A Critique of Natural Law Essay - 2522 Words

A Critique of Natural Law Essay #2 Barbara Palombo 256 Pinevalley Crescent Woodbridge, Ontario L4L 2W5 Email: palombo5152@rogers.com Student #: 923621220 Phil 1002 6.0 Q Class ID: 1227265 Team Instructor: Carol Bigwood Natural Law is a concept that has caused ambiguity throughout the history of Western thought. There is a multitude of incompatible ideas of natural law that have caused even those who are in basic agreement on natural law theory to have opposing notions on the particulars. In spite of this confusion, there have been enough advocates among natural law thinking in Western society to make it possible to identify its major criticisms: 1. Natural law is immutable and is rooted in nature. This†¦show more content†¦There is in fact a true law Ââ€" namely, right reason Ââ€" which is in accordance with nature, applies to all men, and is unchangeable and eternal. (Cicero) Cicero successfully argued before a Roman court that a particular Roman law was unjust, because it conflicted with natural law. Thomas Aquinas (1225-1274), the medieval Catholic Scholar, sought to reconcile the Greek concept of natural law with Christian theology. Aquinas began by speculating that God governs the universe and that humans are equipped with divine reason and by it derives the natural inclination to proper acts and ends. (Einwechter, 1999, p.2) Aquinas believed that revelation through scripture which came through mediation of the church, was suitable for church/religious matters, while with natural revelation man is predisposed to rely on his reason which becomes the true source of law. If one introduces Scripture, then he is appealing to a source outside of himself, and is giving up natural law and reason. According to the Scripture, God reveals himself to man through natural revelation, which includes the knowledge of Gods existence and power, and mans responsibility to worship God and live according to His moral law. (Ps.19: 1-6) Thus, it condemns man if they fail to worship God (Rom. 1:18, 20, 25) His preservation of the essence of naturalistic reasoning, contained in Aristotles works, lead to the revitalization of reason over dogmaShow MoreRelatedWhy Shouldn’t Tommy and Jim Have Sex? An Essay by John Corvino859 Words   |  4 PagesJim Have Sex?† he advocates his argument that gay sex is not â€Å"unnatural† in any moral way. However, this argument is easy to critique when considering opposition from natural law theorists, democracy, and other perspective ideas. In order for Corvino to make his position that gay sex is not morally â€Å"unnatural†, he must first respond to several arguments. 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How to Write an Executive Memo Free Essays

Writing an Executive Memo Your strategy professors have asked the English faculty to cover the executive memo, which you will use in your strategic management class, for two reasons: * The ability to write a short, informative, well-written memo like this will serve you well in your future careers. * Writing a good memo is difficult and requires practice. Students in past strategic management classes have had trouble with the guidelines you’ll see in the following paragraph. We will write a custom essay sample on How to Write an Executive Memo or any similar topic only for you Order Now Please read this document carefully and be prepared to demonstrate your understanding during the next class session. An executive memo is a short (no more than 500 words) internal document whose purpose is to make strategic recommendations to a company. The executive memo has 4 parts: the issue, the recommendation, the action plan, and the discussion of alternatives, in that order. When you write your executive memo, there are several important guidelines to keep in mind: * The memo is short, so every word should count. Don’t waste time giving the company information it already has (i. e. , what the company does, how much it’s sold, etc. * It’s important that you present the material in the order given here. This is not creative writing! * Everything in the memo should be connected to the issue at hand: the recommendation, the action plan, and the alternatives should all serve to resolve the issue. * Since the memo focuses on the issue, it is crucial that you state the issue clearly. Starting your memo: the subject line Make sure your subject line encapsulates the main issue of your memo. Section 1: The Issue * The memo should begin with a statement of the strategy problem you will address (i. . , you are defining the problem). This definition is key because it determines the direction which the rest of the memo will take. * It is vital to distinguish between observational information and the problem you want to solve. Be crystal clear and specific about the issue you will address. Your issue section should do the following: * Identify the root problems associated with the issue. * Provide a measure of how significant the problem is. * Provide a sense of how urgent the problem is. * Identify the risk if the issue is not addressed. Section 2: Recommendation(s) This section comes early in the memo because it’s more important that the reader see it than the alternatives. Nevertheless, it’s best to write your alternatives first and choose from among them. * Your recommendation must be one of your alternatives and must relate back to the issue and causes you have defined initially. * State CLEARLY what solution you recommend and briefly why it represents the best alternative. * Normally, the recommendation will be one alternative; however, sometimes it may incorporate one aspect of a second option. Indicate briefly that you understand whatever drawbacks may exist to the solution you have chosen. * Make sure your recommendation is realistic given physical and economic limitations. Section 3: Action plan This section should be a brief bullet list. The action plan is a schedule for the implementation of the recommendations you have made. * The goal of the action plan is to show the reader (your boss) the scope of the activity involved and demonstrate your understanding of what has to be done to complete it. * Since someone else will probably carry out the recommendations, your action plan gives that person a template to follow. Break it up into activity periods – Immediate, Short term, etc. , with days in brackets. This gives the reader a sense of the time period the program will be finished in. Section 4: Discussion of alternatives This section helps the reader understand how you came to your decision and demonstrates that you considered the issue thoroughly. Be sure to present three reasonable alternatives. * The section should begin with a brief introductory paragraph for background; this paragraph should include the basic criteria which the alternatives are judged on. You should then move on to discuss THREE alternatives, which should all have a similar focus: 3 on a new target market, 3 on a marketing strategy, 3 on new distribution channels, etc. * For each alternative , you need to give factors in its favour and the reasons for your rejection, in other words, the pros and cons of each alternative. As you analyze each alternative, keep in mind the risk factor(s) you identified for the issue. * Remember that alternatives and the arguments you make for it must address the issue you have defined. How to cite How to Write an Executive Memo, Essay examples

Leadership Styles for Emerald Group Publishing- myassignmenthelp

Question: Discuss about theLeadership Styles for Emerald Group Publishing. Answer: Introduction: Leadership can be defined as having a clear vision about organization, involvement of employees in that vision, providing guidelines and many more. The following report includes various types of leadership styles a leader can follow to get the work done (Voon, et al., 2011). The four leadership styles explained are great man approach, trait theory of leadership, contingency theory and participative theory. And report also includes the follow ship styles which a follower follows to get the work done by team. The follow-ship styles explained are Effective Follower, Alienated Follower, Conformist Follower and Passive Follower. Leadership styles are: Great man approach- Great man approach actually substance of charismatic leadership. It is the Greek word for gift. Leader will continuously be recognizing for what a person is capable of. According to this theory of leadership calls has merit such as masterful personality, attractiveness, boldness, intelligence, control and aggressiveness. This style specified that a person is born with or without the necessary features of leadership. According to Nixon, Harrington Parker, (2012) leadership features are carried in the heredity. The great weakness of great man theory is unlikelihood of his intrinsic traits. The great man theory of leadership states that a few people are considered with the essential qualities that set them apart from others and that these traits are accountable for their expecting spots of vitality and master. A leader is constantly regarded as a champion who accomplishes targets in spite of against unrealistic resistance from his admirers. The hypothesis suggests t hat people with great influence should be there a result of their extraordinary blessing (Allio, 2012). In this way, it proposes that every single extraordinary leader share these trademarks paying little respect to when and where they lived or the role in the past they satisfied. Trait man theory of leadership Trait man theory of leadership individualizes leaders from non leaders by focusing on personal character and speciality. Trait theory of leadership tries to find character, social, physical and intellectual traits. Trait theory believes that leaders are born (Derue, et al., 2011). The trait man of leadership is based on the quality of many leaders both successful and non-victorious. And it is also used as tool to forecast leadership power. The subsequent lists of traits are differentiating to those of possible leaders to assess their chance of achievement or disappointment. The trait theory gives valuable information regarding leadership. It is tried by people at all levels and types of businesses. Managers can use the evidence from the theory to assess their position in the company. This theory develops the manager aware of their power and weakness. Leadership may be an art; it still requires the application of special capability and techniques. This theory also states that leadership need not compulsorily be intrinsic (Bhatti, et al., 2012). Leadership qualities might be natural or they might be procured through preparing and practice. Contingency theory: Contingency theory deals with the environment in which the leader lives. It is the supplementary feature of leadership effectiveness studies. It is also assumed that act of group depends upon leadership manner and appropriateness of the situation. It assumes that leaders could be workable to adopt any manner according to situation (Randeree Ghaffar, 2012). This hypothesis advances successful leadership centres not just on the style utilized by the leader, yet in addition on the control held over the circumstance. With a specific end goal to succeed, there should be present a strong leader member dealing. According to Da Cruz, Nunes Pinheiro, (2011) leaders should likewise give undertakings properly and plot of objectives and methodology. They have to have the capacity to give out disciplines and rewards, too. This specific hypothesis just fits circumstances where teams are firmly regulated and not group based. It likewise utilizes a least preferred co-worker (LP C) measure to help decide the kind of labourer the leader prefers least working with. This hypothesis also underlines the leaders disposition as the principle characteristic that characterizes the capacity to lead. This theory of leadership contends that numerous aspects can influence a leader's achievement in a specified job condition. The scope and opportunity in the business may support or hamper a leader's skill to connect efficiently with all workers. A leader will scuffle if workers aligned towards following an ancestor who had a very dissimilar style. This leadership styles has various approaches towards leadership qualities of an individual. Participative theory- Participatory leadership is a style of administration where choices are made with the most sensible measure of cooperation from the individuals who are affected by the decisions. One sort of participatory authority is illustrative investment in which a gathering of representatives is engaged with hierarchical basic leadership. As per Gonos and Gallo, (2013) another type is participatory administration in which youngsters share a level of joint basic leadership with their quick seniors. The supporting part of this hypothesis is cooperation fulfills a representative's larger amount needs. Participative leadership is otherwise called democratic leadership Style is a technique for initiative that includes all colleagues as far as distinguishing objectives and also creating systems and methods to accomplish the objectives. This style of leadership could be used in the volunteer setting, business setting and even in the home. One of the vital facts of attention of participative leadership is that it permits having another believable leader that can prosper inside the company in upcoming time (Antonakis House, 2013). Many leaders lean toward this style as it comprises a active collaboration of each colleague, influencing them to show their inventiveness, capacities, and abilities. This motivates a member of team to search concealed resources that can in the end enable the group or association to develop. In this way it similarly causes each part to have an open gate for them to put on their talents with the objective to share their capacities in the group. Follow ship styles: Effective follower: Being an effective leader implies having the boldness to disagree on the off chance that you think your pioneer, chief, or unrivalled, is accomplishing something incorrectly headed. That is not generally simple, but rather it requires the braveries and quality of conviction that are fundamental to great initiative (Pradeep Prabhu, 2011). The qualities of an effective leader are more difficult than that off a good leader. It implies being locked in always with the business effectiveness. It also implies focusing on overall objective of company as well as employees. It suggests having the courage to talk up when something's incorrectly and having the vitality and involvement to help a leader in doing things effectively. Effective leaders should be aware about different groups of onlookers including associates, collaborators, clients, board individuals, and people in general at mass level. As a leader, he or she should know about what efforts need to put to bring colleagues together to work for common goal. It also defines that effective leader should have sense of personal responsibility and ownership towards the organization. The follower takes the responsibility of his own as well as of his colleagues as well. The behaviour of an effective follower directly impacts the organization. A follower presumes that an organization will not provide them with security, consent and growth but instead these followers itself initiate the challenges through which they achieve personal as well as organizational growth. This requires them to act consciously on certain terms, exercise their full talent and then providing the organization with best results (Avey, Palanski Walumbwa, 2011). Sometimes companies and individual changes make a circumstance in which an follower have to pull back from a specific leader. Individuals may know they need new opportunity, for instance, despite the fact that it is difficult to leave work where they have numerous companions and esteemed partners. In the event that followers face difficulty with a leader or an association unwilling to roll out important improvements, the business should come up with a decision to sort the problem. Alienated follower: Alienated followership styles have superior amounts of basic considering yet are separated from their association and passive. These supporters ordinarily appear to be suspicious or sceptical. At the point when the leader, or group, tries to push ahead, they will voice the reasons why it shouldn't occur. According to Chou, (2012) they may have smart thoughts yet don't put these forward. In reality, they might be negative and undermine the gathering. Alienated followership show critical considering, significant for the stoppage of team thinking. But due to their absence of cooperation in the gathering they may not be tuned in to and this again can permit group to think differently from all other individuals. Sometimes alienated leadership id troublesome, critical, negative, and stubborn and lacking vision. They resemble rotting wounds in an association, continually calling attention to negative parts of the association. Alienated followership speak to in the vicinity of fifteen and twenty-five per cent of devotees in any present association. Conformist follower: Conventionalist Followers are the "yes individuals". They speak to in the vicinity of twenty and 30% of devotees in any given association. This kind of individual completes the leaders instruction without showing any doubt and will regularly relinquish their very own morals and ethics for agreement inside the gathering and to stay away from struggle. They frequently fall simple quarry to Group/think (Kalkhoran, Naami Beshlideh, 2013). Since they neglect to fundamentally assess directions given to them and effectively progress toward becoming culprits of the dim side of authority. The Conventionalist followers are frequently the general population who complete the difficult acts of mercilessness and corruption against mankind without evaluating the darker side of administration. They take an interest eagerly, yet without considering the outcomes of what they has been requested to do - even at the danger of adding to a destructive undertaking. A conformist follower is concerned just with maintaining a strategic distance from strife (Oc Bashshur, 2013). This style may mirror a person's over dependent outlook totally on leader. Sometimes this style is developed due to rigidity in rules and regulations made by leader and breaking of these attracts huge penalties. Passive follower: The passive follower shows neither basic, free intuition nor dynamic support. Being latent and uncritical, these individuals indicate neither activity nor an awareness of other's expectations. Passive followers leave the reasoning to the supervisor. Frequently, this style is the consequence of an intervening manager who supports passive conduct. According to Yung Tsai, (2013) individuals discover that showing activity, acknowledge duty, or think inventively isn't compensated, and may even be punished by the manager, so they become progressively passive. Passive followers are the ones who go without stepping up and who show the attributes the exact inverse of active follower. These followers are abstained from carrying duty and don't hunt for taking risk, may require close observing and controlling. Recommendation Leadership style: The leadership style suggested for team member of HOTS simulation is great man approach. As leader will continuously be recognizing for what a person is capable of. And in hotel industry regularly require to identify the upcoming talent which can trake position. Follow ship styles: The follow-ship style which a team member should adopt is effective follow-ship style. Because as follower, he or she should know about what efforts need to put to bring colleagues together to work for common goal. And in hotel industry achieving goodwill in market is essential. So following effective follow-ship will make a hotel successful in long run as well. Conclusion: The above report discussed about various approaches of leadership which a leader follows to lead a team effectively. The leadership styles great man theory, trait theory, participative theory and contingency theory explained above discloses the tic-tacks a leader can use to lead the team effectively and efficiently and also to achieve the organizational goal on time. The follow-ship styles explained above analyses the various types of follow-ship styles a follower adopt to complete the work assigned to him by leader. References Allio, R.J., 2012. Leaders and leadershipmany theories, but what advice is reliable?.Strategy Leadership,41(1), pp.4-14. Antonakis, J. and House, R.J., 2013. The full-range leadership theory: The way forward. InTransformational and Charismatic Leadership: The Road Ahead 10th Anniversary Edition(pp. 3-33). Emerald Group Publishing Limited. Avey, J.B., Palanski, M.E. and Walumbwa, F.O., 2011. When leadership goes unnoticed: The moderating role of follower self-esteem on the relationship between ethical leadership and follower behavior.Journal of Business Ethics,98(4), pp.573-582. Bhatti, N., Maitlo, G.M., Shaikh, N., Hashmi, M.A. and Shaikh, F.M., 2012. The impact of autocratic and democratic leadership style on job satisfaction.International Business Research,5(2), p.192. Chou, S.Y., 2012. Millennials in the workplace: A conceptual analysis of millennials' leadership and followership styles.International Journal of Human Resource Studies,2(2), p.71. Da Cruz, M.R.P., Nunes, A.J.S. and Pinheiro, P.G., 2011. Fiedler's Contingency Theory: Practical Application of the Least Preferred Coworker (LPC) Scale.IUP Journal of Organizational Behavior,10(4). Derue, D.S., Nahrgang, J.D., Wellman, N.E.D. and Humphrey, S.E., 2011. Trait and behavioral theories of leadership: An integration and meta?analytic test of their relative validity.Personnel psychology,64(1), pp.7-52. Gonos, J. and Gallo, P., 2013. Model for leadership style evaluation.Management: journal of contemporary management issues,18(2), pp.157-168. Kalkhoran, M.A.N., Naami, A. and Beshlideh, K., 2013. The comparison of employees followership styles in their job attitudes.International Journal of Psychology and Behavioral Research,2(3), pp.115-125. Nixon, P., Harrington, M. and Parker, D., 2012. Leadership performance is significant to project success or failure: a critical analysis.International Journal of productivity and performance management,61(2), pp.204-216. Oc, B. and Bashshur, M.R., 2013. Followership, leadership and social influence.The Leadership Quarterly,24(6), pp.919-934. Pradeep, D.D. and Prabhu, N.R.V., 2011. The relationship between effective leadership and employee performance.Journal of Advancements in Information Technology,20, pp.198-207. Randeree, K. and Ghaffar, C.A., 2012. Leadershipstyle, satisfaction and commitment: An exploration in the United Arab Emirates' construction sector.Engineering, Construction and Architectural Management,19(1), pp.61-85. Voon, M.L., Lo, M.C., Ngui, K.S. and Ayob, N.B., 2011. The influence of leadership styles on employees job satisfaction in public sector organizations in Malaysia.International Journal of Business, Management and Social Sciences,2(1), pp.24-32. Yung, C.T. and Tsai, K.C., 2013. Followership: An important partner of leadership.Business and Management Horizons,1(2), p.47.a

Nintendo Essays - Home Video Game Consoles, Nintendo, Sega CD

Nintendo Nintendo SEGA's Strategy SEGA's strategy is to become a world leader in video entertainment. Their strategic intent is to build an entertainment empire. To achieve this, SEGA has adopted a technology oriented strategic plan that focuses on acquiring and maintaining competitive advantages in fields such as multimedia, computer graphics, virtual reality, and high tech amusement theme parks. The research and development spending has been boosted to capture the market before the competitors. SEGA's strategy is characterized as first at all cost since the burn they took from Nintendo on the release of the 8-bit system. SEGA has competed in both the in-home and out of home video entertainment. The United States theme park industry is now a $6 billion industry. SEGA's future strategy includes entrance into this market with their SEGA theme parks. These parks will provide games with high-tech graphics and virtual reality simulations. Plans include 50 parks in the United States, and another 50 in Japan. SEGA has been involved with arcade games, and used that technology to implement games for the home systems. SEGA's marketing plan includes the SEGA Club, a push in Japan's market, and a review of their European markets. The SEGA Club is a marketing channel for SEGA to capture teens and pre-teens. SEGA's objective is to bring good, clean video game entertainment and educational products to the market for teens and pre-teens. SEGA also plans to put more emphasis on Japan, since the margins for sales in Japan are much higher. This includes new products, increased advertising, and marketing that is more extensive. SEGA is also planning marketing research in Europe in order to respond better to the consumer preference and competitive conditions. Their goal is to improve sales and gross margins in the European market. SEGA's new product development includes the SEGA CDX, which is a 32-bit platform that uses CD's or cartridges. In 1994, SEGA test marketed the SEGA Channel in the United States. Genesis owners could play games, obtain game play tips, news, contest, and promotions. Another development is the PICO system. This is a book like toy for children that convert pictures from books onto the television. This was SEGA's first attempt to penetrate the educational market for children. SEGA also offers video game equipment that attaches to exercise equipment. Analysts believe this could eventually be a $2 billion market. SEGA has also employed a pricing strategy that has caught on throughout the industry. This strategy is for systems to have components. The fully loaded Genesis system had three components, the game player, the SEGA CD, and the Genesis 32-X. This got consumers to buy the system in installments. Nintendo Corporate Strategy Vision/Mission The old strategy of slow and steady wins the race has grown obsolete, shown by the recent loss of market share to SEGA. It has become quite clear that in order to be effective in the interactive entertainment industry, Nintendo must adapt its corporate strategy to keep pace with the market. In other words, Nintendo must produce innovative products using the newest technology and expand in new markets, while maintaining the high quality of our products. Strategic Objectives We see the future of Nintendo relying on three key areas: Development, Product Expansion and Marketing Position. Under each of these categories there is potential for tremendous growth. Development is key to Nintendo's growth in future. Under this category, Research and development into faster and more efficient machines will provide Nintendo with an edge in the market. This foresight, reflects the strong change in Company philosophy. With our recent release of the N64, we plan to aggressively market and develop this product. Finally, we plan to increase our revenue from internal development to 50%. Within five years, we see Nintendo expanding its product line to embrace not only interactive TV, but also large scale Gaming centers and underdeveloped demographic markets. Finally, Nintendo plans to capitalize its market position through lobbying for a uniform rating system, as well, as maintaining current high levels of advertising and improving communications with customers through internet web site development. Development From industry experience and analysis, it is quite clear that success in the interactive entertainment and specifically the videogame industry are directly related to staying atop of the newest technology. With this in mind, we plan to focus on both sides of the development coin: Hardware and software development. With the release of the N64, Nintendo

Writing Dialogue for Scripts

Writing Dialogue for Scripts In order to write effective dialogue for scripts one needs to break away from writing in a storytelling fashion. Script writing is much more basic. In writing dialogue for scripts one needs to understand how people truly speak to one another. Much of what we see and hear is actually unspoken. It’s in the body language; the way people react to situations and in their emotions. A good scriptwriter will listen to the words that are actually spoken and use those only so that the director and actors can fill in the rest with their actions and movements. Some writers want to inject keys into the dialogue to show the actors how it should be said. Common examples of this would be telling the actor that this line is said in an angry manner or another is spoken while crying. This can get offensive to the actors for you are implying that they cannot do their job without being told of every detail. If you include strong, precise words and phrases when writing dialogue for scripts the emotion will come out and the actor will know exactly what needs to be done. A common mistake writers make, especially those who are used to writing novels, is that they want to explain every little detail while writing dialogue for scripts. They forget that they are writing dialogue to be used in a movie and all the little nuances will be shown to the viewers. Anything more than that will come off as forced and unnatural. Scriptwriters also needs to remember that they’re sharing their creative ideas along with other people. Directors as well as actors need to be able to inject their vision into the making of the movie also. Just make sure that when writing dialogue for scripts you make your vision clear and precise so that the essence of your story comes through. Writing dialogue for scripts requires the writer to know and understand how people speak. Know the characters that you are writing about and have them speak appropriately. You cannot give the same words to someone that is portrayed as being from the streets as another who is a college graduate. They both speak differently and as a good scriptwriter, you’ll know that difference. Having everyone speak in the same way makes for a very boring and uninteresting story. Give your characters distinctive speech patterns and words, you’ll make them much more believable. In doing this, you’ll give the movie director and actors a good feel for the character you are writing about and they’ll naturally follow much more closely to your original idea for the script without you having to point out all the little details. Be visual when writing dialogue for scripts. Always tell the story from a visual point of view. As you are writing this dialogue try to run the movie in your head at the same time. A good exercise would be to watch a movie or a television show and write the dialogue from the show. Then turn off the TV and read the dialogue alone. Does it evoke images that you just saw on the show? If so, ask yourself how the writer was able to get his emotion out in just that way. It’s in the words, study them and learn how the writer was able to get the strong points in the story. Spend time around people, just observing and learning how they interact with one another. Watch more movies, television shows and plays, and see how the professionals go about writing dialogue for scripts. The more time you spend doing this, the better you will get at writing dialogue for scripts.

SAT Writing Word Choice and Diction Errors

SAT Writing Word Choice and Diction Errors SAT / ACT Prep Online Guides and Tips Mark Twain famously once wrote in a letter that the â€Å"difference between the almost right word the right word is really a large matter - it’s the difference between the lightning bug and the lightning.† The SAT agrees with good old Mark, and tests students on their ability to recognize when the almost-right word has been subbed in for the right one. Are you confident in your ability to not be tricked by the SAT's unusual diction questions? Read on for some strategies and tips for this section. In this guide, I will: explain what diction is and why the SATasks about it tell you when to look for diction errors on the SAT and how to approach these questions show you examples of this kind of question similar to those on the SAT give you a master list of commonly-confused words in English What does â€Å"diction† mean, anyway? Diction is a fancy way of saying â€Å"word choice† - you may have heard your literature teacher talk about this idea when analyzing a famous author’s writing style. When used by the College Board, however, it refers to something on a slightly lower level. A lot of words in the English language are easy to confuse because they look or sound similar but have quite different meanings. For example, can you spot which words are incorrectly used in the sentences below? When Allen heard that the SAT would be changing, the news was difficult for him to except. He had spent allot of time studying for the old test, and now he wondered if that had been a total waist. How would these changes effect his scores? There are actuallyfour diction errorsin the above passage, but they can be difficult to spotbecause they sound like the correct words that should have been used. Exceptshould be accept Allotshould bea lot Waistshould bewaste Effectshould beaffect Why diction errors? Most of the questionsyou will see on SAT Writing tests your ability to spot basic grammar errors. As such, learning the grammar rules that the SAT thinks areimportant will usually go a long way in helping to improve you score. Diction errors are verydifferent: there's no clearrule you can learn that will help you out or even a set list of easily-confused words that the SAT might use, makingthis section particularly difficult to prepare for. SAT Writing is all about your ability to edit and spot when something doesn't make sense. Can you only catch errors that follow strict grammar rules or can you also see when something doesn't make sense because the wrong word is being used? Where will I find diction questions? Since these question are fairly different fromthe others you will encounter on this part of the SAT, they are considered to be more difficult.The more difficult questions usually appear towards the ends of sections. You are most likely to find diction questions in theIdentifying Errors section of the test because they don't give you answer choices to correct the errors on this part of the test. These questions would not be nearly as difficult to catch if the correct word were given in the answer choices - in fact, that would be an easy giveaway that one of the original words was incorrect! Diction questions will rarely, if every, appear in the Improving Paragraphs section. Keep in mind thatnot every SAT will have diction errors.Sometimes they don't appear on a test at all! Other times, there will be a few of them. This uncertainty is another reason that they are difficult to prepare for and even harder to recognize. It seems that diction errors are becoming a little more common on recent tests than they were in the past, but they still don't make up a large amount of the questions on SAT Writing. The June 6, 2015 SAT, as an example, hadtwo diction questions. Strategies for Diction Questions Always have a plan. When diction questions do appear on the SAT, they're very unpredictable. You never know which commonly confused word the College Board will choose to test, and they tend to not repeat themselves. Spend a bit of time reviewing the list of commonly confused words below and see if there are any words that jump out at you as things that you might confuse.Limit your studying on this section to just what's trickiest for you. When you get to the final questions on the Identifying Errors or Improving Sentences section, pay particular attention to any questions that seems to have "No Error" or correct as is as an answer.This is where you will most likely find a diction question. Go back and double check everything that is underlined. Is each word correct? Did you read too quickly and mentally sub in a similar word for what is actually written? Does anything jump out at you that you can remember from the list below of commonly-confused words? If you can see a diction error, choose that as the answer. If not, keep your answer as "No Error." And keep in mind that you're statistically more likely to have "No Error" as an answer, or a totally different grammar mistake that you just didn't spot the first time, than a diction error! Let's look at one together Though Joe was not implied in(A) the cheating scandal at the school (B), he stillwas questioned (C) by theprincipal (D).No Error. (E) As always when you are reading through a question on SAT Writing, you should start by looking for themost common grammar errors.(Not sure what the most common mistakes are? We have a guide for that coming soon!) Looking at this sentence, I don't see any problems in verb tense and form or subject-verb agreement, and the sentence is correctly formed (meaning it's not a fragment or a run-on). "At the school" is fine as a prepositional phrase. So far I don't see anygrammar errors, and so I'm leaning towards No Error. But not so fast! At this point, I have to go back and double check that all of the underlined words are used correctly. "At the school" and "was questioned" are both phrases with words I'm very familiar with - there's no way these are being used incorrectly. However, I remember that "implied" and "principal" are both on the list of commonly-confused words. "Principal" sounds a lot like "principle." One word means a person who runs a school, while the other refers to an ideal or belief. If I had been unsure about which is which when looking over the list below, I would have found a way to remember which is which - such as thinking, "At school, your principal is yourpal."Therefore, principal is correctly used in the sentence. What about implied? That's also on the list, as a word that's commonly confused with "implicated." If I had been having trouble with these two words, I would have had to memorize the definitions or come up with another way to remember the difference between them. From looking at the list below, I knowthat "imply" means "to suggest" and "implicate" means "to suggest involvement in something." When I sub those definitions back into the sentence, it's clear that "implied in" doesn't make sense. I should be "implicated in." Therefore, (A) is the correct answer. Here are some more to do on your own! Some of the following questions have No Error, and others have diction errors. Can you spot them? 1. Due to human interventions,the Alaskansalmon nowstruggle(A) to reach their spawning grounds, a situationthat has(B) adverselyeffected(C)the area's(D) mammals. No error (E) 2. Most warning signs of cancer are not alarming individually, though several of the symptoms(A) added together(B) are seen(C) as(D) a signal of the disease.No error (E) 3. Only by using(A) unconventional methods were(B) the doctors able to successfully complete(C) what had been(D) a difficult surgery. No error (E) 4. The public has excess(A) to an economical and efficient(B) recycling center that is responsible tocommunity needs and complies with(C) current federal regulations governing(D) waste disposal.No error(E) 5. The report is essentially(A) a vague and extremely lacking(B) record of what(C) happened to each of(D) the victims. No error (E) 6. In(A) American letters,Rachel Carsonis aprime example of a reporterwho, by assuring(B) public interest in(C) an important topic, achieved immortality for herself. (D) No error (E) 7. Love is one of our most indiscriminate(A) emotions; it can(B)unexpectedly(C) strike you or me (C), millionaires or paupers (D), cynics or romantics. No error (E) 8. As(A) exotic petsmature, they develop destructivebehaviors(B) that their owners, who wanted(C) adorable, furry companions, often find difficult to except (D). No error (E) Answers: 1. C; 2. E; 3. E; 4. A; 5. E; 6. B; 7. E; 8. D List of commonly confused words WORD MEANING WORD MEANING accept to receive, take except excluding access entrance; opportunity excess more than needed addition something added edition a certain production of something adopt to legally take on, accept adapt to change to be more suitable advice a recommendation advise to give a recommendation adverse bad; unfavorable averse opposed to affect to influence effect a result afflict to cause suffering inflict to force something harmful aisle space between rows isle island allude to make an indirect reference elude to avoid allusion an indirect reference illusion a false idea or vision already happened before now all ready to be entirely prepared altar table for religious ceremony alter to change altogether completely; entirely all together all things with each other a lot a large number of something allot to give out an amount of something ambivalent to have two different feelings about something ambiguous having more than one possible meaning amoral having no sense or right and wrong immoral having intentionally bad morals anecdote a short personal story antidote a substance or activity that stops something bad angel a spiritual creature angle space between intersecting lines measured in degrees apart separated, into pieces a part a piece of something appraise to examine and judge apprise to tell someone of something are 3rd person plural of â€Å"to be† our belonging to us accent how someone pronounces words ascent movement up assent agreement/approval assistance help assistants helpers attribute a quality/characteristic contribute to give something auditory related to hearing audible able to be heard aural related to hearing oral spoken or related to the moth balmy pleasantly warm barmy crazy or silly bare not covered bear to carry or accept something bated in suspense; excited baited to harass (past tense) bazaar a market bizarre very strange and surprising berth a bed on a boat/train birth time when a baby is born beside next to something besides in addition to something boar a wild pig bore a dull person board a long, flat piece of wood bored feeling uninterested born to have been birthed borne carried bough a large branch of a tree bow bend upper body forward breath air that comes from lungs breathe to take air in and out brake part of a vehicle that stops it break to separate into pieces buy to purchase by shows a person who does something canvas a strong cloth canvass to ask people their opinions censure to criticize formally censor to remove offensive things from public capital city where government is based OR money capitol state legislature building choose to decide or pick chose past tense of choose climactic an important or exciting time climatic relating to the weather coarse rough and thick course a series of lessons collaborate to work together corroborate to provide supporting information command to order commend to praise complacent feeling you don’t need to try hard complaisant willingness to please others complement something that goes well with something else compliment saying something to show praise comprehensive thorough comprehensible easy to understand conscience the part of you that makes you feel guilty conscious aware; awake contemptuous showing contempt contemptible extremely bad corps a group of people or military force corpse a dead body council an elected group of people counsel to give advice credible able to be believed credulous gullible dairy milk products diary a book of personal thoughts descent a movement down dissent disagreement desirous wanting something desirable attractive dessert sweet food desert hot, dry area device equipment used for a particular purpose devise to design or invent something discreet secretive discrete separate and different disinterested impartial uninterested not interested do a helping verb dew drops of water due expected or planned dominant most important or wanting control dominate to control or have power over die to stop living dye substance used to change color dyeing to change the color of dying present participle of â€Å"die† elicit to get info or a reaction from someone illicit not legal eminent respected imminent about to happen immanent permanent part of something emit to send out gas/heat/light omit exclude envelop cover something envelope what letters go in everyday consecutive days every day used a lot exhaustive repetitive use exhausting tiring expandable gets bigger expendable to leave out explicit gratuitous implicit complete fair reasonable fare cost farther far further more flaunt exaggerate flout intentionally formally properly formerly before foreboding over-powering forbidding not allowed forth forwards fourth first, second, third†¦.. gorilla large monkey guerrilla unofficial military group hear sounds here present heard noise herd flock/gaggle/group hoard collect/store horde large group hole hollow space in something whole complete human people/person humane kind implicit complete complicit involved in imply suggest implicate suggest someone is involved in something infer guess something based on the information you have incur experience something unpleasant occur to happen indeterminate impossible to know interminable lasting a long time, in a boring way influence make an impression affluence wealth ingenious really clever ingenuous honest its belongs to it’s it is knew knowledge you have new not old know knowledge no denied laid the past of lay lain lied down later in the past latter near the end of a period lay to put something down lie horizontal lead to take charge led had taken charge lessen to weaken lesson what a teacher teaches lightning weather lightening not as dark loose not fitting tightly lose to not win maybe perhaps/possibly may be accepting something as true despite your opinion on it meat flesh meet assemble mete punish metal hard, shiny substance medal metal object given as a prize mettle determination when doing something miner someone who works in a mine minor not important moral right and wrongs morale the meaning passed to qualify past something that’s happened patience to stay calm patients sick people peace tranquility piece a part of peak the top peek a quick look pique annoyed pedal foot operated part of machine petal part of a flower peddle to sell perpetrate do something bad perpetuate elongate personal relating to a person personnel staff persecute treat someone unfairly prosecute to convict perspective viewpoint prospective potential buyer plain ordinary plane flying vehicle pore small hole for sweat to pass through pour make liquid flow from a container precede to happen before something else proceed to go forward precedent to set an example for others president the head of prescribe give medical treatment proscribe to not allowsomething presence being in a place presents gifts principal most important principle basic rule quiet no noise quite completely rain precipitation reign to rule rein straps that control a horse raise to lift raze completely destroy rational reasonable rationale the reason reluctant unwilling reticent saying little about what you feel respectfully showing respect respectively in the same order reverend Christian official reverent showing respect right correct rite traditional religious ceremony write produce words road surface built for vehicles rode to have ridden scene a view seen to have looked sense logic since from a time in the past sensible well behaved sensitive to be dealt with carefully sensory connected to the physical senses sight vision site a place of importance cite mention something as proof simulate to mimic stimulate to make something happen stationary still motion stationery office supplies straight not curved strait narrow area of sea suppose think something is true supposed to expected to do something taught educated, instructed taut stretched very tight than used to compare two things then at that time their belongs to them there used to show something exists they’re they are through from one end to the other threw to have thrown thorough completely to used to give the reason too as well as two comes after one track narrow path tract large area of land visual relating to seeing visible able to seen waist around the middle of your body waste a bad use of something waive allow someone to break the rules wave move hands from side to side weak not strong week 7 days weather conditions in the air above the earth (wind, rain etc) whether if, or not wether a castrated ram where to, at, or in what place were past tense of be which determining pronoun witch woman with magical powers whose which person owns or is responsible for something who’s who is your belonging to the person being spoken to you’re you are yore a long time ago What's next? Familiarize yourself with some other errors you're likely to see on the Identifying Sentence Errors questions, like pronoun agreement, adjectives vs. adverbs, and subject-verb agreement. More concerned about the big picture? Make sure you know the best way to approach Identifying Sentence Errors and Improving Sentences. If you're a member of the class of 2017, determinewhether you should study forthe current SAT or the redesigned version with this guide. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

UK Taxation System Research Paper Example | Topics and Well Written Essays - 3000 words

UK Taxation System - Research Paper Example There are certain types of income that do not attract tax. They are benefits, income from tax-exempt accounts and special pensions. Residents of the UK are eligible for tax-free allowance called personal allowance, which is an amount of taxable income which the resident is allowed to earn each year. This allowance is free of tax. For the year 2008-2009, the tax-free amount is fixed at '5,435. If the individual is over the age of sixty-five, this amount is likely to increase. A registered blind person can claim tax-free blind person's allowance. Income tax is applicable on taxable income after the tax-free allowances. Certain deductible reliefs and allowance will reduce the tax bill of an individual. Some of the deductible allowances are married couple allowance, maintenance payment relief, and tax relief on pension, donations to charity based on gift aid or payroll giving. There are some other amounts which can be reduced from the tax bill. They are an allowance that decreases tax in retirement, tax advantages of personal pension and offers to charity (Income Tax, n.d). The revenue-raising methods of the UK government have come to debate with the abolition of 10 percent tax. The 10 percent tax was abolished to simplify the tax system. This is likely to affect the poor household which enjoyed limitations in paying tax. The reduction of the tax rate from 22 to 20 percent and the abolition of 10 percent tax are set to affect people whose annual income is less than '18,500. This initiative has raised argument because five million people who fall under the low earning group is targeted to raise more tax revenues. Simplification of tax is appreciable but the abolition of 10 percent requires identification of people who fall under the category and necessary benefits should be provided to help them. While families without children would be the worst effect, low-income families with children are expected to be in a better position. The tax reform will affect the already high cost of living of poor people (Abolition of 10 p tax, 2008).

Impact of Teachers on Agriculture Research Paper

Impact of Teachers on Agriculture - Research Paper Example The research will highlight effects of teachers on this discipline (Agbaje, Martin & Williams, 2001). Statement of the Problem It is imperative to have an effective education system, which will ensure improved students’ performance. The effectiveness of an education system derives from the ability of teachers’ to give knowledge to the students. The teachers will have key implications onto agricultural education. Consequently, it is vital to make a research on the implications of teachers in this discipline, which is an integral constituent of the entire education system. Understanding the implications of teachers on agricultural education is fundamental, since it will provide findings which can enable the appropriate authorities improve the education system. Teachers may have huge impact on agricultural education. Therefore, it is critical to understand them so that the authorities can adopt appropriate policy measures, which will ensure improvement in teaching of this discipline (Byrne, 1998). The current performance in this discipline is poor. Hence, it is vital that tutors embrace appropriate teaching strategies, which, in turn, will improve students’ performance. Purpose of the Study   Teachers have the core duty of passing on knowledge to students. Therefore, they are central factor in the students’ learning process. The teaching methods will influence the learning process significantly. Therefore, it would be crucial to understand what teaching strategies can improve students’ performance in agricultural education. Additionally, the research will evaluate not only the teaching strategies, but also their application in inculcating agricultural knowledge. This research will evaluate several aspects on the implications of teachers in this discipline. Therefore, this research will circumnavigate the core roles of the teacher in inculcating agricultural knowledge in students (Croom, 2003). Objectives of the Study This resea rch seeks to accomplish certain objectives, which include; I. Determine the strategies that teachers use in agricultural education II. Determine the impact of such strategies on the students III. Determine whether teachers’ strategies are relevant in agricultural education. IV. Determine whether the teachers have adequate agricultural knowledge to satisfy the students’ knowledge requirements. Research Questions I. What strategies do teachers use in agricultural education? II. What is the impact of teachers’ strategies on students? III. Are teachers’ teaching strategies relevant to agricultural education? IV. Do teachers have adequate agricultural knowledge to satisfy the students’ requirements? Definition of Terms Teaching strategies-The teaching measures that agricultural teachers have embraced in passing knowledge to students. Curriculum - an outline of what students should learn in a certain discipline over a given period. Each subject will norm ally have a curriculum that a teacher should follow. Quality assurance - this term refers to a set of measures that seek to ensure goods or services meet a certain quality threshold. Limitation of the Study The domain of this research will be large since the impacts of teachers on agricultural education will be multifaceted. This means the implications may be educational, psychological, and discipline concerns. Therefore, this

Impact of a major change at Blacks Essay Example for Free

Impact of a major change at Blacks Essay As I also stated in my introduction there have been many changes at Blacks recently in the last few months. Blacks are a fairly new business but have already become on of the UKs leading suppliers of outdoor gear. Since opening they have generated high revenue and have been highly profitable every year. Every year Blacks beats the previous year in sales which shows that their market share is also increasing. As Blacks looked at their financial status at the beginning of the year and looked at their objectives there was suddenly an opportunity in the market. Competitor called Outdoors, who supply similar products to Blacks for camping was in financial crisis. The only way for Blacks to increase their market share is to close in on competitors. Blacks saw their opportunity and starting buying Outdoors shares. Before buying shares though Blacks approached Outdoors and asked if they would be willing to comply with a friendly take over, but they rejected hoping that there financial crisis would be resolved. It soon became obvious that they were in too much debt so Blacks seized their opportunity and bought them out. A hostile takeover was imposed and there was nothing the firm could do. They tried to resist the takeover bid but could not manage the finances. The board of directors did their best to ensure shareholders that their interests would be best protected with the current board but many fled They are now in the process of changing these stores into Blacks stores. The implication of this change has had a big effect on both Blacks employees and Outdoors employees. There were feelings of fear as to what will happen with so many job that and who would work in the new stores. In order to show compassion to the existing workers of Outdoors it was decided that they were going to keep the majority of workers and only make a few redundant that had little product knowledge or were just simply not needed. However the staffs were assured that changes would be made in the culture so as to meet the required level of customer service that Blacks offer. This caused some unrest as they resisted to changes Due to workers being let go some rumours got around through to Blacks stores that existing Blacks employees may have been dropped. However it was just a rumour that fizzled out and started with no real reliable source. This was one main change that happened at Blacks. Another was the change of manager at the beginning of the year. As I have already stated the change in manager has not been the best to date. The new manger has adopted an autocratic style of management. This leaves no space for ideas to be shared or any participation in decision making. As a result of this many workers were threatening to leave as before the manger had come we were constantly making bonus by reaching our targets. Since he came though, we have not been able to make target because the workers are de-motivated. Ways of handling Resistance to Change The new changes at Blacks have affected the natural order of things at the workplace, for example, new working practices will be introduced, staff have been made redundant and some staff may be re-located to new stores. This in itself will lead a natural resistance to change, so the question is: how should managers handle this resistance to change? I will propose six easy steps: 1. Managers should keep workers informed at each stage as to what is going to happen. This can be done by having: -regular staff meetings -regular discussions -issue bulletins -team briefings 2. Managers need to involve workers in the decision making process. This way it helps them to feel a part of the organisation 3. Take steps to avoid rumours spreading and misinformation circulating within and outside the company 4. Set up works council where worker representatives can meet with senior management and discuss issues pertaining to the future of the business 5. Invest in training to enable workers to cope with change, also offer counselling to the workers who may need to be made redundant 6. Review the organisational culture to ensure it fits with the future plans for the business

Mothers & Daughters Essays -- essays research papers

Mothers and daughters have been written about, criticized, publicized, condemned, and praised for a long time. As more and more material becomes available on mother-daughter relationships, it becomes apparent that being a mother and being a daughter means different things to different people depending on race, economics, social status and blood type. This paper will explore the meaning of being a mother and being a daughter by combining all of these independent variables. A definition of motherhood and daughterhood will be clearer, however, as experience will tell us, not everyone can be categorized, or even explained. In "Choosing Consciousness", Elizabeth Minnich describes mothers as: ".The people who take day-by-day care of children, the ones whose lives are intricately involved with their children, the ones who keep the children safe, who wrestle with their souls and fight with them and love them and try to heal them and give up on them and give in to them" (Minnich, 195). In her opinion, as well as many other authors we have read, a mother does not need to be blood related. She only needs to care for her child, be there for her child, and love her child. She is the dominant woman force in her child's life, influencing, teaching and setting an example for her child. This idea is reflected in other cultures as well. In black communities, especially, a mother is not necessarily one who gave birth to her daughter. She is the person who sets examples for the daughter and is there to help coach the daughter through the trials and tribulations of life. "Biological mothers or bloodmothers are expected to care for their children. But African and African-American communities have also recognized that vesting one person with full responsibility for mothering a child may not be wise if possible" (Collins, 47). Collins believes that in order to be a mother, you only need to care for a child, and this idea has been central to African and African-American motherhood. Community outreach and the caring of adjacent women have been very important to the raising of daughters in black communities. Although being a caring and nurturing force in a daughter's life is central to becoming a mother, other pieces we have read have supported the idea that a mother needs to teach her child to grow, and then let her go to off to find her... ...g, ethical, etc." (Flax, 68). Our "eurocentric" perspectives on black mothers have debilitated society from seeing what motherhood really is in African-American communities. As Collins put it, "Adhering to these standards brings the danger of the lowered self-esteem of internalized oppression, one that, if passed on from mother to daughter, provides a powerful mechanism for controlling African-American Communities" (Collins, 45). In all that we have read, I have expanded my knowledge about the mother/daughter relationship into realms that I never knew existed. Considering my close relationship with my mother, I was unaware that other relationships like mine existed and that relationships so different from mine were possible. I have enjoyed to opportunity to research into the lives and minds of so many scholars. Viewing these relationships from other perspectives, other cultures and other races has shown me what a mother means to different people with different experiences. The only thing that remains central is the idea that mothers and daughters should nurture each other, comfort each other and, most importantly, learn and grow with each other.

Me Talk Pretty One Day

Me Talk Pretty One Day â€Å"Me Talk Pretty One Day† is an essay written by David Sedaris. David is forty-one years old, but he does not think it is too late to learn French. Despite the fact of his age he moves to Paris with the hope of learning a new language. A month before he left his city, New York, he went on some sort of evening school to learn the language just a little, before leaving for France. The apartment he got in Paris was only a ten-minute walk from school.After paying for his tuition, he was given a student ID, which gave him access to lots of facilities. He was very nervous the first day of class, because he knows that everyone there was expecting to perform, to perform well, also because he didn’t know anyone. He felt intimidated by the looks of the young students in the class, but also because their French sounded almost fluent already. He wasn’t the only foreign in class, they were gathered from lots of different countries like Poland, Germa ny, China, Holland, Korea, Italy, Yugoslavia and Japan.They were all in the same boat. French were the only language to be spoken when class starts, not only by the teacher, also by the students. The teacher talks condescending to the students at any time: â€Å"How very interesting. I thought that everyone loved the mosquito, but here, in front of all the world, you claim to detest him. How is it that we’ve been blessed with someone as unique and original as you? Tell us please. † (Line 35-37, page 1). This is the first time the students and teacher meets and the teacher is some sort of attacking them already.But no one understands everything the teacher says, only some of it. One by one the students were to tell about what they hated and loved after which the teacher were orally tearing them to pieces. When it was David’s turn, he tried to absorb as much of her abuse as he could understand. The teacher was using a method where she is questioning the students w ith all kind of questions. By using the method the students should be able to answer whenever she approached them with a question.The teacher used the students to practice any of her five fluent languages: â€Å"I hate you†¦Ã¢â‚¬  (Line 88, page 3). David â€Å"gave† himself a new identity â€Å"David the hard worker† and started to ignore everything when he was in class, because he was so eager to learn it. As time passed he didn’t see improvement, but one day when the teacher was scolding, he for the first time since he arrived to France understand everything. That gave him the desire to learn even more. The tone of the essay is very calm and easily understandable.The way he in the beginning is listening to the teacher scold them by saying: â€Å"I you not have meimslsxp or lgpdmurct by this time†¦Ã¢â‚¬  he gives us a concerning about how it was just to sit there without understanding much of what you are told, which I think gives me a figurative picture. David’s attitude towards learning French is remarkable, â€Å"I’ve moved to Paris with hopes of learning the language† (Line 6, page 1) He sounds like he does not even know if he will learn it, he is just giving it a shot. It sounds like he I taking it step for step.And the fact that he only had a month with French before he arrived is fascinating and requires courage. â€Å"I absorbed as much of her abuse as I could understand, thinking – but not saying – that I find it ridiculous to assign a gender to an inanimate object incapable of disrobing and making an occasional fool of itself. Why refer to Lady Crack Pipe or Good Sir Dishrag when these things could never live up to all that their sex implied? † He thinks of commentating it, but keeps his mouth shut, because he is cleverer than that. He uses the references to â€Å"Lady Crack Pipe† and â€Å"Good Sir Dishrag† as if they were their teacher.He also calls the tea chers way of teaching is like being with a wild animal, something completely unpredictable, which was the reason why he learned to â€Å"defend† himself. In spite of his eager to learn the language he became afraid to ask for directions or stopping for coffee. The teacher made him so afraid of saying the wrong words that he didn’t want to speak at all. But when he finally understood the words the teacher was saying to him, a new world opened up in front of him and with great joy he responded: â€Å"I know the thing that you speak exact now. Talk me more, you, plus please, plus. †

Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle Essay

There is often an assumption that, if we give people some training it’s bound to do some good and often simply experiencing a training event can result in learning. However the chances are far greater when a systematic approach to teaching is applied. The ‘teaching/training cycle’ is the classic method of carrying out the teaching process. It is a logical and structured approach to teaching which ensures that the needs of the learner are effectively met. The teaching cycle is a cyclical model of experiential learning which consists of a five stage learning sequence which encourages continuity from one experience to another. It can be approached at any stage, but it needs to be followed through to be effective. Taking shortcuts at any stage can lead to ineffective teaching/training. It is paramount that the role, responsibilities and boundaries as a teacher are understood and integrated within the parameters of the cycle for learning to be effective. A teacher’s role in the Lifelong Learning Sector is broad; indeed Harden and Crosby (2000:334) identified twelve distinct roles of the teacher, however this falls short of the nineteen roles identified by Wilson (2008:6). Some of the functions sit within specific stages whilst others embrace the whole of the training cycle. Identifying learners’ specific needs is critical because if these are not identified, the training will not achieve the intended outcome. It is vital to ensure that the training has the correct purpose. At this stage it is important to assume nothing. Stage One- A diagnostic assessment (Training Needs Analysis) evaluates what is already known whilst exploring learning outcomes. This is accompanied by initial assessment (S4L screening); an analysis of Learning Styles and ICLP (learning plan). At this first stage it is key to establish boundaries with  the learner; Bluestein (2010 Online) identifies eleven reasons to use boundaries including â€Å"being able to express your limits and to communicate the conditions or availability†. The teacher must foster integrity and confidentiality in order to establish trust and respect with the learner. It is also important to remember the teacher’s role as a role model and that you only get one opportunity to create a good first impression. As a teacher it is imperative that you are punctual; dress appropriately; use appropriate language and feedback at the appropriate times. It is important to portray a professional image and to be seen to work within the boundaries of the law, professional codes, values and ethics. Teachers are responsible for pastoral care; for looking after the personal and social wellbeing of the individual including the health and emotional support of the learner. Often issues can be picked up early in the cycle and the teacher can then support the individual. The learner may need financial, health and learning support which can be gained via referral to a support service. Occasionally they may need a break from the programme in order to resolve personal issues and only then is the individual able to reach their full potential. The needs and objectives of the learner should be routinely examined throughout the programme through direct and indirect feedback so that the individual feels supported and valued and is able to reach their full potential. Stage Two – The teacher is responsible for planning and designing a programme of study that responds to these needs. This involves the teacher designing a scheme of work and model of delivery; individual lesson plans and sourcing resources. Stage Three – Stage three focuses on delivery with the teacher providing appropriate methods, resources and support while facilitating learning. Approaches to learning will depend on the number of students and learning styles of the group. Stage Four – Giving learners access to fair assessment; the teacher assesses and checks learning and monitors progress. This is an opportunity to feedback on success or initiate change. Stage Five – Involves gaining feedback as part of the evaluation process; the teacher and the learner review the effectiveness of the course and consider any information, advice and guidance (IAG) the learner may need to progress with their development. The teacher analyses retention and success levels. The teacher is responsible for contributing towards the administration of the programme and contributing to Quality Assurance. The teacher has a duty of care to facilitate learning to everyone without discrimination within a safe learning environment and to ensure that all learners receive a positive learning experience and achieve their goals. References Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Harden et al (2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning Bibliography Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Fox, R. (2005) Teaching and Learning. Oxford: Blackwell Publishing Ltd. Harden et al(2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Petty, G. (2006) Evidenced Based Teaching. Cheltenham: Nelson Thornes Ltd. Wilson, J. (2000) Key Issues in Education and Teaching. London, New York: Cassell Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning

What means does Alan Bennett use to help us to understand the truth about Lesley in Her Big Chance Essays

What means does Alan Bennett use to help us to understand the truth about Lesley in Her Big Chance Essays What means does Alan Bennett use to help us to understand the truth about Lesley in Her Big Chance Essay What means does Alan Bennett use to help us to understand the truth about Lesley in Her Big Chance Essay Talking heads was a BBC drama television series produced in the late 1980s. The first six monologues were screened in 1987 and a further six were broadcasted in 1998. The monologues give us access to peoples most private thoughts. The individual tells their side of the story. Sometimes they reveal a lot more than they mean to, leaving the audience to investigate their lives further and piece together clues from what they say to create a character in their mind. Each monologue shows us a varied life. They are all melancholy and dramatic. These monologues also give us an insight of everyday British lives in the 80s. Her Big Chance is about young imprudent women named Lesley. Her obsessive career as a professional actress takes over her whole life so it becomes not just a job, but her world. She ends up being seduced by many men and manipulated into things she doesnt really want to do, leading to her acting in an abominable manner. The most tragic element being her acceptance of this treatment, believing it is part of her much admired career. These twelve monologues were written by Alan Bennett, born in 1934. He went to Oxford University and by 1960 he was at his prime. Aspects of Bennetts life can be found in his monologues. During the 30s Britain had a strong sense of community. The nation was hard working but was also male dominated. There were strict morals such as girls having to be married before sexual intercourse. We can see some opinions from the 30s reflected in Her Big Chance. For example, Lesley sees it as normal for men to push her around and abuse her. Bennetts early years were spent during World War Two. This harsh upbringing means he would have encountered shortages, caution, great fear and perhaps at times boredom. The audience will notice that young Lesleys life in the beginning is merriment and over exaggerated. This could represent what Bennetts childhood lacked, and the things he desperately wanted in his younger years. Bennett says at the begging of talking heads he has met many Lesleys, evoking the idea that the monologues are semi-auto biographies. The monologues were cheap to produce. During the 80s the BBC was cutting back their drama budget; therefore Talking Heads was the perfect series to put on air. The series was produced using just two cameras and each monologue took only six hours studio time to create. Compared to earlier high quality dramas, Talking Heads was a successful drama on a tight budget. Thatcherism played an immense influential role in peoples lives in the 80s. When Margaret Thatcher became the first women prime minister in 1979, the idea of community was beginning to break down. People became more independent. We see the feeling of independence in Lesleys character at times. The feeling of freedom spread and with it raised the divorce rate. Society became hard working but selfish. It was now believed that you could do anything if you tried hard enough. The idea of fame became exceedingly popular. Lesleys opinions and morals are linked to this reforming society and culture. She believes that if you give a lot you get a lot. She also thinks she is famous. Although the equal rights act being introduced a few years before Thatchers rise to power, Britain still held many aspects of a male dominated nation. We can see this when the men in Her Big Chance manipulate Lesley into doing things she is reluctant to do. However, she still obeys them. This drama is called Her Big Chance, but why did Bennett choose this title? I believe the purpose of this title is to mislead the audience. Bennett has used irony here to get our brains thinking about various meanings within the title. It holds many meanings and represents both Bennetts and Lesleys view of the situation in the monologue. When the audience first read the title, they presume this drama will be about a person, who has come across an opportunity that could change their life forever in a positive way. Once we have read the monologue thoroughly and understood Lesleys character, the titles hidden meanings are revealed. As we see in the monologue, due to her lack of understanding, Lesley always considers her role in the pornographic movie as a useful experience and never regrets coming across the job ( as we see when Lesley tells us shes glad she went to the party because thats how she got the part). So the title, if taken literally, represents Lesleys interpretation of the monologue. She really did see this as Her Big Chance and still does. However, Bennett could have written the title with the intention of a sarcastic meaning. This would be supporting both Bennetts and the audiences personal view of the situation. This wasnt really Her (Lesleys) Big Chance, his just making fun of her. This title gets the audience thinking like Lesley, in the beginning. By the end of the drama, we see the true Lesley, and think like Bennett. This is what happens in reality when we build a relationship with someone. Firstly we go by the persons opinion of them self. We then begin to find out their true personality and our view of them as they reveal more about their past and we watch their behaviour and interaction with others in general. Bennett begins this monologue with a dramatic and highly shocking opening. This rather bizarre comment by Lesley helps the audience understand more about her ludicrously stupid character. The first line she says is, I shot a man last week. In the back. I miss it now, it was really interesting. Its only the first line, and the audience has already been drawn in. I think Bennett wrote this cold and peculiar opening line to get the audience interested in this mysterious character encouraging us to read on and find more about this situation and this persons psychotic and sadistic personality. The word interesting evokes this image. The frequent use of fall stops and comers in this sentence builds up the tension even more so. However, the audience still have more unemotional and evil comments in store. This stone- hearted person then says Still, Im not going to get depressed about. Bennett seems to be turning the audience against Lesley by infuriating us and inflicting hatred towards her character. The idea that someone could be so heartless about a murder they just committed is almost unbelievable. She continues with the story, telling is more unwelcoming comments. Suddenly she talks about crossroads and her acting career, this disappoints the audience a little but without this opening, we would miss out on many aspects of Lesleys character. The audience see this being about a woman whose life is life is action filled and exciting. When we encounter Lesley getting a part in a pornographic, we are just bewildered; this was not what we were expecting after reading this opening about a cold-blooded murder. As we read further on we find out the truth, and the opening reveals some of Lesleys hidden characteristics. Lesley revels the truth about this opening. The audience see that this murder was acted out by Lesleys character, Travis, He spins round. Travis fires the harpoon and you see the spear come out of his back. This over exaggerated opening shows us Lesleys incapability of drawing a line between home life and work. She appears to be trying to intimidate the audience giving her the feeling she has authority over us, and all the characters in the monologue, reassuring herself. She is abused so much in the monologue, that maybe she doesnt want to risk being mistreated in this way again. She believes this threatening opening is the way to stop this. Bennett could also be trying to tell us that Lesley is ashamed; shes covering up and manipulating the immoral truth so it doesnt look as negative. Throughout the monologue, the audience will notice Lesley insulting other characters. Lesley rarely sees when she is being mistreated, but when she does recognise this foul treatment she snipes back with a harsh insult. Not only does she snipe when she feels bullied, but also when she feels her authority has been overruled by someone else. This can be seen when Lesleys water skiing role is given to another women. She tells us she is Pleasant enough, but doesnt look a bit like me (her), clearly bettering herself. She then makes comparisons between the new girl and herself. Im quite petite, only she is on the large side and whereas my hair is auburn, hers is defiantly ginger. Lesley emphasised the fact the new girl is ginger, which is clearly an insult. Its obvious Lesley is jealous of this woman for getting her much wanted role, because she is bettering herself by insulting her. If Lesley was really a professional like she says she is, she wouldnt be sulking about a small part like this. Bennett is showing us here her immaturity. Maybe Lesley has glimpsed the truth that she is not really a great actress and so makes nasty comments about the womens appearance, reassuring herself that although she may be the better actress, she has the better appearance. Lesley never, even at the end of the monologue understands her role in this movie. Bennett is showing us here her stupidity. At the beginning of the monologue when she is talking about the party, she tells us that shes glad I (she) did (went) because thats how I (she) got the audition This just sums- up Lesleys ridiculously stupid personality. She has had a week to think this over and still, she doesnt understand that she was used and manipulated into acting in a pornographic film. The director Simon asked to see her in her bra and panties They forced her to apply sun-tan lotion while topless, and yet has failed to see the film for what it is. But why? I believe that Bennett is not just showing her stupidity here, but her almost identical personality with Travis. Travis goes around topless and draws male attention, Lesley sleeps with three men during the monologue. This is just one similarity. Travis is abused by men in the monologue, Lesley tells us that Travis was hit my her boyfriend at an earlier junction Lesley is always mistreated by men, by saying you knew he was my boyfriend because at an earlier junction youd see him hit me across the face she is really telling us that in her eyes thats how men treat woman, and that its a fact of life. Could Bennett be highlighting the problem of sexist men in the 80s and how Britain was male dominated? Being so like Travis means that all of this seems normal to Lesley. There was nothing suspicious about having to act someone sleeping around and filming sexual intercourse scenes. Lesley does this in real life, sleeps around. As the audience sees, Lesley is constantly manipulated and abused such as the comment from Scot Lets face it, dear. Youre not used to working. Why dont you bring you knitting? and many other insults throughout the monologue. Lesley also tells us that Travis is a good-time girl, although you never see me having a good time. This is just like Lesley, she tells us about this part and how she shot a man in the beginning, but we never see her having any fun. This is why Lesley fails to see anything wrong with this film, she doesnt draw a line between acting and real life as Scot says to Lesley when she says it back to real life he replies some of us never left it. Showing, characters in the monologue also see this. This conversation also shows us that Lesley, although she constantly tells us she is, is not a professional. Professional actresses do not live their part. They dont go around sleeping with their directors like Lesley. However we can see why Lesley fails to see the film for what it is. If we was to get an acting job, and our character we played was like us, we wouldnt see anything wrong in it because we would be insulting our self if we said anything negative about the character. Lesley agrees with Gi nter that the film is very moral She wouldnt want to say it isnt because that would be calling herself immoral. Although that is exactly what she is, she wants to hide away form the truth, she only likes to hear what she wants to hear. Lesley manipulates information to help us understand more about her character. The audience can see Lesley manipulating information when she goes to a distant friends party. She tells us that she surprise(s) her friends by not being much of a party goer. She uses the excuse that she would rather curl up in a book The audience never see these friends and she gives no names, and it is clear that Lesley is extremely lonely and has no one. Lying in this way shows us she is ashamed and embarrassed of who she is and desperate to make new friends. She goes up to Spud as soon as she sees him. Why isnt she talking to her friends? If she had any she wouldnt have been on her own in the first place. She uses the excuse would rather curl up in a book, because she probably never been to a party. Lesley goes into so much detail about it that its obvious she is excited about it proving she has probably never been to one before in her life. Lesley being manipulated by so many men proves she is too trusting, but still thinks shes better than them. We can see this when she sleeps with Spud after the party. Spud and Lesley get talking about a film project Spud is working on. He asks Lesley if she is an actress, Lesley replies Interesting you should ask because as a matter of fact I am. The audience have just herd about her past experience on crossroads. She seemed interested in anything except acting out her part as an extra. Even this small role witch did not involve any speech, was too difficult it seems for Lesley to manage. All she spoke about was the layout and the props. This just proves to the audience she is not a Professional actress like she says she is. She is just an extra and she cant even sit and eat a meal. If Lesley was a professional she would have gone into detail with Spud about her possible role but she doesnt, evoking the idea she is far too trusting and an easy target. When Spud comes back, he tells Lesley that the director is seeing possible replacements at an address in west London. He tells Lesley that he is based in Ealing which is also west London. Although he has just pointed out, Lesleys stupidity has got the better of her and still hasnt worked out why Spud is telling her this. The audience by now are beginning to see what he is after. Lesley tells him that her stamping ground is Bromley for her sins. He replies with thats a fairish cry. Why not bed down at my place The audience automatically knows what he wants and now, so does Lesley. The audience are thankful and relived when she says Thank you kind sir, but I didnt fall of a Christmas tree yesterday, meaning I am not stupid. This quote can also represent Lesleys humorous language. These over exaggerated terms clearly show that Lesley is trying to appear well-educated and sophisticated. Maybe to gain authority over Spud? It seems that its a constant battle with Lesley too be better and higher than everyone, she does this through her language and snipes. But we and Spud see right through this. He covers this accusation up by telling her he has a son in hotel management and a daughter with one kidney and he has his sister-in-law staying. Most women by now would have walked away. Most people wouldnt even sleep at a strangers house. But this is Lesley, and she does. Then we are then told His vest had electrician all over it. She dont see the sister-in-law, and she comes up with the conclusion that she is still tracing around Olympia Why, didnt Lesley walk out when she noticed that these were all lies being told? This shows us both her stupidity and her trustworthy attitude are negative characteristics. Saying his vest had electrician all over it is heightening her status. She is associating him as a person from the lower class. Showing she feels guilty and needs to make herself appear better than him, even though she has just been tricked into having sexual intercourse with a complete stranger. This lack of understanding makes the audience cringe with embarrassment. Gi nter soon learns how to manipulate Lesley. Throughout the monologue he pressures her into doing many things she is reluctant to do. At the end of the monologue, Lesley asks Gi nter if she was Travis? And whether he was pleased with (her) my performance? Its the next line that revels and basically sums up Lesleys exceedingly foolish and immoral personality. Gi nter reassures Lesley that if someone is a bad actress (he) I cant sleep with them. The audience find this quotation exasperating. We have given so many chances to Lesley, forgiving her. However, she continues acting in this disgraceful manner. Here, Gi nter is manipulating Lesley with complements; once Lesley feels part of a group she will do anything. This shows the audience that what Lesley is really lacking, is the feeling she wanted. After this, she tells us Gi nter is a real artist even though she has just been manipulated for the third time into sleeping with a man. She usually insults men after they have tricked her. Gi nter is an exception, now she feels wanted by someone, she is nice to them. Lesley is so unintelligent that she fails to see what Gi nter is doing to her. Bennett has shown us here that Lesley will do anything if complemented. Bennett manages to get a serious message across, and still make this a comedy at the same time. He does this by Lesleys use of film parlance and pretentious use of language. Not only does it add humour into the monologue, it also helps us understand yet more about Lesleys complicated character. An example of unintentional humorous language is when Nigel says were cooking on gas. He says this as a metaphor. Lesley takes this literally and replies oh. I prefer electricity. By doing this Bennett is entertaining the audience and stopping us from feeling tedious. It shows us Lesleys persistent failure to understand everyday terms. Lesleys ability to slip in a few specialist film words in her everyday speech such as we slated for the part and we wrapped about six show audience that acting is part of Lesleys everyday life and is her only real interest. She explains what each term means. When she says (thats film parlance for packed up) she is patronising and insulting the audiences intelligence. Her ability to be able to slip in these technical terms s also tells us she is very dedicated her career. Bennett then makes the audience see this is not the case. When Lesley is talking about her experience on crossroads, we can see that acting is not her main priority. She discusses toilet and food preparations. She then wonders why people dont give her serious parts. The truth is she is not a great actress people just say it to win her over. The audience find Lesleys over exaggerated terms such as Thank you kind sir also quite amusing. This use of language clearly shows that Lesley does not get out much. This monologue has helped me understand more about the abuse everyday British women suffered in 1980s. By using these techniques, Bennett has revealed Lesleys darkest secrets and taught us her true personality. The dramatic opening shows the audience that women wanted to escape this treatment. They acted as if everything was fine and that they werent being mistreated by men. Lesleys character is representing many British women at this time. We feel sorry for Lesley at first, but her stupidity turns us against her. The monologue is quite upsetting; the audience laugh at Lesley because of her pretentious use of language and over exaggerated terms as well as all the characters. Sometimes we cant help but feel sorry for her. Its when she shows little sign of regret we start loosing sympathy. Even a week later she still doesnt regret being part of this film. Bennett defiantly succeeded at showing us this. He does in a clever way; he doesnt quote these ideas in directly but adds a few hints in throughout the monologue.