Othello Moderno essays

Othello Moderno expositions O is a teenager adjusted modernization of Shakespeares play Othello, The Moor of Venice. Presently, with modernizations things can get somewhat precarious. The movie producers attempted to make it as near the real story however. It spins around Odin Othello (Mekhi Phifer). He goes to a regarded private academy which is situated in America. In the story Odin is on the b-ball group, from the story you can see that he was acknowledged for his capacity to welcome magnificence to them on the b-ball court. The rival of the story is Hugo Iago (Josh Hartnett). Some state that Jealousy is a hazardous feeling. For this situation one could state it truly is. The fondness of Hugos father, who is likewise the mentor of the b-ball group is sufficient to cause a flash. There is a section in the film where the mentor (Martin Sheen), says of Odin, I love him like my own child. Hugo can control individuals to do his own doing. This is where the film itself does not have a piece. The simplicity he has with persuading individuals makes it appear as though he isn't controlling them, however only playing upon their feeling of guilelessness. From that point on Hugo starts a way of control and misdirection towards his own arrangements, which will realize the devastation of Odin. The manner in which Hugo realizes this is progressing in the direction of Odins weakness. This is Desi (Julia Stiles) whom is the lady that Odin cherishes. He works his manipulative games by unpretentiously leaving insights to Odin that Desi is undermining him, when in all actuality she truly isnt. Hugo additionally enrolls in the assistance of his flat mate Roger Rodriguez (Elden Henson of The Mighty in the Rodrigo job), to cut Odin down. The acting in the film is quite strong. Mekhi Phifer works superbly all things considered with playing Odin. He truly catches the inward battle that hes experiencing when he starts to accept that Hugo was directly about his charges of Desis undermining him. ... <!

6 Critical AP Exam Tips to Ace Your Tests

6 Critical AP Exam Tips to Ace Your Tests SAT/ACT Prep Online Guides and Tips The most significant thing you can do to augment your odds of getting a 5 on an AP test is to gain proficiency with the material. Be that as it may, it is a government sanctioned test, and there are procedures you can use to amplify your odds of accomplishment and ensure your difficult work pays off. Continue perusing for my top AP examtips! #1: Do Easy Questions First There’s no standard that you need to respond to the entirety of the inquiries in a provided area all together. On the off chance that you go to an inquiry that looks either troublesome or tedious, it’s fine to skip it and return later. This applies to both the various decision and free-reaction areas. Simply ensure you are cautious when you round out your Scantron or your test booklet! When you make a first pass and answer all the sure thing questions, at that point you can lock in on the harder or increasingly dreary questions.Don’t let yourself get held up a lot on any one inquiry, however. On the off chance that you feel yourself getting impeded, avoid that question, and return to it to either take a shot at it more (on the off chance that you have time) or theory (in the event that you don’t). #2: Answer Every Question-But Be Smart About It Since there is no speculating punishment on AP tests, it is to further your potential benefit to respond to each address. In the event that you aren’t certain about the correct answer on a different decision question, wipe out the same number of answers as you unquestionably can before guessing.This will up your odds of speculating the correct answer and getting focuses! On a free-reaction or short answer question, simply do as well as can be expected to figure dependent on what you recollect. On the off chance that you leave an inquiry clear, you’ll unquestionably get zero focuses, however in the event that you compose something even somewhat applicable, you may get halfway focuses! Also, even one point is superior to zero. #3: Manage Time Carefully You are permitted to carry a watch to the test just insofar as it doesn’t make clamor. I exceptionally prompt doing as such, so that you’ll know about how you are getting along on time at some random second. It’s basic that you find a steady speed on the test. On the numerous decision segment, on the off chance that you notice yourself stalling out on a specific inquiry or arrangement of inquiries, skip them and return toward the end. Don’t let a couple of inquiries totally tank your time. On the off chance that you’re gazing at an inquiry in disarray for longer than a moment, proceed onward and return to it. On the free-reaction area, time the board is considerably increasingly basic on the grounds that you’ll need to finish a progression of undertakings in a distributed measure of time, yet you won’t be provoked to proceed onward to the following article or question. Monitoring time will inform you as to whether you’re on track to complete everything. You ought to have time focuses for each article or assignment as a main priority when you go into the test. This sort of clock isn't permitted! #4: Plan Your Essays Carefully This may not have any significant bearing to each AP test it’s difficult to design a math issue ahead of time however for APs that do have paper questions, it’s basic that you plan them out before you begin thinking of them. Indeed, even five minutes spent rapidly writing down your proposal and the principle thoughts of your sections will assist you with composing the exposition quicker, make your contention more grounded, and guarantee your paper is better-sorted out and progressively rational. A marginally progressively itemized plot that means where you will incorporate explicit models and proof is far and away superior on the off chance that you have time. #5: Bring Water and a Snack for the Break This may appear to be a moderately paltry tip, however you may encounter some genuine test exhaustion during your AP tests. Bringing water and a nibble ideally one with a touch of protein and complex carbs, similar to a nutty spread granola bar-will assist you with remaining stimulated through the test and shield you from blurring during the free-reaction segment. A suitable tidbit. #6: Keep Up Positive Self-Talk You may hit a hindrance on test day. Perhaps you’ll see an inquiry type you weren’t very arranged for, overlook something you thought you knew all around, or be completely befuddled by a free-reaction question. The significant thing if this happens is to not freeze. Keep up positive self-talk. Reveal to yourself you are doing extraordinary. Proceed onward to another inquiry. Regardless of whether you’re still baffled when you return around to it, continue disclosing to yourself that you’re pulverizing the remainder of the test. And afterward simply do as well as can be expected on the test. Key Takeaways In the event that you need to get a 5 on your AP test, the best thing you can accomplish for yourself is to become familiar with the material. Be that as it may, there is as yet a key component to taking the AP, much the same as on other state administered tests. Here are my best six AP test tips: Do simple inquiries first and return to the harder ones later. Answer each question, yet just theory subsequent to wiping out all the appropriate responses you know aren't right. Bring a watch and deal with your time cautiously! Cautiously plan out your papers before you begin composing! (This tip doesn’t apply to those APs without articles). Bring water and a nibble for the break! Keep up positive self-talk, regardless of whether you hit a tangle! With these AP test tips, you’ll augment your odds of getting the score you’re focusing on! What's Next? Need more direction on AP arrangement? See our five-advance arrangement on the most proficient method to read for AP tests. Do you need an AP test flawless score?Read this manual for learn if it's something you ought to focus on. Taking a history AP test? See our guide on the best way to compose a top-scoring DBQ. Need to improve your SAT score by 160 or your ACT score by 4? We've composed a guide for each test about the best 5 methodologies you should use to have a taken shots at improving your score. Download it with the expectation of complimentary at this point:

Greet Them with a Hug

Greet Them with a Hug Whens the last time you hugged a stranger? Next time someone goes to shake your hand, why not greet them with a hug instead? How will it change your interaction with that person? What will it say about you? How will it make you feel? How will it make them feel? You’ll likely attend a few holiday functions, community gatherings, and family get-togethers in the coming months, which means you’ll meet plenty of new peopleâ€"and you’ll have oodles of chances to dish out hugs. Every hug is an opportunity to connect in a memorable, meaningful way because a hug removes the unconscious barriers we surround ourselves with each day. Plus, hugs are free and transferable. Pass it on. Subscribe to The Minimalists via email.

Greet Them with a Hug

Greet Them with a Hug Whens the last time you hugged a stranger? Next time someone goes to shake your hand, why not greet them with a hug instead? How will it change your interaction with that person? What will it say about you? How will it make you feel? How will it make them feel? You’ll likely attend a few holiday functions, community gatherings, and family get-togethers in the coming months, which means you’ll meet plenty of new peopleâ€"and you’ll have oodles of chances to dish out hugs. Every hug is an opportunity to connect in a memorable, meaningful way because a hug removes the unconscious barriers we surround ourselves with each day. Plus, hugs are free and transferable. Pass it on. Subscribe to The Minimalists via email.

Jealousy In Othello and Merry Wives of Windsor Plays - Free Essay Example

Sample details Pages: 6 Words: 1877 Downloads: 10 Date added: 2019/09/17 Category Literature Essay Level High school Tags: Othello Essay William Shakespeare Essay Did you like this example? A lot of Shakespeare plays share the common theme of jealousy, two in particular being Othello and Merry Wives of Windsor. Jealousy is a strong and unpredictable emotion that causes people to do things they never knew they knew capable of doing. Jealousy is also known as a destructive behavior. Don’t waste time! Our writers will create an original "Jealousy In Othello and Merry Wives of Windsor Plays" essay for you Create order This is due to the fact that it can destroy a persons life as well as a persons mental state. When someone is jealous their decision-making skills are jeopardized and are unable to think straight. A jealous person doesnt trust people around them and are very suspicious which leads to rivalry. The main problem of this emotion is there are always consciousness, but who pays for them? Othello and Merry Wives of Windsor are perfect example of why women seem to always to be the victims in situations where jealousy is the dominant emotion controlling the action. Othello, a middle-aged officer in the Venetian military, is married to Desdemona, a young, fragile, virtuous Venetian women. Othello is a good man but allows his jealousy and pride control his emotions and actions. Iago, who is Othellos ensign, is the first sign of jealousy that leads up to the victimization of Desdemona. Othello decided to appoint Cassio as lieutenant, even though he is inexperienced, and Iago isnt happy. Because of Iagos jealousy he is able to manipulate and deceive people through many immoral acts. Iago knows that Roderigo wants to be with Desdemona and uses that to his advantage. Iago tells Roderigo that if he helps him with his plan that in the end he will receive the love of Desdemona. Even though Desdemona has nothing to do with Iagos jealousy or hatred she is a vital part of the plan. Iagos plan was to go to Brabanzio, Desdemonas father, and tell him that Othello stole Desdemona and is forcing her into marriage. Iago sneakily leaves Roderigo alone before Brab anzio sees him and returns to Othellos side. Iago is always looking out for himself and does whatever it takes to get what he wants, which is all being led by his jealous nature. All because Othello didnt appoint him as lieutenant, Iago wants is jealous and takes it out on Othellos personal life. Iago hates Othello and jealousy leads to revenge.   Iagos plan doesnt work. When Desdemonas father accuses Othello of stealing his daughter and tricking her into marriage the dike sides with Othello and gives Othello and Desdemona a chance to speak their mind. In the end Othello and Desdemona convince the Duke that there love is true. When Othello is told he has to go to Cyprus to help fight against the Turks Desdemona demands that she goes with him. Iago believes he has lost a battle but will win the war. His jealousy doesnt die down or allow him to stop just because plan a failed. Iagos next plan comes to him while they are in Cyprus. Cassio, Othellos newly appointed lieutenant, takes the hand of Desdemona as she arrives to the island. When Iago sees this, he comes up with the perfect plan that gets back at Othello and Cassio, the only problem is that once again it involves Desdemona. Desdemona has nothing to do with Iagos jealousy but since she means so much to Othello, she has to be an innocent pawn in Iagos scheme. Roderigo expressed his doubt about being able to break up the marriage of Othello and Desdemona to Iago. Iago assures him that Desdemona will get bored of Othello and look for someone new but that it will most likely be with Cassio and not him. Iago does this to spark something inside of Rodrigo and make him jealous of Cassio. Ironically Iago knows the power of jealousy and that Rodrigo will try and take out his emotions on Cassio. This allows Iago to focus on letting out his jealousy and pride out on Othello while Rodrigo takes care of Cassio. I ago shares that taking care of Cassio is the first step of his plan in destroying Othello. Roderigo goes off to start a fight with Cassio after Iago gets him drunk. Cassio ends up stabbing Governor Montano while Roderigo runs off to set off the alarm in town. When Othello asks who started the fight Iago steps up and puts complete blame on Cassio. Iagos jealousy lead to cruel acts, manipulation and constant lies. Othello has no other choice then to take about Cassios position of lieutenant. Ironically Cassio goes to Iago and expresses how sad he is and how he has ruined his reputation. Iago sees this as a perfect gateway to step two of his plan. He tells Cassio that he can use Desdemona to get back on Othellos good side, but then tells us that he is going to make it seem like Cassio and Desdemona are having an affair to make Othello jealous. When Cassio talks with Desdemona she is very understanding and wants to help him gain the trust and forgiveness back from Othello. Othello and I ago walk in as Cassio goes to leave. Nervous and unsure of how to address the situation Cassio walks out without saying a word to anyone. In this moment is when Othello becomes questionable. Iago then tried to confirm the affair for Othello by putting thoughts in his head. Unfortunately, while trying to keep her promise to Cassio, Desdemona tries to convince Othello to give Cassio his position back as lieutenant, which only makes Othello believe Iago even more. Iago takes it another step further and brings his wife Emilia into it. He asks her if she could steal Desdemonas handkerchief. Iago then puts the handkerchief in Cassios room and tells Othello that he has seen Cassio use the handkerchief in person to further frame him for having an affair with Othellos wife. This would be the perfect evidence to put Othello over the edge due to the fact it was the first handkerchief Othello ever gave Desdemona. In this moment jealousy is what is driving Othello and Iagos actions. Othello wants revenge and Iago vows to help. When Othello asks Desdemona for the handkerchief she doesnt know where it is and then goes on to talk about reinstating Cassio as lieutenant. She doesnt know this at the time, but that was the worst possible thing to do in that moment. Iagos jealousy grows more and more and as it grows Desdemona is made into something she isnt. Iago is able to trick Othello into thinking his conversation with Cassio about his night with Bianca was about Desdemona which confirms the affair for Othello. In this moment Othellos pride, morals and good heart left his body and all that remained was his jealousy. Othello ends up getting so out of control that he hits Desdemona and calls her a whore Desdemona is confused and tells him she hasnt done anything wrong. Iago tells Othello that he is going to kill Cassio, but has Roderigo do the dirty work for him. He explains the only way to end up w ith Desdemona is with Cassio dead. After Othello hears Cassio yell out he assumes that he is dead. Othello then goes on to smother Desdemona to death. It is very clear that jealousy is what motivates the action in Othello and that jealousy can make people do things they never thought they could do. Desdemona, a pure, and innocent bystander was forced to pay the price for Iago and Othellos jealousy. She fell as a victim to this powerful emotion. In The Merry Wives of Windsor mistress Margret Page and Mistress Alice Ford are nothing like Desdemona but are victims of jealousy just like Desdemona. The common theme of The Merry Wives of Windsor is male sexual jealousy. Sir John Falstaff desires money of two wealthy merchants, Master Frank Ford and Master George Page. He can see that their wives Mistress Ford and Mistress Page, have control over their money and decides to seduce them. With this in mind, he sends them both identical letters, but this plan back fires. Being such good friends, the women know that they both received the same letter and attempt to teach Falstaff a lesson. The plan started with inviting Falstaff to Fords house to initiate the idea of leading him on. When Master Ford walked in Falstaff got nervous and climbed into dirty laundry that was brought outside and poured out into the river. They continue to humiliate Falstaff and trick him into publically embarrassing himself over and over again.   Master For d becomes jealous and thinks that Falstaff will be able to seduce his wife. He starts to go crazy thinking that his wife is cheating on him. He spends his time trying to catch her in the act. Master Ford dressed up in a disguise, going by the name Brooke in order to spy on Falstaff and his wife. In general Master Ford thinks that women are untrustworthy and are unable to stay faithful. Falstaff returns to Mistress Fords house but this time when he is told that Master Ford is coming he dresses up as the servants aunt in order to leave in disguise. When Master Ford sees him in disguise he beats him and chases him away due to the fact that he hates the servants fat aunt. Mistress Ford thinks she has made her husband pay for his jealousy and decides to tell her husband all about their plans. Ford feels bad for being so jealous and accusing his wife of being unfaithful and promises to never do it again. It shouldnt have had to come to this. Mistress Ford had to go as far as a fake affair to make her husband realize that he has gone too far when it comes to his jealous and untrusting nature. This is unfair to Mistress Ford when she has been nothing but faithful and patient with her husband. They trick Falstaff into dressing up as Herne the Hunter to meet Mistress Ford in the woods. The wives have fun messing with Falstaff and constantly find themselves laughing at the tr icks they plan on him. In the end Falstaff figures out that he has been tricked and Evan explains that he should stop going after lust and tries to explain to Ford that he should trust Mistress Ford. Jealousy is the emotion that men feel when they are afraid of losing the women that they love. Women, often victims of this emotion, are accused and effected so much through this emotion due to the fact that men lose who they are once it takes over. They transform into a completely different person causing them to behave and act in ways that they never have before. Men are unable to help themselves fall into the trap of jealousy and cant control their irrationality. Jealousy can make people lash out and doesnt always transfer to the person making them jealous, typically it is the women who is usually an innocent bystander. Unfortunately, the two women we see this happen to is Desdemona and Mistress Ford from Othello and The Merry Wives of Windsor. These women have done nothing wrong but somehow end up being the victims of the most destructive emotion imaginable, jealousy.

Things that Cause Depression Essay - 1513 Words

Depression I chose this topic because I noticed something different about myself and I was always sad, so I wanted to learn about depression. Depression is being sad, blue, unhappy, and miserable or down in the dumps. Depression can be broken into two categories: Major and minor. There are many causes, signs and symptoms, and treatment for depression. There is not an actual cause for depression, but scientists have some assumptions on how depression is caused. Depression can be caused biological, environmental, genetically, and psychologically. Magnetic Resonance Imaging’s (MRI) have shown that people with depression have differences in their brain. The changes shown in the brain are their moods, thinking, sleeping, appetite, and†¦show more content†¦The signs are being persistent sad, anxious, or â€Å"empty feelings†, feelings of hopelessness or pessimism (the tendency to see, anticipate, or emphasize only bad or undesirable outcomes), feelings of guilt, worthlessness o r helplessness, irritability, restlessness, and loss of interests in activities or hobbies once pleasurable including sex (Depression). Depression can be treated all kinds of ways, but you have to know the background information first in order to be treated. After you have found out what type of depression you have, find out as much information you can find. If you have any medical conditions, that needs to be treated first. Depending on how bad you have depression depends on how tough the treatment needs to be (Saisan, Smith, and Segal, 2014). It’ll take time to find the right treatment for you. A therapist may not work, but taking an hour long walk can. Since everyone is different there isn’t automatically a proper treatment for you. Antidepressants may not work on you either. Antidepressants won’t work forever. They may relieve symptoms, but it isn’t suitable for long term use neither is exercises or therapy. All treatments react the same way, but some more than others. Although exercising or seeing a therapist doesn’t have side effects. Antidepressants work better with lifestyle changes (Saisan, Smith, and Segal, 2014). (Armstrong 3) When you’re depressed don’tShow MoreRelatedDepression : A Serious Problem1473 Words   |  6 PagesDepression is an illness that involves the body, mood and feelings that have an emotional impact on the way a person eats and sleeps, the way an individual feels about themselves, and the way an individual thinks about things. Depression is a serious mental illness and thousands of people suffer from it every single day. It is an extremely serious problem that affects every aspect of the life of a teen that is suffering from depression. â€Å"Approximately 20 percent of teens will experience depressionRead MoreCauses of Teenage Depression1538 Words   |  7 Pagesbooklet or website or whatever they list depression among the side effects of cancer. But, in fact, depression is not a side effect of cancer. Depression is a side effect of death (â€Å"The Only Thing Worse†).† Occasional bad moods or acting out is to be expected, but depression is something different. Depression can destroy the very essence of a teenager’s personality, causing an overwhelming sense of sadness, despair, or anger (â€Å"A Guide for Parents†). The depression rate in the teen’s generation is risingRead MoreThe Main Types Of Depression1078 Words   |  5 Pagesown lives due to depression (Suicide). Depression affects 14.8 million, or 6.7 percent of people age 18 and older within the United States population (Hotline). 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One may feel sad or irritable, have very little energy, and trouble sleeping, have the feeling of not feeling worth anything or having unhappy thoughts about oneself or life in general. A person may feel that the only way they can stop the pain is by hurting themselves. Depression can affect men,Read MoreEssay Depression in Teens888 Words   |  4 Pagesare also faced with depression. Approximately half of teenagers with untreated depression may attempt suicide, which remains the third leading cause of death in this age group. (Bostic). This depression affects their school, family lives, and robs them of their self image. Depression affects many teens and often goes by unnoticed and untreated. What is depression? Depression is the most common of all psychological disorders, affecting 100 million people worldwide. The depression ranges from mild feelingsRead MoreCancer Is Not The Only Serious Disease That Chronic Stress1582 Words   |  7 Pagesdisorders†¦,† the most common being depression, anxiety, and bipolar disorders (Mills et al, â€Å"Mental†). Many sources state stress as a cause of depression. The byproduct of stress hormones act as sedatives, and the buildup of or large amounts of byproducts from chronic stress can contribute to a feeling of low energy or depression. This factor, as well as a sense of dysfunction and frustration at not being able to manage stress, may result in an increased sense of depression. Feeling depressed is a commonRead MoreAdolescent Depression in the U.S. Essay1598 Words   |  7 Pageslead to depression. Every 1 teenager out of 5 will develop a type of depression (Jones 1). â€Å"Adolescent depression is a disease that affects t he psyche in a way that the person affected with it will act and react abnormally toward others and themselves† (Blackman 2). About 19 million Americans are diagnosed with some sort of depression. 9 million of them are adolescents (Jones 1). Suicide is affiliated with depression greatly. 15% of all adolescents who are diagnosed with depression commit suicide

Canadas Current Health Care System - 1800 Words

Canada is a country composed of many different people from many different cultures including some native indigenous people, much like the United States. Similar to many other countries, Canada is attempting to become more culturally conscious and provide culturally-competent healthcare. According to Leininger and McFarland (2002), â€Å"there is an urgent need to integrate the many cultures of Canada into a harmonious, functioning society using sound cultural care research-based data in practice† (p. 494). Although the movement towards transcultural nursing care began in the 1960s when Leininger visited Canada to promote the study of transcultural nursing, it is still a work in progress as there are not a great number of nurses prepared by formal education to promote and develop transcultural nursing care (Leininger McFarland, 2014). Canada’s current health care system is â€Å"publicly financed, but privately run† and based on the five founding principles that mandate the health care must be universal, portable, comprehensive, accessible and publicly administered (Cackett, Ferguson, Irvine, 2005). The ten provinces within Canada are individually responsible for funding, developing and assessing the provisions of hospital care, providing salaries to health professionals and determining reimbursement for physician services (Cackett, Ferguson, Irvine, 2005). Evolution of Healthcare The Canadian principle of universal healthcare began in 1944 in Saskatchewan with its introductionShow MoreRelatedThe Canada Health Act825 Words   |  4 PagesAll health care in Canada is â€Å"free† for insured services, those provided through hospitals and physicians (O Neill, 2008). With the enactment of the Canada Health Act, citizens may choose their own family physician and do not have to pay premiums, deductibles, or co-payments. Other services such as prescription drugs or dental care must be paid for either out-of-pocket or through private insurances. Because of this â€Å"free† care, O’Neill (2008) argued that the demand for health care becomes unrestrainedRead MoreThe Formation Of Canada s Health Care System1028 Words   |  5 Pages Two-Tiered or not Two-Tiered- Is That Even the Question? Looking at the Future of Canada’s Health Care Kirstin Cain Sociology 101 Northwest Community College Two-Tiered or not Two-Tiered- Is That Even the Question? Looking at the Future of Canada’s Health Care One of the founding fathers of structural functionalism, Emile Durkheim, believed that society could be viewed as an entity whose parts, or institutions, needed to work well together as a whole and that society’s needs determined howRead MoreOntario s Health : Briefing Note1538 Words   |  7 Pages Ontario s Health: Briefing Note Alysha Savji Ryerson University Health Policy MN8910 Dr. Karen Spalding October 8, 2015 Ontario s Health: Briefing Note Health care expenditure accounted for an estimated 11% (214.9 billion) of Canada’s GDP in 2014 (CIHI, 2014). Canada boasts a universal, cost-effective and fair health care system to its citizens (Picard, 2010). However, despite great claims and large expenses incurred Canada’s health care system has been reported inefficient in it’sRead MoreThe Canada Health Act And The Medical Care Act999 Words   |  4 PagesAs evolved to the changes as a whole. The article summarizes the general Acts that were put into place in Canada in the 1980s, for example, the Canada Health Act and The Medical Care Act. The article outlines the characteristics of the primary health care reform in Canada. The authors provide an analysis to why the reform occurred to the end achievements, covering all of the steps in between. The article is more focused on the goals and objectives rather than the strategy of the reform. The mainRead More Canadas Declining Health Care System and the Brai n Drain Essays884 Words   |  4 PagesCanadas Declining Health Care System and the Brain Drain Canadas government-funded health care system in under attack. Despite the mandate of the Canada health act, which was meant to assure universality, comprehensiveness, equitable access, public administration and portability of our health care system, (Braithwaite 17), Canadians today make the issue of health care their most important political concern. 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Canada, specifically as a post-industrial nation, has a poor health care system when compared to its European counterparts. Thus, Canada’s overall health would be better if we were to shift to French-style practices in the health section of the welfare state.! ! ! Its important to

Business Level Strategy Generic Strategies

Question: Discuss about the Business Level Strategy for Generic Strategies. Answer: Business Ethics: A Sustainability Approach Business ethics and sustainability are two different aspects identified as the moral principles in the current corporate domain (Kain and Sharma 2014). Krishna, Dangayach and Jain (2011) affirmed that in concrete terms, ethical aspect of the business reflects business philosophy and precedence, which prohibit the work practices to be performed in an unethical manner. In order to ensure long-term sustainability of the business operations, organizations need to follow an ethical approach in their regular activities. The empirical studies conducted by Brunk (2010) and Chen-McCain, Tsai and Bellino (2010) raised concerns in terms of the management of different businesses related to engagement in unethical practices which in turn can hamper the brand reputation, customers trust, loyalty and societal image as well. Conducting business with ethical consideration should be the major priority for every organization, as the consequence of unethical practices can bring about a hefty amount of f ines for the business entity along with a major tarnish in its reputation in the market (Krishna, Dangayach and Jain 2011). Sustainability refers to an essential aspect of performing the business operations with a consistent performance along with fulfilling the requirements and ensuring satisfaction of the customers and all other stakeholders as well. Sustainability is a wider concept that leads the business to remain committed with the internal and external stakeholders socially, economically and environmentally. In the present decade, organizations were continuously pressurised by its stakeholders to enhance their performance in a sustainable and ethical manner to provide benefits to its stakeholders (Krishna, Dangayach and Jain 2011). The authors of the article business ethics: A sustainability approach believed that a business could gain benefits by involving in the unethical and unsustainable practices, but such practices are likely to undermine the prospects of the economy and other external aspects over time. The key principle of modern business environment is to emphasise ethical aspects from bot h internal and external purposes which further allows the organizations to conduct their business in a sustainable manner. The authors of the article further suggested that the current practice primarily instructs employees to follow written guidelines or principles, though they are still unable to ensure the presence of ethics and sustainability in business. Providing training and supervising performance of employees are key driving constituents in maintaining sustainability and ethical practice in the organization. According to the view of Krishna, Dangayach and Jain (2011), monitoring the environmental practices, appointing professionals and enhancing knowledge on the work culture maintenance are major aspects of the ethical and sustainable practices. Apart from environmental aspects, economic and social factors are also cornerstones in maintaining a business with sustainable and ethical considerations. Broni (2010) presented a similar view by affirming that providing a safe and secure work environment along with equal treatment to employees; organizations can easily enhance their performance with higher reputation and market preferences. Krishna, Dangayach and Jain (2011) reflected that including agencies with external expertise to assist the management in maintaining ethics and sustainable practice has become a common practice in the current business setting. Krishna, Dangayach and Jain (2011) render a lucid comprehension regarding the factors that have gained considerable attention to enhance businesses performance. Among these factors ensuring ethical and sustainable practices within the work environment is recognised to be vital. However, certain recommendations are suggested to the authors of the article that the study could provide more transparent outcome by explaining practical viewpoints or situations in which modern organizations started to adopt ethical and sustainable practices more actively. In the article, the authors mainly concentrated on the theoretical perspectives. Thus, it can be recommended that conducting a survey with the employees, who have received formal training to deal with such aspects, might be beneficial in reflecting the drawbacks of unethical practices and providing suggestions on implementing new policy measures to reform the ethical and sustainable approaches for the business. Moreover, the outcome of the study also lacks precise summary on the evidences of whether the employees with training experience can perform responsible actions in a more ethical and sustainable manner or not. Besides, it has been presented by the authors of the article that in the current market organizations adopt several strategic measures to evaluate business ethics, but they do not name any of the mechanisms that are currently followed in the business domain. A Stakeholder Approach to CSR: A Fresh Perspective into Theory and Practice The study conducted by Jamali (2008) reflected Corporate Social Responsibility (CSR) as the duties, responsibilities and obligations of an organization to act in an ethical manner by remaining responsible towards cultural, social, economic as well as environmental issues related to the business. Implementing the approaches of CSR in the organizational practices facilitates the business to manage its respective activities by eliminating risk factors, improving competitiveness and strengthening the relationship with regulatory entities or stakeholders. In todays business domain, organizations are operating in the global context by involving in the both national as well as international levels. According to Jamali (2008) business involvement in the CSR practices allows the organization to enrich its customers preferences, market share and brand reputation by stating that the management will always remain committed towards the social, economic and environmental aspects. Enhancing busines s reputation or image among the potential customers further helps to place the organization on a higher level in front of the national and international stakeholders. Jamali (2008) asserted that the major stakeholders of the organization in both national and international levels include employees, customers, suppliers, investors and the community only, when the business operates in other nations. The CSR actions of the business differ based on the interests and values of different stakeholders. For instance, the interests and perspectives of the employees in domestic and international market adopted in the CSR activities are ensured with developing equitable reward and remuneration approach, providing fair working environment, investment in benefits programs for the employees and promoting diversity among others. Involvement of interests of national and international stakeholders is a valuable attribute in enriching the overall profitability of the organization by enhancing the reputation and customer relationship. Concerning the high competitive business environment, organizations are highly pressurised by its stakeholders to have proper balance between companies and communities with the adaptation of several CSR activities. Contextually, performing business operations linked with the CSR allows the organization to ensure business succession along with developing reciprocal relationships with the surrounding communities as well (Jamali 2008). The significance of the outcome presented by Jamali (2008) can be justified with the fact that the CSR practice in the modern business setting is the most important phenomena. CSR allows organizations to promote their operational standards by performing acts that are contributing towards benefits of the society thereby improving the organizational image or reputation. A number of empirical studies have exhibited decisive impacts of upholding CSR on the business performance and financial sustainability (Rajput, Batra and Pathak, 2012; Karagiorgos 2010), brand value (Abdolvand and Charsetad 2013), customer behaviour (Wu and Lin 2014) and business performance as well (Bedenik et al. 2013). To remain connected with the stakeholders and maximise their values and interests, CSR activities have become an important constituent for organizations in the present competitive marketplace. Jamalis (2008) study provides diversified perspective of the CSR practices that organizations have adopted wi th due consideration of the stakeholders preferences in the national and international levels. However, it can be recommended to the author of the article that future research might concentrate on categorising the shareholders management approach in terms of national and international perspectives. Moreover, further concentration should be on presenting the possible adverse impacts for organizations due to their non-involvement in the CSR practices. The study conducted by Krishna, Dangayach and Jain (2011) reflected that organizations ensure sustainable operations by involving ethical conducts. On the other hand, Jamali (2008) asserted that CSR is an effective approach to developing relationship with the stakeholders and reducing uncertainties in the business activities in the social environment. Both the studies presented the concept of developing a positive perception on stakeholders and further contributed to the enrichment of the brand image by engaging ethical, sustainable and CSR activities within strategic priority. The value of stakeholders will be affected and likely to create adverse impact on the performance of companies that are involved in unethical practices or do not adopt CSR practices. References Abdolvand, M Charsetad, P 2013, Corporate social responsibility and brand equity in industrial marketing, International Journal of Academic Research in Business and Social Sciences, vol. 3, no. 9, pp. 273-284. Bedenik, N. O et al., 2013, Corporate social responsibility and company performance: Evidence from four European countries, The Holistic Approach to Environment, vol. 3, iss. 3, pp. 153-173. Broni, J V G 2010, Ethical dimensions in the conduct of business: Business ethics, corporate social responsibility and the law: The "ethics in business" as a sense of business ethics, International Conference on Applied Economics, pp. 795-819. Brunk, K H 2010, Exploring origins of ethical company/brand perceptions: A consumer perspective of corporate ethics, Journal of Business Research, vol. 63, no. 3, pp. 255-262. Chen-McCain, S L, Tsai, H Bellino, N 2010, Organizational justice, employees' ethical behaviour, and job satisfaction in the casino industry, International Journal of Contemporary Hospitality Management, vol. 22, no. 7, pp. 992-1009. Jamali, D 2008, A stakeholder approach to corporate social responsibility: A fresh perspective into theory and practice,Journal of Business Ethics, vol. 82, no. 1, pp. 213-231. Kain, P Sharma, S 2014, Business ethics as competitive advantage for companies in the globalized era, Journal of Management Sciences and Technology,vol. 3, no. 1, pp. 39-46. Karagiorgos, T 2010, Corporate social responsibility and financial performance: An empirical analysis on Greek companies, European Research Studies, vol. 13, iss. 4, pp. 85-108. Krishna, A, Dangayach, G S Jainabc, R 2011, Business ethics: A sustainability approach,Procedia-Social and Behavioral Sciences,vol. 25, pp. 281-286. Rajput, N, Batra, G Pathak, R 2012, Linking CSR and financial performance: An empirical validation, Problems and Perspectives in Management, vol. 10, iss. 2, pp. 42-49. Wu, S I Lin, H F 2014, The correlation of CSR and consumer behavior: A study of convenience store, International Journal of Marketing Studies, vol. 6, no. 6, pp. 66-80.

The Crucible is a play based on a true story set in the 17th century Essay Example For Students

The Crucible is a play based on a true story set in the 17th century Essay The Crucible is a play based on a true story set in the 17th century, about a closely-knit community in Salem, Massachusetts which from the accusations of girl à ¢Ã¢â€š ¬Ã¢â‚¬Å" Abigail Williams à ¢Ã¢â€š ¬Ã¢â‚¬Å" led to a witch hunt all over the town which ended up having over half of the town hung and the other half set free because they agreed when they were called witches but wanted to repent their sins. Arthur Miller wrote Crucible in the mid 20th century as a parallel to the witch hunt against communists and people with left wing views led by senator McCarthy in the 1950s. This involved making anyone with anything near to communist views made unemployable so that America wasnt taken over by communism. Because this play very strongly conveyed Millers views about McCarthyism at that time it was not able to be performed in theatres in America when it was first ready as any educated member of the audience could unravel the parallels that Miller made. We will write a custom essay on The Crucible is a play based on a true story set in the 17th century specifically for you for only $16.38 $13.9/page Order now In any play there are three things that can be determined by the play write apart from the script: the stage directions, the set, and the lighting. Miller has given directions very specifically on all three of these so that the play looks near to exactly as he first envisioned it to be and to keep the tension in the play working as it should. Throughout the play there are times where there is a lot of tension, uncertainty and drama. This helps to suspend the belief of the audience and keep them interested in the play. The main contributor to this build up is John Proctor whose quirky remarks and strange choices lead to the whole play becoming a bigger drama than any audience might have first thought. From even before the play has started John Proctor made a choice that was thought of to be very taboo à ¢Ã¢â€š ¬Ã¢â‚¬Å" having an affair with Abigail. In the play, Abigail is 16. Although quite a young age to be running off with a middle-aged man was not as young as the real documents told: she was really 12, but in the 1950s the audience, no matter how educated would not have been able to cope with the story line of a 12 year old girl going and sleeping with a middle aged man so the dramatist changed the age to 16. After this early and disgraceful choice he continues to push the boundaries by choosing not to go to church. Since this was a Puritan and Quaker community the thought of not going to church would make many people cry blasphemy. But Proctor had a good reason, which was that he hated the way the Reverend Parris ran the ceremony. Not going set him aside as rouge and because of this conflict Proctor had with religion he increased the tension, as this is how the majority of tension is created in a play. He next makes a big decision  to end his relationship with Abigail so to try to patch up his marriage and to try to start over. But Abigail doesnt take to this very well and accuses Proctors wife of being a witch. Being his wife, the drama can thrive on the conflict within John and the conflicts he has focusing on this topic with both Abigail and Elizabeth. The conflict due to the now unrequited love of Abigail towards John led her to be more cunning and in her determination, comes a greater factor of tension and uncertainty into what she will do next. .u6a2da9bff6bc3f7a5049283237e80a80 , .u6a2da9bff6bc3f7a5049283237e80a80 .postImageUrl , .u6a2da9bff6bc3f7a5049283237e80a80 .centered-text-area { min-height: 80px; position: relative; } .u6a2da9bff6bc3f7a5049283237e80a80 , .u6a2da9bff6bc3f7a5049283237e80a80:hover , .u6a2da9bff6bc3f7a5049283237e80a80:visited , .u6a2da9bff6bc3f7a5049283237e80a80:active { border:0!important; } .u6a2da9bff6bc3f7a5049283237e80a80 .clearfix:after { content: ""; display: table; clear: both; } .u6a2da9bff6bc3f7a5049283237e80a80 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6a2da9bff6bc3f7a5049283237e80a80:active , .u6a2da9bff6bc3f7a5049283237e80a80:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6a2da9bff6bc3f7a5049283237e80a80 .centered-text-area { width: 100%; position: relative ; } .u6a2da9bff6bc3f7a5049283237e80a80 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6a2da9bff6bc3f7a5049283237e80a80 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6a2da9bff6bc3f7a5049283237e80a80 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6a2da9bff6bc3f7a5049283237e80a80:hover .ctaButton { background-color: #34495E!important; } .u6a2da9bff6bc3f7a5049283237e80a80 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6a2da9bff6bc3f7a5049283237e80a80 .u6a2da9bff6bc3f7a5049283237e80a80-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6a2da9bff6bc3f7a5049283237e80a80:after { content: ""; display: block; clear: both; } READ: Modern morality play EssayThe decision that really increases the uncertainty is the decision Elizabeth à ¢Ã¢â€š ¬Ã¢â‚¬Å" Johns wife à ¢Ã¢â€š ¬Ã¢â‚¬Å" makes to protect her husband over telling the truth. John previously said to the Danforth she have never lied. Therefore when asked whether John had an affair with Abigail à ¢Ã¢â€š ¬Ã¢â‚¬Å" earlier making it obvious that she knew of it à ¢Ã¢â€š ¬Ã¢â‚¬Å" the audience expects her to say yes because she had never lied in her life, but to make the tension climax Miller makes her say no, which to an audience that had never seen the play before would shock, and enthral them at the same time. The main tension and drama building decision made by John Proctor is in Act 4: after being put in jail for not admitting to being a witch when accused, Danforth comes to see John, to supposedly set him free. All John has to do to be freed and not go to be hung on that very same day is to sign a piece of paper that says he admits to being a witch. Despite being advised by the comforting and wise Reverend Hail, he will not give Danforth the signed document. But its my name! He makes a conscious decision to keep his self-respect, which is what a hero in most stories and plays tries to achieve. By giving them the sheet of paper he would have signed his life away to a lie, this was something he could not do. Even after his wife forgave him for everything he did and apologised for everything she did to make him feel bad and then told him whatever you will do it is a good man that does it which would mean to her that she wouldnt care if he gave in to them. Despite all of this he puts all he can into maintaining his dignity and not giving in. He only told the truth and because he kept his name, even though he was hung he leaves the play having the audience on his side. Along with the choices there are some very subtle things that Miller uses to add to the atmosphere of the play. Firstly the language used predominantly in the play is colloquial language of the 17th century Quakers. This makes the characters much more realistic as the language they use is common with where they are and of the time. It also  helps to show just how familiar everyone is with everyone living in Salem and that because of this anyone could be accused next. All Abigail needed to do was figuratively pull a name out of a hat, and accuse that person. But this type of language is not used in all parts. In the courtroom scene 3 the language changes to a much more formal version of this same dialect, mainly because of the presence of the judges who lived in another town and were unknown by the majority of people. Therefore the tension can build up more easily but since it is in a courtroom the people are unable to take the step onwards to climax this tension and so it just increases throughout the scene. Using the technique of conflict, Miller successfully created a drama with unexpected plot twists and betrayal that needed a basis of a true story to help it along with making believable characters and a believable witch hunt. Being a great contributor to the excitement that the play bring John Proctor is an essential character who drives the tension, drama and uncertainty in the play and when doing what is the right thing, he shows the audience that any person can change. He is just one example of a great character changing his morals.

Platos Republic essays

Plato's Republic essays The Republic by Plato is considered a classic. A classic in the sense that it has withstood the test of time and is still studied today by people all over the world. It describes the human search for justice while also exploring philosophical clarity. Plato wrote this book about his teacher, Socrates, who was the first philosopher of western thought and believed that there was a rational explanation for all occurances on earth rather than just a religious meaning. His search for logical explanations for all occurances led him to be sought out in his community to have discussions about life and man. The Republic recounts discussions Socrates had with his contemporaries about the meaning of justice. The first of these men was a rich, older man by the name of Cephalus. He believed that justice meant speaking the truth at all times and always paying back one's debts. Cephalus said that a just man should return whatever is owed to another without hesitation or concern and to always tell the truth no matter the consequences. This caused Socrates much confusion and, using his dialetic method, he prodded deeper into to Cephalus's meaning to try to come up with some truth. Socrates said that being just is not as easy as just telling the truth and paying one's debts all the time. These actions could be considered just or unjust depending on the circumstances. If someone had borrowed his friend's whiskey and his friend, who is a recovering alcoholic, asked for it back, would it be the just thing to do to return it knowing his friend has a drinking problem or to keep it in order to help him out? That is the kind of question that Socrates posed to Cephalus to which he agreed and le ft the argument to his son, Polemarchus. Still, Polemarchus carried on the belief that "it is just to give to each what is owed" (331 e). However, he also states that it can depend on the circumstances around that situation specifically that one does wha...

Higher Education in England Essay Example | Topics and Well Written Essays - 1500 words

Higher Education in England - Essay Example It has been concluded that each student spends only around 26 hours of time per week for both private study and teaching. Another report on UK universities, in particular, universities in England, shows that the stress levels of students undergoing higher education are more than the level prescribed by health and Safety Executive (HSE) for good health.(Ashley) A report developed by National Union of Students (NUS) shows that the students are well aware of their daily expenditure, but not sure of the hidden costs they spend. These include travelling, food bought during travelling, in shops and restaurants. (NUS student experience report) The report also shows the average percentage of people worried about their financial situation. It shows that 13% of the total are very much worried and stressed out about their financial situation whereas 16% of students don't give much attention to it. The rest of students were not aware of how much they spend.(NUS student experience report) According to recent survey conducted on a group of students, a larger database of information was generated with predefined set of questions. On finding out correlation between the debt and term expenditure, it was found out to be 0.76 showing a fairly high connection between the two subjected quantities. Further analysis was done to test two hypotheses. One is a belief of no difference in debt between mature and young students. The other was mature students having more debts than young students. With t-test and histogram on a surveyed set of data, both the hypotheses were proved wrong. Although the correlation was found, there was not enough evidence to back the hypothesis. It can be summarized that most of them are under the wrong notion of borrowing things would satisfy their needs rather than looking at the cumulative result they would face after graduation. It could also be one of their ways to counter the financial pressure. The current financial turmoil has added to their stress level as the expenditure for basic amenities has increased. The current recession has led students who want to join universities to go for one which is nearby their home so that they could cut down on the loan for maintenance. (Students at home 'to cut costs') A survey suggests that due to recession, there are not enough part-time jobs to compensate students who take loans to complete their higher education. The survey conducted by the youth parliament of UK suggests that 36% of people fear of shifting to new place as they may not be able to repay the debts.(Higher education funding) According to the first held survey on Student Price Index, the students of higher education pay 7 percent higher than

The role of the law in guaranteeing equality and justice for all Essay

The role of the law in guaranteeing equality and justice for all extends far beyond the narrow scope of the Equality Act 2010.Discuss with reference to the following area.Hate crime - Essay Example Laws are universal and apply to people of different spheres of lives, across gender, races, etc. The law of equality and justice influence individuals’ ability to amass endowments and enjoy proceeds from such endowments, right to access resources, and enjoy liberty as free agents in the social order. In UK, the law recognizes that equality may occur in many ways.2 The equality principle might impose duties that might be focused on eliminating stigma, redistribution, and accommodation. These duties may include â€Å"formal equality, equality of outcome and equality of opportunity.3† The equality of process involves ensuring uniform treatment for all persons in any given situation. Equality of worth is about giving each the same respect. Equality of outcome entails focusing on similar wealth and educational achievement.4 Finally, equality of opportunity ensures that persons should not be limited from achieving their goals by the circumstances beyond their control. The observation is that in an ideal situation the outcomes are dependent on available opportunities and opportunities for the outcome.5 For example, if a person is from poor a family they are unlikely to realize educational potentials, and because of lower educational achievement the potential for earning better salaries or wages is low.6 Therefore, laws on equality and justice aim at minimizing the gaps between those who are well of and those likely to suffer the worst. The rules of equality and justice are broader than the requirements of Equality Act 2010. Hate crime is a violent crime inspired by biases as a result of group affiliation of the victim.7 These crimes vary in magnitude and may include damages to property, physical assaults, harassment, insults, bullying, offensive graffiti, verbal abuse, etc. The hate crime laws aim at preventing crimes based on bias and protecting the innocent persons from any harm cause by the perpetrators of the crime. Hate crime is harmful

Ict And Language Learning Teaching Methods Information Technology Essay

Ict And Language Learning Teaching Methods Information Technology Essay The definitions could be considered narrow. More interestingly, Cambridge Advanced Learners Dictionary defines ICT in a narrower context: a school subject in which students learn to use computers and other electronic equipment to store and send information. It is noted that  both interpretations are deficient  in that it glosses over current ICT inventions and ignores previous technological devices such as printing machines, telephone, radio and television. In a broader view of ICT, we will be discussing the role of ICT in supporting language learning from the perspective of historical background and within the framework of SLA (Second Language Acquisition). In this essay we will seek to address the following questions: To what extend language learning are affected by ICT? How does ICT co-relate and correspond to learning-teaching methods and SLA hypotheses? 2 The role of ICT and Language Learning-Teaching Methods 2.1 Historical background Before the arrival of printing press, emphasis has been placed on catechetic and oral communication activities for grammar teaching and learning (Guo, 2010). Following the invention of movable printing machine in 1455, literacy among society has been significantly improved. As quoted by Crystal (2004: 56), the new invention gave an unprecedented impetus to the formation of a standard language and the study of its properties. On the other hand, Kelly (1969) states that deductive and inductive methods have existed for ages. To date, Brown (1994: 351) points out that the inductive approach is preferred as it is in tune with subconscious and implicit language acquisition. Kenning (2007) analyses that the emergences of both deductive and inductive approaches predated printing technology hence the popularity might not be attributed to the technology. Thus she states that ICT had little to do with the birth of the approaches. In addition, it is worthwhile to point out that the role of printing technology in language learning was limited in the early years. For instance, Comenius wrote a  pioneering  book in 1658, Orbis Sensualium Pictus, related to audio-visual learning method. He presented Latin vocabulary words and modern languages with pictures. (Leinenbauch Gillette, 1997: 486). This revolutionary inductive approach eventually failed due to technical difficulty and expensive cost of printing illustrations (Kenning, 2007). This claim is in line with Ellis (1997)s notion that, social and cultural contexts is among the external factors that significantly influence the amount of exposure and use of a L2 (p.4-5). Thus, successful implementation of an innovative learning approach may be postponed until the technology is ready for the conditions. Language teaching has been using technologies such as phonograph, radio, projector, tape recorder, computer, the Internet, the Web, interactive whiteboard, DVD-ROMs, mobile phone and personal digital assistant (PDA) (Davies 2005) to support language learning from early 20th century. Due to the versatility of ICT, one can thus argue that ICT has potential to play a significant role in facilitating learning methods connected to deductive and inductive approaches such as Grammar-Translation Method (deductive), Direct Method (inductive), Audio-lingual Method (inductive), Communicative Language Teaching Approach and Task-Based Approach (inductive). We are therefore going to review and discuss the advantages of ICT according to each of these methods in the following section. 2.2 Grammar Translation Method Grammar Translation Method is an L2 teaching method based on the analysis of grammar and translation from L1 to L2 and vice versa. (Wong, 2005: 118). Grammar Translation Method was derived  from classical method of teaching  Greek and  Latin in 16th century (Wong, 2005: 1) and only became popular in the late 19th century early 20th century.  It is interesting to note that although printing production had been improved since 15th century, the real revolution only began when steam-powered press was invented to deliver 1,100 sheets per hour (Hutchinson, 2008). Following this revolution, printing and publishing costs has been significantly lowered. This has consequently fostered the implementation of grammar-translation method as constant reference is necessary for translation (Kenning, 2007). Although this method began to decline following the introduction of Direct Method, its traces can still be found in todays language classrooms where reading competence is emphasised (Wong, 2005). In modern contexts, overhead projector and drill-and-practice CALL (behaviourist stage) have somehow replaced blackboard and books for uni-directional transmission of information in L2 grammar-translation classrooms (Warschauer Meskill, 2000). What is clear in this passage is the vital importance of  ICT in popularizing Grammar Translation Method in late 19th century and early 20th century. However, todays cutting-edge technology has failed to revive the traditional method. We could attribute this phenomenon to the deficiency of the deductive method itself, in which implicit language acquisition has been neglected. 2.3 Direct Method Thornbury (2007:21) defines the Direct Method as a method prioritises on oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching. Stocker (1921) and Clarke (1921) (both cited in Salaberry, 2001: 40) emphasised the important role of phonograph in learning L2 pronunciation and intonation. Boldyreff (1929) claimed that the use of phonograph makes language learning more scientific and efficient. However, Jespersen (1904) expressed his concern over the sound quality, especially the consonant was still far from perfect. The use of radio solved Jespersens concern. For instance, Quinault (1947) described BBC program English by Radio as perhaps the biggest experiment in language teaching by radio on purely direct method lines (p.119). She further claimed that the continental listeners managed to concentrate on the sound alone and eventually acquired the pronunciation successfully. As stated by Reith (1924), radio offered perfect pronunciation through native speaker utterance. Indeed, radio managed to cater the needs of language learners who adopted Direct Method in early years. Nowadays, Direct Method, well-known as Berlitz Method, is supported by cutting-edged technology. Learning are still done in oral context (Berlitz, 2010) but interactive white board, multimedia, the Internet and the Web have been integrated into Berlitz Virtual Classroom (BVC, 2010). In line with Kenning (2007)s claim, ICT at this stage has been used to meets the needs of eclectic approach set within a broad conceptual framework. 2.4 Audio-lingual Method (ALM) The ALM is led by behaviourist psychology and structural linguistic (Richards Rogers, 2001). In 1970s and 1980s, the behaviourist CALL (Computer-Assisted Language Learning) such as language laboratories served as effective tools to deliver instruction, dialogue memorisation, repetitive drill exercises and correct answers to the learners (Warschauer, 1996; Warschauer Meskill, 2000). Eventually, language laboratories were failed as it only adopted a single methodology and neglected creative production of human language (Chambers, Conacher Littlemore, 2004). In todays context, the role of ICT could still be traced. For example, the Duke University gave away iPod to 1,600 first year students to evaluate the effectiveness of the technology device in academic use (Belanger, 2005). Apparently, ALM was adopted in language learning: In languagesà ¢Ã¢â€š ¬Ã‚ ¦listening comprehension or performance-based components, practice and repetition was facilitated through digital audio files (Belanger, 2005: 9). For example, L2 learners spoken Spanish and their response during oral quizzes were recorded using iPod. Also, weekly vocabulary words with translations and audio diary was downloaded as learning materials (Belanger, 2005: 15). The use of iPod proved to be beneficial in supporting audio-lingual language learning in this project. 2.5 Communicative Language Teaching (CLT) Approach CLT approach adopts a broad and eclectic philosophy rather than specific prescribed procedure in language learning and teaching (Wong, 2005). Communicative CALL replaced behaviourist CALL in the 1970s and 1980s (Warschauer, 1996). Authentic situations, purposeful and meaningful communication, learner-centred settings, written and gesture communication are all important elements in this approach (VanPatten, 2002). It is clear to note that the ICT inventions have been used accordingly to fulfil the specific purpose of the approach. For instance, Fox (1997) reported that Language Learning Network project consisted of the Internet and video conferencing had successfully created a communication content-driven learning environment. More recently, Littlemore Oakey (2004) points out the Web has made authentic meaningful communication possible by providing substantial amount of resources and knowledge. CMC (Computer-Mediated Communication), for example, provide the opportunity to use the L2 authentically. 2.6 Task-based Approach Task-based approach is a syllabus that is organised based on a series of tasks that learners are expected to perform (Wong, 2005: 120). It has attracted much attention from SLA researchers over the past two years. Similar to CLT approach, broad and eclectic philosophy are incorporated in this approach. Thus the concept has been widely adopted by SLA hypotheses such as input processing, negotiation of meaning, focus on form and output comprehensible output (Van den Branden, 2006: 1). Indeed, ICT such as Internet and the Web has been used as powerful tools to enhance both CLT approach and task-based learning. This has yielded positive outcomes such as increased interaction, increased task authenticity and creative output production (Egbert Hanson-Smith, 1999). In this section we have reviewed to what extend ICT has supported language learning according to different teaching methods. In the next section we will discuss the role of ICT according to different SLA hypotheses. 3 The Role of ICT and SLA Hypotheses 3.1 Comprehensible Input According to Krashen (1981, 1982, and 1985, cited in Wong, 2005), comprehensible input is the language that learners can understand with their current level of linguistic competence. Multimedia enables visualization of abstract concepts and complex processes (Davies (2005)/ Also, modified input in multimedia CALL provides comprehensible input to learners (Chapelle, 1998). For example, by using captioned interactive video (Shea, 2000), learners will better understand the L2 discourse in the authentic discourse. In addition, comprehensible input is made available through task-based activities such as web-authoring task (Mishan 2004). The importance of exposure to authentic L2 text has been generally endorsed by SIA researchers (e.g. Larsen-Freeman Long, 1991). During web-authoring task using software such as Dreamweaver, FrontPage and GoLive, learners are exposed to authentic text in following the instruction to build their own website (Mishan 2004). For distance learning, ICT could be utilized to create learning environment with productive and rich L2 input. This consequently diminishes dichotomy between distance language learners and classroom learners (Davies et al., 2010). Along the way, good evidence about the positive role of ICT has been reviewed within the framework of Comprehensible Input Hypothesis. It is noted that ICT could be beneficial when the learners are exposed to rich and authentic L2 environments such as task-based activities and distance learning settings. However, agreeing with Bardovi-Harlig (2001), input alone is not sufficient to support language learning. In such a case we will explore the role of ICT in supporting Comprehensible Output and Interaction Hypothesis. 3.2 Comprehensible Output Comprehensible Output Hypothesis postulated by Swain (1985, 1995, cited in Wong, 2005) suggests that output learners need to be pushed to produce comprehensible output that is important to trigger noticing, positive feedback and negative evidence during acquisition. Davies (2005) states that ICT, especially computer, encourages comprehensible output, that is, active use of L2. As evidence, Evans (1996)s study reports that computer-based task is ultimately responsible to stimulate and improve learners oral communication. In particular, synchronous CMC tasks direct learners to produce higher quality spoken output (Kern, 1995; Warschauer, 1996). Blakes (2000) study supports Swains hypothesis by reporting that online interchange pushed learners to produce written output. In addition, as indicated by Warschauer (2001), learners appear to incorporate new learned syntactical patterns or lexical chunks extensively during CMC task (p. 290). Also, it is stated that the hypertext environment of the Web improves learners writing skills. Through the support of visual and sound using multimedia elements, learners are likely to extend their communicative output (Davies, 2005) in a context-rich setting. Apparently, we have all the good evidence on the use of ICT in pushing learners to produce comprehensible output. Learners are not only encouraged to use the L2 actively, but are also more willingly to try out new L2 knowledge in a more secured and virtual environment compared to real-life classroom. Indeed, the contribution of advanced Internet technology could not be denied in this context. Nevertheless, it is argued that comprehensible output is still not ample to facilitate the development of L2 linguistic system. We will hence examine if ICT plays any positive role in enhancing language learning experience from the perspective of Interaction Hypothesis. 3.3 Noticing Hypothesis Research revealed that noticing on specific linguistic features in the L2 input is crucial to language learning (Doughty, 1991). By manipulating L2 input using ICT, such as multimedia CALL, input enhancement technique could be applied easily into language learning or teaching pedagogy. Thus the chance of noticing could be increased (Chapelle, 1998). Littlemore and Oakey (2004) later characterized web-based resources meet one of Chapelles (2001) criteria for CALL task appropriateness, namely focus on form (p. 98-99). From the point of view of grammar instruction, studies conducted by Ushioda (2000), ORourke (2005) and Meskill Anthony (2007) show that CMC tasks successfully draw learners attention to the specific linguistic features in their own output, and engage in focus-on-form (originated by Michael Long, 1983, 1996 cited in Wong, 2005) communicative practice. In addition, Yuans (2003) study reported that combination of on-line chat and regular in-class discussion increased learners awareness of their grammatical errors in their interlanguage. Also, Kukulska-Hulme Bull (2009)s study indicates that language learning diaries using mobile assisted language learning enhance learners noticing of linguistic feature in L2 input. From the point of view of vocabulary acquisition, the multi-dimension hypertext supports Schdmits Noticing Hypothesis by providing a mixture of multimedia elements to learners. For example, empirical evidences obtained by Jones (2004) and Yanguas (2009) show that multimedia environment is beneficial for L2 vocabulary acquisition. In their studies, learners managed to notice the target words with visual aids and textual glosses. With regards to the Noticing Hypothesis, we can clearly define the advantages of the use of ICT. Indeed, through multimedia environment and mobile language learning, learners are supported to focus on the specific linguistic features (e.g. input enhancement and focus on form) and develop L2 linguistic system in more natural and flexible settings compared to face-to-face classroom. 3.4 Interaction Hypothesis Interaction Hypothesis (Gass, 1997, 2003 cited in VanPatten Benati, 2010) asserted that interaction is necessary in language learning process because learners output may trigger input modification by other speakers. However, the opportunity to interact face-to-face is rather restricted within the regular L2 classroom settings (Kitade, 2000). Fortunately, the invention of the Internet and the Web has provided a better interaction platform to learners. A number of research studies have been conducted on negotiation of meaning and CMC, a manifestation of Warschauers (1996) concept of integrative CALL (e.g. Blake, 2000; Kitade, 2000; Meskill Anthony, 2007). Warschauer (1997) states that the inter-cultural context make online learning a potentially powerful tool for collaborative language learning (pp. 470). Through CMC tasks, learners interact more actively with L2 (Kern, 1995; Warschauer, 1996). For example, learners appreciate the corrective feedback from their partners in email exchanges tasks. (ODowd, 2004; St. John Cash, 1995). Also, Blakes (2000) study shows that CMC promotes L2 acquisition of lexical items through interaction on a synchronous on-line chat program. When communicating with native speakers, miscommunication or even misunderstanding may happen when the learners do not know when and how to use certain linguistic forms appropriately. Research has found that instruction on the speech acts helps learners to improve their pragmatic performance and communication competence (Kasper Rose, 2002). In this context the role of ICT becomes, once again, crucial since we can argue that tandem learning system could eliminate, or at least, reduce the sense of offence and embarrassment. 3.5 Motivation ICT is potentially a great tool to boost both integrative and instrumental motivation in language learning process. Integrative motivation is related to psychology whereas instrumental motivation set language as tool to derive benefit from the environment (VanPatten Benati, 2010: 111). Some research shows that synchronous CMC leads to significant motivation boost among L2 learners. For example, Appel Guerrero (2002)s study shows that tandem project via email encourages learners to correct each other. Also, passive and shy learners appear to be more active to participate in electronic discussions compared to teacher-led discussions. (Beauvouis 1992; Kelm, 1992). From the perspective of instrumental motivation, Web authoring tasks inspire the sense of authorship and create the feel of privilege among language learners (Mishan, 2004). Scripting, recording, producing and performing own podcast works will enhance learners sense of ownership (LTS MFLE, 2010). These situations will undoubtedly increase their motivation and derive  a sense of accomplishment along the process of task-based language learning. However, Owen (2008) argues that the level of motivation is heavily depending on achievability of task. This notion implies that although ICT plays a significant role in enhancing motivation, teachers/instructors play a more dominant role in designing and choosing the most appropriate ICT task best fitting their students needs. 3.5.1 Autonomous Learning Motivation has close link with autonomous learning. Autonomous and independent learners become highly motivated and this leads to better learning outcomes (Dickinson, 1995, cited in Benson, 2001). The early application of CALL as behaviorist tool was less efficient for autonomy development (Fox, 1994). During the communicative phase, the pre-programmed CALL still played role as tutor although the tasks did not grant full control to learners. (Benson 2001:137). However, Kenning (1996: 128) stated that the used of word processors in communicative CALL supported cognitive and meta-cognitive autonomy. Thus, Benson (2001) further stated that when computes used as non-language learning tools, autonomy will be enhanced. Later, multimedia, the Internet and the Web has brought CALL to current integrative phase (Warschauer, 1996). Integrative CALL supports autonomy learning development with rich input and encourages learners to take control over the selection of learning strategies and materials (Benson, 2001). Mishan (2004:130) further claims that the Internet is the most powerful medium to orientate learners towards autonomous learning. Indeed, learners are supported by various forms of multimedia on the Web to search and discover learning strategies that best suit them. Its been observed that independent learners play more active role during language learning process. For example, the use of authoring software and cognitive tools engage learners as researchers and the experimenters in a L2 task-based learning classroom (Rà ¼schoff, 2004). In addition, one of ODowd (2004)s Spanish students who learned English as L2 expressed his/her opinions on email exchanges by stating that we have the opportunity to have a teacher and, at the same time, to be teachers (p.156). This implies that learners are motivated when they play role as tutors by correcting partners language errors during the exchanges. Also, CMC learning tasks via e-mail exchanges (Ushioda, 2000) and MOOs (object-oriented Multiple User Domains) (Sheild, 2001) is excellent for autonomy learning as learners are able to take control of their learning process, content and objectives. In addition, Sarasin (1999: 2) states that tailored exercises that fit their students learning ways will maximize the learning potential outcome. For example, Hot Potatoes is an excellent authoring software that enables teachers to design language activities such as multiple-choice questions and gap fills exercises according to learning styles of their own students. We can argue that the role of ICT is, certainly, more prominent if being explored from the angle of independent learning. Language learners gain access to rich L2 resources via ICT devices such as the Internet, the Web, Podcast and digital mobile phones. 3.5.2 Learning Strategies OMalley d Chamot (1990) classify learning strategies under three main categories: cognitive (repeating, translating, and analyzing), metacognitive (organizing, planning and controlling) and socio-affective (seeking clarification, co-operating with peers, self-talk). Learners who have regular opportunities to develop their metacognitive awareness through on-line training may become more autonomous language learners. With the arrival of audio-video conferencing systems, distance learners can learn language at anytime and share opinions on their roles in it (Hauck, 2005). For example, Whites (1995) study shows that independent distance learners aware that they need to re-evaluate their role and responsibilities as language learners thus make greater use of metacognitive strategy, especially self-management. For cognitive strategy, learners are able to apply their prior knowledge about L2 in creative ways on different multimedia activities on the Web. Memory strategy is thus supported through multimedia elements of the Internet where images and sounds are available for mental linking. Also, CMC provides a platform for learners to apply social strategies where learners more aware of the relationship between the target language and its cultural (ODowd, 2004). They will be able to share recommendations for useful resources and tools found on and off the Internet. (Warschauer Shetzer, 2000: 179). To summarize we can therefore argue that ICT, if properly used, is unquestionably helping language learning and could contribute towards different learning strategies development. 3.5.3 Learning Styles ICT such as interactive games, interactive whiteboard, video and digital image offers support to different learning styles and allow learners to learn in ways appropriate to their learning approaches (Becta Report, 2009: 2). In particular, language learning tasks through the Internet can suit different learning styles. For instance, Sheikh Dibs (2003) points out that the needs of visual learners are fulfilled by text, images and video whereas auditory learners are supported with oral presentation on the Web. Sensory learners enjoy both visual and auditory resources on the Web. Hands-on learners will apply their knowledge through activities such as on-line games and cross puzzle. To sum up, learners learn better when they are interested and ICT serves to extend and prolong their initial interest (Murray Barnes, 1998). Integrating various forms of multimedia is doubtlessly among the best option to present L2 input. This practice increases the variety of learning tasks when teachers/instructors manage to adapt and modified the content to meet different types of learning styles. In this session we have reviewed the positive role of ICT. Indeed, the incorporation of technology into language learning always corresponds to external and internal factors indentified within the framework of contemporary SLA research. Internal factors are cognitive factors such as processing strategies, prior linguistic knowledge, the architecture of LAD (Language Acquisition Device) of the human brain (VanPatten, 2003), aptitude and motivation (Myles, 2002). Meanwhile, social factors, input and interaction are identified as external factors by Ellis (1997). We could easily identify both factors in todays language learning contexts and how effective are they in supporting learners to build their L2 linguistic system from different perspective. However, ICT could be a two-sided sword if not being used without proper guide. In the next section we will discuss the disadvantages of barrier of the use of ICT. 4 Disadvantages and Barriers of ICT In the section above we have identified a substantial number of advantages for the use of ICT in language learning such as the fact that ICT provides easy and reliable access to authentic materials, supports different learning styles, enhances cross-cultural communication and collaboration. However, empirical evidences have identified some problems and barriers to the use of ICT in language learning which will be reviewed and analysed in the following section. 4.1 Security Ramirez et al (2008) identify cyber bullying as a growing problem among teenagers and young adults in schools. Even peer bullying among children is budding due to the increased anonymous use of wireless ICT devices on the Web (Tettegah et al, 2006). Gender differences have also been identified in CMC, where men tend to dominate the discussion (Cook et al., 2001). In addition, Herring (2000) reports number of offensive case against women in asynchronous CMC. For instance, Dibbell (1993, cited in Herring, 2000) textually-based virtual rape and sexual harassment incident were reported by Dibbell (1993) and Reid (1994) (both cited in Herring, 2000). Indeed, such incidents reveal the dark side of the technology which deflates social responsibility and accountability. In addition, vast amount of information is available on the Web and not all of them are appropriate. In particular, the exposure of pornography on the Web to teenagers and children is always a focus issue and concern over the use of the Internet. To overcome these circumstances, filtering software such as Surf Watch enables parents and teachers to protect students against undesirable material. However, full control and censorship on the Internet is unjustifiable and unenforceable. When the Internet access is available in the classroom, careful supervision and safeguard is necessary to increase security and protection level. The role of the instructor/teacher is therefore vital not only in terms of preparation of ICT-based activities but also in the supervision and delivery of the Internet based activities. 4.2 Learners-Fit As stated in previously, the ready-made Web-based resource might not fit the specific needs of learners with different learning styles. Moreover, ready-make multimedia packages  available on commercial  language learning software are usually technological driven and do not take learners specific needs into serious account (Murray Barnes, 1998). Thus lack of expertise in developing software program could lead to lack of reliability. In addition, Littlemore Oakey (2004) also addressed the limitation of Web-based resources to meet the needs of learner-fit (Chapelle, 2001: 59). Ready-made exercises and resources on the Web, such as Si Espana and Bonjour de France are less likely to cope with every different learning style. Thus careful decision should be made when teachers or learners are pondering on whether or not to use these materials for language teaching/learning. Also, this could be tackled by using web-based authoring tools appropriately. The baseline is that teachers/instructors need to modify and adapt the ready-made materials according to the precise needs of their own learners group. 4.3 Information Overload It could be problematic if learners are bombarded with massive amount of information through ICT and leads to information overload (Littlemore and Oakey 2004). Moreover, searching online could sometimes be time consuming (for both instructors and students) where the quality and accuracy of the contents is not always under control. In addition, task-based learning activities without proper design will also lead to information overload. For example, in a many-to-many interaction through CMC, some learners might find that they are lost in group discussion. Thus certain information might be ignored and becomes a set of asocial monologues (Moran, 1991:52). Therefore, training is necessary to equip learners and instructors with appropriate searching and skimming skill. Teachers/instructors also need to be trained to design tasks in accordance to SLA theories and that allow the learners to response to the discourse in a multi-way CMC, to explore the material and consequently generate positive learning outcomes. 4.4 Reliability Warschauer (1999) reported that a great number of network-exchanges project failed to meet the expectation of language learning outcomes. This is due to the difficulty to maintain learners and their partners initial interest and motivation. Cross-cultural email exchanges might sometimes be boring and tiresome if the learners can not find common interest with their partners. This weakens the initial passionate if the exchanges are not goal-oriented (ODowd, 2004). In other words, without proper design and guidance, CMC tasks could be meaningless and lead to communication breakdown. In addition, learners might be discouraged if their CMC partners do not turn up in the chat room or answer their message (ODowd, 2004). This might be attributed to factors such as lost of interest, poor time management and limited access to the Internet which it is definitely not helping SLA. ODowd (2004) further points out learners might develop perception that the cultural of the L2 country is unfriendly. This implies that the learners will be further discouraged to continue learning the L2. To solve this issue, learners and their partners should be trained and be educated beforehand on this issue to established friendly relationship (Fischer, 1998; Muller Hartman, 2000)with their partners. As far as social reliability is concerned, technology reliability is also considered as a barrier. Specifically, computers are sometimes unreliable as the artificial intelligence cannot handle unexpected ad-hoc sit

Ethical Standards :: Ethics

Ethical standards are extremely valuable because when no guidelines set in charge there would be all categories of people who can poison the criminal justice system. "If no standards are set the ponds within the system that are upheld to carry out justice", would be able to run ramped and just do whatever, now when we put in charge a checks and balance system every person is held accountable for their own action. If we enforce the ethics, and set standards for all levels then all people would be screened and checked so that some of the loopholes could be found. Now are we going to stop all unethical issues no! Nevertheless, the system would allow use to at least slow it and let it be known that it will not be tolerated. Ethical standard in our criminal justice are extremely beneficial because our beliefs and values regarding right and wrong, are shaped by code of ethical standards establish by criminal justice agency. Code of ethics also established an organizational objective and rationale for duties and actions regarding both organization mission and the outside world. Ethical standard also set the Value in which organizational purpose is defined like to rudiments of appropriateness, worth or importance. (Pollock, 2010) Ethical standard also specify Values in which alternative or judgment of the agency must consider in which high priority are right on them. Ethical standard are based on entirely Justifications for the law that serves as a tool of behavior change, or social engineering. When Laws are used to control behavior, it must have totem of ethical standard in which sanctions are provided morally. In addition, by teaching people what behaviors are acceptable and what ones are not ethical sta ndard must be used. As Law becomes society value so does ethical standard because every person is a value to society, and society has a right to protect this value, and even against his or her will. (Pollock, 2010) Concerning terrorism, the issues of ethical standard are extremely valuable because persons do not commit the act of terror in isolation. Terrorism requires context, victim, and ethical standard suggest that we need to understand the conditions and environments that encourage people to become terrorist. (Micheal C. Braswell, 2005) By setting ethical standard, we not only become aware and responsive to moral and ethical issues. We also begin developing critical thinking and analytical expertise. By developing these skills, we recognize our goal as an organization and we expand our capability and grow personally responsibly.