The Jeustice and Fairness Conception of John Rawls

Introduction In almost every society in the contemporary world, the issue of justice and fairness has become a thorn in the fresh because no matter what regime is in place, there are a group of people who claim that they are being discriminated. Therefore, it is quite evident that John Rawls invented the theory of justice and fairness so that he could provide a solution to the people who are always complaining about a particular issue.Advertising We will write a custom essay sample on The Jeustice and Fairness Conception of John Rawls specifically for you for only $16.05 $11/page Learn More One of the main goals of his theory was to demonstrate to the members of the society what would happen if the entire society embraced the issue of justice. Once this is done, John Rawls argued that the whole society would be morally transformed. That is treating every one as equal to the other regardless of his or her class, race, and tribe. Definition of Distributive Justice According to Kymlicka (p 16), distributive justice is entirely concerned with looking at how resources in the society are distributed to all that are in need of them. This means that if a society is to have welfare for its people, it must ensure that all age groups are included in such welfare. If otherwise is the case then he points out that such a society would be regarded as not having a distributive justice. For instance, it has been known in some countries like the United States of America that the government usually takes care of the elderly. However, the youths who are the majority are usually not given a priority as the aged. Thus, basing on Kymlicka’s definition the United States society can be regarded as not having a distributive justice on its people. Rawls’ argument on liberalism In his argument of liberalism, Rawls points out that although people in every society seems to adhere to some of the laid down rules and regulations, there is still some issues that affects them when it comes to the administration of justice. He has argued that in such a case people need to have the so called religious tolerance. That is, although different people have different views regarding religion, the others still accommodate those with divergent views and that is way they are able to move together in peace. He says that liberalism does not accept nor deny any doctrines that are comprehensive. In addition to that, he claims that principles of justice which forms the basis of rules of engagement must be in a position to make sure that justice is accorded to every one in the society without discriminating against others. According to him, political liberalism is very important when it comes to realizing a society that is free from wrangles and conflict amongst its members.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the intuitive argument, Kymlic ka (p 28) argues that John Rawls has identified that lack of equal opportunities is fair if it applies to every member of the society. That is everyone has an opportunity to progress in the society depending on his or her efforts. As a result he claims that inequalities in the society can be said to be just if there are no social factors placed on the way to deter an individual from progressing. Rawls’ Social contract argument In regard to the social contract, John Rawls argued that justice is made of principles that would be regarded as being fair and offering equal opportunities to all people without discriminating on the basis of race, religion, or even tribe. Following these views he has a result referred these views as the principles of justice and fairness to all. In the liberty principle, he pointed out that all people should be entitled to equal rights with a similar liberty to the rest of the people. This idea of social contract can be said to be applicable when peop le are allowed to do what they want willingly; that is there would be no force exerted on people to perform certain tasks, and that such actions are made out of sound mind. Rawls’ Difference Principle Argument According to Rawls, the Difference Principle applies that people are able to provide solutions to their problems after being faced by them in their normal state. That is when problems arises in an area where one is used to, it is easier to solve such a problem other than when it arises in another setting whereby one is not used to. According to Kymlicka (p24), Difference Principle gives room for the factors such as natural talents to continue inequalities. Thus according to him this is wrong since all people possess talents and no one should use his or her talent to discriminate others of ‘inferior natural talents’. As a result he argues that if inequalities are to be to the benefit of the least well-off, they must compensate not only for less social and ec onomic goods, but also for less natural goods talents, abilities, and health. Thus, according to him this principle does not entirely reduce these inequalities. It is therefore the responsibilities of the people in any given society to sit back and reflect on what should be done in order to appreciate each other for who they are and not what they have. When this is achieved issues of discrimination will be long gone and that people will live in peace and harmony with one another. What is the moral importance of health care in relation to Rawls’ list of â€Å"primary goods which includes equal opportunity? In the world there are those things that are known to comprise of the primary goods. These things are very essential for the continued survival of any human being. They include food, clothing and shelter. Without any of these things life can be very challenging and at times it can lad to death for instance.Advertising We will write a custom essay sample on The Jeustice and Fairness Conception of John Rawls specifically for you for only $16.05 $11/page Learn More According to John Rawls, however, there are things referred to as the natural primary goods and they include health and intelligence. According to him every human being ought to have these things to promote their survival. He argues that these things should be excluded from social justice because their distribution is not determined by the society directly. According to him primary goods is made up of the following things; income and wealth, freedom of movement and choice, powers, and self respect. In his arguments Maffettone (p 17) points out that Rawls have said that primary goods have a number of purposes. At first, he observes that primary goods are subjects of the justice system. In his remarks he notes that all the societies in the world use these parts as the foundations of administering justice to the people. Secondly, the primary goods are used as the bas is for making interpersonal comparisons about welfare. Primary goods have also been noted to help the people know the types of claims that they can make to their government especially when the issue of injustices resurfaces. From the above remarks health care can be said to be of moral importance in that, it has been used as a tool of discriminating other people from such services. For instance it has been noted in a number of countries, that regimes have been neglecting areas that opposes them and thus allocation of health facilities is not done. As a result people are forced to travel for a long distance to seek such health services. The other moral importance of health care is that preventing and treating of the diseases as well as disability. According to Bruera (p 95), this means that by ensuring the people’s health is good, it helps them to be part and parcel of the welfare of the society. This goes hand in hand with the equal opportunity because such people are denied a chance that is accorded to other people in other areas of their country. According to Rawls’ conception of distributive justice, when are health inequalities unjust? The health condition of every human being is paramount for the continued development of a society. As a result, the government should make sure that health facilities are close to the people so as every time when an individual falls sick he or she is given a quick medical attention from a qualified doctor. It is worth noting that distributive justice as earlier noted is entirely concerned with looking at how resources in the society are distributed to all that are in need of them. As a result of this Bruera (p 121) argues that health inequalities can be unjust if one group of people for example the elderly and the vulnerable in the society are allocated all the resources at the expense of other groups.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More For example in some of the European countries the governments usually sets aside a certain amount of money so that the retired people can be taken care of. According to Rawls the government is not being just in such a scenario because other groups of people may be denied some services owing to huge budget allocation on the aged. Furthermore he points out that, allocating health facilities in a certain region while leaving others without is an act of distributive injustice. Since the government knows very well the needs of the people based on its administrators at the grass root, it should allocate such facilities accordingly. That is the health facilities should be delocalized so that more and more people can be attended to by the health officials. How can we meet competing health care needs under the allocation based on age system? Different age groups requires different type of medical care from the government and therefore it is the sole responsibility of the government to make s ure that institutions are built to cater for the needs of these kinds of people. One way of ensuring that the country is able to meet the increasing demands from people of all ages is to make sure that government forms a ministry that will be solely responsible for the groups. For instance we can have the ministry of the aged that will address the needs of these people and the others be left under the ministry of health. This will go along way in making the services available to all the parties concerned. Through the ministry of the aged for instance funds could be channeled to not only to cater for their health but also their well being. Addition of more doctors in the hospitals could also go along way in helping the meet the increasing demand for health services. According to Maffettone (p 21) more doctors will ensure more people are attended at any particular time. Addition of health facilities has been cited as a possible remedy in reducing the number of people seeking health ca re per hospital countrywide. Critic of the Rawls’ work Although Rawls’ work can be regarded as comprehensive by some people, there are others who feel that Rawls’ work was not up to the standards. For instance, Robert Paul Wolf criticized his theory of justice by saying that the theory was being apologetic to the leaders who do not abide to his views. Moreover, others such as Allan blamed Rawls for his failure to give reasons as to why the natural light existed in his theory. Conclusion From the discussion above it is evident that Rawls’ work was very comprehensive and elaborate. It is clear that at his time no one had thought of illustrating and explaining the justice system in the world. In his work we have been able to get some insights on how the members of the society should relate to one another in order to maintain peace and stability. If people abide to his opinion, then the society would continue thriving no matter how the situation becomes. In r egard to the issue of justice people should learn that we are all equal before our God and therefore we should treat each other in a way that we would like to be treated. Works Cited Maffettone, Sebastiano. Rawls: An Introduction. Cambridge: Polity Press, 2010. Kymlicka, Will. Contemporary political philosophy: an introduction. Michigan: Clarendon Press, 1990. Bruera, Eduardo. Democracy and healthcare policy. Connecticut: ProQuest, 2008. This essay on The Jeustice and Fairness Conception of John Rawls was written and submitted by user Maggie Golden to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Music Essay Example | Topics and Well Written Essays - 1000 words

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Construction of the Notre Dame Cathedral

Construction of the Notre Dame Cathedral To start with, it is very known that Notre Dame Cathedral that is found in Paris is one of the worlds first ever to be made, Gothic Cathedral. Notre Dame Cathedral in Paris is found near the Ile de la Cite on its eastern half, having to the west its main entrance. Many thought that the Cathedral of Notre Dame was one of the best when it comes to Gothic French architecture. One of the most well known architects in France named Viollet le Duc is the one behind saving and restoring Notre Dame Cathedral from destruction. The meaning of the name, Notre Dame Cathedral is because when this Gothic Cathedral was built it was the centre of beauty in Paris and they decided to name it by Our Lady. The Gothic period was very bewildered by the amazing construction of Notre Dame Cathedral. Gothic architecture was very much influenced by naturalism and that was seen through the stained glass and sculptures found in Notre Dame Cathedral, which in the early Romanesque architecture this was the opposit e. The flying buttress which is arched exterior supports were first seen in the Notre Dame in Paris. When the Cathedral was first built it did not include the flying buttresses in its design but later on it was found surrounding the nave and choir. After many numbers of constructions to Notre Dame in Paris, the thinner walls that were very popular at that time of Gothic style grew to be extremely high which resulted in a lot of stress factors and the walls seems to start pushing outwards. Due to that the architects that were constructing the cathedral decided to build a lot of support surrounding the walls on the outside and then they continued to add them like that on the outside. In the 1970s during the drastic French Revolution a lot of ruin and violation was happening to the Notre Dame Cathedral in Paris causing many of the religious images to be destroyed and damaged. In the 19th century though the Notre Dame Cathedral in Paris went through very severe restoration plans and whe n that was done the Cathedral actually went back to the way it was before. History Notre Dame Cathedral in Paris was known for its dominance on the Seine and the Ile de la Cite in addition to the history of Paris. The Romans decided to built right next to the Notre Dame Cathedral in Paris, a temple for Jupiter and then later on another building was added by the Christian Basilica, last but not least in the end they built Cathedral of St. Etienne which is established in 528 by Childebert (Romanesque church). Bishop of Paris named Maurice de Sully decided to expand the population and built a new cathedral which was devoted for the Virgin Mary. The construction in 1163 was started but it wasnt really completed until around 1345 which is like 180 years later on. The Cathedral tells a lot of stories in the Bible when it comes to its portals and stained glass and paintings, maybe because it was finished and constructed in the illiterate age. The choir was finished around 1183 and later on a lot of work started being done on the nave and it was finished around 1208, the w est front and towers finished in 1225 1250 approximately right after the nave. Around 1235 1250 many never chapels were followed and added to the nave and later during the 1296 1330 some were also added to the apse, (Pierre de Chelles and Jean Ravy). In 1250 1267 transept crossings were established by Pierre de Montreuil which is the architect for the Sainte Chapelle and Jean de Chelles. You can tell the design was very early Gothic because of the slim elements that articulate the wall and the sic part rib vaults. The Interior was very changed and reconstructed in the middle 13th century because of the enlargement downward of the clerestory windows that are exactly from the early Gothic style causing it to be filled with very High Gothic tracery. The triforium was removed because of all the enlargements. Usually you can find four story elevation in the Interior which is normal when it comes to early Gothic churches, in addition to that the triforiun was very different because it had large opening that are round instead of arcades that are very normal. If you look at the buildings youd realize that they are very High Gothic and thats how they look from the exterior. The features are very noticeable and include tracery screen and profusion of colonnettes, it also had vertical and horizontal orders of the facades, the gracefulness of the flying buttresses and the striking the size of the rose windows. The Cathedral of Notre Dame in Paris had a very flourishing history for centuries. Before crusaders would go to their holy war, they used to always pray there. In addition to that, many polyphonic music was being established inside the Notre Dame Cathedral in Paris. During the French Revolution a lot of catastrophes occurred. Notre Dame Cathedral ion Paris was very badly damaged, not to mention many other cathedrals located all around France. You can very clearly see that a lot of saints were beheaded at the Cathedrale St Etienne in Bourges. Many citizens though did not understand those statues and they thought the statues of saints found over the portals located on the west front was a kind of representation of their kings and specially in the middle of their passion for the revolution, they were taken down. Those statues were found in the year of 1970, around approximately two hundred years afterwards also in the Latin Quarter. A lot of these cathedrals treasures were badly damaged or severely destroyed and the only thing that stayed fine was the great bells that avoided being melted down. Thanks to the revolution a lot of the cathedrals were dedicated to the cult of Reason and afterwards they also became dedicated to the cult of Supreme being instead. The Notre Dame Cathedral in Paris was found to be a warehouse to store food in the interior. Napoleon decided to crown himself as an emperor thinking that he would emphasize the important and primacy of the state over the church, later own Josephine was also crowned, and his empress was hi s Martinique born wife. Pope Pius the VII raised no objections because any way the job would have been done by an archbishop. A writer called Victor Hugo and another artist like Ingres called a lot of attention to the fact that the state was in dangerous and it was in disrepair where the Notre Dame Cathedral in Paris fell which raised a lot of awareness when it comes to the value of art. The creations of the Middle Ages in the 18th century were being ignored by the neoclassicists, the Notre Dame Cathedral in Paris stained galas was being replaced by normal glass. In the 19th century many romantics realized how remote the period was with the greater appreciation and the new eyes. Construction When the church found in Paris became the Parisian church of the kinds of Europe in 1160, Maurica de Sully who is the Bishop he decided to consider the old Cathedral in Paris (Saint Etienne/St Stephens), it was built in the 14th century, but it was later on demolished after he assumed the name or title of Bishop of Paris, due to its lofty role and unworthiness. There were many myths when it comes to foundations, this has to be taken into account with a grain of salt, in the 20th century archeological excavations were suggested saying that the Merovingian Cathedral should be Replaced by Sully who was itself a very massive structure having a faà §ade of 36m across and a five aisled nave. In order for the Bishop to justify the rebuilding of the newer style he used the excuse which was the fact that there were many faults of the old structure being exaggerated. It is said that Sully had a very glorious vision about the Cathedral that was rebuilt in Paris and then it is said that he also sketched it on the ground where the actual church was found. In order for them to start the construction the bishop made more than one house become demolished or ruined and he built a new road for the material to be transported through to finish what is left of the Cathedral in Paris. While Louis VII was in reign in 1163 the construction started. There were many conflicts whether it was Pope Alexander the III or Sullt who built and laid out the stone foundation of the Cathedral in Paris but still it wasnt a big deal because they were present in the ceremony question. Most of Bishop de Sully and his life was devoted and dedicated to the construction of the Cathedral in Paris.from 1163 till approximately around 1177 the choir construction started to take place. In addition to that the construction of the new High Altar was set apart in around 1182, that seemed to be a normal thing to have the new churchs eastern end to be finished first in order for the temporary wall would be put up on the west of the choir letting the chapter be used without any interruptions while the shape of the building was slowly being established. Bishop Maurice de Sully died in year 1196 and after that happened, Eudes de Sully was his successor saw the finishing of the transepts and continued with the nave which almost was finished before the time he died which was in the year 1208. (Bishop Maurice de sully and Eudes de Sully are not related). When this was the time, the faà §ade on the west was also being set up even though it was not finished fully until approximately around the middle of the 1240s.More than one architect were working on the site while the construction or building was still taking place, that information was obvious and made sure of due to the difference in heights found on the towers and the west front, and the different styles. The fourth architect saw the difference in the construction when it comes to the great halls beneath the towers and the level with the ros e window. In the latest Rayonnant style the transepts were changes and remodeled, that was the most noticeable and significant change in the design in the middle of the 13th century. Jean de Chelles included to the north transept a gabled portal and he ended it with a very marvelous rose window, that all happened in the 1240s. Pierre de Montreuil a bit after the year 1258 he made a very close scheme that is found on the transept on the South. Transept portals were both very full of embellished sculptures. On the portal to the south you find features that show scenes of the lives of St Stephen many other local saints, on the other hand you can find on the north portal features of the infancy Christ and the story of Theophilus that is in the tympanum, there was also a very influencing statue of Virgin Mary and the Child in the Trumeau. The Notre Dame Cathedral was really and officially finished around the year of 1345. Notre Dame bells In the Palace of Notre Dame in France there are five very popular bells. One is known as the Bourdon bell, this bell weighs more than thirteen tons and it was placed in the South Tower, it mainly was used for announcing the day hours for services and occasions. The other four bells were placed in the North Tower and they are as well used for many festivals, services and various occasions. Those bells worked manually before, for them to be rung someone had to go and do that, but now it is different and they re rung by electric motors as it was later discovered that when those bells were rung it could put the whole building in danger and making it all vibrate which was considered a threat to the bells reliability. Furthermore, those bells had hammers appointed externally that worked for tune playing that comes from a clavier Piano or the Organ Over the time many things were being added to the Cathedral from which were the several organs that have been installed, but the first several ones were sufficient for the building and did not fit perfectly. Francois Henri Clicquot was responsible for building the first organ to be known that was finished by the 18th century. Today if you visit the Notre Dame Palace in France you can find that Francois Henri Clicquots original pipe work still sounds the same and it comes from the organ found in the pedal division. In the 19th century Aristide Cavaille Coll rebuilt the organ and finished expanding it. The position for the head or chief organist at the Cathedral of Notre Dame in France has been considered marvelous and one of the most extravagant and prestigious posts in France in addition to the post of Saint Sulpice in France which was the largest instrument built by Aristide Cavaille Coll. There are 7800 pipes found inside the organ and 900 of them are considered historical. It also has 110 stops, 32 key pedal board and 56 key manuals. The organ was computerized and controlled by three Local Area Networks (LANs) and it was fully finished by December of the year 1992. Quotes said by people We must remind ourselves that these monumental structures, although they remain intensely alive, are merely the skeletons of the cathedrals of medieval times. Compared with what it was when first created, the cathedral, as we see it now, is like a venerable old lady whose noble carriage barely suggests the striking belle she must have been in her youth. We should not only recall the past splendor of the cathedral, most of whose external adornment is now lost, but also attempt to understand what the cathedral was during the progress of its own creation; the role it played at the heart of the city that saw its birth among the people whose stubborn or enthusiastic will alone caused its skyward thrust. -Zoe Oldenbourg, With Stone and Faith Gothic architecture had a magnificent opportunity of development in the construction of the great cathedrals, which, in France, were all built at the end of the twelfth and beginning of the thirteenth centuries. These were civil as well as ecclesiastical buildings; in fact, the distinction between the two provinces was a thing unknown at the time, and is wholly a modern idea, which we never probably would have had except for the differences in religious belief which arose among us at the Reformation. The state is merely the community acting in combination for those purposes in which combined action is more convenient than individual. With us these are now almost confined to justice, police, war, and possibly education. But when religious belief was uniform, as in the Middle Ages, state action included religion. The bishops and abbots were feudal barons, with civil jurisdiction; and, on the other hand, all state action had some religious character and sanction. The cathedrals were the great meeting-places of the city, used for secular purposes, such as the administration of justice, and even for histrionic performances (which, again, were religious in character), as well as formass. -John J. Stevenson, Gothic Architecture;Harpers New Monthly Magazine, 1876 And the cathedral was not only company for him, it was the universe; nay, more, it was Nature itself. He never dreamed that there were other hedgerows than the stained-glass windows in perpetual bloom; other shade than that of the stone foliage always budding, loaded with birds in the thickets of Saxon capitals; other mountains than the colossal towers of the church; or other oceans than Paris roaring at their feet. -Victor Hugo, Notre Dame de Paris, 1831 Historic Timeline 1160   The Cathedral is ordered to be destroyed by Maurice de Sully. 1163   The Construction of Notre Dame Palace in France is started. 1196   The death of Bishop Maurice de Sully. 1200   The Western Faà §ade work starts being established. 1208   The Nave vaults are almost finished/ the death of Bishop Eudes de Sully. 1225   The completion of the Western Faà §ade. 1250   Completion of the North rose window and Western Towers. 1245/1260   Jean de Chelles then Pierre de Montreuil remodeled the transept into the Rayonnant style. 1250/1345   Everything else is finished. Definitions 1) Clavier: it is the bank of keys found on the piano keyboard or a musical instrument. 2) Transept: the wings of the church, it is a church that has a cross shaped portion that goes in a right angle through the long central side of the nave. 3)  Crypt: an underground chamber for burial or a vault or a cellar, usually found under a church. 4) Nave: the centre part or area of a church. 5) Rayonnant style: it is the period where the French Gothic architecture was developed in the 1240 and 1350 century. The Rayonnant style is known by taking the focus away from big scale and spatial rationalism when it comes to buildings, it takes us to a more of a two dimentional style on the surface having decoration that are repetitive with different sizes. References 1) http://en.wikipedia.org/wiki/Notre_Dame_de_Paris 2) http://www.discoverfrance.net/France/Cathedrals/Paris/Notre-Dame.shtml 3) http://www.sacred-destinations.com/france/paris-notre-dame-cathedral 4) http://elore.com/Gothic/History/Overview/paris.htm 5) http://www.greatbuildings.com/buildings/Notre_Dame_Cathedral.html 6) http://www.notredamedeparis.fr/The-west-facade 7) http://www.wallpaper-z.com/images/thumbnails/notre-dame-paris-402.jpg 8) http://elore.com/Gothic/History/Overview/paris.htm 9) http://artcolima31.blogspot.com/2009/09/notre-dame-cathedral-alejandra-velasco.html 10) http://www.notredamedeparis.fr/The-Crown-of-Light 11) http://yeinjee.com/travel/2005/cathedrale-notre-dame-de-paris/ 12) http://www.shafe.co.uk/art/Chapels_and_Chapel_Decoration.asp 13) http://www.zimbio.com/Jimmy+Clausen/articles/321/Gargoyles+Notre+Dame+cathedral+Paris+Photos 14) http://vooltour.com/world/?p=167 15) http://www.saulgallery.com/chronicle/stephenson_vaults.html 16) http://www.cca.qc.ca/en/collection/406-laszlo-moholy-nagy-notre-dame-de-paris 17) http://www.mcah.columbia.edu/ha/html/medieval.html 18) http://cterfile.ed.uiuc.edu/mahara/view/view.php?id=79new=1

Shakespeares The Tempest - Miranda :: Tempest essays

The Character of Miranda in The Tempest The character of Miranda in "The Tempest" is extremely compelling for two reasons. First and foremost it is important to note that the Miranda is the only female character who appears in the entire play. This is the only Shakespeare play where a character has this kind of outstanding distinction. This is not just a fluke on the part of Shakespeare, for it is very important that the character of Miranda appear by herself. The reader is not able to compare her beauty and virtue to any other female in the world of "The Tempest", and this serves both to show her value as a character and the fact that no other living women has the virtue of Miranda. While Miranda may not have many outstanding lines or solioquys, she makes up for this in sheer presence alone. Miranda's character encompasses all the elements of perfectionism and goodness which is lacking in all the other respective characters. All of the other characters in "The Tempest" are reflected by Miranda, and even if she did not spe ak one line she would still serve this important purpose. Secondly, Miranda also serves as the ultimate fantasy for any male who (like Ferdinand) is a bachelor. She is extremely beautiful, she is intelligent, and she has never been touched (or even seen) by another male. Shakespeare makes Miranda even more desirable by including the fact that she has never seen or even talked to another man (with the obvoius exception of Prospero). Miranda personifies the ultimate source of good in the play, and provides the ultimate foil for the evil character of Caliban. When Ferdinand is forced to chop wood by Prospero, Miranda offers to do it for him. Finding a woman this humble in the world of Shakespeare is almost impossible. One does not have to look farther than her last line in the play to realize her purpose in the plot. Miranda states "O wonder! / How many goodly creatures there are here! / How beauteous mankind is! O brave new world / That has such people in't" (Tempest,5.1,185-7) Through this passage and many of her others Miranda shows a posit ive attitude which is almost uncanny when compared to the other characters.

An Analysis of Gender and Performance Essay

The most important issue that was tackled in the Good Body of Eve Ensler was society’s definition of an ideal woman figure. The image of a perfect woman, as depicted by the prevalent norms, in the society should be explored because this issue largely affects how women are treated. To some extent, such subject also affects the overall importance of women based on the societal roles they assume. To be specific, the play touched on the concepts of fatness, sexiness, beauty, perfection, and femininity. As shown in the story, beauty was confined to the image of models and Hollywood stars shown in magazines and posters. An ideal woman is a woman possessing a sexy body – particularly a flat stomach. The world of the perfect feminine creature was inclusive to women who are sexy or slim. Anyone who did not possess such characteristic was dismissed as a bad, dirty, or foul creature. Moreover, fat girls suffered from discrimination, intolerance, and sometimes, even violence. Some people even regard them as less of a woman – as if the fat girls belonged to an entirely different gender on their own. Their physical appearance was the basis of their social roles, rights, privileges, and opportunities. In â€Å"the Good Body†, gender was shown as a societal concept which is defined on the basis of the prevalent ideas in the society. Being in a certain gender equates to the â€Å"responsibility† of possessing the gender qualities or rather – the â€Å"gender requirements†. In the case of being a woman, one should possess beauty and sexiness in order to be labeled as â€Å"feminine†. What’s worse about this concept of gender and femininity is the fact that women themselves are willing participants of prejudice in the society. While men prompt women to adhere to the society’s gender requirements, women also force themselves to fit the definitions of beauty and perfection. Women who are suffering from the unfair treatments posed by being fat sometimes thought that they really deserved the discrimination and violence. Most of these victims even hated themselves for being what they are instead of accepting their entirety and loving their body. As a result, their response to discriminations was not of defense – it is a passive acceptance of what was supposedly wrong. Instead of fighting for what they have, most women fought for what they wanted to have. Women who wanted to fit in a society that was molded by commercialism starved themselves through various slimming regimens. Through the various cosmetic surgeries available these days, many women subject themselves to mutilation. What’s surprising is that this concept of femininity, beauty, and perfection is observed now, at a time when people thought that many societies are practicing equality for all genders – even lesbians, gays, and transsexuals. In this contemporary setting when almost everyone thinks that women enjoy the same rights and privileges as men, many girls unknowingly submit themselves to inequality. As shown in the performance, women were defined and treated according to how they look and how well they fit into the society’s popular idea of an ideal woman. It seems that gender was now a tool for inequality and majority of the world’s population cannot recognize this discrimination propelled by commercialism.

ACT Scorers How to Perfect Your Score

Guide for Top SAT / ACT Scorers How to Perfect Your Score SAT / ACT Prep Online Guides and Tips Are you already scoring well on the SAT and getting a 1400 or above (2100 in the 2400 scale)? This puts you in a special class, and your strategy for improving your SAT score will be very different from the average students'. Having made the improvement myself, I’ll show you how you can aim for a perfect SAT score too. Why Strategies for Top Scorers and Average Scorers Are Different Where you are on the learning curve absolutely affects what you’ll learn next. Learning to walk as a baby is very different from learning to run in middle school, which is again very different from learning to run in pro marathons. Strategies that are central when you’re doing poorly suddenly stop working when you’re doing well. The main reason for this is that gaining points when you’re an average scorer is more about increasing your skill, whereas gaining points as a top scorer means adapting to the exact shape and format of the test. Completely new strategies are needed, and I’ll show you those SAT strategies right here! My Own Experience as a Top Scorer When I first started studying for the SAT, I was already scoring a 1400 (equivalent to a 2100 on the 2400 scale). As defined above, this definitely qualifies me as a top scorer, and no doubt I was thankful to score even that much. I wanted to score higher though, so I picked up the most popular books: Kaplan, Princeton Review, you name it. I noticed one thing very quickly: All the books are aimed, in a fuzzy way, at average SAT scorers. If you were scoring 400-600 on each section, the material they presented could help you. Kaplan went over basic content like the general idea of geometry areas, but they never spent time talking about how to ace the hardest math questions. In fact, I noticed that many of Kaplan’s hardest math questions had errors, revealing that the book writer wasn’t the best at math. Likewise, Princeton Review was full of test-taking tactics, but they revolved around eliminating just one or two answers or skipping questions. If I’m aiming for a high score, I can’t afford to skip questions or just guess after eliminating a single answer. It dawned on me that the reason most sources were completely unhelpful to my situation was that as a top scorer, my path to improvement was much different than that of the average scorer. Upon realizing this, I began to sit down and spend dozens of hours thinking about the unique situation that we top scorers are in. Not very many resources target us. We suffer from a unique set of issues compared to the average scorer. And most books are written by people who are barely better test takers than us. After really thinking through the issues for many hours, I came up with a set of strategies. These strategies have worked well for me, my classmates, and my tutoring students. Today, we have proof through tens of thousands of our students at PrepScholar that these strategies universally work for top scorers. Let me show you how this strategy works for you! The results of applying my top-scoring strategies: a perfect score. Strategies That Work for Average Scorers But Won’t Work for You First, we will go over strategies that work for average students but will likely stop working once you cross that magical 1400 threshold (30 out of 36 on the ACT or 2100 on a 2400 SAT scale). I’ve picked the most common and helpful strategies for average students that totally stop working for top students. These strategies are alsogood first steps at illustrating how strategies in general can change as your skills change. Learning General Content When you’re scoring 500 in each section, it’s a pretty good idea to do a general review of all your skills. Review circles, rectangles, algebra, and so forth. Average scorers likely have general deficits in their subject knowledge of subjects. However, if you’re a top scorer, learning general content doesn’t work well for you. This is because, as a top scorer, there will likely only bea few areaswhereyou have deficits, and, even in these areas, your deficit will be slight. Unlike average scorers, you won’t be missing serious knowledge across a vast set of skills. This means that learning general content will be a lot less effective than focused study. If you’re a top scorer, you’ll want to hone in on weaknesses rather than gloss over broad topics. The key to thisis identifying exactly which areas are missing and doing a strong push to eliminate those few specific weaknesses. To use another analogy, an average scorer is like a lawn filled with lots of weeds. The best way to remove all the weeds is to spray herbicide everywhere. But as a top scorer, you only have a one or two clumps of weeds in your lawn. The best strategyfor you is just to see where the weed clumps are and target only those areas topull the weeds out. Question Skipping In Jekyll and Hyde, the same man transforms between a good Dr Jekyll and an evil Mr Hyde. In the same way, question skipping is the most powerful of strategies for a low scorer, but it can be harmful to a high scorer. If you’re scoring low, knowing how to skip makes a world of difference. Suppose you have 30 minutes to do 30 math problems. Tenof those problems are really easy, tenare medium difficulty, and tenare hard. If you’re not great at math, trying all 30 is crazy. You probably won’t get the medium and hard questions, and you’re spread thin for the easy questions if you try to answer one question per minute. You might get five problems correct. Instead, question skipping will save your day. If you focus all 30 minutes on the ten easy problems, you’ll spend a careful three minutes on each and probably get all the easy ones. This means you’ll get ten problems correct instead of five, doubling your score. However, if you’re scoring high, you are afforded no such luxury to skip. You have to do all the problems. Once your section score gets above 600, skipping questions starts becoming harmful. A 600 (say in Math) means that you are only allowed to get about ten questions wrong out of 50. If you skip even two or three questions in the entire section, you will already have used upa good part of your quota of tenquestions. With a low margin for error, you need to squeeze every problem for all the points it’ll give you by at least trying it and eliminating some answers. Thus, even at 600, there is no room for skipping. Note: when I say skipping here, I don’t mean leaving the question blank! The New SAT and ACT have a guessing reward, so you never leave the question blank. Skipping here only refers to not spending time on a question. These are the two biggest strategies that work for average scorers but not top scorers. Hopefully, now you have a bit of understanding for why the strategies are different. Just like a 3rd grader needs to learn different math than an th grader, you now need to learn new strategies. Skipping: works for average scorers and hopscotch, but not high scorers Strategies That Stay the Same Before we get into top-scorer specific strategies, I want to emphasize a few strategies that will stay the same. Not everything changes between a toddler learning to walk and a pro marathoner trying to break the time limit. Some things are the same for both of them: like being healthy and exercising. Likewise, top scorers have a few strategies in common with average scorers. In fact, we have alist of strategies that work for all test-takers, regardless of where you are scoring. There are many strategies that are still useful for top scorers like doing realistic practice, understanding your mistakes, not getting in your own head, and so forth. Some of these strategies are worth repeating: Putting in the Time You absolutely still have to put in the time to improve. Just like the old saying in sports goes, no pain, no gain. High scorers come in two camps. The first camp has already put in dozens of hours of SAT study by the time they read this, and they have no fear of putting in even hundreds of hours naturally. If you’re in the first camp, good for you. Work comes easy to you; you should target at least a hundred hours more of studying, and you can skip to the next section. The second camp is students who typically find studying hard. At this point, they may have put less than five hours into studying. They might have scored high because they’re â€Å"naturally smart†, but they haven’t studied a lot. I’ve been in this camp too, so I understand, but I have some advice for you. First, you absolutely can’t think of the SAT as a test of how smart you are. While you may feel good that your initial score was high, if you don't study you'll quickly get discouraged when your score doesn't improve. You might become prone to thinking that you’re just not that smart, and there’s nothing you can do about it the opposite of the truth! It’s much more effective to think of the SAT as not testing how smart you are right now, but how much you work. Thinking of the SAT as a test that reflects hard work isn’t just a useful mindset, it’s also true. After training thousands of students, I consistently find that those who put in more time score higher, even students who were already starting out with high scores. As motivation, you have to realize that, as a high scorer, it is even more important to put time into studying. First, you have less room to improve, so improvements will come harder. You can’t just learn some skipping strategy and raiseyour section score 50 points. Those 50 points will come from your sweat and tears. You need to work extra hard. As additional motivation, you have to really want it from inside. Not your mom, not your teacher, but you need to really want it. Choose a goal, either a school or a score, and convince yourself that it’s important. Then, set a specific amount of time that you want to study and goals for how much to study each week. Every week, see how you’re doing against the goals. Doing Realistic Practice Realistic practice has always been important, but as a top scorer, having real tests is even more critical. Like I said before, improving as a top scorer is all about understanding every contour, flaw and detail of the test. This process is incredibly test specific. Molding yourself into a perfect SAT test taker is way different than molding yourself into the perfect ACT taker. At the high score extremes of the test, all the flaws and quirks become magnified. The ACT always has more time pressure, but when you’re aiming for a perfect 36 on the Math section, you suddenly find yourself under immense time pressure to solve Math Olympiad-level problems. The SAT is known for being tricky, but when you’re aiming for an 800 on Math, you can suddenly end up losing substantial points for missing just a couple of very subtle definitions. When you’re a top scorer, improvement becomes very format-specific. The layout, timing, andfeel of the test all start mattering much more than general math or reading skills. Thus, it’s absolutely critical that you practice on actual SAT or ACT tests given the past. It’s OK to or drill on imperfect problems, but when you actually take a practice SAT or ACT for evaluation and learning, make sure you use a real test you haven’t seen before and make your setting as realistic as possible. Ideally, you’d usethe same exact timings for sections and breaks, and you’d do the entire practice test all in one sitting. At this point, everything matters. Power Strategies for Top Scorers Up to this point, we’ve been talking only about strategies for average scorers. First, we talked about strategies that won’t work for you anymore, and then we went over strategies that you can still use. In this section, we show the jewels, the unique power strategies for top scorers that will get you substantial further improvements. To reiterate, this section is for top scorers whom we define as students who score 700 or more in each section already. To understand top scorer strategies, I will explain the standard pattern of weaknesses that I see in top scorers. The standard pattern for top scorers is that they’re missing points for exactly three reasons: Content Gaps These are small, isolated areas of knowledge that the top scorer hasn’t mastered yet. A top scorer by definition can’t have minor gaps in all areas, and they can’t have major gaps in any area. Therefore, a top scorer may only have minor gaps in a small set of areas. Identifying these gaps, and whether they even exist, will itself take work. Carelessness Top scorers tend to be content masters, but carelessness doesn’t respect knowledge or intelligence. Carelessness can afflict anyone. No matter how good your math is, you’ll never get a question right if you miswrite a 2 as a 3. Time Trouble Top scorers need to answer all questions, and they need to not be careless. On top of that, the SAT and ACT are timed tests. Add this together, and all top scorers suffer from time trouble. That is to say, all top scorers run out of time, and mastering these tests is all about running out of time just as you get everything correct. Folks, take a look at the list above. For the vast majority of top scorers, this list covers all the reasons they score less than they’d like to. Attack Strategies The method that I will show you, the method that works, will go in tactically, surgically, and eliminate each one of the weaknesses above. The method doesn’t optimize for a fast bump in score at the start instead, it'sa surefire, robust way to completely eliminate all sources of error that a top scorer will have. My method is based on the concept of isolate and eliminate. The idea is that we will attack each of the reasons above, one-by-one, until you’re free of errors. Attacking Content Gaps First, we want to eliminate content gaps. To isolate content gaps, we will purposefully not focus on time issues for the moment, Thus, during this phase, you will give yourself double the usual amount of time to do problems. For example, give yourself 60 minutes to do a 30-minute section. We will also purposefully focus away from carelessness. For all questions where you can identify carelessness as the reason you answered a question incorrectly, you can ignore it. This only includes questions where you understand everything but literally misread a number or bubbled in the wrong letter. Carelessness does NOT include misinterpreting a confusing word or making a wrong judgmentcall. These cases are bothreal content issues and not carelessness. With these allowances, take your first practice test. That is, go through one full practice test, and give yourself double the time allowed (split into multiple test sessions if need be). Then, go through every single question you got wrong. The ones that were due to carelessness ignore for now. For all other questions, write down the reasons you didn’t get it. List all possible contributing reasons. For example, if you didn’t apply a sphere surface area formula correctly you should write: Did not understand surface area Did not remember surface area formula 3D geometry Since you’re a top scorer, you shouldn’t get many questions wrong, and you should only have a very short list of reasons at the end. Tally up the reasons, and look at the top 2-4 reasons. These are your content gaps that you need to solve. For each of the top content gaps, come up with a couple of training methods you can use to solve the gaps. Each training method should take at least an hour so you’re not looking for quick fixes. To continue the example above you would write: Did not understand surface areas (4 problems) Training: Review difference between surface and volume (1 hour) Training: Read calculus section on surface areas (2 hours) Training: Google â€Å"Surface area questions† and try a number of them (1 hour) Did not remember surface area formula Training: Create flashcards for 20 most popular surface areas and memorize (2 hours) Training: Open calculus textbook and use calculus to re-derive all above surface areas (3 hours) 3D Geometry Weaknesses Training: Read 3D Geometry Section (1 hour) Training: Do math textbook 3D geometry exercises, complete the three most difficult questions you find (1 hour) Training: Hunt for five 3D Geometry Problems on the SAT and solve each at least two different ways (1 hour) Then, implement your plan. Do all the steps you promised yourself in the time you promised, and then try again with another practice test. Keep on doing this until the number of content mistakes you make has decreased substantially. A good rule of thumb is that you want to eliminate 75% of your content mistakes by repeating the process above or spend 40 hours studying, whichever comes first. Note about PrepScholar: You can do the above method yourself. In fact, I just told you how to identify your errors, come up with the right training, and eliminate your mistakes. However, you might want a program to do it for you. In that case, it’s exactly what PrepScholar Online Prep is for. Our software automatically detects the questions you get wrong, how often you get them wrong, and why you get them wrong, so you don’t have to do the hard work yourself. As you go through practice tests, ask yourself: Are you seeing a reduction in content gap mistakes due to your training? If so, what parts of your training were most effective? How can you do more of this in the future? If not, why did you continue to make the same content mistakes despite training? Why was the training not effective? Improving your standardized testscores is hard work, both in terms of effort and intelligence. You have to put real time and thought into reflecting why you got questions wrong to improve. This deep thinking is a part of testprep that can’t be bypassed by any tricks. You need to spend effort and creativity to find why your training is working or not. Note about PrepScholar: While no one can do all the hard thinking for you, sometimes you can enlist the help of vetted professionals. PrepScholar Online Tutoring tutors are trained in the exact method above. They will help you think of training strategies and reflect on why certain strategies are working or not. Attacking Carelessness Now that you’ve finished attacking content mistakes, the second stage is to attack carelessness. You can blend this in with attacking content, but it’s best not to combine attacking carelessness with attacking time trouble. The method for attacking carelessness is the same as above. Give yourself more time than usual, and notice which problems you’re making careless mistakes on and what caused you to be careless. Somequestions you may want to ask yourself when you answer a question wrong include: Did you not read the question properly? Did you misread a number you calculated because your work was too messy? Did you know the correct answer but filled in the wrong bubble by mistake? When I started training for the SAT, I thought carelessness was an unchanging personality trait. I thought I was doomed to make a certain number of careless mistakes. It turns out that carelessness is something you can controlandcombat by having better habits.If you apply the right methods and safety checks, you’ll rarely be careless. For example, if you make it ahabit tobrush your teeth nightly or buckle your seat belt, you’ll find that very rarely do you forget to do these things. Since you have the luxury of extra time, you should try to adopt two habits. The first habit is double-reading each question and underlining keywords before you even begin working on the problem. A lot of carelessness comes from not reading the question correctly. For example, if you see the question: How many even integers are between -3 and 14 inclusive? I would read it twice, and then underline the question as follows: How many even integers are between -3 and 14 inclusive? Each of the underlined words, if misread, could lead to a disastrous misinterpretation of the problem. â€Å"Even† can be easily misread to meanodd or all integers. â€Å"Inclusive† is underlined to remind you that you should include the number 14 in your calculations. The second habit is to re-read the question one last time before filling in the answer. I learned this trick from a top scorer in my test competition days, and it has worked wonders for me and students I’ve taught it to. The idea is that, if you misinterpreted a problem, that misinterpretation will be obvious on your final reading of the problem. To recap:In order to reduce careless mistakes, read the question twice before you start working on it, and underline the keywords. Then, once you've figured out the answer, read the question through one last time to make sure you've understood it perfectly. You can develop your own habits based on introspection of what causes your careless mistakes. For example, if you make arithmetic mistakes, double-check each line, or show more of your work. If you keep in mind that the solution to carelessness can be method-based, you can use these methods to solve all your careless mistakes. However, what if some careless mistakes persist even if you use a lot of methods designed to catch carelessness? What if you’re careless in choosing which line to look at when looking at author intention? Or you’re careless in remembering which idiom is correct? You should understand that these are not careless mistakes, but mistakes of content. Remember, if a mistake persists even after a slow, careful reading of the problem, you canassumethat it’s not really carelessness, but rather a content problem. In the case of persistent problems, I would re-read the section here on carelessness as well as try to identify underlying content issues. Time Trouble Now that you have gotten rid of sufficient content and carelessness problems, it’s time to tackle that final problem all top scorers have time trouble. Generally, this refers to the feeling that you can do better if you had more time. The SAT and ACT are designed with strong time constraints. In fact, you're doing something wrong if you ever find yourself ending a section even a minute early. Up until now, you’ve been giving yourself double time (or more) so you can hone in on your content or carelessness issues. Now you can practice reducing your time. A good way to do this is to reduce your time by 20% each practice test and make sure your mistakes aren’t shooting up. Every time you repeat a 20% reduction, if your mistakes stay the same, then you’re good. For example, for a 50-minute section, start by giving yourself extra time: 100 minutes. If you’re doing well at 100 minutes, reduce this to 80, then 64, and then finally 50 minutes. Inevitably, you’ll need to start developing your own timing strategies to deal with the lower time. Many of these strategies will be ad-hoc. You’ll think of them, try them, and they’ll work. The best students are good at introspection, coming up with strategies, and evaluating whether those strategies work. Here are the two most common and helpful strategies for improving your time management: Rush Through the Easy Questions If a question is clear, go through it fast, but still apply your carelessness prevention habits (diligence) to ensure you get it right. When you’re at the top it’s a fight between diligence and time, and you want to do a bit of both. A common strategy is to reduce your time by 50% on easy questions, spend the standard amount of time on normal questions, and increase your time by 50% on hard questions. For example, suppose you have a 60-minute math section with 60 questions. Each question should take 60 seconds to do this is the standard time. For easy questions, you should target 30 seconds, for medium questions, you should target 60 seconds, and for truly hard questions, target 90 seconds. It makes sense to play with the cutoffs for difficulty and timing to see what works best for you. Skip and Come Back Everyone gets stuck on questions. I’ve scored 99.9th percentile on my SAT and ACT, and I routinely get stuck once or twice per section. If you allow getting stuck to cost you five minutes, you’ll be hosed. If you find that, after spending 90 seconds on a problem, you aren’t getting an answer, try your best guess and mark the question with a â€Å"G† (for guess). This means at the end of your first pass-through of the test, you’ll need to have some extra time. Use this extra time to come back to the guesses. Guesses aren’t the only problems you should come back to. There are certain hard questions that will take a while to double-check, which is not worth doing on your first pass-through the test. For these questions, you can mark them with a â€Å"C† and come back to them later as well. The general reason to skip and come back is because not finishing a single pass-through of every question is highly damaging. Not looking at two or three questions guarantees you won’t get those questions right. Thus, you want to at least touch all problems, and leave a few minutes at the end to come back. You should play around with the strategies above. Look at how double-checking reduces carelessness but increases time. Look at what sorts of markings you should make and how many passes you should make through your test (hint: it’s probably more than one). As you decrease your time, you’ll find these strategies continue to work well and allow you to maintain the same score at 1x standard time. Wrap Up The strategy guide above will carry you far, and likely all the way, if you follow it fully. To recap, I’ll touch upon a few points again. The first is that, for top scorers, losses come mainly from three sources: content gaps, carelessness, and time issues. By isolating each item, you’ll be able to solve each of them with much higher consistency. While you’re doing this, you should still maintain a few strategies that work for all scorers. Two strategies worth repeating are using real practice questions and putting in the time needed to really improve your score. Next Steps Now that you know which strategies a top scorer should use, there is no reason not to get started as soon as you can. If you’re self-studying, you should immediately try to apply the strategies above and also useour blog for further advice. You may also be interested in checking out PrepScholar Online Prep as it does all of the above for you, in optimal ways. For example, we know that you’re a top scorer, and we won’t give you strategies that only work for average students. We’ll emphasize strategies that work especially well for top scorersand give you tips for timing and diligence. Best of all, we’ll identify your exact content gaps which is the hardest and most important information for top scorers like you to know. Click below and you can try us out risk-free for 5 days! Further Reading Since you're already a top scorer, you're probably aiming for a perfectstandardized testscore. Check out our guides to getting a perfect score on the SAT and a perfect score on the ACT,written by our resident full-scorer on both tests. Want to know what it takes to get into the most competitive colleges? Learn how to get admitted to Harvard and other Ivy League schools from a Harvard alum. Need some practice tests to help with your test preparation?We have free and official practice tests for the SAT and the ACT.

Employment Law and Employee Relations Assignment The WritePass Journal

Employment Law and Employee Relations Assignment Introduction Employment Law and Employee Relations Assignment ) as well as the non-statutory guide that is also created by ACAS. More formally, S98 of ERA states that in order for an individual to be dismissed the employer is required to have acted reasonably and following a suitable disciplinary process would be a key component of this. In the event that the process is not followed and Frank then claims unfair dismissal the failure to follow the process could result in an uplift of any award by 25% (Section 207 of Trade Union and Labour Relations (Consolidation) Act 1992). Firstly it is necessary for the employer to consider whether formal action is necessary. It is not clear whether previous misdemeanours or poor performance has been dealt with formally or informally and this should be looked at as a matter of priority. However for the purposes of this advice it is suggested that these have not been dealt with formally in any way. Where a discussion is to be recorded formally on the record of an employee, as is likely to be the case her section 11 of the Employment Relations Act 1999 will become relevant and the statutory right to be accompanied needs to be taken into account. It was confirmed in the case of Sarkar (2010) that where the disciplinary could result in dismissal it is not acceptable to use an informal process. The potential loss here is substantial and therefore it is possible that the Council could be looking at gross misconduct. Frank has the qualifying period of 2 years service and could therefore potentially claim unfair dismissal making it vital that the processes are followed correctly.   The employer needs to act promptly as if it fails to indicate the severity of the situation to the employee there is a danger that it would be seen to have affirmed the contract and accepted the employees repudiatory breach (Cook, 2009). A full investigation is necessary which will then potentially lead to the disciplinary procedure. The position of the employer should however be reserved for the duration of the investigation. During the investigatory meeting and the disciplinary meeting (if there is one subsequent) the employee has the right to be accompanied. The level of investigation necessary is dependent on the severity of the accusation (A, 2003). Where an employee is at a serious risk of long term impact for example being dismissed and receiving a professional detriment a much more thorough investigation is required. Based on this and the underlying need to act reasonably Frank should be suspended in order for the investigation to take place. He should be informed of his rights and obligations during the period and also how long he is likely to be suspended for. As the conduct is sufficiently severe that it could result in dismissal this is a crucial step and the investigations should be very thorough. There are concerns that the Council has been aware of performance issues and has not yet dealt with the matter. Furthermore it would seem unreasonable that a junior individual was able to make such a costly error and this will have to be born in mind when determining the severity of the disciplinary process to be followed. Sally Sally’s contractual status is questioned initially as she is currently working various hours with a weekend on call every month. Sally has been located at the Council office for 3 years with a set desk and specific hours. This level of control is considered to be sufficient to comply with the definition of employee as per section 230 of the ERA 1996. This is a matter of fact and law and it is suggested that as she was required to personally preform the contract and the Council had a high level of control she would be deemed to be an employee (Carmichael, 2000). Based on this it would be the case that Sally is entitled to the statutory minimum holiday which is 20 days (excluding 8 bank holiday days). Sally has requested a change to her current working hours which is dealt with a flexible working request and secondly she is likely to be interviewed alongside others for the full time vacancies which have now arisen, should she wish to apply and would not want to be discriminated against by virtue of her caring role for her terminally ill mother. Since June 2014, employees with at least 6 months’ continuous service have been able to apply for flexible working for any reason. The employer is then under a duty to deal with the request in a reasonable manner and be fair in the way that they treat the application (Duncan, 2012). Crucially, in accordance with section 13 of the EqA it is possible for an employer to be directly discriminating against an individual who is treated less favourably due to the disability of an associated person (Coleman 2008). This situation is potentially difficult for the Council to manage and there is at least some argument that Sally is not in fact an employee. On balance however this is not a valid argument given the prescriptiveness of the hours of work and the physical base in the council as well as the personal nature of the services provided. The Council would therefore be required to provide paid holiday and to provide Sally with her contract of employment. Furthermore any requests for flexible working would need to be dealt with fairly and when looking to fill full time roles, Sharon would have to ensure that she did not discriminate against Sally as this could result in disability discrimination despite the fact that the disability is not suffered by her directly.   Conclusions In summary, Jim should be offered a full and diligence grievance procedure to prevent him resigning and later claiming constructive unfair dismissal by virtue of sexual orientation discrimination. Frank should be dealt with formally through the use of the disciplinary procedure with a full investigation and if necessary a disciplinary that conforms with statutory requirements. Sally is, on balance, an employee and needs to be managed with due care to the disability discrimination rules and the need to be fair and reasonable when considering any flexible working requests. References ACAS (2012) Disciplinary and Grievance Procedures Available at: acas.org.uk/media/pdf/k/b/Acas_Code_of_Practice_1_on_disciplinary_and_grievance_procedures-accessible-version-Jul-2012.pdf A v B [2003] IRLR 405 Carmichael v National Power plc [2000] IRLR 43, Coleman v Attridge Law and another [2008] ICR 1128 Cook v MSHK Limited and another [2009] EWCA Civ 624, Corus Hotels plc v Woodward and another UKEAT/0536/05, Duncan, N (2012) Employment Law in Practice, City Law School (London, England, Oxford University Press) p.216 Employment Relations Act 1999 Employment Rights Act 1996 Equality Act (2010) Martin v Parkam Foods Ltd ET/1800241/06 Sarkar v West London Mental Health NHS Trust [2010] IRLR 508 Shamoon v Chief Constable of the Royal Ulster Constabulary [2003] ICR 337 (HL) Trade Union and Labour Relations (Consolidation) Act 1992

Paper on Texas History and Culture Essay Example | Topics and Well Written Essays - 250 words

Paper on Texas History and Culture - Essay Example Presently, Texas views the government as a force that benefits the whole state. Thus, the people of Texas engage in political activities with an aim of deciding the type of government that should govern their activities. Traditional culture of Texas views politics as a special preserve of social and economic elites – as a process of maintain law and order. Likewise, the present political system of Texas serves as a solution to the public problems. It views political participation as a privilege and accepts social pressure and restrictive election laws that limit participation. Critics believe that this culture stems from the traditional political culture (Maxwell, Crain & Santos 21). As evident in the past, political activities are a preserve of the rich or social elite. This tends to explain the dominance of the Republican Party in the Texas. Largely, the fact that the social elite dominate the political class makes the running in a political office an activity that a few people would like to perform. The settlement pattern of Texan people as well as the traditional attributes of the Texan people has continued to define the present political landscape of this state. In Texas, individualistic thoughts override traditional attributes. The result of this situation is evident in the political participation. Available literature indicates that voter turnout in Texas is lower than the National Average because Texan people believe that politics is a domain of economic interest, and many ignore the role of politic in their lives including its benefits (Maxwell, Crain & Santos 20). Despite the social and cultural extensions that have occurred due to civilization and modernity, black towns seems to exist alongside the white towns. This traditional and cultural aspect seems to define the participation in political issues by the residents of these towns. Elements of segregation still affect social, religious, fraternity

Technology Enhance students learning Essay Example | Topics and Well Written Essays - 1500 words

Technology Enhance students learning - Essay Example This article also shows that using technology tools create a flexible learning environment. The article illustrates an effective way, which is using technology tools in education to improve it and help students understand their subjects easily. This article will be used to show how using technology tools in education can have a positive impact on students lives. The authors demonstrate that using technology in instruction helps teachers create learning context that were not previously possible with traditional teaching methods. The article explains researches to prove that using technology in instructions enhance not only the learning capacities of students but also their motivation; therefore, students are more engaged in the learning process. Mathematics was chosen as the subject to be studied. This article design the research about mathematics and how it was work then it shows the result. This article gives a significant research, which is about using technology in mathematics class. It provides the result of research and how technologies improve students’ capabilities in mathematics class. This research will be used as a second reference to support the point of the positive impact of using technology in the classroom. Armstrong shows how using technology makes a significant change in schools. The author proves that by providing researches of students who use technology in the classroom such as smartphones, tablets and laptops to do homework can make them more interested in subjects than students who do not use these technologies. He also explained how technology is changing the way students learn and how much they benefit. In addition, the author provided some problems of using technology in the classroom; however, he gave some possible solutions. This article provided researches that show the positive effects of using