Blaw Essay Example | Topics and Well Written Essays - 500 words

Blaw - Essay Example If Stanford’s advertising only consisted of some form of multimedia, then slander would apply. If, however, Stanford used a written form to advertise then Cornell could sue for libel. In order to prove their case, Cornell would have to have proof that Stanford’s claims are false. The most obvious form of proof is that Cornell actually tests its software and does not have their customers do so. Also, a third party would usually have to testify that they heard or saw the false advertising. Since this advertising was meant for the public, anyone could act as a witness. Finally, Cornell would also have to prove that Stanford false actions have directly led to Cornell losing sales to Stanford. This last part would be difficult to prove, as there may be other factors for Cornell losing sales to Stanford, but if found guilty then Stanford would likely have to pay damages to Cornell. 2. In order Flo to recover damages from Dan, he must show that it was Dan’s responsibility to look after his truck. Then Flo must prove that Dan failed to uphold his duty by not setting the parking brake when making a delivery. Next, Flo must show that by Dan not setting the parking brake, his truck caused a chain of events that eventually ended in Flo receiving injuries from the falling crane. If Flo can prove that he did not get injured through any actions of his own, then the only other alternative is the falling truck, which fell due to a burned wall, which caught on fire due to the gas station pump, which only burst due to the truck crashing into it. The onus is on Flo to prove that each of these small events was influenced by the other and that Dan is ultimately responsible for every incident that occurred as a result of him not setting the parking brake on his truck. Whether Dan intended to leave the parking brake off is not in question, only if his actions caused Floà ¢â‚¬â„¢s injuries. Because Dan was a representative of EZ Delivery Company, Flo can ultimately

A Critical Analysis on William Blake Essay Example for Free

A Critical Analysis on William Blake Essay As romanticism flourished in Europe in the late eighteenth and early nineteenth century in European culture one of the figures that stood foremost was William Blake. A poet, an engraver-putting it simply, an artist, many have raised an eyebrow with his lifestyle and works. Being a lyric poet, a visionary and even a mystic at times people have come to doubt his state of mind, whether or not he truly was an artist or simply insane. Wordsworth, for example, commented that there is no doubt that this poor man was mad, but there is something in his madness which interests me more than the sanity of Lord Byron and Walter Scott and John Ruskin similarly felt that Blakes work was diseased and wild, even if his mind was great and wise(Dover,1998). Looking into Blake’s background, we find that he lived an impoverished life in what we could say, was almost absolute seclusion. His interest in outside ideas rested on being able to refute them. Blake’s seclusion was not simply limited to isolation from other beings, it was also an isolation of the mind; which has lead to many great works which differ in style. Blake’s writings have ranged from lyrical such as his Auguries of Innocence (Erdman and Bloom, 1965) as seen: To see a world in a grain of sand And heaven in a wild flower Hold infinity in the palm of your hand And eternity in an hour. through highly elaborate apocalyptic and visionary . He purposely wrote in the manner of the Hebrew prophets and apocalyptic writers. See more: how to write a critical analysis essay step by step He envisioned his works as expressions of prophecy, following in the footsteps (or, more precisely stepping into the shoes) of Elijah and Milton. In fact, he clearly believed himself to be the living embodiment of the spirit of Milton (Gastfield, 2007). On other occasions, Blake’s way of writing shifted to a highly speculative and paradoxical view which is very much evident in his The marriage of Heaven and Hell (Erdman and Bloom, 1965) where he writes: If the doors of perception were cleansed everything would appear to man as it is, infinite. This also particularly expressed his rebellion against the established values during this era. Blake accepted nothing and had a yearning so deep, for all that is intangible and unbounded to man under the dominion of God, matter, and reason (Kazin,1997). He was a man who had all the divergence of human existence in his hands, and he never forgot that it is the role of man to be able to find a solution for them. Although his contemporaries may have thought him as insane and having a diseased mind, William Blake was far ahead of his time being a visionary. A non conformist who embraced radical thinking, his works have influenced the lives of a great number of people, even being acclaimed by the underground movement. Having such great talent, and having so many ideas go through his mind, his works were merely an expression of the world that he lived in. A mind which privileged imagination over reason; and believed that ideal forms should be created not by which our eyes allow us to see but by that which our mind allows us to see. It is indeed only through the mind of a genius that such great works could be produced. REFERENCES Dover, Richard. â€Å"William Blake and English Poetry† Willaim Blake: A Helpfile 21October 1998 North East Wales Institute, K. 12 September 2007 http://www. newi. ac. uk/rdover/blake/index. htm Erdman, David and Bloom, Harold. The Complete Poetry and Prose of William Blake. Berkley: UC Press, 1965 Gastfield, Gail. â€Å"William Blake† The William Blake Page, 2007, The William Blake Page 12 September 2007 http://www. gailgastfield. com/Blake. html Kazin, Alfred. â€Å"AN INTRODUCTION TO WILLIAM BLAKE† 4 July 2007. Multi Media Library. 12 September 2007 http://www. multimedialibrary. com/Articles/kazin/alfredblake. asp

Computer Access :: Technology Personal Narrative Teacher

Computer Access My current situation finds me teaching 7th grade block (language arts and geography) at Beach Middle School in Chelsea, Michigan. Chelsea, as a community, is fairly well-off financially. Technology is a priority for its citizens and for its schools. I am currently typing this on my school-issued laptop that is less than a year old. I am sitting on my couch and my cat is sleeping on my left arm. My classroom contains a brand new PC for my students to use and a new HP DeskJet color printer. There are two different labs of brand new laptops at my disposal. I am one of Moran’s â€Å"haves.† Being one of the â€Å"haves† doesn’t mean that my students can use computers everyday, nor would I sign up for that. We have debated and argued and complained and reasoned our way into a sign-up system that works most of the time. For the walk-in lab of twenty-eight laptops, the sign-up sheet is posted one week in advance and is available on a first-come, first-serve basis. The sign-up sheet is posted in the lab itself. It is posted by the Media Center clerk, and she has her favorites. The rest of us are routinely confounded by the apparent speed with which some teachers are able to access the sign-up sheet. For those of us who are not quite quick enough, there are two laptop carts. Each cart has fourteen laptops and a printer. All of the laptops are wireless. We can sign up for one or both laptops at a time. The sign-up sheet is in the Media Center, and the sign-up sheet is available for the entire school year. In September, I can sign up for June. I have done already this year. We have two different sign-up procedures because of the different planning styles of our teaching staff. We in the language arts and social studies departments tend to do our planning months in advance. For at least the last two years, the 7th grade block staff has met in the summer and plotted the course of the year. Computer Access :: Technology Personal Narrative Teacher Computer Access My current situation finds me teaching 7th grade block (language arts and geography) at Beach Middle School in Chelsea, Michigan. Chelsea, as a community, is fairly well-off financially. Technology is a priority for its citizens and for its schools. I am currently typing this on my school-issued laptop that is less than a year old. I am sitting on my couch and my cat is sleeping on my left arm. My classroom contains a brand new PC for my students to use and a new HP DeskJet color printer. There are two different labs of brand new laptops at my disposal. I am one of Moran’s â€Å"haves.† Being one of the â€Å"haves† doesn’t mean that my students can use computers everyday, nor would I sign up for that. We have debated and argued and complained and reasoned our way into a sign-up system that works most of the time. For the walk-in lab of twenty-eight laptops, the sign-up sheet is posted one week in advance and is available on a first-come, first-serve basis. The sign-up sheet is posted in the lab itself. It is posted by the Media Center clerk, and she has her favorites. The rest of us are routinely confounded by the apparent speed with which some teachers are able to access the sign-up sheet. For those of us who are not quite quick enough, there are two laptop carts. Each cart has fourteen laptops and a printer. All of the laptops are wireless. We can sign up for one or both laptops at a time. The sign-up sheet is in the Media Center, and the sign-up sheet is available for the entire school year. In September, I can sign up for June. I have done already this year. We have two different sign-up procedures because of the different planning styles of our teaching staff. We in the language arts and social studies departments tend to do our planning months in advance. For at least the last two years, the 7th grade block staff has met in the summer and plotted the course of the year.

Reaction Paper for the National Museum

When I heard about you asking us to visit at least two museums and make a reaction paper out of it, I was so excited, not only because I know that you can travel back in time but of course there's nothing feels like getting in touch with your roots but by having to experience or perhaps have a glimpse of how it was like. To tell you honestly, I haven't been in a museum in a while and to put it bluntly, I've never been to the National Museum since I was in Kindergarten wherein I can't understand a thing. I didn't realize that the National Museum is divided into three buildings, Anthropology, National History and the Arts. I was excited to see the Natural History because it is the one that is newly renovated and is famous for the â€Å"Tree of Life† which is the centerpiece of the said museum; unfortunately we were not able to see it due to the lack of time but I will definitely visit that one of these days. I didn't realize that the entrance in the museum is free; I wonder why not a lot of people enter it except those kiddos who were having their field trips. There are lots to see but there's so limited time. It would have been better if there's a guide or a curator to tour us around unfortunately they're busy with the field trip of the kids. Here are some of my snapshots of the museum. I don't want to discuss anymore what I've seen inside because everybody who visited it knows about it. What I want to discuss is how the message of how rich our culture is has resonated on me so much. There were so many goose bumps moments when I was touring around the Museum especially seeing the Spoliarium in person. I caught myself staring at its magnificence for around 5 minutes. I was absolutely amazed and mesmerized by it. I was in awe of it and the experience was really indescribable. I'm not sure if I was just emotional or over reacting or if it was really the feeling it creates for every nationalistic Filipino. I felt like having to experience the atrocities of the Spanish Regime. I can still remember way back in Grade School, I was really fascinated with the Philippine History. This piece showed the world how it was like to be a Filipino way back then. A masterpiece that is comparable to Picassos' Guernica in Spain. It was really moving as it showed the violence experienced by our ancestors. Surely it was used to incense the fire burned in the hearts of the Filipinos to fight against such cruelty. I wish someone will be commissioned soon to paint the effects of the Marawi siege, I'm sure it can be a great addition to the National treasury. On the other hand, I wonder why there were no paintings depicting the Marcos dictatorship. I hope that the National Museum was designed according to time or era so it will feel like just travelling back in time, maybe they want to put it together according to pieces. I was wondering how it was like if every artifacts in all of the museums in the country just like the ones in the Rizal and Aguinaldo shrines will be placed in the National Museum, it could have been a surreal experience for me. After everything I saw I can only conclude that we might be a third world country but our heritage and culture is undeniably rich and should be seen and appreciated by all Filipinos. After everything I've seen today, I can't help but be prideful of how rich our culture is and we should celebrate it just how like our neighboring countries like Thailand and Indonesia have preserved their cultures. It surely is the key to the secrets of our past and certainly defines us as a nation full of great treasures that can rival the best museums in the world.

A Discussion About Animals

There are lots of zoos all over the world. A zoo can be described as the collection of various animal species found in nature. People can know about animals by visiting zoos. Whether animals should be kept in zoos or not,different people have different ideas. Some people are in favor of keeping animals in zoos. However,others argue that keeping animals in zoos ignores animal rights. This essay will discuss the pros and cons of keeping animals in zoos. The main advantage of keeping animals in zoos is that they get saved from dangers of predators. By keeping animals in zoos ensures their safety.At the same time,animals would be kept away from disease if they were in zoos. Moreover,animals in zoos are provided with proper diet. In jungle life,sometimes many animals have difficulty finding foods. In zoos,zoo keepers supply animals with food at a certain time. The animals would have an increased life span because there are no predators and they will never starve for food. In addition,ther e are many interesting facilities in the zoo. Animals can use them for fun. Furthermore,keeping animals in zoos is convenient for entertainment of human beings.Zoos provide a way for people to take a closer look at animals and see how they behave. People visit zoos not only for entertainment but also for educational purposes. Many schools visit zoos to know more about endangered species and the way to conserve them. However,there are also some disadvantages of keeping animals in the zoo. Firstly,it can't be denied that some zoos misuse and violate the animal rights. The workers in some zoos treat animals in a cruel manner. Secondly,animals are kept in zoos for a long time ,they may lose their instinct ability to survive in the natural environment.Animals are equal to human beings. Nobody can suffer from depriving of liberty. In conclusion,we have no right to keep animals in zoos. In my opinion,it is wrong to keep animals in zoos. We should respect animal rights. Animals can survive in the natural environment by themselves. If human beings want to know more about animals,they can read books and search information on the Internet or watch TV instead of visiting zoos. Keeping animals in zoos is not the only way to conserve endangered species. We humans can do much more things to protect animals.

Business Model of Re-Book.Com Essays

Business Model of Re-Book.Com Essays Business Model of Re-Book.Com Essay Business Model of Re-Book.Com Essay RE-BOOK. COM BUSINESS PLAN 2013 l. EXECUTIVE SUMMARY INSERT COMPANY LOGO HERE Introduction Re-Book. Com is an online book trading network for students at universities in Asia. Students can find English books they need on the website and trade them or buy them from other members or from the company. The website will sell advertising on the website and charge transaction fees to students seeking trades. Mission Statement Re-Book. Com provides Koreas university students with a convenient and simple way to get English and other foreign-language textbooks and materials for study by onnecting customers and providing high quality service. Re-Book. Com will always serve the customer first and will always use the latest technology to provide better service to members. The managers of Re-Book. Com conduct all business with integrity for profit and enjoyment. Market Success Re-Book. Com provides a unique business model that will ensure its success in this market. No other company has tapped into this market yet, and Re-Book. Com will make solid connections quickly with suppliers and members so that other companies cannot successfully copy the business model. Within 5 years, Re-Book. Com will have more than 10 representatives serving Korean members, as well as branch websites and representatives in China, Taiwan, Thailand and Japan. II. BUSINESS MODEL Why Re-B00k? The number of courses being taught in English is increasing rapidly in Koreas universities, and many courses taught in Korean are using English textbooks at the graduate and undergraduate levels. Imported American and other foreign textbooks often cost 2-3 times more than textbooks published in Korea. Thus, unless a student plans to keep the textbook, the price becomes a burden. Re-Book. Com will be a low prices. How does it work? Students and professors can trade textbooks at Re-Book. Com. They can logon to the website, and then search by title, subject or author the book they need. If they find a book they want, then they post a purchase request. When the book seller sees the purchase request, they can make the sale online via Re-Books affiliated online payment system for a small commission or they can pay a small fee to Re-Book to get the contact information of the potential buyer. Where does revenue come from? Re-Book gets revenue in 3 ways: 1 . ommissions from sales made through our affiliated online payment agency the agency charges 10% commission on all sales, and we split that commission. 2. fees for contact information 250 won info use fee for one transaction through our cellphone payment program 3. one-week unlimited contact information access fee 2000 won through our cellphone payment program 4. nline advertising on our website sponsors pay for flowing advertising in 10 windows on the home page and 4 windows on each separate page, window prices vary from 50,000 to 200,000 monthly, capacity is up to 80 advertisers 5. Book sales Re-Book. Com will get an archive of current and other used textbooks and academic articles from sources and members and make these available for sale to members. Markups will typically run in the 2,000 † 7,000 Won range but may be higher for higher priced items. What makes Re-Book. Com Special? Re-Book. Com is easy to navigate and user-friendly. Members can gain free membership and have different choices for payment INSERT DIAGRAM OF BUSINESS MODEL HERE INSERT SAMPLE PICTURE OF HOMEPAGE HERE Ill. ORGANIZATION Re-Book. Com will be started by the president, director of marketing, inventory manager and technical advisor. As web services will be outsourced and multiple representatives are not yet needed to begin development of this business project, this small staff of directors will be able to successfully run the business operations. President oversees all business matters, controls budget and allocates all funds, manages operations, works with publishers, business development Director of finds new sponsorship, represents the company at expos and universities, sets prices, manages major client issues Inventory Manager keeps track of inventory databases, manages all documentation and delivery of company inventory, manages ustomer issues Technical Advisor not a regular staff member, offers advice on website upgrades and technical enhancements, performs a weekly check of the website for spam, errors and virus issues INSERT ORGANIZATION CHART HERE V. MARKETING PLAN Marketing Mix Product: Re-Book. Com website allows Korean students and scholars to find and purchase used textbooks and academic articles in English very easily for a low price. The website also allows owners of these textbooks and materials to list the items for free and sell them for a small fee. Price: competitive prices on books, standardized at

First Person Narration in Jean Rhys essays

First Person Narration in Jean Rhys essays First Person Narration in Jean Rhys Good Morning, Midnight The dominant figure in Good Morning Midnight is Sasha Jasnen and all action is filtered through her perception. Her voice is the only one heard while the other characters seem to serve just as bit players filling out the scenes of her lifes routines (Nebeker 85). Concentrating on Sashas consciousness, Jean Rhys in fact encourages the readers not to focus on the plot itself but rather in the way Sasha conceives what happens both around and inside her. The authors goal is not to simply narrate a story but to show the rendered perceptions of an isolated and marginalized woman who wages her own battles (Emery 157). In order to achieve that, Rhys opts to use first person narration. This technique turns out to be very effective not only because it reveals the heroines first person awareness of herself and the world she inhibits (Nebeker 86), but also as it helps us understand the behavior of a character as complex as Sasha is. Indeed, comprehending the heroines behavior is not easy as Sasha is an extraordinary character and to a certain extent emotionally unbalanced. What makes it even more difficult to explain her conduct is the fact that there is great discrepancy between her thoughts and her final actions. This is amply demonstrated when she turns the gigolo away although she wants him to stay and make love to her: He has moved so quickly that I havent had time to put my arms around him, or to say Stay, to say Dont do this, dont leave me like this, dont (153-4). To make matters worse, Sasha not only fails to express her real feelings but often lies about them: Yes, I am sad, sad as a circus lioness [...] Then I say: But I am not sad. Why should you think Im sad? (39). To join Sasha in her spirit...

Direct Question Definition and Examples in English

Direct Question Definition and Examples in English A sentence that asks a question and ends with a question mark, such as Who are you? and Why are you here? Contrast with indirect question. A direct question, says Thomas S. Kane, is always marked by one or some combination of three signals: a rising intonation of the voice, an auxiliary verb inverted to a position before the subject, or an interrogative pronoun or adverb (who, what, why, when, how, and so on) (The New Oxford Guide to Writing, 1988). Examples and Observations Then our mother came inAnd she said to us two,Did you have any fun?Tell me. What did you do?(Dr. Seuss, The Cat in the Hat. Random House, 1957)Wheres Papa going with that ax? said Fern to her mother as they were setting the table for breakfast.(E.B. White, Charlottes Web. Harper, 1952)Whats in the box?(Brad Pitt as Detective David Mills in Seven, 1995)Whos on first?(Lou Costello addressing Bud Abbot in a famous comedy routine)Open your eyes, and look within.Are you satisfied with the life youre living?(Bob Marley, Exodus. Exodus, 1977)Didnt Frankenstein get married?Did he? said Eggy. I dont know. I never met him. Harrow man, I expect.(P.G. Wodehouse, Laughing Gas, 1936)When I was crossing the border into Canada, they asked if I had any firearms with me. I said, Well, what do you need?(Comedian Steven Wright)Would you tell me, please, which way I ought to go from here?(Lewis Carroll,Alices Adventures in Wonderland, 1865)Mother of mercy, is this the end of Rico?(Edward G. Robinson as C aesar Enrico Bandello in Little Caesar, 1931) Are you a good witch or a bad witch?(Billie Burke as Glinda, the Good Witch of the North, addressing Dorothy in The Wizard of Oz, 1939)What you doing sitting here by yourself, Marguerite? She didnt accuse, she asked for information. I said that I was watching the sky.(Maya Angelou, I Know Why the Caged Bird Sings. Random House, 1969) Three Main Types of Direct Questions Questions are sentences which seek information. They fall into three main types, depending on the kind of reply they expect, and on how they are constructed. Sentences formed in these ways are said to have an interrogative structure.​CautionA questioning tone of voice can turn a statement into a yes-no question. Such questions have the structure of a declarative sentence. The tone of voice has become particularly common, especially among young people, in recent decades. Marys outside?Youve spoken to her? (David Crystal, Rediscover Grammar. Pearson, 2003)Â   Yes-no questions allow an affirmative or negative reply, often just yes or no. The subject follows a verb (the auxiliary). Will Michael resign?Are they ready?Wh- questions allow a reply from a wide range of possibilities. They begin with a question word, such as what, why, where, or how. Where are you going?Why didnt he answer?Alternative questions require a reply which relates to the options given in the sentence. They always contain the connecting word or. Will you travel by train or by boat? The Lighter Side of Direct Questions I think of the story of a woman who was making a cross-country trip on a train. Something went wrong with the cars heating system and before long the passenger was suffering desperately from extreme cold in her upper berth. Finally, maddened with discomfort, she leaned over and spoke to the male passenger who was occupying the lower berth.Excuse me, she said, but are you as cold as I am?Im colder, he said, somethings wrong with this damn train.Well, the woman said, would you mind getting me an extra blanket?Suddenly the man got an odd look in his eye and said, You know, since were both miserably cold, let me ask you a direct question. Would you like to pretend that were married?Well, actually, the woman said, yes, I would.Good, the fellow said, then get up and get it yourself.(Steve Allen, Steve Allens Private Joke File. Three Rivers Press, 2000) Also Known As: interrogative sentence

Cause and Effect Essay Example | Topics and Well Written Essays - 250 words - 2

Cause and Effect - Essay Example Moreover, they are affected by new experiences such as conflicts with roommates due to difference in personality, new social life changes and values exploration, which consequently may lead to development of stress. Likewise, the new students face steep competition from their peers, and similarly, most find themselves under peer pressure to try out new habits such as sex, drugs along with drinking. As a result, the freshmen face a number of consequences. Landow purports that stress in first year college students is highly associated to generalized anxiety (231). More importantly, it causes depression, and irritability, together with insomnia and nightmares. Besides this, some college freshmen complain of frequent fatigue that is accompanied by loss of appetite which is believed to originate from stress. More importantly, stress often leads to a decrease in productivity of the students, subsequently aggravating the stress and therefore influencing a downward spiral. It is therefore important for the college first-year students to maintain a balanced lifestyle ensuring that they receive enough sleep, exercise, food and

Business Model Innovation Dissertation Example | Topics and Well Written Essays - 10000 words

Business Model Innovation - Dissertation Example Dawnay and Shah states seven principles for policy-makers around Behavioural Economics as follows: "1.- Other people's behaviour matters: People do many things by observing others and copying; people are encouraged to continue to do things when they feel other people approve of their behaviour. 2.- Habits are important: People do many things without consciously thinking about them. These habits are hard to change -even though people might want to change that behaviour, it is not easy for them. 3.- People are motivated to 'do the right thing': There are cases where money is de-motivating as it undermines people's intrinsic motivation, for example, you would quickly stop inviting friends to dinner if they insisted on paying you. 4.- People's self-expectations influence how they behave: They want their actions to be in line with their values and their commitments. 5.- People are loss-averse and hang on what they consider 'theirs'. 6.- People are bad at computation when making decisions: They put undue weight on recent events and too little on far-off ones; they cannot calculate probabilities well and worry too much about unlikely events; and they are strongly influenced by how the problem/information is presented to them. 7.- People need to feel involved and effective to make a change: Just giving people the incentives and information is not necessarily enough." (Dawnay and Shah, 2005). Looking for rational explanations about how the markets work is a widespread concern of many business agents. Yahoo! is not the exception. PCWelt.de (2006) reports the following trends in the research efforts of this Internet giant: "Yahoo Inc. is researching areas such as... Governments and societies that bet on the market system become more materially prosperous and technologically powerful. The lesson usually drawn from this economic success story is that in the overwhelming majority of cases the best thing the government can do for the economy is to set the background rules - define property rights, set up honest courts, perhaps rearrange the distribution of income, impose minor taxes and subsidies to compensate for well-defined and narrowly-specified "market failures" - but otherwise the government should leave the market system alone†. Following their logic about prices in a competitive marketplace, they argue along the next lines of thinking: â€Å"The main argument for the market system is the dual role played by prices. On the one hand, prices serve to ration demand: anyone unwilling to pay the market price does not get the good. On the other hand, price serves to elicit production: any organization that can make a good, or provides a service, for less than its market price has a powerful financial incentive to do so. What is produced goes to those who value it the most. What is produced is made by the organizations that can make it the cheapest. And what is produced is whatever the ultimate users value the most.† (Bradford DeLong & Michael Froomkin, 2000). Bradford Delong and Michael Froomkin favor early movers and adopters in the market, especially in the highly competitive business environment that the world driven by technological innovations of today is experiencing.

Macroeconomic Objectives of the UK Govenment Economic Policy Assignment

Macroeconomic Objectives of the UK Govenment Economic Policy - Assignment Example This paper offers a comprehensive analysis of the framework of macroeconomic policies of the government of the UK. In order to exercise effective administration of the country the government must determine the objectives of its policy. Then the target has to be selected. The next task is to choose the instruments of policy to be used in pursuit of the objectives. Four major economic objectives, that any government should pursue, include low unemployment level, price stability, satisfactory balance of payment position and sufficient sustainable economic growth. In addition to four major economic objectives a government may have other objectives for the economy. These may include a more even distribution income of wealth and a cleaner environment. It is difficult to achieve all four macro economic objectives at a time. Countries rarely experience stable economic growth. Instead they experience business cycles. Periods of rapid economic growth are followed by periods of low growth or even a fall in output. Sometimes, these cycles can be the result of government policy of raising taxes in a recession in order to compensate for falling tax revenues caused by lower incomes and expenditures. Unemployment fluctuates with business cycles. High employment has a number of significant advantages. Most people receive higher incomes from employment than from state benefits. Governments usually not aim for complete price stability but for low and stable rate of inflation. The government also is to ensure balance of payment equilibrium. ... New classical economist refers to the non-accelerating rate of unemployment ( NAIRU). It can also be called the natural rate of unemployment. It is the rate of unemployment which exists when all those who want to work at the going wage rate and who have the appropriate skills can find a job (Storm & Naastepad 2012).  . Whether it is example four percent or 8 percent will depend on a number of factors. These include the gap between paid employment and state benefit, attitudes towards living on benefits, labor market information and skill levels. A government basing its policies on new classical theory would seek to reduce NAIRU by improving the working of the labor market ( Top of Form Fabiani 1998).   Bottom of Form . Furthermore, Governments usually not aim for complete price stability but for a low and stable rate of inflation. Complete price stability or zero inflation would mean that the general price level is not changing. In practice, in a dynamic, growing economy the gener al price the general price level is likely to rise by between 1% and 2% per year. This rise will reflect the buoyancy level of demand and the fact that the quality of goods tends to rise. For example, a television purchased in the year 2013 may be 5% more expensive than one purchased in 2012 but it may also, for instance, have extra channels and give better reception. If the rate of inflation is equal to or below rival countries, the countries can at least maintain its international price competitiveness. If it is stable then firms do not have to guess what wage claims they need to make to maintain their real wages. However, high and accelerating inflation is clearly undesirable. It can reduce a country’s international competitiveness, reduce the real income of some groups, create

An Articular About the Strategic Performance of Mitchell & Butler Essay

An Articular About the Strategic Performance of Mitchell & Butler - Essay Example So what makes this possible in a world where luxury is about taking pleasure in life in the best of the hospitality facilities in the world? It lays in the corporations operations that are divided into two business divisions namely â€Å"Pubs and bars† and â€Å"Restaurants†. Mitchells and Butlers Company owns and operates a considerable number of pubs, bars and restaurants, and this is, in addition to a number of, hotels that are located in the same place, but different venues with the pubs and restaurants. What has been done to tap into the worlds market and better their services for competitive advantage? The business divisions operate under different brands such as Sizzlin pub Co and Vintage inns. These are just two out of the available twenty four, and are as a result of the company’s first merger of midlands family businesses to form Mitchells and Butlers back in 1898. This was just the start of mergers the company would be involved in, and this was experie nced in 1961 and 2010 after the purchase of HaHa Bar and Grill businesses, and this gives way to All Bar One and Brown Brands. Now who said that organizations should cut on costs by utilizing the available resources to achieve the best? This is certainly Mitchell and Butler’s management which has affected team work. ... Food has now replaced drinks in terms of percentage of sales increasing from 31% five years ago to 47%. The business strategy of the company was born out of the January 2012; Board members’ review that was conducted on the business with a view of modernizing and developing the company into a favorite in the food enterprise business. The review outlined the developments that came up in the last 55days after evaluating the organization. The business entity was a strong, financially sound with solvable setbacks backed with a vast reserve of assets, brands and an efficient management team. This came in line with the significant expansion in the total figure of brands produced by the company and abundant opportunities aimed at downsizing the portfolio of the brands, reduction of expenses, recovering the margins and managing incentives. The company vision was to be used as a typical extent of food and beverages in the foodstuff industry. An interview with the company’s execut ive chairman Mr. Bob Ivell revealed that the company has its eyes set on success by ensuring that their business attract and retain customers. The company wants to utilize the fresh and quality products which in turn dictate the prices. The business entity base its tactics on a recent research that outlined that food records 42billion dollars of the total 71 billion for food together with beverage in the market. This is to maintain competitive advantage over their competitors. Introduction of Landmark Beer guidelines in the year 1989 altered everything, save for rapid evolution of innovative brands similar to brands like Browns, O’Neill and bars, taking into account the economic situation at that time. It is noteworthy that the company had got a share in

Tutorial work Essay Example | Topics and Well Written Essays - 1000 words

Tutorial work - Essay Example In the case of a hotel employee who suffers due to the facilities or as a result of the assault by another employee of the same hotel, the plaintiff is, therefore, justified to file a case accusing the hotel of negligence. This is because the law identifies the duty of care as a responsibility of organizations on their clients, customers and employees. In this case, the hotel should have protected the injured employee from harm by the virtue of being an employee in the organization (Stewart & Stuhmcke 2009, p. 260). For there to be negligence, there are four elements that must be present. First, there must be an identifiable duty of care that the defendant owed the plaintiff. For this case, there should be proof that the plaintiff at the time of the said harm was covered by the duty of care imposed on the organization. This means that the plaintiff, in this case of hotel injury, must have been within the hotel premises and an employee of the organization. If, for instance, the harm happened elsewhere or at this time the plaintiff had ceased to be an employee at the hotel, the duty will not be owed (Lanham 2006, p.123). The second condition is that this duty of care owed must be evidently breached. The breach must not be intentional, and unintentional negligence is also regarded as a tort. The third condition is that there must be harm or damage that is caused directly by the neglect. This however must be proved to ensure that there is a direct link between the alleged negligence and the harm. Harm resulting from anything else is not considered. The fourth consideration is if there are any defendants in the case (Bar & Drobnig 2004, p.24). In our case, the hotel patron is injured by the security personnel at the hotel. The hotel is bound by the law to protect or care for the employees and customers. This, therefore, means that the hotel owes the

Major Problems in Dealing with Health in Rural India and Advise on how Article

Major Problems in Dealing with Health in Rural India and Advise on how to Address the Problems - Article Example Even though the government has introduced various health policies for example the 2005 National Rural Health Mission (NRHM) Policy to the Indias in rural areas as a way of providing quality and affordable health care, low consideration has been given to the system of medicine in rural areas (Kaveri 47). For example, modern medical training, an initiative that is funded by local people has failed to meet the needs of rural dwellers that form the biggest percentage of Indian residents. This is based on lack of proper skills by practitioners to provide adequate health care. For example, 79 % of the practitioners in rural areas who practice allopathic medicine have no appropriate training (Ashok et al 24). Poor accessibility of health care One of the major causes of problem when dealing with health care in Tamil Nadu and other regions is lack of adequate access to health care (Ashok et al 13).This is based on the fact that most of the health care centers are aimed at benefiting the urban dwellers and the upper class (World Health Organization 25). While the health care in urban areas is been provided by properly equipped dispensaries and hospital that are managed by corporate and other organizations, health services in rural areas especially those related to family planning and immunization are addressed by rural health centers that have inadequate facilities leading to high rate of child. Misallocation of financial resources and inadequate public expenditure on health Only 0.9% of the gross domestic product (GDP) is allocated to public health which is not adequate to meet the health needs of rural people Considering that more than 80% of the Indians reside in rural areas, and only 10% of the health budget is directed to rural areas, it is clear that the health problems are real challenges in rural areas (World Health Organization 25). Commercialization of health services Due to the failure of the government to provide adequate drugs in rural hospitals, rural resid ents have continued to seek the services of the private sector. This is despite the contributions of the public towards national budget through income and value added taxes. Based on the high level of poverty by rural residents, it has become a challenge to acquire drugs from the private health care providers. In the same way, drugs that are not recommended by World Health Organization (WHO) have dominated Indian market as dealers focus at maximizing their revenue (World Health Organization 17). Important advice to solving these problems In order to ensure the health of rural people residing in Tamil Nadu and other states is enhanced, it is vital for the government to provide cheap cell phones that are connected to the internet. In this way, communication between health providers will be improved. In addition, it would help in bringing about accessibility of the hospitals by the rural residents . Another way of enhancing accessibility of health care is incresing the number of mobile vans that are already been in use in India. Such vans will also be essential in entering areas where public health services have not reached. It is also important to ensure that states appropriately uses the budgetary allocation of the finacial resources allocated by NRHM. For example, in 2008-09 fiscal year, out of 33.5% of the resources allocated to Uttar Pradesh, 41.7% was unspent (Kaveri, 36). The lack of spending of the

Tutorial work Essay Example | Topics and Well Written Essays - 1000 words

Tutorial work - Essay Example In the case of a hotel employee who suffers due to the facilities or as a result of the assault by another employee of the same hotel, the plaintiff is, therefore, justified to file a case accusing the hotel of negligence. This is because the law identifies the duty of care as a responsibility of organizations on their clients, customers and employees. In this case, the hotel should have protected the injured employee from harm by the virtue of being an employee in the organization (Stewart & Stuhmcke 2009, p. 260). For there to be negligence, there are four elements that must be present. First, there must be an identifiable duty of care that the defendant owed the plaintiff. For this case, there should be proof that the plaintiff at the time of the said harm was covered by the duty of care imposed on the organization. This means that the plaintiff, in this case of hotel injury, must have been within the hotel premises and an employee of the organization. If, for instance, the harm happened elsewhere or at this time the plaintiff had ceased to be an employee at the hotel, the duty will not be owed (Lanham 2006, p.123). The second condition is that this duty of care owed must be evidently breached. The breach must not be intentional, and unintentional negligence is also regarded as a tort. The third condition is that there must be harm or damage that is caused directly by the neglect. This however must be proved to ensure that there is a direct link between the alleged negligence and the harm. Harm resulting from anything else is not considered. The fourth consideration is if there are any defendants in the case (Bar & Drobnig 2004, p.24). In our case, the hotel patron is injured by the security personnel at the hotel. The hotel is bound by the law to protect or care for the employees and customers. This, therefore, means that the hotel owes the

Frye Art Museum in Seattle Essay Example | Topics and Well Written Essays - 750 words

Frye Art Museum in Seattle - Essay Example ..Through different approaches that include product pricing, promotion, marketing, and circulation, Lui seeks to investigate, understand and discuss value – particularly the complex characteristics of value in art – as well as the rules, mechanisms, and politics behind the creation of value.† (introduction to Liu Ding’s Store) It is in light of this intellectual context that Liu Ding’s presentation will have to be viewed. And this politico-economic context adds richness and meaning to what would otherwise be dull, unimpressive works. For example, a prominent painting in this exhibition is that of a huge python whose body is not yet fully painted. By showing only the head and tail of the giant snake, the painter is prompting the viewer’s imagination to fill in the space. This feature opens up the scope for interpretation as well. Moreover, this artistic angle underscores the role of synthetic imagination in the discourse on aesthetics. Coming t o the politico-economic angle, the exhibition shows how method, planning, schedule and intermediary stages supplement the production of works of art – a fact that is often shadowed by the beauty of the finished product. Another painting under the theme of ‘unfinished paintings’ is the Die Svende, which is an elaborately decorated frame enclosing nothing. Far from the conventional, Liu Ding’s exhibition can prove to be either thought provoking or disappointing, based on the taste, refinement and patience shown by the viewer. Ties That Bind: American Artists in Europe is another exhibition in the Frye Art Museum. This exhibition, though, is quite conventional, in that, it showcases portraits and landscapes representing classical styles that evolved in 18th and 19th century Europe. When the dust settled after the end of the Civil War in 1865, many American artists ventured across the Atlantic to learn, assimilate and master the flourishing artistic culture in Continental Europe. Europe at the time was witnessing a peaking of artistic, cultural and intellectual expression, and American artists sought the excitement and stimulus of such an atmosphere. The result is a whole era of artistic production that adapted European techniques and traditions to American talents. William Merritt Chase’ Portrait of a Lady against Pink Ground (ca.1886) is one of the paintings on display. According to Chase’ experience â€Å"each sitter presents some new phase of personality that one has never done before. There is constant variety; constant study in my work† (from accompanying note). Seen in this vein, the portrait in discussion captures the bohemian attitude in the pose and posture of the lady (Miss Virginia Gerson). John Singer Sargent’s Mrs. Frederick William Roller (dated 1895) is similar in theme adapting a mature style of portraiture that captures â€Å"the interior life of the sitter against the backdrops of finely ar ticulated spaces† (from the explanatory note accompanying the painting). The elderly lady Mrs. Roller, dressed in a black gown, standing in the backdrop of an architectural frame, makes quite an impression. The impact on the viewer is heightened by the skilful depiction of the curves of her dress and in the attention to detail given to the room setting. The fact that Mrs. Roller is shown with minimal jewelry and accessories is a testament

The Break with Rome Essay Example for Free

The Break with Rome Essay Although it is fair to say that a number of important factors ultimately resulted in Henrys desire for a Break with Rome, it is clear that Henrys wish for a divorce from Catherine of Aragon to ensure a male heir was the key underlying motive throughout the saga. Henrys desire for power and financial gain are still both extremely important aspects of the debate, but it is certainly arguable that these are secondary ambitions which gained prominence as the events unfolded. For many years it had been clear that Henry strongly desired a male heir to the throne. It was also becoming clear that Catherine of Aragon was growing too old to bear him a child that he craved, and Henry saw this as a sign from God that his marriage to Catherine was unholy, with this point being reinforced by Catherines miscarriages. It appeared that a divorce was therefore the only solution, and for this reason it can be observed as the guiding factor in the Break with Rome. Catherine was obviously unhappy with this, and so to ensure that she would not be able to appeal to the Pope over any events that were to follow, Henry had the Act in Restraint of Appeals passed in 1533. This provided the pathway in 1534 for the Act of Supremacy. This enabled the King to alter doctrine, which he would be able to use to legalise the annulment of his marriage to Catherine. It was also extremely important in that [it] ensured opposition could be dealt with as the act required every subject to take the oath of Supremacy. The passing of the Act of Succession only several months showed how desperate Henry was to obtain his male heir. Henry was aware of the difficulties that Matilda, the only previous queen of England, had suffered, and so this act declared Mary illegitimate. Time was certainly of the essence here, as it was also important to Henry that his son be 16 at the time coming to power to ensure that he was not usurped in the same way that other boy kings had. Finally, the Treason Act also of 1534 also amplifies the idea that Henry was desperate that any son he had would be seen as legitimate and face few problems when he came to power. The actions taken between 1532 and 1534 would suggest that Henry was becoming desperate to ensure the divorce and obtain a son, and so provides strong evidence to suggest that these were his real motives behind the Break with Rome. Historians also argue that Henrys desire for financial gain was also an important factor which led to his desire to obtain the Break with Rome. Firstly, the Act in Restraint of Annates, which had initially began as a threat in 1532, was put into place in 1534. The initial aim was to persuade the Pope into granting the divorce. However, by 1534 it was clear that this was not going to happen and so Henry was implementing policies to ensure a Break with Rome. Ultimately, this means that by the time it was passed, the Act was no longer a way of threatening the Pope into granting a divorce. Instead, it was Henry simply take control of the Popes income and so it is therefore reasonable to suggest that by 1534, financial motives for a split had crept into Henrys thinking. This was again shown in 1534 by the Act for First Fruits and Tenths. This provides a further example of money that was formerly sent to the Pope becoming an additional income for Henry. It is certainly arguable that by this stage Henry was well aware of the potential financial benefits that the break could have, and so this may well have fuelled the rapid changes that occurred between 1532 and 1534. A final aspect of the divorce which is suggested by historians is Henrys hunger for power, and this becomes apparent when observing some of the Acts put into place. The Act for Submission of the Clergy in 1534 (created in 1532) can be seen as the first step in Henry trying to take control of a very important aspect of everyones lives, the Church. The Act of Supremacy reinforces the idea that Henry strongly desired power within the Church, and it begins to become apparent that along with the increasing financial importance that the break would have, power was also becoming an extremely important aspect. Such legislation as the Act of Supremacy and Treason Act provided Henry with security in his new positions, and with this evidence taken into account that it is certainly arguable that some of the other factors were simply covering for Henrys greed for power. It is worth considering that ideas of financial and power motives are not mutually exclusive. After initially just wanting the divorce and an heir, it may well have been the case that this lead to Henry obtaining more power which he was able to use his advantage for financial benefit. It is however also argued that Henrys initial intention was never to gain extra power, yet this still links in with the idea that Henrys lust for power evolved as events unfolded. Consequently, if the Pope had granted the annulment in the first place, Henrys desire for a male heir could have been rectified and the desires for power and money would never have been allowed to evolve. On balance, it has become clear that the way in which the events unfolded affected why Henry was so keen for the Break with Rome. Initially at least, there is strong evidence to suggest that Henrys only real motive was to obtain the divorce and produce a male heir. However, as the years rolled by it is suggested that the reasons behind the events developed. The concentration of legislation passing between 1532 and 1534 suggest both that Henry was becoming more desperate and also that a lust for power and money were now providing the fuel behind the events that both introduced and secured the Break with Rome. Therefore to conclude, although it is certainly possible that Henrys strong initial desire was for a divorce and to obtain a male heir, but once he realised the possibilities that lay before him in gaining power within the Church and increasing his income drastically to enable his exuberant lifestyle these motives expanded and diversified.

How Is Naturalism Depicted English Literature Essay

How Is Naturalism Depicted English Literature Essay Naturalism is an artistic movement that rose a great controversy between artists and writers. One of them was John Steinbeck, however many authors dared categorize him as realistic writer. Even he asserted that he did not care about genre. I have therefore decided to answer this research question : How is Naturalism depicted in the character Lennie from the short novel Of mice and men of John Steinbeck? This qualitative descriptive extended essay belongs to the category of literature. In this essay, I examine Naturalism and explain its origin and characteristics. From amongst those characteristics, I then analyze Lennies characterization and demonstrate the influence of Naturalism on it. For that reason, I divide my analysis into six parts, which do not solely comprise a literary analysis of narrative resources and literary devices, but also they include a deep stylistic analysis that uses the peculiar language usage to explain Lennies characteristics. Thus, I demonstrate Lennie is a character that mirrors many naturalistic ideas. One of them is the realness of Lennie, which depicts the objectivity naturalistic writers are supposed to have. Moreover, I explain how Lennie is a token of the naturalistic statement that regards humans as primitive beings. Likewise, I then argue that Lennie has no free will and acts after being influenced by his environment or his own primitive instinct, showing once more a naturalistic idea of determinism. Finally, after evidencing that George does not attribute any responsibility to Lennie for his bad actions, I prove another naturalistic statement that forbids authors from showing any kind of moral judgment. TABLE OF CONTENTS: INTRODUCTION p.4 CHAPTER 1: Background to literary Naturalism p.5 CHAPTER 2: Naturalism in the character Lennie from Of mice and men p.7 Realistic characteristics of Lennie p.7 Primitive behaviour of Lennie p.8 Animal Behaviour of Lennie p.9 Influence of the environment on Lennie p.11 No free will in Lennie p.12 No moral judgment on Lennies behaviour p.14 CONCLUSIONS p.15 BIBLIOGRAPHIC REFERENCES p.16 INTRODUCTION No doubt John Steinbeck was a hard-to-categorize author. Many authors have regarded him as a realistic and a sort of romanticism writer whereas others state that he is a naturalistic writer. Steinbeck emerged from a world of Experimentalism in which new forms of aesthetics and themes were being created and mixed. Moreover, this author stated, in one of his letters, as cited by Fredik Eliasson  [1]  , that he did not care about genre and, in another one, that a writer ought to do all work himself, avoiding taking advice from others. In the meantime, American Naturalism was a literary movement rising a great controversy between scholars. Darwins ideas caused a large disceptation, in which many people adopted and argued in favor of Naturalism. Then, in a world heading for globalization, why would John Steinbeck avoid being influenced by others? Given the context, I have formulated the following research problem : How is Naturalism depicted in the character Lennie from the novel Of mice and men of John Steinbeck? Throughout all this work I will try to answer this question. Therefore, it will be very important to stress that this qualitative-descriptive extended essay will not only focus on discovering what naturalistic characteristics are depicted in Lennie, but also on what devices Steinbeck used to let Lennie convey those features. Moreover, I would label this research as important because this work will not only focus on imagery and descriptions in the novel, but also there will be a stylistic analysis, which will be much better than a merely isolated literary analysis. In this essay, I will show how Steinbeck conveys some naturalistic ideas through the character of Lennie of his novel Of mice and men. In the first chapter, I will examine what Naturalism is and what its characteristics are. After this brief definition, I will discuss how John Steinbeck conveys naturalistic ideas in the characterization of Lennie, for which I will divide this analysis into six parts. After that, I will make some conclusions about it. CHAPTER 1: Background to Naturalism Naturalism is a literary movement that took place between the late 19th century and the middle 20th. It stems, according to the The Oxford companion to American literature  [2]  , from French literature, in which Émile Zola was the outstanding figure. This author wanted to form a literature ruled by science, that is, a literature that was not going to be an art anymore, but a science. He explicated his theory, as cited by Fredik Eliasson  [3]  , in his vast study Les Rougon-Macquart, in which human beings are regarded as human beasts and he asserts that they can be studied through their relationships to their environment. The previous ideas were on the basis of the philosophical doctrine of biological and social determinism  [4]  . On the one hand, the former derived from Charles Darwins theory of evolution. Although he never applied his theories to human behaviour, they were used to examine how ones situation was determined by biological aspects  [5]  . On the other hand, the latter was influenced by the ideology of Marx, which canvased the social and political situation of American urban life  [6]  . As set before, naturalistic works were basically defined by determinism. It stated that people are controlled by their instinct, their passions and their social and economic environment  [7]  . Therefore, humans should be considered as if they did not have free will. Furthermore, determinism, as established by Kathryn VanSpanckeren, denies religion as a motivating force in the world and instead perceives the universe as a machine, godless and out of control  [8]  . Then, due to the lack of free will, it would make no sense to judge human behaviour, for humankind does not made decisions by itself. Zola, in his essay The experimental novel, related the scientific method to literary works. He said: the experimental novelist is therefore the one () who does not interpose his personal sentiments  [9]  . Thus, novels had to be as objective as possible because naturalistic writers were supposed to offer a scientific view of reality, in which neither an illusion nor a moral judgment had to be included  [10]  . Among themes in Naturalism, the literary critic Walcutt could recognize four themes: Determinism, survival, violence and taboo  [11]  . The theme of determinism has already been explained. The theme of survival stems from the application of determinism to biological competition, which points out men can, due to their origin in animals, behave like them. The theme of violence is related to survival, because as everybody tries to survive, they have to damage each other in order to outlive. Finally, the last theme is taboo, which includes sex, disease, bodily functions, obscenity and depravity. On the whole, Naturalism regards humans as beings fated to obey their natural instinct and environment, depicting a reality in which they can not be criticized. Taking the information given into account, in the next chapter it will be seen that realism, which is result of objectivity, primitive and animal characteristics, environmental influence and the lack of free will and moral judgment will be used to analyze the characterization of the character chosen. CHAPTER 2: Naturalism in the character Lennie from Of mice and men Of mice and men is a playable novel of John Steinbeck published in 1937. This author was the winner of a Nobel Prize in literature thanks to his novel The Grapes of Wrath. Of mice and men is known on account of its themes of friendship and American dream. The two main characters are Lennie and George. In the following sub-chapters, I will focus on Lennie, a round and static character that is mainly characterized by indirect characterization. Realistic characteristics of Lennie One of the main and notable characteristics is the representation of reality. John Steinbeck takes advantage of descriptions and speech in order to present how the people of those times were. Thus, he is also stressing the objectivity of Naturalism, which states that everything has to be described as it is in real life. First of all, since the third-person narrator is omniscient, the novel becomes more objective. Furthermore, the use of a description of Lennies dress, given in the opening chapter, depicts some characteristics of real workers. It can be seen in the narrative discourse: Both were dressed in denim trousers and in denim coats with brass buttons. Both wore black, shapeless hats and both carried tight blanket rolls slung over their shoulders  [12]  . Here, the fact that they carry their blankets let us know, since the beginning, that they have no place to live. What is more, the use of the pronoun both extrapolates these characteristics to every person who is in the same situation, that is to say, any other rancher who is working hard to survive misery. Secondly, there is a great contrast between the language used in the voice of the narrator and the speech of Lennie and all characters in general. The former contains a Standard English whereas the latter presents a Vernacular English. As stated by Johanna Seppà ¤là ¤, in her short study Vernacular English in John Steinbecks Of Mice and Men  [13]  , this kind of language shows extensions of the s-ending to all verb forms, omissions of the auxiliary verb in the present perfect, double negation, reduction of words and use of colloquial phrases and words. Thus, we can see that Lennie is uneducated like the way workers of that period were. Therefore, this another reason to believe that this novel has a great deal of realism, which is a naturalistic characteristic. Primitive behaviour of Lennie Another characteristic of Naturalism in Lennie is his primitive behaviour. Clearly he is a childlike person and it will be demonstrated through the analysis of his actions, his speech and what other characters think and say about him. To start with, one of the most repetitive narrations, that will let readers know Lennie is like a child, is the act of smiling and its synonyms such as grin, giggle, chuckle, and laugh. By analyzing the setting and the situation in which Lennie feels pleased, happy or is being friendly, one can infer Lennie laughs because of pride. For instance, he smiles when he is able to remember what happened in Weed, the previous ranch in which he worked, and what George had told him about not saying any word. Also, when he feels proud to strike Curley, the son of the owners ranch, and when he hears George saying that he was as strong as bull. Definitely, Lennie fits the description of a child that feels pride when doing something correctly and being congratulated. Continuing, Steinbeck used suspension points when he wrote Lennies speech. This device creates a pause which can endure more than a single period or comma. Therefore, this pause could mean he stops for a while until he remembers what he has to say. Here are some examples: I remember some girls come by and you says . . . you says . . .  [14]  , I . . . I Lennie thought. His face grew tight with thought. I . . . aint gonna say nothin ()  [15]  , Because . . . . because I got you ()  [16]  and I . . . I aint gonna . . . say a word  [17]  . Suspension points are also seen by the time Lennie is constructing the ideas that he wants to express: I was jus playin with him . . . an he made like hes gonna bite me . . . . an I made like I was gonna smack him . . . an . . . an I done it. An then he was dead  [18]  . As it can be seen, Lennie stops when he finishes telling a sentence and then he continues talking. This is similar to the way children learn to talk and, therefo re, it is another reason why Lennie should be labelled as a child. Finally, one peculiar characteristic he has is forgetfulness. When George is talking to Lennie in the beginning of the novel he says: I gotta tell you again, do I? () O.K-O.K. Ill tell ya again  [19]  . Here the adjunct again forms an iterative narration and, thus, it let us know that it is not the first time he forgets something. As he can not remember things, he also takes trouble to learn them. When George says: You say that over two, three times so you sure wont forget it  [20]  and () Say it over to yourself, Lennie, so you wont forget it  [21]  he shows that Lennie needs to repeat words in order to interiorize them, which seems to be a sign of subnormal intelligence. Likewise, because of his retardation, Lennie is regarded as a child. Indeed, he is compared to kids and babies. For instance, when he cries, George tells him: Blubberin like a baby!  [22]  . It is also seen when Slim asks George: Hes jus like a kid, aint he?  [23]  and then George replies: Sure hes jes like a kid  [24]  . Moreover, even Curleys wife uses the adjective sonny to call him: What you got there, sonny boy?  [25]  and then she says: Jus like a big baby  [26]  . As it can be seen, the abundance of viewpoints from different characters states that Lennie unquestionably behaves like a child, which should be considered as primitive behaviour. Animal Behaviour of Lennie Edmund Wilson holds, as cited by Susan Shillinglaw  [27]  , that Steinbecks characters were more nearly animal than human. No doubt, this assertion is valid when discussing Lennies characterization because, in the next argument, it will evidenced that Lennie, by means of imagery, a peculiar diction and foreshadowing, is presented as if he had animal features. Throughout all the novel, the narrator compares Lennie to a bear and a horse three times. His motion is compared to () the way a bear drags his paws  [28]  in both the beginning and the end of the novel. Moreover, there is a comparison to a horse because, as the narrator says: [Lennie was] snorting into the water like a horse  [29]  . The latter differs from the former because it points out that Lennie has not good manners. Nevertheless, they have two things in common: they symbolize strength and great size. Hence it can be stated that the most outstanding characteristics in Lennie are physical, whereas the intellectual ones are subnormal. The comparison to animals is mirrored by diction. In the first chapter, a simile compares Lennie to a terrier who doesnt want to bring a ball to its master  [30]  . Moreover, when he fights against Curley, the narrator describes the scene using the following words: Lennie covered his face with his huge paws and bleated with terror  [31]  . Here the noun paw and the verb bleat, which means to make the sound of sheep and goats, convey Lennies similarity to animals. Finally, he is also referred to as a cuckoo by Slim. Cuckoo is synonym of  mad and senseless  [32]  but, at the same time, as defined by the Encyclopà ¦dia Britannica, it representsany of numerous birds of the family Cuculidae  [33]  . The polysemy of this word could have been used to label him as a mad person and simultaneously compare him to an animal. Thus, Steinbeck presents, again, Lennie with animal characteristics. Another device used for describing Lennie is foreshadowing. As cited by Byung-Chull Bae and R. Michael Young  [34]  , S. Chatman defines it as hints of what is to come. That is exactly what can be seen in the novel when Candys dog is shot at its head because the workers regard it as a dog that does not deserve to continue suffering. Lennie is implicitly compared to this animal when in the end of the novel George shoots at him, for otherwise he would be murdered cruelly. Influence of the environment on Lennie Naturalism states that human beings are the product of their social environment. Next, it will be shown that Steinbeck conveyed this idea by means of diction, the symbolism of George and his speech. First of all, one should understand what George symbolizes. According to the definition given by Steven Croft and Helen Cross in their book English for the IB Diploma, () a symbol is simply a feature whereby a word or phrase represents something else ()  [35]  . If George is to be considered as a symbol, one should say that he symbolizes Lennies social environment because George has been like Lennies family for a long time and has been looking after him since they met. When the narrator introduces Lennie and George, he uses a peculiar language when referring to their position. The voice of the narrator starts saying: one stayed behind the other  [36]  , by which readers do not know neither who is behind nor who is forward. Immediately, Georges appearance is described, letting readers know he is small. At first sight, one can imagine the small one must be following the other. However the narrator says: Behind him walked his opposite  [37]  and readers, thus, can imagine he is bigger than the other and nothing similar to the first ones appearance. In this situation, despite his size, Lennie is the follower and, therefore, here a hint appears to point out that Lennie is certainly dependent upon George. That dependence upon George can also be seen in the imitation. When George replaced his hat, pushed himself back from the river, drew up his knees and embraced them  [38]  , Lennie did the same and the author used the adjunct exactly and the same lexicon for describing both George and Lennies actions. What is more, he does not just do it , but he also watches George again to see whether he is doing it right. The adjunct immediately is used when Lennie imitates George at their arrival at the bunk house. Hence, it can be stated that humans beings, symbolized by Lennie, imitate and copy what they see in their environment, symbolized by George. Moreover, Georges speech reveals that Lennie () sure can take orders  [39]  . When he is talking to Slim, he says: [Lennie] can do anything you tell him  [40]  and jus tell Lennie what to do an hell do it if it dont take no figuring  [41]  . George knows Lennie can do everything he asks him to and that is why he turns to Lennie and says, Jump in. An he jumps  [42]  . After that, Lennie is very grateful, for George saves him from drowning, and forgets he had told him to jump. Here Lennie shows that he would not criticize any order he receives from George. Therefore, we can conclude that, according to this novel, environment has a determining influence on human beings. No free will in Lennie George says in one of his speeches: [Lennie] cant think of nothing to do himself ()  [43]  . It shows the idea of determinism which states that humans beings have no free will. In this sub-chapter, it will be demonstrated how Steinbeck conveyed this idea by means of mainly peculiar use of language. To start with, when Lennie was asked to give a mouse away, his hand went into the pocket (à ¢Ã¢â€š ¬Ã‚ ¦)  [44]  in order to do what was being asked. However, Lennie did not want to do it and held his closed hand away from Georges direction  [45]  . Nevertheless, despite his effort, Lennies closed hand slowly obeyed  [46]  . By looking at the subjects and the objects, it can be seen that his hand is doing the actions, in the first and last quotation. It tries to hand it over to George, but, when Lennie acts as the subject and his hand is the object, it seems that he has to order it to be away from George. As Lennies hand surrenders the mouse over to George, one could infer that however much Lennie tries to avoid doing something against his will, he can not refrain from that. A similar situation is seen when Lennie has the mouse for the second time. Before handing the mouse over, Lennie makes an elaborate pantomime of innocence  [47]  trying to find mercy in a situation in which he can not do anything to avoid the loss of the mouse. Then he looks cornered and Steinbeck uses the following words: Lennie hesitated, backed away, looked wildly at the brush line as though he contemplated running for his freedom  [48]  . Here Lennie clearly shows that he does not want to obey George. After that, the adjunct reluctantly is used to describe the way he is trying to leave the mouse. Lennie, still indecisive, is in a great dilemma in the following extract: Lennie approached, drew back, approached again  [49]  . As it can be seen, by means of an antithesis, the author shows that Lennie doubts as to the two totally different options he has: to approach and to drew back. Nevertheless, George snapped his fingers sharply, and at the sound Lennie laid the mouse in his hand  [50]  , showing once more that he can not follow his will, because he has to do what his surroundings (George) tell him to do. Moreover, his body can be characterized as that of an entity that acts following its primitive instinct. It is evidenced when Lennie kills Curleys wife. This event started when Lennies big fingers fell to stroking her hair  [51]  . Then she asked him to stop, but Lennies fingers closed on her hair and hung on  [52]  . She started to shout, but Lennies other hand closed over her mouth and nose  [53]  . The fact that Lennies fingers and hand are the subjects in these sentences shows how he loses control of his own body. Afterward, he looked down at her, and carefully he removed his hand from over her mouth  [54]  , realizing, thus, that she was dead. In the previous sentences, Lennie is the subject, showing that he regains control of his body, but it is too late, for his hand had already killed Curleys wife. No moral judgment on Lennies behaviour Likewise, as stated previously, human behaviour can not be criticized, for it is the product of the environmental influence. Next, it will be demonstrated that this idea is presented by Steinbeck by means of Georges speech. When George and Slim talk about Lennie, they say, repeating many times, that he is not mean. For example, after killing Curleys wife, Lennie flees the ranch and then George says: Lennie never done it in meanness (à ¢Ã¢â€š ¬Ã‚ ¦)  [55]  , He never done this to be mean  [56]  and, finally, He dint know what he was doin   [57]  . In fact, they say he does not act by malice but by unconsciousness of what he does. Another example is given after striking Curley, when George directly tells Lennie: You done jus what I tol you to () You aint done nothing wrong  [58]  . Thus, it is stated that somebody is not responsible for what they do because they just act unconsciously in response to their environment. CONCLUSIONS Taking everything into account, I can confirm the initial assertion which stated that John Steinbeck conveys some ideas of Naturalism. Use of similes, spoken language, peculiar diction, iterative narrations, descriptions and the voice of the narrator aid to characterize Lennie and, therefore, let readers see the naturalistic ideas conveyed in this character in the short novel Of mice and men of John Steinbeck. Steinbeck introduces Lennie as a realistic character that depicts a portrait of human beings who behave senselessly and show primitive features that approach the Darwinian idea which states that we all humans and animals had an origin in common. Although Lennie can not do things by himself and is almost always waiting for orders, he follows his natural instinct, which is demonstrated by his division into two entities: himself and his body. Moreover, Through the relationship between George and Lennie, Steinbeck conveys the main theme of Naturalism: determinism, which is evidenced in Georges influence on Lennie to act. Finally, as George said, Lennie has not free will and is not conscious of what he does. Therefore, he can not be criticized by other people. All in all, the previous characteristics of Lennie convey naturalistic themes that simultaneously bring the influence of Naturalism on Steinbeck out into the open. Having concluded this extended essay, I bid researchers to continue studying this topic. As it could be seen, I limited the scope to one character, which permitted me to reserve space for an exploration of it in considerable depth. Then, other essays could formulate some research questions from the following questions: How is Naturalism depicted in other characters from this novel?, is there any trace of moral judgment in this novel?, how is friendship, label of the relationship between George and Lennie, related with Naturalism? and how is Naturalism depicted in other novels of John Steinbeck? By answering these questions there will be a deeper understanding of the author and the themes he intended to transmit. BIBLIOGRAPHIC REFERENCES Bae B. and Young, R. (n.d.). A Use of Flashback and Foreshadowing for Surprise Arousal in Narrative Using a Plan-Based Approach. Retrieved from July 20, 2011, liquidnarrative.csc.ncsu.edu/pubs/icids1.pdf Beale, P. and Partridge, E. (2002). A Dictionary of Slang and Unconventional English: Colloquialisms and Catch Phrases, Fossilised Jokes and Puns, General Nicknames, Vulgarisms and Such Americanisms As Have Been Naturalis

The Effectiveness of the International Criminal Court Essay example --

There is a close relationship between human rights and criminal law. The scope of my paper will surround human rights and the International Criminal Court (ICC) in addition to human rights and international crimes. International criminal justice in this context speaks to those interested in prosecuting against the background of international human rights and humanitarian norms. The use of criminal law has many positive effects and pursues many goals that are worth considering. For example, deterrence, accountability and punishment are important principles that will be discussed in the context of human rights. Is the International Criminal Court an effective method to promote and protect human rights internationally? If so, why and how? My thesis is that the International Criminal Court is an effective mechanism for the promotion and protection of human rights internationally because, by embodying the principles of criminal responsibility, it brings forth the notion of the individual as an agent in human rights and, by doing so, upholds the progressive shift that human rights conventions have developed. Criminal responsibility for human rights violations is important given that, by categorizing certain human rights violations as such, it allows for a progressive move internationally against those violations. International criminal law is an important tool that those advocating for human rights can use. The continued use of criminal law internationally, including the adoption of the ICC in 2002, will allow for a shift in legal norms resulting an increase in human rights. In this way, criminal responsibility allows for the education of peoples around the world by making an example of certain cases and displays the im portance of ... ...l Criminal Justice, 3 (2005): 608-620. Lynn Sellers Bickley, â€Å"U.S. Resistance to the International Criminal Court: Is the Sword Mightier than the Law?† Emory International Law Review, 14 (2000): 214-276. International Criminal Court. 2013. Accessed online on November 5, 2013: http://www.icc-cpi.int/EN_Menus/icc/Pages/default.aspx. Payam Akhavan, â€Å"The Rise, and Fall, and Rise, of International Criminal Justice,† Journal of International Criminal Justice, 11:3 (2013): pp. 527-536. Rebecca Young, â€Å"Internationally Recognized Human Rights Before the International Criminal Court,† International and Comparative Law Quarterly, 60 (2011):189-208. Hans-Peter Gasser, â€Å"The Changing Relationship between International Criminal Law, Human Rights Law and Humanitarian Law,† The Legal Regime of the ICC: Essays in Honour of Prof. I.P. Blishchenko (2009) pp. 1111-1117.

Responsibilities and Relationships in Education and Training Essay

The Teaching Role and Responsibilities In Education And Training The role of ‘teacher’ is an infinitely varied one, but there certain principles which underpin all aspects of the teaching role. Whether we are attempting to teach from personally acquired experience or knowledge, or from third party information, the process of teaching can be formalized into a structured process with the aim of maximizing the potential for learning. Numerous models exist with the aim of outlining the key stages of this process. For example, Gravells (2010) identifies them as such: Identification of Need →Planning and Design→Delivery/Facilitation→Assessment→Evaluation In order to undertake each of these stages successfully, the role of the teacher becomes multi-faceted. For example, conducting initial interviews with students helps to establish individual aims and identify particular learning styles such as those recognised by Honey & Mumford (1992). This should enable to the teacher to tailor their teaching style and utilize a variety of methods, while also providing an opportunity to set clear goals which can be used as a benchmark when reviewing students’ progress. Accurate documentation of this is essential and forms part of the teachers’ responsibility. Furthermore, whilst undertaking these roles as a teacher, it is vitally important to consider the parameters in which we must operate. These are most likely to be defined by legal requirement – for example the Equality Act (2010) or the policies or the organization for which we may be working. Ultimately, it is down to the individual teacher to ensure their own professional conduct at all times. References: Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 25/11/2014. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Honey P., Mumford A. (1992) ‘The Manual of Learning Styles’ 3rd Ed. Maidenhead, Peter Honey. Summarise Key Aspects Of Legislation, Regulatory Requirements And Codes Of Practice Relating To Own Role And Responsibilities There are many aspects to consider when discussing the conduct of a teacher and the requirements therein. Some of these are legal frameworks, others are more informal but equally important in terms of setting out guidelines for good practice. All of these requirements, when adhered to, help to ensure that as teachers, we are providing a safe, secure and successful learning environment. As students, they provide reassurance that care will be taken to promote inclusivity, maintain trust and ensure wellbeing. Some Codes of Practice will be designed to suit individual environments and will vary accordingly. Therefore care should be taken to ensure we are familiar with the particular requirements of the company or institution in which we are operating. Other codes are overarching and apply in all circumstances. One of the more recent of these is the ‘Statutory Special Educational Needs and Disability System for Children And Young People’ (SEND) which came into force on 1 September 2014 and explains the duties of schools and colleges to provide adjustments and aids for disabled children and young people up to 25. Legal acts which are underpinned by law are further reaching but equally apply. These include things such as the long standing 1974 Health and Safety  and Work Act, which ensures the â€Å"health, safety and welfare of persons at work† as well as â€Å"protecting others against risks to health or safety in connection with the activities of persons at work†. However, in the constantly shifting legal landscape, we should be mindful of new legislation coming into force. Finally, there are, of course, directives issued by professional bodies such the Institute for Learning which has a Code of Professional Practice (2008) covering 7 key areas: Integrity Respect Care Practice Disclosure Responsibility References: Department for Education (2014). ‘SEND code of practice: 0 to 25 years’. Available at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25 Accessed 29/11/2014 Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Explain Why It Is Important To Identify And Meet Individual Learner Needs As we have established previously, the first step in the (Gravells, 2010). Teaching and Learning Cycle is ‘Identifying need’. Without properly ascertaining this, the further steps in the cycle become more difficult to achieve and the chance for success is significantly diminished. Furthermore, informing learners of objectives creates a level of expectation for learning (Gagne, 1965). In order to avoid this outcome and the negative implications of failing to succeed, we must have a clear approach. Prior to the start of any learning activity, there will, by necessity be a  process which ostensibly is an administrative exercise. However, these interactions provide an excellent opportunity to engage with students in a way which could provide useful information. For example, noting that a student may have difficulty with grammar or spelling when completing a written questionnaire may indicate a greater need for support with literacy. Or, a student struggling to get to grips with viewing digital information such as a Powerpoint or PDF file could highlight a lack of I.T skill. It is important that we use all of these tools at our disposal, as acknowledging a perceived ‘flaw’ in ourselves is not always an easy thing to do. Students may be unwilling because of stigma or embarrassment or simply through an inability to recognize that a problem exists, which is an issue in roughly 30% of adults (Skills for Life Survey, 2011). However, individual needs may not be only be based on academic ability or skillset, there are a multitude of different needs which may exist and it is important to consider a holistic approach. Some students may have no difficulty with course content but may be distracted by other personal problems which affect their ability to learn. These could include financial difficulty, bereavement or an underlying health issue. Ultimately, the importance of identifying and meeting learners’ needs is about providing the best possibility for successful learning through providing support where it is most needed. References: Gagnà ©, R. M. (1965). ‘The conditions of learning and theory of instruction’ (1st ed.) Holt, Rinehart & Winston: New York. Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Skills for Life Survey (2011). Department for Business, Innovation & Skills. Available at: https://www.gov.uk/government/publications/2011-skills-for-life-survey Accessed 1/12/14. Explain Ways To Maintain a Safe And Supportive Learning Environment As part of providing students with the best opportunity for success, it is crucial that the learning environment is both safe and supportive. These aspects are intertwined in that their aim is to create an environment where consideration for all matters other than the subject itself can be put aside to concentrate on learning. When operating in any environment, safety is the first issue. A risk assessment should be carried out prior to beginning any teaching session to establish whether hazards exist, and if so what extent they pose a risk (Trades Union Congress, 2008). These factors should also be assessed dynamically and any new or developing threat should be treated as a priority. When working in an environment such as a client office or business premises, safety considerations should include awareness of the existing plan of evacuation in case of fire. Any issues which are identified (such as blocked exits etc) should be bought up with the client in a professional manner. Support for learners may be provided in several ways. On a personal level, it is ensuring inclusivity for all students, treating each individual with respect and tolerance, as well as providing individually tailored help to match the needs identified in the first stage of the Teaching and Learning Cycle (Gravells, 2008). However, support is also provided through recognizing the need to give adequate breaks and availability of resources required to undertake the learning process properly. It is vital that consideration is given to these factors in the planning stage so that support may be implemented pro-actively rather than reactively. References: Trades Union Congress (2008) ‘Risk Assessment’. Precision Printing: London. Available online at: http://www.tuc.org.uk/sites/default/files/extras/riskassessment.pdf Accessed 1/12/14 Gravells, A (2010) ‘Preparing to Teach in the Lifelong Learning Sector’. 3rd Ed. Exeter: Learning Matters Ltd. Explain Why It Is Important To Promote Appropriate Behaviour and Respect For Others The importance of appropriate behavior is paramount as it will set the correct tone for a learning environment. Fundamentally, it is about the rights of learners to have access to, attend, and participate in their chosen learning experience regardless of their circumstances. (Equality Act, 2010) The best way to promote this is to set the example as the teacher (School of Educators, 2011). This can be achieved in a variety of ways. Ensuring that the planning of any session has been properly executed will help to demonstrate basic values such as organization, efficiency and punctuality and when delivering a session, using appropriate tone and language will exhibit the kinds of behaviour which we want to see reflected in students. It is also important that we are focused on the task at hand and are not distracted by outside influences. Something as simple as switching off a mobile phone could make all the difference. In that regard, requesting students to put their phones into ‘silent’ mode is something which could help to avoid them becoming distracted but also establishes a basic ground rule while not necessarily conveying the same message as ‘please all turn your phones off’. Where undesirable behaviour occurs, it is important to consider whether addressing it may in fact be more of a disruption than the behaviour itself, however, where it needs to be addressed, this should be done so quickly and professionally. However, it is important to note that students, like teachers should incorporate humour into learning. Using humour in the classroom shows that you are human and consequently encourages students to like and respect you. Being able to laugh at yourself when you make a mistake offers a good counterbalance to the moment when you must be strict and so helps lighten the classroom atmosphere (Cowley, 2007) Treating students as individuals but with equal respect will help to promote the same response from them. Therefore, care should be taken to listen to, appreciate and encourage individual contributions, this is especially true in the case of adult learners who bring their own experiences to the learning setting. References: Cowley, S. (2007) ‘Guerilla Guide to Teaching: The Definitive Resource for New Teachers’ (2nd Ed.) Continuum: London. Equality Act (2010). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2010/15/contents Accessed 04/12/2014. School of Educators (2011). ‘The Characteristics of a Good Teacher’. Available online at: http://schoolofeducators.com/2011/05/the-characteristics-of-a-good-teacher/ Accessed 4/12/14. Explain How the Teaching Role Involves Working with Other Professionals As a teacher, there will always be a requirement to liaise and work with other professionals, and this is likely to occur in a number of ways. When employed in a teaching role, we act as a representative of the organization which employs us, and we have a responsibility to represent that organization in a professional manner. Equally, when dealing with internal colleagues, whether a manager or a colleague at the same level of seniority, we are dutybound to treat others with respect, politeness and courtesy. Values which all form part of the Institute for Learning ‘Code of Practice’ (2008). Remembering that we have a responsibility to act according to these guidelines can be especially important when faced with other professionals who may be challenging or difficult in their approach. For example, in a  client situation, a Manager who is under pressure is annoyed because some of his staff are being abstracted from their usual duties to undertake training. In this situation, it is feasible that a degree of hostility may be directed toward the trainer. In acknowledging the managers concerns and highlighting the benefit of the training both to the staff and the manager, we may be able to defuse the situation rather than escalate it. Of course, students themselves can be professionals and care must be taken to acknowledge the professional standing of adult learners so that we do not condescend or patronize. However, we also have a responsibility to care for our students and where it is highlighted that a student may have a need or issue which requires third party support, we may need to act as an advocate or intervene to flag potential issues. Legislation such as The Safeguarding Vulnerable Groups Act (2006) make it potentially necessary to liaise with other professional agencies and, depending on the nature of the matter, it may be appropriate to use care or discretion. In all cases, it is appropriate that we remain professional and impartial. References: Institute for Learning (2008). ‘Code of Practice’ Available at: https://www.ifl.ac.uk/membership/ifl-code-of-professional-practice/view-the-code-of-professional-practice/ Accessed 1/12/2014 Safeguarding Vulnerable Groups Act (2006). London: HMSO. Available at: http://www.legislation.gov.uk/ukpga/2006/47/section/6 Accessed 4/12/14 Explain the Boundaries Between the Teaching Role and Other Professional Roles In dealing with other professional roles, there must come a point at which the boundaries of our own role are recognized to avoid us ‘overstepping the line’. This can apply on either a professional or personal level and works in two ways: our behaviour toward others and their behaviour towards us. The key basis upon which these boundaries must be drawn are ethics. Ethics can be described as ‘The codes of conduct or moral principles recognized in a particular profession, sphere of activity, relationship, or other context or aspect of human life’ (Oxford English Dictionary, 2014) In particular, the teaching profession is deeply implicated in ethical concerns and considerations. (Carr, D. 2000.) Therefore, it is an issue which should be constantly at the forefront of our thinking as teachers and an awareness of ethics helps to define the boundaries between us and other professional roles. Some boundaries are not so much an issue of ethics, however, but more of practicality and there must be limits placed on what we can reasonably be expected to achieve. This could, for example, include something such as a client wishing us to condense a lesson into a shorter time to reduce the impact on their business. Whilst the motivation for this may be understandable, it could also be perceived to undermine the value of the lesson itself, or at the very least will have an effect on the quality of the teaching. Recognising this kind of boundary enables us to ensure the integrity of our aims as teachers. Oxford English Dictionary (2014) Available online at: http://www.oed.com/ Accessed 4/12/14. Carr, D. (2000). ‘Professionalism and ethics in teaching’.London: Routledge Describe Points of Referral To Meet The Individual Needs Of Learners The teacher/student relationship is a unique one and often provides opportunities to unearth or identify needs which have previously been unnoticed. These needs may be specific to helping someone become a more effective learner, (such as possible dyslexia) or could be a wider issue in terms of being affecting the individual students’ life beyond the classroom. These wider-reaching needs could be in any area of a persons’ life and broadly speaking, fall into one of 5 categories as identified by Maslow (1943): Our role in providing support to help a student meet the identified need will depend on the particular need itself. For example, a student who is  apparently lacking in one of the ‘upper needs’ such as self-esteem may benefit from more support, praise and encouragement. Some needs, however, will require external or third party input and this is where we may seek to access a point of referral. It may become clear to us in the process of teaching that a student is suffering a crisis affecting their overall wellbeing: Domestic abuse, homelessness, drug or alcohol misuse etc. In this instance, we can play an important role in referring someone to a service or organization who can provide assistance. So as to be sure that we are not misguided, the student themselves should be engaged initially and when help is offered, it can be simply through providing information, or if consent is given, we may choose to act as an advocate. Maslow, A.H (1943). ‘A Theory of Human Motivation’. Psychological Review (50)p.370-396.