Off The Job Behaviors Case Study Example | Topics and Well Written Essays - 750 words

Off The Job Behaviors - Case Study Example This case study discusses the issue of off-the-job behaviors and using real-life examples to analyze it properly. Firstly, the researcher discusses the Oiler’s employee rights, that were violated in his opinion because Oiler was a cross-dresser. As the lecture notes used in the case study explain, while there are contractual agreements and policies on employee’s fraternizing within an organization, there are no clauses by which an employee’s life outside the workplace is obligated to fall under the same rules. There is no indication in the case study of his behavior on the job being anything less than exemplary. He kept up his end of the bargain, but was not offered the same freedom from the opposite end. Then, the researcher explained the question on the topic of consequences of organizations that punish employees for certain off-the-job behaviors. The researcher states that organizations that punish employees for off-the-job behavior excessively are likely to f ace negative backlash over it. The reason being, there are a multitude of practices that employees engage in off the job, ranging from personal, social and religious preferences. The researcher also aims to answer the wuestion about Winn-Dixie, that is an organization that exhibits characteristics of progressive discipline or the hot stove approach. The researcher believes that the progressive discipline approach leads to the ultimate action of punishment, appropriately increasing in magnitude, but hot stove approach is further reinforced.

Screening of Sugar Cane Alley and Eve's Bayou Essay

Screening of Sugar Cane Alley and Eve's Bayou - Essay Example It is one of the French films, which were directed by Palcy Euzhan in 1989. It has its setting in Martinique during the 1930s. The film revolves around the story of the mistreatment by the whites as they worked as slaves during the 1930s. The film is mainly based on the semi-autobiographical novel that was compiled by Zobel Joseph (Rue). The cinematography that has been used in the movie consists of tilt-shift photography. The cinematographer applied medium sized lenses to ensure the control of the plane of focus orientation making certain parts of the image appear sharp. This is the reason for the different shapes and lightings of the image in the film. Part of the film also reveals the traditional cinematography with dull brown outlooks. The music in the movie is has slow rhythm and low tone that allows for the clear narration of the movie hence facilitating the comprehension of the viewers. The teacher, Mr. Rock has the most influence on Jose. His influence is academic and racial related (Rue). He accuses him falsely because of plagiarism when he writes an essay explaining the suffering of the slaves in the sugar cane plantations. I identify myself with Jose. He is focused and is forgiving. He actually marches my traits. Formal education is portrayed in the film through the school learning system. Scholarships are other examples or elements found in the formal education. The movie also shows that formal education does not allow for copying of other people’s ideas (plagiarism), therefore, it stresses on creativity and absolute originality. Joe runs away from school after being accused of plagiarism. Informal education is shown on the movie through the teachings of Joe by his grandmother. This form of education does not require class work or education.... Joe runs away from school after being accused of plagiarism. Informal education is shown on the movie through the teachings of Joe by his grandmother. This form of education does not require class work or education. It is not also expensive like formal one hence no scholarships for it. Contrast, in the film, is portrayed through the depiction of class difference in the film. Joe’s grandmother, Tine is one of the extreme poor individuals in this society. There are extremely rich people in the same society, for instance, Leopold’s parents who are landowners. The filmmaker has employed his tactics and experience in ensuring that the entire film is not about the sentiments of Jose’s education, through the inclusion of his grandmother. The way Tine is treated is meant to inform the viewers on the core theme of the film, which is racism, and class disparities during the 1930s American societies. Leopold and his parents have been portrayed as opportunistic individuals. They offer Jose food in return for his labor service in their farm making him miss classes. This, in turn, is a portrayal that the society consists of class disparities and unfairness reins the entire society. The scene with Jose and Medouze is an educative one whereby Jose learns of the past and the experience undergone by his grandparents and ancestors (Rue). Despite being the fact that the movie is based on the novel, there is a distinct between the novel and the movie. The difference is on the settings of the two. The settings are on two different places and time. The movie was produced in the 1960s whereas the book was published earlier than that. Gender issues have been revealed in the movie as one of

Gottfried Thomasius View Of Kenotic Christology Religion Essay

Gottfried Thomasius View Of Kenotic Christology Religion Essay Introduction The incarnation of Jesus Christ has been a subject of attention from the earliest decades of the formation of the Christian Church. It has not been without its subsequent controversies. Several early councils were convened to address the various issues regarding the Godhead and in particular, the person and nature of Christ. Of these, the fourth great council of Chalcedon established the parameters of the person and nature of Christ in the orthodox view.  [1]  In an attempt to articulate the person and nature of Christ, the German theologian Gottfried Thomasius published a work between 1853 and 1861 entitled: Christi Person und Werk (Christs Person and Work).  [2]  In this essay, Thomasius called attention to the Greek word kenosis found in Philippians 2:7 in demonstrating his theory of the emptying of Christ during the incarnation. Thomasius view of kenosis contributed considerably to the interest in the incarnation principles of Christology. His work became the basis for fu rther studies into what is more commonly called Kenotic theology. This paper will attempt to show that Thomasius view of kenosis is not completely consistent with the formula of Chalcedon and did not adequately comply with the orthodox principles of the incarnation. Development of Systematic Theology As the early church began to grow so did varying opinions as men began to think about the doctrines of scripture in a systematic way. Was Jesus God? First-century Christians saw that the answer was not simple. Nature is not simple, so why then should we expect the Creator of nature be simple?  [3]   Within the first four hundred years of Christianity there arose six major heresies and they all involved an aspect of the person of Christ.  [4]  Then, as now, there are doctrines, which men wrestle with and that still divide themselves over. Even today there are those who would say that some things are too complex to fully understand such as Robertson McQuilkin who said, As we approach the Bible intent on discovering all the truth God intends for us to understand, we should examine our expectations and attitudes, as there are limitations on what is possible.  [5]   Not withstanding, it is the obligation of every Christian to search out the truths of Gods word and to faithfully study it in order to build a competent system of beliefs. With regard to the person and nature of Christ, the words of Millard Erickson ring all the more true when he said, All departures from the orthodox doctrine of the person of Christ are simply variations of one of these [six] heresies. While we may have difficulty specifying exactly the content of this doctrine, full fidelity to teaching of Scripture will carefully avoid each of these distortions.  [6]   The Council of Chalcedon The early councils of the Christian church were ecumenical gatherings of church leaders and scholars who were brought together in order to address the issues that divided the church and sought to set forth declarations that defined the proper understanding of these controversial theological issues that had an impact on the church. Each of the great councils formulated certain dogma about these issues of controversy, which then became the orthodox view of the Christian church. Concerning the first great council of Nicea, Norman Geisler states, The Nicene Creed (A.D. 325) states the uniform belief of all orthodox Christianity that Christ was fully God and fully Man. All heresies regarding Christ deny one or the other of these.  [7]  One of the utmost important issues to the Church was, and rightfully should have been, a proper understanding of the person and nature of Christ. In regard to the council of Chalcedon, which was convened in 451, J. H. Hall wrote: The work of Chalcedon can be understood only in the light of a series of Christological declarations beginning with the Council of Nicea (325). The Nicene Creed declared that Christ is of the same divine substance with the Father, against Arius, who taught that Christ had a beginning and was only of similar substance. The Council of Constantinople (381) both ratified and refined the Nicene Creed, in opposition to continuing Arianism, and declared against Apollinarianism, which stated that Christs human soul had been replaced by the divine Logos. Moreover, Constantinople declared that the Holy Spirit proceeds from the Father and the Son.  [8]   As questions continued to grow about the nature of Christ in the incarnation, so did controversy. The preceding councils established the churches opinion with regard to the deity of Christ that He is indeed of the same substance as the father. Later questions arose with respect to the human side and divine side of the nature of Christ. The Nestorian view held to a separation of the two natures of Christ as opposed to the Eutychian view, which theorized that Christ had only one nature.  [9]  The Nestorian view was rejected at the council of Ephesus but Eutychianism was later embraced. Seeing the continued discord, Pope Leo I instigated Emperor Marcion to call a new council and it was decided that it would be held in the city of Chalcedon. The Council of Chalcedon achieved three important things. J.H. Hall states, First, it reaffirmed the Nicene tradition; second, it accepted as orthodox the letters of Cyril and Leo; and third, it provided a definition of the faith.  [10]  Hall continues, There existed two overarching concerns- maintenance of the unity of Christs person and establishment of the two natures of Christ.  [11]   The Catechetical Lectures of S. Cyril of Jerusalem attribute a section of Epiphanius, Ancoratus, 118, c. AD 374, as being that which contained the Nicene creed which was read and approved at Chalcedon.  [12]  What Chalcedon effectively achieved was setting forth certain parameters about the nature of Christ. That which is formulated to the understanding of these two natures must therefore fall within these parameters in order to remain orthodox. In setting these parameters of orthodoxy, certain attributes must be maintained. One of the most important issues involves immutability. The Definition of Chalcedon sustained the continued immutability of Christ. The council declaration was as follows: Therefore, following the holy Fathers, we all with one accord teach men to acknowledge one and the same Son, our Lord Jesus Christ, at once complete in Godhead and complete in manhood, truly God and truly man, consisting also of a reasonable soul and body; of one substance with the Father as regards his Godhead, and at the same time of one substance with us as regards his manhood; like us in all respects, apart from sin; as regards his Godhead, begotten of the Father before the ages, but yet as regards his manhood begotten, for us men and for our salvation, of Mary the Virgin, the God-bearer; one and the same Christ, Son, Lord, Only-begotten, recognized in two natures, without confusion, without change, without division, without separation; the distinction of natures being in no way annulled by the union, but rather the characteristics of each nature being preserved and coming together to form one person and subsistence, not as parted or separated into two persons, but one and the sa me son and Only-begotten God the Word, Lord Jesus Christ; even as the prophets from earliest times spoke of him, and our Lord Jesus Christ himself taught us, and the creed of the Fathers has handed down to us.  [13]   The Chalcedonian Creed provided the church with a statement that Christ indeed possessed two distinct natures, both a human side and divine side and that he existed in one person in an unchangeable way.  [14]   Gottfried Thomasiuss view of kenosis In the first part of the 19th century, when Ferdinand Baur became professor of theology at Germanys Tubingen University, he [following in the footsteps of G.W.F. Hegel] began in earnest to attack the historical credibility of the New Testament and in particular the Gospel of John.  [15]  But after a series of textual and archeological finds, Adolf von Harnack, who himself once sympathized with Baur, rejected his assumptions stating in 1897 that, The assumptions of Baurs school, one can almost say, are now wholly abandoned.  [16]  This confrontation sparked by the rise of modern criticism produced many such debates and it serves to illustrate the theological climate within which Gottfried Thomasius and other German theologians wrote. Gottfried Thomasius was a Lutheran theologian who in the mid-eighteen hundreds, attempted to develop an acceptable Christology that could withstand the criticism of his day.  [17]  In an attempt to do so, he published his Christi Person und Werk. David Law states, The first edition of Christi Person und Werk appeared between 1853 and 1861. Because of the criticism leveled at the early volumes of the first edition, Thomasius began revisions for the second edition before all three volumes of the first edition had appeared. The second edition was published between 1856 and 1863. A third and abridged edition, edited after Thomasiuss death by F.J. Winter, was published between 1886 and 1888, but it is the second edition that is regarded as the mature and authoritative statement of Thomasisus kenotic Christology.  [18]   Subsequent publications showed Thomasiuss efforts to expound on his notion of kenosis. David Law states, In Beitrag Thomasius argued that the tensions within Lutheran Christology could be resolved only by reformulating the doctrine of the person of Christ in terms of a self-limitation of the Logos.  [19]  In essence this self-limitation is the idea behind Thomasiuss view of kenosis. Law gives a more defined description of this idea stating, It was above all Thomasiuss contribution to kenotic Christology that established him as a major theologian. The noun kenosis and the adjective kenotic are derived from the use of the term ekenosen in Phil. 2:7, where we read of Christ Jesus who, though he was in the form of God, did not regard equality with God as something to be exploited, but emptied himself [heauton ekenosen], taking the form of a servant, being born in human likeness. On the basis of the use of the term ekenosen in this text, kenosis has come to be used as shorthand for a series of issues arising from the claim that Christ is both truly divine and truly human. How can divinity and humanity coexist in the one, united person of Christ without undermining the integrity of either nature? Kenotic christologies are those christologies which attempt to address this problem by arguing that Christ emptied himself of some aspect of his divine nature in order to become a human being.  [20]   The notion of Christ emptying himself of some aspect of the divine nature in an act of self-limitation has serious significance and questions the immutability of God the Son. This comes into direct contradiction with the statement of Chalcedon in several key areas. First, Chalcedon established that the incarnation of Christ did not change, effect or diminish any attributes of deity Christ had before the incarnation. He is without changeà ¢Ã¢â€š ¬Ã‚ ¦Ã‚  [21]  . Secondly, Chalcedon affirmed the distinction of natures, being no way annulled by the union, but rather the characteristics of each nature, being preserved and coming together to form one person and subsistenceà ¢Ã¢â€š ¬Ã‚ ¦.  [22]  The orthodox view is that the incarnation of Christ did not constitute a loss of any aspect of his divine nature, through the act of kenosis or any other such theory. Kenotic Theology Although Thomasiuss influence and that of kenotic Christology in general gave way in Germany in the 1880s to Ritschlianism, kenotic Christology enjoyed a second flowering in Britainà ¢Ã¢â€š ¬Ã‚ ¦.  [23]  In the years following, interest would subside but then unexpectedly grow again as theologians once again reexamine the kenotic theory. In recent years there has been a renewed interest in kenotic Christology (see, for example, Evans, 2006). Any current attempt to formulate a coherent and viable kenotic Christology will need to return to Thomasiuss work, above all to his Christi Person und Werk.  [24]  . In Christian Theology Millard Erickson gives his definition of kenoticism stating, The second Person of the Trinity laid aside his distinctly divine attributes (omnipotence, omnipresence, etc.), and took on human qualities instead.  [25]  In this view, Jesus is not God and man simultaneously, but successively. Kenoticism implies that Jesus is both God and man, just not at the same time.  [26]   Others have thought to develop the position of kenoticism in not such an abrogated way. Instead they incorporate the idea into a more mild form of kenotic theology. In a review of Michael J. Gormans Inhabiting the Cruciform God: Kenosis, Justification, and Theosis in Pauls Narrative Soteriology, Timothy G. Gombis of Cedarville University states, In chapter 1, Gorman develops Pauls master story that demonstrates the kenotic character of Jesus Christ and reveals the very identity of God as kenotic. He focuses on Phil 2:5-11 and argues, based on a thorough exegetical treatment of the passage, that the pattern although [x] not [y] but [z] reveals the narrative trajectory of the kenosis of Jesus. By this, Gorman means although [status] not [selfishness] but [selflessness] (p.16). Jesus Christ had status as God himself but did not exploit this, using it for his own comfort of personal gain. Rather, he pursued several progressively degrading positions on a movement of downward mobility, going eventually to the publicly shameful death on a cross (pp. 16-17). For Gorman, this passage is not properly understood to mean that Christ did this despite the fact that he was in the form of God. Rather, Christ pursued this path because he was in the form of God. In other words, and this is a crucial point for Gorman, Christs being in the form of God is most clearly seen in his self-emptying and self-expenditure (p. 25). In this sense, the very character of God is kenotic (self-emptying) and cruciform (cross-shaped).  [27]   In this passage, the reviewer (Gombis) notes that the author (Gorman) thinks the kenotic passages are not clearly understood. Noting this misrepresentation, he suggests a proper view of kenotic theology. Whether or not Gorman is true in his assumptions remains speculative however it does illustrate the contemporary effort to redefine the implications inherent in kenotic theology. Classical Theology The more classical view of the person and nature of Christ are theologies based more on the Chalcedonian formula and are replete in the theological community. Some theologians have attempted to address the problem of formulating an acceptable understanding of the human and divine nature of Christ always keeping a wary eye upon the parameters of the orthodox or Chalcedonian understanding of the incarnation. From the abstract of Robin Le Poidevins Identity and the composite Christ: an Incarnational delemma, the author states, One way of understanding the reduplicative formula Christ is, qua God, omniscient, but qua man, limited in knowledge is to take the occurrences of the qua locution as picking out different parts of Christ: a divine part and a human part. But this view of Christ as a composite being runs into paradox when combined with the orthodox understanding, adopting a philosophically and theologically contentious perdurantist account of persistence through time, or rejecting altogether the idea of the composite Christ.  [28]   Here the author points out a formula of Christology of the human and divine natures but at the same time, recognizes that it conflicts paradoxically with the Chalcedonian parameters of the incarnation. In this respect, many theologians still show deference to and recognize the importance of the Chalcedonian councils definitive statement. The Chalcedonian parameters have been a staple in guiding theological thought for centuries. George P. Pardington, who was a well-esteemed professor of theology among the Christian Alliance, makes this clear. In his theology primer Outline Studies in Christian Doctrine, He deals with passages in Philippians 2:6,7 and other verses that show the nature of the preexistence of Christ and the incarnations, stating, These and other phrases express ineffable relationships within the Godhead, which we cannot comprehend. On Phil. 2:6 Thayers Greek Lexicon says: Form (Greek, morphe) is that by which a person or thing strikes the vision, the external appearance. There is nothing in this passage, which teaches that the Eternal Word (John 1:1) emptied Himself of either His divine nature of His attributes, but only of the outward visible manifestation of the Godhead. He emptied, stripped Himself, of the insignia of Majesty (Lightfoot). When occasion demanded, He exercised His divine attributes (Moorehead).  [29]   Pardingtons view of the kenotic passages in no way contradicts the Chalcedonian parameters since Christ did not give up any of his divine nature or attributes. Contemporary Debate Roger Olsen has noted that the differing opinions among evangelicals. He states, Kenotic Christology-emphasizing the need to take with utmost seriousness Jesus true humanity, including limited consciousness- has made significant inroads among evangelicals, while other evangelical theologians have resisted and criticized it.  [30]  Olsen continues to describe what he characterizes as a very heated debate among more progressive and conservative Evangelicals stating, As recently as the mid-1990s heresy charges were thrown by conservative evangelicals at more moderate and progressive ones who dared to use the kenotic motif in writing about the incarnation.  [31]   Theologians who reaffirm the Chalcedon formula would be Bernard Ramm and Carl Henry.  [32]  Examples of some who are more outspoken against kenoticism would be Thomas V, Morris, Donald Bloesch, Millard Erickson and Stanley Grenz.  [33]  While Grenz is somewhat critical of kenotic theology, he nevertheless does not espouse the traditional Chalcedon formula either.  [34]  Olsen states, Two evangelical theologians who have attempted to push the frontiers of Christology are Clark Pinnock and Stanley Grenz. Both affirm that Jesus Christ is truly God and truly human, but they are dissatisfied with the classical expression of that belief in Chalcedonian Christology (hypostatic union). They are not so much interested in rejecting it as in supplementing it with new and more helpful thought forms. People today, they argue, are not as tuned as ancient people were to the substance ontologies of Greek metaphysics, and the times call for a new expression of the doctrine of Jesus Christs humanity and divinity.  [35]   While the purpose of this paper is not to critique the various forms of Christology espoused by many theologians among the ranks of evangelicals (and they are many), it is however concerned with the classical Chalcedonian formula of the incarnation, and whether or not kenotic theology adheres to it and why this is important. While there are those who strongly support the Chalcedonian formula, there are others who feel that it is flawed. Roger Olsen notes that both Clark Pinnock and Stanley Grenz are dissatisfied with the classical expression of that belief in Chalcedonian Christology (hypostatic union).  [36]  He once again points to the work of Stanley Grenz to illustrate this stating, Grenz argues in Theology for the Community of God (Grand Rapids: Wm. B. Eerdmans Publishing Co., 2000) that classical Incarnational Christology falls short biblically and logically and revises it using the eschatological ontology (the future as the locus of being) of German theologian Wolfhart Pannenberg. According to Grenz, Jesus Christ is the Logos, who is not to be thought of as preexisting and then descending into human history but as revealing God and therefore belonging to the eternity of God by virtue of his resurrection.  [37]  [Emphasis is Olsens]. Olsen continues with his critique of Grenz showing how it is at variance with classical Christology. This is where the debate becomes relevant to this research with respect to the Chalcedonian formula. Olsen states, The main difference between this Christology and classical Christology [Chalcedonian] lies in its denial of a logos asarkos discarnate or preincarnate Logos or Son of God. For Grenz, Jesus Christ is the Logos, the second person of the Trinity. Whatever tensions or problems may exist in Pinnocks and Grenzs Christology, they are not so much revisions of the hypostatic union as restatements of the basic Christological vision in new terms.  [38]   The abandoning of the basic tenants of the Chalcedonian formula present some extreme difficulties, particularly in light of the doctrine of the Preexistence of Christ which was affirmed at Chalcedon. One of the issues in regard to the nature of Christ concerns his Consciousness. When did Christ come to the realization of who he was? Theologians like Myer Pearlman were more content to leave this question open stating, Just exactly when and how this self-consciousness came must remain a mystery to us. When we think of God coming to us in the form of a man we must reverently exclaim, Great is the mystery of godliness!  [39]  Erickson would say, There were within his person dimensions of experience, knowledge and love not found in human beings. We must recognize that in dealing with Christ, he was more than just a man. He had and maintained all the qualities of a divine nature and a sinless human nature as well.  [40]   Another important issue that must be addressed is that the hypostatic union is permanent and everlasting. What Christ became in the incarnation is what he shall remain eternally (Heb 2:17, 7:24).  [41]  This is a problem for the kenotic view of Christ since that in the kenotic view, according to Erickson.  [42]  Jesus is both God and man, just not at the same time. This would imply a doing away with what Jesus became in the incarnation after his ascension and glorification. Conclusion The question that this research is concerned with may be answered by saying that Gottfried Thomasiuss original view of kenosis is not completely consistent with the formula of Chalcedon and did not adequately comply with the orthodox principles of the incarnation. SELECTED BIBLIOGRAPHY Bettenson, Henry. Documents of the Christian Church ed. Henry Bettenson and Chris Maunder Oxford: Oxford University Press, 1999. Byfield, Ted. ed., The Christians: Their First Two Thousand Years Edmonton: Christian Millennial History Project, 2002. Erickson, Millard J., Christian Theology Grand Rapids: Baker Academic, 1998. Geisler, Norman L. When Skeptics Ask: a handbook on Christian Evidences Grand Rapids: Baker Publishing, 2008. Gombis, Timothy G. in review of Inhabiting the Cruciform God: Kenosis, Justification, and Theosis in Pauls Narrative Soteriology, Journal of the Evangelical Theological Society Vol. 52, Is. 4 2009, p. 866. Gonzalez, Justo L. The Story of Christianity vol.1, The Early Church to the Dawn of the Reformation New York: Harper Collins, 1984. Hall, J.H., Chalcedon, Council of (451), in Evangelical Dictionary of Theology, ed. Walter A. Elwell Grand Rapids: Baker Academic, 2009. Law, David R. Gottfried Thomasius (1802-1875) in The Blackwell Companion to the Theologians Volume 2, ed. Ian S. Markham Malden: Blackwell Publishing, 2009. Le Poidevin, Robin. Identity and the composite Christ: an Incarnational dilemma, in Religious Studies, Cambridge: Vol. 45, Is. 2 2009, p. 167. McQuilkin, Robertson. Understanding and Applying the Bible Chicago: Moody Press, 1992. Mitchell, Daniel R. The Unity of the Person of Christ, Class lecture, Liberty Baptist Theological Seminary, April 15, 2010. Olsen, Roger E. The Westminster handbook to Evangelical Theology Louisville: Westminster John Knox Press, 2004. Pardington, George P. Outline Studies in Christian Doctrine Harrisburg: Christian Publications, 1926. Pearlman, Myer. Knowing the Doctrines of the Bible Springfield: Gospel Publishing, 1981.

Comparison King rat and mcKenzies Boots :: essays papers

Comparison King rat and mcKenzies Boots Wartime. It is a time of pain, a time of agony, a time of great suffering. Yet through all the hardships of war, there always arises heroes, people who soar above all to rid the world of the evil that is war. What is it about such heroes that make them standout from the rest? More importantly, what is it about soldiers that enable them to survive the atrocities of war? There are many possible answers to this question such as being in top physical condition and having the proper combat and weapon training. More importantly, a time of war can take a heavy toll on one's mind and a person must have great mental strength in order to deal with the death, pain, and terror that result from war. Survival in war may depend more on mental strength than on physical strength. One important aspect of mental strength is having the will to survive and not giving up at all. In order to be strong mentally, one must also be able to block out all emotions and morals that could lead to weak ness and even lead to death. Having a good companion at a time of war could also be very helpful in the building of mental strength. All of these elements show how mental strength can be very important when it comes to surviving an unforgiving war. What exactly is the will to survive? A couple of scenarios explains it best. For example, it is what keeps a severely wounded man alive long enough until proper medical attention arrives. It is what prevents a soldier from going insane when things get uncontrollably out of hand. It is these things and a great deal more. In the novel King Rat by James Clavell, the character known as the King showed he had a very strong will to survive. He was stuck in a Japanese prison camp for the past couple of years and he had refused to give up on his life like the others. A good example of this was when a fellow prisoner had just died and he was talking to the doctor who had been in charge of him. "What'd he die of?" "Lack of spirit." The doctor stifled a yawn. His teeth were stained and dirty, and his hair lank and dirty, and his hands pink and spotless.

Position Paper Essay

It is truly a T.G.I.F for elementary students in public schools because last September 16, 2010 Department of Education released a memorandum, called Memorandum 392 that orders elementary teachers to avoid giving their students home works during weekends. The Memorandum states that ‘ 1. Homework or assignments have been part of the pupils’ lives in their schooling. Common homework/assignment may include a period of reading to be done and writing to be completed, problems to be solved and projects to be worked on among others. The purpose of which is for the pupils to increase their knowledge and improve their abilities and skills. see more:should hw be banned 2. However, it has been observed that parents complain about too many pupils’ homework or assignments which rob themselves and their children quality time to be together in more enjoyable activities. 3. Hence it is advised that the teachers limit the giving of homework to reasonable quantity to give their ample time to rest and relax at home for the rest of the day. 4. Therefore no homework or assignment shall be given during weekends for pupils to enjoy their childhood and spend quality time with their parents without being burdened by the thought of doing lots of homework. Since teachers, parents and students always debate about this in the internet, I would like to share my stand in this issue. As a student and a future educator, I am in favor for the implementation of the No home works on weekend’s policy in grade school. First, according to number two guideline of the Deped Memorandum 392 S.2010; homework or assignment on weekends robs quality time of the parents and the children to be together in more enjoyable activities. I personally believe that weekends are for relaxing and of course bonding time with the family. According to a parent from www.debate.org, kids study 5 days a week with only a few hours with their family. It’s a difficult to manage, when teachers give home work over the weekend it takes away time from them doing sports, going outside, and even family time. According to a PNU Student, particularly a P.E Major she said that ‘we spend a lot more time awake at school. When we go home, we just sleep. We barely had time with our family’.  Also, according to a tumblr blogger which is a teacher; The State should see the value of quality Family bonding especially today when there seems to be a little time and opportunity for Parents to talk to their children. This quality time is a means to discuss sensitive issues that only parents can deliver and to strengthen the family ties. I believe that family time would be a productive and this time could help the children develop not only mentally but of course emotionally. Also according to an article in empoweringparents.com assignments always cause nightly conflicts among the parents and the child so I think that weekends can be a timeout and an exemption for this situation. According to the Assistant Secretary of DEPED, Mr. Toni Umali children should not only learn from school itself, they must also learn the importance of the family bonding. Aside from family matters, when kids are bombarded with a lot of assignments during weekend it does not only affects their bonding time with their family but also their health. I conducted a survey among PNU students and some of the answers concerns about the health of the students. According to a History major he is in favor of the policy because, in today’s educational system, a student’s week is crowded with too much school activities, leaving the student no room for recreation. Disallowing home works on weekends will be in favor of the student’s proper development not only mentally but also physically, emotionally and socially. Another response that came from our fellow English Major was ‘Yes, ‘coz students should relax their mind every weekend. Doing homework in weekends would stress out students and if students will be stressed out, their health would be at risk. According to teachthought.com Kids needs time to be kids, they need unstructured playtime; they need to play outside with their friends and of course physical exercise. Also a student answered that kids are studying 5 straight days a week and she don’t think that having 2 days break from it would be a reason for the kids to fail. A point was well raised by our fellow English major and a STA Major. The English major said that having no home works on weekends would inculcate laziness in the minds of our students So that students, in an early stage will learn how to prioritize and manage time. According to the STA Major ‘No, because as students it is our responsibility to do our assignments that  would enhance our deeper analysis or understanding in our lessons. It doesn’t mean that if it is weekend, we should enjoy or rest all through. As students, we need those home works for our weekend to be productive’ For me having no homework on weekend does not promote the habit of laziness, instead it promotes the importance of family bonding and that family should be a priority as mentioned above that is what memorandum 392 was meant for; to increase the time for the children to bond with their parents/family. Another well raised point was from a male student from University of Santo Tomas he said that he is not favor in No Homework Policy, because how come that the students understand the Lesson and also force them to reread again the lesson, so that they can deeply understand it. Well according to opencolleges.edu.au home works does not really equate to higher achievement. Study show that in elementary there is a weak link between achievement and home works. Most countries with less home works lead to have higher scores in achievement tests. Countries with more home work assigned like Greece, Thailand and Iran have the worst average scores. The last point that I would like to mention was a point raised by a fellow English Major that is not in favor of No Home works on weekend’s policy, she answered: No. Because home works act as supplements/follow-ups to the lessons taught inside the classroom. I believe so but I think it would be a great help if the assignments are not given during Fridays that would be pass on Monday the coming week. Let’s be considerate and give our kids free time to explore. Kids would also learn with life experiences that could be related with their topic in school. After all, kids are kids. They may not be able to absorb all the stress and the pressure in the environment maybe we’ll be surprised if one day our kids would be afraid to go to school just because he/she was not able to answer the assignments. According to teachthought.com homework may be a form of intrusion on family life, and may increase the drop-out rate in schools. The bottom line of this is we want what’s good for kids. We don’t train robots, we train humans. We don’t only fill the brains of our students; we should be able to fill their hearts. Let’s make learning easy and enjoyable  let us not take times in which children could do something great with their family and treasure the memory for the rest of their lives. Let us not make learning a horrible experience for our students, the government, the community, the teachers and most especially the parents should do their part to be able to develop a child into a intelligent, responsible and loving human being that could do something to promote excellence to the following generations. References: http://www.teachthought.com/teaching/20-reasons-you-shouldnt-assign-homework-over-the-holidays/ stophomework.com/fact.pdf http://juanrepublic.tumblr.com/post/1137647987/deped-memo-no-homework-shall-be-given-during-weekends http://www.debate.org/opinions/should-kids-have-homework-on-the-weekends http://www.debate.org/debates/should-Students-be-given-homework-during-the-weekends/1/ http://www.smartparenting.com.ph/kids/big-kids/poll-no-homework-on-weekends-policy-yes-or-no http://depedteacher.blogspot.com/2010/09/no-homework-shall-be-given-during.html http://www.empoweringparents.com/Homework-Hell-Part-l-How-to-Turn-It-Around.php http://happychild.mobi/articles/what-is-the-value-of-homework-research-and-reality http://www.youtube.com/watch?v=8xMo-QFB11E http://newsinfo.inquirer.net/inquirerheadlines/nation/view/20100919-293072/TGIF-No-homework-on-weekendsDepEd

Genres Of Literature Essay

Genres of literature are important to learn about. The two main categories separating the different genres of literature are fiction and nonfiction. There are several genres of literature that fall under the nonfiction category. Nonfiction sits in direct opposition to fiction. Examples from both the fiction and nonfiction genres of literature are explained in detail below. This detailed genres of literature list is a great resource to share with any scholars. Types of Nonfiction: Narrative Nonfiction is information based on fact that is presented in a format which tells a story. Essays are a short literary composition that reflects the author’s outlook or point. A short literary composition on a particular theme or subject, usually in prose and generally analytic, speculative, or interpretative. A Biography is a written account of another person’s life. An Autobiography gives the history of a person’s life, written or told by that person. Often written in Narrative form of their person’s life. Speech is the faculty or power of speaking; oral communication; ability to express one’s thoughts and emotions by speech, sounds, and gesture. Generally delivered in the form of an address or discourse. Finally there is the general genre of Nonfiction. This is Informational text dealing with an actual, real-life subject. This genre of literature offers opinions or conjectures on facts and reality. This includes biographies, history, essays, speech, and narrative nonfiction. Nonfiction opposes fiction and is distinguished from those fiction genres of literature like poetry and drama which is the next section we will discuss. Genres of Fiction: Drama is the genre of literature that’s subject for compositions is dramatic art in the way it is represented. This genre is stories composed in verse or prose, usually for theatrical  performance, where conflicts and emotion are expressed through dialogue and action. Poetry is verse and rhythmic writing with imagery that evokes an emotional response from the reader. The art of poetry is rhythmical in composition, written or spoken. This genre of literature is for exciting pleasure by beautiful, imaginative, or elevated thoughts. Fantasy is the forming of mental images with strange or other worldly settings or characters; fiction which invites suspension of reality. Humor is the faculty of perceiving what is amusing or comical. Fiction full of fun, fancy, and excitement which meant to entertain. This genre of literature can actually be seen and contained within all genres. A Fable is a story about supernatural or extraordinary people Usually in the form of narration that demonstrates a useful truth. In Fables, animals often speak as humans that are legendary and supernatural tales. Fairy Tales or wonder tales are a kind of folktale or fable. Sometimes the stories are about fairies or other magical creatures, usually for children. Science Fiction is a story based on impact of potential science, either actual or imagined. Science fiction is one of the genres of literature that is set in the future or on other planets. Short Story is fiction of such briefness that is not able to support any subplots. Realistic Fiction is a story that can actually happen and is true to real life. Folklore are songs, stories, myths, and proverbs of a person of â€Å"folk† that was handed down by word of mouth. Folklore is a genre of literature that is widely held, but false and based on unsubstantiated beliefs. Historical Fiction is a story with fictional characters and events in a historical setting. Horror is an overwhelming and painful feeling caused by literature that is frightfully shocking, terrifying, or revolting. Fiction in which events evoke a feeling of dread in both the characters and the reader. A Tall Tale is a humorous story with blatant exaggerations, swaggering heroes who do the impossible with an here of nonchalance. Legend is a story that sometimes of a national or folk hero. Legend is based on fact but also includes imaginative material. Mystery is a genre of fiction that deals with the solution of a crime or the unraveling of secrets. Anything that is kept secret or remains unexplained or unknown. Mythology is a type of legend or traditional narrative. This is often based in part on  historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods. A body of myths, as that of a particular people or that relating to a particular person. Fiction in Verse is full-length novels with plot, subplots, themes, with major and minor characters. Fiction of verse is one of the genres of literature in which the narrative is usually presented in blank verse form. The genre of Fiction can be defined as narrative literary works whose content is produced by the imagination and is not necessarily based on fact. In fiction something is  feigned, invented, or imagined; a made-up story. Basic Parts of Essay Introductory Paragraph The introductory paragraph accomplishes three purposes: it captures the reader’s interest, it suggests the importance of the essay’s topic, and it ends with a thesis sentence. Often, the thesis sentence states a claim that consists of two or more related points. For example, a thesis might read: A college essay has an introductory paragraph, several body paragraphs, and a concluding paragraph. You are telling the reader what you think are the most important points which need to be addressed in your essay. For this reason, you need to relate the introduction directly to the question or topic. A strong thesis is essential to a good essay, as each paragraph of your essay should be related back to your thesis or else deleted. Thus, the thesis establishes the key foundation for your essay. A strong thesis not only states an idea, but also uses solid examples to back it up. A weak thesis might be: Wikipedia is a powerful resource in many ways. As an alternative, a strong thesis for the same topic would be: Wikipedia is a powerful resource because it allows users with knowledge in a specific area toshare  their knowledge, because it allows users to quickly find information about a vast array of topics, and because studies have confirmed that it is as accurate as any other encyclopedia. Then, you could separate your body paragraphs into three sections: one explaining the open-source nature of the project, one explaining the variety and depth of information, and a final one using studies to confirm that Wikipedia is indeed as accurate as other encyclopedias. Tips Often, writing an introductory paragraph is the most difficult part of writing an essay. Facing a blank page can be daunting. Here are some suggestions for getting started. First, determine the context in which you want to place your topic. In other words, identify an overarching category in which you would place your topic, and then introduce your topic as a case-in-point. For example, if you are writing about dogs, you may begin by speaking about friends, dogs being an example of a very good friend. Alternatively, you can begin with a sentence on selective breeding, dogs being an example of extensive selective breeding. You can also begin with a sentence on means of protection, dogs being an example of a good way to stay safe. The context is the starting  point for your introductory paragraph. The topic or thesis sentence is the ending point. Once the starting point and ending point are determined, it will be much easier to connect these points with the narrative of the opening paragraph. A good thesis statement, for example, if you are writing about dogs being very good friends, you could put: A dog is an example of a very good friend because X, Y, and Z. Here, X, Y, and Z would be the topics explained in your body paragraphs. In the format of one such instance, X would be the topic of the second paragraph, Y would be the topic of the third paragraph,  and Z would be the topic of the fourth paragraph, followed by a conclusion, in which you would summarize the thesis statement. Example As we travel through our lives, we will identify many people as friends. In truth, most of these individuals are simply acquaintances. They will enter and depart from our existences as matters of mutual convenience. True friends will be there for you always. There is no friend truer than a dog. Identifying a context can help shape the topic or thesis. Here, the writer decided to write about dogs. Then, the writer selected friends as the context, dogs being good examples of friends. This shaped the topic and narrowed the focus to dogs as friends. This would make writing the remainder of the essay much easier because it allows the writer to focus on aspects of dogs that make them good friends. Body Paragraphs Each body paragraph begins with a topic sentence. If the thesis contains multiple points or assertions, each body paragraph should support or justify them, preferably in the order the assertions originally stated in the thesis. Thus, the topic sentence for the first body paragraph will refer to the first point in the thesis sentence and the topic sentence for the second body paragraph will refer to the second point in the thesis sentence. Generally, if the thesis sentence contains three related points, there should be three body paragraphs, though you should base the number of paragraphs on the number of supporting points needed. If the core topic of the essay is the format of college essays, the thesis sentence might read: A college essay has an introductory paragraph, several body paragraphs, and a concluding paragraph. The topic sentence for the first body paragraph might read: The first paragraph of an essay is the introductory paragraph. Sequentially, the topic sentence for the second body paragraph might read: The introductory paragraph is followed by several body paragraphs. And the topic sentence for the third body paragraph might read: The college essay’s final paragraph is its concluding paragraph. Everybody paragraphs uses specific details, such as anecdotes, comparisons and contrasts, definitions, examples, expert opinions, explanations, facts, and statistics to support and develop the claim that its topic sentence makes. Tips When writing an essay for a class assignment, make sure to follow your teacher or professor’s  suggestions. Most teachers will reward creativity and thoughtful organization over dogmatic adherence to a prescribed structure. Many will not. If you are not sure how your teacher will respond to a specific structure, ask. Organizing your essay around the thesis sentence should begin with arranging the supporting elements to justify the assertion put forth in the thesis sentence. Not all thesis sentences will, or should, lay out each of the points you will cover in your essay. In the example introductory paragraph on dogs, the thesis sentence reads, â€Å"There is no friend truer than a dog. † Here, it is the task of the body paragraphs to justify or prove the truth of this assertion, as the writer did not specify what points they would cover. The writer may next ask what characteristics dogs have that make them true friends. Each characteristic may be the topic of a body paragraph. Loyalty, companionship, protection, and assistance are all terms that the writer could apply to dogs as friends. Note that if the writer puts dogs in a different context, for example, working dogs, the thesis might be different, and they would be focusing on other aspects of dogs. It is often effective to end a body paragraph with a sentence that rationalizes its presence in the essay. Ending a body paragraph without some sense of closure may cause the thought to sound incomplete. Each body paragraph is something like a miniature essay in that they each need an introductory sentence that sounds important and interesting, and that they each need a good closing sentence in order to produce a smooth transition between one point and the next. Body paragraphs can be long or short. It depends on the idea you want to develop in your paragraph. Depending on the specific  style of the essay, you may be able use very short paragraphs to signal a change of subject or to explain how the rest of the essay is organized. Do not spend too long on any one point. Providing extensive background may interest some readers, but others would find it tiresome. Keep in mind that the main importance of an essay is to provide basic background on a subject and, hopefully, to spark enough interest to induce further reading. Example A true friend will be there for you whenever you need them. Any dog owner will say that there is nobody that will stick with you through thick and thin as much as a dog. My own dog can barely contain her joy when I come home from a hard day. Regardless of my mood, and my attitude towards her, she is always happy when I am home, and that is usually enough to make me feel better about everything. True friends will help you when you are in need. Whether it is to protect their owner against some sort of threat or to help a blind person walk across the street, dogs are the most reliable companion a person could have. Few villains would attack a person walking a dog at night, and statistics show that homes with dogs are among the least likely to be broken into. The above example is a bit free-flowing and the writer intended it to be persuasive. The second paragraph combines various attributes of dogs including protection and companionship. Here is when doing a little research can also help. Imagine how much more effective the last statement would be if the writer cited some specific statistics and backed them up with a reliable reference. Concluding Paragraph The concluding paragraph usually restates the thesis and leaves the reader something about the topic to think about. If appropriate, it may also issue a call to act, inviting the reader to take a specific  course of action with regard to the points that the essay presented. Aristotle suggested that speakers and, by extension, writers should tell their audience what they are going to say, say it, and then tell them what they have said. The three-part essay model, consisting of an introductory paragraph, several body paragraphs, and a concluding paragraph, follows this strategy. Tips As with all writing, it is important to know your audience. All writing is persuasive, and if you write with your audience in mind, it will make your argument much more persuasive to that particular audience. When writing for a class assignment, the audience is your teacher. Depending on the assignment, the point of the essay may have nothing to do with the assigned topic. In most class assignments, the purpose is to persuade your teacher that you have a good grasp of grammar and spelling, that you can organize your thoughts in a comprehensive manner, and, perhaps, that you are capable of following instructions and adhering to some dogmatic formula the teacher regards as an essay. It is much easier to persuade your teacher that you have these capabilities if you can make your essay interesting to read at the same time. Place yourself in your teacher’s position and try to imagine reading one formulaic essay after another. If you want yours to stand out, capture your teacher’s attention and make your essay interesting, funny, or compelling. Example It is no accident that many people consider their dogs as part of their family. Just like every other member, dogs contribute to the happiness and well-being of the home, making the burdens of caring for them well worth the effort. Dogs deserve love and respect every bit as much as they love and respect us. After all, what more can a friend be? In the above example, focus shifted slightly and talked about dogs as members of the family. Many would suggest it departs from the logical organization of the rest of the essay, and some teachers may consider it unrelated and take points away. However, contrary to the common wisdom of â€Å"tell them what you are going to say, say it, and then tell them what you have said,† you may find it more interesting and persuasive to shift away from it as the writer did here, and then in the end, return to the core point of the essay. This gives additional effect to what an audience would otherwise consider a very boring conclusion.