The Arrest Of Vessels Has Long Proven To Be A Controversial Exercise Essay

The Arrest Of Vessels Has Long Proven To Be A Controversial Exercise In The Law Of England And Wales - Essay Example Conclusion 6. Reflective review 7. Bibliography 1. Introduction a) Synopsis Pre-judgement security of claims and post-judgement execution of a suit are of importance in maritime law of any country. In both cases, it is the maritime creditor who is at the receiving end with concerns about the fulfilment of the credit extended to the debtor, as normally, most ships are credited and it is the concern of the creditor to realize the debt amount from the debtor. The concerns of the creditor become manifold when the debtor and the property under debt from the creditor are under litigation in the purview of the concerned admiralty law of the state. This calls for a study of the relevant processes and procedures involving the application of the international maritime laws to identify and evaluate the available methods and impact of the laws on the interests of the creditor and also the other related stakeholders of the ship1. Admiralty law derived from English law and the international mariti me law have relevant sections that state the process and procedures for the arrest of vessels, the ship owner and the ship which will be studied and which will be useful to understand the process of arrests, the ways in which the pre-judgement is carried to ensure that post-judgment is enabled after the suit is accepted and the litigations of the ship owners, creditors, sister ships, and also the issue of payment to the plaintiff and any other claimant of the property of the ship owner is carried with this knowledge. The Arrest Convention of 19522 and the ratified Arrest Convention of 19993,4,5,6 along with the Supreme Court Act 1981, at sect. 20(2)7 and sect. 218(1) will be studied to understand the probable scope and litigations arising out of the arrest of vessels as per the Admiralty law while considering its jurisdiction. This knowledge is used to suggest useful recommendations that can be practically implemented within the ambit of the English jurisdiction. The following secti ons discuss the aims and objectives of the paper, followed by a literature review of the laws of Admiralty, International Maritime Law, and the procedures for arrest, conflicts arising out of the etc. The research is commissioned by The British Shipowners' Federation and the report is targeted at outlining the effectiveness of arrest procedures in the UK and the possibilities for future reforms within the scope of international maritime law. b) Aims and objectives Aims- The aims of the research are to prepare a report for the British Shipowners’ Federation by: Exploring the literature available Admiralty Law and International Maritime Law based on English Law to develop critical competence of the information available and to reflect upon it Identify and evaluate the procedures for arrest of vessels in the British Admiralty Law and any conflicts with maritime laws of other countries Provide evidence for action research and need for critical reflection to recommend improvements to the Admiralty Law Objectives- To explore the different laws existing in relation to the arrest of vessels in the UK To identify any deviations in the British Admiralty Law from those of other countries that distinguishes between the procedures for vessel arrest To understand how the deviations in the laws concerning arrest of vessel impact the creditor or the ship owner To reflect upon the impact of the applicability of laws of the different countries on vessel arrest To plan and design a reflective learning report to improve

Involvement of the U.S Military in Border Protection and the Drug Essay

Involvement of the U.S Military in Border Protection and the Drug Policy Since 1960s - Essay Example Involvement of the U S Military in Border Protection and the Drug Policy Since 1960s Introduction The United States’ borders are extensively guarded following effective legislations that target safeguarding Americans. The U.S Customs and Border Protection (CBP) present the federal enforcement agency in the department of homeland security that regulates foreign trade, trade customs, immigration, import duty collections, and external regulations enforcement (Guerette & Clarke, 2005). The agency has a good number of officers, over 4600 well-trained officers who guard the borders of the U.S to ensure border security. However, the United States military strongly claim involvement in the border security and international security maintenance in the country. With the changes in the drug policy in the United States, the body stands at the pole position to ensure that illegal drugs do not get into the country easily. Enforcement of the immigration rules solely falls in the docket of th e United States military. The immigration rules in the United States contribute much on the security of the people. Since 1900s, the U.S government has adopted strict regulations on immigration that has led to incorporation of the state’s military to stiffen security at the border. Ceasar (2008) argues that tougher rules led to growth of the illegal market especially drugs and narcotics trade. The border patrol thus was adopted to boost security at the border and prevent further turmoil. Later in the 1920s, the United States feared that the countries ravaged with war threatened their position thus adopting tighter immigration rules. For example, the adopted legislations ensured that foreigners could not get into the country without being cleared at the border. Particularly, current policies on immigration state that people should not enter the United States unless they get clearance at the border. Consequently, the United States military assumes the role of ensuring that no p erson gets into the country illegally, and curtailing black market at the borders by conducting constant patrols. The United States military takes part in border protection to prevent entry of illegal drugs in the country. The war against illegal drugs dates back to the 1920s when the congress passed the drugs act that blocked importation of drugs from outside the country. Many people perceived this as a move to protect the people, but there existed certainty as to who could oversee the same. The American government tightened drug policy in 1960s thus the military came into force to ensure that the prohibited drugs do not enter the country. However, the black market expanded because the people found no other way to get to the illegal drugs. In this sense, it is apparent that activities of the military officers at the borders related directly with the prevalence of the black market. Rising concerns on the health of the United States plant and animal resources heightened level of invo lvement of the United States military in border protection in the country (Ceasar, 2008). Many people in the country raised concerns that their plants and animals got infections from foreign countries, which threatened human health. Any concerns about the health of plants and animals meant that the level of involvement for the military increased to enhance a safer environment. In this respect, the U S military embanked on undertaking passenger operations, targeting and analysis, and

Mary Shelley vs. Frankenstein Essay Example for Free

Mary Shelley vs. Frankenstein Essay In the novel Frankenstein by Mary Shelley, the author relates her life to the events that happened in the book. Certain events in her life led her to write the horror story that eerie, rainy night at Lord Byrons mansion in London. Mary Shelley experienced many tragedies and losses. Writing a novel like Frankenstein was her way of mourning and dealing with her grief. Her environment also had an effect on her for it inspired her to write the way she did, why she did, and why she wrote it in the first place. Mary Shelley had a desire, a wish, a craving for something she hasnt experienced and probably never will motherhood. Writing Frankenstein made her feel the power of creation and that she can take care of others. She spreads the lesson that if we dont take care of something that needs that attention, it can lead to things we dont like. From the beginning, it was a failure. When Mary Shelley was born, her mother, Mary Wollestonecraft the well-known woman who wrote A Vindication of the Rights of Woman died during labor. Mary Shelley never really had a mother figure around. Her father, William Godwin, on the other hand, was always busy with business and writings that all she would do is sit around whenever her father had meetings with his fellow writers. Mary Shelley grew up in the dawn of the British Industrial Age. Britain was one of the first nations to industrialize. It was a time for the advance in technology and new things. This era could have had an effect on Mary Shelley by influencing her to use electricity and water to create the monster that Frankenstein created. It wasnt only technology that was affected during the Industrial Revolution. Social patterns started changing too. The population boomed and new social classes appeared. There were gaps between levels of society and the upper class usually looked down on everyone else. Reading Wollenstonecrafts Maria and The Rights of Woman, Godwins Memoirs of her mother or his Political Justice, undoubtedly provided intellectual justification for Mary Shelleys defiance of social values. 1 Mary Shelley was surrounded by workers for reforms, philosophers, a changing social climate, and even the feminist movements that her own mother started, and this caused her to write the social gaps between characters in her novel, Frankenstein. Women werent allowed to write before either. Her mother and other feminists who worked to be as equal as the men in society had influenced her and made her try to show the world that she, too, like any other men, can write a good novel. Mary Shelley ran away with a married man, Percy B. Shelley, to France when she was only 19 years old. Percy B. Shelley was one of her fathers friends and doing this caused her father to refuse to communicate with her for the next two and a half years. She traveled all around Europe, seeing many people and things. Percy B. Shelley impregnated her, and there was times that he left her all alone since had business to do. Mary Shelley wrote many journals. She was excited to have a baby. In February of 1815, she finally gave birth to her first child, Clara. She was two months premature and soon died early the following month. Later on after that, Mary Shelley kept attempting to have children but they kept dying. She longed to be a mother but all her attempts failed. She became depressed because of this. One summer night in 1816, Mary Shelley and many other philosophers and writers came to Lord Byrons house in London. They couldnt go outside because of the heavy rain so Lord Byron decided to have a contest on who can write the best horror story. Later that night, Mary Shelley had a dream. She wrote in her journal, I saw the pale student of unhallowed arts kneeling beside the thing he had put together. I saw the hideous phantasm of a man stretched out, then, on the working of some powerful engine, show signs of life His success would terrify the artist; he would rush away hope that this thing would subside into dead matter he opens his eyes; behold the horrid thing stands at his bedside, opening his curtains 2 This of course, is the main concept of her novel which she called, Frankenstein. There are many events in Frankenstein that are related to Mary Shelleys own life. For example, she named the first child to die in the novel William. Mary Shelley had a son who died from malaria when he was only three years old. His name was also William. Coincidence? Maybe. But there were more of these relations. During inclement weather on a family vacation, Frankenstein happens upon the writings of Cornelius Agrippa, and is immediately fired with the longing to penetrate the secrets of life and death. Similarly it was during a wet, ungenial summer in Switzerland that Mary, Shelley, Byron and several others picked up a volume of ghost stories and decided to write [ ]3 It took Victor Frankenstein a while and first researched about how to create a life. He gathered many materials and received information from many of his professors. His mother was dying and he couldnt accept the fact that one day life just passes someone by. He wanted to create life and this was what Mary Shelley desired also. She had suffered many losses and tragedies; first and foremost she lost her mother, then all those babies she lost. She wanted to create life also play God. Mary Shelley had radical views and strict outlooks on society. She saw that leaving a person alone just because they were different was wrong. Mary Shelley was a caring person and she wanted to show love to all. When she eloped with Percy B. Shelley, she was misunderstood and became an outcast for she was seen as one of those. She understood how the monster in her novel felt and she could relate a lot to it. The monster in the novel says that all he wanted was some love and he would have been better. It seemed as if Mary Shelley spoke through the monster in the novel. Frankenstein, in other words, can be read as the story of the experience of writing Frankenstein. What is at stake in Marys introduction as well as in the novel is the description of a primal sense of creation. 4 Writing Frankenstein was more like writing an autobiography of Mary Shelleys life. She put so many evens in her life into the novel that it could have been her own life story, except that she made it more interesting and more horrific. She expressed her grief and pain through the words of the novel. Citations Page 1. Poovey, Mary. My Hideous Progeny: The Lady and the Monster. Page 81 2. http://www. kimwoodbirdge. com/maryshel/summer. shtml 3. Johnson, Barbara. My Monster / My Self. Page 62 4. Johnson, Barbara. My Monster / My Self. Page 63Â   Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Teachers role in Facilitating Learning

Teachers role in Facilitating Learning To fully understand, appreciate and reflect on this title, I will have to study three, very different, yet at the same time inherently linked facets of the education spectrum. Firstly, the role of the teacher will have to be explored and the functions and responsibilities this position entails. Are teachers just lecturing child-minders, or are they fundamental, not only to a childs learning in school, but to their social and moral development and education? Secondly, what children learn, how children learn, and how we, as educators, learn with them, are crucial aspects which cannot be ignored. And thirdly, I will refer to the aforementioned areas of teaching within the context of key stage 3 and 4 English. The precise role of the teacher varies, but educator and role-model are two essential parts. Teachers have a responsibility and a moral duty (and are legally contracted), to assist the development of a pupils learning throughout their school life, whether they are in a lesson or during any other scholastic situation. Teachers and pupils have to co-exist, live and work within the confines of a school, and the reasons why many children just cannot cope with this set-up are many. To minimize these potential problems, the teacher therefore has to cater for every pupils different needs, (race, gender, SEN etc). A teacher can do this by researching particular pupils asking previous teachers, seeing SAT scores and literacy and numeracy levels. Consulting the Senco can be beneficial if there are concerns over teaching somebody with special educational needs. Understanding and accepting pupils differences, whether they are educational, religious or cultural have to be, not tackled, but worked through with all parties present. A working relationship has to develop where the teacher can initiate and then assist learning and the pupil can respond in their own way. Knowing the pupils individually is of vital importance in knocking down walls and building bridges. The pupils knowing the teacher and the teache rs consistencies of discipline, standards and expectations, can benefit the two-way relationship. Both parties know each others likes, dislikes and boundaries etc. Children are constantly underestimated, they frequently gauge and assess the teacher, acting and reacting in different situations with different teachers, so its important to assert yourself and get that relationship right. This is a key target for me; because I worked as a teaching assistant at The Woodroffe, I had to create a formality between myself and a few of the pupils, whereas before it was beneficial to have a more relaxed approach to get the job done. In English, the teacher has several key tasks which help children to get the most out of the subject: giving the pupils confidence to try when reading and when writing and to give them the relevant skills. Encouraging them to share opinions and interact with their peers through discussion speaking and listening. Introduce literature and language variation. Help them to understand the authors craft reading for meaning. They should be given access to our literary heritage and texts from different cultures and traditions. Recognise where a pupil may benefit from drama and ICT related lessons and then differentiate accordingly. Teachers should consolidate this information with media topics and theories to expand knowledge and understanding. The ability to fuse these areas is a teachers aim. The teacher constantly has to push the boundaries, challenge the pupils to get them out of their comfort-zone. There is an element of risk involved for the teacher in attempting a balanced but chall enging lesson. There is also risk for many pupils in different ways: Some of us are risk tolerant and some of us are risk averse with all points equally represented. If you are in a learning situation and anxiety tips into stress, then what happens next is predictable. There are four categories of survival response available to you. A teacher or anyone is involved in formally educating others will be familiar with them. They are fight, flight, freeze and flock. You show resistance or fight the source of stress, you flee from it, you freeze in the face of it or you hang out with others like you or flock from it. If you have an accumulation of stressors that leave you feeling out of control, then the four Fs are what is left for you.  [1]   The teacher regularly reviews the boundaries to reduce the usage of these defence mechanisms. These four Fs are prevalent in English where in ascertaining whether the students have understood, the teacher will direct questions to random pupils, which in their eyes might be thought of as picking on. Speaking and listening tasks can offer problems to some students who may be good in other areas and some pupils respond by using one of these defence mechanisms because they lack the basic skills needed. What the teacher can do to alleviate this problem is to fore-warn the class that questions will be asked, nominate a table, group or pairs for an answer and say what type of questions you are going to ask, building up from easy questions to harder questions. A quieter student could be asked before the lesson if they felt okay with answering a question/performing a poem etc. A certain degree of sensitivity and common sense is needed when considering this question. Because English is such a varied subject that encompasses many different teaching and learning styles, it can be difficult to teach and consider the different and necessary approaches. Key stage 3 can be problematic at The Woodroffe as the classes are of mixed ability with a vast range of skills and needs. Key stage 4 are put into sets which, although can help with differentiation, means the need to further challenge pupils becomes more apparent. Pupils know every trick in the book, every survival technique that will help them to stay alive in the jungle that is their classroom. The teacher has to remain one step ahead of them, using their motivational techniques along with a good lesson, to keep the class participating. Knowing each pupil and their needs is of vital importance to the teacher. The balance of praise and criticism in teaching is an ongoing debate and an issue of common sense. Educational psychologists, writers, theorists, parents and teachers have all added their ideas to the following questions: Is it three ticks to one cross? Do you give out fewer ticks as the pupils get older? Do you mark in green or red pen? These are just some of the basic questions that are trying to be answered. At my school there is an Assessment For Learning initiative set up where a group of teachers have volunteered to try many of these schemes. They meet up quarterly to share results. From attending one of these meetings and by witnessing them in class, I am now aiming to use one or two of the ideas in my lessons. For instance, the question of how to mark effectively: Within this context it is very difficult to state what type of marking is needed and where. One possible rule offered is that you dont highlight every spelling mistake, especially for the lower ability groups. This issue splits teachers. As previously mentioned, I feel that this is an issue of common sense depending on the context of the situation. There is also the question of summative vs. formative marking, but does there have to be verses, they can co-exist together. Sometimes a comment is more beneficial to the student than a grade. Some students may prefer to see a mark or grade so that they can easily see improvement. There is ongoing research into this area. Choosing which type of marking to use is a matter for each individual teacher and their individual students. Again, it is your knowledge of the pupils as individuals, building on your expectations for them, what they are achieving and what they should be achieving and getting the pupil to recognise these expectations. Just as two pupils are never the same, the marking, comments and grades reflect this. Teachers have to regulate and differentiate and only by knowing the pupils, (SEN, background, social problems etc) will this occur. I have realised that some pupils benefit from formative marking and that some crave a grade or number so that they see if they are progressing. It appears to me that higher ability students like to see the grades. I was asked recently by a higher ability year 12 student to give a grade for a piece of homework where I had just put a constructive comment. Putting crosses in red, underlining incorrect spelling and putting see me! at the end of the work, are all methods which we are familiar with, but how many teachers actually appreciate and celebrate pupils work? At every level pupils like to see their work appreciated by the teacher and the class. They like to know that they understood the question or showed a great deal of effort. They like to be rewarded appropriately and consistently. For some pupils just to finish a piece of work is a cause for celebration. This celebration should be differentiated by the teacher in accordance with individual expectations. Linked with praise and criticism is target-setting. A current theme in schools is for the student and teacher to work together to set the pupils targets for the term/year etc. The theory behind this idea is to involve the pupil as much as possible so they can create manageable targets. Also, they are more likely to resist completely if a teacher were to set their targets and force-feed them to the student. In English, setting targets, no matter how small and achieving them is the basis for progression in learning. Targets could include spelling certain words, taking part more in class discussions, not calling out or handwriting. Again, this target setting is heavily differentiated and that is why I feel it is a good idea to involve the student, they know probably better than the teacher where they need to improve. I have worked with students and other teachers setting literacy targets and behavioural targets in other schools and at The Woodroffe. We adjusted the targets by looking at levels and listening to comments from other teachers, not just in English. This idea attempts to motivate students by shifting the responsibility, from the teacher to the pupil, involving them more in their learning. This is just one facet of an interactive movement within education today; self-marking and self-evaluation are important tools in the classroom for all key stages. Just recently I asked a year 10 group to mark their own work as if they were a teacher. The comments and grades that I were shown were very interesting, the amount of constructive reflection was very surprising. This allows the students to see their work from a teachers perspective what they will be marked on and how the teacher allocates marks for spelling and handwriting, for example. The idea is to create reflective pupils. Pupil responsibility is the current catchphrase, although some students understand the reasoning behind the idea more than others. In my year 9 lessons, preparing for their SATS, I ma ke very explicit what they will be marked on for each type of question. They are given the mark scheme to mark their own mock papers. This seems to help them a great deal and they are beginning to realise that teachers dont just give a random grade with could do better on the bottom. A teacher has to consider the use of the different learning styles: visual, auditory and kinaesthetic. Visual learners like to see what they learn, auditory learners like to hear what they learn and kinaesthetic learners like to be physically involved in what they learn. They should be used together and this cross-over is of vital importance in an inclusive learning environment. In English, skills are needed that incorporate different styles of teaching (reading, writing, watching, speaking, listening, performing). When planning, teachers have to accommodate all the methods to make sure they appeal to all the different types of learners in their class. Across both key stages I have aimed to deliver a varied programme within the lesson; when I am explaining something I try to express it clearly and concisely, have what I am saying on the board, sometimes with a picture and by giving out helpful handouts. By demonstrating something as I am explaining it, especially in drama and speakin g and listening, helps to address all the different types of learners. Also, I prefer to set work involving a mixture doing tasks, reading tasks, written tasks, whilst incorporating drama and ICT. Flexibility within a lesson structure is a key theme. Recognising where to be flexible is a trait of a good teacher: (Is this too easy for them shall I move on to something more challenging? Did they get all that shall I go over it again?) Because of the wide range of topics in English, a well-structured lesson should be planned, although digression in a lesson, especially when instigated by a pupils question, can be beneficial to develop. It is beneficial if a teacher is enthusiastic and is able to enthuse students. This enthusiasm should be considered a valuable resource, just like the teachers subject knowledge. The knowledge of, understanding and using resources are essential for enhancing the learning experience. Resources can be varied and obviously differ between subjects, classrooms and teachers. Resources can include such things as: Teacher knowledge Student knowledge Teaching Assistants I.C.T. computers, O.H.P.s, digital cameras, video cameras etc Research Homework A brilliant and effective lesson is very hard to achieve. A well-structured lesson is a must as long as there is flexibility allowed, as previously mentioned. Presentation and delivery are also important aspects to consider whilst not forgetting the power of the teacher to inspire: Use rich language and lots of repetition. Encourage learning behaviours noticing, naming, describing, speculating, questioning. Encourage physical exploration and robust play. (Smith, p.46) Other things that are found in a good lesson vary from subject to subject, factors that I consider crucial in English are: 1) Good planning and preparation. A well planned and prepared lesson is more likely to be a good one. Each learning objective and task to meet that objective is carefully considered to be beneficial to the students. This is an ongoing target, which I feel I have met to a basic level. 2) Knowing the pupils well. By knowing the pupils well you can cater for all their weaknesses and abilities, set achievable targets, expectations and boundaries. Again, I know the majority of my students and some of their weaknesses and strengths but I realise more background research on the pupils is needed. 3) Differentiation/learning styles. This is to benefit each student with their own needs and learning styles tailoring the lesson so that it is accessible to thirty or more students. This is a key aim of mine and although I feel I understand what is needed, I need to spend a great deal of time on this area. 4) Check understanding continually (also from assessment). I check at regular intervals by asking questions, checking books and work in lesson. This is important because it is vital to realise if you are going too fast or too slow. Students that dont understand will switch off. Also, knowing when you are going too fast is crucial and leads on to: 5) Consolidation building on prior knowledge/looking to future lessons. This can be added to the start of a lesson to refresh memories and to let the students know the content of the lesson. I feel I do consolidate consistently but it is an ongoing, rolling target of mine. 6) Appropriate working relationship with students. As previously mentioned, to benefit the student and the teacher, getting the correct balance has to be achieved. This is an area where I realised I needed to focus myself. I think I am gradually achieving that balance. A critical aspect of the facilitation of learning is the actual environment where the learning takes place, usually the classroom. Children are learning all the time, whether they know about it or not: There is a great deal of learning that goes on outside of conscious attention. The brain processes information that is neither attended to nor noticed and this process is pervasive and ongoing. Children can, in some situations, be learning without the involvement of the teacher! (Smith, p.161) There are other ways to make the classroom an enriched learning place and accessible to all. Behaviour is a major factor, if you have bad behaviour constantly and from different students, you may well question your choice of lesson for them. A lesson that is too easy for students is just as bad as a lesson that is too hard for them. Better behaviour means better learning. Classrooms become better places in which to study and more enjoyable to work in.  [2]   It is also beneficial to students and teachers alike, to be consistent when setting and enforcing rules and boundaries. By talking to staff and from my own experiences, I have realised this is an important aspect. Clarification, explanation and the displaying of rules and guidelines are essential as pupils learn best in ordered environments where boundaries are clear.(DfES 2003) It is easy to overlook the actual classroom space. This is an integral part to the students lessons. Is it light and airy? Is it overcrowded or badly set out? Are the wall displays overbearing, too busy? Or, are the displays subtly aiding learning by just being visible? Students are proud to see their own work on the walls and this sense of well-being can only help create a positive atmosphere. It is good for the students to know where everything is in a classroom. Are the dictionaries and other resources easily accessible? Are the tables and chairs set out in rows or in groups? Which way would suit the task you are about to set? I have always thought that this is an area that could easily be overlooked by teachers and although I aim to consider this factor, I find it difficult when I use twelve different rooms, some of them art and science rooms which are not conducive for teaching English. Differentiation is a major consideration in the classroom. Recognising, understanding and catering for every childs individual needs are essential; knowing the pupils, planning for them appropriately and setting achievable learning outcomes. Getting the balance between challenging content and achievement can be difficult, even for experienced teachers. That is why it is so important to know your pupils well, as previously discussed. What special educational needs do they have? What can you do to help them progress in their learning? In English, recognising reading and writing problems, are they dyslexic? Also, speaking and listening problems, autism and understanding these problems is necessary. How can you make your lessons more accessible for them? You can try to understand their problems and talk to the Senco about how to facilitate learning better. Have they any background or social problems? Teachers have to differentiate for the gifted and talented in their classes, with extens ion tasks combined with rewards, whilst not forgetting all the pupils in between. It is also a key aim for teachers to be reflective, recognising the good aspects of their teaching and developing them in order to facilitate progression in pupils learning. It is also necessary for them to realise where their teaching techniques and methods can be improved to achieve their full potential as an educator, which in turn, will improve the student. Although I have only limited experience, one example is fresh in my mind: Whilst beginning to take a year 11 GCSE prep. group, I realised that because of their lack of motivation, they werent really benefiting from my lessons. I discussed the issue with my mentor and approached from a different angle, changing my lesson plans, tasks and delivery to get their attention and to offer the skills they needed to learn. I think that the role of the teacher is an indefinable idea. As times change, so do the responsibilities and duties for a teacher. One thing remains constant however, the main drive of teacher as educator. Although teachers wear many different hats, their actual teaching hat is never taken off, that is the one thing that takes precedence. As previously mentioned, teachers have to be flexible nowadays, and it is this pliability that has helped to make teaching such a demanding but rewarding career. Teaching has evolved and the roles are many and varied across the entire spectrum. There is a shift in telling the children what they need to know, to telling the children how to find out what they need to know, giving them the responsibility for their learning and development. In English, there is a drive towards prioritising what the child needs to progress on, students are marked and evaluated as individuals not as a whole class. Getting the balance between consolidation and moving the class on is a constant consideration and through teaching, teachers are learning how to adapt and improve so they can benefit the students to their full potential.

Analysis Of Emily Dickensons C :: essays research papers

Analysis of Crumbling is not an instant Act by Emily Dickinson "Crumbling is not an instant’s Act'; is a lyric by Emily Dickinson. It tells how crumbling does not happen instantaneously; it is a gradual process occurring slowly and cumulatively over time. The structure of this poem is complex and it tied directly into the figurative meaning. This poem consists of three quatrains written in iamic meter but with no set number of feet per line. Also, the second and fourth lines of each quatrain thyme somewhat. Perhaps the most perplexing attribute of the structure is that Dickinson capitalizes words in mid-sentence that would not normally be capitalized. This could represent decaying objects; capitalized words represent things still standing and lowercase words represent things decayed. This poem is choppy at timed, but it flows smoothly at others. Long hyphens throughout the poem slow down reading speed. This could be compared to the rate of decay. Sometimes decay is rapid, sometimes it is slow. the last three parts of the poem’s structure help create its figurative meaning. Imagery is Dickinson’s main figurative tool in this poem. the idea that crumbling is progressive is supported by the last two lines of the first stanza, which state, “Dilapidation’s processes Are organized Decays'; This means that crumbling is a result of dilapidation, which is caused by gradual decay. The deterioration that results is progressive: one stage of decay leads to the next until crumbling inevitably comes along. The second stanza contains four images of decay: “cobweb, rust, dust and borer in the axis.'; These images are combined with specific details which give them a deeper meaning. The dust is a “cuticle,'; which suggests that it is at the edges. The “cobwebs on the soul'; suggest spiritual deterioration (cobwebs symbolizing neglect). “Elemental'; rust means basic corrosion and corruption. the “borer in the axis'; represents something that eats a person from the inside out. In the third stanza, the word “ruin'; is perhaps the most suitable word for describing both physical and spiritual collapse. “Devil’s work'; speaks for itself--the devil is evil, ruin is evil. this poem can describe any type o f ruin: personal, emotional, financial. The literal meaning of this poem is simple--ruin does not happen suddenly. It is actually a gradual process that is the result of continuous, small-scale decay.

The Internet Does Not Have Everything Essays -- Argumentative Persuasi

The Internet Does Not Have Everything Everyone needs to know that the World Wide Web (a subset of the Internet; see Internet for a definition of "Internet") is a tool, not the be-all and end-all of research. Many students begin their research assignments with the "fact" from their teachers that they'll be able to find, from now on, everything they need on the Web. Not true. Students do need to be made aware that the Web is a great resource when you need some very current information--today's Dow Jones average, currency exchange rates, score in your favorite baseball team's game, news headlines, etc. Furthermore, through libraries there are increasing numbers of indexes that before were available on CD-ROM or in printed books, that are now accessed via the Web (only to authorized users); these are not "on" the Web per se. The term used to differentiate these proprietary and other directly inaccessible sources is the "invisible Web." The invisible Web is much larger than the visible Web. However, some students seem to think that they can find EVERYTHING on the Web. They can't. They probably never will in their lifetimes either. There is simply too much information out there to have it all transferred to an electronic--and widely accessible--format. Other issues that keep things from existing on the Web: Costs can be astronomical--and who is going to pay them? Scanning in images is expensive and time consuming (think of the millions of photographs in archives around the world), Copyright concerns play a major role in keeping things from being widely accessible; companies want to make a profit (there are hundreds of databases that can only be used by au... ...-and help them to identify more readily trustworthy sources. It is doing everyone in society a disfavor to lead citizens (whether young or old) to believe that the Web has every piece of information that one might need. In this increasingly technologically-dependent world, it is critical that the citizens in it are finding reliable information before they start inventing, improving, building, cleaning, renewing, destroying, exploring, etc. They need to be able to critically evaluate their options, and make sure that they aren't ignoring sources that happen not to be available on the Web. The exclusively techno-reliant are, in their own way, as unreliable a source for trustworthy or thorough information as the techno-phobes who won't use the Web at all. Using the best tool for the job or information need is the only way to be certain that you get the best results. The Internet Does Not Have Everything Essays -- Argumentative Persuasi The Internet Does Not Have Everything Everyone needs to know that the World Wide Web (a subset of the Internet; see Internet for a definition of "Internet") is a tool, not the be-all and end-all of research. Many students begin their research assignments with the "fact" from their teachers that they'll be able to find, from now on, everything they need on the Web. Not true. Students do need to be made aware that the Web is a great resource when you need some very current information--today's Dow Jones average, currency exchange rates, score in your favorite baseball team's game, news headlines, etc. Furthermore, through libraries there are increasing numbers of indexes that before were available on CD-ROM or in printed books, that are now accessed via the Web (only to authorized users); these are not "on" the Web per se. The term used to differentiate these proprietary and other directly inaccessible sources is the "invisible Web." The invisible Web is much larger than the visible Web. However, some students seem to think that they can find EVERYTHING on the Web. They can't. They probably never will in their lifetimes either. There is simply too much information out there to have it all transferred to an electronic--and widely accessible--format. Other issues that keep things from existing on the Web: Costs can be astronomical--and who is going to pay them? Scanning in images is expensive and time consuming (think of the millions of photographs in archives around the world), Copyright concerns play a major role in keeping things from being widely accessible; companies want to make a profit (there are hundreds of databases that can only be used by au... ...-and help them to identify more readily trustworthy sources. It is doing everyone in society a disfavor to lead citizens (whether young or old) to believe that the Web has every piece of information that one might need. In this increasingly technologically-dependent world, it is critical that the citizens in it are finding reliable information before they start inventing, improving, building, cleaning, renewing, destroying, exploring, etc. They need to be able to critically evaluate their options, and make sure that they aren't ignoring sources that happen not to be available on the Web. The exclusively techno-reliant are, in their own way, as unreliable a source for trustworthy or thorough information as the techno-phobes who won't use the Web at all. Using the best tool for the job or information need is the only way to be certain that you get the best results.

Recruitment Plan

Executive Summary The main purpose of this report is to establish guidelines for the recruitment and selection of a Restaurant hostess for the Waterfront Hotel, New Plymouth. This report is comprised of identifying job positions, job analysis, job description and selection process, so as to follow a systematic procedure during the recruitment process of the Restaurant Manager. Objectives The objective of this report is to develop a systematic recruitment plan for the Restaurant Manager. Contents The contents of this report are:- * Literature review of recruitment plan * Steps of recruitment plan * Job description Job advertisement * Recommendation * Conclusion Literature review of recruitment plan RECRUITMENT:- Recruitment is the process of searching for prospective employees and stimulating them to apply for jobs in the organization (EDWIN FLIPPO). It’s the process of identifying and hiring the best-qualified candidate (from within or outside of an organization) for a job vac ancy, in a most timely and cost effective manner, as the human resource is the most valuable belonging to an organization. NEED FOR RECRUITMENT:- * Fulfilling the vacancies generated due to promotion, transfer, retirement, termination, death or employee turnover. Creating new vacancies due to growth, expansion and diversification of the business activity of an organization. OBJECTIVE:- * It determines the present and future requirements of personnel of an organization * Increases the organizational effectiveness in long term and short term * Identify potential job applicants suitable for the post * Provides opportunities to procure human resource. RECRUITMENT PLAN:- is an organized written strategy that identifies the recruitment objectives for a position and contains different components like job analysis, job description, recruitment announcement and advertisement, interview plans etc.Steps of recruitment plan JOB IDENTIFICATION: Job identification collects the specific descriptio n of a position with the skills required to perform the task of the position. The job identification process initiates the recruitment process to determine when a position is needed and the position entails. After identifying the job need, the job description and requirements are written and the job is assigned for a compensation level. JOB ANALYSIS: Job analysis may be defined as a study of jobs to identify the observable work activities, tasks and responsibilities associated with a particular job.It focuses on work behaviours, tasks and outcomes. It helps to prepare job description and job specifications. JOB DESCRIPTION: Job descriptions are systematically prepared written down narrative of duties, responsibilities and the reporting structure of jobs. It also includes the authorities provided to the employees in a particular designation and what level of performances is expected from the employees. It also includes * Job simplification and job design * Job enlargement * Job enric hment RECRUITMENT METHODS: There are mainly two types of recruitment methods:- * Internal recruitment * External recruitmentInternal recruitment:- In internal method of recruitment an employee is recruited for a specific designation from the organization itself. Internal recruitment is generally done either by promoting an employee (succession planning) or by transferring a potential employee from a department to another. An organization advertises the employment to its employee by putting it in notice board, newsletters or staff magazines. While recruiting through internal recruitment, the recruiters are generally aware of the potential, strength, weaknesses, personal traits, performance, skills and knowledge of the employee.In the same way the employee is also aware of the work culture and environment, and knows his colleagues, seniors and sub-ordinates in the organisation. Internal recruitment saves a lot of money and time of the organisation. But internal recruitment also leads to de-motivation of the employees who gets rejected in the recruitment process. Different methods of internal recruitment are:- * Transfer * Job posting * Employee referral External recruitment:- In external recruitment, the employees are recruited for a specific designation from outside the organization. This helps to welcome fresh ideas in the organization.The different methods of external employment are:- * Online recruitment * Consultancies * Campus selection from educational institutions * Advertising in newspapers * Govt. Agencies like employment exchange * Walk-ins External recruitment is more time taking and costly than internal recruitment. SELECTION PROCESS: Selection is the process of picking the most suitable candidate who would meet the requirements of the job best and will be successful if hired. The basic purpose of selection is to choose the best suited individual for the job from the pool of qualified candidates. The basic steps of selection process are: Application blank * Selection tests * Selection interview * Reference checks Application blank/form:- it is one of the most common methods used to collect various information about the candidates. As:- * Personal data * Marital data * Educational and academic data * Experience * Extra-curricular activities * References and recommendations It’s a commonly used selection tool as it is a formal way of introduction between the candidate and the recruiter. It also helps the recruiter to compare among the candidates against the eligibility criteria and can screen candidates who fail to meet the eligibility criteria.Selection tests:- The selection tests or the employment test attempts to asses intelligence, abilities, aptitude of the candidates. These tests are important selection tools which enables the recruiter to select the most suitable candidate from the pool of the qualified candidates. The different selection tests are:- * Intelligence tests * Aptitude tests * Personality tests During these tests the recruiter also checks the leadership skills, Communication and soft skills, competency, computer-based skill and knowledge of the candidate. Interview:- Interview is a kind of oral examination of candidates for employment.The recruiter (interviewer) asks a set of questions to the candidate through which he/she tries to asses and evaluate the personality of the candidate, the enthusiasm and intelligence of the candidate, situation handling capability of the candidate and different subjective aspects of the candidate as facial expressions, appearance, nervousness etc. The different types of interviews are:- * Non-directive interview * Patterned interview * Structured/situational interview * Panel interview * Appraisal interview Reference check:- Once the interview is over the reference check of the candidates are done.The candidates are required to mention 2-3 references in the application forms, which may be from the individuals who are familiar with the candidateâ₠¬â„¢s academic achievements of may be from the candidate’s previous employer who is well acquainted with the candidate’s job performance. ACCEPTANCE/ HIRING DECISIONS: The final decisions are taken – whether to select or reject a candidate after soliciting the required information through the different techniques and selection tools. The recruiter has to take adequate care in taking the final decisions Job description for a Restaurant Manager: POSITION:-Restaurant Manager – Waterfront Hotel, New Plymouth. SCOPE OF THE POSITION:- * Attend to the customer’s complaints and grievances. * Provide direction, leadership and supervision to the restaurant staffs in accordance to the goals, objectives and standards set up by the organization. * Monitor departmental cost controlling to meet the budget * Ensure the staffs are properly trained and groomed, to maintain quality standards. * Ensure to attend any emergency without any delay and take the necessary s teps. * Ensure to perform with high professionalism as per the standards of the organization. Assist the F&B Manager. ORGANIZATIONAL RELATIONS:- * The restaurant manager will directly report to the F&B manager. * The restaurant manager will be responsible for the day-to-day operation of the restaurant, as well as for providing guidance to the captains and the staffs of the restaurant. DUTIES AND RESPONSIBILITIES: * Overseeing the day to day operation of the restaurant. * Co-ordinating the entire operation of the restaurant during scheduled shifts. * Meeting and getting feedback from the customers. * Responding to the customer complaints. * Advising customers on menu and wine choices. Managing the staffs and providing them with feedbacks. * Analysing and planning the restaurant sales levels and profitability. * Organizing marketing activities. Such as promotional events and discount schemes. * Planning and co-ordinating menus. * Ensure the grooming of the staffs and the hygiene of th e restaurant and food-preparation area. * Check the quality of deliveries from the suppliers. * Recruiting, training and motivating staffs. * Checking stock levels and ordering supplies. * Preparing cash drawers and providing petty cash as required. * Maintaining high standards of quality control, hygiene and health and safety. Helping in any area of the restaurant when needed. ELIGIBILITY CRITERIA:- * Bachelor/Master’s Degree in hospitality management. * Minimum 4 years of working experience in any restaurant * Candidate should have good business/managerial skills. * Candidate should have a basic knowledge in computer and PMS. * Candidate should have an excellent communication skills, organizational and time management skills. * Prior experience in cash-handling in restaurant is required. Recommendations: I recommend that the Waterfront hotel should prefer to recruit external employee, as in that case the candidate will have a prior experience of the uties and responsibiliti es associated with the designation of restaurant manager, hence he will be well versed with the level of performance expected from him. There should be a proper panel of qualified, experienced and skilful people for the selection process of the restaurant manager. Conclusion: I would like to conclude this report by saying that by following this recruitment plan, the organization (Waterfront Hotel) will certainly be able to recruit the suitable person required for the restaurant manager position. Bibliography: