Elimination of Discrimination Against Women and International Human Essay

Elimination of Discrimination Against Women and International Human Rights - Essay Example Most of the non-governmental organisations that champion for women rights’ are under United Nations. United Nations member states adopt several treaties that seek to protect the rights of women. The Charter of United Nations recognises that persons have basic human rights and should live a dignified-life. In addition, the Charter prevents all forms of discrimination because every person is has equal freedom regardless of gender. Discrimination against women infringes the rights and respect for human solemnity. It limits women from taking an active part in political, social, cultural, and economic developments in their country. In addition, inequality between in genders demeans women’s contributions in the family, society, and in individual states. This is because women do not have enough space to exploit their potentials. In the light of this, United Nations has entered into several treaties that seek to cushion women from any form of discrimination (General Assembly). This paper will analyse the convention of elimination of discrimination against women. It will then endeavour to highlight the contribution of the convention to development of international human rights. Women have been on the receiving end of all forms and mannerisms of men behaviour. Patriarchy dominates virtually all the indigenous and marginalised societies. Men perpetrate all forms of discrimination to women. Women suffer because they are voiceless in presence of male dominated societies. Discrimination against women happens in all sectors. These forms of discrimination include forced relocation from women’s ancestral lands, pollution and destruction of their homes, limited or no education at all, and poor health care. Other human right’s violations that women face include rape, domestic violence, forced sterilisations, and inadequate reproductive health care. These vices have significantly limited women participation in national and international matters. These b ad experiences of women have attracted the international attention to provide an amicable solution. Women use various ways to demand for call for recognition of their human rights. These are efforts to end discrimination and oppression of women (Kambel, 2004). United Nations stepped forward to safe women from wrath of patriarchal nature of society. It did this through signing of various treaties that recognises women rights. United Nations is replete with regional commissions, specialised agencies, programs, and other instruments to address the plight of women. Nations have presented entities that seek to recognise women rights. The countries do so in the international circles. The commitment of all the world society structures is to achieve equality and human rights. Steiner (2008: 175) notes that the number of movements advocating for women rights has increased over the years. Leaders and champions of human rights hold international conferences with the main goal of reducing the g ap between men and women. Non- governmental organisations are in the forefront to advance the efforts to eliminate discrimination against women. Women have formed movement aiming to draw the attention of international community to recognise their rights (Steiner, 2008:173). The lessons that international community learned from the tragedies of Second World War led to signing of the Charter of United Nations. The aim of this alliance was to bring peace, mutual aid, and human rights

How Insurgencies End Assignment Example | Topics and Well Written Essays - 1000 words

How Insurgencies End - Assignment Example However, most factors are frequent in majority of the cases. Fundamentally, insurgency results primarily from political and monetary differences. Consequently, the opposition opts to resolve the disparities by combative means resulting in an insurgency. This write-up highlights factors that have characterized the conclusion of countless insurgencies. Additionally, it highlights details a conflict that has transpired recently. Conspicuously, time has a noteworthy implication on the conclusion of any conflict. According to the Rand study, an insurgency tends to fade over time1. The report discloses that countless insurgencies commence vigorously: nonetheless, the rebel become weary over time. The weakening of such rebellion is attributable to numerous factors. First, the administration will counter any uprising that seeks to oust it from authority. Subsequently, the insurgency’s followers diminish due to the military confrontations that they encounter. Additionally, the authorit ies utilize state resource that can sustain a military offensive over lengthy durations. Conversely, most insurgencies have no sustainable funding. The scarce funding diminishes the duration, which the rebels can sustain the conflict2. Hence, time establishes the culmination of any conflict. ... Initially, the Sri- Lanka dissenters, the Tamil appeared to have outwitted the authorities and inhibited a sizeable territory. However, the Sri-Lankan regime reconstituted its strategies towards the insurgency3. The administration undertook a vicious offensive against the radicals, which concluded in the administration recouping the region that the Tamil Tiger inhibited. Time allowed the government to gather appropriate resources, which enabled the offensive culminating in the subduing of the Tamil Tigers. Leadership and following denotes another critical aspect with a key bearing on the conclusion of any insurgency. The leadership is critical in any insurgency since it not only identifies the strategies, which the conflict will adopt but also unites the followers. This is critical since most insurgency face well equipped regimes, which are willing to commit enormous resources to crash any insurgency4. The leaders guide the momentum to attain the course of the rebellion. However, som e of the leaders die or defect; consequently, resulting in a gap in the top brass. The enemy faction can utilize the leadership vacuum to subdue the rebellion since they lack individuals to provide apposite strategies that any insurgency requires for its survival. Furthermore, strong leadership limits infiltration by counterinsurgencies from enemy factions. Infiltration avails the adversary faction with suitable data on the intended strategies of the rebels. Consequently, allowing it to institute apposite measure to counter the insurgencies. Diminishing following also renders any insurgency vulnerable since it has few combatants. Nevertheless, many insurgencies succeed despite having fewer followers like the ousting of Batista’s rule by Castro in Cuba. Castro had a

Quality of Working Life and Work Schedule

Quality of Working Life and Work Schedule In recent past the term Quality of Work Life QWL has appeared in research journals and the press with remarkable regularity. The increasing concern for QWL has been due to several factors: (a) increase in education level and consequently job aspirations of employees, (b) association of workers, (C) significance of human resource management, (d) widespread industrial unrest, (e) growing of knowledge in human behavior, etc. The success of any organization is highly dependent on how it attracts recruits, motivates, and retains its workforce. Todays organizations need to be more flexible so that they are equipped to develop their workforce and enjoy their commitment. Therefore, organizations are required to adopt a strategy to improve the employees quality of work life (QWL) to satisfy both the organizational objectives and employee needs. This article reviews the meaning of QWL, Models and Components of QWL, criteria of measuring QWL, issues, dimensions, principles of QWL and Various wo rk schedule alternatives. KEY WORDS Quality, Quality of Work Life, Human Relations, Flexi-time, Compressed Workweek, Telecommuting, Job Sharing. 1.1 What is Quality of Work Life? The term Quality of Working Life (QWL) has an assortment of meanings for different persons. According to J. Richard and J. Loy, QWL means, the degree to which members of a work organization are able to satisfy important personnel needs through their experience in the organization. Some regard it as industrial democracy, that is, more of employee participation in the management process. For managers and administrators, the term denotes improvement in the working conditions and respect of psychological needs. Trade unions and blue collar workers construe it as more job security, equitable profit sharing and healthy working conditions. For rest, the term takes a broad view of changing the organizational climate, structure and managerial system. QWL refers to the favorableness or un-favorableness of a total job environment of the people. QWL is the degree of which work in the organization contributes to material and psychological well being of its members. Harrison. One expert defines QWL as a process of joint decision making, collaborating and building mutual respect between management and employees. D.S. Cohan: The Quality of Work Life Movement Training,HRD, Jan.1979,p.24. During 1979, the American Society of Training and Development created a Task Force on the quality of working life, defines QWL as, QWL is a process of work organizations which enables its members at all levels to participate actively and efficiently in shaping the organizations environment, goals of enhanced effectiveness of the organization and improved quality of life at work for the employees. The basic purpose of QWL is to develop jobs and working conditions that are excellent for people as well as for the economic health of the organization. QWL provides a more humanized work environment. It attempts to serve the higher order needs of workers as well as their more basic needs. It seeks to employ the higher skills of workers and to provide an environment that encourages improving their skills. Q Quest for excellence U Understanding A Action L Leadership I Involvement of the people T Team spirit Y Yardstick to measure progress Quality of Work life is concerned with the following types of questions: J.R. Hackman and J.Ll Suttle: Improving Life at Work, Goodyear Pub.Co.Inc., California, 1977. How to develop careers that allow employees to realize their full capabilities and interests? How to design jobs to provide meaningful, interesting and challenging work experience? How to utilize group dynamics and participative management to improve the quality of life at the workplace? What supervisory strategies help to improve the quality of work life? How can the desired organizational changes be carried out? Quality of working life has been differentiated from the broader concept of quality of life. To some degree, this may be overly simplistic, as Elizur and Shye, (1990) concluded that quality of work performance is affected by quality of life as well as quality of working life. However, it will be argued here that the specific attention to work-related aspects of quality of life is valid. Whilst quality of life has been more widely studied, quality of working life remains relatively unexplored and unexplained. A review of the literature reveals relatively little on quality of working life. Where quality of working life has been explored, writers differ in their views on its core constituents. It is argued that the whole is greater than the sum of the parts as regards quality of working Life, and, therefore, the failure to attend to the bigger picture may lead to the failure of interventions which tackle only one aspect. A clearer understanding of the inter-relationship of the various facets of quality of working life offers the opportunity for improved analysis of cause and effect in the workplace. This consideration of quality of working Life as the greater context for various factors in the workplace, such as job satisfaction and stress, may offer opportunity for more cost-effective interventions in the workplace. The effective targeting of stress reduction, for example, may otherwise prove a hopeless task for employers pressured to take action to meet governmental requirements. Wikipedia 1.2 Models and components of quality of working life Various authors and researchers have suggested models of quality of working life which are as follows: Hackman and Oldham (1976) in their research The Job Diagnostic Survey. New Haven: Yale University drew attention to what they described as psychological growth needs as relevant to the consideration of Quality of working life. Several such needs were identified: Skill variety, Task Identity, Task significance, Autonomy and Feedback. They suggested that such needs have to be addressed if employees are to experience high quality of working life. In contrast to such theory based models, Taylor (1979) in The quality of working life in Western and Eastern Europe. ABP more pragmatically identified the essential components of quality of working life as basic extrinsic job factors of wages, hours and working conditions, and the intrinsic job notions of the nature of the work itself. He suggested that a number of other aspects could be added, including: individual power, employee participation in the management, fairness and equity, social support, use of ones present skills, self development, a meaningful future at work, social relevance of the work or product, effect on extra work activities. Taylor suggested that relevant quality of working life concepts may vary according to organisation and employee group. Warr, P, Cook, J and Wall, T (1979) Scales for the measurement of some work attitudes and aspects of psychological well being. Journal of Occupational Psychology. 52, 129-148., in an investigation of quality of working life, considered a range of apparently relevant factors, including: work involvement, intrinsic job motivation, higher order need strength, perceived intrinsic job characteristics, job satisfaction, life satisfaction, happiness, and self-rated anxiety. They discussed a range of correlations derived from their work, such as those between work involvement and job satisfaction, intrinsic job motivation and job satisfaction, and perceived intrinsic job characteristics and job satisfaction. In particular, Warr et al. found evidence for a moderate association between total job satisfaction and total life satisfaction and happiness, with a less strong, but significant association with self-rated anxiety. Thus, whilst some authors have emphasized the workplace aspects in quality of working life, others have identified the relevance of personality factors, psychological well being, and broader concepts of happiness and life satisfaction. Factors more obviously and directly affecting work has, however, served as the main focus of attention, as researchers have tried to tease out the important influences on quality of working life in the workplace. Mirvis and Lawler (1984) suggested that quality of working life was associated with satisfaction with wages, hours and working conditions, describing the basic elements of a good quality of work life as: safe work environment, equitable wages, equal employment opportunities and opportunities for advancement. Baba and Jamal (1991) listed what they described as typical indicators of quality of working life, including: job satisfaction, job involvement, work role ambiguity, work role conflict, work role overload, job stress, organisational commitment and turn-over intentions. Baba and Jamal also explored routinisation of job content, suggesting that this facet should be investigated as part of the concept of quality of working life. Some have argued that quality of working life might vary between groups of workers. For example, Ellis and Pompli (2002) identified a number of factors contributing to job dissatisfaction and quality of working life in nurses, including: poor working environments, resident aggression, workload, innability to deliver quality of care preferred, balance of work and family, shiftwork, lack of involvement in decision making, professional isolation, lack of recognition, poor relationships with supervisor/peers, role conflict, lack of opportunity to learn new skills. Sirgy et al. (2001) suggested that the key factors in quality of working life are: need satisfaction based on job requirements, need satisfaction based on work environment, need satisfaction based on supervisory behaviour, need satisfaction based on ancillary programmes, organizational commitment. They defined quality of working life as satisfaction of these key needs through resources, activities, and outcomes stemming from participation in the workplace. Needs as defined by the psychologist, Abraham Maslow, were seen as relevant in underpinning this model, covering health safety, economic and family, social, esteem, actualization, knowledge and aesthetics, although the relevance of non-work aspects is play down as attention is focused on quality of work life rather than the broader concept of quality of life. These attempts at defining quality of working life have included theoretical approaches, lists of identified factors, correlation analyses, with opinions varying as to whether such definitions and explanations can be both global, or need to be specific to each work setting. Bearfield,(2003) used 16 questions to examine quality of working life, and distinguished between causes of dissatisfaction in professionals, intermediate clerical, sales and service workers, indicating that different concerns might have to be addressed for different groups. The distinction made between job satisfaction and dissatisfaction in quality of working life reflects the influence of job satisfaction theories. Herzberg at al., (1959) used Hygiene factors and Motivator factors to distinguish between the separate causes of job satisfaction and job dissatisfaction. It has been suggested that Motivator factors are intrinsic to the job, that is; job content, the work itself, responsibility and advancement. The Hygiene factors or dissatisfaction-avoidance factors include aspects of the job environment such as interpersonal relationships, salary, working conditions and security. Of these latter, the most common cause of job dissatisfaction can be company policy and administration, whilst achievement can be the greatest source of extreme satisfaction. An individuals experience of satisfaction or dissatisfaction can be substantially rooted in their perception, rather than simply reflecting their real world. Further, an individuals perception can be affected by relative comparison am I paid as much as that person and comparisons of internalized ideals, aspirations, and expectations, for example, with the individuals current state (Lawler and Porter, 1966). In summary, where it has been considered, authors differ in their views on the core constituents of Quality of Working Life (e.g. Sirgy, Efraty, Siegel Lee, 2001 and Warr, Cook Wall, 1979). It has generally been agreed however that Quality of Working Life is conceptually similar to well-being of employees but differs from job satisfaction which solely represents the workplace domain (Lawler, 1982) Quality of Working Life is not a unitary concept, but has been seen as incorporating a hierarchy of perspectives that not only include work-based factors such as job satisfaction, satisfaction with pay and relationships with work colleagues, but also factors that broadly reflect life satisfaction and general feelings of well-being (Danna Griffin, 1999). More recently, work-related stress and the relationship between work and non-work life domains (Loscocco Roschelle, 1991) have also been identified as factors that should conceptually be included in Quality of Working Life. 1.3 Criteria for measuring QWL Richard E. Walton explains QWL in terms of eight broad conditions of employment that constitute desirable QWL. The proposed the same criteria for measuring QWL. These criteria/ conditions include: Adequate and fair compensation Safe and health working conditions Opportunity to use and develop human capacities Contrary to the traditional assumptions, QWL is improvedà ¢Ã¢â€š ¬Ã‚ ¦ to the extent that the worker can exercise more control over his or her work, and the degree to which the job embraces an entire meaningful task but not a part of it. Further, QWL provides for opportunities like autonomy in work and participation in planning in order to use human capabilities. Opportunity for Career growth Opportunities for promotion are limited in case of all categories of Employees either gibe to educational barriers or limited openings at higher Level. QWL provides opportunities for continue growth and security by Expanding ones capabilities, knowledge and Qualification. Social integration in the workforce This can be established by creating freedom from prejudice, Supporting primary work groups, a sense of community inter-personnel Openness, egalitarianism and upward mobility. Constitutionalism in work Organization QWL provides constitutional protection to the employees only to the Level of desirability on such matters as privacy, free speech, equity and due Process. Work and QWL QWL provide for balanced relationship among work, non-work, and Family aspects of life. In other words, family life and social life should be Strain by working hours including over time work, work during inconvenient Hours, business travel, transfers, vacations etcà ¢Ã¢â€š ¬Ã‚ ¦.. Social relevance of work QWL is concerned about the establishment of social relevance to work in a socially beneficial manner. The workers self-esteem would be high if this work is useful to the society and vice versa is also true. It is worth nothing that often the condition that contribute to motivation like equitable salaries, financial incentives, effective employee selection etcà ¢Ã¢â€š ¬Ã‚ ¦.will also contribute indirectly to QWL. Some of these activities like job enrichment might contribute indirectly to QWL by tapping the workers high-order need, and motivating them. Still other activities may contribute directly to QWL providing for a safer work place, less discrimination on the job, and so forth. 1.4 Specific issues in QWL Trade unions claim that they are responsible for the improvements in various facilities to the workers where as management takes credit fro improved salaries, benefits and facilities. However, HR manger has Specific issues in providing them so as to maintain a higher order QWL. Klott, Mundick and Schusterd suggested 11 major QWL issues, they are as follows: Pay and stability of employment Good pay still dominates most of the other factors in employee Satisfaction. Various alternative means for providing wages should be developed in view of increase in cost of living index, increase in levels and rates of income tax and profession tax . Enhancing the facilities for human resource development can provide stability to a greater extent. Occupational stress Stress is a condition of strain on ones emotions, thought process and physical condition. It is determined by the nature or work, working conditions, working hours, pause in the work schedule, workers abilities and nature and match with the job requirements. Stress is caused due to irritability, hyper excitation or depression, unstable behavior, fatigue stuttering, trembling, psychosomatic pains, heavy smoking and drug abuse. Stress adversely affects employees productivity. The HR manager, in order to minimize the stress, has to identify, prevent, and tackle the problem. He may arrange for the treatment of the problem with the health unit of the company. Organizational health programs Effective implementation of health programs result in reduction in absenteeism, hospitalization, disability, excessive job turnover and premature death. They should also cover relaxation, physical exercise, diet control etc.., Alternative work schedules Alternative work schedules including work at home, flexible working hours, staggered hours, reduced work week, part time employment that may be introduced for the convenience and comfort of the workers. Participative management control Workers feel that they have control and over their work, use their Skills and make a real contribution to the job if they are allowed to Participate in creative and decision making process. Recognition Recognizing employee as a human being rather than as a laborer Increases the QWL. Participative management award and reward System, congratulating the employees for their achievement, job Enrichment, offering prestigious to the jobs, providing well Furnished and decent work place offering membership in clubs or Associations, providing vehicles or some of the means to recognize the Employees. Congenial superior sub-ordinate relationships Harmonious supervisor workers relations give the worker a sense of Social association, a sense of belongingness; we should not ignore the Impact of social relations at the work place the productivity resulting from this. Grievance procedure Proper grievance procedure that is quick and justified gives employees an opportunity to vent their feelings and represent their case. Adequacy of resources Resources should match with the stated objectives, otherwise, Employees will not able to attain them resulting in employee dissatisfaction and lower QWL. Senior merit in promotions Companies either take seniority or merit as basis for promoting the employees, each of these methods have their relative disadvantages and hence it is advisable to take both of them together in promotion policy there by resulting in higher QWL. Employment on permanent basis Job security adds a lot not to QWL, for employees working on Temporary basis or on probation are constantly worried about this. Employing them on permanent basis reduces their sense of insecurity and enhances the QWL. 1.5 Dimensions of QWL According to Richard Walton, the main aspects of QWL are as follows: 1.6 Principles of QWL N.Q. Herrick and M. Maccoby: Humanizing Work: A Priority Goal of the 1970s in L.E. Davis and A.B Cherns: The QWL, Free Press, New York, 1975, has stated 4 basic principles to improve the QWL: 1. The Principle of Security Quality of work life cannot be improved until employees are relieved of the anxiety, fear and loss of future employment. The working condition must be safe and economic want should be eliminated. Job security and safety against occupational hazards is an essential precondition of humanization of work. 2. The Principle of Equity There should be direct and positive relation between effort and reward. All types of discrimination between people doing similar work and with same level of performance must be eliminated. 3. The Principle of Individualism Employees differ in terms of their attitudes, skill, potential, etc. Therefore, every individual should be provided the opportunity for development of his personality and potential. 4. Principle of Democracy This means greater authority and responsibility to employees. Stop Cribbing! Our Work Cultures the Best It might surprise many. But Indian Inc has emerged top in a recent survey on high performance work culture in Asia Pacific Region. Indian Companies which accounted for over one-third of the respondents consistently outperformed their counterparts from Singapore, South Korea, China and Australia on Parameters like Strategic goals, leaders as role models, employee communication, talent attraction and attention, effective processes, etc. Source: The Economic Times, June, 2003 1.7 How to Improve Quality of Working Life Fair and Equitable remuneration. Reasonable stability of employment. Employee Health and Safety Programmes. Alternative Work Schedules. Participative Management. Recognition of employees as human beings. Grievance Procedure and effective leadership. Management of Employee Stress. Job Redesign and Enrichment. (Gupta C.B Human Resource Management pub: Sultan Chand Sons, edition 2009.) 2.1 Work Schedules One of the most important techniques of improving the Quality of Work Life is to improve the Work Schedule. Various alternative Work Schedules are: Compressed Workweek Some organizations have introduced short work week, that is, instead of coming 6 or 5 days a week, the employees only have to work for 4 days. But the no. of working hour per day is increased say, 10 hours per day which makes to 40 hours per week. Advantages More leisure time Decreased commuting time Decreased request for time for personal matters Disadvantages Decreased employee productivity due to longer day Underutilization of equipment Increased fatigue Flexitime Flexitime is a system whereby employees are required to work a specific no of hours a week but are free to vary the hours of work within certain limits. Each day consists of a common ore, usually of 4 hours, excluding Lunch hour. For example, the core may be 10 am to 3 pm with the office actual opening at 7 am and closing at 6 pm. All employees should be at their jobs during the common core period but they are free to fashion their personal schedules they prefer. Flexible Hour Common Core Lunch Common Core Flexible Hour 7 p.m 3 p.m 10 a.m 7 a.m Source: D.A. Ralston and M.F. Flanagan, the effect of Flexitime on Absenteeism and Turnover for Male and Female Employees, Journal of Vocational Behaviour, April 1985,pp 206-17. Advantages Higher morale Lower absenteeism Longer Length of Service Disadvantages It cannot be implemented at all when the work requires al employees to be present at the same time. It may produce problem to the manger in directing subordinates outside the core time period. Cause confusion where there is shift or interdependent work. Telecommuting Working from home with the help of internet technology is one of the ways of being a part of an organization. Instead of visiting the office daily, the employee is given the option to work from home for some specific duration. It is mainly suitable for research based works, data entry, etc. Advantages Saves time and effort Cost effective No commuting problem Job Sharing It may also be stated as shift working, wherein, 2 persons share same job, say one works in the morning and the other in the afternoon or at night. (Source: Chhabra .T.N.Human Resource Management) 3.1 Conclusion Quality of work life covers various aspects under the general umbrella of supportive organizational behavior. QWL has gained deserved prominence in the Organizational Behavior as an indicator of the overall of human experience in the work place. It expresses a special way of thinking about people, their work and the organizational in which careers are fulfilled.

Othello’s Physical and Psychological Journeys :: GCSE English Literature Coursework

Othello’s Physical and Psychological Journeys  Ã‚   Othello is the tragedy, and, incidentally, the name of a Moor who serves as a general in the Italian military. He spends the first act of Shakespeare’s play in Venice, but is ordered shortly to Cyprus to fight the Turkish invasion. His journey isn’t officially noticeable at all in the play. One moment he’s defending himself in the Senate of Venice, the next he’s in Cyprus, taking credit for being victorious in a battle the storms fought for him against the Turks. The story unravels from there. His soon-to-be-lieutenant, Iago, whispers in his ear about his wife, Desdemona, and the unforgivable crime of adultery, throwing Othello’s orderly world to the winds of fate. ......Still, if the starting point and destination of Othello’s initial journey were to be compared to Othello’s psychological journey throughout the play (and, more importantly, the development of his relationship with the villain, Iago), they are found to be startlingly similar. Whether Shakespeare intended the parallel or not, and there isn’t really any sure way to tell, the coincidence is great. ......Venice, where the story starts, is a place of order, rich and wonderful. Likewise, Othello’s relationship with Iago is shown by the third scene of Act One to be, on the surface, based on honesty, respect, and admiration. He says, as he prepares to lead the ships to war: â€Å"honest Iago, my Desdemona must I leave to thee.† (1.3.336) While it may seem naà ¯ve for Othello to do such a thing when trouble is obviously brewing and the sense of foreshadowing is nearly tangible, the reader must keep in mind that Venice is an orderly, respected city and the General’s relationship with Iago can be summed up neatly in one sentence spoken by Brabantio: ......â€Å"This is Venice. My house is not a grange.† (1.1.119) ......But while Venice is certainly not a grange, there is plenty going on behind the scenes. One could even argue that Iago’s first scene when he incites Desdemona’s father to go and take revenge on Othello by using racist and bestial slurs is very similar to the first talks of war in the Senate and the general being told he must leave his homeland to defend Cyprus from the Turks. ......â€Å"An old black ram is tupping your white ewe,† (1.1.98) Iago shouts to Brabantio, at the same moment that Othello is being informed of his new assignment.

Feminist Literary Criticism in English Literature Essay

Abstract: The aim of this paper is to express Feminist Literary Criticism in English Literature, as critical analysis of literary works based on feminist perspective, as well as to uncover the latent dynamics in a novel relevant to women’s interior role in society. Feminist Literary Criticism rejects patriarchal norms in literature that privileges masculine ways of thinking and marginalizes women politically, economically and psychologically. Key words: Women, feminist literary criticism, novel, patriarchy, literature. INTRODUCTION ‘As a social movement, feminist criticism highlights the various ways women in particular have been oppressed, suppressed and repressed†¦Ã¢â‚¬â„¢ (Bressler 185) One of the most potent aspects of feminist literary criticism is to uncover the latent dynamics in a novel relevant to women’s inferior role in society. Feminist Literary Criticism is the critical analysis of literary works based on feminist perspective. In particular, feminist literary critics tend to reject the patriarchal norms of literature, which privileges masculine ways of thinking/points of view and marginalizes women politically, economically and psychologically. Modern Feminist Literary critics had its roots in the past-World War II, feminist movement that spilled over into the intellectual circles of America’s colleges and universities. However, the true origins of the movement can be traced as far back as the late 18th century with Mary Wollstonecraft’s: ‘A vindication of the rights of women† (1792). Feminist Literary Criticism is informed by feminist theory or by the politics of feminism more broadly. Its history has been broad and varied, from classic works of 19th century women authors such as George Eliot and Margaret Fuller to cutting 1 Sanja Dalton, predavaÄ , Visoka tehniÄ ka Ã… ¡kola strukovnih studija iz UroÃ… ¡evca, sa privremenim sediÃ… ¡tem u ZveÄ anu, E_mail: sanja_durlevic@yahoo.com Feminist literary criticism in english literature 173 edge theoretical work in women’s studies and gender studies by â€Å"third wave† authors. In the most general and simple terms, Feminist Literary Criticism before the 1970sin the first and second wave of feminism was concerned with the politics of women’s authorship and the representation of women’s condition within literature. Since the development of more complex conceptions of gender and subjectivity and third-wave feminism, feminist literary criticism has taken a variety of new routes, namely in the tradition of the Frankfurt School’s critical theory. It has considered gender in the terms of Freudian and Lacanian psychoanalysis, as part of deconstruction of existing relations of power. Feminist Literary Criticism concern with the representation and politics of women’s lives has continued to play an active role in criticism. HOW DOES FEMINIST LITERARY CRITICISM APPLY TO â€Å"PRIDE AND PREJUDICE† by Jane Austen Central to the diverse aims and methods of feminist criticism on ‘Pride and Prejudice’ are focused on patriarchy, the rule of society and culture by men. There was a popular question: ‘Are not †¦women and men equal in all respects? Feminists’ studies, feminist theorists, and feminist critics all answered in one accord: ‘No!’ (Bressler 167). This question and vehement reply from Bressler’s text emphasizes a gender difference between men and women; one example of this can easily be seen in Pride and Prejudice through the manner of entitlements in the novel. Patriarchy can be seen in Jane Austen’s novel in the form of existing system of entailment. Entailment in Pride and Prejudice, the restriction of future ownership of real-estate to particular descendants, is limited solely to male heirs. As Mr Bennet has no male children, his estate will be entailed to Mr Collins as opposed to his own daughters. There is a part in the novel that demonstrates the above stated: ‘Oh my God’ crie[s] his wife†¦, ‘I do think it is hardest thing in the World, that your estate should be entailed away from your own children†¦Ã¢â‚¬â„¢ (Austen 45). With the imposition of entitlement in Austen’s novel comes a pressure for women to marry and search for a husband to attain a better life. This is the case with Charlotte Lucas; ‘accepted [Mr Collins] solely from the pure and disinterested desire of an establishment, cared not how soon that establishment were gained’ (Austen, 91). In writing that, Charlotte Lucas married for sake of a future in a male dominant society where the future would not be possible otherwise. Austen can be seen to be criticizing the role of the female in the setting of Pride and Prejudice. As Charlotte goes on to say to Elizabeth in regard to her marriage with Mr Collins, ‘†¦I hope you will be satisfied with what I have done. I am not romantic you know. I never was. I ask only for comfortable home; and considering Mr Collins character, connections, and situations in life, I am convinced that my chance of happiness with him is as fair as most people can boast on entering the marr iage state’. (Austen 93) This further demonstrates the point that Charlotte in a male dominant society, felt compelled to marry in order to secure her own future. As one of the most significant development in literary studies in the second half of the 20th century, feminist literary criticism advocates equal rights for all women (indeed, all peoples) in all areas of life: socially, politically, professionally, personally, economically, aesthetically, and psychologically. Feminist literary criticism advocates equal rights for women, so it would be opt to pay attention to an occasion in which Elizabeth Bennet claims equally with another upper class man, Mr Darcy. Again in the same quarrel with Lady Catherine de Burgh, Miss Bennet claims: â€Å"I am marrying your nephew, I should not consider myself as quitting that sphere [in which I have been brought up]. He is a gentleman; I am a gentleman’s daughter; so, for me we are equal†. (Austen 258) In this instance Miss and Mr Darcy is to epitomize the very cause of feminist literary criticism-to chiefly advocate for the rights and equality of women. Feminist critics say that women must marshal a variety of resources to assert, clarify, and finally implement their believes and values†. (Bressler 182) In regard to this quote, Elizabeth Bennet indeed clarifies and implements her own beliefs and values. On marrying Mr Darcy, free from social restrictions, Elizabeth said to Lady Catherine de Burgh: â€Å"I am only resolved to act in a manner, which will, in my own opinion, constitute my happiness, without reference to you, or to any person so wholly unconnected to me†. (Austen 260) As such Miss Bennet articulates her own role and place in society, although still only as a housewife, but a housewife that marries for love and her own values as opposed to the society dictated â€Å"values† of wealth and a vast fortune. Elizabeth is a perfect example of a feminist character. Not only is she unlike them, but also she does not allow her originality to interfere with her happiness. In this aspect, Austen celebrates the woman who can easily be seen as man’s equal. Elizabeth is a third wave feminist and head of her time because she does exactly what she wants in the end. CONCLUSION Feminist critics approach literature in a way that empowers the female point of view instead, typically rejecting the patriarchal language that has dominated literature. (Paul Ady, associate professor of English at Assumption College in Worcester, Massachusetts). Feminist literary criticism in english literature 175 Although the road is rocky, the characters ultimately prevent their debt to society from interfering with any attempt at personal happiness, which in my opinion is the backbone of feminism. REFERENCES [1] Austen, Jane, Pride and Prejudice, (1813), Penguin Books, 1992. [2] Coward, Rosalind, Are women’s novels Feminist novel?, in Elaine Showalter (ed.), The New Feminist Criticism: Essay on Women, Literature and Theory, Virago Books, 1986. [3] Eagleton, Mary (ed.), Feminist Literary Theory: A Reader, Basil Blackwell, 1986. [4] Sherzer, Dina, Postmodernism and Feminism, in Edmund J. Smyth (ed.), Postmodernism and Contemporary Fiction, B.T. Bats ford Ltd., 1991. [5] BBC-The Big Read, http://www.bbc.co.uk/arts/bigread/vote/ Retrieved 27 January 2012. [6] Pride and Prejudice, at the internet movie data base, 2005. [7] Dexter, Gary, The Telegraph, How Pride and Prejudice got its name, 10 August 2008. [8] The Daily Telegraph, http://www.telegraph.co.uk/culture/books/3558295/how pride and prejudice-got-its-name.html

Orginal Writing: A seventeen year old girl named Laura

A seventeen year old girl named Laura was having the time of her life. She had been with her love Andy for the past four years and she was desperate to know when he was going to ask that life changing question. One night whilst Laura and her sole mate were at a popular night club, ‘The Jump' Laura realised how lucky she was to have such a lovely boyfriend and felt her life couldn't get any better. The music pumped and pounded, the lights flashed and flickered as Laura and Andy danced the night away. Laura's beautiful brown hair shone with the lights as she jumped up and down with the beat with the surrounding teenagers. Laura was having an awesome time and everything around her didn't seem to matter until she smelt smoke which suddenly alarmed her. She immediately turned around to find her beloved boyfriend clasping a cigarette between two fingers. At an instant Laura thought of the worst and began to panic. â€Å"Andy, don't tell me that's a ‘fag' your holding!† Laura shouted shaking her head in disgust. â€Å"Who do you think I am, a 5 year old that can't do his shoelaces up? I can make my own decisions now Laura why can't you just relax a bit!† Andy explained, as his frustration emptied out on Laura. As Andy finished bellowing at Laura, she became even more determined to prove a point to Andy as her fists clenched and her teeth grinded she grabbed the cigarette and clasped it in her fist. Laura was so uptight about Andy not caring how she felt, she acted quickly and doing so didn't think how the cigarette burned into her sweaty palms. â€Å"Arghhh!† she cried in pain as she waved her hand about trying to cool her burn down as fast as possible. â€Å"Look what you've done† she exclaimed pointing at her red throbbing palm. â€Å"Sort yourself out, ok look, I can't be here whilst you're talking to me like I'm some kind of kid, who do you think you are, my mother† as he said this his backed turned on Laura as he disappeared into the crowds shaking his head. As Laura watched his figure fade into the many surrounding bodies a tear ran slightly down her red blossomed cheek. People began to stare at Laura as she wiped her face which was now smeared with the block of mascara she piled on before coming out. She looked at the ground and began to dance a little in embarrassment. As her heart began to beat through her ears, the music sounded quieter as if she was in a world of her own and all the giggling and staring around her seemed like people didn't care about the disco anymore and wanted to look at the miserable tart in the middle of the dance floor. â€Å"Look at her, poor ‘slag'† Laura heard people whisper, but she knew that they meant for her to hear it. The sounds echoed in her mind as her tears began to flow down her face more rapidly, her dancing suddenly began to droop as her shoulders collapsed and her feet felt like chains were attached to them and she couldn't move anywhere. Everywhere she turned people where staring, as it seemed like she was in a box with alien eyes staring at her with a lock on it which she new there was no key to. She began walking through the many crowds of people that seemed to her like aliens and they looked at her up and down like she was some kind of animal. Every step she took seemed like a mile, as her silent tears turned in to crying as she screwed up her face she now began to run, trying to escape what seemed like a never ending maze with no way out. As she sees the door in the distance she begins to run faster her legs now seeming like they are on a treadmill and her body seems to go through the same people over and over again. Her heart sinks as she sees a group of girls that once were close to her in high school. She looks the other way but keeps turning to make sure they don't see her like this puddle of shame. â€Å"Laura! Laura is that you?† one of the girls shouted, as they saw Laura rushing through the herds of people. â€Å"Laura!† they exclaimed again in a more confused way, wondering why Laura was not answering them. Laura heard these immediate calls but did not stop in her paces as she knew if she did she would not even be able to say hello, as there was such a big lump in her throat from anxiety about upsetting Andy. She hadn't ever had an argument with Andy as they were a loving couple who had so much in common it seemed like they were perfect for each other. As Laura finally reached the door she began to slow down as she knew there was a busy road just outside and didn't want to rush out. She began walking past the bouncers who also stared at her like she was some abnormal freak show. As she went to take a step outside which felt like a gasp of freedom there was a tap on her shoulder. Her ears pricked up and a deep breath of anxiety invaded her lungs. â€Å"Laura you alright mate, long time no sees†¦oh, what's the matter? You've got mascara all over your face you silly cow† , one of the high school mates asked changing the tone and meaning of her question as she saw Laura in the state she in. â€Å"Nothing! Nothing alright, why would you care anyway!† Laura exclaimed in a rushed nasty blur as every time her mouth opened she cried as well. â€Å"Just leave me ok!† Laura shouted in a mean way forgetting that her friend was only trying to help. Laura turned and slowly stepped out of the door she looked up and saw the rain pouring down on top of her. â€Å"You've changed!† the girl shouted from inside the hall! Laura took several deep breaths in and out as every time she breathed out anxiety was released in heavy floods of tears which resembled the weather around her. She started walking slowly, down the dark street kicking the wet puddles beneath her. She started regretting being so miss understanding to Andy and felt like she was some uptight annoying girl who needed to start living a little. She also was kicking herself inside for being so ‘bitchy' to her old friend and knew that she had made such a fool out of herself. The street lamps were on a s she slowly struggled by. Rain bounced on the pavements. Rain, endless rain. Doubt, endless doubt. Then suddenly she stayed still, and listened. Immediately she turned and looked down the alley. Fir some reason Andy seemed close as her heart beat rapidly, as the rain began to poor and the mascara now dripping from her face, it masked her ever flowing flood of tears. â€Å"Andy, Andy baby!† a light seemed to be growing in the distance and seconds later, heard the sounds of footsteps coming up the alley. She saw a figure, large built but quite small. Head and shoulders first, walking steadily, there shadow, cast the light behind them reaching out towards Laura, lengthening as they reached the summit. He was nothing, nothing she recognized. A dark figure haloed in light. She waited, and couldn't speak. â€Å"Do you know him?† he asked, pointing up the moonlit alley. Laura stood for a second as she made out a figure lying on the ground wit drops of rain reflecting of them. She squinted and for a second and realised who it maybe. She ran like she had never ran before as she came to terms with Andy lying in the middle of the alley all cut and unconscious like, in a puddle of his own red blood. â€Å"Andy, it's me Laura!† she exclaimed, as she knelt behind him. He didn't reply. There was the heart beat again rushing through her ears. She backed away from him tears springing to her eyes. She turned to the man behind her which in all the rush she didn't know was actually a cop on duty. Now, the cop by her side leaning over Andy drenched in his blood, the cop put his arm around Laura saying â€Å"he's dead†. Silence flooded the area, even sounds of cars disappeared, just the heart beat stayed in contact with her. ‘bub bum, bub bum' pounding through her ears. She stood up in the rain and said nothing, looking at her dead partner on the pavement and looked at the purple jacket screwed up and drenched in water and his diluted blood. The cop picked up the jacket and turned it over in his hands, â€Å"A Royal, huh† he asked as Laura looked at the cop and very quietly in a murmured voice, â€Å"His name is Andy†. The cop flung the jacket over his arm and took out his notebook and flipped it over to a blank page. â€Å"A Royal† he said. Then he began writing. Laura bit her lip and didn't now what to do or what to say. She felt sorrow rush through her body that was filled with an emptiness that made her have no feelings. She could not cry anymore, the shock was so overpowering. Then she looked across at the cop. In his tight pressed trousers there was a gun half out of his pouch wanting to be clasped as the handle was facing up. Laura did not say or move. She stared at it as the cop carried on talking and writing, talking and writing. What he said she heard blurred as her focus was on the gun. The cop looked up at her as he repeated a sentence over and over but Laura still focusing did not reply. She immediately acted on her instinct and grabbed the gun from the tight pouch and†¦

From Grace to Grass Essay Example

From Grace to Grass Essay Example From Grace to Grass Essay From Grace to Grass Essay Name: Course: Instructor: Date: : From Grace to Grass About twenty years ago, I grew up knowing I was to be the only child. I can track my childhood background as a memory of affluence. In fact, my parents had secured for me a lavish lifestyle that kept me in a comfort zone of taking things for granted. Years went by and with each maturity level of my life, my small family was not the ideal family preached about in any church or valued in any religion. My parents were always at war, and the worst-case scenario was watching them fight and hurl expletives that were deafening. I hated my father for being a drunkard, especially so since he always had a strong alcoholic smell about him, and my mother annoyed me with her retaliation. Sadness would engulf me every time I saw my friends’ parents walk with them to school as I sat on the left front seat of the car waiting for the driver to park so I would alight. My parents were often busy traveling across the country and abroad leaving me in the caring hands of the nanny, but I needed mo re than that. I had everything a girl my age dreamt of at the time, but none of it was of important as I would have traded it for the simple touch of a loving and caring parent. When I approached my teenage years, rebellion was gradually developing in me since I needed a unique character to be noticed by the people in my society. A foul attitude towards people my age and even my elders was the order of the day. Every conversation that I had with those older than me was always short and terse, as in my mind they did not comprehend what I was going through. My understanding of life went down the scale because according to me, it was hopeless to search its meaning. I lost faith in God and went as far as disapproving His existence. I directed spite towards my parents for their absence at the time when I needed them most, and truly, absence did not make the heart grow fonder. I began disassociating myself with people who I deemed as paupers regardless of their kindness and harmless gestures. In my mind, they were beneath me and I could not stand how they looked or smelled. Despite their indirect infliction of pain on me, my unharmonious parents tried to talk me out of bad company, but I ignored them intentionally. I would even go as far as having long verbal arguments with them as I always thought that they were being unfair. Indulgence in alcohol and other drugs seemed like my only refuge and solace, despite their foul taste and smell, and I could not listen to any relative since they were of less value to me. Life is like a coin. It has two sides, and while one is comfortable with the side on top, he or she will be perplexed with the negative outcomes of the side at the bottom. Clearly, this did not occur to me when I tossed the ‘coin’ of life and the first side was full of bliss. While I was still in the miasma of mischief and rebellion, absurdity struck in my life when my parents were involved in a fatal road accident. This was like a complete u-turn in my life because I was reduced to an orphan. Since I had already reached 18 years, I knew exactly what death was about. It simply took away your loved ones and left you in emotional misery thinking about how your life will be in the coming years. Following the news, I had feelings of immense pain, which I expressed to anyone who would give me an audience. Emotional trauma caved owing to the questions that were multiplied in my mind. Questioning God did not bring any desired response and questioning me was worse with the frustration of being incapable of answering them. It dawned on me that I had been taking my life for granted. Whether they were imperfect or not, they were still people who brought me into this world and that was enough to accept them as they were. My parents’ death revolutionized my lif e since I started seeing things in a different perspective. It is said that experience teaches fools, and the lesson I learnt was broad enough to sustain my personality for the rest of my life. A revolution is a transformation from an immature or underdeveloped state to an improved and valuable state. The series of events in my childhood life and as I grew up brought a revolution to my life either knowingly or unknowingly. The greatest revelation was written on the wall in bold in the demise of my parents. At that juncture, I realized that we should not take people for granted because they are like flowers and they can wither away anytime. In my personal reflection, I delved into the reminiscence of the earlier times when they were still alive, and there happy times are still vivid in my mind. It also dawned on me that a smile on anyone’s face does not mean that he or she is not going through problems. I had been jealous of my classmates who seemed happy so I ended up treating them harshly. My aim, at that time, was to put them on the same level of unhappiness as I was, but that only drove me towards worse things like alcohol and drugs. My parents’ death made me establish a rehab in my inner self to deal with the emotional disorder. The relatives I despised and rejected ended up being my guardians with no friction. Everything I had been avoiding was coming face to face with me, but I learnt that dealing with them promptly would only make me stronger. I am now a strong-willed person who believes in herself taking one-step at a time in life. There is no rush in finding the meaning of life because life is a teacher by itself and it is full of experiences, which mould us to better persons. We might be in different comfort zones then suddenly, life surprises us with tormenting events that help us learn the essence of appreciating happy moments with each other regardless of the personality or background. Problems will keep on streaming in a people’s lives, but we need to learn to take control so that we deal with other subsequent ones intelligently. The absence of my parents, while they were still alive was an opportunity. I had to learn to survive without them, but I ignored it at first. The good thing is that I finally understood my life’s status. I am now strong enough to advise to my age mates or even younger children who are going through what I faced in my earlier life hoping that they will heed it and take the righ t direction. I have a positive attitude towards the outcomes of life. This revolution has elevated me to a higher position, and I believe it will help me thrive in the future.

Please Let Your Interest Be Piqued

Please Let Your Interest Be Piqued Please Let Your Interest Be Piqued Please Let Your Interest Be Piqued By Maeve Maddox A reader received an email whose writer expressed this earnest wish: I hope this peeks your interest in advertising with us. This misspelling of pique is widespread: GNDs are here to connect you with things, we hope, will make you laugh. OR Peek your interest. ad for production company This book is fascinating and the author infuses the story with mystery and peaks your interest throughout. Amazon book review Now its time to choose what peeks your interest and develop your own personal spin on it. Thats the first step to being successful out here, so I hope you take this message seriously. tips for website development I hope the interview below peaks your interest.   blogger If you have never fished for a Peacock bass, we hope this peaks your interest enough to take your first venture fishing site Please look through these groups when you have a chance to see if there is something that peaks your interest. group networking site I hope my website peaks your interest, clears up any questions you have, and motivates you to become my patient. a dentists site I hope the following peeks your interest in continuing education. diving site Alright, lets face facts. Everybody loves a discount. It doesnt matter what product peeks your interest at a given moment, discount shopping is a favorite pass time of many. business site (Yep, this one is a veritable goldmine of misuse: Alright, doesnt, pass time) pique [pÄ“k] : verb To stimulate or provoke (a person) to action, esp. by arousing jealousy, etc.; to arouse (a feeling, esp. curiosity or interest). Its when pique is used in the sense of stimulating interest that it is most frequently misspelled as peek or peak. Other meanings of pique as a verb: pique: transitive verb. To wound the pride of, irritate, or offend; to make resentful. Ex. She deliberately tried to pique him by referring to his old girlfriend. pique: transitive verb used reflexively. To take pride in or congratulate oneself on. Ex. She piques herself on her good taste in home furnishings. As a noun pique can have these meanings: A quarrel or feeling of enmity between two or more people, countries, etc.; ill feeling, animosity. (A feeling of) anger, irritation, or resentment, resulting from a slight or injury, esp. to ones pride; offence taken. Now esp. in fit of pique. Ex. She quit the club in a fit of pique. Pique comes from the French verb piquer, to sting, to bite. Amateur book reviewers can probably continue misspelling pique with impunity. People trying to sell their services or a product, however, may want to learn to spell it correctly. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Spelling category, check our popular posts, or choose a related post below:Program vs. ProgrammeHow to Play HQ Words: Cheats, Tips and TricksWord Count and Book Length

Capitalism

An essay defining the economic theory of capitalism. Capitalism is an economic system in which the private sector controls and regulates the economy. This paper defines capitalism and explores its origins in economist Adam Smiths Wealth of Nations back in 1776.It also discusses critics of the system, the most influential being Karl Marx whose Marxism theory claimed that economic crises and capitalism are linked. Under ideal conditions, the growth of capitalism spurs friendly competition for consumers, ensuring that private enterprises will provide the best goods or the best services at the most reasonable prices.The reality, however, is that bigger corporations tend to monopolize their markets through practices other than friendly competition.Rather than concentrating on product development, many big manufacturers rely on marketing practices such as glitzy ad campaigns and celebrity endorsers to hook consumers.Corollary to this, many smaller businesses that provide comparable or even better products are not able to compete. This limited arena of competition also gives rise to an underclass of workers, many located overseas.Conglomerates such as Nike take advantage of cheap labor from countries like China to keep the prices of their shoes down.Such labor practices would be harder to enact in the United States, where the government is responsible for enforcing labor laws.

Answer 3 questions about the language teaching and learning Essay

Answer 3 questions about the language teaching and learning - Essay Example The subjects were administered a grammaticality judgment test consisting of 276 English sentences, some grammatical and others ungrammatical. The results showed that those AOA was less than 17 performed better. In a re-analysis of this data conducted by Bialstok and Hakuta (1994), there were significant correlations in both groups if the cut-off point was taken to be 20 instead of 17. Such studies cast some doubt on the CPH. Even if one single exception to the rule is discovered, the theory is falsified. But does it deserve to be falsified? The complications arise on account of a number of factors. The tests conducted to judge the proficiency of learners is significant. They perform better in the written tests than in oral tests. Moreover, there are so many areas when we refer to linguistic competency – phonology, morphophoniology, syntax, dialect, discourse processes, pragmatics etc. De Keyser replicated Johnson and Newport’s study and concluded that there is a critica l age for language acquisition provided the CPH is understood narrowly, as applying only to implicit learning of abstract structures. Other factors which matter are whether the adult learners get any instruction, what type of instruction and for what duration. We can conclude that evidence against CPH is available no doubt but evidence supporting the CPH is much more and significant. A very interesting example is that of Indian children who were made to learn by heart Sanskrit verses by heart irrespective of their mother tongue. They recited them clearly and fluently even though they did not understand the meaning. Deliberate efforts on the part of adults who could comprehend the meaning were also not successful!!! The safest way is to follow the thumb rule – the earlier, the better, in language learning, as in everything else. Q3. Which theory of SLA appeals to you most? A good theory in SLA should address questions like what does L2 knowledge consist of and how that knowled ge is acquired. The roles of both nature and nurture are significant in SLA. Eacg theory deals with a different aspect of SLA. All theories contribute substantially to SLA. They are complementary to each other. Goals to SLA learning cannot be ignored, nor can process of learning, immersion or instruction. At the same time, we have to admit that something like UG does exist. The CPH also cannot be altogether discarded. However, Krashen’s Input Theory and explicit instruction is the most proven as far as success in SLA goes. Input can be specially prepared, graded, monitored and delivered in order to make SLA a well-organized, satisfying experience. Its results are also known to be durable. Q 1. Discuss and evaluate Norris and Ortega’s seminal study of the effectiveness of L2 instruction. A bulk of research reports on effectiveness of L2 instruction was published during 1980 and 1998. Norris and Ortega carried out a systematic analysis of these reports and arrived at cer tain important conclusions related to major aspects of L2 instruction. It was Long ( 1983 ) who first concluded that instruction makes a difference in L2 acquisition as compared to naturalistic exposure. Norris and Ortega observe that all reports share the premise that the goal of instructional intervention is to change the focal attention of learners

CONTRACT LAW Essay Example | Topics and Well Written Essays - 2000 words - 1

CONTRACT LAW - Essay Example Promissory estoppel is important in the sense that it can be used as a defense by a party to prevent another from turning back from the concession he or she has given and enforce his or her rights against the recipient of the concession. In order for promissory estoppel to arise, there must be a clear and unequivocal representation made by the parties that a right will not be enforced against the other. According to the court in the case of Woodhouse Israel Cocoa v Nigerian Produce Marketing Company2, there is a need for the party or the parties making the concession to inform the other party or parties regarding the concession made. The parties must clearly state the rights being waived or the favors which are extended to the other parties to create a clear representation. In other words, the concession made must be clearly communicated and understood by both parties otherwise said concession may not be considered as validly made. As decided by the court in the case of Baird Textiles holdings ltd V Marks & spencer plc3, where the concession made is ambivalent and insufficient to establish a clear representation, the party or parties to whom the concession was made may not use the doctrine of promissory estoppel as a defense. Is there a need to make an express concession to in order for the parties to make use of the doctrine of promissory estoppel? Apparently, the court does not require an express concession from the parties but rather it only requires that the concession must be unequivocal and sufficiently clear to be understood by the parties. According to the decision of the court in the case of Hughes V Metropolitan Railway Co.4, an implied representation can be a ground for promissory estoppel. Thus, if the acts of one party impliedly tell the other party that it is granting a favor to the other and the party who had been impliedly

Information Systems - Risk Management wk3 Essay Example | Topics and Well Written Essays - 750 words

Information Systems - Risk Management wk3 - Essay Example the challenge it can provide for securing an environment, The User Domain, one of seven domains in an IT infrastructure, is considered to be the domain most at risk for attack and compromise, primarily due to the inherent weakness of the human interaction element. There are several types of attacks on the User Domain that are prevalent, as they can be quite successful against an uninformed or untrained employee. Unnecessary access to User Domains can allow segmentation of various groups peeking into confidential data. Imagine a scenario in which the sales department can look up salaries in HR. This is an unsafe practice and can be mitigated by giving each department its own VLAN. Tipton (2005) Before studying User Doman, it is crucial to understand the essence of user domain. The whole focal point of User Domain is to ensure that segregation of duties is conducted in computer’s main frame. Before attempting to observe the issue, it is essential to understand the focal point of user domain itself. In essence, user domain is defined  as set of objects that allow a user to have controls and permissions. In essence, user domains can overlap. Tipton (2005) Another element of user domains is the fact that is allows users to possess segregation of duties. Segregation of duties allows users to have separate domains and grant permissions. User domains can range from simple user access accounts or it can be a specific domain such as sales, marketing, and managers. In the computing world, the weakest link in user domain is a user that has the least privilege. In essence, the weakest link is based on a hierarchy model in security policies and implementation issues. The weakest link can also be a possible vulnerability that can be exploited. A huge flaw in providing securities even with one’s own organization is outside threats. It is clear that many organizations are in this danger as they constantly battle outside risks on daily basis. For instance, denial of service and

MARY DOUGLAS' NATURAL SYMBOLS Research Paper Example | Topics and Well Written Essays - 1750 words

MARY DOUGLAS' NATURAL SYMBOLS - Research Paper Example According to Douglas, natural symbols are an important determinant of the nature of social and religious rituals practiced by all cultures worldwide. These natural symbols could be derived from â€Å"blood, breath or excrement† and each one of them has a social meaning and implication. Using these bodily symbols, the choices, preferences and perceptions of every culture can be studied. According to Mary Douglas, the way a person treats his/her body explains his/her perception of the society. The hierarchies existing in a society are very much similar to how a human treats his various organs. She explains: According to one, the body will tend to be conceived as an organ of communication. The major preoccupations will be with its functioning effectively; the relation of head to subordinate members will be a model of the central control system, the favorite metaphors of statecraft will harp upon the flow of blood in the arteries, sustenance and the restoration of strength. Accord ing to another, though the body will also be seen as a vehicle of life, it will be vulnerable in different ways. The dangers to it will come†¦ from failure to control the quality of what it absorbs through the orifices; fear of poisoning, protection of boundaries, aversion to bodily waste products and medical theory that enjoins frequent purging. Another again will be very practical about the possible uses of bodily rejects, very cool about recycling waste matter and about the pay-off from such practices. The distinction between the life within the body and the body that carries it will hold no interest. In the control, areas of these society controversies about spirit and matter will scarcely arise. But at the other end of the spectrum †¦ a different attitude will be seen. Here the body is not primarily the vehicle of life, for life will be seen as purely spiritual and the body as irrelevant matter. Here we can locate millennial tendencies from our early history to the pr esent day. For these people society appears as a system that does not work. (Douglas 1996, 16-17) The Body, Religion and Anthropology In her book, Douglas explains how the ritualistic patterns of a culture can be derived through their body symbolism. This book examines religion from an anthropological perspective, explaining the ritualistic and socialistic norms existent in all cultures. Thus, in order to understand a culture truly, a thorough study of the natural symbols occurring in the society is mandatory. Sarah Coakley writes in Religion and the body: Anthropologists have long been interested in ideas about the body. Thus, in the nineteenth-century anthropology, the centrality of the notion of ‘race’ involved detailed studies of the bodies of ‘primitives’. European imperialism made possible, and evolutionary theories of progress encouraged and fed on, the detailed description and classification of types of European and non- European bodies.1 As is evid ent, the body forms an important element of all anthropological studies that aim at a proper analysis of a given culture. According to Coakley, by the end of the nineteenth century, studies focusing on the â€Å"symbolic aspects of the body in primitive cultures† became increasingly prevalent. It was believed that such a study would tell us â€Å"something profound of the human mind†2. Mary Douglas is not the only one to have elaborated on the significance of bodily symbols in anthropology. Many other works, like those of Benthall and Pohemus, Blacking etc. have brought out the importance of the â€Å"Anthropology of the Body†. However, Douglas’ work remains the most popular in terms of both its academic value and interesting notions. Harries (1993) interprets natural symbols as follows, By natural symbols, I

Council Reforms on Basement Apartments Assignment

Council Reforms on Basement Apartments - Assignment Example The fiscal crisis had hit the city forcing the government to forge creative ways to house its people. In the 1980 and 1990s, the city’s housing expenditures amounted to more than three times the housing expenditures for the next 32 years (Tauranac, 1979). This was facilitated by former Mayor Ed Koch’s ten-year plan on housing. Initially, Koch intended the plan to be actualized in five years. However, due to the increase in illegal housing units, and the inability of the state to provide housing the plan was stretched (Navarro, 2013). The graph below shows the increase in illegal apartments in New York between 1983 and 2013.   Challenges, however, have rocked the housing sector forcing people to take up alternative housing for example cellars and basement apartments. The government, however, does not support this action, as these housing units are not fit for human occupancy due to health and safety risks as specified by The New York City Building or Housing Maintenance code, Article 5- Occupancy of cellars and basements.   The policy targeted for reforms is the Housing Maintenance Code, (ARTICLE 5- Occupancy of Cellars and Basements). It states that basements, cellars, and â€Å"granny flats,† should not be rented or occupied due to health and safety measures. This policy can be found on the website.   As you are aware, Statistics from The housing experts estimate that there are 100,000 illegal apartments in New York City. Last year, Buildings Department officials acknowledged 18,126 complaints concerning illegal units (Belsha, n.d.). The City’s Department of Buildings’- DOB issues annually more than 4,440 violations for illegal conversion of basements, cellars, and attics: - which are not fit for human occupancy due to health and safety risks.

Standardized Tests and Informal Reading Assessments Essay

Standardized Tests and Informal Reading Assessments - Essay Example A standardized test is one that employs a standard method assessment. Such tests include CAT (California Achievement Test), STAR (Standardized Testing And Reporting). These tests are employed to determine if a student is fulfilling certain requirements ordained for his grade, age and intellectual level, and if he does so, he is promoted to the next grade. Some institutions use these tests along with other tools of assessment, while others simply rely on the test scores for assessing a student’s academic performance. Standardized tests are relied upon heavily for assessment purposes; yet there are many benefits as well as upsides associated with them Standardized tests are considered accountability tools for teachers and students (Meador, 2012). The syllabi taught vary from school to school, and also from teacher to teacher. So it is standardized tests that reconcile this gap and ensure that at least a particular guideline is followed regarding teaching and learning (Panday, 20 11). By comparing a child’s score with score from other subjects the tests are influential in highlighting the weaknesses and strong sides of a child; at the same time allowing for comparison of a particular subjects score, over time; allowing to infer improvement or (Popham, 1999). Since, these tests are standardized; they allow the scores of students to be compared from school to school or even at a larger scale like states; also allowing for data from social subgroups to be compared (Meador, 2012). Standardized Tests are helpful in testing and Judging a students’ Cognitive abilities and skills (Brassard & Boehm, 2008). Another important feature of standardized tests is that they are completely objective in nature; since, they are marked by computers; they grade every student on same terms and without biases (Meador, 2012). Standardized tests are also criticized by many academic highlighting many upsides in the tests and the assessment they provide. Over and over sta ndardized tests have been criticized as an inaccurate and limited means of assessing a students’ achievement and learning (Fairtest, 2007). Learning cannot be just established through a single measure, it is not uni-dimensional, and requires measurement of dimensions like creativity and ability to learn step-by-step etc. (Panday, 2011). Although standardized tests are capable of assessing a child’s cognitive abilities, yet they need t be culturally and linguistically just in order to do so, but that is not the case with standardized tests in schools, they are too demanding and are not an accurate measure, hence, requiring the use of other assessing mechanisms along with the tests to ensure proper assessment (Brassard & Boehm, 2008). Scores from these tests are considered representing a student’s educational and intellectual capacities, and thus results in their being allocated to inferior educational practices, taking away the opportunity to learn what their fel lows will be learning (Weaver, 1995). Standardized tests have also been criticized for leading the curriculum to be exam oriented; only topics covered in the exams are taught and limit the broader coverage and implications of education (Fairtest, 2007). Standardized tests also depict a false impression of being ‘objective’, when the only objectivity they have about them is that they are scored by computers, while their preparing and all the other procedures are carried out by people who belong to some group or the other

Council Reforms on Basement Apartments Assignment

Council Reforms on Basement Apartments - Assignment Example The fiscal crisis had hit the city forcing the government to forge creative ways to house its people. In the 1980 and 1990s, the city’s housing expenditures amounted to more than three times the housing expenditures for the next 32 years (Tauranac, 1979). This was facilitated by former Mayor Ed Koch’s ten-year plan on housing. Initially, Koch intended the plan to be actualized in five years. However, due to the increase in illegal housing units, and the inability of the state to provide housing the plan was stretched (Navarro, 2013). The graph below shows the increase in illegal apartments in New York between 1983 and 2013.   Challenges, however, have rocked the housing sector forcing people to take up alternative housing for example cellars and basement apartments. The government, however, does not support this action, as these housing units are not fit for human occupancy due to health and safety risks as specified by The New York City Building or Housing Maintenance code, Article 5- Occupancy of cellars and basements.   The policy targeted for reforms is the Housing Maintenance Code, (ARTICLE 5- Occupancy of Cellars and Basements). It states that basements, cellars, and â€Å"granny flats,† should not be rented or occupied due to health and safety measures. This policy can be found on the website.   As you are aware, Statistics from The housing experts estimate that there are 100,000 illegal apartments in New York City. Last year, Buildings Department officials acknowledged 18,126 complaints concerning illegal units (Belsha, n.d.). The City’s Department of Buildings’- DOB issues annually more than 4,440 violations for illegal conversion of basements, cellars, and attics: - which are not fit for human occupancy due to health and safety risks.

Telling the Truth - Atonement + Poems Essay Example for Free

Telling the Truth Atonement + Poems Essay The concept of telling the truth is a complex idea. The truth can vary based on an individual’s perspective and may be distorted by experience and misunderstanding. It is a creeping assumption of the modern world that there are things more important that the truth. The truth may also be covered up because it is difficult for people to cope with. These ideas are explored in Joe Wright’s film Atonement and the Poems ‘Homecoming’ by Bruce Dawe and ‘Mirror’ by Sylvia Plath. All texts are post modernism texts. In Joe Wright’s film Atonement the idea of the truth depends on an individual’s perspective is explored. The truth is many-sided and everyone’s perception of what they believe to be the truth may be different. In the fountain scene it expresses how Briony and Cecilia’s perspective are completely opposite yet they both saw the series of events that took place. The window acts as a barrier to Briony understanding of the truth. Robbie’s stance and the way Cecilia is standing after she jumps out of the fountain makes Cecilia look vulnerable. It makes it seems as though Robbie is forcing her to do what he wants. Briony thinks that Robbie has some sort of power of her sister, this is where she starts to think badly of Robbie. This is especially evident when he yells stop and hold out his arm to prevent her from stepping on the bits of vase, but to Briony it just looks forceful. This scene clearly demonstrates how Briony creates a whole different perspective on what was happening down at the fountain in relation to the reality of the situation. Due to Cecilia’s frustration and anger it makes it appear as though she was being forced. The non-diegetic sounds during this scene are effective as they help to create an suspenseful and tense atmosphere. In Briony’s shot there is faint music playing in the background as well as the constant buzz of the bee. In doing this the director has created a sense of suspense to the lead up of Briony seeing too much and having to turn around. Cecilia’s shot on the other hand has no music playing, the director has made it silent except for sound effects such as the splash of the water as she jumps in but there is very little dialogue, the dialogue said has a tone of anger and frustration. The fountain scene it validates that the truth depends on an individual’s perspective and that the truth can be many-faceted. Similarly in, ‘Mirror’ by Sylvia Plath also advocates that there is no right truth as everyone considered the truth to be different to another based on perspective. Sylvia Plath was constrained by societal expectations of gender roles, causing her to lose her identity and youth this influenced the writing of this poem. This poem is from the viewpoint of the mirror with the use of personification. This is evident especially in the use of the mirror â€Å"meditates on† this implies that the mirror which is an inanimate object has the ability to think. The mirror has no preconceptions and doesn’t change what It shows based on its understanding of who you are or what you have done, it just shows the complete truth. When the mirror transforms to a lake which is able to still show reflections like a mirror. Because the woman is looking into a lake and not the mirror, the woman must bend over to see the reflection of her face. Hoping to see something deeper by searching the depths of the lake into the waters below. She also turns to the moonlight and candles to try and see a new reflection. The lake seems upset that the woman is rewarding it for its faithful reflection by becoming more distressed. She shows her distress by physically disturbing the lake similar to Cecilia at the fountain. The woman is unhappy of how she has grown old this is similar to how Briony is unhappy of how she had done as a younger girl. Plath has told the poem from the perspectives of the mirror and the lake instead of from the woman. This is due to the fact that people have different perspectives but the mirror and lake on the other hand has no preconceptions and shows the unchanged truth. In Joe Wright’s film Atonement it suggests that the truth can be difficult to reveal or face. In the bedside scene it expresses how telling the truth can appear to be unsettling and scary for one to face. Briony clearly demonstrates her regret for what she had done in her past and what the result of being sent to war can end up. Watching the soldier die in front of her makes her realise that this could be Robbie and she would have been the one responsible for not only Robbie’s health but the impact that it could have upon her sister and Robbie’s family. When Briony was a child she was raised in a high class family sheltered from the horrific truth of war as she has a sanitised perception. Once she becomes a nurse her eyes are opened to the full impact of what her lie that she had told when she was younger. Briony is told to talk to one of the patients that is in a serious condition, that is unable to speak English. The injured soldier seems to think that he knows Briony but she knows that he is just mistaken her for someone else. When he asks her to loosen the bandages around his head, she loosens them and is faced with the full extent of his wound and gets blood on her face which contributes to her realisation that her perception was completely off and she feels guilty for the mistake she had made in her past. When she walks down the hallway at the hospital and the lights turn on one by one this is a use of imagery symbolising that she is entering a new frame of mind. The director has used suspense building with the reoccurring typewriter non-diegetic track. As the lights come on there is a loud flickering sound this also adds to the effectiveness of the scene making it evident that she is thinking but the flickering is loud enough to disturb her thoughts. The poem â€Å"Homecoming† by Australian anti-war poet Bruce Dawe backs up the idea that the truth can be difficult to deal with by reflecting the concerns of war. In this poem it describes to the reader the tragedies of war, the return of the dead bodies of the soldiers from the Vietnam War and the lack of respect that they received. The title ‘Homecoming’ is ironic as usually a homecoming is heartfelt and joyful but in this the return is related to death, mourning and loss. References to bodies in â€Å"green plastic bags†, shows the lack of individuality that the soldiers received. Although these soldiers have made the crucial sacrifice by giving up their lives, the fact that they got little recognition for this emphasises how war is dehumanising. The lack of full stops express that the war was continuous and that there was no time to stop and relax. Dawe ultimately wants to expose the brutal truth in contrast to what people thought. With the use of imagery throughout, Dawe is able to establish the pointlessness of war and clarifying the misconceptions those may have had on the war. This relates to how Briony in Atonement has the false understanding or knowledge of war, not knowing what she has sent Robbie into. Dawe uses aural and visual poetic techniques and is able to provoke sympathy, by manipulating the audience to reflect upon his own views towards war. Similarly what Briony does in making up the end of the story of her sister and Robbie in how she believed the event of war was, this was until she became a nurse and the real truth of war was unveiled. The concept of telling the truth has been enhanced through the study of the film Atonement and the poems â€Å"Homecoming† and â€Å"Mirror†. Each individual has their own perception on what they believe the truth to be. In Atonement Briony has a different perspective than Cecilia which results in conflict and hiding the truth as she is too scared to face it. â€Å"Homecoming† reflects the idea that people prefer to deny or ignore the truth. ‘Mirror’ and ‘Homecoming’ show that the truth can be frightening or unbearable and therefore difficult to share. This then shows how the truth is dependent on the individual’s perspective.

Misuse of Information Technology

Misuse of Information Technology INTRODUCTION The word IT stands for Information Technology and it is defined as a part of engineering that contributes in creating and studying computer systems and computer application as well as being part of telecommunication, helping to retrieve, store and transmit data. In this current era many impossible things has been made possible with the help of Information Technology. In fact, many organizations are computerized and they use information technology in many ways in their day-to-day routine. The use of IT has becomes part of everybodys life. Information technology has many norms and rules that one should follow and respect. This is where the ethics of information technology comes into action. Ethic is the reflective study of the general nature of moral values, legal and social issues. There are some rules to be followed and standard to direct and control conduct of an individual at professional level. Most of the professional organizations which deal with computing have published their c ode of ethics. OBJECTIVE One should study computer ethics because doing so will make individuals behave like responsible people. One should also study computer ethics as it will keep the latter away from computer abuse and catastrophes. These can be done by studying the different code of ethics. A code of ethics is defined as a means to promote a variety of purposes and goals, in other words, it is a way to promote many motives. Misuse of Information Technology Computer crime is a very vast topic. It includes many mal functions by computer users. It is all about making bad use of information technology for personal interest or in order to create troublesome situation for others. Plagiarism is one aspect. It is passing off the work of other people as your own without giving any credit to them. Piracy is another topic worth thinking about because people make a lot of effort and spend lot of money to create or make something where other just make a copy of them instant of buying the original one. Crackers are basically attention who break into computer system and make illegitimate use of them. With the rapid evolution in Information Technology, the numbers of crackers are also growing. It is very difficult to get hold of all these issues that is why we have some association running, aiming to reduce and stop these concerns. Ethics from different perspective When talking about ethics in information Technology, there are different issues that come in our mind. In order to deal with these problems, there are many associations that have been created and some of them have been mention below. Many professions have established professional societies which have adopted codes of conduct. For example, the medical profession established the AMA (American Medical Association), and the legal profession established the ABA (American Bar Association) (Tavani 2007, p.100). These two associations deal with code of conducts of their members. The Association for Computing Machinery (ACM) and the Institute for Electrical and Electronics Engineers-computer society (IEEE-CS) are examples of professional societies recognized by the computing profession. The Association of Information Technology Professional (AITP) deals with level of conduct for professional. Institute of Electrical and Electronics Engineers (IEEE) Here we will be looking at the Institute of Electrical and Electronics Engineers code of ethics. The IEEE code of ethics contains ten general directives. The first four teach members to accept responsibility in making engineering decisions consistent with the safety, health and welfare of the public. The second command is to let alone difference of opinion wherever possible. The third instruction is to be honest and the fourth is not to accept bribery. These four commands are same for both ACM and the IEEE code of ethics. The member of the IEEE needs to accept responsibility in making engineering consistent with the safety, health and welfare of the public. They also need to avoid real conflict of interest wherever possible. They need to be honest in their work and while handling the organizations data. A member of IEEE should support colleagues and subordinates in their happening and achievements. The IEEE code gives a list of categories for nondiscrimination, but does include anything that might be interpreted to include sexual preference (Bowyer 2001, p56). The Association of Computing Machinery In 1992, the ACM adopted a new code of ethic and professional conduct with supplemental explanation and guidelines. The ACM code of ethics consists of eight general imperatives, eight specific professional responsibilities, six organizational imperatives and two elements for compliance (Bowyer 2001, p.50). Here we are looking at a scenario where a member of the ACM has to implement general moral. He will have to contribute to the society. He will have to avoid harm to others; he will need to be honest and trustworthy. He will have to be fare in his decision making and fair judgment. He will also need to respect property rights including copyrights and patents. He will have to give proper credit for knowledgeable property. He will need to respect the privacy of others, and he will also need to keep confidentiality. Now, we are looking at some more qualified duties, as an ACM computing professional, a member will have to work hard to achieve the highest level in both the development and outcomes of skilled works. He will need to obtain expert skills, which means that he will need to show that he can perform skillfully. The member needs to know and respect the laws belonging to the appropriate profession. He will need to give performance review of computer systems and their impacts together with the analysis of possible risks as well as respect arrangement made and the given responsibilities. He will need to improve good understanding of computing. And finally he will get the opportunity to use computer and communicating resources but with authorization. Regarding the Organizational Leadership Imperatives, a member of the ACM will need to handle social duties of the members of an organizational unit and fully take over his responsibilities. The member also needs to practice personnel and resources to design and build information system that will raise the self respect of the member. He must ensure that the members, who are getting access to the computer system and those who will be affected, will have their needs clearly stated during the assessment. Afterwards the system must be formalized to such a level so that it satisfies all the needs. The ACM member should also create favorable circumstances for others in the organization to absorb notion and bound of computer systems. There should be accordance with the code. The member of the Association of the Computing Machinery has to retain and boost the rules of the code. The member will also have to treat violation of this code unstable with membership in the ACM. The Software Engineering Code of Ethics The Software Engineering code of ethics starts with a summary of eight general ethical rules. The eight views represent different areas of concern for the software engineer: public, employer, product, judgment, management, profession, colleagues and self (Bowyer 2001, p.51). Computers have a role in industry, government, medicine, education and many more. Software engineers role start with the implementation part in the software life cycle where they deal with coding of the software systems. Software engineers have relative chances to perform well without causing harm. Together with the commitment, software engineers shall stick to the following code of ethics and professional procedure. The code contains definite rules related to the behavior of and decisions made. It is not expected that the individual parts of the code is to be used in isolation to justify errors. The code prescribes these as duties of anyone targeting to be or aiming to be a software engineer. The code is not a simple ethical procedure that brings ethical decisions. In some instances, the level could be in conflict with each other. Ethical conflicts can best be reported by considerate consideration of important rules, rather than blind confidence on guidelines. These rules should make a difference to software engineers to consider who is altered by their performance. In all these decisions, concern for health, safety and welfare of the public comes first, which means that the public interest is the most important. Software engineers shall perform reliably with the public interest. In other words, software engineers should be very loyal to their job. Software engineers shall act in a way that is best for their client and employer. Software engineers should also ensure that their outcomes meet the highest skilled standards possible. Association of Information Technology Professionals (AITP) The AITP code of ethics comes in two parts. One of which is the code of ethics and the second one is the standards of conduct. Sections of the standard of conduct are related to the members obligations to management. A member of the AITP code of ethics should be honest in all professional relations. He should be loyal and there should not be any kind of whistle blowing at any point in the organization. He should be ready to share his experience and knowledge with the other members. He should not take credit for work that he has not done, unless given permission. He should not take advantage of other members who lack experience or knowledge. The member should be up to date and he should have the skills required. Members should not make use of computer system for personal use. Conclusion The whole idea here was to see how ethics have become part of information technology and what the implementations of those ethical codes are. The code of ethics discussed here are more of voluntary kind in other word there is no observance against disobedience. Discrimination based on sexual preference is still a major concern in the community these days. Licensing is another issue worth talking about because companies or individual tend to buy a computer program and then have it installed on different systems. This debate will never come to an end until your internal moral sense guide you to take a step forward for the welfare of the Information Technology society, as it is always said lead by example. References Tavani,H. T., 2007. Ethics and Technology: Ethical Issues in an Age of Information and Communication Technology. 2nd ed. United States of America: Bruce Spatz. Bowyer,K. W. ed., 2001. Ethics and Computing: Living Responsibly in a Computerised World. 2ne ed. New York: The Institute of Electrical and Eletronics Engineers. Quinn, J.M. 2006., Ethics for the Information Age. 2nd ed. New York: Pearson Education. Bibliography Adams A., McCrindle J. R., 2008, Pandoras Box: Social and Professional Issues of the Information Age. West Sussex, England: John Wiley. Baase S, 2009, A Gift of Fire: Social, Legal, and Ethical Issues for Computing and the Internet. New Jersy: Pearson Education. Spindello A. R., 1995, Ethical Aspects of Information Technology. New Jersy: Prentice-Hall. Johson.D.G., 2009, Computer Ethics, 4th ed. New Jersy: Pearson Education. Online Resources http://www.cs.bgsu.edu/maner/ethicomp95/keynote3.pdf (last accessed 06.02.2010) http://www.bcs.org/server.php?show=ConWebDoc.2914 (last accessed 06.02.2010) http://www.southernct.edu/organizations/rccs/resources/teaching/teaching_mono/moor/moor_definition.html (last accessed 08.02.2010)