Troubled Years :: English Literature Essays

Troubled Years When William Shakespeare first started writing, He had problems with two fires that almost wiped out his house. He was forced to get married quickly.He had problems finding good actors, and later experienced writer's block. Even though Shakespeare was a great writer, he had many problems, which got in the way of his writing. William and his family have had problems with fires and other disasters. In 1554, part of Stratford was burned down. Shakespeare's house was almost burnt down but because there was a creek near the house it was saved (Levi 145). In 1555 there was another fire, even though fires were common then many houses and buildings were burnt down, but his house was not harmed (Levi 145). When William was about twelve, his father's fortunes began to take a dive. Though the reason for this is debated, many think that John Shakespeare neglected his family business and was involved in many lawsuits. As a result of their debt, John had to transfer land and mortgage his wife's estate. By 1578, the family became so poor that they didn't have to pay the local taxes. William left school at thirteen to help on the farm (Quennell 133). When he was older and first started writing his plays, many people did not like them, because of this, he became very discouraged and almost stopped (Halliday 158). Once Sh akespeare got started his performances nearly doubled. He had trouble keeping up on all the work and he could not write as much as he had before (Halliday 164). Throughout Shakespeare's career, he had many problems with actors. When Shakespeare hit it big, he had to find a lot of good actors to fill in the parts of his plays. He had many problems finding enough actors that were good enough. Also, when he had to do plays like Romeo and Juliet, he had to find a young man who could play a 14-year-old girl. This was very hard to do (Levi 148). When Shakespeare was known, he had almost no competition so he was able to not write as much and still be successful (Levi 144). Sometimes the inns that the players were meant to stay at were full; the actors were forced to sleep outside and on dirty floors (Ordish 422). In January 1593, the plague forced many London theaters to close because of the fear that the disease would spread.

Educational Psychology Essay

REFLECTION ESSAY ON LEARNING EXPERIENCES for Educational Psychology Cecille Ann C. Pilapil, MS, MA, CIOP Name of Student: KO, KATHERINE Y. Section: 2PSY4 | | |I really want to be a teacher. Children are my passion and it has always been my biggest dream to help them, to impart my knowledge to them, | |and to be able to understand and relate to them. In this world that rapidly changes and grows, the role of a teacher proves very essential in | |every child’s process of learning. | | | |In the past, I admit that I used to take the â€Å"easy way out† in studying; I relied immensely on rote memorization to pass my subjects. I would | |spend hours and hours just memorizing different terms and concepts, without truly understanding what this or that means. It was not that I | |didn’t care about the courses I took, but only because I wanted to have high grades and I thought that just memorizing everything would make | |it easier, but soon came to understand that it simply did not. When it came to practical situations, I had a rather difficult time applying | |myself. I didn’t know how to put words into action, and I became quite anxious because if I wanted to be successful in the future, I had to | |learn how to adapt. If I wanted to be a teacher, first, I had to appreciate the process of learning and understanding. | | | |What I really loved about my Educ Psych class is that I was able to learn a lot through doing the things I enjoy, like watching films to help | |better understand different concepts, engaging in group discussions, interacting with my classmates, and just laughing and having fun with | |each other. As a class, we were taught the value of team work; we function as a single unit. This really brought me and my classmates closer | |to one another. Educ Psych had really helped us see why it is so important for us to know each other and why we should support and respect one| |another; all of these are necessary to achieve integrity. Our motto was â€Å"Do what you say, say what you do,† and this has helped us in so many | |ways, not only in school but also at home, and in our relationships with others. | | |This subject did not only give me insight on what it would be like to be a teacher, but I was also able to take a good glimpse on how much a | |teacher can change students’ lives, simply by listening to them, by encouraging them, by investing not only academic learning time but also | |quality time with them, and simply, by being their friend and caring for them. | | |Another important lesson for me is that being a good student is not at all about looking good in f ront of your professors and classmates, or | |receiving high grades. What really defines a good student is how she is able to value the knowledge she obtains inside the classroom and | |applies all those lessons learned in real life. This class has helped me mature in so many ways – in relating with my classmates, in relating | |with my professors, and in relating with myself. This class had pried open my mind and helped me learn how to combine my knowledge with | |action. | Educational Psychology Essay QUESTION 1 Education most definitely plays a key role in building the future of our nation but many learners are still lacking the fundamentals of a basic quality education. The South African Constitution Act was passed in 1996 and came into operation on 4 February 1997 [26] (Duma, 1995). Chapter 2 of this Act contains the Bill of Rights in which the State guarantees the protection of individual’s fundamental rights (Duma, 1995). Section 29 talks about the right to Education (Duma, 1995). This section recognizes that every person has a right to basic education and to equal access to educational institutions (Duma, 1995).It is clearly evident though that this has not taken place because black learners, especially in the rural areas are not receiving the necessary quality education that they are entitled to. Many schools in the rural areas still lack basic facilities such as running water, toilets, desks and electricity (Seroto, 2004). To worsen the situation some schools are bu ilt only of mud (Finnemore, 2009). Many township schools are in a serious state of dilapidation, partly due to theft of infrastructure and other forms of vandalism (Seroto, 2004).The shortage of classrooms, equipment and other teaching resources is evident in many schools today (Finnemore, 2009). Poor school management practices and dysfunctional teacher evaluation are contributory factors (Finnemore, 2009). The poor state of our school buildings and facilities is reflective of the current budgetary crisis (Tedla, 1995). This lack of access to resources and materials by children in the rural areas leads to inequalities within our education system. Children in urban areas and white schools have access to a better quality education than children in the rural black areas. Read also Memory – ForgettingThese inequalities today may be as a result of the Bantu education system. There has been inequality of access to education between the white and black schools in the past, and the evidence is brought forth when the political instability led to the disruptions of schools and centres for political indoctrination, leading to strikes and class boycotts, with the aim of demanding a change in the Black institutions of learning (Sedibe, 2011). According to teachers in Kwa-Mashu schools the core of all the problems facing schools today was the whole system of Bantu Education (Sedibe, 2011).This implies that what is presently happening in schools today is the result of years of oppressive education (Sedibe, 2011). Due to inadequate and unequal access of resources these schools in rural areas cannot function effectively (Sedibe, 2011). It is therefore the responsibility of the Department of Education to supply adequate resources and make them available to a ll schools equally, in order to enhance a culture of teaching and learning within schools (Sedibe, 2011). This is a very important issue that needs to be taken seriously if we are talking about investing in the future of our children.This means that rural areas need much more support from government than urban areas do in terms of education. They need to be allocated a fair share of the budget that will help remedy the bad conditions they are faced with. This can be achieved by providing them with all the necessary learning resources they need, which in turn will enable them to adequately equip themselves and thus guarantee them a bright future. Another issue that arises in our schools today is having teachers who are either unqualified or under-qualified.This was as a result of the closure of most mission schools and teacher training facilities in 1953 which forced all teacher training into racially separated government training colleges, geared to extending the mass base of Bantu Education (Douglas, 2005). Since other professions were closed to them on racial or economic grounds, many people of colour became teachers by default (Douglas, 2005). As a result, under-qualified, unqualified and even un-matriculated teachers were employed (Douglas, 2005).Training centres for our teachers today are a necessity if we desire to see pupils succeeding and achieving their goals. Teachers need to be equipped with the relevant skills and knowledge to carry out their roles appropriately and confidently. Government’s budget for education needs to set aside funds that will invest in training centres for teachers thus investing in the future and success of our learners, and in turn leading to a healthy, stable and developing nation. Another matter that arises is that of the apartheid system.During the apartheid era black people were discriminated against and this was clearly evident in the area of education. The implementation of Bantu education ensured that the level of education provided to Africans could be differentiated, with a small urban population obtaining education beyond the primary level, while the majority of the African migrant labour force received only minimal primary education (Mabokela, 2000). Still focusing on the apartheid era, systems and laws were put in place that made sure that black people were excluded from certain opportunities and benefits.For example, apprenticeship training programs designed for development of skills at workplaces were also for many years reserved solely for white persons (Finnemore, 2009). Overcoming the long shadow of apartheid education is proving a major hurdle to the development of our nation. In terms of government’s budget for education, has there been a failure to equally allocate resources? Government needs to revisit this budget to make sure that it is being fairly and equally distributed, so that every learner can have the opportunity to benefit from it.Government’s spending on education has declined over the years (Tedla, 1995). Although many students are found in primary schools, and although this level of education is less expensive than secondary or tertiary levels, the financial support for it has steadily decreased (Tedla, 1995). Formerly White education was financed at 185 percent of the national average whereas the education departments of the former non-independent homelands were funded at 74 percent of the national average and the former ‘independent’ homelands at 67 percent (Seroto, 2004).This clearly shows funding disparities with regard to the provision of education for White learners and for Black learners perpetuated by the former apartheid government (Seroto, 2004). This apartheid system has had an effect on our education system today. The South African budget also suffers from the effects of apartheid. The economy is still reeling from the economic downfalls of apartheid and there is a major problem in maintaining current l evels of spending with the solution being unclear (Education in South Africa, 2005).All the factors discussed above play a critical role in the development of our education system today and unless we make a conscious decision to take the necessary steps to amend these problems, the future of our children cannot be guaranteed. QUESTION 2 In the article provided it is very clear that the conditions for learning are not conducive at all for the students to learn. These conditions instead can lead to the demotivation and discouragement of the students.Some of the negative learning conditions they are exposed to are: a tremendous shortage of learning facilities, resources and materials like desks, chairs, picture books and workbooks. The classroom floors are described by the teacher as a dirt road. This is definitely detrimental to the health and well-being of the learners. The classroom walls are described as raw and bare. We know that children need a stimulating and motivating environm ent to grow and without things like paintings, drawings and pictures on the walls it becomes very difficult for them to develop.All these conditions that have been described above stand as a barrier to the ability of students to learn. These conditions could lead to the students’ failure to learn anything, not because they are incapable or incompetent but because of the poor and bad learning conditions they have been exposed to, leading to their failure to cope. For these students who attend school in these conditions, little can be learned, surely, on a day under a leaky roof or with no roof at all (Tedla, 1995). These problems can and do discourage pupil attendance (Tedla, 1995).The Role of the Psychologist The role of the psychologist in such a context would be, first and foremost to understand the nature of each child within this context so that they may be able to assist them. For example, different children will behave and react differently to different situations. Some children may be resilient to such conditions and view them as opportunities to learn, instead of viewing them as barriers to learning. In such circumstances these children would do whatever it takes to work hard and achieve their goals no matter the circumstances.Other children might end up discouraged, demotivated, depressed, frustrated, stressed and unhappy. It would be the responsibility of the psychologist to find out about the nature of each child by conducting assessments. Assessment of children requires special adaptation of assessment procedures and particular interview techniques (Holford et al. , 2001). These assessments could include one-on-one sessions with the child. In addition to interviewing children, using developmentally appropriate language, drawing techniques and imaginative play can elicit valuable nformation (Holford et al. , 2001). This could also include observing each child within the classroom setting and seeing how they respond and react within that class room environment. For any comprehensive assessment of a child, direct observation of activity level, motor skills, verbal expression, and vocabulary are also essential (Holford et al. , 2001). Any kind of assessment used by the psychologist should not be complex but rather simplified so that learners are able to understand.Questions must be simple and appropriate for the child’s developmental level (Holford et al. , 2001). This in turn will ensure that there is communication between the learner and the psychologist. It will also help to ensure that learners benefit from these sessions. It is also very important that the psychologist understands how the child views the circumstances in his or her environment. Therefore the primary goal of the interviewing technique is to gain the child’s own perspective (Holford et al. , 2001).Teachers can also collaborate with the psychologists to help the learners. This is what is referred to as unified collaboration. It can often be useful for the psychologist to speak to the child’s teacher(s) as their reports can give valuable supplementary information (Holford et al. , 2001). A standard questionnaire could be given to the teacher to provide information about the child’s learning skills, ability to cope in a group situation, peer relationships, and relationships with adults in authority (Holford et al. , 2001). Possible Interventions by the PsychologistA key component of Bronfenbrenner’s model (the ecological systems theory) is the understanding that children are also active participants in their own development, and the environment therefore does not simply impact on the child (Swart & Pettipher, 2005). Children’s perceptions of their context are central to understanding how they interact with their environments (Swart & Pettipher, 2005). The way they perceive their circumstances influences the way they respond to their human and physical contexts (Swart & Pettipher, 2005).The mic rosystem refers to the activities or interactions in the child’s immediate surroundings (Swart & Pettipher, 2005). The mesosystem refers to connections or interrelationships among microsystems of homes, schools, and peer groups (Swart & Pettipher,). The psychologist could use both the microsystem and mesosystem in coming up with different kinds of interventions. For example, the psychologist could include systemic interventions with parents, teachers or the school itself (Landsberg, 2011).A systemic intervention with parents would involve finding out more about the child in the home environment, how the child interacts with them as parents, how the child interacts with his or her peers and any other difficulties or problems the child may be experiencing at home. Another intervention could involve parent and teacher workshops (Landsberg, 2011). Parents and teachers could come together to discuss the progress of the children, the problems they are experiencing at home and at sc hool and how parents can support teachers and vice versa, in assisting the children to overcome any obstacles or barriers they may be facing.They could also assist the children in making their learning experience a more pleasurable and successful one. The school itself can also be involved in this intervention, by, for example, designing programs and projects (Landsberg, 2011). This could help students in developing their capacity to learn and work together in groups, as well as developing their communication skills within groups. It could also teach them how to love and support one another in such an environment.These interventions used by psychologists should not only focus on the children’s weaknesses but should also focus on their strengths that can be used to compensate for their areas of weakness (Landsberg, 2011). These interventions should provide the learners with immediate benefits that can be realized, including the identification of social or emotional difficultie s, considerations and coping strategies to enhance learning and methods for increasing motivation and interest in affected areas as required (Landsberg, 2011). QUESTION3In this article, owning a toy is a dream rather than a reality for these children. They desire to have toys but because their parents are unemployed and the school cannot afford to provide them with these toys this is not a reality for them. Having toys should not be seen as a luxury but rather as a necessity for children of this age to grow and develop appropriately. They desire to have desks, chairs, picture books and many more resources. For them without these basic resources they feel they will not be able to realize their goals.They also desire playgrounds, see-saws, pencils, toys and most importantly food. These desires are the kind that any child of school going age would have. Food is one of the very important and basic necessities for anyone to survive, no matter the age. If these children cannot even afford to get a decent meal it becomes very difficult for them to learn anything at school. They also desire water and toilets, which once again are basic necessities of life that one cannot live without. It is a sad fact that at this young age, these children have been denied the opportunity to the basic necessities of life.Pupils dream of computers but they are yet to see one. In this fast-paced technological and global environment, every child should be exposed to a computer and given the basic skills of how to operate one. These children need to be given the opportunity to realize their goals and aspirations in life. At their young age it is difficult to expect them to understand what is going on. Therefore teachers, the government, the education department and parents all have a big role to play in the lives of these children in order to make sure that they realize and achieve their dreams.Material conditions definitely need to be improved to enhance the learning of these children bu t they also need a strong support system from both parents and teachers to help them through their learning experience. One needs to get into the child’s world and see things from their perspective (Holford et al. , 2001). In this way they will be able to understand the children and what they are experiencing and thus be able to assist them. It is the responsibility of government to improve the conditions of these impoverished schools so that children can be able to learn and be productive in their learning experience.They also need to provide more learning resources for the children so that they can enhance their ability to learn. Basic facilities such as running water, toilets, desks, chairs and electricity should be made available and easily accessible for these children. Parents within these communities also need assistance in finding employment or loans to start small businesses so that they too can be able to support their children and contribute to the schools they att end. The risk of children falling sick because they do not have access to clean and healthy water must be reduced.This problem stands as a barrier to achieving their goals and dreams. It is the responsibility of our society, government, parents and teachers to work together in making sure that children overcome these barriers to learning by adequately equipping them in every possible way to realize their goals. All these factors that have been mentioned greatly contribute to the emancipation of these children and unless we all work together to see that these children are emancipated, their future cannot be secured. QUESTION 4A detailed ideal education system within a multidisciplinary context that can improve the educational outcomes of children of school going age would be one that firstly: offers quality education for all learners. This means that all learners should have equal access to adequate facilities and resources (for example, clean running water, toilets, desks, chairs an d electricity) within their school environment regardless of their race (whether they are black or white), regardless of where they live (in the rural or urban areas) and regardless of whether they are disabled or disadvantaged.Secondly, this system should accommodate the different learning styles of different learners within schools. Some learners may need visual material to support them in their learning experience; some learners may need learning material to be broken up into smaller amounts; other learners may want to see the whole picture before the material is broken up; some learners may prefer studying with background music; others may prefer studying in a quiet place (Swart & Pettipher, 2005 ). This system should make provision for all these different learning styles of learners.This system also needs to move away from the apartheid system that accommodated English more than anything. Schools now need to embrace the diversity of cultures and languages within our society by finding a way to accommodate each and every learner, no matter their background or culture. At the same time they need to help learners realize the continued importance of developing their English language skills. This can be done through the use of appropriate reading materials, writing skills and appropriate teaching methodology. Thirdly, this system should be one that accommodates the diversity of learners within our society and community.In this case, teachers need to be given more time to plan their teaching activities to include a diversity of learners (Landsberg, 2011). Not only do teachers need to be given more time to plan their teaching activities but they also need helpers or additional teacher assistants (also called classroom assistants) who can support them in teaching a diversity of learners as well as support from specialized people for advice and guidance (Landsberg, 2011). Teachers also need administrative support as well as adequate learning support materials and assistive devices appropriate for the needs of learners with disabilities (Landsberg, 2011).This system can only be successful in improving the educational outcomes of children of school going age if teachers are given all the support they need to deal with the different kinds of learners within the different schools. Government also needs to invest in teachers by sending them to training centers that will adequately equip them with the required skills and knowledge necessary for them to cope in their diverse school environments. REFERENCE LIST Douglas, J. (2005). Transformation of the South African schooling system. Teacher Professionalism and Education Transformation.Braamfontein: The Centre for Education Policy Development. Duma, M. (1995). Community Involvement in Rural schools in Pietermaritzburg Area. (Masters’ Thesis, University of South Africa. ). Education in South Africa. Retrieved October 19, 2005 from www. southafrica. info/ess_info/saglance. education/education. htm Erasmus, BJ, Loedolff, PvZ, Mda, T & Nel, PS. (2009). Managing training and development in South Africa (5th ed. ). Cape Town: Oxford. Finnermore, M. (2009). Introduction to Labour Relations in South Africa (10th ed. ). Durban: Butterworths. Holford, L. Ziervogel, C. & Smith C. (2001). Child and adolescent psychiatry. In B. Robertson, C. Allwood, C. A. Cagiano. (Eds). Textbook of Psychiatry for Southern Africa (1st ed) Cape Town: Oxford University Press. (pp. 282 – 321). Landsberg, E. (2011). (Ed. ). Addressing Barriers to Learning: A South African Perspective. Pretoria: Van Schaik Publishers. (pp. 69-85). Mabokela, R. O. (2000). Voices of conflict: Desegregating South African universities. New York, Routledge Falmer. Sedibe, M. (2011). Inequality of Access to Resources in Previously Disadvantaged South African High Schools.The Journal of Social Science, 28(2), 129-135. Seroto, J. (2004). The impact of South African Legislation (1948 – 2004) on Black Education in R ural Areas: A Historical Educational Perspective. (Doctoral dissertation, University of South Africa. ). Swart, E. , & Pettipher, R. (2005). A framework for understanding inclusion. In E. Landsberg, D. Kruger & N. Nel (Eds). Addressing barriers to learning: A South African perspective. Pretoria: Van Schaik Publishers. (pp. 3-23). Tedla, E. (1995). Sankofa: African thought and education. New York, NY: Peter Lang.

Willys Struggle for Identity in Death of a Salesman Essay

Throughout his life, Willy Loman thinks of himself as well-liked in the play Death of a Salesman by Arthur Miller. It is the most important attribute to him. Willy lived his life thinking he had thousands of friends all over the New England territory and that he would be recognized anywhere he would go. He boasts this to his sons and they think he is the greatest man on Earth. He raises his two sons, Biff and Happy, to be well-liked and Willy does not care about their grades. He believes they will be better prepared for the business world if they are well-liked, and does not think education matters as much as personality, appearance, and physical skill. Although he has set high standards for sons, his morals are being well-liked, he†¦show more content†¦Unfortunately, he goes to his grave without knowing that, maybe he was not fit to be a salesman. After Willys death, Charley says about Willy, A salesman is got to dream (Brown, 306), but one must wonder, did Willy Loma n dream the wrong dream (Brown, 306)? Although Willy realizes in his visions that he was not the greatest salesman, he does not realize why Biff is not successful with his expert advice. Toward the end of the story, Willy realizes that his life is falling apart: Biff does not have a stable job or family, is making only commissions for his job, his refrigerator and car are in despair, and he talks to himself. Willy just cannot figure out what has gone wrong, especially with Biff who to him seemed so promising because of his good looks and his charm with others. When Biff comes home again, Willy gets real nervous and starts talking to himself (Act I. Scene I). He is stressed out that Biff has done nothing with his life so he starts seeing visions of the past. When Willy talks out loud while seeing visions, he is trying to discover where he went wrong as a person and father. To find where he went wrong he begins to ask anyone in visions or in person. One character that he frequently asks for advice throughout the drama is his older brother Biff (Gross, 319-321). One of the first times Willy looks for his past mistakes in his memories is when he is looking around the kitchen for cheese after he almost got into a car accident and afterShow MoreRelated Failure of the America Dream in Arthur Miller’s Death of a Salesman1097 Words   |  5 PagesFailure of the America Dream in Arthur Miller’s Death of a Salesman  Ã‚        Ã‚  Ã‚   Arthur Miller’s Death of a Salesman examines Willy Lowman’s struggle to hold on to his American Dream that is quickly slipping from his grasp. As Americans, we are all partners in the â€Å"dream† and Willy’s failure causes each of us anxiety since most of us can readily identify with Willy. 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The Ethical Treatment Of Animals - 1230 Words

When it comes to big universities, most are big football schools. With football comes mascots, which is something the schools can hold very dear to their heart as mascots come with much pride and tradition. Some schools will have the average mascot you’re used to seeing in high school, a person dressed up in a costume that’s designed to look like a tiger, eagle, bear, etc. However, at many universities the use of live animal mascots is taking place. While some view this as exploitation of the animals, others see the royal treatment these animals get and carry a different opinion. People for the Ethical Treatment of Animals (PETA) give their input with an article titled, â€Å"Live-Animal Mascots Get an ‘F’.† This organization takes a strong†¦show more content†¦North Alabama has also moved their two African lions into a â€Å"three-quarter-acre habitat [that] includes a double fenced outdoor area with twin waterfalls, a pond, and a large st raw shade umbrella that resembles an African hut.† This facility cost the University $1.3 million. The author clearly wants the audience to see how well these animals are living. He also discusses how Baylor University spent $1 million â€Å"to double the size of a habitat for its two North American black bears.† The new space â€Å"added three pools – one with a waterfall and two linked by a stream – and dead trees for the bears to tear apart.† The University of Memphis has an off campus facility for their tiger, so when he makes trips to the home football games it’s in â€Å"a $100,000 trailer escorted by six police cars.† Caretakers for the animals say the mascots only receive top veterinary care, and are found to often have extended life spans. In an article found in The Washington Post, titled â€Å"Animal rights groups decry live mascots. But what’s daily life like as a sideline pet† the author, Stephanie Kuzydym, e xplains what life is actually like for the animal mascots. She starts off by talking about LSU’s mascot, Mike the Tiger, and his diagnosis of a rare form of cancer. 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Discuss in relation to at least two approaches to normative ethics. Humans are superior, non-human animals are inferior. Animals were put here as the playthings of humans, for us to do with what we want. We are able to farm them and control them, we can change their genetics and what they look like, animals have no minds of their own. We eat them, race them and catch them for sport. We even refer to undesirable

Agglomeration Of New Caledonia - 718 Words

Political debates usually focus on mobilising the other side to commit to a preferred course of action, thereby not only ignoring an apparent opposition in ideological viewpoints, but also the fact that sharing a common official language and common institutions does not necessarily entail a consensus on the issue at hand. As a sui generis collectivity in the Pacific, New Caledonia is currently involved in a decisive debate on self-determination with one of the most powerful former colonising nations in Europe. The negotiation process between New Caledonia and France pertaining to the full or partial independence of the island agglomeration remains ongoing. A referendum will be organised to decide upon a final outcome in the second half†¦show more content†¦106). The present study aims to partially redress this imbalance. Instead of privileging literary texts or explicitly political discourse, uttered at the higher levels of society, grassroots level discourse will be given all the attention it deserves as the result of political interaction and the emphasis will be on language as it is used by all of the interactants in the context of the New Caledonian independence debate. The project aims to explore the relations between discourse, power and social interaction. Consequently, the audience of the political speeches, radio interviews or public letters, the recipients, equally deserve consideration, especially as a group that not only reacts to the discourse, but, at the same time, critically evaluates the argumentation and then responds to it. All of the groups involved make attempts at convincing the other groups of the validity of their propositions. Other analytical approaches to discourse that focus on the social aspects of dialoguing equally understand discourse to be a form of social interaction (van Dijk, 1985; Boden Zimmennan, 1991). Since it is mainly through the exchange of discursive acts that a final consensus is reached, the focus of the study is on the social practice of deliberation or argumentation, rather than the social actors themselves.

Japanese Dining Etiquette Free Essays

Japanese Dining Etiquette Remembering your correct manners is very important in Japan, especially concerning the area of dining etiquettes. This applies especially to foreigners, who should try to remember at least the most basic rules†¦ In Japanese meals, it is customary to say ‘itadakimasu’ (‘I gratefully receive’) before your meal, and ‘gochisama deshita’ (‘thank you for the meal’) after you have finished. These traditional phrases are to show your appreciation for the meal, especially when someone cooks for you. We will write a custom essay sample on Japanese Dining Etiquette or any similar topic only for you Order Now The best way to start your meal is with a sip of soup. Then you should eat a little bit of each dish, in a ‘rotation’, until you finish all the dishes at about the same time. Do NOT complete one dish of food before moving onto the next. Remember that if you are eating from communal dishes, it is considered an important etiquette to pick up the food using the opposite end of your chopsticks, or serving chopsticks if any are provided. Do not start drinking until everyone at the table is served, and do not pour any drinks for yourself. This should only be done by others, and naturally, it is also your responsibility to periodically check your friends’ cups and fill them up if they are empty, too. NEVER stick chopsticks into rice standing up, as this is how rice is offered to the dead. If you haven’t already heard, it is perfectly acceptable to slurp your noodles in Japan, as people say it tastes better, and it also shows you are enjoying your meal. Remember that it is considered very rude to burp, blow your nose at the table, and talk about unappetizing topics. Lastly, remember to finish every little grain of rice in your bowl or plate, as rice is considered very precious. Also this shows the chef you appreciate his/her food very much. It is also considered polite to return all plates and dishes back to their original positions, and to place chopsticks back in their paper slips or holders. Bibliography http://www. japan-guide. com/e/e2005. html http://www. suite101. com/content/eating-japanese-dos-and-donts-a31496 http://www. japanesefood101. com/index. php/category/dining-etiquette/ How to cite Japanese Dining Etiquette, Essay examples

Key Legal Concepts Common Law and Statutory Tortuous

Questions: Question 1Western University (WU) had a large campus in suburban Sydney. In order to provide a reliable connection for staff and students, WU bought a disused Monorail from a theme park in Queensland and arranged for WU maintenance staff to install it in May 2014. Because of funding cuts several senior maintenance staff had taken early retirement and had not been replaced. The remaining staff were keen, but inexperienced, and none had worked on such a large scale project before.The monorail commenced operation in July 2014 in time for second semester. John was a first year student in the School of Business at Western University. He was blind in one eye and had lost most vision in his remaining eye, but used a cane to assist him in getting around the campus. One day he was walking across the campus under the monorail track when he slipped on a large pool of oil, and suffered a broken leg and arm. Subsequent investigation showed that the oil had dripped from an inadequately sealed tank installed by WU staff as part of the monorail system.When Johns mother Steffi was told he was in hospital she tried to get there as soon as possible. In her panic she failed to turn on her cars indicator lights when slowing down to turn right into the hospital car park. Her car was hit by Michael, who was driving the car behind. Steffi suffered whiplash, and also suffered nervous shock on seeing John. She will need psychiatric treatment for some years, as well as having a permanent partial loss of movement in her neck. John has suffered permanent loss of use of his right arm. Michael is uninjured but has extensive damage to his car.In these circumstances, advise WU, John, Steffi and Michael of any rights or liabilities they may have in the tort of negligence ONLY. In your answer, discuss the likelihood of success of each of these actions and appropriate defences which may be raised by WU, John, Steffi and Michael giving full legal reasons and referring to decided cases to support y our answer.Question 2 Jeremy owns a successful restaurant business in Parramatta. Jeremys friend, Max wishes to purchase a restaurant at Parramatta. On Friday evening, Max finds a Lebanese restaurant, Kababs Galore, for sale. The restaurant is full of customers and is located at the corner of George Street and Smith Street, Parramatta. Kababs Galore is also very close to Johns restaurant at Duck Avenue in Parramatta. The following Monday, Max speaks with Jeremy about his plans. Max explains to Jeremy that he is keen to buy the restaurant but that he has never owned a restaurant or even worked in the industry before, and that he would appreciate Jeremys advice and guidance. Jeremy assures Max that Kebabs Galore appears to be a very successful restaurant and that he is almost guaranteed to make a profit in the first year itself. Max immediately decides to purchase Kababs Galore with his brother Cameron. One year later, they are on the verge of bankruptcy. The restaurant was not as pop ular or profitable as they expected and the turnover has declined even further since they took over the business.Has Jeremy committed the tort of negligent misstatement? Giving full legal reasons and referring to decided cases to support your answer focus on whether or not Jeremy owed a duty of care to: (1) Max and (2) Cameron; the likelihood of success if Max and Cameron bring an action against Jeremy; and appropriate defences which may be raised by Jeremy. Answers: 1. Key legal concepts: In any country in the world laws are framed for proper and organized social phenomena. For the purpose of ensuring peace and social security among the citizen, the government must have proper governance. It is the duty of the government to protect the rights of the citizens. For smooth and proper governance there must a set of rules which must be followed by each and every individual within the territory of that particular country. In a federal structure country there are three pillars based upon which the structure is standing, these three pillars are Legislation, Executive, and Judiciary. In legislation legislative authorities frame laws for considering each and every aspect of the present society, legislations refer statutes, and these are enacted by competent legislative bodies. Mainly member of parliaments are empowered to enact statutes for appropriate governance. These laws are enacted by complying majority support in favor of the proposed bill which is to be enacted as laws. Without majority support no bills can be framed as laws in house of Parliament. Executive bodies are also established under statutory provisions, in other words executive bodies are statutory bodies. Executive bodies are empowered for proper execution of enacted statutory provisions. This authority looks after the implementation of the laws. Each and every laws are to be executed by adequate executive authorities. At the last and the most important pillar of the federal structure is the judicial system of the country. Judicial system is the absolute authority in respect of the laws of the country. If there is any conflict between two or several statute relating to a particular provision, judiciary is the authority who is empowered to resolve that conflict. Judicial system is also frame laws during interpretation of any provision of the statute and by providing judgments the upper courts binds all the other inferior courts of the country, these laws are known as judge made laws. Laws framed by judicial system by giving judgments relating to any particular case are also laws, it possesses enforceability, If the supreme court of the nation gives any judgment in respect of any particular subject matter in case then, the laws framed in such judgment must be followed by all the other courts within the territory of Australia. All the laws are to be enacted, establishment of statutory authorities, and judge made laws also must not be inconsistent with the law of the land that is The Constitution of the country. If any law has been made by the legislative authority of the country and such law contravenes the constitution by any means then such law shall not be considered as a valid legal statute. The validity of the provisions of the statute and the validity of the statutes itself are determined by the judicial system of the country during deciding any dispute relating to that provision or statute in respect of any case pending before the court of law with competent ju risdiction. In every country there are some segments of the legal phenomena, for governing various aspects of the society, it is not possible that a single statute to be applied in all the segments of the social phenomena. There are various problems in various parts of the society, to deal with all of them there must be adequate number of laws to deal with each and every sector. For agreements and contract there is contract law, for family related disputes there is family laws, for business related disputes and for proper guidelines there is business laws and for breaching social decorum and infringing the rights of any other person there is penal laws as well but all these laws shall be governed by the law of the land that is the constitution of the country, none of these law contravenes any of the provision of the constitution of the nation. For proper implementation of enacted laws and to look after the thing that no one shall breach the laws there must be a penal code, which shall be applicable upon the persons who will breach laws or infringing the rights of any other person. Penal provisions are very much required for maintaining proper social phenomena and to ensure the rights of the individuals. But any of the penal provision should not breach the rights conferred by the United Nations, these rights are known as human rights. The main executive body for implementation of the penal provisions is the Police authority of the country, few more important and powerful authorities than police are also there, but police is the most common example of executive authority. Sometime a conflict may arise between two existing laws relating to a particular matter or issue, then among them such law will prevail which is not inconsistent with the law of the land, that is the constitution of the country. There are quite a number of occasions the meaning of the words used in the statute are not comprehensive, then it is interpreted by the competent court of law by determining the actual object of the concern statute and implications intended to be made by the enactment. 2. Common law and statutory tortuous: Law enacted by the parliament of commonwealth is applicable throughout the territory of Australia. All the laws framed by the legislative authorities are binding upon each and every person of the country, subject to the provisions. In the eyes of the law every person is equal. All the laws which are applicable upon the citizens of the nations are also known as common laws of the country, subject to exceptions. The concept of tort signifies penalizing the persons who has done any civil wrong. If any person deprives another person from his or her rights then such a person shall be liable for tortuous liability. Though law of tort deals with civil wrongs, but it does not include breach of contracts. Mainly law of tort based upon judge made laws, every civil is different in nature from the other one, so it is quite difficult to cover all the aspects of tort under a single statute. Only the court of competent jurisdiction can define new tort and its applicability, even it can be recognize d by the courts through common laws. Contractual concepts: Law of contract or the Contract Act deals with all the disputes in respect of contracts. The statute also specifies a clear guideline regarding the validity of the contracts as well as the void contracts. The object behind the concept of law of contracts is to ensure the rights conferred by a person as a party of a contract. An agreement enforceable by law is a contract. In every contract there must consideration, it does not mean that consideration includes only financial aspects but consideration implies a promise to perform a particular task. For a valid contract the parties to the contract must competent, that is the parties must have attained the age of maturity and is of a person with sound mind. In case of a breach of a contract the aggrieved party may approach to the court of law with competent jurisdiction, here the aggrieved party may ask for three kinds of reliefs those are i) specific performance, ii) Compensation or damages, iii) injunction. By virtue of these three reli eves the rights of the aggrieved party can be restored. The main difference between contract laws and laws of tort is that in case of a contract there must be a legal instrument signed by the parties to the contract but in case of a tort there shall not be any such agreement. In terms of a valid contract object is a very important thing, a contract with a illegal object shall be considered as void ab initio it means it is invalid from the very beginning.