Buddhism and No-Self Essay - 1954 Words

Eastern enlightenment religions have been gaining popularity throughout the western world for the past few decades, with many people attracted to a different way of experiencing religion. As with many other enlightenment religions, Buddhism requires disciples to understand concepts that are not readily explainable: one such concept is that of no-self. In this essay I shall discuss the no-self from a number of modern perspectives; however, as no-self is difficult to describe I shall focus on both the self and no-self. Beginning with psychological aspects, and neurophysiological research on transcendental meditation, I shall discuss the impact of modern brain science on our understanding of the self and transcendence. Next I will outline†¦show more content†¦123-125) Modern psychology attempts to scientifically explain many aspects of our lives. Yet it seems that when psychology meets religion the result is rarely a fair compromise. As an example, if faced with a person claiming to have no sense of self a psychologist may suspect some form of dissociative disorder. An excellent modern example of spiritualism clashing with psychological diagnoses is that of the much-maligned Aleister Crowley; after years of searching for his own samyaksambodhi he entered into a period of silence and claimed enlightenment Ââ€" the psychological description of Crowley is that of a paranoid schizophrenic who declined into catatonia. I simply wonder where the line is that divides the religious experience from the psychopathological. Neurophysiologists have shown interest in that state of no-self that Buddhist monks can reach while in prayer. It has been found, using a specialized brain imaging technique based on CT scanning, that the brain-state of Buddhist monks in deep meditation is radically different from that of the average waking person (Newberg et al., 2001). In fact, during meditation the body changes its physiological ‘state to a more beneficial pattern (Weiten, 2005, p. 145). This is not to say that Buddhism is the path Ââ€" similar brain patterns have also been found in Franciscan Nuns deep in prayer. Interesting work has also been done researching the effect of electromagnetic interference on brain function. ResearchersShow MoreRelatedThe Buddhist Self Of Buddhism1510 Words   |  7 PagesDana Zhao Period E The Buddhist Self One of the most widespread religions in the world, and the dominant religion of Asia, Buddhism has developed greatly from when it was first founded. Though Buddhism is commonly thought of as an eastern religion, it’s popularity is spreading more and more to the western world. Though Buddhist beliefs may seem drastically different from traditional western beliefs, there are many ideas worth learning from it. The religion of Buddhism was constructed by the BuddhaRead MoreBuddhism : A Religion Of Enlightenment And Self Meditation1562 Words   |  7 PagesBuddhism first came to China from India around 500 AD. Buddha, the enlightened one, is the founder of Buddhism as a religion. Buddhism is China’s oldest foreign religion merging from Daoism and folk religion. At first, Buddhism did not attract many people, however during 200 AD, Buddhism gained a firm position in China and has continued to be one of China’s top religions. Buddhism, in summary, is a religion of enlightenment and self-meditation. The role of the family in Chinese culture, specificallyRead MoreEssay about Buddhism1176 Words   |  5 PagesBuddhism Buddhism is the great oriental religion founded by Guatama Buddha, who lived and taught in India in the sixth century BC All Buddhists trace their faith to Buddha and revere his person (Frederic 15). Nearly all types of Buddhism include monastic orders whose members serve as teachers and clergy to the lay community (Maraldo 19). However, beyond these common features the numerous sects of modern Buddhism exhibit great variety in their beliefs and practices. In its oldest surviving formRead MoreThe Concept Of Self And Selflessness1619 Words   |  7 PagesThe concept of self and selflessness is prime to all Indian philosophies. Two of India’s philosophical systems, Jainism and Buddhism, teach renunciation of the self in order to reach Samadhi and Dharma (i.e. enlightenment, breaking free from the cycle of rebirth and correct living) (Collins, 1990). While Jainism strongly espouses denial of self, both as an ideological concept and as a tangible reality, Buddhism teaches renunci ation of self by way of still using the self as a vehicle for such understandingRead MoreThe Concept Of Self And Selflessness1622 Words   |  7 PagesThe concept of self and selflessness is prime to all Indian philosophies. Two of India’s most popular religious systems, Jainism and Buddhism, teach renunciation of the self in order to reach Samadhi and Dharma (i.e. enlightenment, breaking free from the cycle of rebirth and correct living) (Collins, 1990). While Jainism vehemently espouses denial of self, both as an ideological concept and as a tangible reality, Buddhism teaches renunciation of self by way of still using the self as a vehicle forRead MoreThe Changing Self Can Not Be Denied992 Words   |  4 Pages The changing self can not be denied One of the central belief of Buddhist is the denial of the self. In particular, Buddhism criticizes the idea that â€Å"an individual atman is an assumption of an unchanging and constant serf that somehow underlies and is the basis for the variety of changing experiences.† (Gethin 1998, 141) In fact, any individual, no matter its matter of life, is just a particular pattern of a series of casual connectedness. That is a very convincing idea since it is clearRead MoreBuddhism Is Considered A Religion Or A Philosophy961 Words   |  4 Pageswhether buddhism is considered a religion or a philosophy but I believe that it is both. According to (https://www.google.com/#q=buddhismBuddhism) is a non-theistic religion or philosophy that encompasses a variety of traditions, beliefs and spiritual practices largely based on teachings attributed to the Buddha. Buddhism inhabits several traits that consider it a religion and a philosophy. There is not a clear distinction that defines buddhism as one or the other. Some practices of Buddhism displayRead MoreThe Basic Buddhist Teachings773 Words   |  3 Pagessorrow, but rather the existence of a constantly-changing world where neither extreme happiness nor misery is stable); the impermanent nature of all things, including human existence; and finally egolessness or the notion that there is no stable, human self (OBrien, 2012, Three Marks). The Three Marks of Reality relate directly to the Four Noble Truths, the first tenant of which is that there is suffering in the world, and the second of which is that there is a cause of suffering: suffering caused byRead MoreSimilarities Between Confucianism And Buddhism1124 Words   |  5 PagesConfucianism, Buddhism and Hinduism. While Hinduism is centered around a supreme being, Buddhism and Confucianism are centered around the teachings of a man. Each encourages moral behavior, ethical values, such as non-violence, charity, and a respect for the universe. To better und erstand the philosophical similarities and differences between Confucianism, Buddhism and Hinduism, it is important first to consider the teachings of Buddha, Patanjali and Confucius in their historical context. Buddhism is aRead MoreThe Dharmic Religions of Hinduism and Buddhism1220 Words   |  5 PagesAlthough both Hinduism and Buddhism both Dharmic religions and originate from similar cultural backgrounds, their individual beliefs regarding death and the afterlife differentiate from one and other. Both religions believe in the concept of reincarnation, but the difference lies in the process in which someone is reincarnated and subsequently where the individual stops the process of reincarnation and reaches the desired end point of the seemingly endless cycle. In Hinduism the concept of life

Edward Said States Free Essays

What Should I Write About? So you know which schools you’re interested in, and you’ve looked over the applications and read all the essay questions. Chances are you’re wondering, â€Å"What in the world should I write about? † You’re not alone. In fact, it is safe to assume that everybody who has ever had to write an essay for a college application has asked that very question. We will write a custom essay sample on Edward Said States or any similar topic only for you Order Now Unfortunately, the applications don’t give you much guidance. Most of the essay questions are so open-ended that you can write about virtually anything. Since this essay might be the most significant writing you’ve ever done, the freedom to choose a topic can be paralyzing. Although picking a topic will seem daunting at first, it’s not impossible. The key is to narrow your focus and write about something close to your heart. If you follow this plan, you’ll create a lively essay that shows the admissions committee your intelligence and personality. But finding a great topic is not something you can do in five minutes. It will take a little work. Essay Questions from the 2005 Common Application Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you. Discuss some issue of personal, local, national, or international concern and its importance to you. Indicate a person who has had a significant influence on you, and describe that influence. Describe a character in fiction, an historical figure, or creative work (as in art, music, science, etc. that has had an influence on you and explain that influence. A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in the college community, or an encounter that demonstrated the importance of diversity to you. Topic of your choice. Not-So-Common Essay Questions According to astronomer Carl Sagan, â€Å"Somewhere, something incredible is waiting to be known. What unknown would you like to see revealed in your lifetime? Why is this of personal importance? (Northwestern University) In The Moviegoer, a novel by Carolina alumnus Walker Percy, the narrator observes: â€Å"The search is what anyone would undertake if he were not stuck in the everydayness of his own life. . . . To become aware of the possibility of the search is to be onto something. Not to be onto something is to be in despair. † Are you â€Å"onto something† now? If so, what is that something, and why is it important to you? University of North Carolina) On Mars, the latest TV fad among the native lifeforms is Trading Bodies. You’re picked to play. Whose body would you inhabit and why? (University of Virginia) Have you witnessed a person who is close to you doing something that you considered seriously wrong? Describe the circumstances, your thoughts, and how you chose to respond. If you discussed it with the person, was his/her justification valid? In retrospect, what, if anything, would you have done differently and why? Duke University) Do you believe there’s a generation gap? Describe the differences between your generation and others. (Denison University) What is your academic passion? (Wake Forest University) Prewriting: Think, Think, Think Early on—say, four or five months before applications are due—start thinking about possible topics. Go about your normal routine, but tuck the topic question in the back of your mind. Note what you’re interested in and appreciate in this world. Carry a notebook to jot down thoughts. Give it time, and chances are you’ll come up with some good stuff. If, on the other hand, you wait until the night before the application deadline to choose your topic, you’ll find yourself staring at your computer screen in a cold sweat, frantically wondering whether you should write about your love of the rainforest, that time you stole second base in junior high, or maybe, um, what your bedroom decor says about you. If you wait until the last minute, it’s highly unlikely that your essay will be a thing of beauty and interest. Choosing an essay topic takes time. Brainstorming Brainstorming is the process of getting your ideas and thoughts down on paper. Brainstorming doesn’t have to be logical or tidy—you can scribble down (or type) ideas in any way that makes sense to you. And don’t worry about editing as you brainstorm. No one is going to see this part of the process except you, so let the good ideas and the not-so-good ideas flow freely. When you’re brainstorming ideas for your college application essay, let your mind wander. Think about issues that matter to you; important moments in your life; high school experiences that stand out in your mind; and places and people that left an impression on you. Jot down emotions you often experience, verbs that mean something to you, and smells that bring back strong memories. Don’t limit yourself to happy experiences: Not all good stories are happy stories. Maybe one of your keenest memories is sitting and crying on the steps outside the school auditorium after you found out you didn’t make the varsity team. If a moment was meaningful and you can write with your emotions, your reader will feel connected to your story. The goal is to mine your life for a subject that will pour out instead of trickle. People brainstorm using different methods. Below, you’ll find explanations of several different methods. Maybe one method will do the trick for you, or maybe you’ll find a combination of methods works best. Make a List Many people prefer to use the straightforward list-making approach as a starting point. To use this method, simply jot down possible essay topics. After you have a long list, go back and pick out the most promising ideas. To get the ball rolling on your topic search, write down responses to the following: The 10 coolest places you’ve visited Your 10 most memorable high school experiences The 5 most difficult moments in your life The 5 most exciting moments The 3 most awkward moments Your 5 best accomplishments The top 5 words your parents, friends, or teachers would use to describe you The 5 most important influences on your life Your 5 favorite books Your 10 favorite activities Connect the Words If you think visually, you might want to brainstorm by writing a word or phrase in the middle of a blank piece of paper. Spend ten minutes looking at this word or phrase and writing down everything that comes to mind all over the page. Stop when your ideas stop flowing. Then circle or draw lines between ideas that are connected. Do this again with a new sheet of paper with a new word or with a word from your first list. Repeat as necessary. Draw a Timeline Here’s another visual brainstorming method: write a timeline of your life. Then go back and underline or highlight the high and low points. Also, note any other epiphanies or pivotal moments. Don’t worry if no single experience changed your life; that’s not usually how it works anyway. You can write a thoughtful essay about a change that happened over time, focusing on a particular incident to illustrate your point. Tell a Story from Your Life Pick a word that describes you and write it or type it at the top of a piece of paper. Then write down the title of five stories about yourself that you could tell to illustrate that word. Pick the title you like the most and write that at the top of a new piece of paper. List all the details you might include in that story. Imagine the smells, sights, and sounds that set the scene. Push yourself to come up with all possible details (you can always eliminate some later). Don’t stop until you have exhausted all possibilities. Free-Write Some writers call free-writing â€Å"the mind dump,† because it means dumping everything that comes into your head onto a piece of paper. To free-write, start with a vague idea, like why your favorite subject is French. For a period of ten or fifteen minutes, write down everything that comes to mind. Don’t worry about grammar, style, or making sense. Just keep writing. If you have nothing to say, just write I have nothing to say over and over again until something else pops in your head. When the ten or fifteen minutes are up, take a break and then go back and reread your words. Underline or highlight everything that is interesting or promising. Free-write as much as you can until you have a good crop of ideas. How to cite Edward Said States, Essay examples

Games in Grammar Teaching for Communication - myassignmenthelp

Question: Discuss about theGames in Grammar Teaching for Communication. Answer: Introduction to teaching grammar using games Teaching grammar with games can serve as an excellent method to improve some grammatical knowledge. It has been found to impose a marked significance in improving the grammatical concepts related to parts of speech, vocabularies and simple articles. Games serves as an excellent means of communication that can be used to internalize the vocabulary and the structure the grammar correctly (Alsagoff et al., 2012). It is known that students are always more interested towards games and less on deskwork. Hence such activities would lead the students to pay attention in the grammar classes. The rules of the games are simple but they are of so much fun that the students are automatically attracted towards the learning methods. The evolution of teaching grammar methods The traditional system of grammar teaching mainly focuses on the structuring of the sentences, parts of speech involving books, but the teaching methods have changed a lot. Many studies have found it to be ineffective in teaching grammar to the young learners. Traditional system of grammar learning is not only cumbersome; it also fails to motivate the students from learning grammar (Nunan Richards, 2015). Traditional methods of grammar teaching mainly focused on how languages are constructed at the sentence level and does not provide an impressive platform from to the students on learning how to apply grammar in daily life outside the classroom (Alsagoff et al., 2012). Traditional grammar teaching used the common methods of teaching grammar till 1960. Later on in the 19th century there was a reform movement against the grammar translation method. The aim of the movement is the need for changes in the conventional methods. The methodology of grammar underwent a history of changes. Th e different grammar methodology that was adopted was grammar translational methods, direct methods, oral approaches, audio-lingual methods and communicative approach (Hassan Selamat, 2017). Game is an activity which is bounded by a set of rules but also bears element of fun in it. This concept led to the evolution of grammar games. Educators have found that students are always lazy to do tasks and therefore tried to find out a way that could involve the learners in the learning. All these factors drive the introduction of games in the learning of grammar (Hassan Selamat, 2017). Why teaching grammar with games works better than traditional methods? Games in grammar do not require much preparation and the students generally take up their own responsibility for what they think grammar is all about. It also provides opportunity for the teacher to find out what their students have learned without extra attention. All the students in the classroom remain extremely absorbed in the classroom activity (Alsagoff et al., 2012). In general games are associated with a relaxed environment and even the students who are introvert have the opportunities to participate in the games. Games help to encourage entertain and promote fluency to the students. Previously the grammar learning methods were more complicated and required extensive learning (Hassan Selamat, 2017). Young learners often do not have the patience to do extensive learning or cannot self motivate themselves to the learning of grammar. Traditional methods of grammar learning involved books, but in the games the teachers needs to make rules for the games (Chanseawrassamee, 2012). Grammar learning through games can be considered as an excellent method for the evaluation of the students. Previously assignments and exams were the only means of evaluating or assessing the students. Many young learners are scared of exams, and hence fail to perform in exam which may result is faulty evaluation of a student (Alsagoff et al., 2012). Games on the other hand create a non hostile and fun filled environment in the class rooms where the teachers can evaluate the students on the basis of their performance in the games. Teaching in ESL Teaching in ESL context allows an ESL child to study English and the school subjects simultaneously. This learning involves a lot of visuals and graphics. With pictures and posters a child can start developing anticipation regarding the context (Ersoz, 2016). In traditional teaching the texts are so convoluted that it would be difficult for a native speaker to decipher the context. Whereas diagrams can help an ESL student to understand the content of the text, may be not to the full, but to some extent. The color and the picturisation of books often have impacts upon child's brain. Teaching grammar in ESL context The teaching patterns rest solely at the hands and discretion of the teacher. In this context, the aspect of teaching English grammar in the form of second language had been taken into consideration. As commented by Baecher, Farnsworth Ediger (2014), English is the non-native language of almost 72% people and is learned as a compulsory second language paper in most contexts. However, the traditional and the strict patterns of learning often delimit the scope of the student in getting a better hold of the subject. The word and language power in a foreign language could only be developed with reading and studying the subjects depthfully. For the purpose of which sufficient interest needs to be generated within the students by means of interactive and gaming sessions. The teacher could use colourful presentations and posters for teaching the students about articles, prepositions. The students could be asked to participate in some of the poster making sessions where they are asked to us e cuttings from old newspapers, articles to make collages representing certain actions (Uysal Bardakci, 2014). The teacher can ask the student to describe the story in the picture with the help of reporting and doing verbs. Here, small and interesting gaming techniques could be used by the teacher to better inculcate the students with the rules of English grammar. The teacher could also take the help of puzzles to access the grammar skills of the students. Approaches and methods to teaching grammar There are some points that have to be maintained while teaching grammar in ESL classes. If the teacher does not belong to an English speaking background, then it is necessary to brush up the English knowledge before approaching the students. Secondly it is essential to differentiate between inductive and deductive teaching and how to utilize both at times. Before entering the classrooms it is necessary to plan the ESL lessons (Alsagoff et al., 2012). As we have discussed earlier, one can also seek help of games to impart grammar knowledge to the students. Before entering the classes there are certain questions that need to be addressed such as the objectives of the class, the learning background of the learners, the learning style of each student and what resources are available in the classroom (Rutherford, 2014). The traditional method of teaching grammar The traditional practice of grammar was problematic as they required students to produce the outputs immediately. It cannot be denied that production can help in increasing the fluency and accuracy; grammar cannot be developed in the internal system (Purpura, 2013). In the new system of grammar teaching the learners are first provided with the information about a linguistic structure, then they are provide with the knowledge of how a particular process strategy can negatively influence their outcome (Nunan Richards, 2015). The traditional grammar system was merely a text book thing and did not provide the students with the opportunities to use grammar in their daily life (Kawaguchi Ma, 2012). Disadvantages of traditional method in teaching grammar With the onset of digitization more emphasis has been placed upon the modern methods of teaching compared to the traditional methodologies. In this regard, learning grammar through traditional approaches has been discussed over here. They seem to have a number of limitations, which have been seen to have profound effect on the learning capabilities of the student. As commented by Wang Smith (2013), sufficient attention is not paid over teaching the basics such as reading, writing, listening and affluently speaking in English. Therefore, the traditional scope of learning is limited by giving more emphasis to a teacher centred way of learning rather than empowering the students (Ryu, 2013). Thus, here the teachers are placed at the centre of the learning activities and approaches. However, as asserted by Uysal Bardakci (2014), sufficient opportunities are not given to the students to imbibe and practice creativity within their learning process. In this context, reading in a language different from ones mother tongue requires that the student deciphers the meaning associated with each and every word completely while reading the sentence, which helps in better inculcation of a foreign language. However, the strict and inflexible traditional approaches delimit the opportunity for a student to build sufficient curiosity regarding the language. Here, learning is limited to following the rules and conventional approaches followed while solving typical grammatical problems. As asserted by Avinash (2016), there is the lack of pronunciation practice in teaching grammar through traditional methodology. On the contrary, the students here are bombarded with linguistic information. Writing had been used an effective tool for learning subjects since time immemorial. However, the traditional learning styles and approaches considered writing a form of punishments for teaching students about misspelt words and wrong sentence constructions. In this regard, a student who had made a mistake in writing a sentence is punished by the teacher in a manner, where the student has to take note of the corrections made by the teacher and write down in the same in the copy for over 25 times. This was done to develop visual memory in the student, which would prevent them from repeating the same mistake again in the future (Illingworth Hall, 2015). Memorizing The current study focuses upon the different methods of learning English which are the traditional methods and the modern methods. Here, the traditional methods place more emphasis upon memorizing than understanding the rules of English grammar. This could be established by reading the sentences again and again or writing, re-writing them. However, studies had been conducted in the past, which disregarded the contributions of memorizing alone in understanding a lesson (Baecher et al., 2014). Therefore, in this regard a simplified five step procedure for teaching grammar could be discussed over here which are as follows: Building up the knowledge of the student about the rule initiation of grammar Familiarising the students to the rules by exposing them to similar grammatical exercises Checking students comprehension on a regular basis Expanding the knowledge of the student through promotion to the next level Attention span of the digital age students With the advent of technology people use emojis and short text forms for communicating with each other. This has drastically reduced the attention span from 12 to 8 seconds. The rise of gadget has reduced the dependence on books and research for gathering knowledge. The digital age students have reduced levels of patience owing to the availability of internet resources at hand, where from they can retrieve information within seconds (Ryu, 2013). This limits their curiosity to search books and gain knowledge from there and gradually affects the learning and memorizing skills of the students. Using games to teach grammar Teachers can introduce games in the classrooms for the introducing the zeal of grammar learning among the students. There are certain popular games that are used in ESL classes for a quick grammar review such as Shoot for points, where a ball is given to the students and they are allowed to shoot them for points, but they are given the chance to shoot by asking them questions related to grammar, may be a correct construction of sentences (Chanseawrassamee, 2012). Other games that can be used are board games and games involving cards, snakes and ladders related to the grammar subject. There one interesting game called Tic- tic -toe where the grammar topics to be reviewed are written on nine index cards, then they are arranged by facing them down on the table in a 3x3 grid (Vazirabad, 2013). The students are then asked to choose the cards containing the questions. Another game involves where the students are divided into two teams where a ball is placed at the centre (Jalali Dousti, 2 012). A student needs to answer the questions correctly for getting the opportunity to shoot for the goal. Advantages of using games to teach grammar The use of the games in the learning of the grammar can facilitate self motivation and helps in retaining the lessons at the sub conscious levels. The use of games in teaching grammar not only motivates the student but also enhances the competition and the cooperation in the classroom. It also facilitates the bonding between the students and helps the students to absorb grammar at the sub-conscious level (Purpura, 2013). Many young learners will not get the motivation to learn anything new, they dont understand why it is important to learn grammar but their intrinsic motivation encourages playing games. Hence they end up playing games where grammatical knowledges are obtained subconsciously. Cross words, puzzles can help in improving the memory skill. Several concentration games can be played for sharpening the memory. For example studies reveal that board games in ESL grammar lessons can facilitate knowledge retention among the adult learners. References Alsagoff, L., McKay, S. L., Hu, G., Renandya, W. A. (Eds.). (2012).Principles and practices for teaching English as an international language. Routledge. Avinash, M. R. (2016). Use of puzzle solving games to teach English.Indian Journal of Science and Technology,9(15). Baecher, L., Farnsworth, T., Ediger, A. (2014). The challenges of planning language objectives in content-based ESL instruction.Language Teaching Research,18(1), 118-136. Chanseawrassamee, S. (2012). Teaching Adult Learners English Through a Variety of Activities Perception on Games and Rewards.US-China Foreign Language,10(7), 1355-1374. Ersoz, A. (2016). Six Games for the EFL/ESL Classroom. The internet TESL Journal, Vol. VI, No. 6 June 2000. Hassan, F., Selamat, F. (2017). WHY ARENT STUDENTS PROFICIENT IN ESL: THE TEACHERSPERSPECTIVE.The English Teacher, 17. Illingworth, M., Hall, N. (2015).Creative approaches to teaching grammar: Developing your students as writers and readers.Abingdon: Routledge, pp.15-25. Jalali, S., Dousti, M. (2012). Vocabulary and grammar gain through computer educational games.GEMA Online Journal of Language Studies,12(4). Kawaguchi, S., Ma, Y. (2012). Corrective feedback, negotiation of meaning and grammar development: Learner-learner and learner-native speaker interaction in ESL.Open Journal of Modern Linguistics,2(02), 57. Nunan, D., Richards, J. C. (Eds.). (2015).Language learning beyond the classroom. Routledge. Purpura, J. E. (2013).Assessing grammar. John Wiley Sons, Inc.. Rutherford, W. E. (2014).Second language grammar: Learning and teaching. Routledge. Ryu, D. (2013). Play to learn, learn to play: Language learning through gaming culture.ReCALL,25(2), 286-301. Uysal, H. H., Bardakci, M. (2014). Teacher beliefs and practices of grammar teaching: focusing on meaning, form, or forms?.South African Journal of Education,34(1), 1-16. Vazirabad, A. F. (2013). The use of games to foster fluency among ESL learners.International Education Studies,6(4), 205. Wang, S., Smith, S. (2013). Reading and grammar learning through mobile phones.Language Learning Technology,17(3), 117-134.

Pre

Introduction Pre-employment screening is an obligatory stage of the hiring procedures that allows the employers to identify what skills and abilities future applicants should possess to accomplish the goals of established in organization. Pre-employment procedure serves as a tool for managers to deal with all levels of human resource management.Advertising We will write a custom report sample on Pre-employment Screening in Management specifically for you for only $16.05 $11/page Learn More The importance of pre-employment procedures is also historically predetermined by the necessity of enhancing public safety. The applicant adjustment to the organization’s staff is premised on successful investigation process of future employees. The transitive nature of selection, recruitment, and training determines future success of an organization, as well as influences the planning process. There are various trends and approaches to pre-employment tests that depend on the purposes, organization’s requirements, and employees’ future responsibilities. In general, the procedure is premised on two strategies – pre-screening background assessment and post-interview background checks. The first stage of evaluation is based on the interviews whereas post-interview monitoring should involve filling out the application form and conducting psychological and medical examination of potential employees. Therefore, in order to understand the main aspects of pre-employment checking, as well as define what criteria should be included into the procedure, a review of literature should be conducted. The focus is on medical, ethical, and public safety concerns that can be considered through efficient pre-employment screening procedures. Literature Review Pre-employment screening denotes the process of analyzing backgrounds of future employees. The procedure is aimed at checking the accuracy of applicants’ skills, as well as at discovering any possible workers compensation claims, criminal history, and employer sanctions. Apart from personal background evaluation, there are many other concerns for analyzing the process of pre-employment screening, including public safety issues, assessment of employees’ skills, experience, and defining new paths for development of an organizational culture. According to Colaprete (2012), the hiring process should be accompanied with the inspection of the criminal background, as well as psychological profile. In addition, the researcher has stressed, â€Å"†¦the results of poor hiring practices have forced many law enforcement agencies to reevaluate their personnel selection and employment practices and standards† (Colaprete, 2012, p. 4).Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Therefore, it is highly important for employers to develop a detailed plan of assessment that provides a wide picture of applicants’ drawbacks. Moreover, the employers should be aware of the consequences of inappropriate screening for the rest of organization’s staff. While developing the pre-employment screening inspection, specific attention can also be paid to the analysis of problematic Internet use. In this respect, Davis et al. (2002) have developed the research studies in which they investigate the relation between social rejection and problem Internet use. The scholars have introduced four dimensions of problematic use of virtual space, including distraction, social comfort, loneliness, and aggressiveness. Inappropriate internet use, therefore, can be a decisive factor in estimating potential employees before applying them for a job. Similar concerns are presented in the research studies by Peebles (2012) who considers that hiring process should be carefully outlined and developed to reduce the number of risks to the already employed in dividuals. In fact, employers should be aware that the Internet does not only provide a handful of important information about potential employees, but also allows them to confront a new dimension of legal issues. According to Peebles (2012), â€Å"an analysis of negligent hiring – a tort that allows third parties to hold employers responsible for the harmful acts of their employees suggest that employers may actually have duty to search the Internet† (p. 1399). Therefore, pre-employment screening can imply pre-screening of the Internet because the searching process benefits the employees from acquiring online information about prospective employees. Such a strategy imposes a sort of liability on the applicants as well. Negligent recruitment can create serious consequences for company’s future development, welfare, and productivity. In this respect, Wang and Kleiner (2000) focus on the most common mistakes that employees make while hiring new employees. The emph asis is placed on poor monitoring of employees’ adherence to ethical codes, as well as identification of crimes in the workplace (Wang and Kleiner, 2000). The development of efficient pre-employment screening, therefore, is indispensible for ensuring a healthy environment in an organization and developing a strong corporate culture. In addition, the legality of procedure is also introduced to enhance the safety in the employed environment.Advertising We will write a custom report sample on Pre-employment Screening in Management specifically for you for only $16.05 $11/page Learn More Sorgdrager et al. (2004) have paid closer attention to the analysis of the effectiveness of pre-employment screening concerning the three basic indicators. These dimensions involve a positive test results, pre-employment medical examinations, and occurrence of rejections for the job. All these indicators illustrate usefulness and feasibility of pre-employment screeni ng and identify possible corrections for the test. In this respect, Sorgdrager et al. (2004) agree with the idea that there should be the evaluation of specific health conditions of employees and, therefore, medical examination should be part of the pre-employment screening. The scholars also admit, â€Å"†¦evaluation of effectiveness of interventions is an essential but often neglected task of occupational health care† (Sorgdrager et al., 2004, p. 275). Therefore, assessment of the most common risk is essential for predicting contingencies in the workplace. Despite the awareness of potential risks, some employers are reluctant to resort to the pre-employment checking procedures before the application form is filled out. Mathis and Jackson (2011) attain much importance to the selection interviews because this type of screening â€Å"†¦is done both to obtain additional information and to clarify information gathered throughout the selection process† (p. 94). T he stages of conducting an interview are important to arrange because it will allow the employer to understand whether employees’ skills, experience, and psychological profile corresponds to the previously established requirements. More importantly, there should be strict standards in accordance with which employees are selected. There are many formats, templates, and principles according to which pre-employment screening tests are developed. In this respect, Lanyon and Goodstein (2004) have introduced the Counterproductive Behavior Index (CBI) that evaluates five patterns of counterproductive behavior in the workplace, including dependability concerns, substance abuse, honesty concerns, computer abuse, and aggression. By means of this assessment, it is also possible to work a Good Impression Scale. The five indicators of counterproductive behavior have been successful and, therefore, this kind of test can be employed in evaluating employees’ aptness to work. The evalu ation of applicants in terms of the values and moral codes they uphold is also of high importance for employers because they allow to define immediately whether their values coincide with those presented in an organization. In this respect, Pawlowski and Hollwitz (2000) insist that employees judge on how company meets their moral concerns and needs during the application process.Advertising Looking for report on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More These judgments also help them to define â€Å"†¦the attractiveness of the organization, the likelihood of accepting a position offer, and the incidence of litigation arising from selection, training, and compensation procedures† (p. 59). Therefore, the attitude to organization’s fairness influences of a variety of outcomes, including turnover rates, organizational commitment, reactions to subordination, job satisfaction, and behavioral patterns in the workplace. Under these circumstances, pre-employment screening is incredibly important to companies because this procedure can help them identify an appropriate measure, which should be both inexpensive and efficient. Similar to Sorgdrager et al. (2004) who express their concern with ethical and safety issues, Pawlowski and Hollwitz (2000) assert that introducing honesty tests is helpful, but it does not provide sufficient measures for assessing workplace ethics for several reasons. First of all, these measures are not cost effective. An alternative to this measure could be a structured interview in which questions will be built in a way so that employees can be checked for honesty of their responses. Second, ethical integrity interviews can legally reinforce the pre-employment screening, which imposes certain responsibilities on employers. Finally, workplace ethics should also be considered in a broader sense to define that the screening procedure itself is honest. With regard to the above-presented research, most scholars support the idea that pre-employment screening is a multi-dimensional procedure, which involves legal, ethical, physical, and psychological requirements. In this respect, legal perspective of analysis implies evaluating employees’ criminal history, as well as their inclination to break the law. Second, employers should take control of medical screening employees, which implies monitoring psychological profile and behavioral patterns. The main challenge of arranging p re-employment screening lies in the cost-effectiveness analysis of its specific types. Finally, efficiency of pre-employment practices can have a potent impact on the welfare of organization and the overall climate in the employed environment. Summary The above-presented synthesis of literature on pre-employment screening procedures has defined new directions at improving efficiency, validity, and reliability of the application process. To begin with, potential employees should undergo a multi-stage process to measure the physical, mental, and social aptness of an applicant to work in a specific setting. Further, the presence of screening procedures does not guarantee that the employees correspond to the standards established in an organization and, therefore, the task of the employers is to strike the balance between pre-employment procedures and the missions of an organization. Further, the role of the screening lies in ensuring public safety of the employees who have already been accepted for a job position. However, while evaluating applicants’ characteristics, it is important for managers to adhere to the legislature and ethics of conducting interviews. The ethical dilemmas specifically concern the applicants’ rights to conceal personal information, which creates a number of problems for employers. Despite this challenge, assessment of employees’ psychological profile and honesty can contribute to the decision-making process. Finally, most research studies have been dedicated to the assessment of various types of screening procedures – from structured interviews to personal tests. Specific attention requires Counterproductive Behavior Index that allows managers to define the employees’ negative features and reduce the potential risk for their organizational culture. Such an approach is beneficial because it allows to predict the outcomes employees’ behavior and prevent any risk to employees’ welfare. Theref ore, the report introduces the current trends in developing pre-employment screening, as well as defines the influence of these tests on the recruitment process. References Colaprete, F. A. (2012). Pre-Employment Background Investigations for Public Safety Professionals. US: CRC Press. Davis, R. A., Flett, G. L., Besser, A. (2002). Validation of a New Scale for Measuring Problematic Internet Use: Implications for Pre-employment Screening. CyberPsychology Behavior, 5(4), 331-345. Lanyon, R. I., Goodstein, L. D. (2004). Validity and Reliability of a Pre-Employment Screening Test: The Counterproductive Behavior Index (CBI). Journal Of Business And Psychology, (4), 533-553. Mathis, R. L., Jackson, J. H. (2011). Human Resource Management: Essential Perspectives. New York: Cengage Learning. Pawlowski, D. R., Hollwitz, J. (2000). Work Values, Cognitive Strategies, and Applicant Reactions in a Structured Pre-Employment Interview for Ethical Integrity. Journal Of Business Communication, 37(1), 58-76. Peebles, K. A. (2012). Negligent Hiring And The Information Age: How State Legislatures Can Save Employers From Inevitable Liability. William Mary Law Review, 53(4), 1397-1433. Sorgdrager, B., Hulshof, T. J., Dijk, F. J. H. (2004). Evaluation of the Effectiveness of Pre-employment Screening. International Archives of Occupational and Environmental Health. 77(4), 271-276. Wang, J.-M., Kleiner, B. H. (2000) Effective employment screening practices, Management Research News, 23(5/6), 73-81. This report on Pre-employment Screening in Management was written and submitted by user Izayah Oneal to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Pre If we talk about the best and the most influential composers of all the times, Johann Sebastian Bach is one of the first names that have to be mentioned. This German composer and organist created plenty of unbelievable works, which presented the Baroque period in all its glory.Advertising We will write a custom report sample on Pre-Concert Talk about Johann Sebastian Bach specifically for you for only $16.05 $11/page Learn More In comparison to many other composers of the 17th, 18th, and 19th, Bach’s life and career has quite limited boundaries from Eisenach to Leipzig. However, his works and ideas are known to the whole world and arouse interest of many people with different cultures and preferences. His The Well-Tempered Clavier and Three Collections of Dance Suites are probably the greatest intellectual treasures all over the world. These keyboard works have their own peculiarities and captivate both the listeners and the performers. Without an y doubts, lots of pianists prefer to use the works by Bach during their performances, but they do not completely comprehend their style and background. Such lack of understanding turns out to be the major reason of why the same works may be presented and comprehended in many different ways. This is why it is crucially important to know the background of each musical work and be able to analyze its style. This time, two above-mentioned Bach’s works will be under our consideration. In Bach’s life, there are three major periods: Weimar, Cà ¶then, and Leipzig. During each of these periods, Bach created more and more captivating works and amazed people with his abilities to choose the best things in the world and represent them by means of music. â€Å"It was in Weimar that this remarkable process of self-education culminated in consummate mastery and the crystallization of Bach’s personal style which be then had evolved as the synthesis of the international musica l legacies.† 1 The Well-Tempered Clavier is considered to be one of the brightest works during this period.Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is â€Å"much more than a compendium of contrapuntal devices, a role belonging more properly to the Art of Fugue.†2 In order to comprehend this work and be ready to read it, taking into consideration every detail, it is very important to analyze certain theoretical background and be aware of meaning of such notions like ‘equal temperament’, ‘just intonation’, ‘prelude’, and ‘fugue’. There are two volumes, which present a prelude and a fugue in every key, major and minor. A prelude is a quite short piece of music that may change its form depending on the whole masterpiece. Preludes usually serve as introductory parts to succeeding movements of the rest of the work or as sep arate pieces of works. The prelude consists of several repeating rhythmic motifs, so that it may considerably influence the general perception of the work. At the beginning of the 17th century, German composers started uniting preludes with another type of contrapuntal technique of a work, a fugue. The combination of preludes and fugues gained its recognition in numerous Bach’s works. Bach liked to participate in different events, where composers had to create and introduce fugues on organs or harpsichords in a short period of time. German composers wanted to move toward expression by means of huge harmonic changes and had a need of wider tonality realm. Without any doubts, Bach’s Well-Tempered Clavier serves as a good example of this musical tuning, known to lots of people as â€Å"just intonation†. It is a kind of system, â€Å"in which all the intervals are derived from the natural (pure) firth and the natural (pure) third.† 3 Nowadays, well temperamen ts are replaced by another system of tuning that is called â€Å"equal temperaments†, where only octaves considered to be pure intervals. Sebastian Bach could not agree that equal treatment should take such an important place.Advertising We will write a custom report sample on Pre-Concert Talk about Johann Sebastian Bach specifically for you for only $16.05 $11/page Learn More â€Å"The more mathematically minded writers on equal temperament have given the impression that extreme accuracy in figures is the all-important thing in equal temperaments, even if it is patent that such accuracy cannot be obtained upon the longest feasible monochord.† 4 Of course, the results of Bach’s own tuning deserve people’s recognition and analysis. In 1722, Bach started the creation of the first book of The Well-Tempered Clavier and the first cycle of different compositions in this very conception. The prelude in C Major that is followed by th e fugue in C Major starts Book I. Then, the prelude and fugue in C Minor follow. Each pair of prelude and fugue is presented in the chromatic scale till the last key. Book II was completed in 1744. More experienced and more educative Bach made a wonderful attempt to continue his work and add more interesting details to it. He wanted to achieve one of his cherished goals during the creation of this Well-Tempered Clavier – to prove the feasibility of well temperament for each composition in every key. However, it was not the only purpose of Bach. He was also eager to clear up how progressive work might contain some conservative ideas. This is why The Well-Tempered Clavier may be analyzed as a great source of information about various historical styles and idioms. It is necessary to admit that ornamentation played a very important role in the sphere of music during the 17th and 18th centuries. Lots of Bach’s written-out notes may be regarded as ornamentation examples. Orn amentation in Bach’s compositions helps to comprehend better different melodic events and make them more beautiful. People, who cannot notice any pieces of ornamentation, may see only a kind of surface layer of all the notes presented by the composer. The table of ornaments, offered by Bach in 1720 describes almost all commonly used ornaments: turn, appoggiatura and trill, ascending trill, etc. 5Advertising Looking for report on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Without any doubts, The Well-Tempered Clavier created by Bach is considered to be the greatest work of the Weimar period. In spite of the fact that this composition was created during the Baroque period, it had a considerable impact on Western classical music. For lots of people, who deal with music, both theorists and composers, this masterpiece remains a good sources of various musical techniques, which were so inherent to the Baroque style. Bach tried to unite unbelievable things or just the things, the combination of which was still unknown to the composers of the 17th century. When people listen to The Well-Tempered Clavier, they get a wonderful opportunity to enjoy unbelievable sounds and ideas. However, without proper awareness of such issues as equal temperament, just intonation, prelude, fugue, and different types of ornamentation, a professional musician will hardly evaluate this piece of work and find out what exactly the creator wants to represent to his listeners. Anoth er Bach’s work that deserves our attention and requires deep consideration is Three Collections of Dance Suites: The English Suites (BWV 806-811), the French Suites (BWV 812-817) and the Partitas for Keyboard (BWV 825-830). In order to comprehend why Bach chose a certain style for his work, it is better to analyze the backgrounds of each of dance suite and clear up their tempos. There are so many kinds of dance suites like the allemande, the sarabande, the gavotte, or the bourree, and each of them has its own peculiarities and influences the further development of the masterpiece. â€Å"The suite is usually denotes a cycle (or series) of dance pieces changing in tempo and meter yet preserving key unity throughout.† 6 The dance suite appeared in the 17th century and was one of the most famous discoveries of the Baroque Era. The Baroque dance suite’s major components, which are performed in one and the same key, are a prelude (it has already been discussed), the a llemande, courante, sarabande, intermezzi (consisting of minuet, gavotte, or some other dance), and gigue. Usually, al these components turn out to be dependant on the composer’s wish. If he/she wants to make the work really captivating, it is crucially important to think about the possible combinations and represent them in the composition. To make the right decision, it is necessary to be aware about the background of each dance suite and its tempo. First of all, it is better to remember that: Allemande has German origins and is represented within quadruple meter. The tempo of this movement is quite moderate and starts with an upbeat. Courante has more French origins and is characterized by quicker tempo in comparison to allemande, and presented in triple meter. If we look at the French dictionary, we will see that courante means run. According to such a simple translation, it is easier to guess a nature of this very movement. Sarabande is probably one of the slowest types of dance suite. It has Spanish origins and is performed in triple meter. Gigue attracts people attention by its fast tempo and lively atmosphere. This dance suite came from England, and its peculiar features are numerous triplets and a certain number of wide leaps. This very dance suite starts with eight meter. These four movements were the major components of the suites during the times of Bach. It was also possible to add several optional movements, which may be placed between the sarabande and gigue. In Three Collections of Dance Suites, Bach preferred to use bourree, gavotte, minuet, and prelude, of course. â€Å"His music speaks of initial hesitancy followed by confidence†7, this is why his unbelievably right choice of components for the suites always amazes the listener. Almost all additional movements have French origins: bourree is characterized as lively dance, gavotte is a kind of moderately fast dance, and minuet is elegant French dance with three even beats perf ormed in triple time. The minuet is the dance suite, which was the most preferable one by Sebastian Bach. In his Collection of Dance Suites, each collection consists of six suites. The model to each collection is quite standard: prelude, allemande, courante, sarabande, optional movement, and gigue. However, it is necessary to admit that Bach did not like to follow the rules precisely, but still could not create absolutely different pieces of music, this is why each collection has something in common that corresponds to the general model, and something different that underline the uniqueness of each collection. The English Suites are one of those, which closely follow the ordinary model. All six suites have the prelude, allemande, courante, sarabande, and gigue. Between the gigue and sarabande, each suite presents own optional movement: bourree (1st and 2nd suites in A major and minor), gavotte (3rd suite in G minor), minuet (4th suite in F major), passepied (5th suite in E Minor), a nd again gavotte (for 6th suite in D Minor). The French Suite does not have the prelude, but presents more movements between the gigue and the sarabande. This is why some of the French Suites have 5 movements (the 1st suite), 7 movements (2nd, 3rd, and 5th suites), and even 8 movements (4th and 6th suites). The Partitas for Keyboard is interesting due to its introductory movements and the variety of movements between basic elements of the whole model. The first suite has the standard model with the prelude and minuet. The 2nd suite has sinfonia as the introductory movement, and rondeau and capriccio as the final movements. The following four suites have quite different structures represented in the same key. After we look at the structures of each Bach’s suites, we can easily find out the differences and the peculiarities of each of them. It is impossible to say that some suite is better or worse than the other is. It is rather understandable that the beginning of the composi tion is a bit simple in order to provide the listener with a chance to feel the melody and create the general picture of the events. With each suite, Bach adds more and more movements. Such addition may be compared with the development of a person. With time, a human learns something new and enlarge his/her knowledge, he/she meets new people, and tries to make this life better than it is. Almost the same happens in Bach’s compositions. With time, each suite is enlarged with one or more movements. They influence the suite in its peculiar way and make the listener feel something that has not been inherent before. Johann Sebastian Bach’s contribution into music during the Baroque Era remains to be rather considerable. People all over the world get a wonderful chance to enjoy his magnificent compositions. â€Å"His personal stamp on† 8the old forms of suites added something really new to the further development of classical music. Even if Bach was a bright represent ative of the Baroque Era, his impact on Classical music is also great. It is impossible to analyze his works after listening them for one or two times. To grasp all the ideas, which Bach wanted to reproduce, it is better to learn their backgrounds and pay attention to each detail in the composition. Each suite in Bach’s compositions has different components. These movements make the work sweeter, and the addition more and more different movements to each suite is a wining decision of the composer to attract the attention of many theorists and practical composers. His works serve as good educative examples to learn more and more about the world of classical and Baroque music. His Dance Suite and The Well-Tempered Clavier are real treasures, which have to be kept, analyzed, and used in order to improve our modern music. Bibliography Apel, Willi. Harvard Dictionary of Music, Harvard University Press, 1969. Barbour, James, M. Tuning and Temperament: A Historical Survey, Courier D over Publications, 2004. Gillespie, John. Five Centuries of Keyboard Music: An Historical Survey of Music for Harpsichord and Piano, Courier Dover Publications, 1972. Lloyd-Watts, Valery Bigler, Carole L., and Palmer, Willard A. Ornamentation: A Question Answer Manual, Alfred Publishing, 1995. Melamed, Daniel, R. J. S. Bach and the German Motet, Cambridge University Press, 1995. Neumann, Frederick. Ornamentation in Baroque and Post-Baroque Music: With Special Emphasis on J. S. Bach, Princeton University Press, 1983. Schulenberg, David. The Key Board Music of J. S. Bach, CRC Press, 2006 Sharpe, R. A. Music and Humanism: An Essay in the Aesthetics of Music, Oxford University Press, 2000. Footnotes 1 Neumann, Frederick. Ornamentation in Baroque and Post-Baroque Music: With Special Emphasis on J.S. Bach (Princeton University Press, 1983), 7 2 Schulenberg, David. The Keyboard Music of J. S. Bach (CRS Press, 2006), 199 3 Apel, Willi. Harvard Dictionary of Music. (Harvard University Press , 1969), 448 4 Barbour, James, M. Tuning and Temperament: A Historical Survey, (Courier Dover Publication, 2004), 87 5 Lloyd-Watts, Valery Bigler, Carole L., and Palmer, Willard A. Ornamentation: A Question Answer Manual. (Alfred Publishing, 1995), 39 6 Gillespie, John. Five Centuries of Keyboard Music: An Historical Survey of Music for Harpsichord and Piano (Courier Dover Publications, 1972), 40 7Sharpe, R. A. Music and Humanism: An Essay in the Aesthetics of Music (Courier Dover Publications, 1972), 81 8 Melamed, Daniel, R. J. S. Bach and the German Motet, (Cambridge University Press, 1995), 54. This report on Pre-Concert Talk about Johann Sebastian Bach was written and submitted by user Alexa U. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Pre Introduction The pre-Raphaelite was an association of English artists who included poets and painters. It was launched in 1848 by William Holman hunt, Dante Gabriel rosette together with john Everett Millais. Later the founders initiated William Michaels, James Collinson, Thomas Woolner and Fredric Stephens into the group so as to establish a seven member union.Advertising We will write a custom essay sample on Pre-Raphaelite Artists specifically for you for only $16.05 $11/page Learn More The organization intent was to create art by denouncing what they perceived to be mechanistic concepts formerly exploited by the mannerist artists who came after Raphael and Michelangelo. This group of artists assumed that classical dynamics and stylish compositions evident in Raphael artwork were in essence ruining the scholarly teaching concerning art. And this resulted in the emergence of Pre-Raphaelite artists.  Fundamentally, Pre-Raphaelite painters were in resi stance to or disregarded the manipulatins of R.A. pioneer Sir Joshua Reynolds. The Pre-Raphaelites artists opted to go back to the aspects of art that involved copious details, complex compositions of Italian and Flemish art, in addition to the use of intense colors. From time and again the Pre-Raphaelites are ever considered as the first avant-garde association in art. However, they have been deprived of that status for they went on embracing both the aspects of history painting as well as that nimesis, or aping that nature, as the core to the objective of art. Nevertheless, the Pre-Raphaelites did establish themselves as a transformation-movement, they established a unique name for their distinct art, and eventually published their own journal, The Germ, to endorse their views and ideas. The movement’s early dogmas were illustrated in four concepts: to have indisputable ideas to articulate to learn Nature conscientiously, so as to be acquainted with how to convey them to c ommiserate with what is undeviating and solemn and sincere in earlier art, to barring of what is conformist and self-burlesquing and attained by rote most obligatory of all, to create comprehensively superior portraits and statues These standards are plainly non-dogmatic; the Pre-Raphaelites anticipated emphasizing on the dynamics of personal responsibility (Hunt 81). This was in regard to individual artist concerning the manner one defined or determined personal concepts and ideals. The pre-Raphaelite artists were considerably swayed by Romanticism, this can be allied to the fact that they perceived liberty and responsibilities were inseparable.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, medieval perceptions as well as cultures captivated them. They considered medieval culture to hold spiritual as well as creative inceptions that were missing in later periods.  Exploring the impact of med ieval on pre-Raphaelite, the artists emphasized more on dynamics that singularly clashed with specific aspects of realism. These aspects touch on the ideals of independent scrutiny of nature. Therefore, examining the profound dynamics of the Pre-Raphaelites in regard to medieval approaches the artists in this movement had different believes in art. This can be supported by the fact that the Pre-Raphaelites perceived that art was in essence spiritual in nature. Hence, their concern revolved within the perimeters of idealism, materialism and realism. Overview The Victorian period was in essence a period of social changes which compelled all artists whether sculptors, painters, poets or writers to take a definite position in the immediate concern of the society. Nevertheless, the direct forms found within the Romanticism persisted dominating the English artist, the attention of most artists focused on the growth and establishment of this art. However, from such a position, the medieval concepts which reigned during the gothic, early Christian art, insular art, Romanesque, and Byzantine period among others, were replicated by pre-Raphaelite artists differently. Therefore, looking at the manner the art historian’s paint these artists it becomes paramount to attempt to examine them critically. The sole objective would to understand the phenomenon of producing their works in diverse media different from the popular fresco paintings.  Considerably some of the artists associated with the pre-Raphaelite movement such as Hunt and Millais established a process of painting which was dissimilar from realists and gothic concepts. Their procedures advocated for the luminosity rather unwarranted misuse of bitumen by previous English painters such as David Wilkie. The Pre-Raphaelites artists exhibited their maiden work in the wake of 1849. Some of the exhibited work entailed Millais painting Isabella (1848-1849) as well as Hunts piece Rienzi (1848-1849) (Barringer 113) . The artist allied to this movement painted or rather presented works that were unique but controversial. Unlike in earlier period when religious and social aspects formed a central theme in paintings, Pre-Raphaelites examined diverse aspects of the society in their works.  Though, the artist’s medievalism was considerably attacked by those artists who viewed themselves as conservatives.Advertising We will write a custom essay sample on Pre-Raphaelite Artists specifically for you for only $16.05 $11/page Learn More The Pre-Raphaelites continued creating art work devoted to details. Despite the challenges which the Pre-Raphaelites encountered they did shed unrivalled light in regard to the dynamics of English art. Considering that conception that the medieval English society valued religious ideals, the Pre-Raphaelites went against these restrictions to greater engagements. It is from their devotion to nature, color and artistic compositions th at made them to be a force within the annals of art history. In essence, the pre-Raphaelite artists reacted against what art historians perceive to be unimaginative as well as artificial antique paintings created by the royal academy. The artists were compactly inspired and influenced by 15th century Italian art. Though this movement did not last long, her followers had instrumental impact on British art. This can be testified by the artist’s profound interior designs as well as decorative arts which they created.  The Pre-Raphaelites created and produced extremely convincing as well as significant paintings. Their work which entailed religious including medieval features emulated the extreme and utmost religious feelings as well as the naà ¯ve 15th century paintings of Florentine and Sienese. Hence, the style adopted by such pre-Raphaelite painters as Hunt and Millais developed art work featuring sharp as well as dazzling lighting, with a clear ambiance, and an almost pho tographic replica of fine details. Equally, the artists allied to this period or movement introduced articulate and private symbolism into their religious subjects along the medieval themes. All in all, John Ruskin, who was a popular writer and a pundit championed for the cause of the pre-Raphaelite artists. In essence, he played a critical role in reinforcing the movement’s scope of moral responsibilities as well as social commitment. Unlike the earlier artworks, the pre-Raphaelite art stood out as distinct and fresh due to its innovativeness. Pre-Raphaelites artists The movement is credited with some of the most outstanding artists. Some of the pre-Raphaelite artists left an indelible mark in the historic archives. Therefore, it can be asserted that pre-Raphaelite era was in essence phenomenal. Some of the big names include; Dante Gabriel Rossetti Rossetti was a popular figure and an established English poet, painter, translator and illustrator. With his close allies they f ounded the pre-Raphaelite brotherhood in the wake of 1848. As a painter, his works were symbolically characterized by their unique sensuality as well as their strong medieval revivalism.Advertising Looking for essay on art? Let's see if we can help you! Get your first paper with 15% OFF Learn More More so, his paintings influenced to a great deal the European symbolist in addition to the fact that he was a key precursor of the famed aesthetic movement. Regarding his poetry, John Keats is said to have influenced him profoundly. This is evident in his earlier writings. Generally, his foremost paintings which were in oil expose the realist dynamics of the primary pre-Raphaelite movement. Girlhood of Mary Virgin as well as Ecce Ancilla Domini reflects his style and taste in regard to painting. In essence, he had a unique technique that exploited painting in oils while using water-based color brushes, as lightly as in water-based color, also on canvas which he treated with white to attain a smooth surface. This guaranteed that every tint remained transparent. Naturally, he painted from an aesthetic purpose. In his paintings he injected the scope of incorporating symbolic as well as mythological aspects than touch on the realistic images. According to the available literature on ar t Rossetti is said to have developed his own painting technique. The technique involved using water colors which formulated to make thick pigments using gum. The purpose of this process was to generate a rich effect that was resembled the medieval illuminations. Equally, he established a new drawing method in pen plus ink. One of his published works was â€Å"The Maids of Elfen-Mere† (1855), among others. In spite of his dreams concerning Arthurian anecdote in addition to medieval blueprint greatly influenced such painters as William Morris as well as Edward Burne-Jones. As is with other pre-Raphaelite painters, he encountered diverse critical hostilities for his primary paintings. Though, he worked extremely slowly this helped him in picking the most delicate details (Andres 200). Ruskin a celebrated art pundit recognized his dilemma and seamlessly encouraged him to attempt finishing at least a single painting at a time. However, Rossetti took most of his time and concentrat ion creating and producing both drawings and poems. With the time the use of water colors developed to be his favorite medium. In his search for a definite approach to art he moved further and further away from the dynamics of pre-Raphaelite modernism. And this resulted in him discarding his contemporary themes altogether. Subsequently he concentrated on antique stories and legends.  As a painter his major themes revolved around women, who, he assumed, held the secrecy of continuation within themselves. He viewed women as magical entities, living in mysticism and sensuality and this made him to examine the themes regarding feminine virtue, splendor, and passion leading him to limit himself to women subjects. After a period of attempting doing illustrations with woodcuts to substantial success, he reverted back to exploring the dynamism of Arthurian themes and subjects. He eked a negligible living by merchandising small, watercolor jewels to a definite group of collectors. He also did paint me a number of watercolors which he sold to William Morris. However, the characteristics and uniqueness of Arthurian/medieval romance continued to capture his imagination. And this resulted in him being commissioned to embellish the Oxford Union Building in the wake of 1857. Holman Hunt In personality Holman Hunt was entirely dissimilar from his partners. Naturally, he is mostly depicted as an arrogant and unfriendly. He was a son to a warehouse director or manager in Cheapside, London. Hunt spent a great deal in his formative years reading the bible. At the age of 12 he was earning as a clerk. He dreamed of being an artist, though he did not have the natural gift. However, he was full of imagination as well as visions which were complimented by very rare attributes at a time when the society was moving towards the post-industrial revolution.  He managed to convince his parents to allow him to attend Royal Academy where he anticipated pursuing his dream of being a painte r. At the college he was confused by the traditional British art, in it he found nothing imaginative to admire. But after reading John Ruskin’s volume on Modern Painters he was highly impressed by the author’s argument. The argument captured young Hunt imagination that had a profound spiritual background. The idea of reviving the dynamism of symbolic realism into the contemporary art, in the pursuit of his dream he met Millais, a fellow scholar at Royal Academy of Arts. Gradually, they developed a desire to participate in 1848 Royal Academy exhibition. The foremost painting of Hunt was adopted from the theme of a poem The Eve of St Agnes which was composed by a little known poet Keats.  All in all, Hunt is among the founding associates of the pre-Raphaelite movement. This was a group of artists who were extremely opposed to the odd, academic approach of painting advocated by Royal Art Academy. Just as is with such painters as Rossetti as well as John Everett Millais, his work revolved within the axis of mythology, biblical narratives, and medieval legends. His paintings are commonly unforgettable, romantic, luminous and equally flowing with unique symbolism and realism. As is illustrated by his biographer Schell Bacon he began to be an artist while working in a calico printer in Manchester. As the years progressed he rejected the concepts of crass materialism which had become the epitome of Victorian society. However, he was later forced to reconnect with his lost dynamics of spirituality of Gothic, Early-Renaissance and Medieval imagery. Eventually, he was attracted by the symbolic realism as well as mysticism exposed in Sassattas works. In his painting career he sought to achieve or attain both the moral and spiritual aspects of previous periods.  In the dawn of 1850 he finished his classic paint work A Converted British Family Sheltering a Christian Missionary from the Persecution of the Druids- commonly referred as The Missionary. This pa inting was presented in the same show as Millais piece Christ in the House of His Parents. However, one of the most notable works he painted was The Hireling Shepherd which became one of the most recognized pre-Raphaelite paintings. Also he painted a companion image that symbolized and narrated his transformation to religion. And this happened to be his turning point in his private life touching on his artistic as well as his spiritual life. His paintings illustrate him to be an individual who was etched in spirituality. The assumption is well supported by the classic painting titled The Light of the World. However, to attain his imagination of realism he is said to have opted to do his paintings at night under the lamp light. Hence, his works carries diverse and unique symbolism. More so, he established his personal artistic language to convey his message through the technique he referred as â€Å"symbolic realism†. According to established studies his later paintings were d one as a measure to establish and bring together the religious art in the wake of post industrial audience. However, for 1852 exhibition Hunt painted the worldly version of his earlier religious paintings, The Awakening Conscience. Pre-Raphaelites paintings The pre-Raphaelite painters as well as those painters who were allied to them produced a considerable amount of classic pieces. Both in secular and religious context these paintings had a considerable impact on the British society. It should be noted that this movement played a critical role in shaping and opening a novel window for the artists to explore other dynamics of paintings which went against the academic assumptions advocated by the Royal Academy of Arts. As is with the diverse poets and archictures of the period, Pre-Raphaelites artists explored the previous medieval periods in their paintings. Some of the major pre-Raphaelite paintings touched in extreme religious subjects as is with the paintings of Holman Hunt. Howe ver, pre-Raphaelite paintings did not have a definite principle. Most of them dwelt on Italian art while some were done with the tone of gothic and earl-Christian perceptions. Some of these pre-Raphaelite paintings were:   John Everett Millais Among the most notable pre-Raphaelite paintings, Millais painting Isabella stands as one of the foremost oil painting. The painting is developed with an elaborate foreshadowing using fine stroke and reflective bright colors. The theme of this painting was borrowed from Keats poem, The Pot of Basil; he was a little known poet who lived in early 1818. The painting exposes how the painter incorporated complex strokes with unique profiles together with flat perspectives. This technique allowed the painter to capture the details. Therefore, the significance of the painting touches on the unique consideration of women in the society.  The painting touches on a happening from the poem that depicts the relationship involving Isabella, and a certai n fellow named as Lorenzo (Daly 107). Isabella is depicted clad in grey and is being given a blood orange by her doomed lover Lorenzo. The orange is symbolic, it illustrates that someone neck has been beheaded. The paintings composition as well as meaning is etched among the painters deliberate and shagged perspective. Examining the aspects of pre-Raphaelite concepts, the painter purposely purges chiaroscuro in addition to inflating the concentration of juxtaposed hues and tones as is testified in the plain and flat dark tunic which is elaborately set against the sharply formulated white clothing. The base on of the chair Isabella is sited is contains the letters (Pre-Raphaelite Brotherhood). William Holman Hunt This painting is perhaps one of the few celebrated paintings depicting Christ. The period it was painted England was facing religious revival. According to diverse historical scholars Hunt was inspired by a biblical verse Revelation 3:20. Hence, an image of Christ holding a lantern seamlessly haunted him. To illustrate his vision he employed the use of materials having profound significance and meaning. Hence, he decorated an orchard standing for a sleeping soul. More so, the orchard stood for available sustenance needed by the soul. Also, full-grown apples for harvest are equally depicted in the downside of the painting. While a bat in the darkness symbolizes ignorance. For the purpose of expressing Christ’s face, the painter opted for a woman. This is commonly allied to the fact that woman treasures gravity, energy and attractiveness of expression (Maas 141).  Symbolically, for Christ figure he employed the male figure. This painting provides a critical insight into the manner the early English society perceived religion. As a member of pre-Raphaelite movement, paying attention to details provided him with an opportunity to paint a sensational image. It ought to be noted that the pre-Raphaelite painters were inspired by religion and nature. With the combination of such periods as Gothic, Medieval and Early-Christian painting concepts, this painting acquires a definite place in both religious and secular painting community. The painting though unique and depicting spiritual significance faced a stiff challenge from the religious circles. However, John Ruskin a respected art critic explained the significance of the painting and the value it held in regard to the sacred history. The first impressions of the painting were published in the wake of 1858.this permitted the greater public to have a close look at it.  This happened across Europe and America subsequently due to the success of this painting, hunt developed a smaller version by 1865. However, the primary painting was donated to Keble College. Examining this piece of art from the pre-Raphaelite perspective it offers an incredible insight into the way this movement impact on the English art. Despite the medieval aspects which were exported to the painting, the pai nter proved that imagination played a central role in as far as painting was concerned Works cited Andres, Sophia.The Pre-Raphaelite Art of the Victorian.NY: Ohio State University, 2004. Barringer, Tim. Reading the Pre-Raphaelites. New Haven: Yale University Press, 2001. Daly, Gay. Pre-Raphaelites in Love. New York: Ticknor, 2002. Hunt, Hunt. Pre-Raphaelitism. London: Macmillan; 1999. Maas, Jeremy. Holman Hunt and the Light of the World. NY: Ashgate, 2000 This essay on Pre-Raphaelite Artists was written and submitted by user Kamren Baxter to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here. Pre

Grapes of Wrath3 essays

Grapes of Wrath3 essays In the story, The Grapes of Wrath, by John Steinback, there are many examples of togetherness and guidance. There is a small amount of individualism in the story, but there is more acts of kindness and warmth, than any displays of independence. The Joad family acts as a whole unit instead of many individuals. They help and assist others in need, even though they are in need as well. They would rather suffer themselves than for someone else to undergo suffering and endless pain. They would give up anything they have for someone to be happy and at peace. The Joad family is very loving, helpful, and does not show any signs of selfishness or greed. While the Joad family is on their journey to the west, they do not have much food or money, but they still did anything to help others out. For example, one day they saw another family on the side of the road and stopped to help them. They ended up taking the family and making an even larger family unit by combining the families. Each member associated and talked to one other, which made the time they were all together pleasant and helpful. They all used each other's knowledge to help them along with their journey. Even though both families had never met during their life, they came together and helped each other out in times of need. Another genuine characteristic of the Joad family, is their sense of putting themselves in danger before others. A family member would rather be hurt or in danger themselves, than for their loved ones to be in trouble. An example of this trait is when Ma rebels once Tom and Casy said they'd stay and let the family go on. She said that if she went, then they would have to beat her to go, because she was not going to let the family split apart. This shows her great concern for the family to stay together and how she will inflict pain upon herself in order for happiness. Throughout the journey, they find out they do not have enough money or food ...

You Need to Check Out These 20 Top Christian Colleges

You Need to Check Out These 20 Top Christian Colleges SAT / ACT Prep Online Guides and Tips If you’re a religious Christian, you may want to consider attending a Christian college. Your quality of life could be better at a school where a majority of the students and faculty members share your values and beliefs. Additionally, Christian colleges often incorporate their Christianity into their missions and curricula. In this article, I’ll provide you with a ranking list of the 20 best Christian colleges in the United States. Furthermore, I’ll offer you possible benefits and disadvantages of attending a top Christian college and explain how to research and find Christian colleges that could be a good fit for you. What Is a Christian College? Christian colleges are private colleges that identify as having a Christian affiliation. Keep in mind that some colleges were founded as Christian colleges but now consider themselves nonsectarian or independent. Also, some people separate Catholic colleges from colleges of other Christian denominations. In my rankings of the best Christian colleges, I considered Catholic colleges and colleges of all other Christian denominations. Most Christian colleges integrate Christianity into the classroom, extracurricular activities, and the campus environment, but they do so to varying degrees. While Christian colleges tend to have religious-themed programs and majors, most Christian colleges also offer traditional and secular classes and majors. Furthermore, many Christian colleges have a substantial number of non-Christian students. What Makes a Christian College Great? For the purposes of this article, the criteria that make a Christian college great are the same as those that make any college great.A great college should provide you with a good quality of life, a challenging yet supportive academic environment, and ample future opportunities. For my rankings, I disregarded how Christianity is infused into the campus life or education at the college. I didn't think the role of Christianity at the school affected the quality of the college, but it's important to note that many of these colleges vary significantly in the role Christianity plays on campus and in the classroom. If you're interested in attending a Christian college, you should consider the role Christianity plays at the college. Are you going to have to take classes about Christianity? Does the school have a strict code of conduct that coincides with its Christian values? What is the school’s church affiliation? Are the majority of students practicing Christians? You should go to the school that best fits your needs and preferences. The TopChristian Colleges To calculate my rankings of the best Christian colleges, I averaged the US News and Forbes rankings for each school. Arguably, US News and Forbes have the most reputable college ranking lists. Collectively, they factor academic reputation, graduation rate, freshman retention rate, selectivity, average alumni salary, and a host of other factors into their rankings. Because US News separates schools into different categories, I used the National University ranking or National Liberal Arts College ranking for each school. I didn't consider good Christian colleges like Villanova and Santa Clarathat US News classifies as Regional Universities or Colleges because they're only ranked against schools in their regions in the US News rankings. They don't have a US News national ranking. Keep in mind that a few of these colleges are only loosely affiliated with Christianity. For example, Davidson College and Kenyon College have official church affiliations, but both campuses offer more secular environments and have more students of different faiths than some of the other colleges on this list. On the other hand, Notre Dame, BYU, Wheaton (IL), and Pepperdine have some of the most religious students in the country. Without further ado, here's my list of the top 20 Christian colleges. I put the liberal arts colleges in bold. School US News Ranking Forbes Ranking Average Ranking Acceptance Rate 1. University of Notre Dame 18 13 15.5 22% 2. Davidson College 9 31 20 26% 3. Georgetown University 21 23 22 17% 4. Boston College 30 37 33.5 32% 5. Kenyon College 25 48 36.5 38% 6. College of the Holy Cross 32 55 43.5 33% 7. Macalester College 23 67 45 34% 8. Emory University 21 79 50 26% 9. Trinity College (CT) 43 81 62 34% 10. Sewanee: The University of the South 48 84 66 60% 11. Centre College 45 89 67 69% 12. Wheaton College (IL) 57 86 71.5 69% 13. Rhodes College 51 98 74.5 58% 14. St. Olaf College 51 106 78.5 59% 15. Furman University 51 110 80.5 64% 16. Southern Methodist University 61 108 84.5 51% 17. Brigham Young University 66 104 85 49% 18. Pepperdine University 52 128 90 37% 19. Wheaton College (MA) 67 171 119 67% 20. Marquette University 86 157 121.5 57% How Should You Use This List? If you want to go to a well-regarded Christian college, you should research the colleges on this list that interest you to determine if they’re schools you should apply to or attend. There are many factors to help determine if a college is a good fit for you including location, selectivity, support services, and the majors offered. Look at the school’s website, and use guidebooks, college finders, search websites, and other ranking lists to help you in the college selection process. If possible, consult with teachers, counselors, parents, current students, and alumni. What Are the Benefits of Going to a Christian College? Generally, public or nonsectarian colleges have a significant representation of secular and liberal students. At the more liberal colleges, you may find some hostility toward organized religion. However, if you're Christian and attend a Christian college, you're unlikely to find as much animosity toward Christianity, and you'll be able to share your faith with a greater percentage of your fellow students and professors. Additionally, if you're a religious Christian, a Christian college may be more likely to reflect your values and beliefs. At many Christian colleges, Christianity informs the views and mission professed by the college. You may feel more comfortable at a place that emphasizesyour ideals. Furthermore, Christian colleges tend to offer more opportunities to study and engage in Christianity. Christian colleges usually have more classes and majors focused on learning about Christianity. At Abilene Christian University in Texas, there is a separate College of Biblical Studies. If you want to explore your Christian faith more deeply, there may be no better place to do so than at a Christian college. Why Should You Consider a Secular College? Even if you're a religious Christian, you may benefit from attending a secular college. Ideally, you should learn from your peers and professors in college, and you may solidify or alter your views by being exposed to diverse opinions and religious beliefs. A secular college can offer you a more heterogeneous environment. Additionally, almost all secular colleges still have Christian student groups and offer religious services for Christian students. If it's important to you to actively participate in Christianity while you're in college, you can research the student organizations and religious life on a college's website. Most likely, you'll find numerous opportunities to engage with other Christian students and practice your faith, regardless of whether you attend a Christian or secular college. In general, Christian colleges are more strict and conservative than secular colleges. If you're Christian but more liberal or less willing to abide by the stricter rules at a Christian college, then you may be happier attending a secular school. Finally, Christian colleges are all private colleges. If you want to take advantage of the opportunities available at larger public universities, you should consider a secular college. If you're worried that you may not qualify for need-based financial aid, but you're concerned about college costs and minimizing your debt after you graduate, public state universities can be a good option because they tend to have lower tuition rates, especially for in-state residents. You may be able to save money by going to a secular school. What Should You Do if You Want to Find or Research Other Christian Colleges? Remember that rankings are somewhat subjective, and even though the schools on the above list may be the most well-regarded Christian schools, it's most important to find the college that's the best fit for you. If you want to find other Christian colleges that didn't make the list, you can use a couple of the better college finders to assist you. On Big Future, you can search for schools using many different search categories, including religious affiliation. Big Future provides extensive information, like application deadlines, average GPA and SAT scores, and the majors offered for each school. On College View, you can search for Christian colleges, or you can search for schools based on their specific church affiliation. Additionally, there are over 20 other search categories to help narrow your college search. Finally, you can research members of the Council for Christian Colleges and Universities. There are 180 total members. You can search members by location or denominational affiliation. If you click on a result, you'll be sent to the college's website. What's Next? If you're getting ready to apply to college, check out this post about everything you need to know about the college essay. Also, you'll want to learn about the important application deadlines you can't miss. Lastly, find out how to write about extracurricular activities on your college applications. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Law of business association.Understanding company law Case Study

Law of business association.Understanding company law - Case Study Example This means that this partnership agreement will be in line with the partnership act of businesses operating in Australia. Further, they inform the solicitor that they are equal partners Partnership Act 1963 (ACT, section 6(1). John and Jenny are in partnership as the formation of a partnership requires a written or verbal agreement. This two people have a written agreement of partnership prepared by their solicitor. They open a joint account in which they use for the business transaction. This is not a requirement of a partnership. However, for the success of the business it is necessary to have a business account. A partnership is not a legal entity thus a business account will have to be a joint account of the members (Bentley v Craven (1853) 18 Beav 75; 52 ER 29). After a partnership formation, there are legal consequences. The liability of the partner is unlimited. This means that, in the case of Jenny and John they are responsible for the business debts. The recovery of business debts wills extend to the personal properties of the two partners. This will happen in the event that shares in the business are inadequate to cover business liabilities. This partnership between Jenny and John, it is jenny who involves in the day to day running of the business. Therefore, Jenny works as a general partner while John operates as a dormant partner. The two partners meet regularly to discuss the progress of the business. This means that John is aware of how the business if fairing on though he is not an active participant in its operation. John as a partner in this business is liable for the decisions that Jenny makes on a daily basis. If the business, incurs loses or profits the two partners will share them equally. The two partners have been sharing the proceeds of the business from time to time on an equal basis. They share the profits equally though Jenny works full time in the business and does not receive a salary while John works irregularly on weekends. This business is failing in its operation. In addition, the relationships between the two partners deteriorate. They decide to dissolve the business, and ask their solicitor to terminate the partnership. However, the two partners continue to operate the business much the same way as before dissolution. In effect, this implies that the partnership has not been dissolved. This is because, for a partnership to be dissolve the partners withdraw their shares and the business operation ceases (Lipton et al., 2012). Alternatively, the partners sell their shares and t he business continues to operate, but as a new partnership. John had ordered for fixture and fitting for use in the business, in his own name but did not make payment for them. This he did in anticipation of the start of the business. The fixture and fitting have been in use, in this partnership business. John wants Jenny to participate in payment of this debt. Jenny declines, saying she has been working for the partnership without payment and that John should settle the debt (Lipton et al., 2012). Legally John and Jenny are in a partnership though they assume that they have dissolved. Accordingly then, they are both liable to make payment for this debt though its acquisition is in the name of John. This is because the fittings and furniture acquisition was for business purpose. The partnership act stipulates that debts incurred by a partner even without the knowledge of the other partner are the responsibility of all partners. Therefore, Jenny as a partner in business with John can be sued individually for this debt Partnership Act