Socrates Failure in Refuting Thrasymachus Essay Example for Free

Socrates Failure in Refuting Thrasymachus Essay In producing a counter argument to Thrasymachus claim that justice is the advantage of the stronger, Socrates bases his argument enourmously on sentimentality and prejudice. He assumes that the virtues which are supposedly functioning in the realm of ideas can also work propably in the World. For example, in Socrates view, a doctor does not seek his own advantage, but the advantage of his patients. Yet, this view reflects the perfect ideal of a doctor in Socrates belief of ideas in a dream world. With a modern perspective, one can fairly see that Socrates refutation has some complexities which clash severely with the real experiences of the Ancient Greek. Socrates image of the doctor ignores the inherent human desire or fragility to obtaining the power for his advantage. Socrates confuses the crafts with the craftsmen occasionally. The crafts such as medicine or horse-breeding are idealized. However, craftsmen are human and they are liable to exploit the authority which their crafts give over them. Therefore, Thrasymachus idea of justice is more applicable than Socrates. Socrates manages to appease Thrasymachus, but that does not mean Socrates is successful about refuting Thrasymachus. In fact, if one observes their conversation critically, it is obvious that Socrates fails to refute Thrasymachus argument. Socrates is very optimistic and emotional towards human nature, which causes his arguments and refutations to be fragile . The virtue in individuals does not always bring prosperity to the state on the whole. Not everyone is sensitive to the good of the others. Socrates republic is, in this sense, utopic. Socrates states, Anyone who intends to practise his craft well never does or orders but his best for himself (Plato, 23). This belief does not match the modern experience nor does it match the experience of a Greek citizen in Ancient Greece. In reverse, Thrasymachus believes that justice is a means for the strong to exercise advantage. In a sense Thrasymachus associates the strenght of a citizen with his authority and position in the society. He famously states, Justice is nothing other than the advantage of the stronger (Plato, 14). Justice is a tool for the established order to preserve itself. The strong citizen with a sizeable authority makes use of justice in a manner to assert his private interests. Under the shadow of justice, he can easily practise injustice and impose it as justice to the others. Thats why the strong is in a position to employ justice and injustice at their own interest. For instance, since a ruler makes laws in a position to twist justice for his own benefit. Therefore, his prior concern is to preserve and enhance his own authority. In order to do that, he ignores the welfare of his subjects. He does not act always within a moral perspective. Thrasymachus believes that even in the lower classes of the society, this is exactly the case. In terms of taxes, for example, an unjust man will gain more economically since he will always search for the ways to avoid taxation. A just man, on the other hand, with a sentimental love for his state and a respect for it, pays his taxes regularly and gains less than an unjust man in economical perspective. Thrasymachus believes that a man with authority is always just. Because he profits at the end. So, Thrasymachus concentrates mainly on the outcome of the act in a pragmatic way. He does not give any importance to the unjust proceedings which a man with authority exercise in order to achieve private benefit and gain. Socrates, on the other hand, believes that even a simple act of injustice on the path to power eradicate not only the man as an individual, but also the society on the whole. Socrates is trying to harmonize his own utopic world with the realities of the earth which he thinks can be transformed and shaped. His views are rather romantic with a nostalgic perspective. Socrates is not skeptical unlike sophist philosophers of his age. He reasons, however, with a firm belief in his own conception of this world which is a projection of a higher world of ideas functioning in harmony. He believes that gods are just (Plato, 29). Homers Iliad on the other hand states otherwise, portraying gods are cruel and jelous. Therefore, Socrates thinks within his own ideology. He tries to impose his ideology to Thrasymachus who never disagrees with him at all. For example, in Socrates opinion, injustice causes civil strife, antagonism and disorder while justice brings friendship and a sense of common purpose. However, in a World which does not precisely regulate the terms of justice or injustice, Thrasymachus view that justice always looks to the advantage of the stronger makes more sense. Thrasymachus claims are based on his own experience of Ancient Greek life while Socrates statements hardly related to the realities of the life surrounding him. He is blinded by what he firmly believes. He is trying to adjust the common realities of the society to his own ideology. Altough he is able to convince Thrasymachus at the end, what he does during this process is misleading. Thrasymachus seems to be an agent for Socrates to express his ideology in a dialogue for. Thrasymachus presence is only to introduce the question and to be a passive listener during Socrates answering process. Therefore, Socrates refutation of Thrasymachus claim that justice is advantage of the stronger is nothing but a dictation of Socrates attempt to reconcile his own ideology of a utopic republic with the status quo in Ancient Greece. In conclusion, Socrates contradiction to Thrasymachus may be convincing for Platos Greek audience, but it is not anyway convincing to the modern reader. Socrates idea of justice can only be valid in the future of Socrates lifetime in Socrates view. It does not correspond to Socrates actual reality. It is aimed to construct an emotional idea of justice in a future time. It is only possible by changing the realities of the world in a manner to suit Socrates ideology.

Enver Pasha and the Britain

Enver Pasha and the Britain Ä °smail Ä °lker Yà ¼rà ¼yen Ismail Enver was born in near Constantinople, Istanbul, on 23 November 1881 to a working-class family from Monastir, todays Macedonia. His father, Ahmed, was a Turk, who rose from being a porter to a railway official and acquired the honorable title Bey. Envers mother, Aisha, was an Albanian from the Monastir region. He was an Ottoman general and commander in chief, a hero of the Young Turk Revolution of 1908, and a leading member of the Ottoman government from 1913 to 1918. He became the main leader of the Ottoman Empire in both the Balkan Wars in 1912-13 and in World War I in 1914-18. In the course of his career, he was known by increasingly elevated titles as he rose through military ranks, including Enver Efendi, Enver Bey, and finally Enver Pasha. By January 13, 1914, Enver had made himself Minister of War and played a key role in the Ottoman entry into World War I on the side of Germany. He influenced his associates into an alliance with Germany signed secretly on August 2. Subsequently, he approved the German bombardment of Odessa and Sevastopol, which precipitated the Ottoman Empires entry into World War I. An organizer of the Young Turk Revolution, Enver joined General Mahmud Ã…Å ¾evket, under whose command an Army of Deliverance advanced to Constantinople to depose the Ottoman sultan Abdà ¼lhamid II. In 1911, when warfare broke out between Italy and the Ottoman Empire, he organized the Ottoman resistance in Libya, and in 1912 he was appointed the governor of Benghazi. Back in Constantinople, he participated in the politics of the Committee of Union and Progress, leading the coup dà ©tat of January 23, 1913, which restored his party to power. In the Second Balkan War of 1913, Enver was chief of the general staff of the Ottoman army. On July 22, 1913, he recaptured Edirne from the Bulgars; and until 1918, the empire was dominated by the triumvirate of Enver, Talat PaÃ…Å ¸a, and Cemal PaÃ…Å ¸a. In 1914, Enver, as minister of war, was instrumental in the signing of a defensive alliance with Germany against Russia. When the Ottoman Empire entered World War I on the side of the Central Powers in November 1914, Enver cooperated closely with German officers serving in the Ottoman army. His military plans included Pan-Turkic, or Pan-Turanian, schemes for uniting the Turkic people of Russian Central Asia with the Ottoman Turks. These plans resulted in the disastrous defeat in December 1914 at SarÄ ±kamÄ ±Ãƒâ€¦Ã… ¸, where he lost most of the 3rd Army. However, he recovered his prestige when the Allied forces withdrew from the Dardanelles in 1915-16. In 1918, following the Russian Revolution of 1917 and Russias withdrawal from the war, he occupied Bakà ¼. After the Armistice in Europe, Enver fled to Germany on November 1918. In Berlin, he met the Bolshevik leader Karl Radek, and in 1920 he went to Moscow. He proposed the idea of overthrowing the regime of Mustafa Kemal in Turkey with Soviet aid, but this plan received no support from Moscow. Though the Russian leaders became suspicious of him, Enver was nevertheless allowed to go to Turkistan with a plan for helping to organize the Central Asian republics. Yet, in 1921, the revolt of the Basmachi in Bukhara against the Soviet regime flared up, and Enver joined the insurgents. He was killed in action against the Red Army. After having provided Enver Pashas short biography, this essay will try to state Envers relation with the Britain by considering the situation of his being minister of war, the person who is responsible of the whole Ottoman army. In 1909 or 1910, Enver Bey was sent to London to fetch military goods. The British media announced him as the Turkish Garibaldi because Garibaldi was an Italian general who revolutionized Italy and made it what it is today. Its clearly understood that the British media admired Enver PaÃ…Å ¸a and considered him equal to Garibaldi. Enver PaÃ…Å ¸a was persona non grata for Britain. By 1908, Britain joined the alliance between France and Russia against the alliance of Germany, Austria, and Italia. Thus, Britain started to welcome Russias interests on Istanbul and Frances interests on Syria.   Enver Bey, who is considered to be the leader of the unionists, had no choice but to ask for Germanys help. Since France and Britain rejected the Ottomans demand for money for its own debts, it was Germany that helped Ottoman Empire. As Enver Bey joined the alliance with Germany, a powerful country, he was always disliked by Britain, for he blocked their interests. During the Italo-Turkish War in 1911-12, Enver Bey went to Libya to defend the Ottomans territory along with Mustafa Kemal. He was a major and had the highest rank there. Since the previously overthrown Sultan, Abdà ¼lhamid II, made the navy dysfunctional, Enver needed army troops. Ottoman Empire couldnt send the necessary troops since Britain had invaded Egypt and she didnt allow Ottoman troops go through Egypt. Eventually, Ottoman Empire lost Tripolitania mostly because of Britain. The Mesopotamian campaign was a campaign in the Middle Eastern theatre of World War I fought between the Allies represented by the British Empire, mostly troops from Britain and the Indian Empire, and the Central Powers, mostly of the Ottoman Empire. It took place between 6 November 1914 and 14 November 1918. Enver PaÃ…Å ¸a was the minister of war and Ottoman forces was defeated in this campaign. It was resulted in allied victory and the Treaty of Sà ¨vres. The only success for Ottoman Empire during this campaign was the Siege of Kut. Halil Bey, uncle of Enver Pasha, managed to capture the British general Townshend along with his garrison. British leaders attempted to buy their troops out. Aubrey Herbert and T. E. Lawrence were part of a team of officers sent to negotiate a secret deal with the Ottomans. The British offered  £2 million ( £122,300,000 today) and promised they would not fight the Ottomans again, in exchange for Townshends troops. Enver Pasha ordered that this offer be rejected. Historian Christopher Catherwood has called the siege the worst defeat of the Allies in World War I. The Raids on the Suez Canal, also known as Actions on the Suez Canal, took place between 26 January and 5 August 1916 after a German-led Ottoman Army force advanced from Southern Palestine to attack the British Empire-protected Suez Canal, before the beginning of the Sinai and Palestine Campaign of World War I. Ottoman troops were led by Cemal PaÃ…Å ¸a, Minister of the Navy, who was under the command of Enver PaÃ…Å ¸a, Minister of War. These two raids resulted in failure for Ottoman Empire. As conjectured in the story published in the Telegraph, Britain offered $5 million to the Ottomans to allow them to cross the straits of Çanakkale, and another $2 million to the Ottomans to get them to pull their troops out of Palestine. The story also says that an international arms dealer by the name of Basil Zaharoff was responsible for the talks between the two sides. The Telegraph story also says that Enver Pasha was contacted by a civil servant by the name of Kerim Bey in Vienna, who was working for the Ottoman Empires Loan Bureau there, and that the suggested bribe later went up to the astonishing figure of $10 million dollars. It can be easily understood these bribe offers were made before the outbreak of the WWI because it outbroke on July 28 and Ottoman Empire joined the war five days later on August 2 in alliance with Germany. Britain wouldnt make such an offer when Ottoman Empire was already her enemy. Enver PaÃ…Å ¸a could accept these offers for the sake of his countrys economy but he rejected them because he knew that his country would be under the risk of Russians if they received aid from the British. Thus, he prevented British navy from sailing to Black Sea. Although it seems to be win for Britain and lose for Ottoman between the relations of the British and Enver PaÃ…Å ¸a, his great struggles for both Ottoman Empire and Turkic people havent been forgotten; thus, his funeral was brought to Turkey by the Republic of Turkey and buried in Istanbul on his death anniversary in 1996. Rest in peace.

Needs Analysis in Syllabus Design

Needs Analysis in Syllabus Design Thank you for choosing our Language centre as one of your prospective providers. In this envelop you will find what you have requested from us. An essay with the explanation of Needs Analysis and Syllabus design in TESOL, and a description and rationale of the syllabus items for the two weeks course. We hope that you will be satisfied with the work we have produced. We would be very happy if we had the chance to collaborate with you. Part A: Needs Analysis: Needs analysis procedure in language teaching was first introduced and used by Michael West in 1920, but then re-emerged during 1970 as a result of intensive studies conducted by the council of Europe team. Needs analysis was developed and was emphasized in ESP (English for Specific Purposes) and it is argued that it is not possible to specify the needs of general English learners. Hutchinson and Walters (1987) describe need analysis as the most characteristic feature of English for Specific Purposes course design. It is also notable that a needs analysis is the starting point for a syllabus/course design. It is a part of a curriculum development, and is required before developing a syllabus. Thus, the information gathered from a need analysis can be used to define the program goals or sometimes to select the most relevant material for the language syllabus. Johnson K. (2008, pg.200) points out that: in order to plan a foreign language teaching we need to find a way of analysing learners needs. What is going to tell us just how much, and for what purposes our learners will need which foreign languages, it is the process of needs analysis. Needs Analysis in language teaching and language programme design, can be defined as a systematic process which helps teachers to collect information and get an accurate and complete picture of their students needs and preferences. Then they interpret the information collected and they make decisions about what to include in their programme, based on the interpretations in order to meet the students needs. This process can be used in response to the academic needs of all the students, for improving their achievements and meeting challenged academic standards. However, this process sometimes does not involve looking at the learners individual needs, but may involve looking at the requirements and expectations of other members involved, such as employees, parents, teachers and financial supporters. Some probable resources for gathering information are: questionnaires, surveys, tests, observations and individual interviews. Generally a need analysis tries to get information on the situations in which a language is going to be used, the purposes for which that language is needed, the types of communication that are going to be used in the course and the level of proficiency that is required to develop a syllabus. If a need analysis is used as a current part of teaching, it helps learners to reflect on their learning, to identify their needs, but also control their learning. Additionally, as Amie M. Casper (2003) states: The information gleaned from a need analysis can be used to help you define program goals. These goals can be stated as specific teaching objectives, which will function as the foundation on which a teacher will develop the lesson plans, materials, tests, assignments and activities. Thus, a need analysis helps you to elucidate the purposes of your learning program. Syllabus design in TESOL: All professional people, who are labelled as teachers or are somehow related to language teaching, sometimes in their career path will be responsible of creating a syllabus or at least they have created one. Basically, syllabus design is a key component of their course preparation. To start with, syllabus is defined as a statement of content, denoting what a particular programme is going to cover (Richards et al. 1985, qtd in Johnson K. 2008, pg.215), which means that a syllabus design involves planning course content. David Nunan (1988, pg.8) comments on syllabus design by stating that: A traditional syllabus design has been seen as a subsidiary component of the curriculum design. Curriculum is concerned with the planning implementation, evaluation management and administration of education programs, whereas syllabus focuses more narrowly on the selection and grading of context. Syllabus design procedures are required for deciding what is going to be taught in a language programme. A basic step prior to syllabus design is need analysis. Knowing exactly what to your students want, and why they want to learn English is a basic feature in a syllabus design. Generally, a right syllabus is designed into manageable chunks that can be followed and interact into each other. It is important that the effectiveness of the teachers class will be largely depending on how the lessons develop over time. Then, the teacher has to decide the content of his syllabus. He needs to make sure what to include in the syllabus so that it is relevant to what the students need. When it comes to organize the syllabus, the teacher designs his syllabus based on his list of prioritized topics or areas of his study. He has to make sure that his selected topics build up on others, but also that he uses a broad variety of resources and activities. Furthermore, the teacher has to be sure on which of the four skills (listening, speaking, writing, reading) to focus on, and which ones are the most important for his students. As you have read above, there have been identified three main stages in the process of a language syllabus. The first one is the needs analysis, then content specification and then syllabus organisation. There are two approaches to syllabus design. Product approach and process approach. Most syllabuses are based on product approach. In the product approach the teacher, teaches the students and then he tests them in order to evaluate them (evaluate their performance). A product syllabus focuses on what is going to be learnt at the end of the learning process (the outcomes) rather than the process itself. Some product-oriented syllabuses are the following: the grammatical syllabus, the functional syllabus and the lexical syllabus. On the other hand, a process approach on a syllabus concentrates on the skills and the processes which are involved in the learning process. There are different types of syllabuses in TESOL and they are the following: the situational, structural, topical, functional, notional, skills-based, and task based and lexical syllabus. Part B: Description and rational of the syllabus items: Having considered your needs, we have concluded to a relevant model of a syllabus designed especially for you. Obviously, what you are seeking for is the education of your receptionists for a better communication with your guests. Thus we are going to teach them those parts of English that are most relevant to them. Our organising principle for the selection and grading of what is going to be taught in this two-week course are notional-functional categories. We have decided to take communicative categories as the main principle of our syllabus. Thus this specific course is based on a notional/functional syllabus as it is the most relevant type of syllabus for this purpose. This program needs to be practical and relevant to your receptionists jobs. They need to learn how to use language under those several situations they face every day. The communicative functions were very carefully selected and sequenced according their usefulness to the receptionist and the extent to which they will meet the receptionists communicative needs. The syllabus is organised under the context hotel, which then is divided under a general heading (at the reception desk), with subheadings for specific activities. Within each situation, your receptionists will learn about aspects of that situation, and what language to use in order to communicate with the guests. We have ordered functions according to a chronological sequence because we think is more relevant to base the syllabus on the sequence of each action (what happens first, second, etc.), rather than grading them based on the associated language or grammar, as we are going to teach them how to use the relevant language under each situation. Hotel: At the reception desk: Greeting the guests/Giving visitors a friendly welcome Booking a room Giving/asking information Check-in Giving advise/ making suggestions Dealing with complaints check-out The situations listed in the syllabus are going to be practised through several of activities which will help your receptionists to develop and practise their abilities to communicate more effectively in a variety of real-life situations required in their work. The assumption that the receptionists already know the grammar has been a basic reason for starting this notional/functional syllabus, because what they need the most is to enhance their communicative skills when using language. Teaching based on this syllabus will add a communicative dimension to their already existing knowledge. We are going to activate this knowledge so that they will use it in order to do things with language (communicate better and learn functions of language under the context hotel). Generally, a notion is a particular context in which people communicate. A function is a specific purpose for a speaker in that given context. In this syllabus the notion of working in a hotel, requires a numerous of functions, such as greeting the guests, giving/ asking information, making suggestions, dealing with complaints etc. Thus, the syllabus items are focused on how the receptionists use English, in which purposes they use it and what exactly they need to learn in order to communicate more effectively with the hotel guests. The syllabus items, based on the contextualised exercises will give your receptionists the chance to improve and enhance their communicative abilities through those numerous functions of language we are going to teach them. The main reason for including those situations in the syllabus is because those are the most important situations in which a typical receptionist will take part in, and thus they need to work and practise their communicative abilities, but also they need to know what function of language to use under each situation. This is going to be done under several activities designed especially for this course. We think that the receptionists need to work their listening and speaking skills, as they are the most important skills they use in their work. Speaking skills are very important and they will be practised through role-plays between the students and the teacher. Listening skills will be practised through listening real life conversations, and then by completing activities related to the situations. It is important that effective speaking depends on successful listening. We decided to work on the other skills too, but the main emphasis will be given on listening and speaking skills. Relevant vocabulary, grammar rules and structures, but also pronunciation will be integrated in each situation. Your receptionists will be given the opportunity to practise their skills in real life situations involving authentic language use. Based on each situation, we have produced some exercises that present relevant instances of language. Vocabulary, grammar and functions derive from the situations selected. However, prior each situation we will teach them the appropriate grammar, vocabulary and structures of language they need to know. Under each situation, the receptionists will practise different functions of language. For example, when greeting visitors they will learn and practise relevant language on how to use language in order to greet their guests. This is also going to be done through listening several of greetings, based on real situations taking place in a hotel and produced by different people. We will give them the chance to practise listening comprehension through different listening activities. The receptionists must complete the comprehensions exercises in order to evaluate their understanding. Also, after or before a situation, students will be divided into groups and they will be given different scenarios in where they have to practise the topic they are given. Some scenarios examples based on greetings, are the following: Greet two guests as they approach the reception ( guests are an elderly couple) Greet two guests as they enter the hotel (these guests are very tired) Greet two guests as they enter the hotel ( these guests are very famous people) Greet the guests as they enter the hotel (A family with two young children) In this way, such a combination of elements will be associated with a fairly predictable language in terms of lexis, structure and function/interaction. Each situation they are going to listen to or practise it orally, will have a different structure, function and lexical items (taught prior each situation). Thus, all syllabus items are organised in a way which will be closely linked to a practical activity or task that the receptionist may have to undertake during their work. By the end of this course your receptionists will be able to communicate better under several situations, and they will also improve their communicative abilities.

Essay --

Amy Kliewer Derby and Lawrence Biolit 13 Feb. 2014 Sec 1: What is Cancer The second leading cause of death is cancer(â€Å"Cancer:Questions†). Unfortunately one in three people will get cancer in their lives(â€Å"Cancer:Questions†). Cancer is uncontrolled cell division, and can start in any part of the body(â€Å"Cancer:Questions†). This is the reason for all 200 different types of cancers that plague today's society More than 550,000 people will die of cancer(â€Å"Cancer:Questions†). Metastasis, is the spread of a cancer to other parts of the body and tumors are abnormal masses of tissue, there are two types of tumors(â€Å"What Is†). Unlike cancerous tumors, Benign tumors are noncancerous (â€Å"What Is†). Benign tumors can form anywhere on the body but, they can not spread to other parts of the body(â€Å"Cancer:Questions†). As oppose to Benign tumors, Malignant tumors are cancerous and they can spread to different part of the bodys, hurting nearby tissues and organs(â€Å"Cancer:Questions†). There are lots of reason as to how you could get cancer some of which range from your age to your diet and daily Habits. Whe...

NHL Players Moving West :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   NHL Players Moving East   Ã‚  Ã‚  Ã‚  Ã‚  It was deemed official this past weekend that the NHL will be on lockout due to the new salary cap the league wants to enforce. The players in the league have a different outlook this year as well and it involves moving east. Hockey players in the NHL get 75% of the revenue the league makes and it is very obvious that this current situation is not going to last. There is no way to fund the league if the players are making all of the money. So what happens now? Ratings are very low, the league is not m   Ã‚  Ã‚  Ã‚  Ã‚  September 21, 2004   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Current Events Paper arketable right now, and expansion has hurt rather than cured many of the problems in the NHL. That is why the NHL is trying to come to an agreement to place a cap in the league in order to make some much-needed revenue. The players are not having this new idea, and they are now welcoming a different home.   Ã‚  Ã‚  Ã‚  Ã‚  More than 150 players have signed to play in the European leagues. Jaromir Jagr has agreed to play in the Czech Republic for a team named Kladmo. Marcus Naslund has agreed to play in Sweden for Modo. Llya Kovalchuk has signed with AK Bars Kazan in Russia. These are just a few names, but other players are already signed as well and are playing games as we speak. The Russian league has signed 33 NHL players, the Swedish league has signed 30 NHL players, the Czech league has signed 47 NHL players, and the Finnish and Slovakia leagues both signed nine NHL players apiece.   Ã‚  Ã‚  Ã‚  Ã‚  So how can this current situation be resolved? There are few options right now, which makes it seem like this is really going to hurt the league economically. Most of the players in the league have a lockout clause in their contracts making this problem easy for them to deal with. All they have to do is wait out this lockout while being involved with a different league and when the lockout is over they can automatically resume their previous positions in the NHL. This situation however, is not going to be resolved that easily. If the players do not agree to have a salary cap in the NHL then there is not quite an alternative. Where can the league make up this money? If there were a bigger demand for the sport than there would not be a problem.

Japanese Literature Essay

2. Individualism has been seen as a characteristic feature of the modern world. How do we see the issue of individualism being dealt with in the works we have read? Discuss examples of individualism in both modern and pre-modern texts. In the works we have read, the characteristic of individualism has played a strong role in the lives and decisions of three characters in particular. The characters Basho, Chockichi, and Okada all display similar acts of individualism in their own stories as they depart not only from their homes but also the traditions that have helped shape their lives for many years. These characters leave behind the familial and societal values that were vastly present in Japanese tradition. With their decisions to be individuals, they obtain new attitudes and standards that relate to, money, education and security. The new values attitudes are what brought Japan into a modern way of thinking and left old values and traditions behind. Individualism is the belief in the primary importance of the individual and the virtues of self reliance and personal dependence. Basho shows his independence by leaving his home front and traveling north. He does this in order to see new places, visit sites of earlier poets, and to spread his views. For Basho traveling is a way of life, and because he travels alone one could say that Basho is very much an independent individual. Throughout Basho’s Narrow Road it seems as if there is a lack of people he encounters on such a long journey. The reader does not know if this is because Basho chooses to leave out the people he meets from his story or because he truly does not encounter many. In any way, the lack of people in the story puts the spotlight solely on the main character, Basho. With this, Basho rejoices in his individualism by going against traditional Japanese values and the unknown. Basho can be described as a pre-modern individual. His journeys are not for money or to enhance his social status; they are for his own personal benefit in order to see more of Japan and to become inspired by nature and its beautiful surroundings. Traveling for Basho is his life, unlike many traditions of Japan where supporting a family and working are a way of life, he chooses a different path. By this Basho chooses a life that is centered around himself and based on personal dependence and happiness. This makes him an individual in all of the things that he does because he bases his decisions solely on himself. Being an individual Basho puts himself somewhat before his time in terms of Japanese culture. The worries of money and social expectation do not concern him, he is more concerned with being at one with nature and finding inspiration within Japanese surroundings which truly set him apart from his fellow citizens. In The River Sumida, Chokichi plays the role of an individual. He does this in more of a modern context rather than Basho did in Basho’s Narrow Road. Chockichi aspires to be an actor and wants to follow his dreams of doing so. His conflict comes when his mother demands him to go to school in order for him to be an office worker. She does this because she knows the importance of money and that Chokichi having a stable job it will ensure their future. Throughout the story Chokichi strives to be an individual and not let money and the other stresses of society hinder his dreams. Though he hated school, â€Å"? could he really bare it, all this learning? School was not the place to give him happiness he wished for. Learning was quite unrelated happiness-it came to Chokichi for the first time(193),† he knew that he had to follow his mothers orders. Therefore he decided to leave his surroundings and attend school. By this Chokichi had made a decision to be an individual and, instead of following his dreams, he pursued a different career. Chokichi’s act of leaving home and going to school in order to make money for his family he went against the traditional Japanese values. By choosing to go to school he also chose the path of being an individual. Most people would have followed their dreams and done what they wanted with life. Chokichi, in contention with his mothers direction, chose a different path. Though he greatly disliked school he still decided to attend. With this decision Chokichi should be deemed as an individual. He made a decision that not only went against Japanese values but also his own dreams. In the story Wild Geese, Okada plays the role of a strong individual who, throughout the story, follows traditional Japanese values and is a good citizen. With the changing times and changing traditions of Japan Okada is faced with the decision of leaving his love Otama in order to go to Europe and pursue a career translating Chinese medical texts. Though the decision was hard, Okada decided to go to Europe alone and pursue his career. With this decision Okada stepped out of the traditions of Japan and became an individual. He leaves all of his values and knowledge of life at home and embarks on a new journey. This decision truly makes him an individual. It also makes the changes of attitudes and standards of old Japan a reality. In earlier times Okada would not have left his home or his love to pursue a career. His future would have already been planned out for him; he would have followed not only the traditions of his family and their work, but also the early traditions of Japan. Okada’s individualistic attitude and decisions make it clear that he wants to be on his own and follow a rarely traveled road. Okada provides a great example of people changing their values and traditions and following the path of the individual. Throughout the lives of Basho, Chokichi, and Okada it is evident that they have taken upon values of the modern world and become individuals. With this they leave behind a mark of change and a shift in values, attitudes and standards that have been present for century’s among Japanese culture.

My role as a career Essay

My role as a career is to provide personal and practical care services for people with a wide range of illnesses and disabilities, to assist service users with getting up in the morning and getting washed also helping them get undress also bathing and the toilet where necessary. To help service users with mobility problems and other physical disabilities, including Incontinence and help in use- and care of aids and Personal equipment. To help in the promotion of mental and physical Activity of service users through talking to them, by taking them out, sharing with them in activity Such as reading, writing, hobbies and Recreation. To make and change beds; tidy rooms; do light Cleaning and empty commodes, do launder service users’ clothing. Set tables and trays, serve meals, and feed service users who need help, prepare light meals and wash up, and tidy and clear away. To read and write in log-book records and take part in staff and service users’ meetings and in training activities as directed. To conform to all policies, procedures and guidelines laid down by Trewcare in respect of carrying out these care duties and in other administrative aspects of the business, as Relevant. To be available to work, as and when is agreed with Trewcare giving where is possible, 24 hours’ notice of any cancellation. To carry out accurately in a competent manner, instructions from managers and Supervisors that adhering to the care plans of individual Service users. To actively talk- and listen to service users, allowing for their personal choice in their own Home. To ensure all home visits are for the time allowed, as scheduled and request the service User’s. To maintain accurate, concise, up-to-date and timely records of the service user’s care, Care plan folder, medication forms, financial transaction all in folder. To return all relevant paperwork to the office Where deemed necessary by the company. To document each visit in the daily log, detailing tasks undertaken, any changes which have occurred and other information relevant. Nature to be considerate in respect of written comments made in the daily log so as not to unduly or unintentionally offend or upset the service user as they and their family/represent actives are entitled to read it. To work only within Trewcare’s regulations regarding the handling of service users’ finances, ensuring accurate documentation and receipting of any transactions. To be familiar with Trewcare’s Health and Safety Policy and to promote safe  working practices to ensure full compliance with infection control procedures following company policy to report and record any accident or incident which may occur – no matter how minor, Weather to the service user or carer to report back to the manager(s) or supervisor(s) on any aspect of the service user’s care which, in the view of the care/support worker, warrants investigation or urgent action to report immediately to management any noticeable changes in health, behaviour or circumstances of s ervice users – maintaining the service user’s right to privacy and confidentiality to participate in reviews of service users’ care plans as required. To be aware of, and comply with, the tasks and activities which must NOT be undertaken as part of care duties, as detailed in Trewcare’s Policy on Prohibited Duties (Limits of Responsibility) to advise supervisors and/or managers of any perceived problems or difficulties. Experienced with the service provided to service users To advise supervisors and/or managers of any ideas, this might enhance and improve the level of service delivered to the service users. To perform such other duties as may reasonably require. To participate in induction and foundation training and regular in-service training programmes as directed by managers or supervisors. To make myself available on a regular basis at an agreed, appointed time to assess and Review my personal and professional progress which will be recorded in my personnel file, which is available for inspection on request this will be carried out as either a one-to-one or annual appraisal. My name of employee is Yvonne Smith and my employment began at 8/10/13 also my continuous employment will begin on 8/12/13. My work rates of pay, as detailed on the attached sheet. It will be paid at four weekly intervals in arrears by bank automated credit payment (BACS). My hours of work is variable by agreement according to the demands of the service with no guaranteed hours, I will be notified of hours by management. My holiday entitlement is 5.6 weeks per year from April to March paid as an average of the previous twelve weeks in line with the statuary requirement. Any overpaid holiday pay will be deducted at the end of employment. Bank and public holidays do not apply. My entitlement to sick pay is as laid down by the statutory sick pay scheme. Pension and pension scheme, the company offers a stakeholder pension scheme to all employees. A contracting out certificate under the social security pension’s act 1975 is not in force in respect of my employment. My notice  entitlement and requirements, under 1 month of service is nil to employer, 1 month of service but less than 2 years is 1 week to employer and 2 years of service or more is 1 week for each completed of year of service to a maximum of 12 weeks of employment to the employer. Under 1 month of service is to employee (me) is nil. 1 month of service or more is to employee is 4 weeks. My place of work is at Trewcare clients homes and there office. A disciplinary procedure applicable to me is I must adhere to the conditions of service and requirements as laid out in the employee’s handbook and company policies procedures. I acknowledge that I have received a statement of the particulars of my employment as required by s.1 ERA 1996 and I have confirmed my agreement that above terms contract of employment with Trewcare Limited. I sign and dated the contract and my employer. My pay slip must show: Gross pay – My full pay before any tax or National Insurance has been taken off the amounts of any deductions which change from payday to payday – variable deductions, for example tax and National Insurance, and what the deductions are for. The total amount of any fixed deductions – these are deductions which don’t change from payday to payday, for example union dues. An employer does not have to give details of what these deductions are for, as long as they give a separate statement with these details on at least once a year. The total amount of take-home pay after deductions, and the amount and method for any part payment of wage (for example separate figures of a cash payment and the balance credited to a bank account). My employer might include additional information on your pay slip which they are not required to provide, such as: National Insurance number, Tax code, Pay rate (either annual or hourly), and breakdown of additional payments like overtime, tips or bonuses, which must in any case be included in your gross pay figure. Change of name, Change of address and Change of bank details. I recognize that employees may from time to time have concerns, problems or complaints directly connected with their work and need to have a speedy,  fair, consistent and reliable for resolving these issues. My company’s grievance procedure, described below, aims to resolve problem areas quickly, fairly and objectively. The procedure is intended to reflect good employment practice and does not confer any contractual rights on employees. Procedure – It is in everyone’s best interest to ensure that employee grievances are dealt with quickly and fairly and at the lowest level possible at which the matter can be resolved. Informal Resolution – Most routine complaints and grievances are best resolved informally in discussion with the manager. Dealing with grievances in this way can often lead to a speedy and successful resolution of problems, and is recommended to all employees as the first option. Formal Procedure, Raising a formal grievance – If the informal approach does not resolve the matter, (or if the employee wishes to opt out of the informal option then the employee must put his/her grievance in writing to his/her immediate supervisor or manager, provided that he/she is not the subject of grievance. A simple form has been designed for this purpose. Employees with reading or language difficulties should seek assistance, for example, from a work colleague. Dealing with the grievance – Upon receipt by the company of a written grievance the employee will receive a written invitation, with at 3 calendar days’ notice, to attend a formal meeting to discuss the matter. An employee may request a postponement of the meeting, on account of a companion not being available, up to a maximum of 7 calendar days. If the employee has difficulty reading, or English is not their first language, the content of the invitation letter will be explained to them orally. The meeting will be arranged within 5 working days where possible, of the issue being raised, although certain circumstances, such as the need to collect information, etc., may make this difficult on occasion. Right to be accompanied – The employee will have the right to make a reasonable to be accompanied provided that the grievance concerns a duty owed by the employer to the employee. As such, this right is unlikely to apply in cases such as complaints about pay increases, quality of the refreshment. This right is, however, restricted to fellow worker, a trade union representative or an official employed by a trade union, and not someone acting in a representative capacity. A trade union represented who is not employed official must have been certified by their union as being competent to accompany a worker. Employees will be reminded of this right  prior to being invited to, and attending any meeting, and if they exercise this right, they shall be required to inform the agency of the name/status of the person who shall accompany them. No employee will be reprimanded or made to suffer harassment or punishment from anyone as a result of seeking resolution of a grievance through this procedure. Where a grievance is about the employee’s immediate supervisor or manager then the employee may go directly to the department head or director responsible for their area, or, if their immediate supervisor or manager holds such responsibility, to that person’s immediate manager, provided of course that such a person exists within the agency’s organizational structure. Records will be kept detailing the nature of the grievance, the response, any action taken and the reasons for it and whether there was an appeal, and if so, the outcome. These records will be kept confidential and retained in accordance with data Protection principles. An employer has a duty to ensure that data is being processed lawfully. Home workers may need specific training on their obligations and those of the employer in relation to data protection, the procedures which they must follow, and what is, and is not, an authorized use of data. Employees should understand when and how they are required to dispose of data they may create at home, for example; by requiring those to shred documents prior to disposal Employers should carry out an assessment of the data protection implications of employees working from home. Grievance – If you have a concern, problem or complaint at work, you might want to take this up with your employer. This is called raising a grievance. You might want to raise a grievance about things like; things you are being asked to do as part of your job, the terms and conditions of your employment contract, for example, your pay. The way you’re being treated at work, for example, if you’re not given a promotion when you think you should be discrimination at work. For example, you might think your work colleagues are bullying you because you because of your race, age, disability or sexuality. It may be possible to sort out your complaint by simply talking to your employer informally. However, it’s not always possible to sort out your complaint in this way and you may want to take out a formal grievance. You don’t have to take out a formal grievance. However, if you end up making a complaint to an employment  tribunal, the tribunal may reduce any compensation they award you if you didn’t raise a grievance first. Be respected and to be treated as an individu al. To be treated in a dignified way, to be treated equally and not discriminated against. Be aloud privacy and cared for in a way that meets our needs and takes account of preferences and choices. Safeguarded and protected from danger and harm. Allowed access of information about them and cared for in a way that meets the client’s needs. Given choices and promote independence to be treated as an individual We are all individuals and everyone has their own unique character and personality, which are developed through the different life experiences, cultures and beliefs we follow. It is also through other factors such as social class, age, ethnicity, culture, background and gender. It is important and essential to treat different people as individuals and to try and meet their needs rather than stereotyping people. E.g. all black people are the same. Treating everyone the same ‘regardless’ is failing to respect diversity. Treated in a dignified way we all want to be treated with dignity and it is a very important part of an individual’s life. Working in the health and social care profession it is important to help people maintain their dignity so they can keep their sense of self-respect and self-wo rth. All health and social care professionals should be sensitive and aware of the needs of people and service users especially during times when the body and its functions could be exposed. Legislation that relates to health and safety includes, amongst others, the Health and Safety at work Act 1974, Management of Health and Safety at Work Regulations 1999 and Health and Safety (Enforcing Authority) Regulations 1998. The general roles and responsibilities of health and safety policies and procedures agreed with my organisation for colleagues include, Having a personal and collective responsibility to promote safe working practices and maintain a healthy, safe and secure workplace and having a responsibility to ensure that they have an awareness of and comply with the organisations health and safety policy. Having an awareness of health and safety risks they face and the actions they should take to mitigate those risks. Ensuring that health and safety objectives, targets, processes and procedures are established and communicated throughout the organisation to all colleagues and ensure that clear accountability is established for health and safety throughout the  organisation. To take reasonable care of your own health and safety if possible avoid wearing jewellery so no spreading infections. To take reasonable care not to put other people – fellow employees and members of the public – at risk by what you do or don’t do in the course of your work and to co-operate with your employer, making sure you get proper training and you understand and follow the company’s health and safety policies and not to interfere with or misuse anything that’s been provided for your health, safety or welfare. Report any injuries, strains or illnesses you suffer as a result of doing your job (your employer may need to change the way you work). Tell your employer if something happens th at might affect your ability to work (e.g. becoming pregnant or suffering an injury) – your employer has a legal responsibility for your health and safety; they may need to suspend you while they find a solution to the problems. If you drive or operate machinery, to tell your employer if you take medication that makes you drowsy – they should temporarily move you to another job if they have one for you to do. Make the workplace safe and prevent risks to health, ensure that plant and machinery is safe to use, and that safe working practices are set up and followed make sure that all materials are handled, stored and used safely. Provide adequate first aid facilities. Train you about any potential hazards from the work you do, chemicals and other substances used by the firm, and give you information, instructions, training and supervision as needed and set up emergency plans also make sure that ventilation, temperature, lighting, and toilet, washing and rest facilities all meet health, safety and welfare requirements and check that the right work equipment is provided and is properly used and regularly maintained. Prevent or control exposure to substances that may damage your health and take precautions against the risks caused by flammable or explosive hazards, electrical equipment, noise and radiation also avoid potentially dangerous work involving manual handling and if it can’t be avoided, take precautions to reduce the risk of injury, provide health supervision as needed and provide protective clothing or equipment free of charge if risks can’t be removed or adequately controlled by any other means. Ensure that the right warning signs are provided and looked after and report certain accidents, injuries, diseases and dangerous occurrences to either the Health and Safety Executive (HSE) or the local authority,  depending on the type of business. The main health and safety responsibilities of others include abiding by the health and safety policies of the organisation and various health and safety acts. Tasks that should not be carried out without special training include use of equipment, first aid, administering medication, health care procedures, and, food handling and preparation. In order to access additional support and information relating to health and safety I would refer to my line manager, the policies and procedures supplied by my organisation and access any government based websites. It is important to assess health and safety hazards posed by the work setting or by particular activities in order to prevent risk of injury to oneself, fellow colleagues and service use rs. I would report any potential health and safety risks that have been identified immediately to my line manager both verbally and by written report if necessary. Risk assessment can help address dilemmas between rights and health and safety concerns as the risk assessment will highlight a risk, therefore if there is any dilemma as to whether the client could carry out an activity, as they may be legally entitled to, there will be legal documentation to state that an employee has notified the client of the risks involved in that activity. An accident could be described as an unintentional incident which could possibly have an adverse effect on a person’s wellbeing, initiated from outside the human body, whereby there may be some initial warning. Some of these incidences can include a slip, trip, fall, burn or cut. A sudden illness can be described as an incident that occurs without warning, from within the human body, for example, a stroke or heart attack. If an accident or sudden illness occurs then policies and procedures to follow include making the situation safe if possible, treating my causality if possible, as I’m a first aider, reporting any accidents etc. that occur in the health and safety at work/accident book and reporting these to my supervisor or manager. In general I would follow all organisational and legal policies in place. The legislation that relates to moving and handling is the Health and Safety at work act 1974. It is important that all risk assessments are carried out on the individual or object beforehand. You must bend your knees and not your back, hold objects to your chest and do not lift anything above the weight that is specified by your employer. In my role as a volunteer at †¦ I lift items of very little weight except from time to time I will lift  tables in the setting up of the drop in which is always carried out by two people in order to evenly distribute the weight. Some hazardous substances and materials that may be found in the workplace may include electrical equipment, hot water, chemical substances hazardous to health, soiled linen, various detergents etc., needles and other residents and people. Hazardous substances should always be stored in their correct containers and should be clearly labelled. They should always be used only by people who are properly trained to use these substances and trained people should use these in the manner that they have been trained to use these substances, they should be disposed of in the correct manner and using correct storage containers that they are due to be disposed in. some practices that prevent fires from starting include not allowing rubbish and combustible waste to accumulate or bins to overflow, check electrical equipment and wiring regularly, not decanting or using flammable materials near a naked flame. Some practices that prevent fires from spreading include raising the alarm ASAP, not messi ng with firefighting equipment, never leave doors open or obstructed, only fighting the fire if it is safe to do so and following all organisational policies. Clear evacuation routes should be kept clear at all times because if these are blocked then a person’s route to safety may be blocked resulting in possible injury or death in the event of a fire. I would use agreed ways of working to check the identity of anyone requesting access to the work premises or information, by checking in any diaries available, or with line managers, anyone who has an appointment that day, as well as referring to all organisational and legal policies that may be in force. If I was in any doubt whatsoever, I would refuse access and refer any situation whereby an individual was requesting any access or information to my line manager. I would also treat the individual requesting access to premises and/or information with respect and telephone their employer to validate that they are who they say they are. It is important to ensure that others known their own whereabouts so that they know the nearest exit in case of a fire or some other emergency where the building had to be evacuated. Indicators and common signs of stress can include headaches, tense muscles, aches of body muscles, increase in smoking as well as reduced ability to concentrate and becoming irate. Some circumstances that tend to trigger my own stress include people contradicting me when I’m correct in  what I’m saying or doing and when people badmouth things or people I like or love. The ways I tend to manage my own stress include accepting what other people are saying or doing (whether they be right or wrong), taking myself out of the situation and talking to people who are not in the situation or have nothing to do with the situation. If I had a problem with a member of staff, for example if I didn’t like the way that they were treating a resident I would go to my manager and explain my concerns, if after informing my manager the problem persists I would then go back, if my manager dismissed this as she has already talked to the staff member, this would cause conflict and I would seek help from someone above my manager (Regional Director). Anti-discriminatory: Treat everyone as an individual and do no dis-respect race or culture. Health & Safety: Keep up to date with all training and comply with all requested of me to ensure myself, colleagues and residents are not at risk of harm or injury. Confidentiality: Ensure all information is secured properly and don’t give out any information to anyone you’re not sure about, consult Team Leader if unsure. Whistleblowing: Identify the unethical behavior in question and determine how it’s affecting you or the organization in which you work. There are many things that I do that contribute to the overall delivery of the service provider, for example I provide the best possible care I can give to the service users & families of those service users by communicating effectively & being involved in their day to day activities and personal needs I may also write their daily reports in deep detail. I read and sign all the service users care plans to ensure I can provide the correct and safest care. It is important to maintain my skills and keep up to date with my training and keep up to date with changes in legislation, the quality of care to the residents of the home by setting standards of care for the carers to work to and need to be client led-always giving the person you are looking after his/her own choice/decision over what he/she would like done for them. After all they are the employers really. So showing respect at all times coupled with privacy and dignity when bathing or assisting them in toilet routines. Knocking on doors and waiting before entering a room is a basic must. But  the ideal carer is one who gets pleasure out of being helpful rather than regarding his/her role as just a mere job. It follows that if a carer wants the clients to do as they are told rather than being given choices and respect, then their quality of life becomes miserable and they will dread that particular ‘so-called’ carer being around. Codes of Practice, Legislation dictates our level and quality of care. Government initiatives impact the people we serve. I am a direct care support professional in the field of caring for persons with multiple disabilities, including developmental disabilities. For example, a code of practice in action, and in a very general sense – may be staff supporting, but also providing the tools, for individuals to become more independent. Too much support, they would learn dependence. Tools alone without support, they may not understand how to use them or when to use them. Occupational Standards would be a general guide for each career within a given field that expresses the foundational do and don’ts for each. Example, we would provide a minimum amount of service, documented and within the guidelines for the individual, while if we offered additional services that are needed and appropriate to the individual that would be good. Laws protect for the most part. Most laws are based on safety. So legislation that offers greater protection for the people we serve, and laws that provide a clear expectation for staff – which if we follow judiciously, also protects us – are incorporated into all daily activities and decisions. We do not restrain. That is protection for the individual. A person passing by an accident and offering help is protected from lawsuits by the Good Samaritan Law. So in these examples, both the individual, and the care-giver have laws that protect them. Government Initiatives – well, that’s a pretty general term as well which could also be interpreted in many different ways. Initiatives – I think of entitlement programs. Social Security, SSI, Welfare, WIC, HEAP, HUD, etc., These programs – governmental initiatives – provide additional support to persons at or below the poverty level, to help them to have necessities. Some, not all, persons with disabilities, utilize these programs / initiatives, to assist with whatever they are unable to provide through their paid community employment. These national factors give you guidance, standards and rules to follow my work practice. Legislation tells me what I must/must not do. My role and responsibilities in respect of employment practices and present an issue of public concern that has occurred within either the health, social care people’s sector. Additionally, I will create a career plan which reflects on my continuing professional development and related learning and possible future qualification opportunities. Maybe look at how the special educational needs code of practice impacts on what I do or who I contact in my setting. What does my job contract list as its minimum standards for duties and responsibilities that I am expected to work with, perform to & where wanted beyond in my daily work? Representational bodies are groups or organizations that guide or stand for the same thing that colleagues working in a Caring sector field. Care Quality Commission and General Social Care Council. Care Quality Commission: We are the regulator for all health and social care services in England. A regulator is an organization that checks services meet the government’s standards or rules about care. We check that people get good, safe care from: hospitals, dentists, ambulances, care homes and services that support them in their own home or in other places. We also look after the rights of people who need extra support to stay safe. This includes people who are kept in care under a law called the Mental Health Act. What we check: The government’s standards cover all areas of care. These rules are about things like: respecting people and treating them in the way we all expect to be treated and making sure people receive the food and drink they need. Giving people care in clean, safe buildings and managing services and having the right staff. We put care services on our register if they meet the standards, or act quickly if they do not. General Social Care Council: About the General Social Care Council (GSCC), The General Social Care Council is the social care workforce regulator for England. The GSCC is a Non Departmental Public Body established in October 2001 under the Care Standards Act 2000. It is sponsored by the Department of Health (DH) but also works closely with the Department for Children, Schools and Families (DCSF) in delivering the children’s and young people’s care agenda. The  GSCC works to improve the quality of social care services for the benefit of people who use services through regulation of the workforce and through its contribution to social work education. It has three main functions, It issues and distributes codes of practice for social care workers and their employers also it maintains the register of social care workers and it regulates social work education and training.