Define Business Ethics and Explain why Ethics are Important in Business - Free Essay Example

Sample details Pages: 4 Words: 1302 Downloads: 5 Date added: 2017/06/26 Category Ethics Essay Type Argumentative essay Did you like this example? Define business ethics and explain why ethics are important in business. à ¢Ã¢â€š ¬Ã…“Business ethics are moral principles that guide the way a business behaves. The same principles that determine an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s actions also apply to businessà ¢Ã¢â€š ¬Ã‚ . [[1]] Behaving in an ethical way involves distinguishing between à ¢Ã¢â€š ¬Ã…“correctà ¢Ã¢â€š ¬Ã‚  and à ¢Ã¢â€š ¬Ã…“incorrectà ¢Ã¢â€š ¬Ã‚  and then making the à ¢Ã¢â€š ¬Ã…“correctà ¢Ã¢â€š ¬Ã‚  choice. Don’t waste time! Our writers will create an original "Define Business Ethics and Explain why Ethics are Important in Business" essay for you Create order Business ethics are implemented in order to ensure that a certain required level of trustexists between different participants involved in business activity. It is the behavior that a business adheres to in its daily dealings with the world. The business ethics differ from business to business. It relies on core values and standards of business. à ¢Ã¢â€š ¬Ã…“Business ethics are implemented in order to ensure that a certain required level of trust exists between consumers and various forms of market participants with businessesà ¢Ã¢â€š ¬Ã‚ . [[2]] The business ethics in any organization used to conduct business can affect the reputation, productivity and bottom line of the business. Hence they are critical to any business. In some companies business ethics might be overlooked because of other priorities like profit, innovation etc to be considered. However, business ethics has huge impact on the existence of business operation. Business ethics can help to create a positive ima ge of the company and hence to grow business further. For example, a positive and healthy corporate culture boosts the morale among employees in the company. This might eventually increase productivity and reduce attrition rate. In business ethics, it must be ensured that employees complete work with honesty and integrity. Employees who use business ethics to guide their behavior to stick to employee policies and rules while trying to meet the goals of the organization. Business ethics which meet standards for quality in their work, can enhance the companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s reputation for quality products and service. Therefore increasing customerà ¢Ã¢â€š ¬Ã¢â€ž ¢s base. Practicing business ethics can attract investors to invest in companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s business. It will help to keep companyà ¢Ã¢â€š ¬Ã¢â€ž ¢s share price high and thereby protecting business from any takeovers. Companies which recognize the importance of business ethics will need to spend less protecting them selves from internal and external behavioral risks. Also business ethics ensure sustainability in business and help in achieving long term profits. Sustainability lies its base on ethical long term vision of the company. On other hand, violating business ethics can cause serious damage to image to the company and eventually existing customers to leave. Over time, business ethics might come back to the company as high employee morale, high customer loyalty and better public image. Explain how business ethics applies in a university setting. Provide an example of unethical behavior at the university level from a student perspective and what you would do to address it. Students studying in university are future of the country. They are the pillars of any countryà ¢Ã¢â€š ¬Ã¢â€ž ¢s future. Hence students should be taught business ethics from childhood level. Student should complete their assignment on their own, than securing any help from others. This is one of example of business ethics in university to be followed. Business ethics help to inculcate core values in students. These values are required when working as professional. Some of these business ethics are integrity, honesty, morality. In case of doubts, student should consult professors or teaching assistant than copying assignment. Students should be prompt to ask doubts. Any delay in this, can cause delay in submission of assignments as well. An easy way to do this, active participation in classroom discussion. Also its studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s responsibility to complete assignments on time. Practicing plagiarism in university campus is quite common example of unethical behavior fr om studentà ¢Ã¢â€š ¬Ã¢â€ž ¢s side in university level. Plagiarism is defined as à ¢Ã¢â€š ¬Ã…“Plagiarism is presenting someone elseà ¢Ã¢â€š ¬Ã¢â€ž ¢s work or ideas as your own, with or without their consent, by incorporating it into your work without full acknowledgement. All published and unpublished material, whether in manuscript, printed or electronic form, is covered under this definition. Plagiarism may be intentional or reckless, or unintentional. Under the regulations for examinations, intentional or reckless plagiarism is a disciplinary offence.à ¢Ã¢â€š ¬Ã‚ [3] Plagiarism can be of 5 types namely: i) Complete plagiarism ii) Near- complete plagiarism iii) Patchwork plagiarism iv) Lazy plagiarism v) Self plagiarism[4]. Plagiarism kills originality and candid nature of any work. Students who do plagiarism will tend to kill their thinking ability and eventually originality in any work. This will affect in long run in life. Also due to plagiarism, people with novel idea s donà ¢Ã¢â€š ¬Ã¢â€ž ¢t get rewarded for their work, which is very unfair. Another example of plagiarism would be writing answers in the book in an open book test. This is very unethical behavior. Students write exam to test their knowledge. Cheating in this way, is not going to help in any way. They might gain good marks in one of the exam, but knowledge would still be lacking and they would not be amongst potential students. To stop plagiarism at university level, business ethics must be taught from childhood. Parents and teachers at school level should inculcate core values like morality, honesty, integrity in students. However, its sole responsibility of students to learn values and practice them in real life. Students should taught the importance of business ethics is not just in university but at professional level also. Professors can remind students of business ethics and can give one warning. But if same thing is practiced again and again, student should be punished to make him/her realize their mistake. In university level, if people around appreciate students for following business ethics can help some students to continue following business ethics. Also proctors should keep a watch on students who do cheating in the exams, so they are caught and no innocent should be suffered. In short, à ¢Ã¢â€š ¬Ã…“The best way of avoiding plagiarism is to learn and employ the principles of good academic practice from the beginning of your university career. Avoiding plagiarism is not simply a matter of making sure your references are all correct, or changing enough words so the examiner will not notice your paraphrase; it is about deploying your academic skills to make your work as good as it can be.à ¢Ã¢â€š ¬Ã‚ [5] Explain the concept of integrity in relation to business ethics, its importance to you and why integrity is important now and in your future career. Integrity can be defined as à ¢Ã¢â€š ¬Ã…“the quality of being honest and having strong moral principles; moral uprightnessà ¢Ã¢â€š ¬Ã‚ . It is one of the core values in business ethics. Developing integrity in school and university level will not only help to produce better projects, gain in depth understanding of the subject, but will also lay intellectual foundation for future career. Breaching institutionà ¢Ã¢â€š ¬Ã¢â€ž ¢s policies is equal to breaking trust of an individual. By dishonesty student would not gain any necessary skills, but would be holding back academic development. Integrity plays major roles in any individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s professional and personal life. Violating integrity would benefit some for short term, but in long term it would always be huge loss. In personal life, person not following integrity will not get true friends. In professional life, also such individuals cant progress much in their career. As its rightly said à ¢Ã¢â€š ¬Ã…“ Success will come and go, but integrity stays foreverà ¢Ã¢â€š ¬Ã‚ . If you lose trust of any person, it is very difficult to gain again. Trust is very crucial in any case, it can give unlimited opportunities to any trustworthy person. For example, on basis of trust an individual can refer another individual in organization to help secure a job. [1] https://businesscasestudies.co.uk/anglo-american/business-ethics-and-corporate-social-responsibility/what-are-business-ethics.html#axzz3WmJD1SRx [2] https://www.investopedia.com/terms/b/business-ethics.asp#ixzz3WmhQ5C1P [3] https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism [4] https://gethelp.library.upenn.edu/guides/engineering/ee/plagiarize.html [5] https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism

The Israelites Worship And Prayer - 1373 Words

The Israelites worship and prayer can be divided into four different periods of time. The first period is associated with the patriarchs; the second describes Yahweh’s faith under Moses, the third from the temple of Solomon, and finally the period of exile. Temple worship was a key element in prayer for the Hebrews. The Book of Genesis mentions how Abraham built shrines near Hebron, and Ali. Abraham’s son, Isaac, worships at the same place and Jacob made a memorial with a stone for Yahweh. There were many ways of worship through the temple. Since there was no actual prove of his image, people created artworks of different divine images and shared them with each other to show their loyalty to Yahweh. At the temple, people would offer food, clothing to the statues of the God’s in the temple. Music was another way to show the love for Yahweh. Music uses lyrics to praise and bless Yahweh. It brings everyone together in the temple. Sacrifices were another way to promote the covenant. A sacrifice, as defined by Boadt, is the transference of property from the profane to the sacred realm. People living in Israel were farmers and herders so people tended to think of gifts for God in agricultural terms, livestock and crops, but the death of animals itself was not as important as its sacrifice of its life carrying blood. Sacrifices like these were seen as a sign of peace and loyalty, but could also be for a sin offering. People wanted Yahweh to forgive them for their mistakes andShow MoreRelatedA Study On Ancient Israelites And The Rise Of Christianity1640 Words   |  7 Pages My initial perspective on ancient Israelite religion was what I was taught in church. In fact, in church, the pastor put less emphasis on Ancient Israelites themselves and more emphasis on Christians. For me, when I thought of Israelites I thought of only a small segment of the bible. I thought of the group of people trapped in Egypt kept as slaves. Coming into Intro to Old Testament class, I assumed the class would be nothing more than a lecture about everything I had already learned in churchRead MoreWhat Does The Bible Mean?1553 Words   |  7 PagesOur worship, our clapping real hard, and even our believing in God does not make Him more or less of who He is. So what is worship then? Is it music? Singing songs to a divine being? Is it taking part in the sacraments of the Christian church? Why are there numerous disputes or differences of opinions about â€Å"how† to worship? The word worship itself is labeled as a noun and is defined as the feeling or expression of revere nce and adoration for a deity. But if a biblical definition of worship is toRead MoreTrace the Development and Change in the Place of Worship Where the Children of Abraham and Israel Worshiped. What Is the Origin of the Synagogue?1595 Words   |  7 PagesSo we can say that the beginning of worship started first with sacrifice Since the sacrifice is practice of worship. which we can see in the Genesis 4:3-4(And in process of time it came to pass, that Cain brought of the fruit of the ground an offering unto the LORD.And Abel, he also brought of the firstlings of his flock and of the fat thereof. And the LORD had respect unto Abel and to his offering). Another sacrificial worship we find that Noah making sacrifice and God is pleased in it in GenesisRead MoreAnalysis Of The Book The Holy Bible 846 Words   |  4 Pagesthat these books teach us about God and some of them are going to be discussed here below. The book of Joshua starts with the appointment of Joshua as the new leader of the people of God. He is given the order to cross the river of Jordan with the Israelites and to go live in the Promised Land. In this book, something that is very remarkable is how the Jews were able to defeat the city of Jericho without using any weapon. What it took was only to march around its walls blowing the trumpets; this onlyRead MoreThe Land Of The Jordan River1686 Words   |  7 Pagesgood. If the Lord is pleased with us he will lead us into that land and give it to us. Only do not rebel against the Lord. And do not be afraid of the people of the land. But the Israelites had already forgotten God s promise and angrily threw stones at them. Consequently, that rebellious and sinful generation of Israelites found only death in the desert. Joshua and Caleb possessed a pure Spirit. They had courageously risked their lives in order to speak the Truth. They alone remembered how God hadRead MoreMy Ethnographic Fieldwork On Jewish Culture Essay1589 Words   |  7 Pagesspecial promise, also known as covenant, with their forefather Abraham to protect them and blessed them, as long as they follow the commands and laws of God, and faithfully worship him. Rebecca also explained to me that they considered themselves the â€Å"chosen people of God,† because out of all the people in the world the Israelites are chosen to receive all of God s blessings. She also explain to me that for a person to be Jewish they need to come from the lineage of Abraham., otherwise they are consideredRead MoreThe Book Of Amos By The Minor Prophet Amos1130 Words   |  5 Pageshistory highlights the nation’s ignorance, unfaithfulness and disregard of God’s authority; the nation had already blatantly ignored the forewarnings of other minor prophets beforehand. The first four chapters are a warning of judgment, which the Israelites knew was coming. The passage of Amos 5 is the climax of the text, and is the epitome of God’s intervention expressed as a passionate warning and emotive lamentation. Amos establishes that God will bring darkness over Israel if they do not repentRead MoreThe Reigns Of David, Hezekiah And Josiah1149 Words   |  5 PagesAfter many centuries of being under the rule of judges, the Israelites finally ask Samuel to appoint a king, making Israel like most other nations being ruled as monarchies. This request leads to the appointing of the first king of Israel, Saul, followed by centuries of kings (1 Samuel 8-9). A large majority of these kings have been deemed to be â€Å"bad† kings, leaving only a small handful to be considered â€Å"good.† In general, these kings are given such labels for their actions and policies throughoutRead MoreThe Psalms Function As A Scho ol Of Prayer896 Words   |  4 Pagescenturies based their prayers and worship in those ancients words. In Eugene H. Peterson’s view, there is no other place where can be seen such a deeply and detailed form, of the human dimension in the Bible history as in the Psalms. The aim of this paper is to analyze how the Psalms should be used in the church today. For that, this study is divided into three parts: First, the Psalms and Prayer, where will be discussed how the book of Psalms function as a school of prayer. Second, Christians andRead MoreThe Israelites Still Family After Generations1506 Words   |  7 PagesThe Israelites—Still Family After Generations Since the 1600’s, Biblical writers, scholars, linguists and interpreters have concluded that the Bible was written by different people, with multiple revelations. The result is a compilation of stories that, in a written format, present the voice of God. The evidence for such a hypothesis is contained in the writing of Carr and Conway’s An Introduction to the Bible, as well as Richard Horsley’s In the Shadow of Empire. Both authors refer to source

The Corruption of Denmark in William Shakespeare’s Hamlet Free Essays

string(75) " her emotions and mind are damaged, she loses trust and faith in both men\." No nation is entirely free from corruption. Nevertheless, if corruption is strong enough, it can hinder the good governance and decay the fabric of society. It is an obstacle to sustainable development, and leaves little room for justice to prevail. We will write a custom essay sample on The Corruption of Denmark in William Shakespeare’s Hamlet or any similar topic only for you Order Now Throughout the play, Hamlet, by William Shakespeare, a corrupting disease plagues Denmark and the people within it.The incestuous marriage between Gertrude and Claudius, in addition to murdering King Hamlet, is the main example of deceit, corruption and evil. Throughout the play we can sketch a progression of this corruption, through disease, in the characters of Polonius, Claudius, Ophelia and Hamlet. This directly causes the downfall of the castle and Denmark. At the end of the play, the castle and the land are taken over by Fortinbras, the final even that signifies the fall of the nation. In Hamlet, Shakespeare depicts Claudius as the source of corruption in Denmark, which slowly spreads through Elsinore and leads to the downfall of Denmark.In the beginning of the play, the ghost of King Hamlet arrives to warn Prince Hamlet about the corruption in Elsinore. The ghost tells him that he was murdered by poison inserted into his ear by Claudius. Claudius is the first to fall sick with the disease of corruption. King Hamlet was a powerful ruler, who kept his nation strong, intact and clean. At the time of his rule Denmark could have been described as an â€Å"unweeded garden†(I. ii. 135), similar to the Garden of Eden. Claudius’ sin creates a dirty and contagious weed in this garden. This leads Marcellus to say that â€Å"there is something rotten in the state ofDenmark†(I. iv. 90). This statement refers directly to Claudius’ corruption, as he is the catalyst of the rot and death of the nation. His malevolent actions, which bring him to power, plague the people around him. The ghost tells Hamlet: â€Å"If thou didst ever thy dear father love— / †¦ [to] / Revenge his foul and most unnatural murder† (I. v. 23-25). The images of rotting and foulness in odor entering the castle symbolize the contagious property of sin. Furthermore, if a ghost appears, it indicates that something drastically bad or catastrophic has or will occur. This demonstrates how appalling Claudius’ actions are and the level power it has to corrupt everyone else in the castle. Prince Hamlet is portrayed by Shakespeare as a noble prince who is trying to fight the evil and corruption of the world. After the ghost’s visit, he knows his goal is to restore order in Elsinore. Unfortunately, this corruption affects him himself which causes him to go mentally insane and leads to his death. The first sign of this madness is when he contemplates suicide, which is sinful in Catholisism. To be, or not to be: that is the question:Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arms against a sea of troubles, And by opposing end them? (III. i. 58-62) He hesitates whether it would be easier to die rather than to fight against the corruption and all his troubles. The murder of his father, the incestuous marriage of his mother and uncle, and Ophelia’s supposed rejection of him is just too much for him to endure. Hamlet has just come home from university in Wittenberg, where he was taught to think and use ideals and is now having difficulty living in a world that is so rotten.The power of Claudius’ deceitful deeds has the ability to slowly destroy a character as noble as Hamlet. He comes to the conclusion that no one would willingly bear the pains of his life if they were not afraid of what comes after it. It is this fear that causes Hamlet’s incapacity for action. The indecision to kill Claudius prolongs the growth of the madness in himself. His original intentions of the antic disposition are good but are soon corrupted by the Danish court. He is torn between the corruption in Denmark and his Noble self. Throughout the rest of the play, Prince Hamlet puts on an antic disposition.He pretends to go mad in order to throw off Claudius. However, Hamlet slowly starts to become truly insane as he acts foolishly without thinking of consequences, and often hurts the people he cares about. Polonius is one of the most corrupt characters of the play. However, we can see that his corruption is in his nature and not caused only by the murder of King Hamlet. In his speech to his son, Leartes (I. iii), he opposes the virtue of being close-mouthed and discrete. Polonius later instructs his servant Renyaldo to spy on Laetes in Paris. This is very hypocritical of him as he is doing exactly what he condemned earlier.He also meddles into the relationship of Ophelia and Hamlet, without taking into account their feelings, and is only willing to satisfy his own goals. He does not want to offend the king or make it seem like he is pushing his daughter to marry Hamlet. Hamlet views Ophelia as someone pure, cares deeply about her and does not take into consideration their difference in stature. Unfortunately, Polonius manages to corrupt their innocent relationship. After Polonius spies on Hamlet, to prove his insanity to the king, Hamlet suspects Ophelia of being involved in the spying and plotting that has been occurring.He tells her that â€Å"God has given [her] one face, and [she] make [herself] another†(III. i. 144-145). He tells her that she is an inconsistent and fickle person and thinks that she betrayed him. Hamlet’s mind is corrupted by the general evil in Elsinore. Ophelia represents the values of youth, purity and innocence that are corrupted, like Hamlet, by the Danish Court. Her downward spiral into madness begins after the nunnery scene(III. i). She is manipulated by her father and cruelly abused by Hamlet. Before the scene, Ophelia trusted Hamlet’s nobility and Polonius’ wisdom.However, at the end, after her emotions and mind are damaged, she loses trust and faith in both men. You read "The Corruption of Denmark in William Shakespeare’s Hamlet" in category "Papers" Ophelia tells her brother: â€Å"†I would give you some violets, but they withered all when my father died†(IV. iii. 180-1). As violets represent faith, she had given all of her faith to her father, and lost it when he died. She refuses to acknowledge the corruption in Elsinore and shields herself from it by childish chatter. Ophelia commits suicide by drowning herself. Suicide is an extremely sinful way to die, and is generally only done or contemplated if someone was truly mad.Ophelia’s spiral downfall that ends in death depicts how Elsinore has degenerated to the point that it can corrupt even the purest form of innocence. Horatio and Fortinbras are the only characters in the play that are not affected by the disease of corruption. Fortinbras does not get affected since he is not part of the Danish court or Denmark itself. Horatio is one of the most intelligent and brave characters of the play. He is a learned scholar at Wittenberg, who knows how to deal with situations in a reasonable and intelligent manner.When the ghost appears for the first time, he does not fear it like the other characters whom he described becoming â€Å"almost to Jelly with the act of fear†(I. ii. 205). He goes to report exactly what he saw to Hamlet directly. He is extremely loyal to Hamlet and remains honest and sincere during the entire play. He seems to be the only person who knows exactly what is happening and can accurately predict the future. He knows that the ghost will lead to Prince Hamlet’s suicide or madness and he tries to prevent Hamlet from meeting with him. Horatio does not have any strong or dependant relationships within Elsinore.He is a very solitary man, with little or no personal goals, making him immune to the disease of corruption. Although he dies at the end of the play, it is not because of the corruption of Elsinore, but because he offered to die alongside his friend. With the fall of every character in the Kronborg castle, the fall of Denmark is inevitable. After the fencing match during Leartes and Hamlet, every main character, besides Horatio and Fortinbras is presumed dead. Fortibras sees this as the perfect time to take control of the throne and says: â€Å"I have some rights of memory in this kingdom,/Which now to claim my vantage doth invite me†(V. i. 390-391). He, like Prince Hamlet was seeking to take revenge on behalf of his dead father. Conversely, he did not delay his actions and he knew exactly the right time to take what he desired. Since Fortinbras is originally associated with Norway, it is as if Denmark no longer exists as its own entity and can be considered the fall of the nation. Claudius, as the originator of the corruption in Denmark, is obviously the most evil, deceitful and corrupt character of the play. After murdering his wn brother to take power of the thrown, he marries Price Hamlet’s mother. This can be considered to be incestuous and morally reprehensible. Because of this union, Gertrude is now inevitably corrupt. She, like all other characters who have been affected, must die. In his speech announcing his marriage, he tries to show remorse of the death of King Hamlet by saying: â€Å"Though yet of Hamlet our dear brother’s death [†¦]To bear our hearts in grief and our whole kingdom/To be contracted in one brow and woe†(I. ii. 1-4).His true intention is not taking care of his kingdom or its people, but power and control, through the manipulation of others. Claudius is corrupt enough that he is willing to do anything to justify his place on the throne. Most of his actions in the play are to eliminate threats and secure his power. He repeatedly tries to kill Hamlet by, for example, sending him with Rosencrantz and Guildenstern to be killed, setting up a fixed fencing match, and poisoning his drink. All of these backfire and end up hurting him in some way. Claudius can clearly be seen as the originator of corruption of all the characters. Hamlet is corrupted mainly because of the murder of his father and marriage of his mother, which was committed by Claudius. Ophelia is corrupted due to Hamlet rejecting her and killing her father. However, since Hamlet’s mind suffers the corruption of Claudius’ crimes, Claudius can be named responsible for Ophelia’s fall. The murder of King Hamlet can effectively parallel the death of the state of Denmark by Claudius. In the begging of the play, the ghost of King Hamlet describes his death to his son.Upon my secure hour thy uncle stole With juice of cursed hebona in a vial, And in the porches of my ears did pour The leperous distilment . . . . . . doth posset And curd, like eager droppings into milk, the thin and wholesome blood. So did it mine. And a most instant tetter barked about, Most lazar-like, with vile and loathsome crust All my smooth body (I. v. 61-73) He describes his body dying and decaying using images such as curdy milk, poison, rotting and leprosy. These images can be, in the same way used to describe the fall of Denmark.King Hamlet has fallen, and his land must fall with him. Claudius is responsible for both the murder of his brother, and the murder of Denmark. It can be clearly seen that Claudius is the originator of the corruption in Denmark. His sinful deeds cause catastrophes in the Kronborg Castle, which result in the fall of every character and Denmark. His evil affects even the purest and noblest of characters such as Ophelia and Hamlet. Today’s society can learn a lot from Hamlet. Corruption has gone global; Scores of civilizations have perished due to greed and corruption.It seems it is ingrain in human nature to fall for the traps and deceit as depicted in Hamlet. There seems to be no remedy for corruption. In today’s global economy everyone wants to go ahead at the cost of someone else’ perish and would not stop at anything to achieve their goals. As seen by Horatio, education and reason is the only remedy by which one can be made to understand the consequences of suffering of society due to corruption and malice.Works Cited Shakespeare, William. Hamlet. Cambridge: Cambridge School Shakespeare, 2007. How to cite The Corruption of Denmark in William Shakespeare’s Hamlet, Papers

16th century Renaissance Essay Example For Students

16th century Renaissance Essay Century Renaissance Art The 16th Century renaissance started in the sasss and ended in the sasss. The art of the 16th Century Renaissance was both spiritual and worldly. The 16th Century Renaissance is when two very important art movements took place, High Renaissance and Mannerism. Everyone was starting to take an interest in the classical learning and values of ancient Greece and Rome. (The History Channel Website) They were many artist geniuses who emerged out of this art era. There were also many, grand art pieces that emerged out of this art era. At the beginning of the 16th century the High Renaissance had started. This was also the time when Rome replaced Florence as an art epicenter. The High Renaissance is also when artist become aware of lines and depth in their artwork. This led to the discovery and the use of the one point perspective. The High Renaissance artists became famous for putting windows of what is behind the horizon in the background of their artworks. The High Renaissance represented artists who wanted to do art their own way. The high Renaissance started in 1480 and continued on to about 1527. The high Renaissance as in Milan, Florence, Rome, and in northern and central Italy. (Shelley Essay) This was the time to be an artist because everyone who was wealthy wanted art. Their many artist of this time frame, but the most famous artists are Michelangelo Bonaparte, Raphael Sansei and Leonardo ad Vinci. (Art Cyclopedia) After the High Renaissance ended the Mannerism movement came about. It came about in the sasss and ended around the sasss. Mannerism was known for its formulaic, theatrical and overly stylized work. Mannerism art pieces are usually pieces of human forms in unrealistic settings. Mannerism is also known for its much limitation. This is also the time that women start being used as muses for artists. (Art Cyclopedia) It developed in Florence and Rome and then spread to northern and central Europe. Paintings contained artificial color and unrealistic spatial proportions. Figures were often elongated and exaggerated, the poses were creative and complex poses. Works of the movement are often unsettling and strange because of the Reformation, the plague, and the sack of Rome. The History Channel Website) There were a lot of important artist who emerged from this period, but the most famous artist would be Leonardo Ad Vinci. Leonardo De Vinci was born in 1452, in Florence and died in 1519 in France. He was an artist and inventor. He is known as the Renaissance Man because he was an inventor, scientist, sculptor, and a great artist. Ad Vinci had many famous works. One of his most famous w orks is the Last Supper (1495-98). The last supper is a painting of the last meal Jesus shared with his apostles. It also shows Jesus isolated, four groups of threes and Judas in the shadows clutching money. The History Channel Website) Another famous piece by Ad Vinci as the Mona Lisa(1 503-05), which is a painting of a woman. This painting would be an example of Mannerism art. Ad Vinci was also famous for the The Virgin of the Rocks (1485). Some other great artists were Michelangelo Bonaparte (1475-1564), and Raphael Sansei(1483-1 520). Michelangelo was famous for painting the Sistine Chapel ((1508-12) and sculpting the David in his native Florence (1501-04). Raphael Sansei was famous for the The School of Athens (1508-11). The School of Athens shows philosophers such as Pluto coming together. Another great artist of 16th Century was Titan Meeting of Bacchus and Ordained (1 522), he was famous for using rich luminous colors. (The History Channel Website) One of the most important art pieces of the 16th Century Renaissance was the Sistine Chapel (1508-04) architecture. The Sistine Chapel took a period of four years to paint. It was painted by Michelangelo Bonaparte. The Sistine Chapel is a painting of a few scenes of Genesis, from the bible. One of the scenes was the Creation of Adam. (The History Channel Website) Michelangelo painted the ceiling of the Sistine Chapel for the Pope Sixths V. .u754c67596ebee0908d2dc0d4e7d11f9f , .u754c67596ebee0908d2dc0d4e7d11f9f .postImageUrl , .u754c67596ebee0908d2dc0d4e7d11f9f .centered-text-area { min-height: 80px; position: relative; } .u754c67596ebee0908d2dc0d4e7d11f9f , .u754c67596ebee0908d2dc0d4e7d11f9f:hover , .u754c67596ebee0908d2dc0d4e7d11f9f:visited , .u754c67596ebee0908d2dc0d4e7d11f9f:active { border:0!important; } .u754c67596ebee0908d2dc0d4e7d11f9f .clearfix:after { content: ""; display: table; clear: both; } .u754c67596ebee0908d2dc0d4e7d11f9f { 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; } .u754c67596ebee0908d2dc0d4e7d11f9f:active , .u754c67596ebee0908d2dc0d4e7d11f9f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u754c67596ebee0908d2dc0d4e7d11f9f .centered-text-area { width: 100%; position: relative ; } .u754c67596ebee0908d2dc0d4e7d11f9f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u754c67596ebee0908d2dc0d4e7d11f9f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u754c67596ebee0908d2dc0d4e7d11f9f .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; } .u754c67596ebee0908d2dc0d4e7d11f9f:hover .ctaButton { background-color: #34495E!important; } .u754c67596ebee0908d2dc0d4e7d11f9f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u754c67596ebee0908d2dc0d4e7d11f9f .u754c67596ebee0908d2dc0d4e7d11f9f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u754c67596ebee0908d2dc0d4e7d11f9f:after { content: ""; display: block; clear: both; } READ: Medicine through time- Medieval and renaissance surgery anatomy.Also, along with ceilings of the Sistine Chapel, the side walls are festooned with frescoes of Moses and Christ and portraits of popes. (The New World Encyclopedia) Another important art piece or architecture of the 16th Century Renaissance was the SST. Peter Cathedral in Rome. The old SST. Peter Cathedral was constructed in honor of the apostle SST. Peter, the first bishop and first Pope. The original was constructed by Constantine. The SST. Peter Cathedral in Rome was to be renovated, ordered by Pope Julius II. During its renovation it was directed more towards a Latin style but, then

The Treatment of Women in Trifles Essay Example For Students

The Treatment of Women in Trifles Essay The Treatment of Women in Trifles Essay Trifles, a one-act play written by Susan Glaspell, is a cleverly written story about a murder and more importantly, it effectively describes the treatment of women during the early 1900s. In the opening scene, we learn a great deal of information about the people of the play and of their opinions. We know that there are five main characters, three men and two women. The weather outside is frighteningly cold, and yet the men enter the warm farmhouse first. The women stand together away from the men, which immediately puts the men against the women. We will write a custom essay on The Treatment of Women in Trifles specifically for you for only $16.38 $13.9/page Order now Mrs. Hales and Mrs. Peterss treatment from the men in the play is reflective of the beliefs of that time. These women, aware of the powerless slot that has been made for them, manage to use their power in a way that gives them an edge. This power enables them to succeed in protecting Minnie, the accused. Trifles not only tells a story, it shows the demeaning view the men have for the women, the womens reaction to mans prejudice, and the womens defiance of their powerless position. Throughout the play, Glaspell uses dialogue which allows us to see the demeaning view the men have for the women. Mr. Hale declares that women are used to worrying about trifles (958) trivializing the many tasks and details that women are responsible for. In his ignorance of how crucial their duties are in allowing a household to function smoothly, he implies their unimportance. The remark from the County Attorney about Minnie, Not much of a housekeeper, would you say, ladies? (958) was insensitive and unjustified. All because his hand found the sticky residue of her exploded preserves, a soiled spot on her roll towel, and some dirty pans in the kitchen. Due to the circumstances, Minnies mess is entirely due to her dire emotional state. These statements and others made by the men as the play progresses show the mens shallow view of womens intelligence and value. The mens prejudice is blatant and although it was easy for Mrs. Hale and Mrs. Peters to pick up on it, they react to it in a variety of ways. Defensively, Mrs. Hale, replies rigidly to the County Attorneys remark by stating that theres a great deal of work to be done on a farm, (958) offering an excuse for Minnies lapse in cleaning. Later, he brushes her off when she explains that John Wright was a grim man. To the County Attorney, the women are just there to collect personal items for Minnie, they are not going to give him any valuable insight into the murder. To their credit, the women do not force their thoughts or feelings on the men when biased statements are made in their direction. They hold back and discuss the remarks later after the men go upstairs. Mrs. Peters observes that Mr. Henderson is awful sarcastic in a speech and hell make fun of her sayin she didnt wake up (960). The fact that she believes the men would laugh if they heard the two women discussing the dead canary reveals how sure she is that the men think of them as concerned with the inessential. Even with this knowledge, the women choose not to limit themselves to the roles that men have placed them. Instead they choose to observe, examine, and evaluate what actually happened in the house. They understand that their discovery is best kept hidden because they knew that the men would not be able to comprehend the womens perceptions of the clues, the logic of motive, and the conclusion of justification. .u9ff208fb3620808576f96a7b2d65e3b1 , .u9ff208fb3620808576f96a7b2d65e3b1 .postImageUrl , .u9ff208fb3620808576f96a7b2d65e3b1 .centered-text-area { min-height: 80px; position: relative; } .u9ff208fb3620808576f96a7b2d65e3b1 , .u9ff208fb3620808576f96a7b2d65e3b1:hover , .u9ff208fb3620808576f96a7b2d65e3b1:visited , .u9ff208fb3620808576f96a7b2d65e3b1:active { border:0!important; } .u9ff208fb3620808576f96a7b2d65e3b1 .clearfix:after { content: ""; display: table; clear: both; } .u9ff208fb3620808576f96a7b2d65e3b1 { 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; } .u9ff208fb3620808576f96a7b2d65e3b1:active , .u9ff208fb3620808576f96a7b2d65e3b1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9ff208fb3620808576f96a7b2d65e3b1 .centered-text-area { width: 100%; position: relative ; } .u9ff208fb3620808576f96a7b2d65e3b1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9ff208fb3620808576f96a7b2d65e3b1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9ff208fb3620808576f96a7b2d65e3b1 .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; } .u9ff208fb3620808576f96a7b2d65e3b1:hover .ctaButton { background-color: #34495E!important; } .u9ff208fb3620808576f96a7b2d65e3b1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9ff208fb3620808576f96a7b2d65e3b1 .u9ff208fb3620808576f96a7b2d65e3b1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9ff208fb3620808576f96a7b2d65e3b1:after { content: ""; display: block; clear: both; } READ: Gods Chosen Soldier Essay The women have claimed a powerful stance from their powerless position They know that the men of their time were not prepared to relinquish or share the dominant role in society. So the women, in recognizing the value of their perceptions and decisions, step beyond the box society has put them in. They do not defy the boundaries in a personal effort to advance women; they comprehend the importance of what they have learned and put that foremost in their strategy. The protection of Minnie is imperative, and . The Treatment Of Women In Trifles Essay Example For Students The Treatment Of Women In Trifles Essay The Treatment Of Women In Trifles Essay Trifles, a one-act play written by Susan Glaspell, is a cleverly written story about a murder and more importantly, it effectively describes the treatment of women during the early 1900s. In the opening scene, we learn a great deal of information about the people of the play and of their opinions. We know that there are five main characters, three men and two women. The weather outside is frighteningly cold, and yet the men enter the warm farmhouse first. The women stand together away from the men, which immediately puts the men against the women. We will write a custom essay on The Treatment Of Women In Trifles specifically for you for only $16.38 $13.9/page Order now Mrs. Hales and Mrs. Peterss treatment from the men in the play is reflective of the beliefs of that time. These women, aware of the powerless slot that has been made for them, manage to use their power in a way that gives them an edge. This power enables them to succeed in protecting Minnie, the accused. Trifles not only tells a story, it shows the demeaning view the men have for the women, the womens reaction to mans prejudice, and the womens defiance of their powerless position. Throughout the play, Glaspell uses dialogue which allows us to see the demeaning view the men have for the women. Mr. Hale declares that ;women are used to worrying about trifles; (958) trivializing the many tasks and details that women are responsible for. In his ignorance of how crucial their duties are in allowing a household to function smoothly, he implies their unimportance. The remark from the County Attorney about Minnie, ;Not much of a housekeeper, would you say, ladies?; (958) was insensitive and unjustified. All because his hand found the sticky residue of her exploded preserves, a soiled spot on her roll towel, and some dirty pans in the kitchen. Due to the circumstances, Minnies mess is entirely due to her dire emotional state. These statements and others made by the men as the play progresses show the mens shallow view of womens intelligence and value. The mens prejudice is blatant and although it was easy for Mrs. Hale and Mrs. Peters to pick up on it, they react to it in a variety of ways. Defensively, Mrs. Hale, replies rigidly to the County Attorneys remark by stating that theres a great deal of work to be done on a farm,; (958) offering an excuse for Minnies lapse in cleaning. Later, he brushes her off when she explains that John Wright was a grim man. To the County Attorney, the women are just there to collect personal items for Minnie, they are not going to give him any valuable insight into the murder. To their credit, the women do not force their thoughts or feelings on the men when biased statements are made in their direction. They hold back and discuss the remarks later after the men go upstairs. Mrs. Peters observes that Mr. Henderson is awful sarcastic in a speech and hell make fun of her sayin she didnt wake up; (960). The fact that she believes the men would laugh if they heard the two women discussing the dead canary reveals how sure she is that the men think of them as concerned with the inessential. Even with this knowledge, the women choose not to limit themselves to the roles that men have placed them. Instead they choose to observe, examine, and evaluate what actually happened in the house. They understand that their discovery is best kept hidden because they knew that the men would not be able to comprehend the womens perceptions of the clues, the logic of motive, and the conclusion of justification. .u4be7fb4d11d9500ebf1abe2f91574f76 , .u4be7fb4d11d9500ebf1abe2f91574f76 .postImageUrl , .u4be7fb4d11d9500ebf1abe2f91574f76 .centered-text-area { min-height: 80px; position: relative; } .u4be7fb4d11d9500ebf1abe2f91574f76 , .u4be7fb4d11d9500ebf1abe2f91574f76:hover , .u4be7fb4d11d9500ebf1abe2f91574f76:visited , .u4be7fb4d11d9500ebf1abe2f91574f76:active { border:0!important; } .u4be7fb4d11d9500ebf1abe2f91574f76 .clearfix:after { content: ""; display: table; clear: both; } .u4be7fb4d11d9500ebf1abe2f91574f76 { 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; } .u4be7fb4d11d9500ebf1abe2f91574f76:active , .u4be7fb4d11d9500ebf1abe2f91574f76:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4be7fb4d11d9500ebf1abe2f91574f76 .centered-text-area { width: 100%; position: relative ; } .u4be7fb4d11d9500ebf1abe2f91574f76 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4be7fb4d11d9500ebf1abe2f91574f76 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4be7fb4d11d9500ebf1abe2f91574f76 .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; } .u4be7fb4d11d9500ebf1abe2f91574f76:hover .ctaButton { background-color: #34495E!important; } .u4be7fb4d11d9500ebf1abe2f91574f76 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4be7fb4d11d9500ebf1abe2f91574f76 .u4be7fb4d11d9500ebf1abe2f91574f76-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4be7fb4d11d9500ebf1abe2f91574f76:after { content: ""; display: block; clear: both; } READ: Synthesis - Preserving Artifacts Essay The women have claimed a powerful stance from their powerless position They know that the men of their time were not prepared to relinquish or share the dominant role in society. So the women, in recognizing the value of their perceptions and decisions, step beyond the box society has put them in. They do not defy the boundaries in a personal effort to advance women; they comprehend the importance of what they have learned and put that foremost in their strategy. The protection of Minnie is imperative, and they know how they must .

What make us humans essays

What make us humans essays In general terms the word human being includes a diversity of behaviors. The way each of us is entitled to run their own life; many things that we need to do in order to survive, describe us being humans. Thinking is one of the most important things humans do to overcome lifes struggles. If we would not have the necessity to think before acting we would not be called Humans at all. The fact of saying that a human is able to think does not mean that a human cannot commit a mistake. Thats the other reason we are called humans. Humans make mistakes and we are not perfect; otherwise we would be gods. Being a human is being ourselves, which means that we are all different in one aspect but as a whole we are all called humanity. There are humans from different parts of the world. We all have different cultures, ways of thinking, dressing, ways of behaving and ways of living our lives. Laughing and loving are signs of being humans. That is what makes us different from animals. Animals act by instincts only; humans act by instincts and thinking. Laughing is a human sign; a way of showing friendliness, likeness and sometimes it is a sign of showing love and appreciation to one another. Sense of humor and common sense are very important in a human. That determines the personality of each of us, which it converts us a special kind of person. A Human is unique; there is no one similar to the other one. We are specials; we all have different taste, likeness and hobbies. Being a human means diversity of characters, personalities, physical characteristics, races, food and cultures. Human rights are what make us human. When we speak of the right to life, or development, or to dissent and diversity. It is our spirit that makes us human. It is our spiritual characteristics that make us human beings. We human being have these characteristics that the animals of the lower orders do not have. We know that there is the conce...

Hertage Assesment Essay Example | Topics and Well Written Essays - 1500 words

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Cloverleaf PLC Case Analysis Essay Example | Topics and Well Written Essays - 2000 words

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Samsung Electronics And Its Managerial Essay Example | Topics and Well Written Essays - 1500 words

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Core Business Mcdonalds Auckland New Zealand Commerce Essay

Core Business Mcdonalds Auckland New Zealand Commerce Essay While the role of human resources management has been under constant study in recent years, practitioners and academics agree that effective HRM has never been more important than at the present time.The significance of planning and control system is even more noticeable in the context of human resource management because planning and control refers to classic HR administrative functions and the assessment and recognition of human resources requirements for meeting organizational goals. Core Business McDonalds Auckland, New Zealand McDonalds is the worlds leading foodservice retailer, with more than 33,000 local restaurants serving over  64 million people in 119 countries every day. Similarly, McDonalds New Zealand opened its first restaurant in 1976 in Porirua.   Today there are 152 McDonalds restaurants across New Zealand, with around one million people visiting their restaurants every week.   In New Zealand, 80 per cent of McDonalds restaurants are franchised by local business people who own and operate their restaurants as independent businesses (McDonalds Restaurant (NZ) Ltd, 2012). Hence, the serious focus of this report is on planning and control systems of McDonalds HR based on work ethics and social responsibility with an understanding of the external and internal environment. Planning Process Fayols (1949) theory outlines five elements of management that depicts the different types of behaviour managers should engage in so that the goals and objectives of an organization are effectively met. However, the very first element included is planning where, creating a plan of action for future and determining the stages of the plan and technology necessary for implementing. In management theory, there are three basic levels of planning such as top level/strategic, second level/tactical and third level/operational plannings. Strategic planning is done by the top management and it encompasses the long range objectives and policies and is concerned with corporate result rather than sectional objectives. As stated in the beginning of this report that to maintain a competitive advantage, McDonalds top management decided to adopt workforce diversity and developed a HR objective. Therefore, McDonalds HR objective is to further a high performance culture that is supported by their talen ted and engaged people and organizational resources essential for sustaining superior business performance. This is achieved by designing processes, providing tools and transferring knowledge to the leaders required for developing and continuously improving such a culture (Mcdonalds Corporation, 2009). Second level/Tactical planning is done by middle managers and it deals with the development of the resources with the best advantage. Therefore, the middle managers developed a HR strategy to achieve their HR objective. Hence, McDonalds HR strategy for healthy employment experience is to provide a positive employment experience through respectful employment treatment and compliance with labour and employment law to achieve employee commitment. Third level/Operational planning is the concern of the department managers and is confined to put into effect the tactical plans. McDonalds HR team developed well in the first two levels but the third level had problems and created gaps because there was no training or development carried out at this level. The only tool they had was the McDonalds work policy which stated workplace diversity. The actual experiences of employees were discovered through questionnaires and interviews at one of the McDonalds restaurant in Auckland, New Zealand wher e the employees had negative experience of the workplace diversity during their employment. The problem is not visible at the surface level but as you go below that then one will be able to see the real nature of employment experience. Workplace diversity is recognizing many different persons at work, each one with a unique set of uniqueness, talents, gifts, skills, personality traits, physical abilities, background, appearances, thoughts, feelings, beliefs and viewpoints. It is the variety of those differences that make the workplace a diverse place. According to the research conducted, McDonalds restaurant depicts a clear picture of workplace diversity as a problem where, staffs were bullied and ill-treated because they belonged to a different race. Negative and racist comments were given and poor means of communication aroused with situations where employees were getting yelled out or replied rudely with a negative comment in their native language. This resulted as the staffs started doing no shows and looking for a better opportunity elsewhere. HR diversity change strategies that bring in many new hires of different backgrounds may have negative ramifications for social functioning in groups . This situation was created because of poor planning at operational level and nothing much was manifested through the middle managers to the floor managers. Barriers refer to those manageable influences that can typically derail best intentions with regards to group planning process development. There are ten barriers to planning but the two barriers which easily fits in this McDonalds scenario are lack of in-depth analysis and lack of knowledge and skills. Diversity is the inclusion of things, people, and places that are different and there are two level of diversity. Surface level diversity can be defined as differences among group members in overt, biological characteristics that are typically reflected in physical features which include age, sex, and race/ethnicity. Whereas, deep level diversity includes differences among members attitudes, beliefs, and values and information about these factors is communicated through verbal and nonverbal behaviour patterns. McDonalds restaurant and its core basis of workplace diversity problems relates to deep level diversity because they have been ignored either because of lack of in-depth analysi s or lack of knowledge and skills. Negative attitudes and behaviours such as prejudice, stereotyping and discrimination are some barriers to workplace diversity because they can harm working relationships and damage morale and work productivity Control According to Fayol (1949) control is the final element of the management which involves the comparison of the activities of the people to the plan of action and also known as the evacuation component of management. The function of management control includes carrying out the plans necessary for ensuring that the strategies are fulfilled as envisaged. Although planning and control are at times described as separate procedures, both contribute to the management control function.Control ensures that the right things are happening in the right way at the right time. Control cycle or process consists of four main steps such as establish objectives and standards, measure actual performance, compare results with objectives and standards and take corrective actions as needed. Step one establish objectives and standards where output standards are measured by performance result in terms of quantity, quality, cost or time and the input standards are measured as efforts in terms of amount of work expended in the task performance. In the McDonalds scenario the management defined the objectives clearly but less effort was given to the output/input standards because they failed to continuously monitor the diversity at the actual workplace at various locations. Management only adopted workplace diversity, clearly defined it and poor implemented it in the system with no or less communication. Step two measure actual performance is where effective control requires measurement. Goal is accurate measurement of actual results on output and input standards. Hence, McDonalds HR goal is to diversify their workplace through hiring over time to increase productivity and decrease labour turnover cost. But the conducted research shows the opposite of what McDonalds define as their HR strategy or goal. Again the management failed to monitor workplace diversity by not gaining employee feedback. Employee feedback should have parallel established with the adoption of workplace diversity to accomplish the HR strategy and goal. The financial team should have easily identified the problem with workplace diversity with the increased labour turnover cost but because of poor control system the management failed to monitor. Step three compare results with objectives and standards is benchmarking by using different comparison methods. The need for this action reflects the difference between desired performance and the actual performance where historical, relative and engineering comparisons are considered. In this McDonalds scenario no or effort less approach to any monitoring and then comparing and analyzing of situation was conducted. It clearly showed that to gain advantage over their competitors and to stay in line with the current trend McDonalds adopted workplace diversity but no thorough control system was implemented. The management simply assumed that things were moving perfect but ignored the fact that employees hardly raise voices because of job insecurity and the managements lengthy process time. Step four take corrective actions as needed is where taking actions when discrepancies exist between desired and actual performance. Management by exception in gives priority attention to problem a nd opportunity situations showing the greatest need for actions. Hence, the McDonalds research conducted did not show any sort of management involvement in dealing with the workplace diversity problems until it reached to a level where the labour department was involved. Management had no or less interest of employees working environment and it was never analyzed or observed. A quarterly feedback system was implemented where employee can provide their feedback on their working environment but negative feedbacks were very less auctioned. Barriers to the control process can be a lot but some common ones in this scenario are less knowledge, poor communication, poor feedback system, poor monitoring process, poor implementing process which leads to less interests by management or lack of funds available for the process. Recommendations by Planning and Control McDonalds HR team should put due emphasis on three important aspects in order to take control of the situation and plan precautions so that such problems are not repeated in any other restaurant. Revised HR strategies implementing channel Improving leadership qualities Create workplace diversity awareness Revised HR implementing channel will place a central focus on behind the scene of the case study. Most workplaces are made up of diverse cultures therefore; HR needs to plan and learn how to adapt to be successful. HR practices are an important component in the success of organization because effective HR strategies systematically coordinate all individual HR measures and implement them so as to directly influence employee attitude and behaviour in a way that help a business to achieve its operational goal (Wang Shyu, 2008). Baum et al. (2007) explains the issues related to harassment and racism in the workplace could be reduced if appropriate human resource policies and procedures are in place and communicated to all staff (local or migrant) in order to deal with workplace diversity.Therefore, it is very important to revise the HR implementing channel. Wharton (1992) research also supports this his argues that HR practitioners should focus on how HR change strategies relate to the joint alignment of the group members multiple characteristics for example demographics hierarchical status and task in work groups to examine group contextual influences. Once the HR implementing channels are improved then the HR can help in improving the managers leading capabilities by providing training and support with needed knowledge. HR department and managers within business must incorporate diversity policies into every aspect of the organizations functions and purpose. HR should focus on outstanding leadership characteristics where they can train and place the right leader at the right time and place (Mumford, Antes, Caughron, Friedrich, 2008). These characteristics should have respect, empathy and being genuine such as accurately understanding employees feelings and genuinely valuing and supporting without patronizing. Managers manage change, but best leaders create change by inspiring their employees and they believe diversity as an important goal, and the responsibility for diversity does not belong to HR but belongs to the on duty managers. In McDonalds scenario HR should explain and provide continuous training to the managers regarding benefits, costs and barriers of workplace diversity and the financial and non-financial consequences such as employee turnover costs, laws and legislations associated. Thi s restaurant is need of a leader who can set a good example by teaching others what they expect from them and this can be easily achieve recognizing the many talents and understanding the richness of diversity. For example, in this scenario if a person complains regarding someone attitude, then handle the manager should handle the complaint very critically. He can encourage the complainer for reporting the matter but also explain the person about the unique value the other person brings to the workplace.   They can teach people to look for the positive traits of others and not for the differences and this is only possible if they can be a role model for respect and dignity. Once the HR implementing channel and leadership are aligned with each other then the focus moves on employee to create workplace diversity awareness. Creating workplace diversity awareness lies in the continuous improvement of the integration and social acceptance of people from different backgrounds. The overall perception of employees seems to be a very important factor in understanding their behaviours at the workplace because they are exposed to diverse HR practices rather than exclusively to a single practice (Chang, 2005). Management tools in a diverse workforce should be used to educate everyone about diversity and its issues, including laws and regulations (Green et al., 2012). Management should organize social gatherings and business meetings where the employees are given a chance to speak and listen. This type of eemployee involvement and feedback are necessary components in achieving successful workplace diversity. Managers should continuously monitor the work environment and act as agents of positive workplace diversity to eliminate any sign of negative barrier arising. If needed then employees should never be denied n ecessary, constructive, critical feedback for learning about mistakes and successes. Importance to business goals and targets should be given but not on the cost workplace diversity problems. Boxall Purcell (2011) suggests that best practices should be aligned with best fit to maintain a sustainable business environment and gain a competitive advantage over rivals. In this scenario, imagine if the workplace diversity problems continue then the quality of service will drop which will slowly affect the business. Therefore workplace diversity should be everyones business starting from senior management, HR department, managers and employees. Conclusion The future of workplace diversity cannot be predicted with any level of clarity. This is because McDonalds is a global leader in fast food industry and their HR has won many awards in the last decade. Therefore, being at such a strong position in the global market and has a restaurant which ignores the importance of workplace diversity. This report has explored a few areas of practical and theoretical development of HRM planning and controlling. It also explains around the levels, cycles process, objective and approaches of planning and controlling and uses the recommendations to control the gaps and plan a bridge between the practice and theory.

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The ancient islamic culture has made immense contributions to the whole world and all of its inhabitants.These contributions which are also achievements of the Muslim empire pertain to things such as advancements in science, Mathematics, astronomy, exquisite libraries,medicine, sophisticated encyclopedias, optics, and an extensive trade routes that stretched for thousands of miles. Luckily for the World the Muslims as a whole managed to achieve one thing after another, and didn't let anything get in there way, and ultimately this lead to the vast amount of contributions that the Muslims Bestowed upon to the world. Thanks to the Muslim culture, and achievements their ways have had a very profound impact on the way people go about their lives nowadays. If it wasn't for the Muslims hard work, will to succeed, and perseverance which led to contributions to the world, life as we know it now would be drastically rearranged, and many of the things that we classify as norms would cease to exist. In the area of math,and science the Muslims made many influential contributions to world. In Science, and in math the Muslims pursued in the topic of astronomy. The Muslims really pursued in this topic because for them the calculations for prayer times, pin point religious festivals, and the direction of Mecca were paramount, and in the area of astronomy all this can be efficiently be achieved. So the Muslims had the drive to succeed in order to archive what was nessessary. The most influential, and beneficial, of the Muslim astronomers were men by the name of "Al-Khwarizmi" "al-Khujandi", and "Omar Khayyam". With their hard work and ambitious dreams, these men became the driving force of the great astronomical research. Al-Khwarizmi, a... ...1th century. He compiled many astronomical tables, and more importantly reformed the calendar. His reformation was more accurate than the Julian calendaR and came close to the Gregorian. probably his most amazing feat was his calculation of the year which came out to be a near exact 365.24219858156 days long, which is accurate to the 6th decimal place! Omar Khayyam greatly effected the world with his doings, his year calculation to this day is exact, along with his upgrade of the calendar set the standards of calendar and provided a accurate dates throughout the year. contributions in astronomy range from the Arabic names of stars which we still use today to knowing the position of the planets.Such great ideas like these were those that set the foundations of the great Islamic empire that ultimately in the end were passed on to the world, and proved to be beneficial.

The Dilemma of IELTS Test Takers at Preparatory Programs in the UAE: A Call for Lexical-Structural Syllabus Design

————————————————- Doctorate of Education Theoretical Perspectives on Materials and Syllabus Design in TESOL  (DED609) Title: The Dilemma of IELTS Test Takers at Preparatory Programmes in the UAE: A Call for Lexical-Structural Syllabus Design. By: Mohammed A. Molhim Module tutor: Dr. Yasmin yildiz No. of words 000 words Essay Outline * Introduction * Conceptual Framework * IELTS Marking Rubrics: Lexical Resources & Grammatical Range * Lexical Syllabus * Structural Syllabus Selection of Lexical and Grammatical Items in Lexical-structural Syllabus: * Structural Syllabus: Drawbacks * The Structural Syllabus and Grammar Teaching * Suggested Steps to design a Lexical-Structural Syllabus * Conclusion Introduction Standardized test preparation courses such as the International English Language Testing System (IELTS) in preparatory programmes at government and private universities in the United Arab Emirates (The UAE) prepare students to meet their exit score requirement.Curriculum planning has been driven towards these tests. Some research studies (Read and Hayes, 2003) warned against that type of curriculum in that it is restricted to those areas that are to be tested with no balance or integrated skills course design. Curriculum designers therefore depend heavily on materials geared to practice for the required exam. Moreover, Alderson and Hamp-Lyons (1996) argue that these type of curriculum are characterised by ‘teaching to the test’ and even text-book slaves.On the other hand, this essay will argue that designing and implementing curriculum that is supported by materials that reflect and meet the test question types and objectives can be beneficial to students preparing for standardised tests in the UAE. This paper will be outlined as follows: After introducing the conceptual framework of the essay, it will highlight the IELTS’ mark ing criteria of ‘Lexical Resource’ and ‘Grammatical Range’ in the hope to establish the argument that half of the IELTs marking criteria is based on lexical and grammatical items.Then, the type of lexical and structural syllabus that can be proposed to meet students’ needs in enhancing the aspect of English Language accuracy will be described. Some practical guidelines will then be provided for designing a lexical-structural syllabus. Conceptual Framework This essay falls within the conceptual framework of critical theory and critical pedagogy.From a social reconstructionism perspective, critical theory and critical pedagogy call for critically re-addressing status quo issues in education. Paolo Freire (1972), a critical theorist, believes that in most education systems there exists a hidden curriculum that underlines the status quo supported by the dominant culture and thus repressing minority subcultures. Curriculum planning should undergo a consta nt progressive change due to the progressive nature of the country and educational systems in the UAE.Curriculum change at the level of preparatory programmes is an inseparable part of this change since it is observed that research has provided enough evidence see published annually (IELTS, 2011) that in the UAE and other Arab countries where the majority of students and IELTS test takers struggle to reach a level of proficiency matching score band 5. 0 that enables them to proceed to their major.This judgment is supported by professional and formal data provided in Table 1 below which is adapted from the IELTS Annual Review of 2011. These records include a comparison of IELTS results by mother tongue candidates and by country of origin for the many countries using the IELTS tests. Table 1. Mean band score for the most frequent countries or regions of origin Country: The UAE| Listening| Reading| Writing| Speaking| Overall | Academic Module| 4. 9| 4. 8| 4. 7| 5. 4| 5. 0| General Modu le| 4. 3| 3. 5| 4. 3| 4. 9| 4. 3|It is shocking to learn that the UAE with all of its progressive trends in economy and education, coupled with billions of dollars supporting the educational system where ministries of Higher education and Education receive about 22 % of the total budget in the UAE (Ministry of Finance, 2011), is ranked at the bottom of the ranking list in IELTS scores (See Appendix A). This inexplicable fact urgently calls for critical pedagogy in education and in curriculum design in order to problematise the issue and arrive at proper and sustainable solutions.This is why this essay adopts a critical pedagogical approach. Within critical pedagogy paradigm, â€Å"curriculum perspective emphasizes the roles schools and learners can and should play in addressing social injustices and inequality. Curriculum development is not seen as a neutral process. † (Richards, 2001: 118). Similarly, Freire (1972) and Apple (1986) contend that schools do not present equal o pportunities so learners and teachers must be engaged to address important social and personal problems and seek learners’ empowerment.Morris (1995:10), furthermore, argues â€Å"Social injustices and inequality would be central issues in the curriculum. † Accordingly, curriculum designers in the UAE should study at the context in which learners are taught and start to constantly problematise current issues in order to improve their designs. In Applied linguistics, Pennycook (2001: 5) asserts that applied linguistics from a critical pedagogy perspective â€Å"is always concerned how the classroom, text, or conversation is related to broader social cultural and political relations,†.This paper is intended to problematise the issue of curriculum design in the UAE contest in that it seeks to establish that solid elements of lexical-structural syllabus can lead to a better success rate in IELTS. IELTS Marking Rubrics: Lexical Resources & Grammatical Range While ampl e IELTS research studies in university environments is available (see research reports in IELTS. org), there appears to be less research on the impact of Speaking and Writing assessment criteria or IELTS band descriptors on syllabus design.IELTS measures both test candidates’ abilities to produce different sentence structures, and the range and appropriateness of vocabulary. Consequently, lexical resources and grammatical range are regarded as significant constituents of the speaking and writing assessment, since they determine the level of vocabulary and grammar in speaking and writing the test candidates use. Test candidates are rated using detailed descriptors in IELTS. In the Speaking test, these describe spoken performance according to four different criteria: Fluency and Coherence, Lexical resources, Grammatical Range and Accuracy, and Pronunciation.In the Writing test, the descriptors assess candidates in terms of: Task achievement or response, Coherence and cohesion, Lexical Resources, and Grammatical Range and Accuracy (IELTS handbook, 2004: 18-23). It is clear from the speaking and writing assessment criteria that lexical resources and grammatical range constitute half of the assessment. They describe test takers’ level in grammar and vocabulary in the speaking and writing modules in detail. They should therefore occupy a big part of any curriculum design for IELTs preparation syllabus.Accordingly, this essay argues that a balanced lexical-structural syllabus can help in meeting the course objectives and students’ needs of any IELTS preparation course. Lexical Syllabus: Empowering students’ Lexical Resources in IELTS Historically, syllabuses were not lexical but structural. With the advent of the Communicative Approach, new ideas in syllabus design have been introduced with a focus on functions. In 1990, when Willis wrote The Lexical Syllabus, a large amount of attention to the Lexical syllabus surfaced. Willis (1990, P. v i)) identified three major aspects for lexis in lexical syllabus.First, the language to be learned should be somehow graded to make it easier for the learners to understand. Second, the language should be selected carefully without random exposure. Thirdly, the language syllabus should be itemised Over the past thirty years the Communicative Language Teaching (CLT), however, has not emphasized direct instruction of vocabulary or grammar (Laufer 2006). CLT should therefore be regarded as inappropriate for IELTS preparation exam courses and more explicit instruction of lexis and grammar could help students achieve their desired score in IELTS.In fact, according to Zahar, Cobb and Spada (2001), three periods of direct English instruction every week would lead to the incidental learning of only 70 new words a year. Therefore, acquisition of vocabulary through reading must be supplemented by direct instruction, which can be supported by incorporating a lexical syllabus. In addition, the lexical syllabus can make academic English vocabulary needed in IELTS more learnable to lower-level learners.There is also a well established connection between vocabulary knowledge and successful academic reading (Corson 1997; Nation 2001:144-149). Thus, the significance of incorporating lexical syllabus is significantly clear for large-scale high-stakes tests such as IELTS that assess the range of vocabulary exhibited in a student’s writing and speaking (See Appendix A). It should be admitted that producing satisfactory IELTS writing and speaking responses is not achieved by just learning individual vocabulary and grammatical structures.However, lexical items can lead to further enhancing students overall proficiency in IELTS. Some research ((Laufer, 2005; Nation 2001) has proven that lexical resources are the basis for comprehending grammar and lexical meanings. It is also the most important predictor of writing production (Read, 2002) and reading comprehension (Beck et. a l. 1987:147). In the IELTS speaking test, a similar lexical diversity would also be needed as suggested by Read (2005) who found that diverse lexical resources with some sophistication are rated higher.Regarding the adequate vocabulary range for academic success in international standardised tests, researchers (Laufer, 1992; Nation, 2001) argued that students, depending on the genre, need about 3,000 words in order for them to be able to read ungraded academic text and that the minimum word family level is the 3,000 word level needed for reading an unsimplified text. For IELTS reading texts, about 4,000 word families might be needed, 2,000 of General Service List (GSL) and about 570 words from the Academic Word List (AWL) (Coxhead, 1998) and about 1,000 technical words, proper nouns and low frequency vocabulary (Nation, 2001:147).Accordingly, commercially-produced syllabi such as Headway do not provide the wide range of lexical resources needed by the students (Horst, 2005; Lee, 200 7) in order for them to develop their lexis repertoire and to hence get the score required to pass IELTS. Moreover, there is enough suggestive research evidence (See Beaton, Grunederg and Ellis, 1995 – in Nation, 2001) that would indicate that the more vocabulary range manifested in speaking, the higher the score a student would get in writing.This shows that direct learning is in fact both effective and efficient and that the AWL can provide a reasonable target vocabulary for IELTS preparation courses and syllabi. In terms of the relation of grammar and vocabulary, David Wilkins (cited in Lewis, 2000: 8) noted that â€Å"Without grammar little can be conveyed, without vocabulary nothing can be conveyed†. This statement brings to focus the significance of incorporating lexical with a grammatical element when designing a syllabus aiming at enhancing students’ structural language system and accuracy and hence achieving a higher score in IELTS.The following section will shed some light on the significance of developing students’ accuracy through grammatical structures in structural syllabi. Structural Syllabus: Revisiting grammatical syllabus The structural syllabus comprises of a group of grammatical items that are selected and graded according to simplicity and complexity (Nunan, 1988). A structural-lexical syllabus’ principle objective is to help the learners acquire the grammatical structures and vocabulary of the language they are learning.The grammatical structures are usually presented in a certain sequence, for example, present followed by past, or in contrasting pairs, for example, simple present versus simple past (Long and Crookes, 1993). Wilkins (1976) describes this type of syllabus design approach as synthetic in which the various parts of language are separately taught and there is a â€Å"gradual accumulation of the parts until the whole structure of the language has been built up†. (p. 2) Wilkins suggests language is structured into smaller items and units in a structural syllabus and then it is presented discretely.Wilkins argues that this exposes learners to particular samples of language in which one grammatical feature dominates each lesson in the syllabus. This is mainly based on the hypothesis that grammatical and lexical rules are learned in an additive process, by which learners gain complete mastery of each item before a new one is taught (Nunan, 1988). It is hence the learner's task to re-synthesize the grammatical and lexical items that have been presented in a separate way (Wilkins, 1976). An important question raised here is the set of criteria teachers used to select which lexical and grammatical were to be used in the structural syllabus.This will be reviewed in the following sections. Selection of Lexical and Grammatical Items in Lexical-structural Syllabus: Mackey (1965) takes the stance that the lexical items in a structural syllabus are to be selected on the basis of criteria of frequency, coverage, availability, and learnability (White 1988:49-50). In the 1990s, the lexical approach in teaching and learning started to gain formal prominence among many researchers (Willis, 1990; Willis, 1996). As proposed by the lexical approach, a target reservoir of vocabulary is suggested to be learned at a specific level (Willis, 1990; Willis, 1996).These target vocabulary are derived from old corpus analysis of written and spoken English, but this could be regarded now as old-fashioned with the advancement of computerized corpus. However, one view, suggested by Richards (2001:154) is that lexical syllabuses were among the early types of syllabuses to be designed in language teaching. Regarding grammar structure, Mackey also (1965) proposes four criteria for the selection grammatical structures: simplicity, regularity, frequency, and contrastive difficulty.The last item, contrastive difficulty, means that learning some items at an early stage should rese mble the same item acquired in L1 (cited in Wilkins 1976: 6). These views of language selection have been challenged (e. g. , Ellis 2001). due to its lack of empirical experiments. Thus to determining the level of complexity, simplicity, regularity, etc. is almost entirely based on language teachers and syllabus designers’ common sense judgments. This dilemma, addressed in the following section, is one of the major shortcomings of the structural syllabus.Structural Syllabus: Drawbacks A number of limitations have been identified with the structural syllabus. The first shortcoming is drawn from Corder's (1967) â€Å"built-in syllabus† concept in which learners’ acquisition of different grammatical items is based on a natural order. This notion is supported by many researchers (for example, Hyltenstam and Pienemann, 1985). Within the framework of a built-in syllabus, grammatical complexity of a structure is not the reason for the difficulty of learning a structure of a language item.For instance, a common example of Arab Learners’ frequent mistakes is the acquisition of third person â€Å"s† morpheme (Hajjaj, 1999). Even though an average teacher can explain this item very well to Arabic learners, it always poses a challenge to them, which means difficulty or simplicity of language structure doesn’t always guarantee proper learning. This should be taken into serious consideration when designing a lexical-grammatical syllabus for IELTS preparation courses and thus adding meaningful activities that make the structures more memorable and relevant to learners’ needs and levels.The second main negative aspect of the structural syllabus is its lack of language functions. The structural syllabus is a reliable tool for assisting language learners to perfect common grammar rules. However, in terms of sociolinguistics, structural syllabus can prepare learners to be grammatically competent but communicatively incompetent (Jo hnson, 1982). A learner who replies ‘Yes, I do. ’ to ‘Do you mind if I open the window? ’ is a typical example of a learner whose command of English grammar might be ideal yet they are not capable of producing socially appropriate utterances.In other words, the structural syllabus helps learners produce instances of language usage rather than language use (Widdowson, 1978). Accordingly, syllabus designers who consider implementing lexical-structural syllabus need to promote both usage and use in order to avoid turning the language introduced into something meaningless. Socially contextualised and relevant language items introduced appropriately within interactive technique can bridge the gap between use and usage and make grammar teachable and learnable. This will be discussed in the following section. The Structural Syllabus and Grammar TeachingBefore advocating a lexical-grammatical syllabus, it is necessary to first establish the significance of explicit grammar teaching and learning. One debate in second language pedagogy has been about the teachability of grammar. Some scholars have argued against teaching grammar since it leads to only minimal achievement in the acquisition of linguistic competence in English (Krashen, 1982; Krashen and Terrel, 1983; Prabhu, 1987). Others have contended that explicitly teaching formal grammar plays a significant role in the development of the L2 learners' interlanguage system (Rutherford, 1987; Ellis, 1990, 1993).This paper supports the grammarians’ arguments in favor of formal grammar instruction that enhances IELTS’ UAE students and test takers’ accuracy. The first argument is based on studies on the emergence of immersion programs in Canada where many English L1 students study French and thus have been immersed in meaning- focused input in French (Swain, 1985; Swain and Lapkin, 1995). The results of research studies revealed that the majority of students have developed na tive-like receptive skills, but their productive ones are still far from native-like norms.This has therefore suggested that meaning-focused input instruction, which is devoid of any formal grammar teaching, is more likely to result in fossilization. The second argument defending formal grammar instruction derives from research (e. g. , Felix, 1985; White, 1987; Schachter, 1989) that suggests that adult L2 learners cannot have full access to the same acquisition resources as children with L1 do. This makes positive evidence such as formal instruction and corrective feedback.White (1987:105) finds that French learners of English as a second language tend to make sentences like ‘John drank slowly his coffee’ (John buvait lentement son cafe). These types of sentences are grammatically incorrect in English, but acceptable in their language. Those learners receiving positive evidence cannot notice that there are certain rules for adverb position within a sentence in English unless they are taught so by formal grammar instruction, which implies that lexical-structural syllabus can play a decisive role in some formal aspects of L2 learning and thus in IELTs preparation courses.The third argument has been proposed by Ellis (1990, 1993) who argues that formal grammar instruction develops explicit awareness of grammatical elements which hence helps learners acquire implicit knowledge. Ellis believes that the explicit knowledge of grammar instruction facilitates learning in three methods (1993:98). First, it encourages them to monitor their language before and after production. Terrell (1991:61) observes that â€Å"monitoring can apparently interact with acquisition, resulting in learners acquiring their own output† which shows the importance of monitoring in formal language instruction.Second, explicit teaching and learning support the factor of noticing certain elements in the input. Therefore, † if learners know that plural nouns have an â₠¬â€s, they are more likely to notice the —s on the ends of nouns they hear or read in input and also more likely to associate the —s morpheme with the meaning more than one†. (Ellis,1993:98). This example illustrates how specific features of grammar are best learned explicitly.Third, formal and explicit grammar knowledge assists learners in noticing some gaps in their language production. Thus if, for instance, Arab learners learn that verbs take an –s in the third person singular form, they are more likely to notice the gap when adding the third person singular –s or not, which leads to more accurate production later as they produce similar structures. Furthermore, Celce-Murica (1991: 467-468) suggests that formal lexical and grammar teaching can enhance meaning and social function.For instance, drawing attention to the different spatial denotation of the prepositions in and on the learner will â€Å"find it useful to know quite explicitly that à ¢â‚¬Ëœin’ favors the placement of objects in three-dimensional containers and ‘on’ favors the placement of objects on two-dimensional flat surfaces† if provided with formal instruction. Second, in an example of grammar enhancing social functions, Celee-Murcia discusses that learners need to be aware of the different modal auxiliaries uses in polite requests such as the difference between â€Å"Can you open the door? and â€Å"Could you open the door? â€Å". Celce-Murcia and Hilles (1988:4) believe that learners need to study grammar because many of them are to take part in international tests such as IELTS and that â€Å"Typically, a major component of such exams is grammar. Therefore, to give these students an incomplete grounding in grammar, regardless of one's conviction about teaching it, is to do them a great disservice. Students have to know and apply the rules of English grammar in order to do well on such tests. A relatively recent argument pro posed by Ellis (2001) argues that it is a mistake to suppose that learning foreign languages in schools is entirely to promote communication among speakers of different languages. Learning foreign languages has a more valuable end, i. e. promoting intellectual growth. (Ellis 2001:172) thus views learning a foreign language as a means to develop cognitive abilities and that grammar contains knowledge that contributes to learners’ cognitive skills.If one considers all the arguments discussed earlier in this essay claiming that formal teaching of lexical and grammatical items should be an indivisible part of any English classes, structural-lexical syllabus seems indispensible for students preparing for international examination such as IELTS and TOEFL. This is, however, only my conviction within my teaching context and does not entail that curriculum designers and teachers are to revert to old traditional language teaching methodologies such as grammar-translation method. I elie ve that adopting a merely lexical and/or structural syllabus has not survived in language education because they overemphasized the aspect of grammar teaching through many tedious structural drills. I believe that it is unfair to judge that grammar and lexical instruction should be eliminated simply because of insufficiencies of audio-lingual or grammar-translation methods. A well-balanced lexical-structural syllabus can be safely employed, especially in IELTS preparation courses, provided that it is supplemented by motivating and communicative tasksSuggested steps to design a Lexical-Structural Syllabus According to Stern (1983:339-340), there are major differences between English as a second language (ESL) and English as a foreign language (EFL). Accordingly, EFL and ESL students are positioned in different learning conditions. ESL students learn Target Language (TL) in a more supportive setting in that they are more exposed to TL in its natural environment EFL. Considering needs and motivation, ESL students are more required and motivated to communicate with foreigners than EFL students.Thus, ESL students learning needs are definitely not centered on one factor or need. As previously discussed, the majority of Arab students in the UAE are EFL learners who study English in order to pass national exams, such as IELTS. This educational structure of teaching applies in the EFL environment in the UAE. Based on my observations and experience, I found that students in Emirati high schools are also required to learn specific discrete items such as vocabulary and grammatical items without any exposure to communicative tasks that enable them to use these items meaningfully.Unfortunately, only those who wish to pursue their higher education strive to master the grammatical and vocabulary items of their course books in order for them to achieve the required score of the university entrance exams. When taking these conditions into serious consideration, I have come to r ealize the reason why lexical and grammar instruction can, and perhaps should, be an essential component of any curriculum in the Emirati EFL educational system in schools, and this can be possible through the lexical-structural syllabus proposed in this essay.It is argued that (Richards, 2001) old and traditional language teaching methods did not succeed not because they adhered to a structural or lexical syllabus but because the implementation process was too mechanical through dull drills of discrete language items. I believe that a well-designed lexical-structural syllabus proposed in this essay can survive through two types of tasks: consciousness-raising and communicative tasks. Consciousness-raising activities can develop explicit knowledge and communicative tasks improve the implicit knowledge of lexical and grammatical structures (Ellis, 2001).As defined by Ellis (1993:109), consciousness-raising is â€Å"a deliberate attempt on the part of the teacher to make the learners aware of specific features of the L2†. The following task in Table 2 (Ellis, 2001:173) is a straightforward sample of a consciousness-raising (CR) activity that is designed to help learners be conscious of the difference between the prepositions ‘for’ and ‘since’. Table 2. An Example of a CR Problem-solving Task: 1. Here is some information about when three people joined the company they now work for and how long they have been working there.Name Date Joined Length of Time Ms Regan 1945 45 yrs Mr Bush 1970 20 yrs Ms Thatcher 1989 9 mths Mr Baker 1990 (Feb) 10 days 2. Study these sentences about these people. When is â€Å"for† used and when is â€Å"since† used? a. Ms Regan has been working for her company for most of her life. b. Mr Bush has been working for his company since 1970. c. Ms Thatcher has been working for her company for 9 months. . Mr Baker has been working for his company since February. 3. Which of the following sentence s are ungrammatical? Why? a. Ms Regan has been working for her company for 1945. b. Mr Bush has been working for his company for 20 years. c. Ms Thatcher has been working for her company since 1989. d. Mr Baker has been working for his company since 10 days. 4. Try and make up a rule to explain when â€Å"for† and â€Å"since† are used. 5. Make up one sentence about when you started to learn English and one sentence about how long you have been studying English.Use â€Å"for† and â€Å"since†. | It is my argument that if this exercise is supported by a communicative task where learners interact in pairs or with the classroom teacher it would enable them to internalise the target structure and use it in real-life communication. Designing a lexical-structural based syllabus is not a very hard task. There are many resources based on well-established research that can help syllabus designers build up their course (Lewis, 1997a,1997b). This essay offers some s uggestions on how to build a lexical-structural activities and syllabus.First, syllabus designers need to settle a relevant set of structures, vocabulary and different types of collocations (Lewis,1997a) and organise them according to their increasing complexity, starting from simple structures to complex ones. Second, syllabus designers should choose categories of vocabulary items to be learned and sequence the categories according to situational and functional characteristics such as vocabulary related topics such as environment, health, internet, education and so on since IELTS module is commonly based on globally social topics.Third, syllabus designers should integrate the group of vocabulary and structures together into learning objectives to base the units of lexical-structural syllabus. Although this essay advocates the implementation of a lexical-structural syllabus in IELTS preparation course at preparatory programmes in the UAE, it is necessary to admit that an eclectic an d multi-focus syllabus which includes a wide range of components, specifically vocabulary, structures introduced through functions and, situations can allow for a two-sided approach.This can emphasise the importance of systematically learning specific vocabulary and structures and building up linguistic knowledge, and at the same time it can focus on meeting immediate language communicative needs and sociolinguistic and pragmatic competence. Conclusion In my essay, I only propose that lexical-structural syllabus can safely be employed in EFL settings, particularly in the UAE. Previously, it was argued that the majority of EFL students in the UAE must score reasonably high in their university entrance English exams. 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(1976). Notional syllabuses. Oxford:Oxford University Press. Willis, D. (1990). The lexical syllabus: A new approach to language teaching. London: Collins. Willis. J. (1996). A framework for task-based learning. Oxford: Longman. Yalden, J. (1983). The communicative syllabus: Evolution, de sign and implementation. Oxford: Pergamon. Zahar, R. , Cobb, T. and Spada, N. 2001. Acquiring vocabulary through reading: Effects of frequency and contextual richness. The Canadian Modern Language Review, 57 (4), 541-572.Appendix A (Adapted from www. ielts. org) IELTS | Researchers – Test taker performance 2011 Band score information Place of Origin These figures show the mean overall and individual band scores achieved by 2011 Academic and General Training candidates from the top 40 places of origin. Mean band score for the most frequent countries or regions of origin (Academic) Academic| Listening| Reading| Writing| Speaking| OVERALL| Bangladesh| 5. 9| 5. 6| 5. 6| 5. 9| 5. 8| Brazil| 6. 8| 6. 9| 6. 2| 6. 9| 6. 7| China (People's Republic)| 5. 8| 5. 9| 5. 2| 5. 3| 5. 6| Colombia| 6. 2| 6. 4| 5. 7| 6. 4| 6. 2| Cyprus| 6. 4| 5. 9| 5. 7| 6. | 6. 1| Egypt| 6. 3| 6. 1| 5. 8| 6. 3| 6. 2| France| 6. 9| 6. 9| 6. 3| 6. 8| 6. 8| Germany| 7. 0| 6. 6| 6. 4| 7. 2| 6. 8| Ghana| 4. 8| 4. 3 | 5. 7| 6. 5| 5. 4| Hong Kong| 6. 7| 6. 4| 5. 9| 6. 2| 6. 4| India| 6. 4| 5. 6| 5. 8| 6. 2| 6. 1| Indonesia| 6. 6| 6. 3| 5. 9| 6. 3| 6. 4| Iran| 5. 8| 5. 4| 5. 8| 6. 3| 5. 9| Iraq| 5. 7| 5. 2| 5. 4| 6. 2| 5. 7| Italy| 6. 2| 6. 1| 5. 8| 6. 4| 6. 2| Japan| 6. 0| 5. 6| 5. 5| 5. 8| 5. 8| Jordan| 5. 9| 5. 5| 5. 5| 6. 3| 5. 9| Kenya| 6. 7| 6. 1| 6. 6| 7. 2| 6. 7| Korea, South| 6. 2| 6. 1| 5. 4| 5. 7| 5. 9| Kuwait| 5. 3| 4. 9| 4. 8| 5. 6| 5. 2| Libya| 5. 2| 5. 1| 5. 1| 5. 8| 5. 4| Malaysia| 7. | 7. 0| 6. 2| 6. 6| 6. 9| Mexico| 6. 7| 6. 8| 5. 9| 6. 5| 6. 6| Nepal| 6. 3| 5. 8| 5. 7| 6. 0| 6. 0| Nigeria| 6. 1| 6. 0| 6. 2| 7. 0| 6. 4| Oman| 5. 3| 5. 1| 5. 0| 5. 7| 5. 4| Pakistan| 5. 8| 5. 5| 5. 6| 6. 0| 5. 8| Philippines| 7. 0| 6. 6| 6. 2| 6. 8| 6. 7| Qatar| 4. 8| 4. 6| 4. 5| 5. 3| 4. 9| Romania| 7. 2| 7. 0| 6. 2| 6. 8| 6. 9| Russia| 6. 6| 6. 6| 5. 9| 6. 6| 6. 5| Saudi Arabia| 4. 9| 4. 8| 4. 7| 5. 6| 5. 1| Spain| 6. 7| 6. 9| 6. 0| 6. 5| 6. 6| Sri Lanka| 6. 6| 6. 0| 5. 9| 6. 5| 6. 3| Sudan| 5. 9| 5. 7| 5. 5| 6. 2| 5. 9| Taiwan| 5. 9| 6. 0| 5. 5| 5. 9| 5. 9| Thailand| 5. 9| 5. 9| 5. 3| 5. 7| 5. 8| Turkey| 6. 0| 5. | 5. 3| 5. 8| 5. 8| United Arab Emirates| 4. 9| 4. 8| 4. 7| 5. 4| 5. 0| Uzbekistan| 5. 7| 5. 6| 5. 0| 5. 5| 5. 5| Vietnam| 5. 9| 6. 1| 5. 6| 5. 7| 5. 9| Mean band score for the most frequent countries or regions of origin (General Training) General Training| Listening| Reading| Writing| Speaking| OVERALL| Bangladesh| 6. 1| 5. 4| 5. 8| 6. 2| 5. 9| Brazil| 6. 4| 6. 3| 6. 1| 6. 7| 6. 4| China (People's Republic)| 6. 3| 6. 0| 5. 7| 5. 8| 6. 0| Colombia| 5. 7| 5. 7| 5. 6| 6. 0| 5. 8| Egypt| 6. 3| 5. 9| 5. 9| 6. 4| 6. 2| France| 6. 9| 6. 8| 6. 3| 6. 8| 6. 8| Germany| 6. 9| 6. 6| 6. 4| 7. 1| 6. 8| Hong Kong SAR| 6. 7| 6. 4| 5. | 6. 2| 6. 4| India| 6. 3| 5. 7| 5. 8| 6. 2| 6. 1| Indonesia| 6. 7| 6. 2| 5. 9| 6. 3| 6. 3| Iran| 5. 7| 5. 4| 5. 8| 6. 3| 5. 9| Iraq| 5. 7| 5. 3| 5. 5| 6. 3| 5. 8| Italy| 6. 2| 6. 3| 5. 8| 6. 4| 6. 2| Japan| 6| 5. 6| 5. 5| 5. 9| 5. 8| Jordan| 6| 5 . 6| 5. 5| 6. 3| 5. 9| Kenya| 6. 8| 6. 4| 6. 7| 7. 3| 6. 9| Korea, South| 5. 8| 5. 4| 5. 3| 5. 4| 5. 5| Lebanon| 6. 3| 5. 7| 5. 9| 6. 6| 6. 2| Malaysia| 7. 3| 6. 9| 6. 5| 7. 0| 7. 0| Mauritius| 6. 5| 5. 9| 6. 2| 6. 7| 6. 4| Mexico| 6. 3| 6. 3| 6. 0| 6. 6| 6. 3| Nepal| 6. 3| 5. 6| 5. 9| 6. 2| 6. 1| Nigeria| 5. 9| 5. 9| 6. 6| 7. 1| 6. 4| Pakistan| 6. 2| 5. 5| 6. 0| 6. 4| 6. 1|Philippines| 6. 2| 5. 7| 5. 9| 6. 3| 6. 1| Romania| 6. 5| 6. 3| 5. 9| 6. 2| 6. 3| Russia| 6. 4| 6. 3| 6. 0| 6. 4| 6. 3| Saudi Arabia| 4. 6| 3. 8| 4. 4| 5. 0| 4. 5| Singapore| 7. 7| 7. 3| 6. 9| 7. 5| 7. 4| South Africa| 7. 4| 7. 0| 7. 3| 8. 4| 7. 6| Sri Lanka| 6. 3| 5. 7| 5. 8| 6. 3| 6. 1| Taiwan| 6. 3| 5. 8| 5. 8| 6. 2| 6. 1| Thailand| 5. 6| 5. 2| 5. 3| 5. 6| 5. 5| Turkey| 5. 8| 5. 5| 5. 5| 5. 8| 5. 7| Ukraine| 5. 8| 5. 6| 5. 5| 6. 0| 5. 8| United Arab Emirates| 4. 3| 3. 5| 4. 3| 4. 9| 4. 3| United States of America| 8. 0| 7. 6| 7. 7| 8. 6| 8. 0| Venezuela| 6. 3| 6. 3| 6. 1| 6. 4| 6. 3| Vietnam| 5. 8| 5. 6| 5. 7| 5. 7| 5. 8|