American Politics

Liberty is a concept that is commonly used by the average American in his daily affairs. A lexical definition of liberty states that it refers to the freedom to believe or act without the restriction of an unnecessary force. As far as the individual is concerned, liberty is the capacity of a person to act according to his will. But do we really know the history of America’s liberty? Do we really understand the historical events that have shaped the liberty that we know of and enjoy in these contemporary times?In this paper, I will be examining the roots of American liberty from the founding era to the modern debates surrounding the concept of liberty. I will also be looking into the proponents of liberty and those who have shared a significant role in defining and upholding liberty as we know it today. The Founding Era Hundreds of years before today, America was an entirely different place. Long before the creation of the Constitution, different European countries have already established their own settlements across America. The Spaniards and the French were among the early colonizers until the time of the British.During the rule of the British Empire, severe shortage in human labor resulted to enslavement and indentured servitude of the natives. In the years that followed, conflicts broke-out between the Native Americans and the English settlers. It should be noted, however, that Virginia already had black indentured servants in 1619 after being settled by Englishmen in 1607 (â€Å"Virginia Records Timeline: 1553-1743,† http://memory. loc. gov/ammem/collections/jefferson_papers/mtjvatm3. html), thereby suggesting that the attainment of genuine liberty from the colonizers is yet to be realized.It is perhaps during the time when the English pilgrims came to Plymouth, Massachusetts in 1620 and established their colonies that the concept of liberty came about, not the least in the context of the pre-Constitution history of America. As Mark Sargent w rites in his article â€Å"The Conservative Covenant: The Rise of the Mayflower Compact in American Myth,† some of the passengers in the Mayflower ship â€Å"who were not travelling to the New World for religious reasons would insist upon complete freedom when they stepped ashore† since the New World is already â€Å"outside the territory covered in their patent from the [British] crown† (Sargent, p.236). After the Seven Years War between the British forces and the alliance of French and American Indian forces in 1763, the British Empire enforced a series of taxes on the Americans so as to cover a portion of the cost for defending the colony. Since the Americans considered themselves as subjects of the King, they understood that they had the same rights to that of the King’s subjects living in Great Britain.However, the Sugar Act, Currency Act—both passed in 1764—the Stamp Act of 1765, the Townshend Act of 1767, to name a few, compelled the Americans to take drastic measures to send the message to the British Empire that they were being treated as though they were less than the King’s subjects in Great Britain (Jensen, p. 186). Moreover, the taxes were enforced despite the lack of representation of the American colonists in the Westminster Parliament.One of the famous protests taken by the Americans is the Boston Tea Party in 1773 where numerous crates containing tea that belonged to the British East India Company were destroyed aboard ships in Boston Harbor. As a result, the British government passed a series of acts popularly known as the Intolerable Acts in 1774, further fanning the growing oppression felt by the American colonists. Eventually, the American Revolution ensued beginning in as early as 1775 when British forces confiscated arms and arrested revolutionaries in Concord, thereby sparking the first hostilities after the Intolerable Acts were passed (Jensen, p.434). From 1775 to 1783, the colonies tha t formed their own independent states fought as one as the Thirteen Colonies of North America. Lasting for roughly eight years, the American Revolutionary War ended in the ratification of the Treaty of Paris which formally recognized the Independence of America from the British Empire. Between these years, the colonies underwent several changes which constitute part of the developments toward the framing of the Constitution (Bobrick, p. 88).One of these changes is the shift towards the acceptance of notable republican ideals, such as liberty and inalienable rights as core values, among several members of the colonies. Moreover, the republican ideals of the time saw corruption as the greatest of all threats to liberty. In essence, the concept of liberty during the founding era revolves around the liberation of the American colonies from the British Empire and the growing oppression it gave to the colonists through taxation burdens and a series of repressive acts.For the American colo nists, liberty meant the severing of its ties from the British government and the creation of its own independent nation recognized by other countries. The writing and ratification of the Constitution On the fourth of July in 1776, the second Continental Congress signed and officially adopted the United States Declaration of Independence which established the separation of the thirteen American colonies—the colonies which were at war with Great Britain from 1775—from the British Empire.Although others say that the founding moment of America is not on July 4 but two days earlier (Groom, http://independent. co. uk/arts-entertainment/books/review/the-fourth-of-july-and-the-founding-of-america-by-peter-de-bolla-455878. html), it remains a fact that there came a point in time when America finally declared its independence. The evolution of American political theory—especially that which is concerned with liberty—can be better understood during the confrontatio n over the writing and the ratification of the Constitution.In fact, the Declaration asserts that people have unalienable rights which include life, liberty and the pursuit of happiness. The Articles of Confederation served as the constitution which governed the thirteen states as part of its alliance called the â€Å"United States of America†. After being ratified in 1781, the â€Å"United States of America† was brought as a political union under a confederate government in order to defend better the liberties of the people and of each state. Meaning, each state retained its independence and sovereignty despite being politically held together as part of the union.However, the Articles were not without opposition and criticisms from several notable political thinkers of the time. For example, James Madison saw several main flaws in the Articles of Confederation that were alarming, or threatened the very existence and purpose of the Articles first and foremost. For one, Madison was concerned about the dangers posed by the divided republics or â€Å"factions† given that their interest may stand in conflict to the interests of others. Madison argues in The Federalist, specifically in â€Å"Federalist No.10,† that in order to guard the citizens from the dangers posed by these individuals who have contradicting interests, a large republic should be created, a republic that will safeguard the citizens from the possible harms brought by other states. It is likewise important to note that the union is not a homogenous group of citizens with the same political inclinations. Madison also argues that for the government to become effective it needs to be a hybrid of a national and a federal constitution.The government should be balanced in the sense that it should be federal in some aspects and republican in others instead of giving more weight to each separate state over the larger republic. In his â€Å"Federalist No. 39,† Madison prop oses and describes a republic government guided by three fundamental principles: the derivation of the government’s legitimate power through the consent of the people, representatives elected as administrators in the government, and a limitation on the length of the terms of service rendered by the representatives (Kobylka and Carter, p.191). Madison also pointed out in â€Å"Federalist No. 51† that there should be checks and balances in the government, specifically among the judicial, legislative and the executive branches. The judiciary, therefore, is at par with the other two inasmuch as each of the other two are at par with one another. Giving one of the three more powers disables the other two to check if that branch is still functioning within its perimeters.As a result, the more powerful branch becomes a partisan branch which consequently creates dangers to the liberties of the people. Another important part of the evolution of American political theory is the c ontention raised by Patrick Henry. In a letter sent to Robert Pleasants in January 18, 1773, Patrick Henry sees the relationship between the new government and the institution of slavery as a contradiction precisely because while the new government is said to be founded on liberty, there the evil that is slavery persisted under the new government.During those times, slavery was not yet abolished and that the new government was unable to meet the challenge of living up to its roles and foundations by failing to address the institution of slavery and demolishing it altogether. Moreover, Henry understood the efforts of secession from the hands of England were a matter of freedom or slavery, which can also be looked upon as a question of either a freedom from or a continuation of tax slavery from the British.While Madison was part of the â€Å"Federalists† who were supporting the ratification of the Constitution, the â€Å"Anti-Federalists† apparently argued against its ra tification. It was Patrick Henry who led the group in criticizing the contents of the proposed Constitution. For instance, Henry argued that the phrase â€Å"We the People† in the Preamble of the Constitution was misleading primarily because it was not necessarily the people who agreed and created the proposed Constitution but the representatives of each participating state.Thus, Henry argues that the Preamble should instead read as â€Å"We the States† which in turn delegated power to the union. Another argument of the Anti-Federalists is the claim that the central government and, therefore, the central power might result to a revival of the monarchic type of rule reminiscent of the British Empire which the Patriots fought. The fear is that, by delegating a considerable amount of power to the central government, the liberties of the individual states and the people are weakened as a result.Nevertheless, the Constitution was adopted on September 17, 1787 and later rati fied in each of the state conventions held. The anti-federalists share a significant role in strengthening some of the points of the Constitution through the succeeding amendments. The first ten amendments to the Constitution are popularly known as the Bill of Rights; it is largely influenced by the arguments of the anti-federalists. For the most part, the Bill of Rights aimed to guarantee that Congress shall not create laws which stand against the rights and liberties of the citizens of the nation.In effect, the Bill of Rights limits the power of the federal government in order to secure the liberties of the people in the United States. In â€Å"Federalist No. 84,† Alexander Hamilton argues against the Bill of Rights for the reason that the American citizens will not have to necessarily surrender their rights as a result of the ratification of the Constitution and, thus, the protection of the rights through the Bill is unnecessary. Moreover, Hamilton also argues that creatin g a Bill of Rights would effectively limit the rights of the people since those that are not listed in the Bill will not be considered as rights.In response to the argument, the Ninth Amendment to the Constitution was introduced and ratified later on. The amendment specifically states that the rights of the people are not to be limited to those which are listed in the Constitution. As it can be observed, the time before and during the ratification of the Constitution and the succeeding amendments made reflect how the people at the time sought to protect the liberties that they have realized and gained after the American Revolution and the defeat of the British Empire.Moreover, the debates at that time revolved around the issue of what to do with the liberties gained and how to secure them for the coming generations. One side—the Anti-Federalists—argues that the central government weakens the independence and sovereignty of the states as well as the rights and liberties of the people. The other side—the Federalists—argues that the Constitution will help preserve and strengthen the Union. Modern debates In the years that followed, debates over the interpretation of the Constitution, the role of the government and the place of the individual in American society have escalated.In his essay â€Å"Resistance to Civil Government† (popularly known as â€Å"Civil Disobedience†) first published in 1849, Henry David Thoreau asserts that the people should not simply remain passive and allow the government to be an agent of injustice. Much of Thoreau’s political beliefs eventually follow that same philosophy. In his work Walden published in 1854, Thoreau attempts to live a life of solitude in a cabin, away from the reaches of the society. In one of his days in Walden, Thoreau was arrested for the charge of not paying his taxes. His defense was that he refuses to pay federal taxes to a government that tolerates slavery.In ess ence, the fact that Thoreau decided to stay in solitude for approximately two years (although the contents of Walden was made to appear as though all the events happened within just a year) signifies his decision not to conform to the dictates of the society. On the contrary, Thoreau lived a life of liberty, free to do anything that he chooses without the institutions of society restraining him. The same sentiment—non-conformity or disobedience to the dictates of the society, especially the government—echoes through in Thoreau’s other work, which is â€Å"Civil Disobedience†.Thoreau asserts that â€Å"the only obligation which I have a right to assume is to do at any time what I think [is] right† (Thoreau, http://sniggle. net/Experiment/index. php? entry=rtcg#p04). That passage, along with the rest of â€Å"Civil Disobedience† and its theme in general, implies that people have an inherent liberty, which is the liberty to do any time what the y think is right. Taken altogether in the context of the concept of liberty, Thoreau seems to suggest that people ought to disobey a government that oppresses other people since each individual has inalienable rights that nobody can take away, not even the government.In the face of oppression such as slavery (which was still very much a part of America within twenty years after the ratification of the original Constitution since the issue of slavery was a very delicate and contentious matter during the Philadelphia Convention), Thoreau even suggested that Abolitionists should not only confine themselves with the mere thought of abolishing slavery but resisting the instructions of the government such as paying taxes.Thus, as a reading of Thoreau’s works would suggest, to have liberty is to act upon crucial issues instead of passively allowing contentious actions of the government to thrive and continue. I cannot help but think that Thoreau’s concept of liberty is someth ing that is absolute, which I also take to mean as confined only within one’s disposition instead of being limited by the government. Moreover, since Thoreau suggests that liberty is doing any time what one thinks is right an individual should first know if what he or she thinks is indeed right instead of being wrong.Charles Madison notes that Thoreau was heavily concerned with the â€Å"ever pressing problem of how one might earn a living and remain free† (Madison, p. 110). I cannot help but begin to think that Thoreau attempts at embodying and enacting his individualistic beliefs. As Leigh Kathryn Jenco argues, â€Å"The theory and practice of democracy fundamentally conflict with Thoreau’s conviction in moral autonomy and conscientious action† (Jenco, p.355); democracy is essentially the rule of the majority which consequently ignores the decisions of the minority. However, I think that much of Thoreau’s thoughts were heavily influenced by the c ircumstances during his time. His aversion towards the imposed taxation policy of the government stems from the fact that the government at that time still tolerates slavery which is directly against an individual’s liberty.Thoreau’s insight on the perceived conflict between the liberties being upheld by the Constitution and the actual state of the government during his time points us to the ideal that the people are sovereign because the people is the ultimate source of power of the government. If it is indeed the case that the Constitution upholds the rights of individuals including the right to liberty, it seems appropriate to consider as well why slavery at that time was not immediately abolished entirely especially at the time when the Constitution was ratified.In fact, it was only in 1865 under the Thirteenth Amendment—about 80 years after the original Constitution was adopted—when slavery was legally abolished and when Congress was given the power to finally enforce abolition. During the time when slavery was not yet abolished and immediately after the original Constitution was ratified, it can be said that not all citizens living in America were given full liberties. Several people were still laboring as slaves to their American masters.That is perhaps an often neglected piece of history that undermines the spirit of creating a Constitution and a government that will uphold the rights of the people. The pre-American Revolutionary war, the founding era, the ratification of the original Constitution, the creation of the Bill of Rights and the other succeeding amendments to the Constitution—all these stand as testimonies to the evolution of American political thought. The concept of liberty has played an important role in the development of the federal government and the Constitution.Although the history of American political thought might reveal that the attainment of liberty through the years has never been a smooth jo urney, contemporary America has reaped a large amount of benefits from the sacrifices and ideas of the Founding Fathers and all the people who lived and died during those times. Some might even argue that liberty is yet to be truly attained in today’s American society. But if liberty is yet to be attained in practice, how is it possible that people are given the right to air their grievances before the government?How is it possible that people have the liberty to do as they please so long as what they do does not conflict with what is legal? In any case, the present American Constitution guarantees the liberty of the people and that there are institutions which seek to promote and guard that important right. Had it been the case that the early Americans swallowed everything that the British Empire throw in their way and that the Founding Fathers abandoned the creation and amendment of the Constitution, the United States of America would not have been the land of the free and the home of the brave.Works Cited Bobrick, Benson. Fight for Freedom: The American Revolutionary War. 1st ed. New York, NY: Atheneum, 2004. Groom, Nick. â€Å"The Fourth of July and the Founding of America, by Peter De Bolla†. 2007. Independent. Co. Uk. October 16 2008. . Hamilton, Alexander, James Madison, and John Jay. The Federalist, on the New Constitution. 1787. October 18, 2008 . Jenco, Leigh Kathryn. â€Å"Thoreau’s Critique of Democracy. † The Review of Politics 65. 3 (2003): 355-81. Jensen, Merrill. The Founding of a Nation: A History of the American Revolution 1763-1776. Indianapolis, IN: Hackett Publishing Company, 2004. Kobylka, Joseph F. , and Bradley Kent Carter. â€Å"Madison, The Federalist, & the Constitutional Order: Human Nature & Institutional Structure. † Polity 20.2 (1987): 190-208. Madison, Charles. â€Å"Henry David Thoreau: Transcendental Individualist. † Ethics 54. 2 (1944): 110-23. Sargent, Mark L. â€Å"The Conservative Covenant: The Rise of the Mayflower Compact in American Myth. † The New England Quarterly 61. 2 (1988): 233-51. Thoreau, Henry David. â€Å"Resistance to Civil Government†. 1849. October 18 2008. . â€Å"Virginia Records Timeline: 1553-1743†. The Library of Congress. October 17 2008. . American politics One of the best characteristics of the US political system today is this particular feature: the presence of a socio-cultural and socio-political atmosphere that encourages and promotes the right of the individual to vote and the right to suffrage. This is considered as a positive aspect of the US political system. Not all of the countries and their respective political system make room for this rather delicate matter, to which the balance of power hangs and to which the fate of the country and its socio economic and socio political stability rests.The US political system should not change this particular aspect and on the contrary, manage to find ways on how to make this particularly enviable characteristic of the US political system develop more into something that lessens and lessens the chances and situations that limits or prohibits its citizens to vote and is not threatened by the possibilities of being corrupted by the politicians themselves.An important part of the praise-wor thy characteristic of the US political system to support the right for suffrage and encourage a population that is willing to go to voting precincts and vote and choose their own leader as part of the exercise of the democratic country they all live in is the fact that the right to vote is centered and is promoted not only among true blooded American citizens, but also to immigrants who are granted citizenship.This is important because this goes to show that the US' political system did not renege on its promise embedded on the towering facade of the Liberty Statue about bringing in and welcoming people from different cultures with open arms and giving them an equal treatment especially in the aspect which in other countries maybe a very delicate matter altogether – the right to vote.In the US, protection and promotion of the right to vote has been widely supported that politicians themselves are becoming â€Å"increasingly aware of the voting-bloc power of the immigrants (B ray 19)† that they â€Å"are offering meaningful choices and reforms to immigrant voters (Bray 19)† as well. One of the positive characteristics of the US political system is the consistent inclusion of the consideration for and fighting for the exercise and preservation of the human rights.Yes, it is true that the United States, as a country, has been the place where great battles on human rights were fought. The Klu Kux Klan reminds the world about the extent of racism in the United States. Isn’t it the same country that was divided and shed the blood of their countrymen because they do not see eye to eye with regards to the issue of liberating former African American slaves that the white people own? These are all important points that prove the problem of human rights in the US, especially during its earlier, younger years.But more important than these historical notes is the fact that it was through these experiences that heroes, like Abraham Lincoln and oth er fighters for human rights, were given the time to shine their brightest and influence not just the country, but the world about important socio-cultural values and the significance of human rights. Despite the times of troubles, the political system of the country has shown through the years that it is capable of learning and integrating inside the system the wisdom and knowledge lifted from previous experiences so that the system could be better in the end.Today, the protection of human rights in the United States is all the more highlighted and magnified, especially when news in Africa and from other countries tell the tales of individuals who died not being able to enjoy the most basic human rights, and leaving behind friends and family members who are still under the threat of having their human rights taken from them and violated in front of them.Their own political system is not powerful enough to protect them from this kind of atrocity that is still very much alive in many parts of the world even today. It is indeed very reassuring to know that the US political system features important aspects that can guarantee the exercise and protection of human rights, not just the rights of American citizens in the US but also the human rights of other people if the US political system can extend help for this cause as they did in the past like what they did in 1973 (Liang-Fenton 151).One of the problematic aspects of the US political system is the power of political appointments. It is considered as one of the â€Å"anxieties† haunting civil service as far back as the formative years of the National Commission on the Public Service (Bowles 239). This is something that is considered as problematic and is a characteristic that leans more on the negative side than on the positive side.This is because of the fact that political appointments are largely based on the whim of politicians who often use political appointments, either as leverage so that the poli tician can manipulate the exercise and flow of power and influence, or as a way/means for the politician to return the favor he or she owes to private individuals who, in one way or another extended help or assistance to the politician and in the process someone to whom the politician is owed to. In both cases, it is reflected how the power for political appointment is becoming more and more vulnerable to being utilized as a tool for used for the wrong reasons.An important change correcting this problematic situation is the limitation of political appointments to just a handful of aides that the politician will have to work with everyday. While it is true that the truly capable leader is capable of willing with different types of people and can function as a team player even if surrounded by team mates who the politician did not choose, there are significant benefits that comes out of letting the elected leader pick at least his core team. It follows that if the electorate trusts th e leader that they voted, they will trust the people whom the elected official trusts in return.In this line of thought, it now comes that political appointments should be limited to the immediate staff of the politician and no greater than that. Besides, the elected official was not elected to personally handpick every other civil servant. The current power for political appointments should be diminished and have the civil service system handle the filling of government positions so that the truly deserving individuals are placed in government positions without the bias from politicians who may exercise their powers incorrectly.It is quite unclear or uncertain yet in which particular part of the history the United States and its political system has actually began to become a hegemon, although John Agnew seemed to give the readers an idea akin to the amalgamation of several different factors leading to this reality of what is now known as the US hegemony on political, as well as ec onomic and even cultural spheres (Agnew 53).What is now clear today is that the United States has taken the role of the global hegemon, the US politics and the US system dictating and influencing heavily the course of action that many aspects of the present day globalized world has taken collectively. While it has its perks and positive features that the country and its people can and have enjoyed, this aspect of the US political system is something that causes problems and is more of a disadvantage than advantage.It is more of a negative characteristic than it is a positive characteristic because of what the hegemon role brings inside the country and towards it people – particularly, death by many US citizens which is often not morally or ethically justified. Take for example, the wars and armed conflict that the US has committed itself in fighting because of its self righteous role that comes out of being a hegemon.It wants to show the world that the country will be the lea der in fighting ideas like terrorism and how it physically manifests by bringing US soldiers to far off countries like Afghanistan and Iraq. These countries are turning out to be modern day version of Vietnam because of the continuous increase in casualties among US citizens who are fighting people from other culture and nation and carrying with them either very vague or very generalized ideas of the reason of war per se.The country should instead be content in the exercise of the limitation on trying to be the leader at everything with, at times, unreasonable sense of self-righteousness that it is doing more harm than good to the people of the country for which the US political system should serve in the first place, like making the US and its citizens prime targets of hate campaigns instigated by non Americans who detest the state of US hegemony.Works Cited Agnew, John A. Hegemony: The New Shape of Global Power. University of Chicago Press, 2005. Bowles, Nigel. The Government and Politics of the United States. Palgrave Macmillan, 1993. Bray, Ilona. Becoming a US Citizen: A Guide to Law, Exam and Interview. NOLO, 2008. Liang-Fenton, Debra. Implementing US Human Rights Policy: Agendas, Policies, and Practices. United States Institute of Peace Press (USIP), 2004. American Politics The United States Congress is composed of the Senate, the House of Representatives, and Committees. The Senate consists of 100 members, two from each state, regardless of population or area, elected by the people in accordance with the 17th Amendment to the Constitution (Johnson). The members include the Senate President, President pro tempore, Majority/Minority leaders, and whips. The House of Representatives consist of 435 members, which include the Speaker, Majority Leader, Minority Leader, and whips, elected every two years from among the 50 states, distributed to their total populations (Johnson).There are different kinds of Committees in the United States Congress: Standing Committees, ad hoc committees, conference committees, and House Rules committees. According to Johnson, the Article 1, Section 1 of the United States Constitution states that only the Congress has the power to make laws and to write all the laws that are required to make the Constitution into implementation. The Congress has also the constitutional power to regulate foreign and interstate commerce. It has the sole authority to raise, finance and regulate forces of the military units and to declare war.Moreover, Congress can alter the number of justices on the Supreme Court and can ascertain which cases the federal courts can hear by establishing limitations on their jurisdictions. It is Congress that played a role in the establishment of the departments, agencies, and bureaus that cover the majority of the executive branch. Most sources of legislation and proposed drafts of bills are conceived by a Member but may also come from various interest groups and private citizens and the President.These sources may come from the election campaign during which the Member had promised, if elected, to introduce legislation on a particular subject (Johnson). In addition, the executive communication has turned into a source of legislative proposals, usually in the form of a message or letter from a member of the President’s Cabinet, the head of an independent agency, or the President himself (Johnson). These legislative proposals are then forwarded to Congress with a request for their enactment (Johnson). In the Senate, a Senator usually introduces a bill or resolution (Johnson).If there is no objection, it is read by title and referred to the appropriate committee and is placed on the Calendar (Johnson). In the House of Representatives, the bill is assigned its legislative number and then referred to the appropriate committee. A committee will then ask the input of the relevant departments and agencies about a bill (Johnson). The committee may schedule a date for public hearings if the bill is of sufficient importance (Johnson). The subcommittee will consider the bill in a session, referred to as the markup session, after hearings are completed.Bills are read for amendment in committee by section and members may offer amendments (Johnson). Bills will be given consider ation by the entire Members of the House with adequate opportunity for debate and the proposing of amendments (Johnson). After passage or rejection of the bill by the House, the bill goes to the Senate for consideration. Votes on final passage may be taken by the electronic voting system. Every bill which shall have passed the House of Representatives and the Senate shall be presented to the United States President before it becomes a Law (Johnson).If the President approves the bill, he/she signs it and usually writes the word approved and the date (Johnson). If the President does not approve the bill, he/she shall return it, with his/her objections to the House and proceed to reconsider it (Johnson). When a law has been enacted, it shall be made known to the people who are to be bound by it (Johnson). Reference Johnson, C. W. How Our Laws Are Made. Retrieved May 22, 2009, from http://www. senate. gov/reference/resources/pdf/howourlawsaremade. pdf.

Factory Act Essay

In this Act, unless there is anything repugnant in the subject or context, ‘adolescent’ means a person who has completed sixteen years but has not completed eighteen years of age,’adult’ means a person who has completed eighteen years of age, ‘child’ means a person who has not completed sixteen years of age,’day’ means a period of twenty-four hours beginning at mid-night, ‘explosive substance’ includes any materials for making any explosive substance; ‘factory’ means any premises including the precincts thereof whereon ten or more workers are working or were working on any day of the preceding twelve months and in any part of which a manufacturing process is being carried on with or without the aid of power, but does not include a mine subject to the operation of the Mines Act. Power to apply the provisions of this Act to certain places. – (1) The Government may, by notification in the official Gazette, declare that all or any of the provisions of this Act shall apply to any place wherein a manufacturing process is being carried on or is ordinarily carried on whether with or without the use of power whenever five or more workers are working therein or have worked therein on any day of the twelve months immediately preceding. (2) A notification under sub-section (1) may be made in respect of any one such place or in respect of any class of such places or generally in respect of all such places. 3) Notwithstanding anything contained in clause (f) of Section 2, a place to which all or any of the provisions of this Act are, for the time being, applicable in pursuance of a declaration under sub-section (l), shall, to the extent to which such provisions are so made applicable but not otherwise, be deemed to be a factory. Section 4. Power to declare departm ents to be separate factories. The Government may, by order in writing, direct that the different departments or branches of a specified factory be treated as separate factories for all or any of the purposes of this Act. Section 5. Power to exempt. – The Government may, by notification in the official Gazette, exempt any factory or any class or description of factories from all or any of the provisions of this Act for such period as it may think fit in the public interest: Provided that no such exemption shall be made for a period exceeding six months at a time. Section 6. Notice to Inspector before commencement of work. – (1) The occupier shall, at least fifteen days before he begins to occupy or use any premises as a factory send to the Chief Inspector a written notice containing the name and situation of the factory,the name and address of the occupier, the address to which communications relating to the factory may be sent,the nature of the manufacturing process – (2) In respect of all factories which come within the scope of this Act for the first time, the occupier shall send a written notice to the Chief Inspector containing particulars specified in sub-section (1) within thirty days from the date of the commencement of this Act.. 3) Before a factory engaged in a manufacturing process, which is ordinarily carried on for less than one hundred and eighty working days in the year, resumes working, the occupier shall send a written notice to the Chief Inspector containing the particulars specified in sub-section (1) within thirty days before the date of the commencement of work. Whenever another person is appointed as Manager, the occupier shall send to the Chief Inspector a written notice of the change, within seven days from the date on which such person assumes charge. (5) During any period for which no person has been designated as Manager of the factory or during which the person so designated does not manage the factory, any person found acting as Manager or if no such person is found, the occupier himself shall be deemed to be the Manager of the factory for the purposes of this Act. Section 7. Seasonal Factory. – The Government may, by notification in the official Gazette, declare any factory in which manufacturing processes are ordinarily carried on for not more than one hundred and eighty working days in the year and cannot be carried on except during particular seasons or at times dependent on the irregular action of natural forces, to be a seasonal factory for the purposes of this Act. Section 8. Approval of plans and fees for licensing and registration. – (1) The Government may require that previous permission in writing be obtained in the prescribed manner from the Chief Inspector for the construction or extension of any factory or class or description of factories, require registration and licensing of factories or any class or description of factories and payment of fees for such registration and licensing or for the renewal of licences, in the prescribed manner. If, in accordance with the provisions of sub-section (1) an application for permission accompanied by the plans and specifications is sent to the Chief Inspector and no order is communicated to the applicant within two months from the date of its receipt by the Chief Inspector, the permission applied for in the said application shall be deemed to have been granted. (3) Where the Chief Inspector refuses to grant permission to the said construction or extension of a factory or to registration and licensing of a factory the applicant may, within sixty days of the date of such refusal, appeal to the Government.

Son of God

Page 1 Marrisa Lumia Jesus Across the Millennium March 29, 2012 Jesus: The Son of God A meaning behind a name can be very significant. It can be a way to interpret someone, describe him or her, and see who he or she really is. Jesus is a man who has numerous names and various meanings to them. He is the known as a teacher, a famous prophet, a miracle worker, and a wonderful example. One significant name that Jesus is known for is the Son of God. At the heart of the Nicene Creed it states â€Å" the only- begotten Son of God†. The Son of God is to be of the same nature as God and the Son of God is â€Å"of God†.Out of all the names for Jesus, Son of God has had one of the most lifelong impacts in Christian history and has become part of the profession of faith by many Christians. But according to the theological view, Jesus is known as a respected prophet, but not as the Son of God. The Son of God is extremely significant in the historical context, Christianity, and to t he theological view. What exactly does the Son of God mean? Literally speaking, it does not mean that God procreated him, it is much more spiritual than that. Jesus was â€Å"chosen to be† the â€Å"Son of God† by the Resurrection from the dead.This was not in human flesh, but by the power of the Holy Spirit. This means because of the Resurrection from the dead, Jesus Page 2 was not just another physical offspring of David. Jesus was the divine Son of God who went sent down from God to save us. There is disagreement about Jesus’ nature and his relationship with God the Father. Many believe in the trinity and use expressions God the Father, God the Son and God the Holy Spirit in attempts to express this saying as all three persons. On the other hand, many believe that there is only one highest being who expressed Himself in three different ways.They believe that the Father, the Son, and the Holy Spirit are purely forms of God. While others trust that God is the o nly divine being and that Christ is only a created being. It is taught in the Bible that the Messiah was Jesus, whose â€Å"mortal† parents were Joseph and Mary of Nazareth. Jesus was a man who lived a sinless life and then gave His life on the cross in order to redeem mankind from their sins. According to John 1:11-12, â€Å"He came to His own, and those who were His own did not receive Him. But as many as received Him, to them He gave the right to become children of God, even to those who believe in His name. The historical view of Jesus had many names and meanings, but in the Scriptures Christians referred to Jesus as the Son of God. In both the Old and New Testament Jesus was referred to as the Son of God. In the Old Testament Son of God is recurrent. According to NewAdvent. org , the word â€Å"son† was used by many of the Semites to represent close connection or intimate relationship. A hero or warrior was known as the â€Å"son of strength†, a wicked man â€Å"son of wickedness†, and a possessor â€Å"son of possession†. In the Old Testament the label â€Å"Son Page 3 of God† was applied to persons having any special relationship with God.The title â€Å" Sons of God† were referred to as Angels, leaders of the people, kings, princes, and judges because they withheld authority from God. In the Old Testament, Jesus was not only known as the Son of God but he was also called Emmanuel (which means God with us), Wonderful, God the Mighty, Prince of Peace, Counselor, the Father of the world to come. In the New Testament, the Son of God is referred to Jesus Christ in both the Gospels and Epistles. By expressing His Divinity this shed light on many of the meanings attached to passages of the Gospels.In the New Testament, an angel announced: â€Å"He shall be great, and shall be called the Son of the most High†¦ the Holy which shall be born of thee shall be called the Son of God† (Luke 1:32, 35). Also it states that Nathaniel, at his first meeting, called Him the Son of God (John 1:49). Ironically the Devils and Jews also referred to Him as the Son of God. In each one of these cases, the meaning of Son of God was equivalent to the Messiah. A puzzling question from the theological standpoint that raised conflict was, â€Å"How could Jesus be The Son of God, and God at the same time? The question has been on the minds of many Theologists for centuries. Christian theology depends on the Father-Son language to correctly describe the connection between Jesus and God. For thousands of years, Christians have believed that there is one God, and three persons: the Father, the Son, and the Holy Spirit, each of them being one with God. According to Christian theology, there is a problem with the doctrine of trinity. The doctrine states that there is precisely one God; which means that the Father is God, the Son is God, and the Spirit is God; and that Father, Son, and Spirit are separate.T his could mean that ‘is God’ Page 4 either means ‘is identical God’ or ‘is divine’. Either way there is a problem to this puzzle. One way it opposes the doctrine is if the Father is equal to God and the Son is equal to God, then it would conclude that the Father is identical to the Son. Another way this opposes the doctrine is if the Father is divine and the Son is divine and the Father is separate from the Son, then there are at least two divine persons, which means there would be two Gods. According to theology, either way the doctrine would be missing pieces to its puzzle.Jesus was a man of wonder with many names and meanings to them. He was known for being a teacher, a famous prophet, a miracle worker, and a wonderful example. One significant name that Jesus was known for is the Son of God. Throughout Christian history the title Son of God has had a lifelong impact on Christian and became part of their profession of faith. The development o f the theological view was very different. Jesus maybe known as a respected prophet, but he was not as the Son of God. The title of Jesus as the Son of God is very significant.He is a man of glorious wonder and faith. Although through the theologists eyes Jesus maybe the Son of God but is not God himself. But in the historical view and the Bible, the Son of God is extremely significant and respected. Page 5 Bibliography Dunn, James Douglas Grant. , and Scott Mcknight. â€Å"Chapter 4. † The Historical Jesus in Recent Research. Winona Lake, Ind: Eisenbrauns, 2005. 271+. Print Borg, Marcus J. , and N. T. Wright. The Meaning of Jesus: Two Visions. [San Francisco, CA]: HarperSanFrancisco, 1998. Print.Aherne, Cornelius. â€Å"Son of God. † The Catholic Encyclopedia. Vol. 14. New York: Robert Appleton Company, 1912. 13 Apr. 2012 http://www. newadvent. org/cathen/14142b. htm Dunn, James Douglas Grant. , and Scott Mcknight. â€Å"Chapter 4. † The Historical Jesus in Rec ent Research. Winona Lake, Ind: Eisenbrauns, 2005. 271+. Print â€Å"Son of God. † Wikipedia. Wikimedia Foundation, 04 Dec. 2012. Web. 13 Apr. 2012. . Murray, Michael, and Michael Rea. â€Å"Philosophy and Christian Theology. † (Stanford Encyclopedia of Philosophy). Web. 13 Apr. 2012.

Trait anxiety between gifted and nongifted students Article

Trait anxiety between gifted and nongifted students - Article Example The research also informs about the test conducted among the high school students in their level of anxiety to recognize their traits and make a clear statements notifying the grades and rankings. As the students are in their teenage which is the period transformation of younger ones to adults, their generous and anxious about their qualities with which they are identified.General Trait Anxiety between the Gifted and the Non-Gifted Students: The test is held to find out the level of anxiety that is established to exhibit their special qualities which is gifted and is there in them by birth and which is acquired by aiming and targeting by non-gifted students. In both the cases, the anxiousness leads them to put forth their efforts which may be successful or may not be successful. But there is high probability that intelligence whether gifted or induced, coupled with sincere hard work always pays. And the success is sweetest of all fruits.Concealed Anxiety in the gifted and non-gifted students: The gifted students are more determined and dedicated towards their ambitions which are kept hidden in the heart and nurtured. Their devotion to their goals, never allows them to deviate their concentration to other habits and change their tendency.

Revolution in russia 1917 Essay Example | Topics and Well Written Essays - 4250 words

Revolution in russia 1917 - Essay Example Moreover, as per the historical perspective, the act of revolution is regarded as a movement that is often highly violent undertaken to overthrow or make significant changes in the old regime and completely change the fundamental scenario of society for betterment. In the 18th century, the French Revolution evidently refashioned the entire society with the aim to make people believe that transformation can be achievable through rebel and violence. Likewise, a significant example of revolution of the 20th century was the Russian Revolution of 1917, which was led by Vladimir Lenin (Neitzel 1-2). Correspondingly, the paper intends to highlight the aspects of Russian revolution 1917 and its changing dimensions. Besides, in this regard, the paper explores the key reasons behind the introduction of revolution in the Russian economy. The paper will also demonstrate the relationship between government and the inhabitants during the revolution. The paper will also recognize the key aspects in terms of the impact of the revolution over the Russian economy through identifying the series of activities involved. In this respect, the essay will also explore the prior cause of Russian revolution. Since, 1533 Russia was under the governance of tsars, who were regarded as second largest in terms of their courage and power in the global scenario. In the 19th century and the early 20th century, students, workers, members and peasants introduced movements to overthrow the government. Moreover, the 1825 revolt against Nicolas I as well as the 1905 revolution was the two unsuccessful movements that aimed at establishing constitutional monarchy in the nation (Stobaugh 222-223). Moreover, the main reasons of the dilemma in the government regime stemmed from incompatible transformation of the nation into a modern economy. On the other hand, industrial society was in the autocratic mode before the revolution. Besides, the fall of Russian

Josiah Wedgwood's Pottery Case Study Example | Topics and Well Written Essays - 2000 words

Josiah Wedgwood's Pottery - Case Study Example This essay declares that  Wedgwood understood that in order for his wares to become more desirable they would need to be more than perfectly produced. They needed a boost in status. Wedgwood felt they needed to transcend the universal opinion that all earthenware was inferior to porcelain. This was key if his creamware was to gain popularity, and most importantly, fetch the high porcelain prices he hoped for.   To achieve this, Wedgwood took a unique approach: he actively sought out royal patronage.   Before Wedgwood, Staffordshire potters had used their social status and money to promote their wares, but Wedgwood used his skill and the high quality of his wares to promote its social status, and his. Wedgwood’s set of â€Å"tea things† for Queen Charlotte was a success and just the boost in status his wares needed.   For England, unlike on the Continent, this was the first royal commission of local ceramics, and it was a major endorsement.  This paper stresses that  Wedgwood had the foresight to predict that the commission would bring him the powerful selling tool of prestige.   Although Wedgwood was confident that he should take the commission, he was concerned about whether he could successfully execute it. Of particular concern for Wedgwood was the gilding. Wedgwood consulted other potters, and eventually perfected a gilding method using powdered gold. Wedgwood’s end product was a success and the Queen was so pleased that she agreed to rename Wedgwood’s creamware â€Å"Queensware.†... ctives, Wedgwood formed a group of committee trustees to assist with investing not only with road improvements but also with canal constructions as well, because the latter was more efficient form of transport. Eventually, Wedgwood triumphed and the canal was built in the path of his new estate. The Trent and Mersey Canal was to become the main artery of the Grand Trunk Canal, which would have an extension leading to London. Wedgwood's transportation improvement goals became a reality. Wedgwood understood that in order for his wares to become more desirable they would need to be more than perfectly produced. They needed a boost in status. Wedgwood felt they needed to transcend the universal opinion that all earthenware was inferior to porcelain. This was key if his creamware was to gain popularity, and most importantly, fetch the high porcelain prices he hoped for. To achieve this, Wedgwood took a unique approach: he actively sought out royal patronage. Before Wedgwood, Staffordshire potters had used their social status and money to promote their wares, but Wedgwood used his skill and the high quality of his wares to promote its social status, and his. Wedgwood's set of "tea things" for Queen Charlotte was a success and just the boost in status his wares needed. For England, unlike on the Continent, this was the first royal commission of local ceramics, and it was a major endorsement. Wedgwood was offered the commission either, as he expressed in a letter to his br other "... because nobody else would undertake it..." or perhaps because the first potter had failed (Reilly, I, 200). Whichever was the case, Wedgwood had the foresight to predict that the commission would bring him the powerful selling tool of prestige. Although Wedgwood was confident that he should

Green Capitalism and Leadership Research Paper Example | Topics and Well Written Essays - 3250 words

Green Capitalism and Leadership - Research Paper Example Industrialism and capitalism only proved that skyscrapers enriched the few but have caused poverty to about 1.2 billion (Mindfully.org, 2011). Many nations are complaining poor access to potable water and urban communities are inhaling unhealthy air. Poverty have ill-motivated people to do and adopt measures beyond standards that caused calamities and disasters. World Watched documented about 120,000 people killed and unaccounted millions of people pushed in the margin of displacement, by war or by disasters (Mindfully.org, 2011). In Asia, Japan recently suffered the devastation caused by tsunami after a magnitude of earthquake hit them while India and Pakistan complained of hunger and poor access to resources after they experienced political marginalization and floodings respectively. The inability of some government to develop land use plan and to enforce population control forced people to live in flood-prone valleys and vulnerable sites of the hills sides (Mindfully.org, 2011; Wo rldWatch, 2011). World Watch also cited that climate change and consequential disasters incurred economic losses of $8.5 billion in Central America in 1998, an amount perceived commensurate to the combined gross national products of Honduras and Nicaragua (WorldWatch, 2011). There were however positive actions that motivated hundred of nations to partake ecological protection and measures for rehabilitation, reconstruction and rebuilding of affected communities. United Nations bodies have also started advocating for the use of renewable energies, organic farming, reforestration, vegetarianism as well as of green policy development (WorldWatch, 2011). It called all diverse nations to take part in healing nature and lessen the impact of global warming. This prospect challenge United... Green economy is an emerging environmental philosophy focused on climate change issues and about green career challenges. Green Economics, as a political framework, provides a holistic context of reality that human beings are part of nature and thus must recognize our difference, diversity, equity and inclusiveness as a community. It debunked the concept of anthropocentrism and liberal capitalism as a system. Its philosophy is founded on managing economy for nature and manage the environment. As a philosophical precept, it thoroughly evaluated the inconsistencies, deficiencies, conventions, and other normative thoughts amongst neo-classical economists. Green economy values ecological foundations and its relations with resources, work, wealth and money. It proposes a discourse that questions the conventional market viz-a-viz ecological sustainability, social justice, and peace. It establish an agenda by examining global political economy; regulating market and the state; and evaluate the transition to an alternative economy with special concern of ensuring habitable planet for the next generations. Profit, prices, market and competition are not regarded in the ecology philosophy. Its basic precept is to meet needs and not to increase powers of the capitalists in the market.

Marked Women Essay Example | Topics and Well Written Essays - 250 words

Marked Women - Essay Example Marking of women discriminates them and discourage them from airing their views. My opinion is that Tannen’s work is an exploration of a largely ignored topic on gender discrimination. Her work is derived from a close observation of men and women at a working conference. The formal setting of the conference is perfect for exhibiting gender stereotypes, which are dominant in the male-dominated business settings. Marking is also inherent in women as most of them struggle to portray a certain image for them to feel acceptable in some settings. More fascinating was the mention of Ralph Fascold’s book and his opinion on the issue. Marked means possession of a unique feature that distinguishes an individual from the rest. Biological orientation makes men marked owing to the possession of a Y chromosome that is deficient in women. Unmarking of women can only be successful if the society changes the attitude towards gender

Gang News Essay Example | Topics and Well Written Essays - 500 words

Gang News - Essay Example Because of these nefarious activities, schools in Maryland recognized the need to promote information campaign regarding the dangers of belonging to a gang. The program that would be implemented is called "What You Dont Know Can Hurt You," and it will be taught to students in fifth through 12th grades since these are the years that young people usually develop a social need to belong. Although there is nothing wrong in searching for a social group, there are certain groups that can have a negative influence to one’s life such as gangs. Adolescents usually place a premium on their relationships with friends and peer pressure can make one succumb to doing misdemeanor. For this reason, it is important that a child or a student should be warned of the dangers behind joining gangs. The article cited the case of one student named Christopher Jones, who was killed by a neighborhood gang last year. The public outcry resulted to the involvement not only of the State Attorney’s Office but other public agencies as well. This time, even the schools addressed the issue through the program. All the school administrators and educators agree that giving valuable and timely information would help the students in avoiding gang members as well as being affiliated with such groups. Aside from the lectures about gangs, important issues that plague young people today such as stranger danger, internet safety and sexual abuse would be incorporated in the discussions with elementary school students. As for the middle school and grade school, an in-depth discussion on gang activities and recruitment would be given. Emphasis would also be on the consequences of having a criminal record at a young age. Hopefully, such programs would be a deterrent in joining gangs. Some years ago, this state did not imagine having this kind of problem since gang problems usually happen on the West Coast; however,

Effective Strategies in Jack Welch's Transformed General Electric Essay

Effective Strategies in Jack Welch's Transformed General Electric Company - Essay Example This paper illustrates that Jack Welch is viewed as one of the best pioneers in corporate business in the 21st century. Welch changed General Electric, which was a key organization amid the mechanical age in American into the flourishing organization current organization that is profoundly focused universally. The way to the majority of Welch's prosperity is his capacity to identify with individuals in a casual manner. He has ensured imparting over his association casually with his chain charge and with subordinates. Additionally, Welch's alluring initiative style and his forcefulness going to the meeting and occasions his issue him the capacity to corresponded adequately with may representative over the whole association, he must convey his message rehash to strengthen them. By manually written straightforwardly to the representative this strategy has motivated a large number of the association. Welch is known to invest the majority of his time in managing issues with representative s. He personally knows more than 1000 workers at all levels in the organization and this is by a first name base. Before Jack Welch joined the company, the firm was going through bankruptcy. The world was going through the great depression and General Motors was laying off most of its workers like most of the companies at the time. The major reason why they were laying off workers was so that they could offset some of its debt. The company did not have any new car models that would result in more sales for the company. Therefore, the company needed to come up with a new strategy to ensure that the company did not close its operations. Jack Welch's method to success needed to first get his workers to see the master plan where General Electric was heading later on. Next, he made a totally new association culture by rebuilding the order of nine administration levels in a basic structure that was more practical. Welch knew that a hefty portion of his senior authority would scrutinize hi s approaches.

Construction Cost Control & Management Coursework - 1

Construction Cost Control & Management - Coursework Example The length of the lodge is 14 meters and the width is 10 meters. The rear roofing will not be excavated. The perimeter area that is to be excavated is the outer 2m width, and the depth will be 2.75 m. On the first day at the site, only the excavator and the driver will be present since the only work on that day will only involve digging up the ground. The material extracted is of poor quality and will be deposited in a pit far away from the site. The material is to be transported to a pit 8 km away by 20 tones capacity lorry. The number of lorries to be used during excavation period are two, which means the time taken to load one lorry is equal to the time taken by the other lorry to ferry the unwanted soil and come back. The time taken to load a lorry is estimated to be 30 minutes, thus, the speed of the lorry is 32 km per hour. That means in a day each lorry is expected to make 8 trips but one lorry will take one less trip which is lost at the start of the day meaning the total num ber made in a day are 15. Thus, the excavator and the general operations will take 12 days while the lorry and the loader will cover 12 days. The ground work will involve the laying down of a building foundation that will include parts of walls, piers and a column. The foundation will have to be strong and this means it has to be dug deeper enough to enable stability of the lodge. The ground work stage will be have various costs expenditures in the excavation process which will include payment of the wheeled excavator, cost of hiring a lorry to transport the excavated soil, paying the loader back hoe, tipping fee and other general operative costs. The workers will take 8 hours per day and the work will be carried out for six days a week. Thus, the excavation will take 96 hours since the maximum period allowed is two weeks. The tipping site is paid per 10000 m3 lorry capacity deposited for price of $20. The cost of the various tasks attached to the groundwork stage are general operat ion costs $12 per hour, lorry and driver $38 per hour, wheel excavator and driver $35 per hour and loader backhoe $32 per hour. Brickwork; the walls of the lodge are to be built by bricks with a cement lime mortar. The number of bricks that will be used in the construction of the lodge will depend on the perimeter, height and partition of the lodge. The costs that will be involved in brickwork are that of purchasing the bricks, cement, cost of hiring a mixer, cost of labor and general operative costs. The price of the block bricks is $ 54 per 1000 bricks and the price of the hollow bricks is $ 100 per 1000 bricks. The overall cost charged by the contractor includes the cost of the materials, 8% on overheads and profit. The appearance of the wall is to be improved during the course of the contract by hollow bricks of different which will be sourced from a different manufacturer. Thus, the cost of the bricks will different due to their nature. The sunken bricks are more easily broken than the rest and the amount of waste is expected to be twice of the other bricks. The cost of the two types of bricks differs in their prices levels. The cost of block bricks is estimated to cost 75% to the price of the hollow bricks. Wall cladding; the wall cladding will involve the process of installing the bricks to form walls and the floor of the lodge. The installation process will face two set of periods because of the two types

College Athletes Essay Example for Free

College Athletes Essay There are thousands of athletes playing for different colleges. They put their time and effort in it, yet they don’t get paid. When athletes play a sport, they have even more stuff to worry about than a regular student. They have to worry about their grades, staying fit to play, stay healthy, attend to practice every day there’s practice, and then after practice go home and do all their work even though they are tired. How much do they get paid for going through all that? Zero dollars. College athletes should get paid to play too. The average salary of a third division college coach is forty five thousand dollars a year. An average third division athlete makes nothing. Why are coaches being paid and not the athletes? Yes the coaches are giving up their time to coach the players, but the athletes are too, and they are also risking themselves of getting injured every time they step in to play or practice. If an average NBA player makes about ten million dollars a year then why doesn’t a college basketball player get paid? There is this new rule that when a college gives away a scholarship, it can be renewed. That means that if a player quits the team or gets injured to the point that they can’t play anymore, the college can renew the scholarship and take it away from the player and give it to another athlete or someone else. That is not fair because if a player gets a serious injury for playing, the college can just take away their scholarship, and their career gets ruined. One of examples involved Texas Christian University. Running back Kent Waldrep was paralyzed in a game against the Alabama Crimson Tide on October 26, 1974. TCU paid his medical bills for nine months, then cut him loose. They also took away Adams scholarship, too. College athletes are human just like every other student. By not giving them the ability to make money and not paying them, colleges and its members are expecting the athletes to live a sub-human existence, and putting them at a disadvantage to finish their college education. Athletes are big money makers for the colleges. College athletics are a big role in making money, and they attract students to their college. Colleges depend on their athletes to produce and maintain the popularity of their schools name. Many people argue that student athletes should not be paid because they are getting a free education through a scholarship. These people feel that they have already done a lot for them by giving them a scholarship to their colleges. On the other side, people think that the college athletes make enough profit for their colleges , and they argue that the colleges should owe the athletes more than just a scholarship . Student athletes should be given at least small profit from their income. College athletes aren’t allowed to work. How are they going to pay for all the necessary expenses if they come from poor families? This also leads to players accepting illegal money, cars, and clothes. When athletes that have the opportunity to leave school and turn professional they go for it, because college athletes live in near poverty. College athletes live in near poverty because the money they receive isn’t enough to pay for all of their expenses and necessities. The few athletes that graduate from college, that could turn professional before their senior year, stay because their parents support them by sending money. If college athletes are eligible to be paid, there would be more athletes graduating. Paying athletes would be good for everyone and players would go for an education instead of only concentrating on sports.

How to Develop Communication Skills

How to Develop Communication Skills Interpersonal Communication Letter of Advice Holly Haire Communication is one of the utmost consequential points in relationships. Many marriages nosedive simply because there is a failure of communication between the couple. Without sufficient communication even the most minuscule of quandaries can cause an astronomically immense crevice in a relationship (making a mountain out of a mole hill). The paramount things (Set your priorities) which should be: your relatives, your progenies, your physical condition, your protà ©gà ©, and your favorite ardency. In order to become authentic communicators, we must first understand what interpersonal communication involves. Even though appropriate levels of self-disclosure in relationships, the barriers to effective interpersonal interactions because words have the influence to create and dismayed attitudes, behavior, and perception and the impact of gender and culture on interpersonal communications. Rehearse dynamic heedfully aurally perceiving. Not only is it habit-composing, but it is withal one of the most consequential pieces to the communication puzzle. To become an active listener necessitates focus and an unblemished mind. So, rather than composing your: rebuttal or organizing your coupons while the other person is verbalizing, free your mind of any diversions. It will preserve you time, error and conflict if you unpretentiously take an interval in the commencement to heedfully auricularly discern intently. And once you have received the message, reiterate it back to the person you are communicating with to eschew any misunderstandings. One of the unsurpassed ways to participate in efficacious communication is merely through your body language. Subsequently a prodigious dole out of what you communicate to others is conveyed in your physical posture, its consequential that you eschew such comportments as crossing your upper limb in front of your upper body. This nonverbal cue may contradict what you are verbally expressing. Instead, sit up proper and procumbency the person you are verbalizing with. Mirroring another persons body language is withal an utilizable implement when endeavoring to build a rapport. Revering the conceptions and opinions of others can avail to foster an environment that sanctions you to apportion your own personal conceptions and assessments (respect). Demonstrating reverence inspirits a safe environment in which to extant the conceptions and sentiments of all participants concerned. That does not compulsorily designate that you must concur with them. It merely betokens that you are venerating the region in which you are sharing them. The moralizing in commentary can be regarded as merely confabulatio n covering that utilizable trait. Always look to the person you are verbalizing with in the ocular perceiver (eye contact). Nothing builds rapport more than direct ocular perceiver contact. It is a vital element of interpersonal communication. There are three important types of listening and they are: active, critical, and empathetic (Sole, 2011). It gesticulates to others that you are fully intrigued with what they have to verbally express. Active listening is assertive communication that develops a sense of trust. It additionally enhances your personal credibility. Do not be trepidacious (afraid/fearful/display anxiety) to ask questions in order to more preponderant demystify the business that is on the table (pose questions). It is essential to pose questions that will avail to give you a more significant understanding of what is being corresponded to you, as well as to impel the conversation onward. Efficacious interpersonal communication can be achieved through conscious cognizance of some rudimental principles. These principles direct the efficacy of our communications; they may be elementary to understand but can take a lifetime to accomplish. To invigorate a relationship: stay involved with each other, resolve conflict, gregarious network (friends and outside intrigues), and communication. An explication of the principles and misconceptions in efficacious interpersonal communications is that many people have an insincere cogitated communication. One incipient way of viewing interpersonal communication is to visually perceive it as a perpetual kineticism, between and among partakers, influenced by evolutionary practices and connected with our desire to propagate and survive. Hope and Nicolas, in order to be authentic in your communication you must understand the main notions of communication. The first principle is that communication is irreversible (West Turner, 2010). Once a message has been sent to the recipient, the information cannot be undone. Commence all interpersonal communication with an open mind. You are then less liable to be misunderstood or verbally express things that you regret later. When the recipient of the information has already received the message it now forms a certain dint (impact) in spite of what is communicated later. Then it is always imperative to cogitate conscientiously before you communicate something to your boyfriend/husband/partner. Steer clear of communicating when you are irate or when you not entirely yourself because once you have verbally expressed or indited something it becomes problematic to withdraw the communication. Intentional communication is when the sender of the information kens what he/she is doing. Yet, two people should note that individuals can communicate unblemished information without being vigilant. One way through which this is possible is by eavesdropping. Another way through which a couple can communicate unintentionally is through expression and non-verbal communication. Sometimes you do not require verbally expressing or inditing anything in order to communicate (body language). The content dimension has to do with the authentic content of the message being passed from the sender to the recipient. The content of a message can ultimately affect the quality of communication and therefore it is always consequential to meticulously cull this content. Eschew utilization of words, conceptions or phrases that would vex your partner. Relational dimension refers to the existing emotional state and relationship amid the communicating parties. This relationship is liable to affect the quality of communication. For example, when you are exasperated at your companion your feelings at that time are liable to affect what you communicate and additionally how you interpret communication from the other. The barriers to effective interpersonal interactions involve sundry misconceptions that people have concerning interpersonal communication. Communication is more than vital for a blissful marriage. What if articulated communication is the relationship? Without communication, you would not have a relationship. It makes sense then to learn efficacious communication skills for a more preponderant romantic relationship. The first primary is to minimize pejorative verbal expressions. Judgments are a mundane communication barrier in interpersonal relationships. New International Version (NIV), â€Å"Do not judge so that you will not be judged. For in the way you judge, and by your standard of measure, it will be measured to you† (NIV, Matthew 7:1-2). People are censorious when you categorize another person as incoherent, insouciant, or selfish. Labeling categorizes, postulates traits, and degrades another person. Instead of haranguing on about how egocentric your partner is for not accomplishing something you implored, aver what you experienced and need in unbiased terms. Below are three illustrations of virtuous assertive verbal expressions that evade judgment: When I peregrinate home from work and you do not hug me, I feel unwanted, When we accede to go out for dinner and you do not call me about being tardy, I feel frustrated because I have been enthusiastic to have supper with you all day, and I would appreciate you to pick up the youngsters so I can cook dinner for us. Could you do that? Or do you have an alternative conception to avail get our desiderata met? These are considerably more puissant than a judgmental, You are so selfish! Efficacious communication adeptness in a romantic relationship is to concede you cannot read anothers mind. This comes in handy for communication beyond the courting. Do not ken your partners intentions or motives abaft an action. You may cerebrate they intended to harm you, get vengeance, or provoke a particular replication from you, but this is mind-reading. Verbalize with your partner to seek elucidation and build understanding. Expand communication as an alternative of terminating the operation of it with verdicts, mind-reading, and the third gratuity destructive conflict. A third secret of a jubilant romantic relationship communication is to not evade conflict. One of the greatest myths of ecstatic relationship is the couples do not quarrel. Starting a quarrel is like breaching a dam, so drop the matter before dispute breaks out (NIV, Proverbs 17: 14). Quite the antithesis a couple with efficacious communication ken how to fight because discordances, quandaries, and tension is ineluctably foreordained. What disunites jubilant companions from despondent companions is their communication. Conflict from the past is destructive while the communication in the present is constructive. What is of importance is how you deal with quarrels. Good marital communication designates you to confront an issue sincerely with benevolence for your partner. Eighteenth century inditer Leo Nikolaevich Tolstoy kenned for his War and Placidity book verbalized, What is valid in making a blissful marriage is not so much how harmonious you are, but how you deal with inconsistenc y. How you do that differs on your ability to efficaciously communicate utilizing the tips you learned in this letter of advice. People who have so many things in common always assume that the shared understanding will always translate to effective communication. An assumption leads to deliberate vagueness or a lot of sensitivity when distributing information which sometimes results in misconception. A core competency for effective communication is listening (Sole, 2011). It is always congruous to put all the shared understanding aside and communicate your message without subjectivity (heedfully aurally perceiving). People additionally have the misconception that communication is an autonomous process. You must understand that communication does not take place in a toaster and therefore it is affected by circumventing people, events and circumstances. It is consequential to consider the context and setting of your communication as it will additionally affect your message. There are many barriers that can affect this process of transferring information. Encoding is the process of putting your message into a form that is easy to convey. These forms may be thus: verbal words, letters, and email or telephone messages. Deciphering on the other foot is the process of interpreting the form of communication used so to get meaning from the message. Most barriers to communication hamper with these two essential processes in communication. Ethnic, sexual category and individual differences can present alterations in the way people communicate (encode) and interpret (decode) information. Common barriers to communication are such as cultural differences, gender, language barrier, individual differences and physical barriers (The Foundation Coalition, n.d). Such differences are liable to establish misunderstanding when communication. The norms of convivial interaction vary greatly in diverse societies, as do the way in which sentiments are articulated. It is important for couples to be vigilant of each other’s cultural, individual and gender difference and how they affect communication between themselves. Physical barriers may denote to aspects such as distance and time that may make it arduous for some people to communicate. When such barriers are bound to transpire you can always find ways of working around them. Today technology has made this facile. The manner by which self-concept is established and supported is composed of two aspects; self-image and self-esteem. Self-concept refers to how we perceive ourselves independent of our environment (Gufey Loewy, 2009). Self-image authentically refers to how we view and cerebrate of ourselves while self-esteem refers to the feelings that are derived from our self-image. If you have a lamentable image of yourself, you are liable to have a low self-esteem and vice versa. These two consequential elements make up our self-concept. Self-concept commences to compose when we apperceive that we disunite from our environment. It commences to perpetuate to compose when you act in your environment and discover what you can/cannot do. The image projected by other people about ourselves is liable to stick and affect how we cerebrate of ourselves. It is paramount to note that you two are going to be influencing in shaping each other’s self-concept. Other fortes include: the messages we take in, the prospect we and others have regarding ourselves, sexual category, ethnic and technological forces. Self-concept is dissimilar from self, self-concept means how we perceive ourselves which may not be precisely what we are (self). Our self-concept does influence interpersonal communication. These include: what we select to do, which we decide to interact with, and how we interrelate with others. Our self-concept also affects our attitude toward ourselves and towards others. Your self-concept is going to be an important factor in your marriage relationship considering the things it affect in us. Negative self-concept would mean low self-esteem and this is likely to affect communication. An individual with a low self-esteem is likely to encounter difficulties in distributing across messages since he/she lacks buoyancy. Though difficult, as it is, know it is possible to change our self-concept. We can eradicate the undesirable image we have of ourselves and substitute them with an optimistic image and this is likely to enrich our interpersonal communication. The NIV, â€Å"So in everything, do to others what you would have them do to you. . . .† (Matthew 7: 12). It is mundane for many people to have some information that they are disposed to apportion with any other person (e.g. names, name of our schools, and careers). There is a caliber of information that you would relish to reveal to only people who proximate with you (e.g. cell phone number, your email address, and allergies). There is also another level of information that we would just like to keep it to ourselve s. Rudimentally, it is an implement to visually examine a convivial situation and have prosperous communication. The Johari window represents how much people opt to reveal themselves. Diffident/reclusive people do not yarely share their feelings, so they have more of a closed window. Open/extroverted people are disposed to verbalize with anyone on any topic, so their window is wide open. The four quadrants of the Johari Window are the open area, the blind area, the hidden area, and the unknown area (Sole, 2011). This is the areas within our lives that we are disposed to apportion with any other person (open area). This verbalizes the information other people have about you that you are not cognizant of (blind area). This area covers information that we ken about ourselves but we would not relish any other person to have access to this information (hidden area). If the stuff about you is not kenned to you or anyone else this is the unknown area. This stage of self-disclosure can shake yo ur communication in espousement and as a result your relationship. The caliber of disclosure will perturb most marriage relationships. This construal in turn will lead to more preponderant communication within your relationship. Therefore my suggestion to you is that, you should keep an immensely colossal part of yourselves in the open areas so that your partner is able to understand who the other person is. It is consequential to keep confidential information shared between you and your partner. Divulging communication that your partner has trusted you to forfend to other people may become a source of conflict, in your relationship (diarrhea of the mouth). I am sure it is now (or has become) evident to you how vital interpersonal communication is in fortifying any relationship. The first step on the way to developing efficacious interpersonal communication is to comprehend the concept behind interpersonal communication. If you fixate on the diminutive you will on no occasion have space for the things that are paramount to you. Center on the things that are critical to your bliss: associate with your children, parents, and grandparents. Accompany your spouse out to dinner. There will always be time to immaculate the house and maintenance the lawn. If everything else was perplexed and only they endured, your life yearned nevertheless be plenary. Gratitude converts what we have into enough, and more. It spirals denial into approval, chaos into order, and perplexity into clarity. It makes sense of our history, brings placidity for today and engenders a vision for tomorrow. Other things that matter like your employment, your residence and y our vehicle should be your next concern. Irrespective of how satiated your life might appear, there is always room for a couple drinks of â€Å"Champagne of the South† (Sweet Iced Tea) with a friend(s). Take care of your family first and the things that genuinely matter the remaining is congeniality. References Gufey M. Loewy D. (2009). Chapter 3: Communication and the Self Concept. September 22,  2011. Retrieved from  http://highered.mcgrawhill.com/sites/dl/free/0072975679/137490/gam62823_ch03.pdf Sole, K. (2011).Making connections: Understanding interpersonal communication. San  Diego, CA: Bridgepoint Education, Inc. The Foundation Coalition (n.d).Effective interpersonal/intrateam communication. Retrieved  from http://www.foundationcoalition.org/publications/brochures/index.html West R Turner L. (2010). Understanding Interpersonal Communication.  USA. Cengage  Learning

What Ideas Would You Bring To Classroom?

What Ideas Would You Bring To Classroom? To make the learning of vocabulary more interesting, a variety of activities can be conducted. Students can have a board race in class, to practice the language use. The class is divided into two groups. The board is divided into two parts. One student from each group goes to the board. The teacher gives them a sentence to write. For example: write the word in the middle of the board, and the prefix and suffix at the right and left hand side of the root word. Students are to race to the board to indicate whether the word has a prefix or suffix. All students are allowed to help the person at the board but they are not allowed to refer to any books or reference materials. No points will be awarded if any one of the teams uses a book or any reference materials. This enables the students to review a lot of material and identifies common problem areas. Furthermore, it fosters cooperation and unifies the students as a group. The next activity is the dictagloss. The dictagloss has originally been devised as a technique for learning vocabulary in a foreign language. It is also a useful technique to encourage students to work together to extract meaning from complex text. The dictagloss is a very useful activity that helps students to use language in order to learn. Students will have to listen to a text being read and reconstruct it. As students can also construct written summaries, a dictagloss also requires the students to consciously focus on their knowledge of the content and the relationship between ideas and words. Another activity is the use of a short text. A selected short text is read to the class at normal pace. The students listen for meaning. The text is read again and as it is being read, students are to jot down key words and phrases. Working in small groups the students pool their words and phrases and attempt to reconstruct the text from their shared resources. Their version should contain the main ideas of the text and approximate the language choices of the passage. Each group of students produces their own reconstructed version, aiming at grammatical accuracy and textual cohesion but not at replicating the original text. Each group presents their finished version to the class and each text is analysed and compared and the students should then refine their own texts in the light of the shared scrutiny and discussion. Next, a library can be set up within the classroom. The library can be graded. This encourage the student to read as they can have access to library books easily. Through reading, students pick up new words and thus widen their vocabulary. The student who read the most number of books will be rewarded. To make learning of vocabulary more enjoyable, students can also act out or have a pantomime where they are given cards with instructions like Open the parcel noiselessly, or Walk across the room cautiously, and perform the actions without speaking. The other students will try to guess the word or expression that the student is pantomiming. Each time, a student guess correctly, points will be awarded. To teach synonyms and antonyms, the teacher hands out a list of words to each student. There should be two columns next to each word, label the heading of each column, synonym and antonym. The teacher then read out the synonyms and antonyms of those words. The students have to write these words next to the word they are the same or the opposite of. It can be presented as such:- At the end of the lesson, the teacher goes through the lists with the class using a board. When reading a passage, students can be taught different meanings of familiar vocabulary so long as the words are not out of context, recognizing definitions, guessing cause and effect, opposite or contrasting words or phrases, focus on Subject-Verb-Order, where students guess what the general sense of the word it is. If it is a noun, specify whether it is a person, place, thing, abstract idea. If it is a verb, state whether it is an action, or a feeling or emotion.. If it is an adjective, state what the adjective is describing- Good or bad, Size, Colour, Shape or Emotion? To enable students to learn vocabulary in a fun way, a game called Password can be introduced. In this game, the class is divided into two teams. One person from each team sits in a chair in front of the class. Those two people receive a card with a vocabulary card. The first person gives a one-word clue to his/her team. If no one from the team can guess, the second person gives a clue to his/her team. This alternates back and forth until someone from one of the team guesses the word, or until a specified number of clues has been given. Points will be given to each team with the correct answer. The winning team will be awarded. Bibliography: http://eca.state.gov/forum/vols/vol42/no2/p16.htm http://www.collaborativelearning.org/howearthwasformed.pdf http://www.learnenglish.de/Teachers/synonymantonym.html The TESOL textbook Using what you have read in this introduction to TESOL and your own knowledge, what do you consider to be the blocks which may prevent language learning? One block of language learning is language learning style, as students learn differently from others. Getting to know the students learning style will help to match the kind of activities carried out in class to ensure effective learning. Teachers can also be more versatile and adopt a variety of teaching styles to suit the different learnings styles of the students. Fossilization and false learners can hinder the student from learning the new language. Fossilization often means that certain aspects of the language were learned incompletely or incorrectly, such as grammatical features like conjugating verbs in the wrong fashion or using the wrong vocabulary, in such a manner that they cannot be unlearned and replaced with correct usage. Fossilization may also consist of a sort of subconscious clinging to aspects of the learners mother tongue, for instance, with syntax and phonology. This may reflect an inability to similarly unlearn characteristics of a mother language for the purpose of learning another; the native language so deeply hardwired into the brain that its paradigms cannot be replaced when attempting to learn a new and foreign language. Another block to language learning is language prejudice. Stereotypes and cultural bias, the teachers accent are factors that may affect the learning of the language. For example, foreign accents are everywhere and are here to stay; nevertheless, accented English, for example, is looked down upon, generally quite sternly. In addition, within what is refer to as a language, certain ways of speaking that language (AAE, for example) meet with great prejudice, social and racial in nature. Thus, all language teachers must work to overcome language prejudice, as it generally serves as a mask over class and racial prejudice should be tolerated too. One of the biggest challenge ESL teachers face is that one ESL class may consist of students from many nations, even if, for example, they are all Spanish-speaking countries. The cultures of Ecuador, Peru, Argentina, Columbia, and Mexico , for instance, are very much different, so teachers should not assume that students who share a common native language will share similar cultural backgrounds. Even students from different regions of the same country will have different cultural beliefs and traditions that should be honored and preserved. Being more conscious of the different cultures will help to make a better teacher. Extensive research has already been done in the area of native language interference on the target language. Dulay et al (1982) define interference as the automatic transfer, due to habit, of the surface structure of the first language onto the surface of the target language. Lott (1983: 256) defines interference as errors in the learners use of the foreign language that can be traced back to the mother tongue. Ellis (1997: 51) refers to interference as transfer, which he says is the influence that the learners L1 exerts over the acquisition of an L2. He argues that transfer is governed by learners perceptions about what is transferable and by their stage of development in L2 learning. In learning a target language, learners construct their own interim rules (Selinker, 1971, Seligar, 1988 and Ellis, 1997) with the use of their L1 knowledge, but only when they believe it will help them in the learning task or when they have become sufficiently proficient in the L2 for transfer to be possible. Other factors that may prevent language learning is being overly self-conscious about their use of language, and a fear of being misunderstood. Not having enough exposure within the class and outside will also prevent language learning, as students will not have enough opportunities to use the language. Generally, the difficulties adults face include the following: 1. Self conscious 2. no respect for teacher 3. fossilized errors 4. personal issues / politics 5. intrusions 6. different levels / abilities However, the difficulties teachers face include 1. lack of interest 2. time management 3. body language 4. Teacher Talk Time 5. ensuring participation Bibliography http://hufs.davidboesch.com/GSE_YLDownloads/Reid.Joy.LearningStylePreferenesESLLearners.pdf http://www.brighthub.com/education/languages/articles/63102.aspx http://www.asian-efl-journal.com/interviews_W-ONeil.php http://www.yourdictionary.com/esl/ESL_Classroom-and-Cultural_Sensitivity.html http://www.experiencefestival.com/a/English_as_an_additional_language_-_Difficulties_for_learners/id/5023415 It seems reasonable to suggest that the motivation that students bring to class is the biggest single factor affecting their success. Comment (500-750 words) Students of all ages, all around the world, are learning to speak English. Some students want to learn English because it is on the curriculum in school, but for others, it reflects a kind of choice. Like an instrument, students may learn it for a practical purpose. They may have moved into a target-language community and they need to operate successfully within the community. Students could also learn English for a Specific Purpose, where they may need to learn the language for legal purposes, business, tourism, banking or nursing. For those who are studying at an English speaking University, they may need to take English for Academic Purposes. Some learn English as it will be useful for travel. A variety of factors can create a desire to learn. Perhaps the learners love the subject, some are motivated for a practical reason, like being able to acquire a skill or knowledge. The desire to achieve some goal is the bedrock of motivation and if it is strong enough, provokes a decision to act. For an adult, it may involve enrolling in an English class. This kind of motivation which comes from outside the classroom and may be influenced by a number of external factors such as the attitude of society, family and peers, to the subject in question, is referred to as extrinsic motivation, that is, the motivation that is generated outside the classroom. Intrinsic motivation, on the other hand, is the kind of motivation that is generated by what happens inside the classroom; this could be the teachers methods, the activities that students can take part in, or their perception of success or failure. Students may be both extrinsically and intrinsically motivated. However, the danger of being extrinsically motivated is that it is harder to sustain than intrinsic. As the subject gets harder, students may give up or get bored with it. As adult learners, they may have a wider range of life experiences to draw on, both as individuals and as learners, than younger students do. They are more discipline, and have a clear understanding of why they are learning things, and can sustain their motivation. However, they come with a lot of previous learning experience which can hamper their progress. Students who had negative learning experiences in the past may be nervous of new learning. Students used to failure may be consciously or subconsciously prepared for failure. The task of the teacher would be to sustain their motivation. This could be done through the activities the teachers ask the students to take part in, will, excite their curiosity or provoke their participation help them to stay interested in the subject. The teacher needs to select an appropriate level of challenge so that things are neither too difficult nor too easy. Appropriate teacher qualities need to be displayed so that students can have confidence in their abilities. Students feedback is important as it shows how students feel about the learning process. Students need to feel that the teacher really cares about them; if students feel supported and valued, they are more likely to be motivated to learn. Encourage the students to make decisions in class over the choice of activities. This make the students feel they have some influence over what is happening, rather than always being told exactly what to do. In this way, they are often more motivated to take part in the lesso n. Nevertheless, however much the teacher does to foster the motivation of the student, we can only offer our support and assistance by word and deed. Real motivation comes from within each student themselves. Without motivation, the students are unlikely to succeed. Bibliography: How to Teach English by Jeremy Harmer. Knowing a language is not just a matter of having grammatical competenceà ¢Ã¢â€š ¬Ã‚ ¦ We have seen that we also need to add to communicative competence that is the understanding of what language is appropriate within certain situations The Practice of Language Teaching Harmer. Is there any place for teaching grammar in a formal manner? Give reasons for you answer and include a formal discussion of what you mean by a formal manner. One of the main reasons that people need to pick up a language is for the purpose of communication. Lessons hence ought to facilitate language use where it is not just bits and pieces of vocabulary slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting and so on which students need to learn using a variety of language components. As teachers of communication, we have to facilitate the communication built in by personalized and imaginative exercises where the student can use the structure for himself. (Harmer). Teaching grammar in the formal manner refers to teaching grammar by translating grammar, where students would look at the word, dictionary and change it into their own language; in other words, using meta-language. Another method of teaching grammar is the direct approach forming sentences around new words. For example, students are given 10 sentences in aà ¢Ã¢â€š ¬Ã‚ ¦ (achieving grammatical competence?). Grammar translation still has relevance today, though it is not practiced in the same way. Nevertheless, most language learners translate in their heads in very much the same way by comparing it to their mother tongue. However, a total concentration on grammar translation stops students from getting the kind of natural language input that will help them acquire language and it fails to give them opportunities to activate their own language knowledge. Translation and mindless repetition of grammatical structure that is taught in formal grammar will be avoided as students need to k now not only the correct grammar, but also where and how to use it. Audiolingualism capitalized on the suggestion that if we describe the grammatical patterns of English, we have students repeat and learn them. Grammatical structures were presented in simple situations which exemplified their usage. Crucially too, the structures were hence graded so that students learnt the easy ones first before moving onto things that were more complex. Audiolingualism argued that learning is the result of habit formation, where performing the correct response to a stimulus means that a reward is given; constant repetition of this reward makes the automatic response.Audio-linguak classes hence made extensive use of drilling in which students produced the same grammatical pattern, but were prompted to use the different words within the grammatical pattern, in the hope that they would acquire good language habits. Nevertheless, audiolingualism does not expose students to real or realistic language, and were therefore unlike to produce natural sounding language themse lves. Language is not just patterns of grammar with vocabulary items slotted in, but also involves language functions such as inviting, agreeing and disagreeing, suggesting which students should learn how to perform using a variety of language components. Students also need to know about the appropriacy of the when talking and writing to people in terms of the kind of language they use (formal, informal, tentative, technical). Hence communicative competence is not just about the language but also about language use. The second principle of Communicative Language Teaching in gaining communicative competence is that so long as the students get enough exposure to language and opportunities for language use the language learning will take care of itself. As a result, has been teaching students to communicate real messages, and not just grammatically controlled language. Giving students different kinds of language, pointing them towards aspects of style and appropriacy, and above all giving th em opportunities to try out real language within the classroom humanized what had sometimes been rigidly controlled. Another approach to teaching English, which Berlitz adopts is the Lexical approach, which teaches learners to be fluent in the language in a short 6 months. The last method used today in teaching grammar is characterized as postmodern; where there is a return to grammar and blended learning. Learning to communicate alone might not be sufficient in effectively conveying themselves, as spoken grammar differs from written grammar, and some phrases appear in spoken English that we would not necessarily write; spoken grammar moreover is more informal than written grammar. Nevertheless, classroom technique is important to good effective communication, and for the right application of grammar for students to convey themselves meaningfully.