Disscuss the posiible future structure of British airway Essay

Disscuss the posiible future structure of British airway - Essay Example he decision making process, â€Å"†¦British Airways’ learning division has used to promote organizational values is its ‘Owning Our Future’ program, which every employee across the enterprise—from in-flight crews to customer service staff—must go through at some point. Summerfield quotes Windeatt (n.d.), â€Å"It’s about helping people understand the business direction, the environment that we’re operating in and the way we’re positioning ourselves in the business. By understanding that, they’ll understand the actions we’re taking in driving the business forward†¦We really like this concept of our own people leading the business discussion.† British Airways must also use innovative products and processes in order to deal with the negative aspects of business. For example, its merger with American Airlines did not pass the airline regulatory board, which caused a $330 million loss in the year 2000. Loss of international market share, terrorists’ attacks, hijacked planes, etc. forced the company to meet the demands and develop innovative products and processes. (Sachdev, Dodge, and McSurely, n.d.) offered improvements to cater to the premium class. As stated by Sachdev, Dodge, and McSurely (n.d.), the innovations that were implemented include â€Å"the Club World ‘lounge in the sky,’ which in certain major airports (e.g., Heathrow) provided passengers with the comforts of a home (e.g., private showers, toiletries, valet service, message, mini gym, etc.). Additionally, the business class passengers would get the comforts of flying beds during their flight (horizontal adjustable beds).† These innovations led to a market share increase of five percent. An increase in income, quality of life, social factors, and mobility has increased the number of air passengers. Easier bookings and reservations, discounted pricing, and convenience are advantages that have been provided to consumers via technology and the Internet. With these

Introduction to Business Law Master Essay Example | Topics and Well Written Essays - 500 words

Introduction to Business Law Master - Essay Example Therefore, to avoid problems, it is necessary that international corporations, or business forms which intend to expand internationally, have an understanding of the sources of international law and the function of the relevant international organizations. International law, according to the Cambridge professor of international relations and law, Malcolm Shaw (2003), is derived from four sources. These sources are international conventions and treaties, customary law and commonly accepted practices, conventional law as defined and implemented by nation-states and judicial interpretations and decisions, as would establish a rule of precedent (pp. 44-46). As Shaw (2003) further explains, international law can basically be understood as comparable to national laws but implemented over the international community, as opposed to the national one (p. 48). Identifying the sources of international law is the first step towards understanding how the mentioned can influence international business. As regards the first source, which is international or bilateral treaties and conventions, it has a direct impact on international business if the treaties in question are relevant to trade and investment. For example, some nations have laws which specify the areas of investment and business which foreigners can engage in.

Big paper Essay Example | Topics and Well Written Essays - 1500 words

Big paper - Essay Example In line with this, economic factors outline the economic determinants of the community thus; it defines what the communities entail in order to successfully conquer economic hurdles that the community may face. Moreover, technological aspects outline the intellect that the community influences towards production of merchandise, weapons for protection and many others. The Han Dynasty and the Ancient Rome depict the above-mentioned facts. The two communities show the above aspects and successfully interpret these aspects to ensure the triumph in the end. Owing to the sheer nature of the above justifications, this literature seeks to outline the political, social aspects regarding to marriage and the technological development. This is in relation to the Han Dynasty and the Ancient Rome and therefore, compares the two communities in order to define their relevance. The historic background Han Dynasty After the end of the civil hostilities that followed with the death of Qin Shihuangdi in 210 B.C. The end of the civic war reunited China underneath the decree of the Han dynasty. As a result, it separated into two key periods: the Former or Western Han amid the 206 B.C.–9 A.D era and the Eastern or Later or Eastern Han in periods of 25–220 A.D. The Qin established the boundaries and Han maintained the boundaries. Consequently the above structure presently defines supplementary or less the state of China. Moreover, the Former Han city, Chang'an lies in contemporary day Shaanxi Province. Besides, a monumental metropolitan center placed out on a north-south federation with palaces, two busy market capacities and suburban wards depicted one of the twofold prevalent cities in the antique world (Yao, 57). Ancient Rome Contrary, Ancient Rome depicted an Italic mode of civilization that arose on the Italian Peninsula as timely period of the 8th century B.C. It lies alongside the Mediterranean Sea and positioned on the capital of Rome. Moreover, it stretched to a ppear to be one of the leading kingdoms in the primordial world with a projected population of 50 to 90 million (approximately 20% of the population of the world), and it lies on a 6.5 million square kilometers ground for the period of its height amid the leading and succeeding centuries AD. Besides, the city of Rome developed from settlements nearby a passage on the river Tiber, an intersection of trade and traffic activities. Conferring to archaeological substantiation, the city of Rome perhaps came around the period of the 8th century BC. However, it may date back to the 10th century BC, by adherents of the Italy tribe of the Latin, which occupied the uppermost of the Palatine Hill. The Etruscans, who had formerly occupied the north part of Etruria, organized a political mechanism in the above province before the 7th century BC. Thus, establishing the monarchical and aristocratic elite. The Etruscans seemingly lost authority in the region before the 6th century BC. At this junctu re, the Sabine the original Latin tribes restructured their regime by forming a republic, that had greater limitations on the capability of head of state to exercise authority (Burgan, 121) Political organization The Han Dynasty portrayed a centralized structure of the government. The Han Empire comprised of two regions unswervingly controlled by the government. The two areas included the commentaries, and some semi-independent empires.

Google Glass Essay Example for Free

Google Glass Essay Google Glass should be prohibited to be public for the world. In consequence of technological advances, we have changed our society and have been convenient for few decades. Thanks to advanced technology, we eventually became possible to do anything we want with electronic devices from modern technology. At this point, Eric Schmidt, who is a current Google’s executive chairman, announced that Google will commercialize Google Glass by the end of 2013. Google Glass is a wearable computer with a head mounted display by Google in the Project Glass, research and development. Google glass displays information in a smartphone-like hands-free format that can interact with the internet via voice commands. Briefly, it’s going to be like a smart phone wearing on our eyes. It is believed that modern technology has brought many benefits to us, we should be aware that it’s possible to use for our society. Firstly, the public would be threatened by Google Glass seriously. Inverters of Google Glass say that Google Glass will be equipped with an intellectual camera that can take clear pictures at anytime, anywhere. It means that taking picture with a Google Glass can lead to an invasion of portrait right. Furthermore, it doesn’t have any speakers to let other people know that users are in the process of recording. For instance, cell phones and camcorders have speakers exceeding a background noise level of 60~70dB. Instead of loud speakers, it has bone-conduction headphones near frames. But it mustn’t be a function as alert sound. Secondly, Google Glass will absolutely affect our body badly. What would happen if we wear Google Glass for very long time? Every electronic device has electromagnetic waves as always. According to Interphone Study Group in France (ISG), 2 billion people will have brain cancer by 2020 from cell phones. Unfortunately, Google Glass has the same critical influence as the cell phones have. If we wear Google Glass, we might as well face a terrible situation like ISG said. Moreover, they are saying that a new psychological disease called â€Å"nomophonia’, which makes us feel nervous because of not holding own our device, will occur at the moment. I’m sure that it would be a disaster for us as well as our next generations. At last, I’d say that there will be liability problems by being obsessed with Google Glass. People will wear Google Glass while driving in spite of definite warnings not to do. After that, they will clash with the elderly or any pedestrians and somebody will get hurt seriously. The medical insurance may not be possible to cover the medical care because money can be critical. If Google Glass is commercialized, we will have to take up a liability insurance to use it. It means the we need to add cost of an insurance policy to Google Glass bill. Of course, Using Google Glass will make our life slightly more comfortable and convenient. On the other hand, we should deeply think it has so many side effects that can badly effect to our society. Therefore, I hold very strongly that organizations in charge of license of selling electronic devices shouldn’t allow to release into the world.

Diane Arbus And Weegee Photography Essay

Diane Arbus And Weegee Photography Essay As a people watcher, documentary photography has always been intriguing to me. I remember thinking how wonderful it was for photographers to be in the right place at the right time and wondered how they knew where to be for that perfect shot. I began carrying my camera everywhere, and started looking at my surroundings and the people in them differently. As if that perfect shot was just waiting for me to show up, but I still was not getting that life changing remarkable shot. As I began to study photography, I began to discover, that while some documentary photographers did happen to be in the right place at the right time, like Arthur Felig (Weegee), most of those photographers planned and set up their remarkable and sometimes scandalous shots, like Diane Arbus did. While most historians would say that these two photographers had obvious differences in style and techinques, I found that both had many similarities. Diane Arbus was born in 1923 to a wealthy Jewish family. Diane was one of three fortunate children growing up in the Central Park West and Park Avenue areas of New York City. She once told an author, writing about The Great Depression that she grew up feeling immune and exempt from circumstance. One of the things she suffered from was that she never felt adversity. Weegee was born in 1899 in Austria, shortly after his birth, his father left Austria for America where he would work as a Rabbi saving enough money for the rest of his family to join him. Finally at the age of ten, Weegee along with his mother and three brothers arrived at Ellis Island in America. Weegees family was very poor, so he quit school after the eighth grade and worked to help his family financially. At the age of thirteen, Diane met Allan Arbus, an advertising department employee in her parents department store. After turning eighteen, Diane married Allan and was soon introduced to the world of photography. Allan gave Diane her first camera, and they worked side by side doing fashion spreads until with Allans support, Diane decided to leave the fashion industry and follow her own interests. While working several odd jobs with his father, a street tintype photographer took Weegees photograph. After that, Weegee decided that photography was his calling. He ordered a tintype camera from a Chicago mail-order house, and after a few months got his first job as a photographer. At the age of twenty four, Weegee landed a job at Acme Newsprint.. His new job was in the darkroom, but occasionally he would get the opportunity to go out at night and take pictures of emergencies. After a while, he started to get called for assignments and cover stories, but because he was an employee of Acme, he never got credit for the photos he took. In 1935, Weegee left the Acme company to do freelance work. Not long after leaving the fashion industry to pursue her own photography interest, two significant events happened to Diane, the first was her marriage to Allan failed, the second was a class she took with Lisette Model, a European photographer who encouraged her to push her thematic unorthodox interest further, along with, mastering the conventional technical aspects of photography. By the early sixties, Dianes work began to assume a distinctive look. Not only did Diane set up the shots she would take of her subjects, she would actually follow them to their homes and offices observing every aspect of their lives. While doing this, she would listen and visit with them softening them up until the public facade disappeared, then she would set up the photo shoot. In almost every case, Dianes subject would be posed in their most natural setting, wide eyed facing straight ahead looking into the center of the camera lens with the same curious expression. Almost like they were seeking some unspoken understanding from the observer. Dianes photography work impacts the world leaving us to ponder what is considered proper or tasteful in art. . In 1972, Diane Arbus was the first American photographer to be exhibited at the Venice Biennale. After leaving the Acme company, Weegee began checking in with the Manhatten Police Headquarters around midnight, becoming familiar to the police force. He would wait by the teletype for something to happen, then would rush to the scene of the crime to take his photographs. After years of this procedure, Weegee finally decided that waiting by the teletype was to cumbersome. He bought himself a chevy coupe and a press card, and became the only press photographer ever permitted to have a police radio in their car. His car became his home away from home and contained not only a police radio, but also a portable darkroom, extra cameras, flash bulbs, extra loaded holders, a typewriter, cigars, salami and a change of clothes. Weegee stated in his book Weegee by Weegee, I was no longer glued to the Teletype machine at police headquarters. I had my wings. I no longer had to wait for crime to come to me; I could go after it. The police radio was my life line. My camera my life and my love was my Aladdins lamp. After ten years of working freelance on the New York City streets after hours, Weegee published his first book, The Naked City, which was inspired by the work and city he loved. It was during this ten years that Weegee produced some of his best and most expressive photographs. . In 1962, Diane met John Szarkowski, the curator of photography at the Museum of Modern Art. He brought with him a romantic, subjective aesthetic of photography. And in 1967, Szarkowski featured Dianes New Documents . That show, more than any other, established her reputation. In 1962 and again in 1966, Diane received the Guggenheim Fellowship for some of her non-commercial work, a couple on a park bench, a young Republican, identical twin girls and the marginal: dwarves, drag queens, circus performers. Weegee never had any formal photographic training. He never heard of any of the greats like Alfred Stieglitz, or Ansel Adams. The photographs Weegee took came strictly from his soul. None of his photos were planned, and were all taken with the same preset setting at f/16 @ 1/200 of a second, with a focal distance of ten feet with a flash. Style, texture, and quality did not matter to Weegee; he focused more on capturing a moment of time on film. He had mere seconds to capture the emotions of each event as they happened. Being a freelance photographer was not easy, Weegee confronted murder, viciousness children in need, street brawls, the homeless, fires and victims. However, he also confronted happiness, lovers, celebrations and the end of the War. His work is strong and stands on its own and is meant to be viewed one at a time and not as a group of work. With each shot, Weegee captured a truth that can never be recreated. In July of 1971, at the age of 48, and while suffering from depression, Diane Arbus took a lethal dose of pills and used a razor blade to end her own life. Her story, fits the popular 60s pattern of the romantic, tragic, brilliant, eccentric, tortured artist. Even now, Dianes work continues to fascinate. Her photos are amazing and startling to look at, even now. In December of 1968, Weegee died from a brain tumor. He is credited with ushering in the age of tabloid culture, while at the same time being revered for elevating the sordid side of human life to that of high art.

Essay on Shirows Ghost in the Shell -- Ghost in the Shell Essays

Shirow's Ghost in the Shell The real beauty of Mamoru Oshii's adaptation of Shirow's Ghost in the Shell lies in its attention to detail and the sheer cohesiveness of these details which collectively form complex ideas and plot. In nearly every detail and every plot element lies some tie to the key themes of the anime. Some of the main themes deal with the commodification of the flesh and body; the separation between one's spirit and body; and the idea that a static environment or organism a weak stronghold. Here I will choose to focus on how through details the film explicates these themes, rather than spending time extrapolating or explaining the themes in detail myself. The first key scene to examine is the interlude midway through the movie in which Motoko wanders through the city as music is played, inducing an almost transcendental mood. Nearly every one of those shots either shows the impersonality of the city, or some object which seems to make a statement about the separation between an individual and that individual's body, how the one does not equate to or determine the other. For instance, Motoko sees several women- eating and walking- with the same face as her own, and the viewer immediately begins to wonder what else is similar. The concept that the body does not in any way determine the personality seems ridiculous to us, as our bodies are valued, and never to be bought sold, or worst of all, replaced. In the crowded, impersonal city (This impersonality was another important point, as that very lack knowledge of those around leads to a sort of commodification of strangers, which is similar to that same commodification of the body), among the thousands or millions of people she co... ...when Motoko gears up in the van as she and Togusa chase the garbage truck. They speak of why he was hired, and her explanation is, "Overspecialize and you breed in weakness. It's slow death." Indeed, plot-wise, the only reason that Project 2501 chooses to meld with Motoko is that he does not wish to be weaker by being static. All of these details are simply brief examples of variety and enormity of thought put into this animated film. Its visuals do as much for the themes as does its plot and dialogue, and neither may be completely separated. The endless foreshadowing brings about a certain interwoven quality of plot which makes this an amazingly complex- yet unified- story and concept. In all, Ghost in the Shell did a wonderful job of portraying its themes as each minute of the movie had something new to show, and all were related to the total narrative.

Bvaria

Even after university studies, it is not always easy for refashions to stay up-to-date and at the same time trust their existing expertise. Professionals also have to be prepared to switch Jobs, get used to new working environments and stay flexible. And finally they have to deal with high expectations and the pressure to perform. Of course there are different programmer to choose from at EVIL Wakening, and one student is different from another. But many of you aspire to become professionals often in an international context, and you will come across the situation as described above. Nice you all. So what else do you have in common? You will ark with other people (colleagues, clients, commissioners) and you have to relate to them in one way or another. That means communication is central. English is crucial: you now need to learn to use spoken and written English, so that it becomes natural to you to work and learn in that language. You will need to act professionally, that means you need to show certain professional behaviors and a ‘grown-up' attitude. Other people need to rely on you and your sense of responsibility.You have to learn right (career) choices in life, and do things as well as you can without underperforming or overstretching yourself. This is why we try to prepare you for a professional career, so that you can be confident that upon graduation, you a have more than sufficient skills and knowledge, as well as the right attitude, to work in such changing environments, whilst keeping your head cool. So that, wherever you are and wherever you work, you are aware of the things that you still need to learn, but also of the things that you are good at and that you can rely on.And that whatever happens, you are prepared to find out and communicate with other people about what is needed. Whether you are working as an employee or perhaps later, in more senior position, managing others. In more formal terms, the goal of working on your competences F and G is therefore to develop students' abilities to communicate and collaborate professionally in an international context, and to engage in a process of developing themselves professionally. This is done through a combined programmer of Mentoring, Training and English sessions. In the first two terms of year 1, we take the first steps towards that goal. 1. 2 General Content The study unit is offered through a combined programmer of Mentoring, Training and English sessions. Mentoring: Topics Performance and study progress of student Professional orientation Wellbeing of student Description Monitoring of study progress and support of the individual student in relation to her/ his personal and professional behavior and development. The mentor (a staff member from the Course Programmer) supports professional orientation: at the end of term 2 in the choice of major.Training: Communication, feedback (inch. Peer assessment skills) Teamwork, Task process and team process, exercises) Refle ction Planning work and study skills Three training sessions per term in order to start understanding the above mentioned topics and begin to demonstrate skills and use tools that are practiced in the sessions. English: pre-test level 82 CHEF vocabulary acquisition listening and reading Academic Purposes Description Six sessions per term in which students first do a preliminary test.Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes. Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please note that for the English sessions there is a separate annual. 2. Competences and Learning objectives 2. 1 Competence and level This study unit develops two very related competences, which are offered for students of all Bachelor programmer of EVIL in a generic way.Competence F: To communicate in an international setting Competence F is a very broad competence encompassing spoken and written English, developing skills such as listening, presenting, interviewing, writing, working in teams effectively. It is focused on communication in the professional international setting and at times this also touches on interpersonal (life) communication skills too: egg fleeting, giving and receiving feedback, cross-cultural understanding. At higher levels the practice and understanding of similar qualities may be repeated but in more complex situations, or in a different role, egg as a manager, advisor etc.Competence G: To develop professional behavior Competence G is all about learning to adopt an attitude needed for a professional: taking responsibility, performing according to your abilities and qualities, being able to adapt to the circumstances, including handling cultural differences. This includes knowing yourself well with your strengths and weaknesses, acting upon those nakedness egg by setting l earning goals for yourself. Again, the focus is on qualities needed for a professional attitude but these qualities are never far from more general life qualities, egg setting priorities, making choices.It is obvious that professional behavior is often very much integrated with communication (so with competence F) and therefore the two competences are usually mentioned together. In the first year of studies these competences are offered at level 1: Please be reminded that for the English sessions there is a separate manual. 2. 2 Learning objectives The objectives for this study unit (terms 1 and 2 of year 1) are as follows: Students show knowledge and understanding of interpersonal professional communication, and of the importance developing these competencies for their studies at EVIL.Students show reflection skills focused on their teamwork experience and begin to use different instruments to study effectively, to communicate and develop professionally. Students begin to feel at e ase with using the English language on a daily basis and learn to use it correctly and independently in a professional and academic context both in verbal and written forms. Level of English is based on the Common European Framework of Reference (CHEF), year 1: Bal for reading, listening, 2. Professional role The relevance of what students learn in this study unit is that it gets them started in their studies and the way of studying and learning at EVIL. This includes how to get to grips with a task as a team. Besides teamwork, we also wish to train students in becoming reflective about the quality of their (team) work: how did it go? What was my role? What did others do? How could I do better next time? In many professional situations team work is a key feature of day to day work and by starting to do this early on, we intend to train students thoroughly.We use the same teams that work together on assignments for other study units. 3. Learning methods and Learning activities 3. 1 G eneral outline Generally speaking there are 3 methods of teaching and learning in the study unit Professional Behavior and Communication, and they complement each other. On Blackboard you will find an overview of different activities related to the first and second term of BBC under the name Timeline BBC. Mentoring: Mentoring means the monitoring of your study progress and supporting you as an individual student in relation to your personal and professional behavior and development.The mentor is usually a staff member from your Course Programmer and will also support you in your professional orientation, for example at the end of term 2 in the choice of major. In the mentoring time, you have individual meetings with your mentor. In several cases you have to prepare yourself for such meetings, for example by writing something in advance and by placing it on your own digital space on Blackboard. Usually your mentor will meet her or his group of mentoring students (10 students) all tog ether, in the first or second week of each term.After that, 2 individual meetings will be held each term and you and your mentor have to arrange for this. Training: Each term, three training sessions (of 3 hours each) are held. These trainings are interactive group sessions, where a lot of communication skills and certain tools are being practiced and discussed, and real-life situations are simulated. Your trainer is a specialized communication trainer and he or she will not be afraid to challenge you ND invite you to go Just a little further than what you normally do. Trainings are often fun but of course it is all about very serious and real competences to be developed.In several cases you have to prepare yourself for your training, for example by self-study (reading or writing something in advance) and bringing examples from your own experience to the training room, and/or by placing something you have written on your digital space on Blackboard. English: programmer of self-study as instructed in the separate manual. At the beginning of the first term students do a preliminary test. Students are instructed on vocabulary acquisition, and have the opportunity to write practice papers during the term targeted on specific purposes.Sessions further emphasize on writing skills. In addition, students practice text analysis & reading comprehension with (critical) analysis. Please be reminded that for English there is a separate manual. 3. 2 Supporting lessons Mentoring programmer Term 1 1 . Plenary introduction to BBC by the co-ordination: What is BBC, meaning of competences F Pathway of year 1 focusing on BBC Important tips (use of your digital space on Blackboard, prepare for your sessions) 2. Group meeting with your mentor: Getting to know your mentor and each other Submitting your c.v. and portrait 3.Two (2) individual meetings with mentor: Discuss progress and difficulties: study skills, team work Term 2 4. Study Abroad Event in week 1 5. Group meeting about c hoice of major and placement (with mentor or otherwise) 6. Two (2) individual meetings (or 3 very short ones) with mentor: Discuss results of first term, discuss reflective report written for assessment term 1 Discuss progress and difficulties: study skills, team work Training sessions 1 . Introduction to communication and Team work l: What is communication and why is it so important?What is the scope that we have in these trainings? What is Team work? The 3 aspects of team work: Product (or task), Task process, Team process. In this term we'll focus on Task process: the ‘hardware' of the collaboration process, or the procedures and steps involved. Practicing with task process (exercise in class). How to make sure to use this in your term team assignment? 2. Study skills: Discussing and practicing different skills: Planning, preparing, reading books, writing an action plan, summarizing, repeating, asking questions. Discussing experiences with teamwork during the term.Tips for improvement. 3. Reflection I and Practice for assessment: What is reflection and why should we reflect? Report. Practicing the procedure for the assessment. Term 4. Teamwork II: Looking back in plenary on Task process in 1st term. Lessons learnt Repeating 3 aspects of Team work, now focus on Team process: the ‘software' of collaboration. Exercise with team work, focusing on team process 5. Face to face communication skills: Discussing and practicing different skills: listening, summarizing, asking questions, rephrasing, non-verbal reactions.Feedback: rules of giving and receiving feedback, Shari window. 6. Preparing for a Personal Development Plan: Using a format for a PDP Formulating SMART: what is it, why is it important. Practicing the use of the format in a SMART way English sessions Be reminded that for English there is a separate manual, giving you all the details of the lessons and preparations needed. 3. 3 Assignments On Blackboard you will find an overview of differen t activities related to the first and second term of BBC under the name Timeline BBC.In this ‘Timeline' you also find products that we expect you to submit or upload on your digital space in Blackboard. In summary the assignments for mentoring and training (not including English) are as follows: Week 1 – Initial choice of major – for mentor, major co-ordination and programmer co- ordination. Week 2 – Submit your c.v. and portrait by uploading on your digital space on Blackboard – for mentor. Not marked Week 8/9 – Write reflective report for assessment. Exact deadline to be communicated by trainer. Upload on Blackboard – for assessor to be marked, also visible for mentor. Term 2End of week 8 – Write and submit Personal Development Plan including initial choice of major and an image of your ‘dreamed' first placement. Upload on Blackboard – for mentor, also visible for trainer. Not marked, but will be subsequently disc ussed with mentor at the beginning of term 3. In addition to the above, you are strongly advised to prepare for the individual mentoring meetings by thinking about how you are doing study-wise, what needs your special attention, what should be discussed with the mentor, This may also include writing down a number of points. 4. Examination 4. 1 General outlineFor this study unit, two partial examinations are organized, WAGE PAW (40%) and WAGE PAW (60%), together providing the final grade for this study unit. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). Examination in term 1 Type of assessment: team meeting (week 7 or 8), individual written paper (week 8/9) In week 7 or 8 a team meeting is organized for the team that worked together during term, under guidance of the trainer, in which a ‘peer assessment' is carried out, with a duration of 45 minutes total. Immediately before this team meeting, students get 30 minutes to prepare individually.The peer assessment discusses task process (procedures, road map, methods) and team process (task sharing, team meeting skills, communication skills). Afterwards, at home, students write an individual reflection paper (based on a format) about teamwork during the term and taking on board the feedback from peers. Paper is marked. The procedure of the peer assessment will be practiced during one of the training sessions. WAGE PAW â€Å"Writing a formal paper† Examination in term 2 Type of assessment: written exam The written assessment takes place in a computer room on a stand-alone computer, o students can only use Word.Students are allowed to bring dictionaries and grammar reference books, which are clean (no notes inside) and may be inspected by the supervisor. Students get a writing assignment at the start of the assessment and then write a paper (memo, letter, report, proposal, essay) of about 350 words in 120 minutes. Topic of the paper is only known in the exam room. Paper is assessed on English proficiency using criteria such as accuracy of grammar and vocabulary, mindfulness of organization and structure of paragraphs, and awareness of style and audience. 4. 2 Criteria and gradingWAGE PAW â€Å"Reflecting on team work† Bottom mark: 5 Weighing: 40% Marking criteria: Student is capable of writing a 750-1000 words reflective paper, in which the opinions of others are compared with those of self. Student uses the offered format for reflection. Student selects relevant situations and can formulate appropriate reflection questions about these situations. Student draws conclusions and lessons learnt. Weighing: 60% Students can write an accurate, formal paper Students start becoming aware of and are capable of applying basic rules of paragraphing and layouts of different types of professional and academic comments.Students start becoming aware of differences in formal and informal writing styles Students start increasing their corpus of active vocabulary in both writing and speaking. Together the two exams need to have a weighted average of 5,5 to pass the study unit (of 5 SEC). 4. 3 Resist A partial examination has to be retaken when the grade is lower than 5. When both partial exams are 5 or higher but the weighted average is lower than 5,5, the student can choose which exam to resist. Both partial examinations can be retaken in the term following the normal assessment moment.