National Employment Standards Compassionate Business

Question: Depict about the National Employment Standards for Compassionate Business. Answer: 1. The National Employment Standards (NES) endorses a rundown of ten enacted least work principles which is relevant to each worker, be it full time, low maintenance, talented; by and large. Segment 61 of the Australian Fair Work Act, 2009 (Rules, 2010)specifies the gauges which can't be uprooted with regards to business. These base principles identify with the accompanying issues: (I) Maximum Weekly hours (38 hours per week) (ii) demand for adaptable working hours relevant if there should arise an occurrence of working moms, overseers, or individuals with handicaps, who can demand for adaptability to telecommute, or for work sharing and so on. (iii) Maternity and paternity leave-where the representatives are qualified for a year of unpaid leave, other than making demand for an extra a year of leave (iv) Annual leave-where full-time and low maintenance representatives are entitled for about a month of yearly leave, and move laborers as long as 5 weeks of yearly leave. (v) Personal carers depart and sympathetic leave-where representatives are qualified for withdraw to keep an eye on their close relatives. (vi) Community administration leaves (vii) Long assistance leave (viii) Public occasions (ix) Notice of end and excess compensation arrangements as respects excusal and last compensation. (x) Fair Work Information Statement-gives new representative the conditions and data of his business. (Australian Government reasonable work Ombudsman, 2012) As a Head of Human Resources in the Engineering Company, I would guarantee that all guidelines as specified under the National Employment Standards are agreed to over the span of business. I would pay extraordinary consideration and due consideration while drafting of the Fair Work Information sheet, enumerating each condition and zone of work. It is indispensable to give a thorough security runs in the working environment, expressing the avoidance zone techniques, due consideration and insurance to be taken identifying with treatment of apparatus, and working material. It is additionally my obligation to guarantee that the business makes arrangements to give normal preparing to workers to guarantee consistence of these wellbeing rules. I would offer guidelines to my colleagues that the laborers are employed and excused subsequent to following the important arrangements under the Fair Work Act, 2009. So as to determine the issue at the working environment, I would discuss it to the a dministration, proposing manners by which it could be settled. On the off chance that such a situation emerges where I would need further help, I would take further help from the Fair work Ombudsman. 2. For this situation, Dave convinced an in any case hesitant Rebecca to buy the Ono Water channel from him, subsequently causing to delude and trick her by participating in an unconscionable direct. By exploiting Rebeccas mature age and defenselessness, Dave caused undue impact and weight on Rebecca, who was old and delicate, along these lines and applying unreasonable tactics(Turner, 2011) in selling his machine. While such acts including unconscionable lead disregards the arrangements of Section 20 of the demonstration, it is contrary to the standards of value to exploit anothers incapacity; ailment, in the current case. Area 21(1) of the Consumer Law denies providing products or administrations through unconscionable direct as illicit. The Federal court, while choosing the issue on account of ACC v Lux Pty Ltd,(ACC v Lux pty Ltd, 2011) held that the sales rep and his organization had enjoyed the demonstration of unconscionable direct by offering the machine to an unskilled and a handicapped lady. It held that such agreements were invalid where the clients are not in a situation to take deliberate and educated choices, and those which have been done through sheer deception of realities and by exploiting the people incapacity. Under the given conditions of the case, Dave by exploiting Rebeccas powerless condition utilized nonsensical strategies to persuade her to purchase the machine, and henceforth she is qualified for impartial cure under the arrangements of the Australian Consumer Law. In deciding if the demonstration was unconscionable or not, the courts have set out a few measuring sticks to demonstrate the demonstration. It is imperative to consider whether the shopper was in a haggling position or not, or whether the provider utilize undue impact, injustice and weight in offering administration or item to the purchaser. Applying these boundaries to the current case, Rebecca was dependent upon undue impact that drove her to buy the machine from Dave, in this manner prompting an unconscionable demonstration. The cure accessible to Rebecca is by method of common harms through a directive, or asserting harms for the misfortune and mental anguish. Then again, she can likewise move toward the Australian Competition and Consumer Commission to look for fair cure (Vickery, 2012)against Dave, wherefore the ACCC can direct suitable examination and implement Section 236 of the ACL. She is qualified for pay suffered,(Katy Barnett, 2014) under ss 237 and 238 where the court can arrange remuneration for the misfortune that the offended party is probably going to endure in such instances of pressure and undue impact. References ACC v Lux pty Ltd, 600 (Federal Court of Australia 2011). Australian Government reasonable work Ombudsman. (2012). National Employment Standards. Recovered 09 30, 2016, from Fair work Ombudsman: https://www.fairwork.gov.au/worker qualifications/national-business guidelines Katy Barnett, S. H. (2014). Cures in Australian Private Law. Melbourne: Cambridge University Press. Rules, A. F. (2010). National Employment Standards. Sydney: CCH Australia Limited. Turner, C. (2011). Purchaser Protection (28th ed.). Queensland: Law Bok Company. Vickery, R. (2012). Purchaser Protection and Competition Law. In Australian Business Law (seventh Edition ed.). Book Papers.

Hello My Name Is Andrea

Try not to drop from six to fire-day conveyance; go the other way' (Source A). Adding new administrations to the postal help can expand quantities of customers and furthermore cash. Some may figure the USPS will lose cash yet answer this inquiry, â€Å"who would need poor mail administration? † nobody, that is the reason USPS should ass exertion to improve understanding for the clients. â€Å"It appears to be illogical to include administration when you're losing cash, however individuals have less that in the framework decisively on account of patchy service†(Source A).Including better assistance will increment new customers and cash. Dropping conveyance days on Saturdays is believed to be a decent technique to set aside cash for the USPS. â€Å"Eliminating Saturday mail conveyance would spare $40 billion over a decade† (Source F). This sentence shows that improving mail administrations with key methods will support up monetarily the USPS. Mimi needn't bother wi th a full help post office each couple of squares in New York, for instance. A few habitats could be for letters just, others for packages.That way you cut down on staff size and administration required to and from each. † USPS not recruiting individuals is a decent technique to set aside cash while as yet conveying mail to its individuals. Extraordinary procedures will assist USPS with possessing spending plan while having fulfilling the clients. Rather than reducing administration and losing cash, USPS refreshing new rules will expand mail administrations. Killing mail on specific days will set aside cash and simultaneously convey extraordinary support of the client.

The Best Option For Your I.B. Economics Extended Essay Topics

The Best Option For Your I.B. Economics Extended Essay TopicsIf you're planning on taking a class in the field of I.B. Economics Extended Essay Topics, then the best thing that you can do is to get all of your facts together, and then sit down and write an essay. It may be the most interesting thing that you've ever done! But if you have any doubt, just think about the last time you sat down and wrote an essay.When you're writing an essay, the words that you put down on paper are going to be the most important things that you can get right, because it's your words that are going to dictate how much weight that you're going to give to it. Without the words that you put down on paper, you can't even begin to make your point for what that point is, much less what it should be. So it's important to have all of your facts at hand before you actually begin to write your essay.If you don't get your facts at hand first, then there's no way that you're going to be able to find any information on the internet to use when you're trying to help your students with I.B. Economics Extended Essay Topics. The chances are that you're going to find the only resources that you have available are going to be the resources that your local library has on their bookshelf.This is probably a very good news for you, because there are online sources that are going to be much better than anything that you're going to find at your local library. As long as you're willing to spend a little bit of time searching, you're going to be able to find what you need. Here are some tips that can help you narrow down the choices that you're going to get when you're trying to find information about what I.B. Economics Extended Essay Topics is going to be a good fit for you.Your first step is going to be to start looking through all of the textbooks that you own. Every single textbook that you own can be used as you're looking to learn more about I.B. Economics Extended Essay Topics.Because a lot of the material that you're going to need to learn has been covered in a number of other courses, it's going to be very important that you get a feel for what I.B. Economics Extended Essay Topics is all about before you commit to it. And when you do get a feel for what your options are, it will be easier for you to decide which option is the best for you.Another thing that you should consider when you're looking at getting a hold of some college textbooks is to consider the many different choices that you have for books that are available to you, and those that you would not have a problem spending money on. Obviously, if you're going to be in college for a long time, you're going to want to spend as little money as possible on books. So you should keep that in mind when you're doing your search.Online textbooks are a lot more expensive than they are when you buy them in print, but you're going to be able to find just as many books that you want that you can buy at a cheaper price. It's ce rtainly not going to be an issue, because they're on sale a lot of the time. If you're just going to be doing an essay in I.B. Economics Extended Essay Topics, it's generally best to stick with the same types of books that you're already using, but you might want to look into an e-book that is specifically designed for the topic, because this will help you to get a more complete idea of what you're looking for without wasting your time with all of the same old book that you could have gotten at a traditional bookstore.

Pre Internet Rules Or New Rules - Free Essay Example

Sample details Pages: 12 Words: 3494 Downloads: 3 Date added: 2017/06/26 Category Internet Essay Type Narrative essay Did you like this example? In 1996 at a conference on cyber-law, Judge Frank Easterbrook of the US Court of Appeals gave a presentation on Property in Cyberspace in which he argued that cyber-law as a strand of law did not exist, for the same reasons that there was not a law of the horse. He argued that Teaching 100 per cent of the cases on people kicked by horses will not convey the law of torts very well He believed that existing law would be able to convey all the salient points of cyber-law, and therefore it would be better if it was not taught, or did not exist. I am going to use his Horse Law as the basis for this essay and outline the way that pre-internet laws work in cyberspace (if indeed they do); identifying where real-world analogies are brought into the law by the courts and seeing where the law now is terms of cyberspace regulation. I will focus mainly on the criminal law, as civil regulation online has grown up mostly around business practices, and criminal law has and nee ds to be addressed by the Government. Are laws technologically-neutral? Should they be? Lawrence Lessig wrote a reply  [3]  to Easterbrook, which argued that We see something when we think about the regulation of cyberspace that other areas would not show us. Lessig did not defend horse law, but defended cyber-law from being ejusdem generis with it. Lessig believed that The anonymity and multi-jurisdictionality of cyberspace makes control by government in cyberspace impossible, and that made cyber-law unique and worthy of study. Lessig concludes the essay by predicting the values of real-space sovereigns will at first lose out during the growth of the Internet, and that part of cyber-laws job is to monitor the interactions and inevitable growth and change of these sovereigns in cyberspace. It seems that if you build it, they will come. But academic debate on cyber-law as a subject did not end there. Sommer  [4]  argues, like Easterbrook, that cyberspace is not a new pl ace for new laws but a new place for old laws. He believes that it will take a while for new practices to develop that need new laws  [5]  . He draws analogy with wire transfers referencing Article 4A of the Uniform Commercial Code, which codified over a century of wire transfer law, yet was built on no prior statute. So will cyber statutes or laws merely codify existing practices into a new arena? Or will they be new and different? In 1984, two hackers called Stephen Gold and Robert Schifreen gained access to BTs Prestel network and started series of (nearly) harmless pranks within the network  [6]  . They were eventually caught and charged with an offence contrary to s.1 of the Forgery and Counterfeiting Act 1981, which states A person is guilty of forgery if he makes a false instrument, with the intention that he or another shall use it to induce somebody to accept it as genuine, and by reason of so accepting it to do or not to do some act to his own or any other perso ns prejudice. This seemed like the best charge that existed under the common law at the time, and on conviction the defendants appealed. Both the Court of Appeal  [7]  and the House of Lords  [8]  held that the instrument to which the offence referred to could not be forced to apply to electronic impulses, under s.8(1)(d) of the Act. Essentially, there was not an offence that existed that seemed to cater for the actions they pursued. The case of Gold and the increasing computerisation of important functions in numerous industries led to the Law Commission Report, Computer Misuse  [9]  where a new offence of unauthorised access was advocated. This eventually became law in the form of the Computer Misuse Act 1990 (CMA). The CMA was written in a deliberately ambiguous style. Murray says it is well designed, mainly due to the fact that it avoids colloquial terms,  [10]  which would be hard to define by anyone familiar with them, let alone a court. The CMA was desig ned to catch a broad variety of activity and define it as criminal. But is this a good thing? It needed a lot of definition when it came to its application. Before Cropp  [11]  and the subsequent clarification  [12]  it was not even clear if two separate computers are required for an offence. It was this clarification that led to spate of employee-access cases that defined what the majority of the CMA offences would be. It took several years for a case on the CMA to land at an appeal court, in the form of DPP v Bignell.  [13]  Like many that had preceded it,  [14]  Bignell involved access to the Police National Computer (PNC). But the defence raised by the defendants was interesting, and according to a literal interpretation of the CMA correct. The offence of which they were charged was s.1 of the CMA, which criminalised access but not unauthorised use of authorised access. This was held by Astill J to be the correct. The CMA and its ambiguous wording had failed in that it hadnt criminalised some extra-curricular behaviour. The defendant was authorised to access the PNC but did so on that occasion for an unauthorised purpose. It is worthy to note that Astill J thought that a charge under s.5 of the Data Protection Act 1984 (DPA) would have been more appropriate.  [15]  This seems to be why he was reluctant to make the offence fit the crime, similar to the approach in Gold. We have had two examples so far of cases failing against defendants because they were charged with offences that were either not intended to apply to computer misuse or lacked enough definition to be clear. One technologically-neutral and the other so generic that it could almost be construed as such. Is this a reluctance of the courts to evolve cyber-law themselves or the Crown trying to make do without proper cyber-law? Two years after Bignell, the House of Lords revisited the same point of law regarding s.1 of the CMA and overruled it  [16]  . Accessing a uthorised data for unauthorised purposes was found to be within the remit of s.1. But was this stretching the law too far? It seems to broaden the scope of the CMA to include the specific offences in s.5 of the DPA 1994. Is it just to have two offences for the same action? Despite the final success for the Crown with regards to employee access, the CMA was clearly lacking in one major, developing area: Denial of Service or Distributed Denial of Service (DoS or DDoS) attacks. Murray stated that those engaged in DDoS attacks would probably only be liable for the installation of the Trojan software not the attack itself Legally this meant the UK was failing in its duties under the Council of Europe Convention on Cybercrime  [17]  .  [18]  This became one of the reasons behind the amendments of the CMA in s35-38 of the Police and Justice Act 2006. The amended CMA included provisions designed to catch DDoS attacks like s.3(2)(a) (guilty of an offence if he intends) to impair t he operation of any computer. But were these modifications necessary? It seems that one of the main victims of DDoS attacks were online gambling websites  [19]  but beyond this industry, were there people in need of protection? DDoS attacks are hard to relate to any real-space offence or law, with would seem to weaken Easterbrooks argument. It is hard to reconcile any of these actions and crimes with a real-space offence. There have been many attempts by the judiciary to do so, but why? Is it to explain the offence and reasoning to those reading the judgement? To help make sense of the actions to themselves? Why do these unnecessary allegories exist? An act of computer misuse does not only become a crime when it can be compared to a real-space offence. If this were the case, then to apply the Horse Law theory, any cases involving horses would have to be compared with humans, or perhaps objects. In DPP v Lennon  [20]  an ex-employee of a company was charged with an o ffence under s.3 of the original CMA. Lennon had used a mail-bombing program to send 5,000,000 emails to the company server, causing it to crash. This is a form of DoS attack, and the amended section s.3 was written to deal exactly with this type of action. In defence, Lennon submitted that he had no case to answer as the sending of the emails was not unauthorised, as he the server was designed to receive emails, and that was all he had done the quantity was immaterial. This defence succeeded at first instance, and the Crown appealed to the High Court, arguing that there was a difference between spam and bona fide communication, and that difference was consent.  [21] Jack J upheld the appeal, and reasoned by comparing the sending of an email to that of a person walking up a garden path of a private house. There is an implied consent that a person can walk up a path if going to deliver a letter, or wants to speak to the person inside, but the homeowner does not consent to a bur glar on the path or the letterbox being stuffed with rubbish. Jack J likened this last point to the result of Lennons actions. A bona fide email would have been accepted, but not the spam. This raises two points, however. Would just sending one hoax email have been a crime? One email would have been less likely to be considered an offence under the CMA. So the correct analogy would surely be that of posting 5,000,000 letters in separate trips up a garden path. Secondly why was the analogy needed? It was likely needed to justify stretching s.3 to fit a DoS attack. This and the above cases like Gold and Bignell involving statute stretched to breaking point illustrate that the CMA, as vague as it was, desperately needed the update that the PCJA gave it. It is also worth asking if using a mail-bombing program from one machine would these days cause a slow-down of a company server. The increase in broadband speeds  [22]  could well mean that DDoS now has to be used rather than a DoS attack. The upload speed of connections still lags significantly behind download speeds and Lennons emails would be likely to have little effect on a modern server. So this case could be argued to be out of date both in its point of law (as the amended s.3 now caters for DoS attacks) and it now would be technologically unlikely that a single machine can slow down a server. So now where does Horse Law stand? In Lennon, a real-world analogy had to be drawn to make the offence fit the actions. This would support Easterbrooks theory, in that the offence had to have a real world basis to work. But the court should not have had to resort to that as the amendments were already on the way. The relevant addition for Lennon, was s.3(2)(a): to impair the operation of any computer Could this have a real world counterpart? Perhaps slowing down a postman? Removing a garden path? These analogies start to fall down when you continue the metaphor. If cyber-law were truly Horse Law they would sur ely stand up? So far this essay has concentrated mainly on criminal law, and since Easterbrooks original title was Property in Cyberspace civil law must be considered also. Contract law is an area that has had a great deal to do with the early computer age e-commerce and the larger technology companies that exist today could not have prospered as they have done without contract law. Murray argues that this is the cornerstone of a modern society, and remains true of todays information society.  [23]  Contract law and the Internet has been given a good overview in Murrays book, but more detailed analysis will be brought to the analogies that the courts have applied to bring contact law into the 20th century, decades before the Internet. As already mentioned in Sommers article, there have been rules and practices relating to instant communication, with the emphasis on money transfer or contract formation, for over a century. The courts have had ample time to develop the law on its use. The Postal Rule applies in contracts made by non-instantaneous means of communication, and means that as soon as the acceptance of an offer is posted, the contract is formed. For instant communication like telex, telephone or fax, the contract is concluded when the acceptance is received by the offeror.  [24]  Lord Dennings famous passage at 332-334 can be applied easily to contracts online. Email is a good example of the postal rule still functioning online email is not perfect, not instantaneous and there is no sure-fire way to confirm that an email was received or read. So, the postal rule applies. When purchasing products online, some online retailers specify in the terms and conditions that the contract is concluded only when a dispatch confirmation email is sent.  [25]  This seems a good example of Sommers idea that cyberspace didnt bring about new practices, so old law can still be used to regulate it. But what forms of instant communication exist on t he Internet that are used to conclude contracts? Instant Messaging (IM) is one of the first, and oldest,  [26]  methods of communication online, but is it ever used to conclude contracts? The author would suggest not, although lately there has been an increase in companies offering live help via a flash chatbox, as a form of customer support.  [27]  But to think of a contract being finalised over that medium would be a great leap. In any case, if it were, then it is likely that the rules applicable to Telex, confirmed in Brinkibon v Stahag Stahl und Stahlwarenhandels GmbH  [28]  would apply. So where is Horse Law now? What effects are technology and the Internet having on older areas of law? Easterbrook and Sommer would believe that Internet Law is just a new area in which old laws can fill, but what about the Internet changing old law? One area where the Internet has had a great effect is injunctions. This equitable remedy available to prevent damaging information being made public, which effectively restricts the press, cannot stand once the information is already out there.  [29]  This exception to injunctions has been used recently to bring about the end of injunctions in a unique way, usually using social networking sites such as Facebook and Twitter  [30]  . The Trafigura case broke because the MPs question in Parliament was being circulated on Twitter, so the information was out there. When allegations involving the private life of John Terry, the Captain of the England Football team surfaced, an injunction was not granted as the information was already out there and he would be unlikely to defeat the public interest defence.  [31] These cases show that Internet innovations can have a great bearing on areas of law once thought settled. It is not just old areas of law coming on to the Internet, but Internet phenomenon changing the way other areas of law act. How would it be best to study these interactions? The Internet def eating injunctions could be taught under Defamation, but where to tie all together as part of a larger debate about Internet governance? The social media cases have used the spotlight Lessig introduced to illuminate chinks in the armour of settled areas of law. Just as the Spycatcher book was for sale to commuters at train stations, the latest celebrity scandal arrives via an anonymous tweet. It is all but unstoppable, and at the very most, organisations seem to be only able to delay the information getting out. But where does legislation stand on cyber-law since the CMA amendments? In the wash-up of Parliament before the 2010 General Election, the government pushed forward the controversial Digital Economy Act 2010 (DEA). But recently Talk Talk and BT, two ISPs, have been granted a judicial review of the Act by the High Court.  [32]  What the most important provisions in the Act, though, are relating to punishments for copyright infringement. Section 9 deals with most of the se, and includes provisions that allow the Secretary of State to direct OFCOM to assess whether technical measures should be implemented in cases of persistent infringement. The fullest extend of the measures allows Ofcom to force ISPs to suspend the service provided to the subscriber.  [33]  Leaving aside the arguments about Internet access as a human right, this provision does not fit in well with the Horse Law theory. For Easterbrook to be correct, the provision would have to have some other application in real-space or a use away from cyber-law. This is not now just an analysis of an unruly horse damaging property, but an internet-only provision. There is no real world equivalent of cutting someone off from the Internet. People are not banned from using telephones, roads or public transport generally, yet here we have a provision which can restrict access to a vital part of a modern society. The author now argues that Horse Law has come full-circle and has ended. In contr ast with the vague terminology of the 1990 CMA, the DEA is explicit as to its technical terms and definitions. It uses phrases like internet service providers and requires information to be sent to the electronic or postal address held by the internet service provider for the subscriber.  [34]  Although the Act is careful not to mention email directly, the inclusion of a provision specifically allowing for contact electronically would have been unthinkable a decade ago. To show advances in understanding recently, he law has allowed contact via a variety of new mediums;  [35]  and these little inroads technology and Internet are making into the legal system are further evidence of cyber-law being an individual subject. The DEA was not technologically neutral. The language and definition make that clear, and despite virtuous arguments about the practicability of the measures themselves, this Act would find it hard to function correctly beyond cyber-law if it were technologi cally neutral. If it were technologically neutral, it would make no sense at all, perhaps having to refer to restriction of access to a series of network of services. It would be so generic and its language would refer to a looming elephant in the room. It would be make little sense. In recent years there has been an increase in laws surrounding the use of the Internet and computers. Some have related to civil law and some criminal. The initial civil provisions seem to have had more success that the criminal law, owing much to the fact that practices havent changed greatly with technology, but have increased in speed. A letter in the post may take two days and emailing to conclude a contract can take two minutes, but still get lost along the way. This supports part Sommers argument well, in that the Internet was not a place to develop new practices, just a place for old practices to move into. It also helps that the instant communication of the 20th century paved the way for civi l law online, with business developing practices that were adopted universally to promote certainty filling in the gaps. With regards to criminal actions and consequences, initially the CPS tried to shoe-horn new actions into old laws, and the courts seem stuck on the idea that computer crimes need to be compared to real-world crimes for them to make sense. But it is not known to whom the explanation is owed (the author hopes it is not the judiciary themselves). To many people today, even an offence as specific (and technically useless) as it is an offence to access the C: drive of anothers computer without permission would make sense and need no analogy to translate into the real world. Technologically neutral laws have been tried and failed; even widely generic laws havent worked properly until an update. It is now clear that the laws that do work are ones that take into account the exact purpose and authorisation of the people involved (Allison). Cyber-laws need to be techn ologically aware and precise, because that is part of the nature of computers themselves. But they also need to avoid slang in order to target people who would try and argue a defence on a definition of a word that doesnt exist outside of a message board. A description of the effects of the actions, as the CMA does, is a good idea place to start. This is how many criminal laws have worked for over a hundred years (Offences Against the Person Act 1861) and how computer laws should work. The CMA describes slowing down computer, which works. It would be wrong to talk about a botnet. Drafting legislation to know about computers and be technologically-aware is important, but at the same time it must not try and use static definitions likely to change. Don’t waste time! Our writers will create an original "Pre Internet Rules Or New Rules" essay for you Create order

Greek Mythology And The Ancient Greek History - 935 Words

Greece caught my interest because it is a country with myths, traditions, history and living culture. This destination was chosen not only for its incomparable natural beauty, but because it is a magical place, full of discoveries, charm and secrets. I have always been interested in the ancient Greek history. The first time I learned about Greek mythology was in middle school. I enjoyed learning about the Greek Gods such as Zeus, Athena, and Poseidon, the tales would amaze me. Even watching the historical document and movies that recreate the Gods, pursued my interest more. So I wanted to travel to a place of history and myths. Greece contains numerous physical features, including mountains, lowlands, plains and coastal areas. Beaches, rivers and large tracts of open land cover the surface of Greece as do forests and lakes. Greece divides into three distinct geographical areas, and its islands contain differing topography and even climates, hosting various species of trees, plants and animals. Some of the Human and physical characteristic of Greece is Athens, which is the capital of Greece. It belongs to the Prefecture of Attica, located at the centre of the Greek territory. Attica is actually a peninsula surrounded by four high mountains that form a basin. In this basin, the city and suburbs of Athens have been constructed. The southernmost point of Attica is Cape Sounion, on top of which an ancient temple dedicated to god Poseidon is found. According to the myth, kingShow MoreRelatedThe Importance of Greek Mythology1650 Words   |  7 PagesThe importance of Greek mythology Today, the ancient Greek myths still fascinate readers throughout the world. There are thousands of books written about the importance of Greek mythology in the formation of modern-time societies. There are hundreds of movies created about the adventures of Greek heroes. Apparently, the events, creatures, and people described in the ancient Greek myths were not real; however, their mythical nature does not undermine the importance of Greek mythology in defining theRead MoreThe Influence of Ancient Greek Mythology on Modern Society Essay1055 Words   |  5 PagesAncient Greek society fell over 2000 years ago but despite this, its mythology still continues to influence our western society. References to Greek mythology can be found all through time and in our western culture. The influence of Greek mythology can be found in our science, arts and literature and our language. When Ancient Greece fell to the Roman Empire, Rome adapted its mythologies which still influence us today as th ey have through history. That is not to say that Greek mythology wasn’t influencedRead MoreAnnotated Bibliography On Ancient Greece1107 Words   |  5 PagesAnnotated Bibliography Ancient Greece Annotated Bibliography Ancient Greece was the birth place of many sciences, famous philosophers and the arts. A time where humans where constantly discovering many different things, forming new ideas and opinions about life each and every day. Various gods ruled these different city states. Mythology was very huge in Ancient Greece. There are so many different folktales and myths from Ancient Greece. Do you ever wonder if any of those ancient Myth’s were true? EverRead MoreGreek And Roman Mythology881 Words   |  4 PagesGreek and Roman Mythology Since the dawn of time, different societies have worshiped gods, believing in their power and being afraid of their fury. People have prayed and made sacrifices in order to achieve the gods mercy and generosity. They believed that, if the gods are in good mood, they will provide people with good weather conditions for growing crops. People needed explanations for different natural phenomena, such as rain, drought, lightning, thunder and earthquake. So, ancient people believedRead MoreGreek Mythology And Its Impact On Modern Culture1055 Words   |  5 Pagesfrom Greek Mythology and has had a significant impact on our history and mythology helped shed light to it’s culture, religion, and government of ancient Greece. The Mediterranean has served as a vessel for the early civilizations., Greek mythology has influenced the life style and religion of the Greeks, especially because Greek mythology served as the primary basis of Greek belief, it became the nearest thing the Greeks had to a holy bible.1 These mythologies served as the center of Greek lifeRead MoreGreek Mythology Vs Roman Mythology1256 Words   |  6 Pages Greek vs. Roman Mythology The line separating Greek and Roman mythology may seem very fine, but there are actually a few distinct differences between the two. For example, the Greeks and Romans both presented many of their stories orally, however, the Greeks were the first people to begin writing them down. Greek mythology is superior as it puts more emphasis on the role of mortals, the appearance of gods is more relevant, and its origin is more interesting as it was original and came before theRead MoreDid the Ancient Greek Gods Exist?1234 Words   |  5 PagesDid the Ancient Greek Gods exist? The Ancient Greeks regarded their religion and mythology with much respect and loyalty. Although the Ancient Greek Gods are now seen as an explanation created by man, for natural forces and the world around us, there has been much evidence both for and against the debate that these Gods were real. The Greeks believed that the Earth was created with the birth of Gaia, or Mother Earth, from the dark void known as Chaos. It was believed that Gods were all-powerfulRead MoreThe Iliad And The Odyssey1693 Words   |  7 Pagesâ€Å"The ancient Greeks were a deeply religious people. They worshipped many gods whom they believed appeared in human form and yet were endowed with superhuman strength and ageless beauty. The Iliad and the Odyssey, our earliest surviving examples of Greek literature, record men s interactions with various gods and goddesses whose characters and appearances underwent little change in the centuries that followed. The Greeks attributed these epic narratives to Homer, a poet living at the end of the 8thRead MoreGreek Mythology and Its Effects on Civilization803 Words   |  4 PagesGreek religion encompasses the collection of beliefs and rituals practiced in ancient Greece in the form of both popular public religion and cult practices. Many Greeks recognized the major gods and goddesses, such as Zeus, Poseidon, Hades and many others through philosophies such as Stoicism. The religious practices of the Greeks extended beyond mainland Greece to the islands and costs of Ionia in Asia Minor to Sicily and southern Italy, and scattered Greek colonies in the Western MediterraneanRead MoreThe Importance Of Greek Mythology1605 Words   |  7 Pagespopular everyday items that we use in our life sometimes, are inspired by Greek mythology. Sports brands, movies and T.V shows, the most complicated technology, books and many more, are all examples of Greek Mythology. If you take modern day items that we use and compare it to Greek mythology, believe it o r not there is a big connection. But how come people today are inspired by Greek mythology? Also, why is Greek mythology important to us if they were just myths? It was such a while ago, so why do

The Freedmen s Bureau - 2615 Words

Chapter 14 Summative Paper Contreras, Jacob - HOUR 4 1. A) Describe the Freedmen’s Bureau, especially what its purpose was. B) Explain how Andrew Johnson became President of the United States. After the Civil War, Congress and the president set up a new government agency to help former freedmen. This new government agency was called by the name of the Freedmen’s Bureau. The Freedmen s Bureau also was an agency to help former slaves adjust to freedom after the 13th Amendment ended slavery. Their purpose for running this agency was to give out clothes, foods, and medicines, which reduced the death rate of many African Americans. They also did many other things like create schools for African Americans, like Atlanta University,†¦show more content†¦On the other hand, the army finally caught up to John Wilkes Booth and killed him. Since President Abraham Lincoln died, Vice President, Andrew Johnson from Tennessee became the new president of the United States. Radical republicans favored him because they thought he would be very harsh on pardoning the south back into the Union. 2. A) Describe â€Å"Black Codes† in the South, and how Republicans did away with the codes. B) Describe the details of the Reconstruction Act of 1867. During 1866, even though the 13th Amendment ended slavery, Black Codes passed in the South, limited the rights of African Americans. Black codes had many affects on African Americans and the North itself. The Black Codes kept African Americans from owning any land or renting land. The South did not think of this as a new type of slavery. On the other hand, the North thought it was reinventing a new type of slavery. The Republicans got ride on slavery with the help of Congress and the Freedmen’s Bureau. Congress gave power to the Freemen’s Bureau to address the unlawful Black Codes. They punished anyone who did not give African Americans their rights by putting them on a special trial. Congress then passed laws that would take away Black Codes, but President Andrew Johnson vetoed the bill, which means the laws were rejected. Since there was so many Republicans in Congress, they were able to override the President s veto and the bills became

Cyber Security Attack On The Customers Of The Tesco Bank - Samples

Question: Discuss about the Cyber Security Attack On Tesco Bank. Answer: Information Security Incident Assessment Recently, there have been a large number of security attacks on the financial service providers. The bank has more than seven million bank customers and more than 4,000 staff members. The bank was founded in 2008, an initiated as a joint venture between Royal Bank of Scotland and Tesco Bank. It operates in various countries of Europe. In 2016, the bank observed suspicious activities and found that a significant amount of money is being transferred from the bank accounts of customers to Caribbean or accounts in Brazil and Argentina. As a result, about 40,000 bank accounts were frozen as the money was taken from 20,000 bank customers. In addition to it, total 2.400 pounds were taken from different accounts of the customers. The bank was victimized due to an online criminal activity. After the careful analysis of the security breach, it was identified that there were less chances of a remote security attack. The security stem of the organization is robust and there are minimal chances that a third party will intrude the organizations system. Moreover, the company as implemented a robust security system; therefore, it is not possible that the hackers were successful in obtaining the personal information and the account numbers of the account holders. Further investigation re vealed that the security breach was conducted by the staff members of the company (Amoroso, 2012). It was revealed that the intrusion attack was a result of process or management control where the information is shared in a negligent manner. It means that the organization neglected the privacy and the security of the members (Osborne, 2016). The company investigated its offshore or outsourcing operations as they may have resulted in the leakage of information. It might be a possibility that an offshore employee of the company might have been offered a large amount of money in lieu of customer data. However, the company needs to investigate whether the security breach was due to ill intent or incompetence of the employees. It can also be critiqued that most often security attacks were due to people. They are the most vulnerable link to an organization as a business organization cannot control them. It is very difficult to hack a system without any internal assistance. Most often, cus tomers also neglect their security and do things like reusing their passwords or clicking on random links which breach their privacy (BBC, 2016). The customers identified that there is some problem in their account as the current account holders were unable to make payment on online mediums. People were unable to login into their account. In addition, they were unable to login or make any sort of consumer compliant on the main website or the consumer platforms (Johnson, 2015). Incident Strategy When the company realized unusual activities in its banking system, it froze the bank accounts of about 40,000 customers. It also filed a case with the National Security Agency and tried to investigate the actual vulnerability which led to the intrusion. It was identified that the most vulnerable part of the security system of an organization is its human resources. An organization cannot control the behavior of its people and; therefore, it is important to control the information access to different people. In addition to the security audits, the company also made provision to compensate the customers. The Bank stated that it will refund all the money to the account holders as soon as possible. It has also made provisions to cover any financial loss resulting from the fraud. It has broadcasted the message that all the customers need to change their security passwords. As the security attack occurred due to third party intrusion, it is important to change the security passwords. The attackers may have the security passwords and use them for future attacks. The company should also assure that the people make strong security passwords (Rodger, 2016). The company also advised its customers that they should not use the same security details in other accounts. If a user has same passwords for different accounts, it increases the hacking risk by manifolds. In order to retain its current customers and increase customer loyalty, the company has also started giving a higher interest rate on its sales account. It has also assured its customers that no security breach will occur and the security system of the organization will be improved. As a precautionary measure, a large number of bank accounts were immediately locked. Conclusion It can be concluded that the cyber-crime is very prevalent today. A large number of business organizations are suffering cyber-attacks. In the same manner, Tesco suffered from a cyber-attack in which the login details and the privacy of several customers were compromised. The company undertook several measures to minimize the impact of the security breach. It immediately froze several of the accounts of the customers and filed a report with the National Security Agency. It should also minimize the access of the employees to the sensitive information of the organization so that no security breach occurs in the future. References Amoroso, E. (2012). Cyber Attacks: Protecting National Infrastructure, STUDENT EDITION. Elsevier. BBC. (2016). Tesco Bank customers lose money to 'fraudsters'. [Online]. Available at: https://www.bbc.com/news/business-37888327 [Accessed on: 30 July 2017]. Johnson, T.A. (2015). Cybersecurity: Protecting Critical Infrastructures from Cyber Attack and Cyber Warfare. CRC Press. Osborne, H. (2016). Tesco Bank fraud: key questions answered. The Guardian. [Online]. Available at: https://www.theguardian.com/money/2016/nov/07/tesco-bank-fraud-key-questions-answered-suspicious-transactions-40000-accounts [Accessed on: 30 July 2017]. Rodger, J. (2016). Thousands of Tesco Bank customers lose money in hack - what to do if you are affected. Birmingham Mail. [Online]. Available at: https://www.birminghammail.co.uk/news/midlands-news/thousands-tesco-bank-customers-lose-12138742 [Accessed on: 30 July 2017].

An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students

Introduction With regards to the comprehension of the second and third conditionals in pedagogical grammar, this study analyses the complexities and difficulties Iranian students face in learning the second and third conditionals.Advertising We will write a custom essay sample on An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students specifically for you for only $16.05 $11/page Learn More This aspect of analysis is important because Iranian students, learning English as a second language, are often faced with the challenge of composing, comprehending and pronouncing English words in their second language (Allwright 2009). This difficulty comes from the fact that, Iranian students are heavily under the influence of the Persian language, and it interferes with their comprehension of the English language (Lambton 1953). However, there are many more dynamics to the Iranian language in the sense that var ious languages are spoken all across Iran. For instance, Persian is mainly a spoken in central Iran, while other Iranian geographical areas speak Azerbaijani, Kurdish, Arabic, Balochi and Turkmen (Herzing 1995). The differences between Persian and English are immense and this is the reason why many Iranian students experience many challenges in learning English as their second language; for instance, it is noted that, in both formal and informal Parsi, the subject does not normally appear at the beginning of a sentence when explaining a given event; instead, the subject is represented as a pronoun that is attached to the verb at the end of the sentence and, in the same manner, verbs are normally used before adverbs but they can also be placed in any part of the sentence (Odlin 1994; Allwright 2009). Another significant difference between Persian and English is that adverbs are normally placed after nouns but, in the English context, Adverbs generally modify a verb, not a noun (Behza d 2008). Considering these dynamics, it is important to acknowledge the fact that Iranian students experience many challenges in pedagogical learning. To understand the complexities Iranian students face in understanding the second and third conditionals, this study analyses the difficulties Iranian students face regarding the comprehension of the form, meaning and use of the second and third conditionals.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also, to understand the difficulties Iranian students face in this regard, the grammar rules, teaching styles (such as inductive and deductive teaching) and practice exercises of two grammar books entitled, How English Works (Swan Walter 1997) and Advanced Grammar in Use (Hewings 2005) are used to evaluate how learning second and third conditionals challenges Iranian students. From this analysis, this essay aims to help instructors understand the uni que challenges Iranian students face with regards to learning the second and third conditionals but, more importantly, the insights into this essay can be used to improve how the second and third conditionals are taught to Iranian students. Therefore, this essay first describes what pedagogical grammar is, then, briefly describes what the conditional is and, then, it will establish the differences between the second and third conditionals, according to the two grammar books described above. This is followed by an analysis of the problems faced by Iranian students when learning the second and third conditionals, through the two grammar books. Finally, a conclusion will summarize the findings of the study. What is pedagogical grammar? Pedagogical grammar is a concept advanced by few language experts such as Larsen-Freeman (2000). Nevertheless, Pedagogical grammar is a new concept that has been applied by several language instructors to impart new language knowledge to students (Nordqu ist 2011: 1). The teaching methodology has its own structures, in the sense that, it is divided into two aspects: the first talks about the grammatical composition of language, while the second talks about the articulation of language rules (of the new language). Pedagogical grammar is different from general linguistic rules (especially regarding grammatical composition) because it cannot be compared to conventional grammar due to the difference in functions and uses (Odlin 1994). The difference between the two concepts (pedagogical grammar and general linguistics) emanates from the fact that pedagogical grammar is of a hybrid nature and linguistic grammar is not (Chalker 1994).Advertising We will write a custom essay sample on An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students specifically for you for only $16.05 $11/page Learn More For example, drawing on several concepts derived from certain disciplines such as linguistics, psychology and second language acquisition theory, we can establish that pedagogical grammar is more in-tune with the unique needs of the learners, but linguistic grammar does not (Thomann 2002). Pedagogical grammar is especially used in foreign language studies and it has been advanced as an effective teaching module. Such assertions are supported by Larsen-Freeman (2000) who admits that, in understanding the dimensions of language, three aspects of language ought to be properly comprehended: form, meaning and use. From the understanding of the form, meaning and use of language, Larsen-Freeman (2000) does not organize language structures in a hierarchical manner. Instead, she views the three aspects of language as strongly interconnected with one another, and no specific language component is stronger or weaker than the other. In understanding the three components of pedagogical grammar learning, Larsen-Freeman (2000) explains the structure of the f irst part of pedagogical grammar (form) as denoted by the auxiliary have/has/‘s/ + been + verb+ing. The second part of the pedagogical grammar learning is the â€Å"meaning† part, and it is denoted by a specific verb repeating itself over a specific period of time. This understanding is fundamental because second and third conditionals normally expose different functionalities. According to Larsen-Freeman (2000), the last part of pedagogical grammar (Use) is explained as a verb that started in the past; is continuing at present, or has just stopped happening. With regards to the â€Å"Use† part of language, reference should be made to the present use of the verb being referred to. The following diagram shows these differences: Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Source: Larsen-Freeman (2003, cited in Sommer n.d.) What are Conditionals? Conditionals are sentence structures used to refer to real life, imaginary and unreal situations (sometimes they are referred to as the ‘if-clauses’). In other times, â€Å"whether† is used instead of â€Å"if†. In subsequent sections of this study we will analyze how this poses a problem to Iranian students when learning the second and third conditionals. Nonetheless, like their abstract meaning, real conditionals refer to real or practical situations, while unreal conditionals refer to imaginary or unreal situations or sentences in grammar use. For example, a real conditional would be: if I studied hard, I would pass the exam. An unreal conditional would be: if I was a girl, I would get the scholarship. Due to different sentence structures, English grammar conditionals are divided into four categories: zero, first, second and third conditionals (where all categories possess differ ent sentence structures) (Thomann 2002). Since this study focuses on the second and third conditionals, it is important to understand that, when using the second conditional, we often use the past simple tense to express a future conditional but, in understanding the second conditional, it is essential to understand how the sentence framework is formed because different sentence structures may have different meanings (Bryndal 2009). Under the Form of second conditional, there are two clauses: the first is the â€Å"if† clause and the second is the main clause, whereby, in an example sentence, this would be, If I had a million dollars, I would buy the car (Welter 2010). In the second conditional, a different form of verb is normally applied. This means that, in the first clause, the sentence structure would be â€Å"if + subject + simple past verb†. The main clause of the sentence would also be â€Å"subject + would + verb†. The third conditional also has two cla uses like the second conditional in the Form but when using different verb forms, the past perfect verb in the â€Å"if† clause is formed with an auxiliary verb. The â€Å"if† clause would, therefore, be â€Å"if + subject + past perfect verb† and the main clause would be â€Å"subject + would (or could or might) have + past participle†. Difference between Second and Third Conditional Form The second conditional has been known to bear close similarity to the first conditional (Bryndal 2009). The similarity comes from the fact that the second conditional talks about the future, the same as the first conditional does. This analysis exposes the form of the second and third conditionals. Meaning With regards to meaning, the second conditional talks about an unreal possibility such as winning a lottery to do something or the ability to possess some supernatural powers to change a given situation (and the like) (Welter 2010: 1). From this understanding, we see that the second conditional in its true â€Å"meaning† talks about an unreal possibility. This fact emphasizes the meaning rule. However, in this analysis, the unreal possibility bears no possibility that it may be real in any way (however, sometimes, if the situation is right, it may be factual). This aspect of analysis is especially very important in drawing the distinction between second conditional and third conditional because a second conditional would not bear its qualities if the verb in question did not have an unreal possibility of happening. Use With regards to use, another difference between the third conditional and the second conditional is that the third conditional is expressed in the past tense while the second conditional (and first) is expressed in the future tense. From this understanding, we can see that the â€Å"use† of the second and third conditionals also follows the same sequence. Another difference is that, in the third conditional, the even t in question did not actually occur and this is the reason why the said condition is non-existent. The third conditional, however, shares the same concept with the second conditional in the sense that both talk about a dream but the distinction is that, in the third conditional, the possibility of the dream actually materializing is nonexistent. This scenario can be best explained through a conversation (cited in Bryndal 2009: 24) between two people where one tells the other that â€Å"You did not win a million pounds yesterday and so you cannot buy the house you wanted†. The condition in this sentence is the winning of a million pounds and the result is buying the house. Problems Experienced and Difficulties in Form of Second and Third Conditionals by Iranians How English Works and Advanced and Grammar in Use are two pedagogical grammar books used to teach the second and third conditionals to students learning English conditionals. Advanced Grammar in Use is especially appl icable to this study because it is a Self-Study Reference and Practice Book for Advanced Learners of English (With Answers), and therefore, its exercises provide a good analysis to the understanding of the problems faced by Iranian students when learning second and third conditionals. How English works adopts a more general approach to the teaching of English conditionals. The problems experienced by Iranian students when learning the second and third conditionals are vast. However, these problems are majorly experienced from the guidelines exposed in pedagogic grammar books. It is from this understanding that this study focuses on the books How English Works and Advanced and Grammar in Use, specifically because they are focused on teaching the second and third conditionals, the main focus of this study. Teachers teaching the second conditional to Iranian students have often expressed concern over the fact that Iranian students do not understand that the second conditional is not ta lking about the past (Herzing 1995). This view is especially evidenced in Advanced Grammar in Use because, in explaining the â€Å"if† conditional, it explains future tenses using a present tense verb (Hewings 2005: 166). This teaching approach is almost always problematic for Iranian students. Also, in How English Works, the same problem is witnessed in the first sentence of page 257 because the book simply explains that the second conditional uses the past form to refer to present future situations, without explaining how the students should comprehend the past, present and future tenses (Swan and Walter 1997: 257). This explanation is perplexing for most Iranian students because the use of the word â€Å"if† changes the timeline of various verb uses in the second and third conditionals because Swan and Walter (1997: 260) in their first sentence on page 260 explain that present and future verbs can all be used to refer to the present and future situations if they are used with the word â€Å"if†. For instance, in their first sentence on page 260, the explanation is that the use of the words â€Å"if I go†¦.I will† and â€Å"if I went†¦I would† would all be used to represent both the present and future scenarios (Swan and Walter 1997: 260). However, in Iran , it is understood that â€Å"if I go† represents the present scenario and â€Å"if I went† represents the past tense. This understanding is, therefore, contradicted when learning the second conditional because both verbs have been used interchangeably. With this sort of explanation abounding, it remains very puzzling for the Iranian learners to understand what tense structures should be used to explain the second conditionals. Advanced Grammar in Use uses inductive reasoning to explain the form of the second and third conditionals through Practice Exercise 84 where students are required to complete conditional sentences in whichever form they deem appropriate (Hewings 2005: 172). Since inductive teaching is known to have an ambiguity in the expected objectives, this teaching methodology (inductive teaching) may prove problematic for any student learning second and third conditionals. If and Whether The use of the two conditionals words â€Å"if† and â€Å"whether† is prominent in explanations of the second and third conditionals for Iranian students. Often, when explaining the second and third conditionals, the two words are used to explain a made up scenario where the speaker is not sure about something. However, the use of both words is often problematic for Iranian students who are not conversant with when to use â€Å"if† and â€Å"whether† because, at face value, they sound the same as one another. Advanced Grammar in Use seems to contradict itself in this regard because in Practice Number 86 (c), it explains that when teaching the second and third conditionals, the two words, â€Å"if† and â€Å"whether† can be used interchangeably to mean the same but, several examples later, it explains that there are unique situations where â€Å"whether† would be preferable to â€Å"if† and â€Å"if† would be preferable to â€Å"whether† (Hewings 2005: 172). For example, in the third sentence, â€Å"They could not decide if/whether it was worth resitting the exam†, Hewings (2005: 168) explains that â€Å"if† and â€Å"whether† can both be used interchangeably but, in the fourth sentence, â€Å"We argued about whether butter or margarine would be better for you†, â€Å"whether† is used in place of â€Å"if†. This explanation is normally confusing for Iranian students because their understanding of the second and third conditionals is clouded by using â€Å"if† for â€Å"whether† and â€Å"whether† for â€Å"if†. In other words, the students may find that when they use the conditional word â€Å"if†, â€Å"whether† may have been more appropriate. Problems Experienced and Difficulties in Meaning of Second and Third Conditionals by Iranians Learning the meaning of second and third conditionals sometimes poses a big problem for Iranian learners because they are unable to predict (at different levels) the characteristic of the reading process and, therefore, they develop an unfound fear when learning the second and third conditionals (Erdal 2004). This is the problem evidenced from Advanced Grammar Use because most of its teaching approaches are taught in very sophisticated vocabulary that would normally send a learner looking up the meaning of the words in a dictionary. For instance, in Practice Exercise 85.1, the book uses technical legal terms such as â€Å"libel† in its exercises to explain conditional sentences (Hewings 2005: 171). This scenario is often retrogressive to the understanding of second and third conditionals for Iran ian students because the meaning of the words used in the exercises is not clear. Moreover, the book does not show any follow up of student comprehension to the understanding of the meaning. This means that when Iranian students are taught the second and third conditionals, they are given complex examples which may shift their attention from understanding the grammar point effectively. Sometimes, this problem is enhanced by the fact that some students experience sophisticated meaning and high density grammatical compositions when learning the second and third conditionals, especially when the speech level used is beyond their category of comprehension. Often, the problem is normally experienced because Iranian students do not use English as their first language. They would, therefore, not understand complex English terms. Also, sometimes the problem is normally represented by some students failing to understand that some combinations of sentence items are likely to occur more freque ntly than others. Erdal documents a teacher’s personal experience in the above problem by stating that: From my teaching experience, it seems that, this problem is particularly noticeable with pre-intermediate and intermediate students who have made or are just making the transition from relying on an L1 dictionary to using a bilingual dictionary and developing higher tolerance of ambiguity, but still having a strong need to understand almost every new word they encounter in the text. (Erdal 2004: 245) This assertion only reinforces the fact that simpler English terms should be used to teach second and third conditionals for Iranian students. In Advanced Grammar in Use, teaching the second and third conditional is taught using inductive reasoning through the understanding of both conditionals in practice exercises. In Practice Exercise 84, Advanced Grammar in Use shows the use of inductive reasoning where students are required to understand general sentences and come up with conditionals (Hewings 2005: 169). This form of inductive reasoning is problematic for Iranian students when establishing the meaning of second and third conditional sentences because, through the teaching methodology (inductive reasoning), students may be convinced that whatever meaning they have deduced from the generalization is true; but, in a real sense, the meaning could turn out to be false. In other words, in deductive reasoning, the students are trying to establish the meaning of conditional sentences that may or may not exist and, in this manner, the chances of the occurrence of errors may be high. Problems Experienced and Difficulties in Use of Second and Third Conditionals by Iranians In understanding the second and third conditionals for learners who do not use English as their first language, the use of English beyond the classroom context is highly encouraged. In this regard, the context of second and third conditional understanding should be taught as a natural part o f the student learning progress. The problems identified in this context, in learning the second and third conditionals, almost always emanate from the fact that Iranian students are nervous and find the use of the second and third conditional a daunting and insurmountable task (in the natural environment) (Herzing 1995). Also, considering most students do not enjoy using the second and the third conditionals in their normal language conversations, they do not use the grammatical dynamics out of the classroom context. This is the problem experienced when teaching the second and third conditionals in How English Works and Advanced Grammar in Use analyzed in this essay because the learning objectives of the books do not exceed the expectations of students learning both conditionals in the classroom context. For instance, from their exercises, it occurs that both books only aim at making the students understand how the second and third conditionals are used; making students understand the characteristics and functions of the second and third conditionals; and, ultimately, enabling students to understand how both conditionals can be used when making sentences. The complexities in both books emanate from the fact that they do not advocate the use of second and third conditional sentences out of the classroom context because, for proper language comprehension, the language concepts learnt (second and third conditionals) ought to be practised not only in the classroom, but also out of the classroom. Moreover, the purpose of learning is normally spoilt by the fact that learning the second and third conditionals is only aimed at improving English language proficiency. Also, it has been identified by many Iranians students that learning the second and third conditionals is normally not a mainstream concept of English; in this regard, they would rather focus their time on learning mainstream concepts of the language (Bryndal 2009). Learning unfamiliar concepts of grammar in pedagogy has been associated with an increase in anxiety among students and many of them have a negative expectation of second language study outcomes in such situations (Bryndal 2009). This analysis, therefore, shows confusion among students and instructors with regards to the aims of studying the second and third conditionals. This attitude obviously dents a blow to the understanding of second and third conditionals for Iranian students because they approach the learning of the conditionals as a less important concept of English. On the contrary, the understanding of conditionals should be a natural course of learning second and third conditionals, rather than a basic concept of its application (Bryndal 2009). This is one problem experienced from both books analyzed in this study because the second and third conditionals often rely on the use of imaginary sentences and unreal situations, as evidenced in the first practice exercise, unreal conditionals which may counter the aim of using the second and third conditionals out of the classroom context (Hewings 2005: 166). Moreover, the books also use many hypothetical examples in their exercises which cannot be used in the real-world use of the second and third conditional sentences. It would, therefore, be more beneficial for the authors of the books to use real examples which can be applied in the practical environment of the Iranian students. This would encourage them to use both conditionals out of the classroom context. With regards to the use of the second and third conditionals, How English Works uses inductive reasoning to show how the second and third conditionals should be used. In Practice Exercise 4 (â€Å"if: ordinary tense use†), the book expects students to complete conditional sentences by providing half-completed sentences. Since inductive teaching is known to have an ambiguity of the expected objectives, the teaching methodology (inductive teaching) may prove problematic for Iranian students when using the second and third conditionals because the outcome of the use of conditional sentences could be many, and one may be wrong. From the teaching methodologies applied in both grammar books, we see that the understanding of the form, meaning and use of the third and second conditionals is problematic for Iranian students with regards to the use of inductive and deductive reasoning. Reading exercises meant to explain conditionals should also be authenticated with the purpose of undertaking the learning process in the first place (meaning that when learning the second and third conditionals, the learning process should be centered more on the meanings of the second and third conditionals, as opposed to the text that accompanies the learning process). There is, therefore, a problem when referring to the materials teachers use to teach the second and third conditionals because, if teachers use the right teaching materials, then the goals and comprehension levels of th e students learning the second and third conditionals will be improved. The lack of preexisting knowledge about English and, more so, second and third conditionals, makes the understanding of second and third conditionals extremely difficult for Iranian students. This is, however, a problem identified to affect most foreign language learners. The problem emanates from Iranian students deriving their understanding of the second and third conditionals by applying concepts of their first language in second and third conditionals comprehension (Herzing 1995). In this regard, therefore, there is a clash of language understanding because of the eminent differences between English and Persian. One area identified to be of great complexity to Iranian students is the text structure of the Persian language influence that affects English comprehension and the ability of students recalling how to structure sentences in the second and third conditionals (Gerngross 2007). Moreover, in Iran, there are several language groups (for example Kurdish, Persian and the like) which affect the sentence structure and ability of Iranian students to recall the sentence structures applied in the second and third conditionals. For instance, it has been identified that Iranian students with an authentic Arabic language background tend to remember expository texts better (but with comparison structures), whereas Iranian students who have a strong inclination to Asian language backgrounds are identified by Gerngross (2007:6) to â€Å"speak Kurdish recall texts best from text with either problem-solution or causation structures† The absence of formal content schemata for Iranian students also compounds the problem in the sense that students are unable to make predictions of how to structure sentences in the second and third conditionals because they lack the ability to resonate with the meaning of the sentences made. This is a problem evidenced in Iranian students since one reason why most students resist learning the second or third conditionals is because they have not properly mastered the rules of grammar and, therefore, they are not in a position to apply what they have learnt (Gerngross 2007: 6). This makes most students assume that learning the second and third conditionals is a difficult exercise and so they usually become reluctant in participating in the learning activity. Studies that purport this view have been seconded by other studies on Asian students who expressed the same reluctance in learning second and third conditionals if they were heavily characterized by European referents (Bryndal 2009). Other problems identified to worsen the situation are associated with the characteristics of Iranian students because they are sometimes identified to have negative expectations in their learning outcomes (therefore, ‘killing their spirit’ of learning second and third conditionals in the first place). An example is cited in Nitschke (2010: 3) explaining that â€Å"the general assumption by students (not only Iranian students) that understanding second and third conditionals is difficult also affects the attitude most students approach to learning second and third conditionals†. This would no doubt negatively affect their cognitive ability regarding the topic of study (Nitschke 2010). However, many researchers such as Jones (2010) and Bryndal (2009) have studied the reasons for such negative attitudes among Iranian students and many have concluded that most students are normally affected by previous negative experiences or some just have a negative expectation of the subject of study (Nitschke 2010). How does this analysis relate to the earlier discussion of Iranian students’ problem? Complexity of English Rules Many languages, such as Latin or even Persian (which many Iranian students are more conversant with), do not have many exceptions to their rules (Rich 2008: 544). Though these rules are majorly flex ed because they are aimed at facilitating the understanding of English for learners, they sometimes end up being more complex and sophisticated for most Iranian students when comprehending the second and third conditionals (Jones 2010: 1). This is the problem experienced with Advanced Grammar in Use because its comprehension of the second and third conditionals is heavily reliant on understanding English grammar rules. For instance, in explaining the rules of the real conditional sentences in Unit 86, the author explains that â€Å"unless† and â€Å"if† can be used interchangeably, though they do not necessarily have the same meaning (Hewings 2005: 172). Understanding when to use â€Å"unless† and â€Å"if† can be understood from English language comprehension. However, this is normally not as simple as it sounds because the approach is not admissible for Iranian students, since they do not have a strong command of English in the first place. Some Iranian students have often identified that the application of grammatical rules in the second conditional amount to a blockage of thought (Jones 2010: 1). For example, in the real life application of tenses, the uses of past tense in hypothetical situations seem not to apply all times. For instance, many Iranian students have often identified that when they come across native English speakers, they are often confused by the fact that they do not really observe the rule of using past tenses in hypothetical situations (Jones 2010: 1). The way native speakers pick their verb of choice when using the second conditional, therefore, seems somewhat perplexing for most Iranian students because, even from the above example, it is difficult to establish whether there is also an exceptional rule in English which states that when the verb is happening at present, a present tense should be used (Baecker 1995). In How English Works, the comprehension of English rules cannot be overemphasized, especiall y when determining the right tense use in the second and third conditionals because the determinations of the right tense is entirely a matter of proper comprehension of the right English rule. For instance, in the third sentence of page 263, the authors use â€Å"should† and â€Å"would† interchangeably to represent unreal situations in the second and third conditionals, but later acknowledge that there are unique situations where â€Å"would† is more suitable than â€Å"should†. The explanation stems from â€Å"would† being more common than â€Å"should†. In comprehending tense use in the second and third conditionals, such â€Å"grey† areas prove problematic for Iranian students. This problem has often been associated not only with Iranian learners, but also English native speakers (especially those at elementary and high school levels) (Nitschke 2010). It is, however, estimated that when students graduate or enter college, they no rmally know how to use the second conditional well. Some students have often cited instances where they experience a lot of difficulty making a hypothetical thought using the second conditional because of the difficulty in selecting the right tense to use. For instance, often times, many students have identified the fact that when they try to select a given tense, the sentence flow that comes out of the entire sentence is normally awkward and does not sound the same way as native speakers would speak (Postman 1969). With regards to this complexity, Dahl (2004: 93) narrates further by stating that â€Å"We often use cases like â€Å"if I were†, â€Å"if she were†, â€Å"if you were† in our daily life, some thoughtful ones would even make long hypothetical thoughts for everything, like Einstein, Newton, Pascal etc†. Conclusion In summary, there are significant similarities in the manner second and third conditionals are explained in the two books analyzed i n this study How English works and Advanced Grammar in Use. This essay acknowledges that Iranian students develop a problem understanding the second and third conditionals as they are taught in the textbooks, majorly because they have a unique Persian influence and other native languages spoken in Iran. This affects the way they comprehend English sentence structures and word arrangements. Moreover, they often experience a lot of communication challenges in augmenting the two parts of the sentences observed in the second and third conditionals, as is explained in both textbooks. In conclusion, most Iranian students experience problems that result from the grammatical complexities and sophisticated lexical terms that may be used in learning second and third conditionals (especially evidenced in the textbook, Advanced Grammar in Use). This problem is especially observed at the onset of learning the second and third conditionals. This study also affirms that Iranian students experience significant challenges in determining the right tense to use when inverting the two segments of the second and third conditional sentences. Both textbooks highlighted in this study fail to explain the conditional events for Iranian students (as cited in their examples), probably because they are not written for a specific audience. This problem is sometimes exacerbated by English having multiple rules and most students tend to find their comprehension quite challenging as well. When combined, these dynamics lead us to the conclusion that both textbooks cited in this study pose unique challenges to Iranian students in their own right and, therefore, they ought to be improved to address the needs of Iranians students. However, comprehensively, we can conclude that they both expose the complexities Iranian students face with regards to learning the second and third conditionals. References Allwright, D. (2009) The Developing Language Learning: An Introduction to Exploratory Practice. Basingstoke: Palgrave MacMillan. Baecker, R. (1995) Readings in Human-Computer Interaction: Toward the Year 2000. London: Morgan Kaufmann. BBC World Service. (2008) The Sinking of the Third Conditional. Teaching English. (Online) Available at: http://www.teachingenglish.org.uk/try/activities/sinking-third-conditional . Behzad. (2008) Other Languages/The difference between English and Persian. (Online) Available at: http://en.allexperts.com/q/Other-Languages-656/2008/7/difference-English-Persian.htm . Bryndal, M. (2009) The Importance of Predicting and Interacting with Texts in Developing Learners’ Reading Skills. (Online) Available at: http://www.developingteachers.com/articles_tchtraining/readingpf_malgorzata.htm . Chalker, S. (1994) Pedagogical Grammar: Principles and Problems: Grammar and the Language Teacher. London; Prentice Hall. Dahl, O. (2004) The Growth and Maintenance of Linguistic Complexity. London; John Benjamin Publishing Company. Erdal, M. (2004) A Grammar of O ld Turkic. London: BRILL. Herzing, E. (1995) Iran and the Former Soviet South. London: The Royal Institute of International Affairs. Hewings, M. (2005) Advanced Grammar in Use: A Self-Study Reference and Practice Book for Advanced Learners of English: With Answers. Cambridge: Cambridge University Press. Jones, C. (2010) If Only It Were True: The Problem with the Four Conditionals. (Online) Available at: http://eltj.oxfordjournals.org/content/early/2010/04/22/elt.ccp101.abstract . Lambton, A. (1953) Persian Grammar. Cambridge: Cambridge University Press. Larsen-Freeman, D. (2000) Techniques and Principles in Language Teaching. Oxford: Oxford University Press. Lester, F. (2007) Second Handbook of Research on Mathematics, Teaching and Learning. New York: IAP. Nitschke, S. (2010) First language transfer and long-term structural priming in comprehension. Language and Cognitive Processes, 25(1), 94-114. Nordquist, R. (2011) Pedagogical Grammar. (Online) Available at: http://grammar.about. com/od/pq/g/pedagrammterm.htm . Odlin, T. (1994) Perspectives on Pedagogical Grammar. Cambridge: Cambridge University Press. Postman, L. (1969). Role of response availability in transfer and interference. Journal of Experimental Psychology, 79(1), 168-177. Rich, E. (2008) Automata, Computability and Complexity: Theory and Applications. London: Prentice Hall. Swan, M. C. Walter (1997) How English Works: A Grammar Practice Book: With Answers. Oxford: Oxford University Press. Thomann, J. (2002) LFG as a Pedagogical Grammar. Proceedings of the LFG02 Conference. Stanford, CSLI Publications. (Online) Available at: http://csli-publications.stanford.edu/LFG/7/lfg02thomann.pdf . Welter, B. (2010) ESL Teaching – Third Conditionals. (Online) Available at: http://www.suite101.com/content/esl-teaching-third-conditionals-a191158 . This essay on An Evaluation of Complexities and Difficulties of Learning Second and Third Conditionals for Iranian Students was written and submitted by user Rene K. 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.

Themes of the Odyssey

Themes of the Odyssey Free Online Research Papers In The Odyssey hospitality is noted as one of the main themes seen throughout the entire story and is one of the most significant key concepts; without hospitality nothing can be achieved or civilized. In books 6-8 of The Odyssey the theme of hospitality is apparent through the actions of the Phaecians. Odysseus is washed upon the island of Scheria, and is found by the daughter of Alcinous, king of the Phaecians and is treated with utmost respect and hospitality, seated in the guests’ place of honor. Homer also explores the theme of hospitality, where Odysseus, disguised as a beggar, approaches his old and faithful servant, the swineherd, Eumaeus, and his son, Telemachus. Odysseus gets up from the chair to give Telemachus room to sit but is stopped and instead is welcomed to sit for himself. â€Å"Friend, sit down; we’ll find another chair in our own hut†¦ (692).† Even though Telemachus has just arrived home after a long journey from Sparta and Pylos he still kindly welcomes the stranger to sit while he waits for Eumaeus to make him a new pile of evergreens and fleeces tomany more other examples of hospitality in the book Homer makes us realize and understand how important it is to show hospitality in Greek culture. Hospitality is an important diplomatic and social custom. Homer emphasizes in The Odyssey the significance of hospitality to the point where it is almost a religion. By making these cultural constructs an important part of many of the aspects of the life of the Greeks culture, we humans can learn and put some of their values and morals into our own. The lessons that are exhibited from the Greeks are key not only back in the times of the ancient Greeks, but to this day. Hospitality promotes brotherhood and holds special significance for bringing people closer, with love and kindness. It is the ability to meet the basic needs of aid to external care to person or strangers beyond one’s immediate circle of friends. Most people say the more you love the more it multiplies and you receive back many more times the kindness you give. Hospitality binds people together in bonds of love, increases the value of friendship and makes the atmosphere glow with human warmth. With hospitality we can focus on the positive and believe the universe is basically a friendly place. The Odyssey nearly serves as a Greek guide to hospitality which is such a dominant concept in Greece, and is very useful and needed in to days world. In Homer’s The Odyssey main characters receive warmth hospitality throughout their journeys from others, usually without even to give their names. Another personal virtue that is a major theme in the epic is loyalty. Loyalty is needed to achieve and learn the importance of goals and values. The most striking example of loyalty in the epic is, of course, Penelope, who waits faithfully for 20 years for her husband’s return. Penelope is so faithful and loyal to the point that even after Odysseus wins the match by stringing the bow, Penelope tests him. â€Å"If he really is Odysseus, truly home, beyond all doubt we two shall know each other better than you or anyone. There are two secret signs we know, we two (706).† Another example is Telemachus, who stands by his father against the suitors. Odysseus’ old nurse, Eurycleia, remains loyal to Penelope and her absent master, serving with respect. In the second stanza of Homers The Odyssey it is written: â€Å"He saw the town lands and learned the minds of many distant men, and weathered many bitter nights and days I his deep heart at sea, while he fought only to save his life, to bring his shipmates home. But not by will or valor could he save them, for their own recklessness destroyed them all- children and fools they killed and feasted on the cattle of Lord Helios, the Sun†¦ (651).† In this sentence it is very ironic that Odysseus fights to save his life to save his ship mates even though that he can do nothing to save them. But even though Odysseus knows that no matter what he does he can not save his men, he still tries. Another I tried to say ‘Untie me!’ to the crew, jerking my brows; but object. Here Odysseus shows his loyalty once again to his fellow friends and demonstrates his faithfulness. Without the presence of loyalty a strong relativity can never be built. Such as the relationship between Penelope and Odysseus which brought them together at the end. Loyalty is a virtue that is a must in almost everything human beings take part in life. Loyalty to family, community, and the gods is an important quality in the lives of ancient Greek citizens. These qualities are clearly demonstrated in The Odyssey through Penelope, Telemachus, and Odysseus. Loyalty is a moral standard, and is needed in modern society. Research Papers on Themes of the OdysseyHarry Potter and the Deathly Hallows EssayComparison: Letter from Birmingham and CritoCanaanite Influence on the Early Israelite ReligionThe Masque of the Red Death Room meaningsAssess the importance of Nationalism 1815-1850 EuropeWhere Wild and West MeetMind TravelPersonal Experience with Teen PregnancyAnalysis of Ebay Expanding into AsiaAnalysis Of A Cosmetics Advertisement

Explore the different types of media domestication using Roger Essay

Explore the different types of media domestication using Roger Silverstone's media domestication theory - Essay Example It allows for analysis in its economic, social, and sociological concerns. The approach to media domestication is a consideration of the practical as well as the symbolic dimensions for the adoption while using the necessary technologies. It shows how the elements of meanings of different things coupled with their respective materiality, have equal importance in the understanding of how technologies form part of daily life. It remains a consideration of the social theory through highlighting the various negotiations, control and power challenges, rule breaking, and making accompanying any introduction for technologies for different social settings (Silverstone, 2005). Such a domestication approach endures roots within the social studies of media use even though this is well informed through gender studies of household technology, everyday life sociology, innovation and consumption studies, which are widely considered the study components of the mass adoption in mobile phones, internet, and computers. As part of the technological approach towards an understanding of how media technologies come to be, domestication theory highlights the importance of innovation users with the works done through individuals and communities through making technology do practical work outside the standard intentions within the community. This work strand links to the responsibility end and lead users (Bilandzic, Patriarche & Traudt, 2012). In innovation processes, the domestication studies create a general institution through the use qualitative methods while the ethnography and long interviews explore the importance emerging technologies meanings and changing routine s that are usually not accessible to quantitative techniques. The domestication approach applies different concepts in distinguishing different prospects for the process. For instance, the appropriations process includes bringing technologies into households and local social contexts. However, the lead domestication

Forensic Science 5.1 Essay Example | Topics and Well Written Essays - 500 words

Forensic Science 5.1 - Essay Example Carbon strip involves the use of an activated carbon strip to absorb the vapors from debris and then mixed with a solvent for analysis. Solvent wash is used when the debris cannot be easily vaporized due to high boiling point. Subsequently after sample preparation gas chromatography is used to separate the chemicals for identification and assessment (Gaensslen, 2008). 2. There are two main objectives of investigating a fire scene: (1) to identify the cause of fire and (2) its origin. Since fires burn upwards, the burn patterns are important in trying to understand the direction or fire and how it possibly started. Then points of origin are looked for to analyze the origins of fire. 3. Whenever an explosive detonates, it causes much more damage than the usual fire. Explosions are characterized by a special kind of combustion that occurs more quickly and is capable of giving off large amounts of heat quite quickly. Hence, the intensity of an explosion is great. Igniters, primers, or detonators are used along with main charge that causes a lot of damage when they explode. 4. Chromatography is common separation and analysis technique common to both in investigating an explosive or fire debris. Infrared spectrography is more common for analyzing explosives in addition to gas chromatography. However, the nature of an explosion differs greatly from a normal fire. 5. Examination of an unexploded device is different because unlike having debris or other physical evidence, unexploded devices have to rendered safe, examined for all the components, and identified in terms of their chemical make-up. However, exploded devices involve microscopic investigation and gas chromatography. 11. Trace evidences are small-sized physical evidences that are used to make connections between criminal and/or victim. Transfer materials on the other hand are those that are found on objects as a result of being transferred because of contact (Gaensslen, 2008). 14. A control sample

Cricket World Cup Essay Example for Free

Cricket World Cup Essay Professional cricket player. Largely considered crickets greatest batsman, Sachin Tendulkar was born April 24, 1973 in Bombay, India, to a middle-class family, the youngest of four children. His father was a professor while his mother worked for a life insurance company. Named after his familys favorite music director, Sachin Dev Burman, Tendulkar wasnt a particularly gifted student, but hed always shown himself to be a standout athlete. He was 11 years old when he was given his first cricket bat and his talent in the sport was immediately apparent. At the age of 14 he scored 329 out of a world record stand of 664 in a school match. As his accomplishments grew, he became a sort of cult figure among Bombay schoolboys. After high school Tendulkar enrolled at Kirti College, where his father also taught. The fact that he decided to go to the school where his father worked was of no surprise. Tendulkars family is very close and years after hed achieved stardom and cricket fame, he continued to live next door to his parents. Professional Play Tendulkar made his debut in international competition at 16 with a match against Pakistan in Karachi. He wasted little time matching the expectations surrounding his arrival on the professional field. At the age of 18 he scored a pair of centuries in Australia, then in 1994 racked up a score of 179 in a match against the West Indies. FSachin Tendulkar was born April in Bombay India. Given his first cricket gat at the age Tendulkar was just when he became india youngest Test Cricketer. In he became the firtst Cricketer to score centuries runs in a single innig in Test play. In Tendulkar reched another major milestone, becoming the first player to recortd runs in one-day international play. Early Years Professional cricket player . Largely considerd cricket greatest BGatsman, SachimTendulkar was Born April in Bombay, India to a middle class family, the youngest of four children. His fat her was a professor while his mother worked for a life insurance company, named after his family’s bavourite music Director, Sachin Dev Burman, Tendulkar wasn’t a particularly gifted student, but he’d but he’d always shown himself to be a standout athlete. He was years himself to be a old when he was spot was immediately apparent. At the age of he scored out of a world record stand of in a school match. As his accomplishments gewe, he became a sort of cult figure among Baombay schoolboys. After high school Tendulkar enrolled at Kirit College , whre his father also taugh. The fact that he decided to got to the school where his fat her worked ws of no surprise. Tendulkar’s family is very close and years after he’d achieved stardom and cricket fame, he continued to live next door to his parents. Aprofessional Play Tendulkar made his de but in international competition at with a match against Pakistan in Karachi. He was wasted little time matching the expectations surrounding his arrival on the professional field. At the his arrival on the p rofessional field. At the age of he scored a pair of centuries in Australia, then in racked up a score of in a match aginst the West Indies. ? Tendulkar was just 23 when he was named captain of his countrys team for the 1996 World Cup. While the tournament proved to be a disappointment for his club, Tendulkar did nothing to diminish his own standing as one of the worlds dominant players. He finished out the World Cup as the events top scorer. In India, Tendulkars star shined even brighter. In a country reeling from troubled economic times, the young cricketer was seen as a symbol of hope by his countrymen that better times lay ahead. On national newsweekly went so far as to devote an entire issue to the young cricketer, dubbing him The Last Hero for his home country. His style of play—aggressive and inventive—resonated with the sports fans, as did Tendulkars unassuming off the field living. Even with his increasing wealth, Tendulkar showed humility and refused to flaunt his money. Tendulkars dominance of his sport has continued, even as hes moved well into his thirties. He scored his record-breaking 35th century in Test play in December 2005 in a match against Sri Lanka. In June 2007 he set another mark when he became the first player to record 15,000 runs in one-day international play. In January 2010 he again moved into the record books when became the first batsman to score 13,000 runs in Test play. Just one month later he registered another first, a double century in a match against South Africa. That same year he was named the 2010 International Cricket Council Cricketer of the Year. In April 2011 Tendulkar chalked up another milestone when he led India to a World Cup victory, his first in his long career. During the tournament, the batsman again showed why hes one of the sports greatest athletes by becoming the first batsman to score 2,000 runs and six centuries in World How to Cite this Page: Sachin Tendulkar Tendulkar was just when he was named captain of his coutry’s team for the world cup. While the tournament proved to be a di for his club, Tendukar did nothing to diminish his own standing as one of the world’s dominant his own standing as one of the world’s dominant players. He finished out the World Cup as the event’s to p scorer. In India , Tendulkar’s star shined even brighter. In a coutry reeling from troubled economic times , the young cricketer was seen as a symbol of hope by his countrymen that bet ter times lay ahead . On national newsweekly went better times lay ahead. On national newsweekly went so far as to devote and entire issue to the young cricketer dubbing him The Last Hero for his home country His style of play aggressive and inventive resonated with the sport’s fans, as did Tendulkar’s unassuming off the field living Even with his increasing Wealth, Tendulkar showed humility and refused to flaunt his money . Tendulkar’s dominance of his sport has continued, even as he’s moved well into his thirties. He scored his record breaking the century in Test play in December in a match against Sri Lanka. In June he stet another mark when he became the first player to record runs in one day international play  in January he again moved finto the record bookds when became, again moved into the record books when became the first batesman to score runs in Test play. Just one month later he registered another first, a double century in a match against South Aftica. That same year he was named the International Cricket Council Cricketer of the Year. In April Tendulkar Chalked up another Milestone when he led india to a World Cup victory , his first in his long career. Duting the tournament, the batsman again showed why he’s one of the sport’s greatest athletes by becoming the first batsman to sxore runs and six enturies in World Cup play.