Alcoholism in Huckleberry Finn - 2890 Words

Samuel Langhorne Clemens was born on November 30, 1835, in Florida, Missouri. He is better known by his pen name â€Å"Mark Twain†, which is a nautical term which means two fathoms deep. As a child he learned to smoke and led a gang, leaving school at age 12 to become an apprentice at a printing shop. He became a free lance journalist and traveled around country until age 24, when he became a river boat pilot on the Mississippi, his childhood dream. During the Civil War, Twain joined the Confederate Army, but left and went west in search of gold. When that failed him, he became a reporter and comedian. His book The Adventures of Huckleberry Finn was published in 1885. The Adventures of Huckleberry Finn is narrated from Huck’s perspective,†¦show more content†¦Huck has had enough with their failed relationship, deciding he can handle such an atrocity, he decides he will run away from his monster of an alcoholic father. Pap will never be able to have a rel ationship with his father, because he was probably drunk, got into an argument and was shot and killed. Alcoholic parents’ actions often hinder the child’s ability to tell what is right from wrong. An alcoholic parent can affect what a child thinks is morally acceptable because, they are more tolerant of misbehavior, and often are not very moral people themselves. Alcoholic parents may not often be present or in a stable state of mind, allowing their children to partake in the activities they choose, which are often bad for them. The parents are not conscientious enough to put down the actions, making the child think they are acceptable. Children of alcoholics are more likely to steal and be violent, use drugs and or alcohol, and be engaged in activities that are potentially dangerous (Children Of Alcoholics | American Academy of Child amp; Adolescent Psychiatry). They are being raised in an environment where they see this happening, and then imitate it, because t hat is how they think a person is allowed to act. Some children are just copying what they see their parents do. Alcohol may be the parents’ way to deal with the pressures of daily life, and children observe the use of alcohol as a coping mechanism, makingShow MoreRelatedThe Adventures Of Huckleberry Finn By Mark Twain864 Words   |  4 Pagesconnection with any work. This is due to the fact that most realism works are about the middle class, whereas in modernism is about the struggle of the social classes. In â€Å"The Adventures of Huckleberry Finn† Twain uses many different themes, including racism and slavery, the imagery of Jim being a better father to Huckleberry than Pap could ever be, and also the hypocrisy of society. These themes so very simple to understand, but they also have a deeper meaning to each individual person who reads the workRead MoreHuckleberry Finn - Thesis1521 Words   |  7 PagesThe Adventures of Huckleberry Finn by Mark Twain, Twain sho ws us two Sides of the coin by putting good role models for huck such as: Judge Thatcher, Widow Douglas, And many more. On the other side he shows us also bad examples of role models, characters like Pap, the king, and the duke. Throughout the novel The Adventures of Huckleberry Finn, Twain Shows us through Huck the importance of a role model in ones life. Throughout the novel The Adventures of Huckleberry Finn we meet many characters Read MoreHuckleberry Finn Critical Analysis1272 Words   |  6 Pages The Adventures of Huckleberry Finn by Mark Twain (published in 1885), considered a classic of American-literature, and to some the zenith of American realism in literature and the apex of satirical writing in history, The Adventures of Huckleberry Finn has proven itself as a milestone in the history of literature and a turning point in American literature. The garnering of such acclaim, and accolades were due to The Adventure of Huckleberry Finn possibly being the most poignant and successful critiqueRead More Struggle for Freedom in Adventures of Huckleberry Finn Essay1136 Words   |  5 PagesStruggle for Freedom in Adventures of Huckleberry Finn   Ã‚  Ã‚  Ã‚  Ã‚   The Widow Douglas, she took me for her son, and allowed she would sivilize me; but it was rough living in the house all the time, considering how dismal regular and decent the widow was in all her ways; and so when I couldnt stand it no longer, I lit out. The aforementioned quotation best describes Hucks philosophy when faced with ties that bind. When he is unable to take the restrictions of life any longer, whetherRead MoreThe Value Of Challenged Literature1389 Words   |  6 Pagesand educate children on real world situations is only hurting them in the long run. For Huck Finn in Adventures of Huckleberry Finn by Mark Twain and Scout in To Kill A Mockingbird by Harper Lee, growing up in times of racial injustice allows readers to see the value of not ignoring history’s real world problems and how they are portrayed in controversial American literature. â€Å"Adventures of Huckleberry Finn†, one of most commonly banned books, is about a young boy named Huck who befriends a black manRead More The novel The Adventures of Huckleberry Finn, written by Samuel L.1743 Words   |  7 PagesThe novel The Adventures of Huckleberry Finn, written by Samuel L. Clemens, whose pen name was Mark Twain, presents the evils of southern societies during the pre-Civil War period in America. The novel The Adventures of Huckleberry Finn, written by Samuel L. Clemens, whose pen name was Mark Twain, presents the evils of southern societies during the pre-Civil War period in America. Clemens, a well-respected author, began writing The Adventures of Huckleberry Finn in 1876 and, after severalRead MoreReview Of The Catcher Rye And Huckleberry Finn 1497 Words   |  6 PagesEnglish Combined Coursework: Comparative Essay The theme of rejection is highly predominant in both The Catcher in the Rye and Huckleberry Finn. Both plotlines constantly intertwine with the concept of dismissal from peers, family and society. Despite being set in eras nearing a century apart; these novels perfectly encapsulate conflicts within their cultures. Huckleberry Finn is set in the 1840’s – a time when slavery was still yet to be abolished in America’s southern states. Throughout the novelRead More Twain’s Huckleberry Finn and Kerouac’s On the Road – The River and the Road3035 Words   |  13 PagesTwain’s Huckleberry Finn and Kerouac’s On the Road – The River and the Road One element that separates a good novel from a great novel is its enduring effects on society. A great novel transcends time; it changes and mirrors the consciousness of a civilization. One such novel is Mark Twain’s Adventures of Huckleberry Finn. For the past one hundred and fifteen years, it has remained in print and has been one of the most widely studied texts in high schools and colleges. According to Lionel TrillingRead MoreThe Novel The Adventures Of Huckleberry Finn, By Mark Twain,1267 Words   |  6 PagesThe novel The Adventures of Huckleberry Finn, by Mark Twain, is one of the most widely praised novels from that time period. In the novel, Huck Finn, the main character, embarks on an adventure to freedom along with his friend Jim. Both Huck and Jim are searching for freedom, but the types of freedom are extremely different. While Jim is hoping for freedom from slavery, Huck yearns for freedom from civilization and confinement. This is why Huck rejects civilizatio n at the end of the novel. ThroughoutRead MoreHuckleberry Finn Research Paper1917 Words   |  8 PagesHuckleberry Finn: a Struggle for Freedom Mark Twains Huckleberry Finn so innocently reveals the potential nobility of human nature in its well-loved main characters that it could never successfully support anything so malicious as slavery. Huckleberry Finn and traveling companion Jim, a runaway slave, are unknowing champions for humility, mercy, and selflessness. â€Å"Twain used realistic language in the novel, making Huck’s speech sound like actual conversation and imitating

The Taming Of The Shrew By William Shakespeare Essay

In William Shakespeare’s The Taming of the Shrew, it is an epic battle of the sexes. In the era that this play was written (Elizabethan), women were told what to do, how to act, and who to be. That is why Katherine is such a fascinating yet confusing character in this play. In this piece, the protagonist Kate is very complex and has many different, unique sides to her personality, which is frowned upon in this time. Before Katherine even spoke in this play she was this horrible, shrewish girl. When introduced to Katherine at the beginning of the play she is a smart mouth girl with a horrible temper. She is not afraid to freely express herself which often leads to her being very outspoken or violent. After meeting her husband (that only wanted to wed her because of the dowry he would receive) those characteristics begin to change. It is only then that we start to see a much softer, pleasant side to Kate. It is Petruchio who provokes her slow, but sincere transformation. She b ecomes more â€Å"tame† as some would say and without a doubt, Katherine goes through a very large attitude change. At the end of the play, Kate’s friends and family are appalled by her miraculous change. They believe that Petruchio is the reason for this. And although Petruchio did go through many obstacles to tame Kate, it was love that truly tamed her. Kates character was written in the Elizabethan time. During this time the women were no more than a piece of property to men. The main job of women is toShow MoreRelatedThe Taming Of The Shrew By William Shakespeare1316 Words   |  6 Pagespatriarchy, and have conquered in achieving a worthy opinion of their genders. In the taming of the Shrew, William Shakespeare expresses the Elizabethan views of oppressive gender roles and the expectations of the submissive behavior of women. This play is about a man named Petruchio who is trying to tame a â€Å"shrew† Katharina .The play is misogynistic, which is apparent through the constant need for Petruchio to tame the shrew, Katherina, women’s dependence on men, and the ownership of women in the play.Read MoreThe Taming of the Shrew by William Shakespeare1321 Words   |  5 PagesFrom youth we have been showered with tales of true love’s kiss and of Prince Charming breaking the Evil Queen’s curse. Time and again, we are made to see the power of love. In the play, â€Å"The Taming of the Shrew† by William Shakespeare, the renowned playwright takes love deeper than just passion. Shakespeare goes under the surface of love, all the way to its core. The story truly begins as Baptista Minola’s two daughters are readied for marriage: Bianca the sweet and innocent; Katherina the shrewdRead MoreThe Taming Of The Shrew By William Shakespeare Essay1990 Words   |  8 PagesThe Taming of the Shrew by William Shakespeare was written in the latter years of the Elizabethan Era. In this play, Shakespeare looks at the theme s of womanhood, patriarchy, courtship, and marriage, which are topics prevalent in Elizabethan Era. Amongst citizens, the topics hold strict beliefs in the public space. This play that illustrates a woman with such self-control and individualism, get forced into the life of a weak woman beholden to her husband. A once strong and domination female characterRead MoreThe Taming Of The Shrew By William Shakespeare1181 Words   |  5 PagesThe Taming of the Shrew by William Shakespeare will appeal to Kalidasa because most of his plays are based on Puranas and this play can be used to show the values of Hindu Puranas and respect toward the deities. Hindu Puranas, ancient Indian literature about myths and legends, like Mahabharata teach the society about deed, religion, respect, knowledge, and royalty. Kalidasa can use Shakespeare’s play to reteach Mahabharata’s values, since the play presents themes of wealth, gender role, religiousRead MoreThe Taming Of The Shrew By Will iam Shakespeare1097 Words   |  5 Pagesbeen prevalent throughout literature. The play The Taming of the Shrew, by William Shakespeare, examines this theme by detailing the female-pursuits of 3 men, Lucentio, Hortensio, and Petruchio, and their respective methods of â€Å"seduction†. While Lucentio lies in order to attract Bianca and Hortensio elects to marry a woman simply for her wealth, Petruchio, to the surprise of the other male characters, marries a foul-tempered and sharp-tongued â€Å"shrew†, Katherine. After their wedding, Petruchio, a selfishRead MoreThe Taming Of The Shrew By William Shakespeare1612 Words   |  7 Pagespast, women were oppressed because they were not allowed to work and control aspects of their lifestyle, such as working themselves, rather they were forced to marry and depend on their spouses. William Shakespeare chose to present this concept through Katherina’s character in the play The Taming of The Shrew. Throughout the play, K atherina is seems to be untamable due to the manner in which she is first introduced, her attitude changes too abruptly for it to be convincing, and that she is either puttingRead MoreThe Taming Of The Shrew By William Shakespeare1255 Words   |  6 PagesIn the play The Taming of the Shrew by William Shakespeare, it focuses on two sisters who must get married however, the oldest must get married first. Here, Shakespeare presents to the audience, Katharina Minola. Katharina is portrayed as an outspoken and stubborn woman. In the play, Kate cannot find a husband because of her aggressive personality, the men speak negatively about her and believe she is not a fit woman to marry. Although, in the play it may seem like Kate will never find a husbandRead MoreTaming Of The Shrew By William Shakespeare Essay2088 Words   |  9 PagesPetruchio’s Change In the play Taming of the Shrew, written by William Shakespeare, many characters are reshaped and given new personality traits. Petruchio is known as being a cocky man who intends to help tame a shrewish young lady named Kate. There are many critics that believe Petruchio is solely obnoxious and a bully but through out his interactions with Kate it is shown that he truly cares about the well being of others. Of course at the beginning of Petruchio’s plan to tame a young ladyRead MoreEssay on The Taming of the Shrew by William Shakespeare1088 Words   |  5 Pages The Taming of the Shrew, written by William Shakespeare, is historical proof that flirting and temptation, relating to the opposite sex, has been around since the earliest of times. Because males and females continue to interact, the complications in this play remain as relevant and humorous today as they did to Elizabethan audiences. This is a very fun play, full of comedy and sexual remarks. Its lasting impression imprints itself into the minds of its readers, for it is an unforgettableRead MoreWilliam Shakespeare s Taming Of The Shrew889 Words   |  4 PagesIn many accounts, William Shakespeare’s Taming Of The Shrew, is often criticized for its seemingly misogynistic themes; such as the thought of â€Å"taming† a woman, thus making her completely submissive to her husband. While in the opening of the play, Katharine, ill-tempered but seemingly impenetrable, gets pulverized by Petruchio’s contradicting her words, and also saying disgusting jokes in an int ense verbal arguement. In another example, one of the other main characters, Bianca, was bet on by several

Regression of the Human Race Free Essays

As the human race ‘evolves’ and progresses it has created an environment unsuitable for the generations to come. This Darwinist environment promotes the ideals of a ‘dog-eat-dog’ world, in which one person’s ambitions are more important than another human beings. People strive for the ideal life in which money is not an issue, so the matter of living comfortably is not a problem. We will write a custom essay sample on Regression of the Human Race or any similar topic only for you Order Now To live comfortably is an idea of life without worry of matters such as starving, fiscal responsibility, and lord shelter. In order to achieve this life without worry, many people have progressed in heir businesses and technologies further improving the civilization, but at the cost of the environment around them. At the rate in which the human race is depleting its natural resources, future generations are going to struggle living at the same standards of the current human race. For example, since natural fuel sources are depleting which most transport vehicles depend upon, the price of gas will most likely escalate even more and less people will be able to afford the costs of owning a gas powered vehicle. However, the depletion of resources is the least to worry about; the use of all gasoline yields arbor dioxide. This carbon dioxide rises into the atmosphere and slowly tears away at the ozone layer by reacting with the chemical: ozone. As the ozone layer depletes, more of the sun’s harmful and heating rays penetrate the Earth warming it. If too much of the ozone is depleted, the globe’s average temperature will rise and throw nature off balance. Areas around the Earth’s equator are already feeling its effects. Drought plagues the agricultural industry of the United States, especially Texas, because lack of water does not allow for the prosperity of crops and livestock. The human race is also digressing socially. Disease, illness, and starvation plagues third-world countries around the world while people in first-world nations worry about their ‘Faceable statuses’ and ‘Twitter feeds. ‘ Economic classing also burdens the modern human race. For instance, one percent of America’s population controls more than one-third of the United States’ wealth. About fifty million people live below the poverty line which is a fiscal value of one person living with about twelve thousand dollars a year. ‘The rich get richer, while the poor get poorer. ‘ More and more people Join the impoverished population every year, but very little people Join he wealthy populations. Corruption also burdens several national governments. Foreign relations tend to be negative and war is constantly underway. Russia recently invaded Crimea and claimed the territory to attain peace, but a nation’s rights were still violated. Another world war can erupt Just as easily as the first and second wars took place. Both of the world wars greatly impacted the environments the human race occupies, for example Hiroshima and Nagasaki. The Earth has been infested by a parasite that is sucking the life out of it and depleting all its natural resources. This parasite is the human race. Humans constantly tear down forests, mine its natural resources leaving huge gaping holes in the planet, and send tons of debris into the Earth’s atmosphere further damaging the planet. Several species of animals have gone extinct due to the massive eradication of ecosystems throughout the world to harvest natural resources. Animals are becoming endangered because their natural habitats can no longer sustain life when their sources of shelter, food, and water are gone. The theory of Darwinism comes into play; if an animal cannot survive in an environment it must adapt to the new hangs, for if it does not the animal will and should die. Unfortunately, the human race most likely will not be able to adapt to a world consumed by water. As the global temperature rises, polar ice caps melt at increasing rates and increase the sea level, the â€Å"looming catastrophe. â€Å"(Richard 1) Beaches are growing smaller and smaller each year, and eventually the water will engulf major cities, such as New York. In fact, Hurricane Sandy would not have been as disastrous at it was if the sea level was lower. As human civilization ‘progresses’ it is slowly destroying the only planet suitable or sustaining human life. Why grow a tree? It only makes the oxygen humans need to breathe in order to survive and function at fullest capacity. Greed for power and money has plagued human civilization and will ultimately lead to the extinction or near extinction of humanity. The lack of care for fellow humans, animals, and the Earth is destroying the planet. The human race will have to start all over again as it depletes all of the Earth’s natural resources and destroys the only planet humans exists on, as far as evidence shows. However, ignorance also plays a big part in the extraction of human civilization; people deny the existence of global warming and justify their destruction of the globe. Work Cited Agency, Environmental Protection. Sustainability. N. D. Weapon. 5 May 2014.. This weapon explains the difficulties concerning sustainability of the current human population at the rate at which it is depleting the earth’s resources. Anderson, Richard. Resource depletion: Opportunity or looming catastrophe? 1 1 June 2012. Document. 5 May 2014. This weapon provides several articles and studies concerning sustainability of the current human population as well as the effects of human resource depletion. How to cite Regression of the Human Race, Papers

Collaborative Style of Working for Teamwork - myassignmenthelp

Question: Discuss about theCollaborative Style of Working for Teamwork. Answer: With the change of time, the style of business has changed a lot and with change of business style or operation, the structure of organizations have also changed a lot. Previously the companies used to trade in one region or country but now due the globalization they have started working in the developed and developing nations. The managers are changing their styles in order to match the expectation of the employees in the workplace as well as for satisfying the growing demand of the customers. This is the reason why the structure of the companies is changing day by day so that they can fit with the appropriate business process. One of the major factors that support the production of the firm is its employees. their ideas, hard work and support helps the company to gain competitive strategy through various types of innovation. According to the demand of the business as well as the leadership style, the companies follow different structures. Some encourage their employees to work individually and some prefer teamwork. The article Collaborative overload by Cross, Rebele and Grant, has detailed the issues and solution to the problem of teamwork of an organization. In order to understand the actual idea and opportunities of teamwork method the definition has to be discussed. In some industries like manufacturing, automobile and IT, teamwork is very important as these industries need constant innovation from various aspects. Through this method the managers of the companies motivate the employees to share their own ideas and resources with others so that they aim maintain the flow of knowledge from top to down or horizontally. Collaboration is the key part of teamwork and in the cross cultural scenario, the diversity is fast increasing hence collaboration has become mandatory to run the business successfully. In increasing production from the employees ends the management have started to motivate the employees for enhancing engagement among themselves and guide others in accomplishing the most difficult tasks. The employees of the organization are trained before they are employed in the core business but in some cases the employees need to learn from their colleagues as it is not always possible to call a meeting or train them for accomplishing a nominal task. These employees then take help from the employees who possess higher resources and knowledge but in most cases, 20% to 35% of value-added collaborations come from only 3% to 5% of employees (Cross, Rebele and Grant 2016). Why collaboration is necessary? This is one of the major aspect to be discussed on. Collaboration among the employees in this current business situation is one of the most pressing necessity yet challenges for the higher authorities of the organizations. This is due to the fact the companies now a days are becoming cross-cultural hence diversity of knowledge and ideas are also growing. In order to get the best of the employees, the managers are encouraging the employees to work collaboratively so that the individual strength are accumulated. In this situation the teams and top talents will stand the costs of high demand for little supply. Collaboration among the teams or the employees is demands of the organization as the managers need to provide needed resources. This will also help the manger to manage the teamwork effectively which will definitely reduce the knowledge gap among the employees and other issues emerging in the organization. According to the authors the need of collaboration is fast increasing which may need for hiring collaboration officers in the near future. What are the problems with associated personal resources? According to this article, there are three types of resources which mainly help the employees to work collaboratively in the organizations. These three are informational, personal and social. These three resources have different facets in which thy work efficiently these resources are the chief elements while creates difference among the experienced and the nonexperience employees. The most precious employees of the organizations possess these resources and constantly increase them in order to create value. The difference in resources determine the efficiency of the employees. All of these resources are nor equally effective. The informational resources are mainly the acquired knowledge as well as skills which can be easily recorded as well as passed on, the social resources capture the awareness, position and the capabilities to access the resources. These two types can be shared among the colleagues as they do not affect the supply but the personal resources which the individual em ployees develop, need effort and time (Cross, Rebele and Grant 2016). Moreover, these resources are not easy to replenish. According to the authors of this article the social and informational resources can be shared without hampering the supply because when the collaborators share their knowledge with others, they keep some the themselves which cannot be done for the personal resources. In addition to this, personal resources are the most unique for which the employees seek help from the collaborates instead of consulting with libraries or other sources these employees seek guidance from the collaborators hence waste time and effort. What are the effects of bottlenecked organizational structure? The study has disclosed the fact that those employees who possess high amount of resources and willing to share them with others, are the most disengaged groups in an organization. Their engagement or statement with their organization become low in compared to those whom they are helping by sharing knowledge. The authors have explored the reason of such behavior and stated that as these employees are very experienced, their production gets disturbed by others seeking for help (Cross, Rebele and Grant 2016). This is the reason, why these top collaborators of the company feel overtaxed and gradually become the bottleneck of the organization. Everyone remain depended on them ad no work can advance without their individual interventions. Unfortunately, the effort of these collaborators which they employ to make others understand or help to complete a complicated task, remain unnoticed. Their talents and diversity remain hidden behind others achievements. Moreover, for collaboration, thes e top collaborators do not get any appreciation or reward hence they feel disengaged with their companies. In addition to this, the study has revealed that the top collaborators of the companies remain disconnected with the personal career satisfaction scores. They are the best sources for information in the organization therefore remain in high demand always. This is the reason why they cannot concentrate on their personal tasks. On the contrary their resources help the companies is diverse ways that make them feel over stressed with no reward. Therefore, these issues ultimate result in high turnover of the most prized employees of the organization (Cross, Rebele and Grant 2016). Due to lack of recognition from the workplace and employees feel frustrated and cannot complete their personal targets easily. Hence they decide to leave the organization and get opportunity to other companies due to their high amount of resources. The top collaborators while leaving their organizations, take more resources and networks with them hence hamper the production of the companies. How redistribution will solve problems? First of all, the employee turnover is a major adversity for the companies. The managers try to retain their employees at any cost but when these top collaborators leave the organizations, this put pressure on the management and their efficiency. Secondly, when the employees leave they affect the resources of the companies as they take valuable data and access to the networks with them. This is the reason why the managers need to take initiatives so that they can maintain the balance of knowledge in one hand and retain more experienced employees in their organization. The authors of this article have analyzed the methods that the mangers can follow to attain this goal. First the managers need to understand the gap between the demand and supply of the resources among the employees. through various technologies like electronic communication tracking and 360-degree feedback as well as the CRM programs, the companies can measure the type, origin and volume or request so that they gain knowledge about the expectations of the employees of the reasons to do a job. They can measure, the information about the time spent in the meetings to get knowledge from the resources and time spent in the solo work. These ideas aim to identify the employees at risk due to collaborative overload. This will effectively help the manager to provide resources where needed thus redistribute the tasks by giving different tasks to the people according to their expertise areas. Secondly, the chief reason of high turnover rate in the organizations is dissatisfaction about the reward and recognition process among the employees. Therefore, the managers must encourage the top collaborators in such a way that they can directly say no to the resources seekers (Cross, Rebele and Grant 2016). They can use team collaboration software which help the employees to build strong barriers around their incoming information flow. The managers need to find out or build perfect replacements for these top collaborators so that when these employees leave the organization, the flow of work remain maintained. Thirdly, reduction of pressure to help others can have positive effect on the productivity of these collaborators. the managers can show methods of filtration and prioritization of the requests so that these people can concentrate on their own tasks. The people thus gain opportunity of the value added activities and through this they will find their work stimulation rather than monotonous. By making social and information resources more available to the employees of the organizations the managers will be able to reduce pressure of the collaborators. There may be a designation where these people will be helping the employees through their resources rather than doing the same tasks. They will act as buffers between the demand or request and supply of knowledge. They will be responding the request immediately when needed thus increase productivity and reduce frustration of not having recognition from the higher authorities. The article has also discussed the issues of collaboration where the women are seen to be the top collaborators in the organizations. They help their colleagues more than the male employees do in the organization. Hence they feel more stressed than others and achieve less. Therefore, it can be said that this article Collaborative overload has discussed the issues of institutional bottleneck and employee turnover in the modern organizations. It has also discussed the ways to be followed by the managers in marinating the smooth flow of work. References: Cross, R., Rebele, R. and Grant, A., 2016. Collaborative overload.Harvard Business Review,94(1), p.16.

The Republic By Plato (427 - 347 B.C.) Essays - Socratic Dialogues

The Republic by Plato (427 - 347 B.C.) The Republic by Plato (427 - 347 B.C.) Book Overveiw (The Republic is an examination of the "Good Life"; the harmony reached by applying pure reason and justice. The ideas and arguments presented center on the social conditions of an ideal republic - those that lead each individual to the most perfect possible life for him. Socrates Plato's early mentor in real life - moderates the discussion throughout, presumably as Plato's mouthpiece. Through Socrates' powerful and brilliant questions and summations on a series of topics, the reader comes to understand what Plato's model society would look like.) Socrates was returning to Athens after attending a festival, when he met Polemarchos on the road. Upon Polemarchos' insistence, Socrates accompanied him to his home to meet his friends and family. As they entered the courtyard, Polemarchos' elderly father, Cephalus, greeted them and launched into a discussion of old age. Socrates seemed pleased to converse with the older man: "It seems right to enquire of them, as if they traversed a long journey which perhaps we will have to traverse." The discussion then turned to the question of "justice," or "doing the right thing." Polemarchos suggested that "to give back what is owed to each is just." However, Socrates countered that to return a weapon to a friend who had gone mad was not just, but the opposite of justice. Still another man, Thrasymachos, offered his definition of justice: "I declare justice is nothing but the advantage of the stronger." But Socrates, again by logical argument, dismissed this definition: Since rulers are fallible, they often make decisions that are not in their best interest, thus requiring their subjects to do the wrong, unjust thing. But, according to Socrates, "right living," dutiful service to others, and doing that which is "appropriate" to the person and situation are the prerequisites to individual happiness - and prerequisites for avoiding chaos within a republic. Still another in the group voiced his objections to Socrates' statement that justice is a virtue and injustice a vice; Glaucon was not entirely convinced that justice possessed any intrinsic value. Socrates began his examination of this concept by turning his focus from the individual to the city: people gathered together in cities in order that each individual might perform the task best suited to his or her nature. From this point, Socrates delineated the various classes of people in a citystate, from the peasant and beggar to the highest kings and rulers. He then posed a question: "Do you not think, that one who is to be guardian-like (a leader) needs something more besides a spirited temper, and that is to be in his nature a lover of wisdom?" Socrates also wondered aloud how these traits could be instilled into potential leaders: "How shall our guardians be trained and educated?" Socrates proceeded to weigh the numerous types of education and experience demanded of a good ruler, and divided education into two main areas: music (in this case, all the arts) and gymnastics (athletics). Fables, he observed, were the first "music" that children hear, and children are "easily molded" by these stories. Socrates recommended that "we must set up a censorship over the fable-makers, and approve any good fable they make, and disapprove the bad." Many classical fables and myths were to be censored as "false" because they portrayed the gods in an unfavorable light. Children "must never hear at all that the gods war against other gods and plot and fight," he said, for when they grow older, they will accept this behavior as virtuous. Instead, children should hear the "noblest things told in the best fables for encouraging virtue." He concluded: "God is simple and true in word and deed," and this must be held up as an example to children, especially to those who may grow up to become rulers. Socrates extended his censorship argument to include craftsmen: artists and sculptors must be restrained from deformed, ignoble, morbid or "imaginary" creations, "to stop their implanting this spirit so evil and dissolute." Craftsmen "who by good natural powers can track out the nature of the beautiful and the graceful," should share their gifts so that young people would dwell in "wholesome country." A delicate balance had to be maintained between gymnastic and "musical" education; an over-emphasis on gymnastics produced "savagery and hardness" in a person, while too much music spawned excessive "softness and gentleness." The two arts "may be fitted together in concord, by being strained and slackened to the proper point." Now that the thrust of the future citizens' education was established, Socrates asked: "Which

Biology in the Popular Media Comparison essays

Biology in the Popular Media Comparison essays Reading over the original scientific study, we discover that the research team came to a rather important conclusion for the study of the development of biological species. Traditionally, it has been hypothesized that the Cretaceous-Tertiary boundary (the KT boundary) was the precipitating even that led to the diversification of mammalian species as they expand to fill ecological niches left by the dinosaurs. This is a short fuse hypothesis: species diversification occurred rapidly because of a single event. In fact, Bininda-Emonds et al. (2007) found-through an examination of fossil and molecular data of 4,510 mammalian species-that the KT boundary was not significant. Diversification of mammals occurred in two spikes: one roughly 93 million year ago, and then again slowly over the Eocene and Oligocene epochs. This long fuse hypothesis finds that diversification took longer to occur than previously thought, the KT boundary was not a contributor to diversification, and the mechanism of mammalian diversification is very much unknown. Wilfords (2007) report of this research in The New York Times was remarkably consistent with the original tenor and conclusions of the research teams findings (Bininda-Emonds et al., 2007). Wilford accurately reports the researchers sample size and composition, the purpose of the study, and the major conclusions that were drawn from the study. One noticeable deviation is a greater emphasis on the implications of the research over the raw data that is presented in the original research. Wilford (2007) emphasizes the significance of this study for our understanding of species development and diversification by stressing that the research undermines the traditional short fuse hypothesis that the KT boundary was the precipitating event that facilitated species diversification. Since this study favors a long fuse approach to mammalian diversification, it challenges our understanding of what c...

Student Action Plan Essay Example | Topics and Well Written Essays - 750 words

Student Action Plan - Essay Example Personal Use of Natural Resources With respect to the maintenance of natural resources, one of the important factors is the use and maintenance of natural resources. There are three main classes of natural resources, and the classes that I have direct contact with are exhaustible and renewable resources. In my opinion, the best way to sustain the resources that we come into contact with is by ensuring that they are put to the best use possible and recycled as much as possible to avoid wastage or harm to the environment. In as much as I do not provide a very big impact, I try to conserve natural resources like water and ensure that it is used correctly. For example, I ensure that the water in my nearest environment is reused as much as possible and that the environment around me is not affected too much by the in which I engage. Personal Impact on the Environment From an analysis of all my activities, I would say that my impact on the environment is positive. This is because I help in the conservation of the environment and involve myself in activities that help in the promotion of the environment. ... Despite the fact that I lack too much knowledge on recycling and other complexities, I try to reuse the resources that I use and avoid dumping used products in ways that would harm the environment. Impact of Personal Use of Resources As already stated, the environment and its conservation are based on collective effort and the involvement of the whole community. In my use of resources and raising awareness, I would say that my use of resources affects other people in the society positively. I try to raise awareness about the resources in my local society and how their use can help raise the ecological integrity of the region. Therefore, I can say that my use of resources in the way that I use them helps in encouraging the conservation of the environment in the society in which I live. Sustainability Goals With respect to ecological integrity, environmental maintenance and sustainability, my sustainability goal is to ensure that all people in my local community are made aware of the p art that they play in the sustainability of the environment. This is a goal that I try to achieve by simple passing of messages and information about the role of each individual in the environment and the parts that they can play in ensuring that the environment is conserved. This is something I can do by ensuring communicating with the community about the aspects mentioned above and ensuring that the community understands the importance of the environment. After reading the aims of the millennium development goals, I think that every individual can make a difference in the environment by ensuring that the small environment in which they live in is well catered form. For example, every individual effort to reduce the use of non-bio degradable products

The philosophical position of positivism and its role int he Essay

The philosophical position of positivism and its role int he management knowledge creation process - Essay Example As described by Johnson and Duberley ( 2000) Rene Descartes, the 17th century French mathematician and philosopher was the major mover behind the idea of positivism as a concept in philosophy. It was Descartes who first brought in ideas such as using systematic skepticism as a basis for justification in a rational way that was both valid and which could be used to verify available knowledge. This whole concept is described as ‘Cartesian Dualism’.when any attempt is being made to understand nature and events. Another major influence on positivism was the Englishman John Locke ( 1632-1704) who in 1690 , as quoted by Johnson and Duberley ( 2000, page 15) put forward the argument that :- Human beliefs about the external world only became valid when they have survived the test of experience. Galileo and Bacon and later , another philosophic Frenchman, Auguste Comte ( 1798- 1857) ( Stanford Encyclopedia of Philosophy 2007) would have further argued that exacting scientific met hods are the only true ,appropriate, justifiable and legitimate ways in which to accurately determine the facts when it comes to interactions and events and to the understanding of various phenomena. The epistemology of positivism places the focus upon both external internal validity, and upon objectivity as well as reliability (Thorpe and Holt, 2008) There must also be the ability to replicate because of the stress upon the use of scientific research methods and the use of evidence which is empirical. It promotes rigour (Shrivastava, 1994) in delineating the different causes and effects in a systematic way (Donaldson, 2008) and is about the actuality of scientific truth and facts which as verifiable. This has implications when it comes to knowledge creation such as the need to develop laws and theories and ways of testing the authenticity or otherwise of existing methods and theories. Donaldson (2008) argued for functionalism and positivism and pointed out that the way in which an organisation is structured is decided by the totally of the environment in which the organization operates, that is its size, and the products and services it provides, the contingencies. Contingency theory with regard to knowledge production is described by Thorpe and Holt , ( page 59, 2008).† most effective organizational characteristics are those that fit the contingency variables.† They describe structural contingency theory as being studied most often using positivistic methodology. In 2008 Donaldson stated that the ‘determinist picture’ can be comprehended using positivist methods. Although non deterministic factors do affects situations , these leave a gap in knowledge which must be addressed using critical realism. This method maintains that the use of methods which are truly scientific are an attempt to discover truth, but that nothing can be really known absolutely because of the fallibility of both researchers and their tools. Therefore say Thorpe and Holt ( 2008, page 182`) â€Å"Science must  critically evaluate and test its knowledge claims to determine their truth content.†   Interpretivism as a substitute for post positivism In contrast to positivism, the theory of interpretivism states according to Williams ( 2001 cited in Clarke, 2009, p29) that â€Å"there are distinct ‘ways of knowing’ between which there is no way of according common standards.† Interpretivism, sometimes referred to as the hermeneutics approach (Thorpe and Holt, 2008) is about ontology i.e. the metaphysics of nature, as opposed to epistemology i.e. the nature of knowledge. Interpretivism implies no separation between the subject and its researcher. It is a way of enabling researchers to make use of qualitative methods. They use such things as case studies, ethnography and phenomenology. They interpret their situations and behaviour, while at the same time allowing interaction with participants. . Such qualitative meth od

How men perceived women in the Middle Ages and Renaissance Essay

How men perceived women in the Middle Ages and Renaissance - Essay Example Women from time immemorial experienced several social issues such as sexism as well as physical and emotional abuse. They have been perceived and treated differently by different people of different ages and race. With the continuing arguments about women even in this modern age, it would be beneficial to consider how different great minds have thought about them. It is an interest in this paper to dissect the human form of the woman in comparison to that of a man if they have been created only to identify one from the other, how are good women perceived, the roles they play in the society and what kind would they be on an extreme. With such discussions, it is the purpose of this paper to enlighten readers and let them understand more the qualities women hold. An interesting presentation of arguments about the creation of the woman is evident in â€Å"The Production of the Woman† where it is suggested that the woman should have not been produced for reasons such as â€Å"the female is a misbegotten male†, the woman is of less strength and dignity than man, causing sin and therefore, inequality and because God foresaw that the woman would cause the man to sin (Aquinas). Nevertheless, the author argues on the point of view of the Bible from Genesis 3:16 that man should not be alone but should have a partner comparable to him. As a priest of the Roman Catholic Church, Aquinas might have been compelled to base his arguments from the Holy Book and thus quotes from the Word of God that there was a necessity for the creation of the woman. Furthermore, he goes on to explain how women should be treated by their husbands; that they were not made to become helpmates in the accomplishment of tasks but helpers in the sense that they were to produce children together as partners. With regard the woman being called ‘misbegotten’, the author suggests that the intention of nature depends on God. As for inequality, the circumstance is claimed to have a lready existed even before sin was born. God knew that Eve will sin but still created her because if ‘God deprived the world of those things (Eve included) which proved an occasion of sin, the universe would have been imperfect† (Aquinas). The author believes that with God being omnipotent, He can direct any evil to a good end. On the second argument, Aquinas refutes that the woman was correctly created out of the rib of the man for the dignity of the man himself. In addition, this will make him cleave even more to the woman and as a consequence, the woman would acknowledge that the man is the head of the woman. Figuratively speaking, the situation speaks about the church and Jesus Christ; that as the woman was taken from the man, the church is also taken from Christ. About kinship, Eve may have been taken from Adam but she was not born from him so that the man did not marry his daughter. Continuing on the third discourse, Aquinas discusses that indeed, on a natural mann er, a bigger thing cannot be made from a smaller thing. However, the creation of Eve from the rib of Adam is similar to the miracle of the feeding of the five thousand people from the five loaves of bread. Just as the five loaves have been increased, the small rib of Adam had been increased to create the size of Eve. Aquinas showed that the removal of the rib of Adam did not make him imperfect by putting it in

Syllabus: Designing Needs Assessment

Syllabus: Designing Needs Assessment The two terms of prime focus of this study are: Syllabus and Needs. This chapter includes a literature review on different aspects of syllabus designing and needs assessment .The characteristics and many faces of Curriculum Development/ Syllabus Design are presented in addition to needs assessment, reasons for conducting needs assessment, steps in needs assessment and the relationship between syllabus designing and needs assessment. 2.1 Curriculum A key term of this study is-Curriculum, hence this section aims to give clarity on the meaning, scope and process of curriculum. A common error that comes into notice while studying curriculum development process is the synonymous use of the words-curriculum and syllabus. This section also attempts to demarcate and differentiate these two words so that the course designers and developers may systematically initiate the process in context to SGBAU. 2.1.1 Definitions of Curriculum Although the idea of curriculum is not new and has been extensively used by education planners yet there remains considerable dispute as to meaning. The word is from the Latin root currere. It means a course or race. It term originated from the running/chariot tracks of Greece. It was, literally, a course. In Latin curriculum was a racing chariot; currere was to run. Throughout the history of second-language programmes, the concept of curriculum has been important. However, there is little general agreement on actual form, function, and scope of curriculum. Before discussing the theory of curriculum development, some definitions of curriculum as quoted by Finch, A.E. (2000)1 are presented below: Stenhouse (1975) describes Curriculum as an attempt to communicate the essential properties and features of an educational proposal in such a form that it is open to critical scrutiny and capable of effective translation into practice Eisner Vallance 1974, describe curriculum as: what can and should be taught to whom, when, and how Nunan 1988 adds to his curriculum elements designated by the term syllabus along with considerations of methodology and evaluation White et al. 1991,see curriculum as concerned with objectives and methods as well as content. Such a definition involves consideration of the philosophical, social and administrative factors of a programme. Richards, Platt ,and Webber 1985, definition of curriculum focuses on the components necessary for delivering instruction and evaluating the success or failure of the curriculum.: An educational programme which states: (a) the educational purpose of the program (the ends); (b) the content, teaching procedures and learning experiences which will be necessary to achieve this purpose(the means); (c) some means for assessing whether or not the educational ends have been achieved Tanner, 1980 define curriculum as : The planned and guided learning experiences and intended learning outcomes, formulated through the systematic reconstruction of knowledge and experiences, under the auspices of the school, for the learners continuous and willful growth in personal social competence. Celce-Murcia and Olshtain,2000, offer the following definition of curriculum: A language curriculum can be viewed as a document that provides guidelines for textbook writers, teacher trainers, language teachers, developers of computerized and hi-tech teaching aids, language testers, and many other populations that might function as stakeholders in the language teaching context. As such a curriculum should express the cultural, social and political perspectives of the society within which it is to be implemented. It combines past and present ideologies, experiences, philosophies, and innovations with aspirations and expectations for the future. It serves as the major framework within which educational decision making is carried out with respect to goal specification and teaching methodology, teacher training and text book selection. The term curriculum is generally seen to include the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers and the syllabus, are therefore subsumed by this definition. From the above definitions and interpretations of curriculum , there emerge two broad perspectives According to the first of these, the term curriculum has a narrower scope and refers to the substance of a programme of studies of an educational system. In the second (and more recent) meaning, curriculum includes the entire teaching/learning process, including materials, equipment, examinations, and the training of teachers. 2.1.2 Curriculum Components Despite the different perspectives on the meaning and scope of curriculum, Stern (1983) identifies three major curriculum components, which are further amplified by Breen Candlin (1980) and Stenhouse (1975) as presented in table 2.1 below: TABLE 2.1: MAJOR CURRICULUM COMPONENTS OF SECOND LANGUAGE PROGRAMMES Stenhouse (1975) Breen Candlin (1980) Stern (1983) i) planning; ii) empirical study; iii) justification. i)language teaching (what is to be learned?); ii) methodology (how is the learning to be undertaken and achieved?); iii) evaluation (to what extent is i) appropriate and ii) effective?). i) purposes and content; ii)instruction; iii) evaluation. Source: STERN 1983 According to Richards, Platt ,and Webber (1985) the most important components of curriculum development are: (a) the study of the purposes for which a learner needs a language(needs analysis); (b) the setting of objectives, and the development of a syllabus, teaching methods, and materials; (c) the evaluation of the effects of these procedures on the learners language ability. Brown (1989) concentrates on the following curriculum components: needs analysis, instructional objectives, tests, materials, teaching, and evaluation. TABLE 2.2 Curriculum Process Model NEEDS ANALYSIS E V A L U A T I O N OBJECTIVES TESTING MATERIALS TEACHING (Source:Brown 1989) There are some components that are common in all the above perspectives and they are: Needs analysis Setting of objectives Teaching Evaluation However, it is important that the two prime stakeholders should be involved in the curriculum development process. As Hills 1976, puts it- no teaching/learning method however innovative or systematic can succeed without a proper consideration of the two main participants, the student and the teacher. every learner will bring a different set of knowledge and experiences to the learning process, and will construct in different ways, their own sense of the situation with which they are faced. (Williams Burden 1997:96) It is therefore necessary to involve teachers and students in the process of curriculum design and to allow for individual differences in learners (Breen Candlin 1980:94) and for changes in self-perceptions of these differences as the courses progress. In the light of these considerations, important questions about curriculum content to be addressed are: How do the learners perceive themselves as language learners? What effect do their personal constructs have upon the process of learning a new language? How do individuals go about making sense of their learning? How can teachers assist learners in making sense of their learning in ways that are personal to them? (Williams Burden1997:96) 2.1.3. The Stages of Curriculum Design Curriculum designing is a systematic process and every stage needs to be followed sequentially. Tabas outline (1962:12) of the steps which a course designer must work through to develop subject matter courses has become the foundation for many other writers suggestions. Her list of curriculum processes includes the following: Step 1. Diagnosis of needs Step 2. Formulation of objectives Step 3. Selection of content Step 4. Organization of content Step 5. Selection of learning experiences Step 6. Organization of learning experiences Step 7. Determination of what to evaluate, and the means to evaluate Cited in Yordanova Svetlana, 2000 According to Long Richards [quoted by Johnson, 1989: IX] language curriculum design is regarded as a decision making process and involves: Policy making. Needs assessment. Design and development. Teacher preparation and development. Programme management and evaluation. a) Policy making Based on the information collected about learners , educational objectives and strategies have to constructed. According to Breen (1980) -The communicative curriculum defines language learning as learning how to communicate as a member of a particular socio-cultural group. The social conventions governing language form and behavior within the group are, therefore, central to the process of language learning. For Nunan [1994] the aim of communicative language learning is achieving language proficiency based on the development of the four macro skills. The level of language proficiency therefore ,vary for different groups of learners and will depend on learners needs. Thus this a crucial stage of curriculum development as it spells out the scope of the curriculum as well as the strategy to be used for curriculum design and implementation. b) Needs assessment On the basis of the identified aim it is possible to make an analysis of the learners both linguistic needs (expressed in structures or functions) and communicative needs expressed in communication situations. Needs assessment is discussed in detail in a subsequent section of this chapter. c) Curriculum design With the aims of the curriculum identified and the needs of the learners analyzed, the specific learning goals can laid for the different levels of the course (year/term). These learning objectives can be categorized as follows: Product objective- specifying the learners target language proficiency and performance. Process or pedagogic objectives- specifying the the learning process and methodology that shall be adopted to the learning outcomes. While deciding the learning framework the following are usually ascertained: Objectives or what is intended. Means or what is to be done to achieve the objectives planned. The results or evaluation of what is achieved. L. M. Kamysheva It is important that there is a logical relationship between the ends and the means. If there is a gap or discrepancy between the objectives and the process adopted in the classroom language curriculum would fail to achieve the desired result. It is this problem that constantly challenges language planners and often results in failure of many well-conceived curriculum. Just as there are product and process objectives there are product-oriented (summative evaluation) and/or process-oriented (formative evaluation) approaches to evaluation [Weir Roberts, 1994]. Evaluation usually attempts to compare current performance with desired performance by means of testing. The evaluation can be quantitative (based on quantitative criteria) and/or qualitative (based on qualitative criteria). Sometimes a mix of both may also be adopted to obtain valid findings. d) Teacher preparation and development Teachers are a vital part of the jigsaw puzzle of curriculum development and the curriculum designing process would be incomplete without their active involvement during development and implementation stages. Moreover, they are the ones who experience the curriculum in the class and their inputs are invaluable in subsequent curriculum improvements and innovation. e) Curriculum evaluation Course evaluation acts as a measure of the effectiveness of the curriculum and also provides indicators for further improvements and innovations. Evaluation is defined by Brown as the systematic collection and analysis of the relevant information necessary to promote the improvement of a curriculum and access effectiveness and efficiency. [Johnson, 1989: 223] According to Johnson, curriculum development would consist of a process of continuous adjustments or fine tuning. Curriculum evaluation consists in the interaction of formative (process) and summative (product) evaluation. 2.2 Syllabus A syllabus outlines what will be taught and thus helps the teacher and the learner to work together towards the objectives of the curriculum. Breen offers a very general definition of syllabus: the meeting point of a perspective upon language itself, upon using language, and upon teaching and learning which is a contemporary and commonly accepted interpretation of the harmonious links between theory, research, and classroom practice. (1987a:83) Hutchinson and Waters (1987:80) cited in Rabbini Roberto, 2002, define syllabus as follows: At its simplest level a syllabus can be described as a statement of what is to be learnt. It reflects of language and linguistic performance. This definition focuses on outcomes rather than process. However, a syllabus can also be seen as a summary of the content to which learners will be exposed (Yalden.1987: 87). Yalden sees it as a representation of what will be taught and that it cannot accurately predict what will be learnt. Prabhu gives a more specific definition:specification of what is to be learnt (1987:89). For Allen HYPERLINK http://www.finchpark.com/afe/appends/(1984), the syllabus is that subpart of curriculum which is concerned with a specification of what units will be taught (Allen 1984:61), whereas for Yalden (1987), it is primarily a teachers statement about objectives and content, with formal and functional components in a dual progression of linear and spiral learning (cf. Stern 1984:14). Brumfit (1984d) specifies content (linguistic, sociolinguistic, pragmatic, cultural, substantive), and also sequences the learning that takes place, while NunanHYPERLINK http://www.finchpark.com/afe/n.htm#Nunan (1988c) takes a wider, non-specific view of a framework within which activities can be carried out: a teaching device to facilitate learning (1988c:6), and Prabhu (1987) proposes a form of support for the teaching activity that is planned in the classroom and a form of guidance in the constructio n of appropriate teaching materials (1987:86). In contrast, Kumaravadivelu sees the syllabus as a preplanned, preordained, presequenced inventory of linguistic specifications imposed in most cases on teachers and learners and claims that this is a widely recognized perspective (1993b:72). The above definitions rather than bringing clarity, add to the complexity of understanding the term syllabus: every syllabus is a particular representation of knowledge and capabilities. And this representation will be shaped by the designers views concerning the nature of language, how the language may be most appropriately taught or presented to learners, and how the language may be productively worked upon during learning. (Breen, 1987a:83) 2.2.1 Curriculum/Syllabus The two termscurriculum and syllabus, are often used synonymously with each having areas and functions not distinctly defined. The discussion and confusion between the two terms continues since these can at times be very close in meaning, depending on the context in which they are used (Nunan 1988c:3). However for course designers and developers a distinction between the scope, objectives and functions of the two terms- curriculum and syllabus is necessary. Stern (1984) defines syllabus as connected with content, structure, and organization, while curriculum development is viewed as connected with implementation, dissemination and evaluation. For Yalden (1984) syllabus is connected with learners needs and aims. Syllabus along with selection and grading of content specifies and grades learning tasks and activities. While syllabus design refers to the what of a language programme, methodology is concerned with the how (p. 7). Nunan, 1994. Candlin (1984) as cited in Nunan, 1994,states the fact that while curriculum is connected with language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners, syllabus is a more concrete term, referring to the actual events in the classroom, i.e. the application of a syllabus to a given situation. Breen (1980) sees syllabus as a part of the overall curriculum: Curriculum can be distinguished from syllabus in that a syllabus is typically a specification of the content of teaching and learning and the organization and sequencing of the content. Content and its organization is subsumed within a curriculum as a part of methodology. A syllabus is therefore only part of the overall curriculum within which it operates. Stenhouse (1975:4), and Allen (1984) proposes: [a] clear distinction, similar to that which has been prevalent in Europe, the curriculum being concerned with planning, implementation, evaluation, management, and administration of education programmes, and the syllabus focusing more narrowly on the selection and grading of content. (1984:61, cited in Nunan 1988HYPERLINK http://www.finchpark.com/afe/n.htmc:8). The position presented in Dubin and Olshtain (1986:3): A curriculum is a document of an official nature, published by a leading or central educational authority in order to serve as a framework or a set of guidelines for the teaching of a subject area-in our case a language- in a broad and varied context. Thus , a state at the national level, aboard of education at the district level, a community at the municipal level or a university or college at the local academic level may choose to issue a document stating the scope and goals of its program for teaching a second or foreign language. Accordingly, such a curriculum will present broad overall perspectives that can apply to large number of different programs within the specified context. At the state level, the document will be concerned with goals that apply to all types of schools and segments of the population. At the district level it will apply to all schools within the district and at a given university to all the language courses-even though they may be taught in different depart ments. A Syllabus, in contrast to the curriculum, is a more particularized document that addresses a specific audience of learners and teachers, a particular course of study or a particular series of textbooks. Ideally, in this sense, a curriculum should be implemented through a variety of syllabuses and each of these syllabuses should be compatible with the overall curriculum. At the state level this would mean that the curriculum provides general guidelines for all educational planners and policy makers and all material and courseware developers. All textbooks, supplementary materials, tests and courseware would be designed so as to fit the goals specified in the general curriculum. The above definitions and perspectives on syllabus and curriculum thus make it clear that curriculum has a broader scope and starts with deciding course objectives and ends with evaluation to judge whether the course objectives have been met. The term syllabus is seen as a part of curriculum which specifically refers to content selection and classroom delivery. 2.2.2 Classifications of Syllabus and Approaches to Syllabus Design There are at present several proposals and models for what a syllabus might be . Yalden (1983) describes the major current communicative syllabus types which were summarized by J.C. Richards and T.S. Rodgers (1986) with reference sources to each model: Type

How to Change Oil in a Car Essay -- Car Driving Changing Oil Process E

How to Change Oil in a Car Owning a car is usually a significant investment for an individual. Changing the oil on your car plays an important part to help keep it functioning at peak performance and to ensure that your vehicle last for many miles. You might wonder how often does the oil need changing. Well, manufactures advise that the oil is changed every 3,000 miles or every three months, whichever occurs first. Changing the oil is not an extremely difficult task, but it is always good to have someone else there, who has done this before, to help if needed. I would also suggest finding an outfit you wouldn’t mind getting dirty and a pair of rubber gloves to keep your hands clean. The key to keeping any task, especially this one, flowing smoothly is gathering all the materials so they are within reach. Having the materials near helps the process go by quickly, for you are not constantly stopping to search for materials needed at that time. First, you need to figure out what type of oil your car uses and how many quarts of oil are needed. This information can be found in your owners manual along with the type of oil filter your car takes. It is an essential step because there are many different types of engine oil and it is important to use the correct type. Same rule applies to your oil filter. There is a specific oil filter designed for each car. Can’t find the owners manual? Run to your local auto parts store and they can look it up for you. While you’re there, you can pick up your oil and oil filter. Also needed for the project is an adjustable wrench or a socket wrench, and an oil filter wrench. A jack along with two jack stands comes in handy when having enough room to work under the car. Wheel blocks are go... ...o do this, pull out the dipstick, wipe it clean on a rag, and reinsert it. Remove the dipstick again and check that the oil level reaches correct marking (full). If not put more oil in until the oil level is correct. Almost done! Remove the drain pan and transfer the old oil into the containers, using the funnel to avoid spills. Dispose of the used oil properly. Take the used motor oil to a local service or repair shop to take it in and have it recycled. Use the jack to raise the car back and remove the jack stands. Again, slowly lower the car down to the ground. Remove the wheel blocks, for they are no longer needed. Wipe up tools and put them away. Remember to write down your milage and date so you will remember when your car is due for the next oil change. That is all there is to it. You now know how to change the oil on a car and it was not that difficult.

How Shakespeare shapes audiences(TM) responses to Lady Macbeth Essay

Analyse how Shakespeare shapes audiences’ responses to Lady Macbeth during the play through the language of the play. Shakespeare’s play ‘Macbeth’ is arguably one of the most powerful scripts written. Using such a vast variety of techniques enabled Shakespeare to allow characters to be portrayed and interpreted in different ways, varying from one scene to another. The key character displayed in the play is prominently Lady Macbeth. It could be debated to whether she applies to the traditional Elizabethan women or if she stood her ground and changed the world’s perception of equality. The audience could be thrown either way, is Lady Macbeth weak or strong? Macbeth is not only a play that is internationally recognised as one of Shakespeare’s most influential works but reveals an enormity of historical and cultural context. The role of Elizabethan women in society, in which Lady Macbeth was traditionally obliged to do is an aspect that if put in place in the 21st century would result in catastrophic uproar. Yet, was perfectly acceptable in the Elizabethan times, when Macbeth was set. Women were to be raised to own the knowledge that they were inferior to men; even the church believed this and it was quoted in the bible. They were completely controlled by the dominant male of the household, whether it is her father, brother or even her son. The divine right of kings reveals a connection later in the play, as one would believe God would not accept Macbeth as a King, as he does not agree with murder, revealing Macbeth as an obvious hypocrite of this law in the 1600s.According to these laws, God chose who was to reign as King. It was not simply just to be fought over for popularities and ego’s sake that appears strongly in the script. Lady Macbeth’s first appearance within the play is in Act one Scene five, she is opening a letter addressed to her from her husband Macbeth. She is informed of his concurrence with the three witches, who did not hesitate in telling him they believe he will become the next King of Scotland, following Duncan’s death. At this moment, there is no controversy as to excitement and enthusiasm that has filled Lady Macbeth; it is here she begins plotting the murder of King Duncan. There are a variety of quotations that demonstrate the depth of Lady Macbeth’s determination to prevent anybody infringing upon her plot. ‘Shake my fell purpose nor keep peace between Th’effect and it’ Ensuing this, Lady Macbeth wishes for no interference, for example the distraction of daylight causes a possible problem in the fatal killing of Duncan. ‘Nor heaven peep through the blanket of the dark’. Lady Macbeth wants the murder to be convicted where it will not be seen, she wishes for there to be no daylight so neither Duncan nor she sees the murder. She is desperate not to hold the feeling of guilt. The most obvious defect of Lady Macbeth is her variety of mannerisms. She appears to own characteristics that would not be expected of an Elizabethan woman. Between lines 35 to 37, Lady Macbeth reveals a hidden witch- like complexion in which she calls upon, to aid and add ease to her plot. This most obvious attribute is demonstrated in these quotes, ‘come, you spirits that tend on mortal thoughts’. She is pleading with the ‘spirits’ to remove any weak feelings and nature’s innocence drained from her body, to ensure she can feel no remorse. The language used suggests she may already be knowledgeable of her witch-like needs and draws the evidence closer to showing signs of her psychological problems. ‘Make thick my blood’, allows her to feel any signs of normality that were previously within her, will be numbed, cold. Throughout Macbeth, Shakespeare makes an obvious statement of using illusions that not only add effect but allow the audience to make connections to previous scenes. The most effective and carefully placed illusion within the text is the word ‘crown’ in the quotation, ‘fill me from the crown to the toe topfull of direst cruelty’ This alludes to Lady Macbeth’s compelling desperation to become queen. Additionally, an explanation towards the trigger of Lady Macbeth’s fiendish behaviour could be connected to the loss of her child. It would appear to have affected her to some extent to the point where she has resulted in this character to cover her faulted complexion. Moreover, the time arrives where Lady Macbeth make the vital move to persuade her husband, Macbeth who is teased by the witches premonitions to take the plot with both hands, and deal the deed. It is in this scene only that Lady Macbeth’s split personality plays an affect that benefits both her and her husband. She has the ability to lure Macbeth into a false sense of security using her seductive charms. Yet, seductiveness alone would not win her the result she is after. She plays Macbeth’s emotions from making him full of guilt, to encouraging him to take a hold of himself and wash away his consideration for others. She ensures he is like putty in her hands, and almost takes on a motherly role with him to make him feel secure and safe in her presence. This is suggested within this quote she is trying to persuade Macbeth to go forward with the murder and therefore giving him no way out of the situation. ‘I have laid the daggers ready’. She quotes ‘look like the innocent flower but be the serpent under’t.’ This is to encourage Macbeth into making himself appear to be the kind, generous person he is but underneath the truth, to reveal an immortality of evil bitterness with the capability of murder. Throughout the play, Lady Macbeth has be subsequently revealed to be a women who plays the dominant part in her relationship with her husband, which would have been viewed as unacceptable in all manners. Words she uses such as ‘give’, ‘get’ and ‘be’ show the language of someone who owns the control in a relationship. It is obvious; Macbeth lacks the strength of a man who should stand by the tradition in the 1600’s that all are women inferior to men. Lady Macbeth is aware she has the upper hand and uses these tools to her advantage. As said previously, she ensures the situation is all set out, so Macbeth can do the deed eliminating any possible chances of him backing down. She is determined to succeed for Macbeth’s future as King of Scotland, or is it all about Lady Macbeth? Macbeth is beside himself after the brutal murder of Duncan, in which he caused. The effect upon him has resulted in extreme side effects in which Lady Macbeth holds concerns for, as she believes it may conclude in arousing suspicion from other family members. She is desperately trying to keep Macbeth level headed by reassuring and comforting his ever-guilty conscience. Quotations from the text support her; ‘ consider it not so deeply’. Lady Macbeth’s language begins to tell us that Macbeth’s ever changing behaviour is playing on her mind; her jerky answers and sharp questions reveal she is not holding her strength, as she would like to. ‘A little water clears us of this deed’ states Lady Macbeth in attempt to disguise her concern for Macbeth’s actions. She is trying to push away her most inner thoughts and convince Macbeth that he can rest assure their secret will not break loose and spread like wild fire. Her distinct change of heart, is becoming increasingly more noticeable throughout the play, she is able to adapt her manners to the situation at hand. She has a side of her which encourages the audience to feel a sense of sympathy towards her but others may perceive this behaviour to be ever more sinister than previous. Following the realisation that undertaking such a risky event to accomplish nothing hit Macbeth. The murder expose not only that his chances of becoming King are increasingly slim but the reality of effects upon himself were far stronger than his first thoughts. He is forced to recognise that Banquo’s sons have more heir to the throne than he; subsequently he kills Banquo in attempt at increasing his opportunity. It is during supper in which Macbeth is asked to seat himself yet rejects the invitation and sees Banquo’s ghost, resulting in a fright. Lady Macbeth once again plays the role of a caring wife trying to comfort her husband. She encourages the guests attending the meal to continue and informs them this is not a seldom occurrence. ‘My lord is often thus, and hath been from his youth.’ The guests absorb Lady Macbeth’s instructions but hold a sense of concern. Macbeth’s reaction to the ‘vision’ grows stronger, causing his wife to eliminate the chances of the murder being revealed to their guests. She is using her variety of personalities to disguise this factor with a sly method. Lady Macbeth continues to not only reassure Macbeth but to call him a coward and imply he is being ridicule to the guests. She states, ‘When all’s done, you look but on a stool’, this backs up this evidence. She is not only able to reveal herself as a kind, loving wife but it is obvious she is unable to hold back on her malicious, bitchy behaviour even in front of her guests. Due to the increase of the pressure upon Lady Macbeth, her struggle comes to a head. Her weakness has taken control and the effects are revealed in act five, scene one through a phase of sleepwalking. The conclusion is one in which was not intended. The secret is revealed to the doctor and gentlewomen observing Lady Macbeth’s actions. It is here in the play, where the suspense is at it’s most intense. It is not only that Lady Macbeth is blinded to the information she is showing her true colours. She may appear strong yet is weak and feeble beneath. ‘Yet who would’ve thought the old man to have so much blood in him?’ This quote ends all chances of Macbeth and his wife running from the burden that haunts them. It is the result of the pressure that cracks Lady Macbeth’s outer shell. In my opinion, William Shakespeare has used an immense quantity of time and thought to create the character of Lady Macbeth. He has the capability to control a balance between the caring, considerate to the malicious and controlling characteristics. This enables the character to show off Macbeth’s flair. Due to Lady Macbeth’s past it is understandable in certain respects for the behaviour she displays. But, even considering the situation, in my response she is very dominating woman who is aware she has the control over the relationship at hand.

Graduated Sanctions essayEssay Writing Service

Graduated Sanctions essayEssay Writing Service Graduated Sanctions essay Graduated Sanctions essayThe systems of up-bringing, motivation, control of young generations have always been important and developed, aiming at increase of young people’s self-consciousness and accountability. One of effective recently developed approaches is considered to be juvenile graduated sanctions. The programs of graduated sanctions, supported by the use of valid decision making instruments, help to ensure that intervention services for youth are appropriately identified (Matese, 1997, p.2). Graduated sanctions reveal the best perspectives for community based corrections, especially for young people, providing the appropriate correction, control and support methods and guaranteeing the reduction of recidivism cases.Further this paper will be concentrated upon definition of graduated sanctions, the key levels of interventions, discussion of possible helpful resources, related to graduated sanctions.First of all it is necessary to be clear about the notion of â€Å"gr aduated sanctions†, generally it is defined as â€Å"a set of integrated intervention strategies designed to operate in unison to enhance accountability, ensure public safety, and reduce recidivism by preventing future delinquent behavior† (Matese, 1997, p. 2). The major aim of using such system is concrete subdivision of crimes, committed by young people, when limited interventions are used in case of less serious offenses, whereas more restrictive ones follow some serious crimes. â€Å"Graduated sanctions systems make use of a â€Å"multi-tiered continuum† of intervention of services and programs that allows the juvenile justice system to match these to specific characteristic of the juvenile offender† (DeComo Wiebush, 2005, p. 5). Any system of graduated sanctions usually consists of three components: â€Å"the program component, the assessment and decision making component, and the management information component† (DeComo Wiebush, 2005, p 6). It is necessary to mention, that there is a long list of possible synonyms to the word â€Å"sanctions† in this case, like fore example graduated responses, graduated consequences and so on. According to certain number of specialists in the sphere of juvenile justice, the term â€Å"sanctions† is absolutely not an appropriate term for the system, the main aim of which is to support young people in making correct choices and avoid continued criminal activities and actions. On the other hand, there is a need to have constant and stable control over the situation with juvenile delinquency.The wide discussion of such sanction systems started around 1997, when the Congress of America provided 16.5 million for development and support of such programs for young people. â€Å"The funds were to specifically support Innovative Local Law Enforcement and Community Policing (ILLECP)) programs in states that provided assurance that they had in effect, or were working on these kinds of programs† (Wilson Howell, 1993, p. 13). One of the key tasks of these programs was to control the application of accountability based sanctions to all young offenders and criminals in correspondence to their actions.As soon as graded sanctions are discussed, it is necessary to comment in detail upon each of the levels, of which there are usually five pointed out: immediate sanctions, intermediate sanctions, community confinement, secure confinement, after care.Immediate sanctions are usually applied in case of non- chronic offenders for not serious crimes. They belong to the early intervention system of sanctions, aimed at correcting illegal behavior and provision of the necessary services. â€Å"Typical immediate sanctions include community service, restitution, curfew restrictions, informal supervisions, and mandated involvement in short-term programs (shoplifter program or substance abuse education)† (Matese, 1997, p. 8). The cases of diversion from formal court processing are the most frequent basis for application of immediate sanctions.The second level sanctions are called intermediate sanctions. Logically, they come after immediate sanctions, in case juveniles continue their type of crinimal behavior. Also sometimes intermediate sanctions are good for violent offenders, who are inclined to special forms of supervision, probation and corrections.Community confinement includes sanctions useful for well developed community – based settings. Special programs are worked out for the young individuals, who committed property crimes or crimes against other individuals. In such cases the risk of recidivism is minimal, if any, and there is no need to take the offender out of his home atmosphere for treatment.The next level of sanctions, secure confinement, is usually applied towards chronic law-breakers or juveniles, committing serious crimes with violent delinquency. Typically, these young people are inclined to recidivism, and this fact should be considered, when choosing the sanctions system. For such offenders there are special correctional facilities created, mostly, they are small institutions with concrete treatment organization and orientation, because they are proved to have much stronger impact than large institutions.The final level of sanctions received the name – after care, from this it is already clear, that we are talking about the system of sanctions, which should be applied to the offenders at the moment of their return to the usual life, to the community after going through secure care. This level is of the highest importance to all categories of offenders, integrating back into social life. â€Å"A model after care program referred to as intensive supervision program should consist of the following elements:1) short term transitional placement in secure confinement, 2) day treatment, 3) outreach and tracking, 4) intensive supervision, 5) routine supervision, and 6) case closure† (Wi lson Howell, 1993, p. 25).According to the Office of Juvenile Justice and Delinquency Prevention, a certain list of risk factors needs to be considered before working out the course of graduated sanctions to a concrete offender. The list of these individual factors includes: â€Å"drug dealing, antisocial behavior, gang involvement and physical aggression; family factors including sibling gang involvement and parental absenteeism; school factors like frequent absences and academic failure; poverty and violence in the neighborhood; and peer behavior like drug and alcohol use and gang activity† (Matese, 1997, p. 10). All these risk factors play vitally important role for the choice of the correction program, which in its turn is responsible for preventing recidivism. Usually young offenders are aware of the fact, that there is a possibility of application of tougher sanctions and graduated sanctions in this care play a perfect crime preventive role. This is one of the serious advantages of graduated sanctions systems, because it allows applying the treatment method which is neither too hard nor too mild and is the best to prevent recidivism in some concrete case. Enough attention, which is paid to the individuality of the offender, is one of the ways to reduce the repeated offenses.When working out the system of graduated sanctions it is necessary to consider the application of decision making instruments. On the one hand the system of graduated sanctions is responsible for making young people accountable for their behavior and for the choices young offenders make; on the other hand, there is a strong need in creation of concrete range of programs and services, which would support young people in their â€Å"decision-making processes†, i.e. providing treatment interventions and services, helping to create a structured decision making model, in accordance young people’s needs and supporting them.Graduated sanctions are in many ways connected to community corrections, the main target of which is to guarantee public safety and help to avoid future criminal behavior (Wilson Howell, 1993, p. 26). Most of the prisoners and criminal offenders would have to reenter the communities again, and unfortunately this process might be rather sophisticated especially for young people, who get quickly used to the schedule and rules of some controlled environment and might get lost, when they cross the borders of it. â€Å"Returning prisoners usually face five challenges: substance abuse, physical and mental health, negative peer pressure, employment and housing† (Matese, 1997, p. 12). In order not to make them cope with these challenges alone and to avoid the risk of recidivism, it is necessary to provide the community corrections services.Overall, this paper is devoted to the problem of graduated sanctions in relation to community-based corrections; for better understanding of the importance of the graduated sanctions and thei r potential for juvenile offenders it was necessary to study the notion of graduated sanctions, the five levels of their application and finally their relation to community based corrections. It is evident, that the system of graded sanction has sufficient advantages, especially for the juvenile offenders and for their further correction processes.

101 Solution Examples and Structure Professor Ramos Blog

101 Solution Examples and Structure Creating Structure Quick Write What is Academic Writing? The article â€Å"What is Academic Writing?† is a brief introduction to the writing you will be expected to do in college. The article begins by addressing common myths about what academic writing is.  Which ones have you heard before?  Think of one or two more myths, or ideas of writing, that you have heard before. Myth #1: The â€Å"Paint by Numbers† myth Myth #2: Writers only start writing when they have everything figured out Myth #3: Perfect first drafts Myth #4: Some got it; I don’t- the genius fallacy Myth #5: Good grammar is good writing Myth #6: The Five Paragraph Essay Myth #7: Never use â€Å"I† Irvin quotes a study by Lee Ann Carroll about the writing students do in college: What are usually called ‘writing assignments’ in college might more accurately be called ‘literacy tasks’ (7). What do you think she means here? In a short paragraph, write what you think the author is saying. Knowledge of Research Skills The Ability to Read Complex Texts The Understanding of Key Disciplinary Concepts Strategies for Synthesizing, Analyzing, and Responding Critically to New Information Academic Writing Is an Argument To start, let’s focus on argument. What does it mean to present an â€Å"argument† in college writing? Rather than a shouting match between two disagreeing sides, argument instead means a carefully arranged and supported presentation of a viewpoint. Its purpose is not so much to win the argument as to earn your audience’s consideration (and even approval) of your perspective. Characteristics of Academic Writing Clear evidence in writing that the writer(s) have been persistent, open-minded, and disciplined in study. (5) The dominance of reason over emotions or sensual perception. (5) An imagined reader who is coolly rational, reading for information, and intending to formulate a reasoned response. (7) Your professor wants to see these three things in your writing Solution Argument Examples One example of a solution argument essay that we have previously discussed in this class is â€Å"The Danger of a Single Story† by Chimamanda Adichie. To quote a  CNN article on the Danger of a Single Story: Nigerian author Chimamanda Adichie believes in the power of stories, and warns that hearing only one about a people or nation leads to ignorance. She says the truth is revealed by many tales. She illustrates this with a story about coming to the United States, as a middle-class daughter of a professor and an administrator, and meeting her college roommate. Adichie says that her roommate’s â€Å"default position toward me, as an African, was a kind of patronizing, well-meaning, pity. My roommate had a single story of Africa. A single story of catastrophe.† Adichie also tells how growing up in Nigeria reading only American and English children’s books made her deaf to her authentic voice. As a child, she wrote about such things as blue-eyed white children eating apples, thinking brown skin and mangos had no place in literature. That changed as she discovered African writers, particularly the Nigerian Chinua Achebe. This is a great quote that highlights some of the moves we need to do in our article. It summarizes her topic, problem she is addressing, and solution; including examples she uses. Topic:  Many people do not realize that they are getting only one story. A single story is incomplete and she says dangerous. Problem:  Having a single story about an issue or group of people leads to stereotypes and incomplete information. Solution:  To look for multiple stories of whatever issue or topic you are hearing. She recommends we get our news and stories from multiple perspectives. Reasons and evidence:  She gives examples from her personal life to highlight that she has a personal connection. Background:  She gives background information, citing quotes and examples that place her issue in a historical context. She also uses current examples to place the issue in a contemporary context. Audience Who do you think her audience is? What do they value? Does she address those values? Sample Essays Clicking Originality Away: Social Media’s Effect On Young Female’s Self Esteem Papers Please! The Illegal Immigration Problem Creating Structure Structure is very important to making an argument. It needs to be deliberate and well organized. You cannot come across as being all over the place. An argument needs order in order for the audience to follow along. Here is one possible outline to use to build your paper: Position (thesis) Background Reason with evidence Reason with evidence Reason with evidence Reason with evidence Counterargument with refutation Conclusion with so what question addressing audience

The Relationship Between an Employer and Employee Case Study

The Relationship Between an Employer and Employee - Case Study Example Through the contract, an employee gets to understand his or her duties, while the employer defines his conditions and terms for the job. In this case, there is no mention of a written contact, so it can only be assumed that June’s relationship to Westwood University Library, which is an employee-employer relationship, is based on an implied contract. The job advertisement also mentioned of the position being long term, which would be taken to mean permanent. However, from the case, it is clear that June works on a contractual basis, which is contrary to what she understood during her job application. It is also clear that June has sometimes had to work overtime, which is an issue that ought to have been highlighted in her agreement with her employer. Apart from the work contact, Westwood University Library’s policy on social networking requires employees to use their professional acumen while using social media, and also to be careful of their communications on twitter and face book, especially communication between Westwood’s employees and any other form of communication on these sites, that has the potential of being seen by Westwood employees. June however went ahead and posted a negative comment on face book regarding bosses, despite being aware that this would be seen by Malcolm, her immediate supervisor, since he is her face book friend. Malcolm, who is June’s immediate supervisor and also the human resource manager at Westwood University Library, has the habit of bullying June. This can be seen from several comments he has made such as â€Å"Can I expect you will start doing a good job now?†, when June got accepted at the university for a post graduate course. He was also once overheard saying that â€Å"June will never get a promotion while she hides behind a lens† and â€Å"Her belly dancing costume would be more appropriate than the clothes she wears to work†. From this, it is clear that Malcolm has the habit of criticizing June’s work and making negative comments regarding her style of dressing, and usually adding what he would prefer to see her wear. Relation between the Case and relevant Principles of Law The Australian law recognizes both written and implied contracts of employment. The terms and conditions which define the relationship existing between the employees and the employer are established through common law. June’s employment case did not mention of a written agreement between her and Westwood, but she undertook the responsibility, therefore probably on an implied contract. However, a contract of service can be established through the existing authority of command, control, chances of risk and profits, and ownership of tools in Westwood among others. There is a structured workplace agreement that places a higher authority and control on the employer to set other employment conditions beyond the National employment standard.1Here, the employee accepts t o perform specific work for his employer, availing his labor for use within the limits of the employer’s managerial privilege. In exchange, the employee is entitled to receive remuneration for the labor used. In reference to employers and employees relations, the employers are in a position to direct what work is to be done, the duration of working hours per day, take responsibility for financial risk, as well as employee’s superannuation and regular payment.2 June’s contract of employment stated that it was a long term position (an indefinite period). Her employer defined mandatory daytime hours of work and defined her duties to be within the administrative roles. She has an immediate supervisor least to mention other superior staffs, which defines the structure of