 7 strokes, not every stroke or else you will be tired by the 5th lap. You want to breathe lightly. Blow out when your head is in the water, slowly, the come up for air, and breath it in slowly.

The next thing you want to focus on is your flip turn. At the end of each lap in order to turn around you do a front-word flip and push off in a streamline position. A streamline position is putting your arms above your head and gripping your hands together, with your head between your arms. You want to flip quickly enough to be able to take a couple strokes before you breath.

When you swim a pace 500 put everything you worked on in your pace 100 together, and make sure you work on technique.

STEP THREE Eating the right foods

Swimmers crave carbohydrates, starch and protein. You should eat a lot of carbs before you swim, not less then an hour before you enter the water or else you will get a stomachache. Bread and pasta (plain) are some of the better carb choices. Rice and Potatoes are also good sources of starch and carbs. A hard-boiled egg is good to eat before a race, it gives you protein. There is always the fruit factor, all fruits are good for your body, but not all are good to eat before you swim. An Orange is the last thing you want to eat before you swim. The citrus will sit in your system and give you a horrible stomach ache, the same thing happens when you drink Orange juice. Bananas are a great source of potassium. A Banana before a race has always been my good luck.

The beverage choice of a swimmer is very slim. WATER is the only thing that does a body good in the case of a swimmer. The day of a meet you should try to drink at least four bottles of water, if not more.

STEP FOUR The Big Race

On the day of your race you will want to eat healthy meals, make sure you eat, that is your source of fuel. Drink a lot of water.

When you get to the pool get in to the warm up lanes and practice slow strokes. Also practice starts, and flip turns.

You will need someone to count for you. Find someone and make sure they have a counting block.

When it is time for you to swim get your cap and goggles all secured. Make sure your straps are tight enough, so they won't fall off.

You will hear " Swimmers please step up…take your mark…GO!" then you dive in to the water and start swimming your laps. The person counting for you will stick the counting block in the water and you will see the number 1.

A piece of advice find a song you like and sing it to yourself the whole swim, over and over. Don't think about the other swimmers; don't look around you, just swim. Keep your head down and do everything you worked on at practice.

Eventually you will see the numbers , 5, 7, , 11, 1, 15, 17, and then on the last one the person counting might put up a 1 or they may put up the side that is red which means this is your last and you are done.

When you get out of the pool you will want to check your time. Remember your time so you can have a goal for the next time you swim. You should swim it between 50 and 0 depending on the shape you are in and your experience.

When you get out, get in to the warm down lane and swim a few laps to loosen your muscles. Swim slowly and make sure you stretch your self, so that your muscles don't tighten.

That is mostly all you need to know in order to swim 500 yards of freestyle. If you want to see it be done come to the Ukiah High School Pool Monday-Friday from 400pm to 600pm. You can even come watch me tonight at about 600 or so, and I will be swimming it.

I am going to cover the basic steps on how to prepare and swim 500 yards (0 laps) freestyle. This takes a lot of practice and preparation. In order to get a good time you need to be dedicated and true to the sport and event.

STEP ONE Items needed

Depending on your gender you will need to wear a swimsuit or something relevant to swim shorts. Most male swimmers wear Speedos, in order to go faster. When choosing a suit size, you want to get the smallest size you can fit in to, so that you don't have drag, and the suit is basically stuck to your body.

You'll need goggles. Most swimmers prefer double strapped goggles for he reassurance that they will stay on when they dive. Many swimmers use goggles that have no rubber lining, only plastic, these are goggles you would need to get used to.

Swimmers with longer hair (even males) will need to wear a swim cap, for less drag and resistance. Caps can be thick, but the ones that personally work the best for myself are the thin caps.

All of these items can be purchased at your local Big 5 sporting goods store, or any other sporting goods store, or business.

STEP TWO Practice Makes Perfect

In order to better your times you will need to practice pace 100's and pace 500's. A 100 is four laps which is equal to 100 yards. You will also want to practice diving off of the block.

When you swim a pace 100 you want to work on your breathing technique and your stroke glide. You don't want to sprint, because then later when you swim a 500 you will be out of energy.

You want to take long smooth strokes, when you make a stroke, the tips of your fingers will hit the water and you want your whole arm to follow the exact path in to a smooth finish.

When you are breathing you want to only tilt your

head to the side slightly, not too much or else the bottom half of you will sink. You want to breathe about every 5 to 7 strokes, not every stroke or else you will be tired by the 5th lap. You want to breathe lightly. Blow out when your head is in the water, slowly, the come up for air, and breath it in slowly.

The next thing you want to focus on is your flip turn. At the end of each lap in order to turn around you do a front-word flip and push off in a streamline position. A streamline position is putting your arms above your head and gripping your hands together, with your head between your arms. You want to flip quickly enough to be able to take a couple strokes before you breath.

When you swim a pace 500 put everything you worked on in your pace 100 together, and make sure you work on technique.

STEP THREE Eating the right foods

Swimmers crave carbohydrates, starch and protein. You should eat a lot of carbs before you swim, not less then an hour before you enter the water or else you will get a stomachache. Bread and pasta (plain) are some of the better carb choices. Rice and Potatoes are also good sources of starch and carbs. A hard-boiled egg is good to eat before a race, it gives you protein. There is always the fruit factor, all fruits are good for your body, but not all are good to eat before you swim. An Orange is the last thing you want to eat before you swim. The citrus will sit in your system and give you a horrible stomach ache, the same thing happens when you drink Orange juice. Bananas are a great source of potassium. A Banana before a race has always been my good luck.

The beverage choice of a swimmer is very slim. WATER is the only thing that does a body good in the case of a swimmer. The day of a meet you should try to drink at least four bottles of water, if not more.

STEP FOUR The Big Race

On the day of your race you will want to eat healthy meals, make sure you eat, that is your source of fuel. Drink a lot of water.

When you get to the pool get in to the warm up lanes and practice slow strokes. Also practice starts, and flip turns.

You will need someone to count for you. Find someone and make sure they have a counting block.

When it is time for you to swim get your cap and goggles all secured. Make sure your straps are tight enough, so they won't fall off.

You will hear " Swimmers please step up…take your mark…GO!" then you dive in to the water and start swimming your laps. The person counting for you will stick the counting block in the water and you will see the number 1.

A piece of advice find a song you like and sing it to yourself the whole swim, over and over. Don't think about the other swimmers; don't look around you, just swim. Keep your head down and do everything you worked on at practice.

Eventually you will see the numbers , 5, 7, , 11, 1, 15, 17, and then on the last one the person counting might put up a 1 or they may put up the side that is red which means this is your last and you are done.

When you get out of the pool you will want to check your time. Remember your time so you can have a goal for the next time you swim. You should swim it between 50 and 0 depending on the shape you are in and your experience.

When you get out, get in to the warm down lane and swim a few laps to loosen your muscles. Swim slowly and make sure you stretch your self, so that your muscles don't tighten.

That is mostly all you need to know in order to swim 500 yards of freestyle. If you want to see it be done come to the Ukiah High School Pool Monday-Friday from 400pm to 600pm. You can even come watch me tonight at about 600 or so, and I will be swimming it.

Please note that this sample paper on Swimming essay is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Swimming essay, we are here to assist you. Your cheap custom college paper on Swimming essay will be written from scratch, so you do not have to worry about its originality.

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Teen achlosim

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The history of Rock Climbing in New Zealand stems from Mountaineering where climbers wanted to climb more extreme peaks because of this it drove climbers to create new safety equipment and better rock climbing techniques. Initially this activity was considered as just another form of training, however by about 15 it began to evolved into a sport in its own right. It was about that time climbers began to grade the difficulty of each climb in order to measure their rock climEquipment

Rope make sure the ropes used are not old static ropes that are not manufactured for climbing you need

Modern ropes that are laboratory tested and slightly stretch after your fall

Carabiner These are similar to large safety pins. Most climbers use a combination of the oval shape or the modified D-shape of When buying a carabiner, check to make sure the spring action is smooth but not too strong, that the gate meshes freely, that there are no burrs, and that they are strong.

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Footwear

Athletic shoes or hiking boots will allow you to sample the sport. If you fall in love with rock climbing, you will want to buy specialized rock climbing shoes, known as varappe or kletterscuhe. They have rubber synthetics that greatly enhance ones friction on the rock.

Clothing

For the beginner, any clothing tough enough to take abrasion will suffice. Athletic shoes or hiking boots will allow you to sample the sport. If you fall in love with rock climbing, you will want to buy specialized rock climbing shoes, known as varappe or kletterscuhe. They have rubber synthetics that greatly enhance ones friction on the rock.

Knots

Technique

Trip

For our rock climbing trip we will be going to the rocknazium indoor rock climbing walls on 610 dominion road you will need $16 entry fee. We will be meeting at the rocknazium @ 10 am on the 18th of July. It will be necessary for you to find your own transport appropriate clothing will be necessary you will need fitted sport shoes and full body clothing that covers your whole body and isn't to baggy if you have any serious medical conditions we would advise you not to climb. Simple revision of the climbing calls will be necessary.

Bibliography

www.rockclimbing.com

www.rockclimb.co.nz

www.climb.co.nz

bing ability and to test their

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John Piaget's Theory of Cognitive Abilities

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I chose to write my paper on Jean Piaget's Theory of Cognitive Abilities. I chose this

topic because I as well as many people in my family have been labeled "gifted" early on

in school. I realize that this is a measure of intelligence defined as the potential for

learning, however none of us labeled gifted have done anything more successful than

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other members of my family. I fact the opposite may be true. Perhaps a gifted labeling

made us all lazy. Nonetheless, I would like to know how Piaget's theory relates to how

intelligence is measured.

Piaget became fascinated early in his studies with the discovery that children of the

same age often gave the same incorrect answers to questions, suggesting that there were

consistent, qualitative differences in the nature of reasoning of different ages, not simply

a quanitive increase in the amount of intelligence or knowledge. This discovery marked

the beginning of Piaget's continuing effort to identify changes in the way children think,

how they perceive their world in different ways at different points in development. The

different stages postulated by Piaget help to explain different rates of learning at different

ages as well as the types of learning possible at different ages for the majority of the

population. Learning itself is seen by Piaget as a process of discovery on the part of the

individual, and learning as a formal activity becomes a system of organization, by which

instruction is enhanced by the way the teacher arranges experience. Learning is thus

experimental, and Piaget suggests that experiences have meaning to the extent that they

can be assimilated. There are two principal learning theories in psychology, one of which

focuses on the learning process while the other focuses on ones capacity to learn. Piaget

offered a biological theory of intelligence that he presented as a unified approach to

intelligence and learning. Piaget restricted the idea of learning to an acquisition of new

knowledge that derives primarily from contact with the physical or social environment.

He opposes it on one hand to maturation which is based on physiological processes; on

the other hand and most importantly he differentiates it from the acquisition of general

knowledge or intelligence which he defines as the slowly developing sum total of action

coordinations available to an organism at a given stage. Piaget had actually started out to

analyze the meaning and origin of intelligence and he defined intelligence as the totality

of behavioral coordinations that characterize behavior in a certain stage of development.

Having explained all of that I should explain the distinct stages Piaget believes that we

go through. The sensorimotor stage begins at birth and lasts until age two. At this stage,

the child cannot form mental representations of objects that are outside his view, so that

intelligence develops through his motor interactions with his with his environment. The

preoperational stage typically lasts until the child is about six. According to Piaget, this is

the stage where true "thought" emerges. Preoperational children are able to make mental

representations of unseen objects, but cannot use deductive reasoning, demonstrate

conservation of number, and can differentiate their perspective from that of other people.

Formal Operations is the final stage. This stage is typically explained by the ability to

think abstractly.

In doing research for this paper I thought I would find specific examples of how

Piaget's theory helped form standards for and develop intelligence tests. I really didn't

find much of that one resource even suggested that Piaget found standardizing tests dull

and it was while helping to develop such tests that he broke away and instead developed

his Cognitive abilities Theory. I guess one could say that Piaget has helped develop

intelligence tests by measuring what cognitive stage a child is at what age, for instance a

child of above average intelligence would be capable of thought in a stage past their

chronological age. This though seems like a bit of a long shot I feel that a true

intelligence test would have to be more specific than this.

Please note that this sample paper on John Piaget's Theory of Cognitive Abilities is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on John Piaget's Theory of Cognitive Abilities, we are here to assist you. Your cheap custom college paperson John Piaget's Theory of Cognitive Abilities will be written from scratch, so you do not have to worry about its originality.

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Distribution of income in Australia

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"What factors determine the distribution of income in Australia? Discuss the economic and social costs and benefits of inequality in the distribution of income. Evaluate government policies aimed at reducing inequality of income distribution."

Income inequality in Australia is determined by a number of factors. It also has specific cost and benefits. The costs are ameliorated by government policies especially through welfare provision. However, the effectiveness of government policies depends on their context in the economic climate and government policies overall.

Income inequality in Australia can be summarised via the Lorenz curve (see Diagram 1). The curve demonstrates the degree of inequality by calculating the Gini coefficient. It shows that Australia has a fairly unequal distribution of income considering that the further the coefficient is from 0 the more unequal the society. Australia stands at 0.446 (18 figure). Broken down, the lowest quintile earns a .8% share of income whilst the top earns 48.% (see Table 1) However, this information also masks important factors shaping distribution and hence government responses.

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Various factors, including market, institutional and social forces determine the distribution of income in Australia. Across various industries, market forces (in association with boards and unions) can determine income distribution across occupations. The highest paid group is managers and administrators, with a mean weekly income of $7 per week. At the bottom of the table, the lowest paid group consists of labourers and related workers with $480 per week. Furthermore, a clear inequality in the distribution of income according to occupation occurs in the income between men and women in each occupational field, with men on average earning over 15% more than women.

Various institutional forces train and educate people to fit the criteria of particular jobs. Schools are one of the largest institutional forces because they educate young people for a minimum of ten years. Social forces are also important. Due to Australia's multiculturalism, the distribution of income according to ethnic background plays a significant role. For example; overall, incomes of persons born overseas are higher than those who are of Australian origin ($,0 compared to $8,810). However, people from non-English speaking backgrounds generally tend to have lower incomes than those born in Australia ($8,810 compared to $7,50). Average income also differs according to the continent of origin for migrants. Persons of American origin have the highest average income ($1,780), while those of Asian origin have the lowest ($7,50). These factors in many cases prove to equal an inequality in the distribution of income, which cannot always be overcome by conventional government policies.

As shown by the factors discussed above, it is easy to see how high-risk individuals may fall into the poverty cycle. Self-perpetuating poverty significantly contributes to the inequality in income distribution. The cycle is very hard to break out of and is associated with the increased inequality in income distribution. This is because the poor getting less, but with more people stuck in the poverty cycle, there are less qualified persons to work in various industries.

Whilst most people would regard income inequality as a negative phenomenon because of its social costs, there are arguments that various economic and social costs and benefits can be derived from inequality. When looking at the economic benefits, the labour force must increase its level of education and skills. For example, highly skilled specialists can expect to receive more income than a skilled assistant worker does. Thus, income inequality encourages an increase in the quality of the labour force.

The labour force will also be encouraged to work longer and harder as the potential to earn higher income produces an incentive for workers, this may also assist with economic growth. The same goes for entrepreneurs, who receive an extra reward for risk taking, as this means the setting up of new businesses, and expanding existing ones. As labour shortages develop in some industries and surpluses in others, higher income incentives will encourage labour to gain the necessary skills, and make the effort, to move to an industry where it is needed for the economy.

When regarding to the economic costs of inequality we can gather the fact that overall utility is reduced. This is based on the assumption that people on higher incomes gain less utility from an increase in income than people on lower incomes. This is derived from the principle of diminishing marginal utility as more of a good is consumed, it will provide progressively less utility to the consumer.

Keynes saw consumption as "the engine of economic growth, as it allowed for investment and employment". Therefore, greater inequality will lead to lower consumption, lower economic activity and lower living standards. One of the outcomes of inequality is relative poverty. This is where those on the lowest levels of income are comparatively poorer than the rest of society. Relative poverty leads to low self-esteem which may result in people not working to their full capacity or not working at all. An outcome of inequality is government assistance. Australians expect governments to provide a minimum income for the least well off in society, thus around 40% of commonwealth government spending each year is allocated to social security and welfare.

Inequality may also bring social benefits if it promotes a desirable social structure. However since the distribution of income and wealth is not determined in a social system that gives everyone the same level of opportunity, the distribution of income does not accurately reflect the productivity level of individuals. There are three main reasons for the inequality of opportunity in countries such as Australia

1. Existing inequality in the distribution of income and wealth tends to perpetuate inequality of opportunity. For instance, higher income earners may have easier access to better educational resources and assistance which will open up to higher-paid occupations.

. Not everyone has the same mental and physical attributes and therefore the same potential with regard to the acquisition of income and wealth.

. People who acquire wealth through inheritance have a much greater opportunity to build up their wealth through production and investments, as opposed to those who start with no wealth.

The two major social costs of inequality are problems associated with social class divisions and poverty. As Michael Raper states, "Growing inequality is a critical problem for all Australians-not just the poor". Class division can result in tensions between people and between different regions. Wage disputes between workers and management, in which workers try to improve their income level, are a common cause of industrial disputes. These divisions can lead to social and economic upheaval. Whilst Australia does not have significant levels of absolute poverty, many people live in relative poverty. High poverty levels reflect badly on societies and often leads to misery for these in poverty.

Government policies can impact upon the distribution of income throughout society in direct (fiscal and income policies) and indirect ways. Australia offers a safety net which costs around 40% of Commonwealth government spending each year. Social security and welfare gives entitlements and benefits to the unemployed, low income earners, aged pensioners, the disabled, children, students and others. These various welfare policies are backed up by a progressive taxation system, which increases the proportion of income paid in tax as the level of income rises. Since, the impact of government policies aimed at creating a more equitable distribution of income can be outweighed by consequences of other government policies, we must question whether or not income equality seeking policies are a substantial safety net for people who fit into this category.

To counter the distribution of income inequality argument, the government takes on many proactive measures and policies. These include disability pensions, child allowances, subsidised housing, reduced transport fares, pharmaceutical benefits, Medicare system, dole payments, incentive schemes. The government uses these kinds of policies in an attempt to help people get employed and to also be employed at their appropriate work level. So with 40% of the Commonwealth spending, and a bag full of policies why has nothing changed since the 80's where the incomes of the poorest 60% of families fell, while the incomes of the richest 40% rose?

However, there are various forces at work in the economy. Using the employment issue as a small case study, we can see a 50% increase in casual jobs in the past decade. This is mainly due to current industrial aims. For example, a company hires part-time workers to do the work of 1 full time worker to gain a flexible workforce. Part-time workers may be laid-off more easily and also miss out on benefits available to full-time workers. For casuals its even worse since there are practically no benefits and the employer decides when you will and won't work. Currently almost one in four jobs are casual.

In order to attempt to deal with such an alarming issue, the Commission for the Future of Work advocated four main goals for Australia sufficient paid work for all who want it; fair access to paid work; fair and adequate incomes; and a better balance between paid work, unpaid work and other activities. They also proposed a number of reforms including; increased taxes to pay for initiatives such as labour market programs and training; and a central role for the Australian Industrial Relations Commission to restrain wage inflation. These, however directly conflict with the proposed industrial relations and social security reforms of the current Australian government.

Thus, the commission was left with aspirations without any fixed plans. They did however publish reports such as A future that works for all of us which outlines and criticises government policies which claim to work towards a more equitable distribution of income but which conflict with other aspects of the Australian government and the economy, and in this case, profit generating ones.

Overall, the success of government policies depends on what is considered important, especially in terms of the costs and benefits of inequality, as well as the context of government policies within liberalised markets and deregulated industries.

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Comparing universities

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Benchmark Assignment

Research into Higher Education Institutes

I have decided to research computing from three different higher education institutes. I have researched the location of the university, duration of the course, what possible career can I achieve, the workload over the years and entry requirements. I have chosen to research the following universities the following universities

„University of Wolverhampton

„University of Central England

„Aston University

Comparative Evaluation

UCE University

Computing BSc (Hons) at UCE is years in full-time, 4 years in sandwich and 5 years if I choose to do it part-time. The university is located in Perry Barr, Birmingham. The computing degree provides students with knowledge and understanding of concepts, theories and practices relating to computing. Students will gain all the vital skills to decompose problems using appropriate methods of analysis, development and implementation.

The course contains the following modules

„Information and Business

„Computer Technology

„Software Design

„Presentation on Information

„Information systems in business

„Internet Application development

Students also have the opportunity to study one of the following subjects

„Intelligent systems

„Multimedia

„Network Technology

The course makes use of a wide range of assessment techniques, which include examinations, coursework, group studies, presentations and project work.

The course requires the following achievements for entry

„5 GCSEs (including maths and English) grade C or above

„GCE A level 160 points

„Vocational A level 160 points

„BTEC National with merits in the final year

„NVQ level

„Applicants are strongly encouraged from access courses.

Aston University

Computing at Aston is years full-time and 4 years sandwich. Students will be studying computer science along with other subjects. Computing will enable students to expertise in software development and key applications of computing. Students will study the following modules

Year 1

„Information systems and databases

„Internet computing

„Data structures

„Maths for computing

Year

„Group project

„Operating systems

„Systems Analysis

„Aspects of computing

„Graphics

Final Year

„Software engineering

„Software development

„Individual project

This course provides a practical and balanced approach to the design and applications of computing. A thorough grounding in programming and systems that underpin current work in computing. In the final year students will be able to select modules of their personal interest or career relevance. The course can also be combined with other applications such as business, psychology, maths or a European language.

The course requires the following achievements

„ GCE A levels and AS level subjects

„Maths A / AS level preferred

„GCSE Maths grade B required

„IB 1 points

„BTEC national At merits and distinction

Conclusion

My preferred course is computing at UCE. I have chosen this particular institute and this course because I feel all the modules and course content will provide me with all the relevant skills required for my career.

I have completed all of the modules at basic levels therefore I won¡¦t face a lot of difficulty at a higher level. My current course is currently covering aspects of software design, Internet technology, presentations and projects. I think this will give me the vital edge to tackle all the problems and invent solutions.

My other reasons include distance to and from the university, I will not have much difficulty in travelling which will give me more time in my studies. This will also help me financially because I will still be living at home and continuing with my education where I have left of.

Assignment log

„www.aston.ac.uk

„www.uce.ac.uk

„http//asp.wlv.ac.uk

I have downloaded some of my information from the above websites. I have also studied the universities prospectus and UCAS book.

Academic and Career Goals

I aim to achieve an excellent grade for my access course and take in core information. I expect this will give me all the vital skill I need to overcome workload at universities. I aim to do a placement year at a computer based environment so I gain knowledge about the world of work and how tough it is out there. In my final year at university I will apply for posts such as software engineer of developer or an IT consultant/technician I wish myself all the

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