Saturday, March 14, 2020
Second Chances to Make a Sure Thing Essays Second Chances to Make a Sure Thing Essay Second Chances to Make a Sure Thing Essay Essay Topic: Sure Thing The symbolism of the bell signifying a fresh start, a true chance to have a clean slate and create your own destiny, was brilliant in my eyes. One of my favorite lines in the play was definitely when Bill said, You have to hit these things at the right moment or its no good (1121). Sure Thing by David Ives The Play Sure Thing from David Ives examines the endless variations of boy meet girl and the ensuing pick up lines. The central theme throughout the play displays a few varieties of a possible conversation that end with a ringing bell that symbolizes a fresh start and a second chance to make a good impression. The swift conversations begin in a coffee house with the two main and only characters are Bill and Betty. From the beginning till the end of the play one can see a series of pick up lines, from a man to a woman sitting in a coffee shop reading. The lines start out short and rapid with an equivalent short response from the woman. Similar to a boxing match, two people on a date consistently bounce around calculated prose between each other, trying to figure out the opponents Ã¢â¬Å"weaknesses. This notion manifests itself in literature in such works as David Ives play Sure Thing, a piece employing rapid-fire lines between a guy and a girl getting to know each other. However, this theme is not always prevalent in positive dialogue, as in Tennessee Williams A Street Car Named Desire, Blanche and Stanley do not go on a date or enjoy any romantic dialogue, but fight each other for supremacy of the house and Stellas affection. Although a boxing rhythm is being imposed on Sure Thing, the per sistent fighting between Stanley and Blanche in A Street Car Named Desire can be interpreted to have a similar rhythm. Although these two texts are seemingly opposite in mood and plot, the Ã¢â¬Å" boxing rhythmÃ¢â¬ bridges this chasm through the rhythm of the dialogue between these characters. In IvesÃ¢â¬â¢ Sure Thing, a guy, Bill, and a girl, Betty, Ã¢â¬Å"duke it outÃ¢â¬ in an attempt to get to know each other and, ultimately, fall for each other. In order to do this, they deliver quick one-liners between each other, similar to the spasmodic jabs of a boxing match. Of course, there is no observable or salient evidence of boxing within the text, but the rhythm of the dialogue can be inferred to mimic the motions of a boxing match. The dialogue is quick, decisive and succinct, similar to the jabs and steps a boxer uses in a fight. There are several questions repeated as well, as the guy or girl has, in effect, stopped the rhythm and said the wrong thing. For instance, in one vignette Betty asks Bill about his love life and the dialogue is punctuated by the sound of a Ã¢â¬Å"bellÃ¢â¬ which further reinforces the boxing theme: Bill: ThatÃ¢â¬â¢s a very nice offer, butÃ¢â¬ ¦ Betty: Uh-huh. Girlfriend? Bill: Two, actually. One of themÃ¢â¬â¢s pregnant, and Stephanie- (Bell). Betty: Girlfriend? Bill: No, I donÃ¢â¬â¢t have a girlfriend. Not if you mean the castrating bitch I dumped last night. (Bell). (Ives 13) In this excerpt, the dialogue is quick and succinct, like the punches thrown in a boxing match. This couple takes Ã¢â¬Å"jabsÃ¢â¬ at each other through discourse instead of physical punching. Every time a round is over, the bell rings, illustrating a dead-end for the dialogue between the Bill and Betty. Theses Ã¢â¬Å"roundsÃ¢â¬ are prevalent in A Street Car Named Desire between Stanley and Blanche, despite not being a couple or mutually interested in each other. With the apartment serving as the backdrop for this Ã¢â¬Å"fightÃ¢â¬ , Stanley and Blanche box it out while the rest of the characters are sometimes relegated to spectators throughout the story. Similar to Sure Thing, there is no tangible Ã¢â¬Å"boxing ringÃ¢â¬ or anything having to do with boxing. Instead, Williams injects this rhythm within the dialogue between these characters, creating a stylistic counterpoint of aggression, violence and adultery. In fact, Stanley and Blanche drive the Streetcar Named Desire through the play, dishing out vitriol, lust and suspicion at each other. Blanche is a glamorized though disillusioned woman. She creates fabrications and chimeras of a grandiose life around her to supplant her actual circumstances. Stanley is the epitome of machismo, interested in only the basic pleasures, which are parallel to what a simple animal enjoys. Stella, StanleyÃ¢â¬â¢s wife, is the mediator between Blanche and Stanley, though she ultimately fails in preventing these two from verbal or, later, physical violence. Essentially, Blanche instigates the Ã¢â¬Å"fightÃ¢â¬ by entering the apartment and trying to usurp StanleyÃ¢â¬â¢s reign, which is partly comprised of StellaÃ¢â¬â¢s love and attention. Without even seeing Stanley, Stella immediately sizes him up and subscribes to the idea that the Polish areÃ¢â¬Å" not so-high-browÃ¢â¬ (23). There is a dialogue between Stanley and Stella about Stanley, stating: Stella: Stanley is Polish, you know. Blanche: Oh, yes. TheyÃ¢â¬â¢re something like Irish, arenÃ¢â¬â¢t they? Ã¢â¬ ¦Only not so-highbrow? Ã¢â¬ ¦Is he so-different? Stella: Yes. A different speciesÃ¢â¬ ¦HeÃ¢â¬â¢s on the road a good deal. Blanche: Oh. Travels? Stella: Yes. Blanche: Good. I mean-isnÃ¢â¬â¢t it? (Williams 23-25) Blanche already throws a Ã¢â¬Å"low punchÃ¢â¬ at StanleyÃ¢â¬â¢s credibility without him even knowing. She is even more motivated by the fact that he travels sometimes, which could give her many opportunities to sulk to Stella about her problems and slowly disintegrate StanleyÃ¢â¬â¢s control of the apartment. Throughout the play, she continues to harp on Stanleys qualities, for instance, pointing out that she has not Ã¢â¬Å"noticed the stamp of genius even on Stanleys foreheadÃ¢â¬ (Williams 50). However, Blanche has suffered a loss of wealth and of dignity, all the more reason why she would look for comfort in her Ã¢â¬Å"precious little sisterÃ¢â¬ , who is given the task of maintaining peace between the two. Before Stanley is due to meet Blanche, Stella becomes a Ã¢â¬Å"refereeÃ¢â¬ , asking her husband to Ã¢â¬Å"Try to understand her and be nice to herÃ¢â¬ ¦and admire her dress and tell her sheÃ¢â¬â¢s looking wonderful. ThatÃ¢â¬â¢s important to Blanche, its her little weaknessÃ¢â¬ (Williams 33). Like any good referee in a boxing match, Stella can anticipate harmful friction between Stanley and Blanche, so she has prepared several Ã¢â¬Å"rulesÃ¢â¬ for Stanley to follow. She has already told Blanche to view Stanley as he is and to not contrast him to other men. Since the rules have been told to each fighter, what remains to be seen in the play are the actual punches thrown between these two passionate characters. In the first match between these two, Stanley confronts Blanche about the documents of her lost estate, Belle Reve. However, Stanley starts by noticing the expensive furs that are in BlancheÃ¢â¬â¢s suitcase: Stanley: It looks like you raided some stylish shops in ParisÃ¢â¬ ¦What does it cost for a string of fur-pieces like that? Blanche: Why, those were a tribute from an admirer of mine! Ã¢â¬ ¦Oh, in my youth I excited some admiration. But look at me now!.. I was fishing for a compliment Stanley. Stanley: I donÃ¢â¬â¢t go for that stuffÃ¢â¬ ¦Some men are took in by this Hollywood glamour stuff and some men are not. Blanche: YouÃ¢â¬â¢re simple, straightforward and honest, a little bit on the primitive side I should think. (Williams 38-40) Stanley begins to interrogate Blanche about her assets but Blanche counters with shifting the focus onto his primitive side. She delves into his personal life, scrutinizing every piece for something to hold against him. Blanche wins this round because she avoids talking about Belle Reve, circumventing the issue by changing the focus several times from Stanley to her lost love. In focusing through the imposed Ã¢â¬Å"boxingÃ¢â¬ lens used in Sure Thing, an innovative perspective can be formed. The boxing rhythm is evident through the dialogue, as Blanche and Stanley swing one-liners back and forth at each other, which are tantamount to the small jabs thrown at the start of a fight. In this case, the Ã¢â¬Å"bellÃ¢â¬ that breaks up the fight is a combination of the sultry blues piano outside and Stanley leaking out the news that Stella is having a baby. The second round, though brief, illustrates who dominates the apartment and Stellas love. While Stanley is playing cards with his friends, Blanche decides to turn on a radio. Stanley angrily turns it off, but Blanche has the audacity to turn it back on. Similar to an boxing match already a few rounds in, both fighters go back and forth at each other until one of them is able to break the repetitive chain of Ã¢â¬Å"punchesÃ¢â¬ and take a different approach. Stanley chucks the radio out the window, and charges after Stella. Blanche is defenseless as she is shocked at this display of Ã¢â¬Å"lunacyÃ¢â¬ . Stanley defeats Blanche in this round because he dictates the rhythm of the house through controlling the radio. In the same instance, he takes control of the match between himself and Stella, reminding Blanche who rules the apartment. Any pleasure that Blanche could have enjoyed in the apartment is thrown out the window along with the Ã¢â¬Å"radioÃ¢â¬ , the only other piece of evidence of an outside world in the apartment. Blanche has a penchant for music, so when Stanley discards the radio and slightly damages it, he is also inadvertently Ã¢â¬Å"knocking outÃ¢â¬ Blanches hope for an invigorating, or at the very least peaceful, stay at the apartment. Blanche bemoans her sisters submissiveness to Stanley and tries to entice her sister to leave Stanley, stating: Blanche: Weve got to get hold of some money, thats the way out. Blanche: Stella, I cant live with him! You can, hes your husband. But how could I stay here with him, after last night, with just those curtains between us? Stella: Blanche, you saw him at his worst last night. Blanche: On the contrary, I saw him at his best! What such a man has to offer is animal force and he gave a wonderful exhibition of that! But the only way to live with such a man is to- go to bed with him! And thats your job not mine! I have to plan for us both, to get us bothout! Stella: You take it for granted that I am in something that I want to get out of. Williams 68-69) Blanche assumes that how she feels about Stanley is tantamount to how Stella feels. Although Blanches arguably has good intentions since she loves her sister Stella, Blanche has only lived in the apartment for a day and does not take into consideration that Stella enjoys her life with Stanley. Blanche cannot believe that the Ã¢â¬Å"refereeÃ¢â¬ is allowing this display to go on, of which Blanche did no t expect to encounter when she entered Ã¢â¬Å"the ringÃ¢â¬ . As a boxer, Blanche feels that she is Ã¢â¬Å"against the ropesÃ¢â¬ in the boxing ring, which is Stanleys apartment. She has nowhere to run and is trapped within the confines of an apartment, which entertains drunken rages and violent fighting, all of which are orchestrated by Stanley. The final round between these two passionate Ã¢â¬Å"boxersÃ¢â¬ comes when Stanley and Blanche are left alone in the apartment, as the opportunity to privately Ã¢â¬Å"duke it outÃ¢â¬ rises when Stella is about to have the baby. Since these Ã¢â¬Å"boxersÃ¢â¬ are beginning to understand what instigates the other, Stanley goes right for Blanches weakness, which are the web of lies and illusion she spins around herself and the apartment: Stanley: As a matter of fact there wasnt no wire at all! Blanche: Oh, oh! Stanley: There isnt no millionaire! And Mitch didnt come back with roses cause I know where he is- Blanche: Oh! Stanley: There isnt a goddamn thing but imagination! Blanche: Oh! Stanley: And lies and conceit and tricks! (Williams 127) Stanley gives blow after blow to Blanche, while her only defense is an Ã¢â¬Å"ohÃ¢â¬ . Stanley has reached up and dragged Blanche down from the skies of disillusionment and shaken her back down on the very grounds of reality from which she recoils. As illustrated, Blanche consistently dreams out alternative lives she feels she could have had or may still have the potential to live out. This emotion is similar to the rapid-fire dialogue in Sure Thing, which Williams employs to hasten the emotions between the two principal Ã¢â¬Å"boxersÃ¢â¬ . The blue piano sneaks into the dialogue to provide an ironic romantic quality to this dispute, as throughout the play it romanticizes certain scenes but arguably serves as a device for escalating passion. With the Ã¢â¬Å"blue pianoÃ¢â¬ playing softly in the background, Stanley decides that Blanche would not Ã¢â¬Å"be bad tointerfere with Ã¢â¬ (Williams 129) and Stella is raped by reality, as Stanley takes control of her and the illusions in the house, dispelling the lies through this vulgar act. Blanches dreams and faculties are Ã¢â¬Å"knocked outÃ¢â¬ by Stanleys animalistic desires and fervor for reality. Between these two texts, a Ã¢â¬Å"boxing rhythmÃ¢â¬ can be construed and used as a lens to dissect the two principle relationships from each piece. In Sure Thing, this rhythm is tossed with finesse between two people who ultimately go on a date. However, in A Street Car Named Desire, diametrically opposed events occur, as Stanley and BlancheÃ¢â¬â¢s rhythm escalates the aggression between the two of them. The jabs become more calculated and result in a rape, which leaves Stanley seemingly the winner of the match. Nonetheless, while Blanche does go away to a mental institution, Stanley is left with a beleaguered wife, suspicious neighbors, poor living conditions, a baby, and no one to come and save him. The Purpose of the Bells in Sure Thing by David Uploaded by sls465 on Apr 18, 2007 The Purpose of the Bells in Sure Thing by David Ives David IvesÃ¢â¬â¢ Sure Thing is a play in which comedy and fantasy is combined to entertain the reader in a way never done before. A typical, everyday conversation between two strangers is taken to new possibilities through a neat device that Ives has concocted. It is through this stroke of genius that gives the reader a sense of fantasy and comedy all at once. By use of a bell, Ives reroutes his characters conversations so that they can be played over and necessary changes may be made. It is this thought of a bell, which takes the characters Ã¢â¬Å"back in timeÃ¢â¬ , that makes this play what it is. Imagine being able to go back in time whilst in the middle of a conversation in order to make a correction in something that was said. Now think of the power that one could obtain by simply changing their response to a statement posed. The outcome would be that of enjoyment from both sides. There would be no arguments and nobodyÃ¢â¬â¢s feelings would get hurt. Now lets get back to real life. Ives takes this otherwise common place, and makes it funny and satirical by throwing bells into the mix. These bells, during the occurrence of the characters conversation, represent a wrong answer, if you will. They refer to a statement that was made that might have turned the other person Ã¢â¬Å"offÃ¢â¬ , and, after a bell sounds (Bell. ), the characters are back into their conversation as if nothing has happened. So what is being said about the characters by the constant ringing of the bell? If the characters in the play represent your everyday boy and girl, then this play might be warning people to not go out and try to find love any time soon. The constant ringing of the bells is funny in a satirical way. It is pretty much stating, in a sense, that people are too picky. If this play was set in real life, then the two people in that cafe would have never got past the first five minutes of their conversation. It is pointing out the fact that in this day and age there are so many variables that can be the deciding
Wednesday, February 26, 2020
Substance Abuse Policies on Workplace - Essay Example The employer should refer the employee to an EAP program. EAP's furnish professional counselors who provide confidential assessment and short-term counseling to employees and their families in order to assist in dealing with substance abuse, marriage and family problems, stress related problems, financial and legal difficulties. The business community recognizes that everyday life stresses and more serious problems such as drug abuse can negatively affect employee attendance, concentration and productivity. Employees realize that being provided with an EAP to help solve these problems means the employer values the employee. Whether or not an employee uses the services of the company EAP, there is more respect for the employer who provides the service. The EAP will keep the employer informed of the employee's progress and compliance with treatment. Although having an EAP available is not a legal requirement, it is good business. Against that backdrop, employees know that their employer has their interests at heart. Managers should choose an appropriate time to annually reiterate to employees the company's substance abuse insurance benefits. At that time, clearly make known the company's commitment to confidentiality and interest in employees' well being. Encourage workers to take advantage of available insurance coverage if they need help for alcoholism or other drug dependency.
Monday, February 10, 2020
American Vision - Essay Example Tom Cruise may be really interested in his acting that it may seem like he is just playing. But nevertheless, he is paid for it. The teacher on the other hand, may hate what he is doing. As such it may be considered as labor. However, for the purposes of this discussion, let us assume that he loves teaching as much as Tom Cruise loves his acting. Since we have stated that both actor and teaches is both working and loving what their doing, let us compare their earnings. The teacher earns $25,000 in a year. The movie actor could earn $15 million in three weeks. Obviously, being an actor is more lucrative. Hence the question now presented to us is whether or not this inequitable distribution of wealth is just. To answer this question, we must determine the factors that contribute to why each is paid that way. Firstly, we must look at the nature of their work. The work of the teacher has a more lasting and significant effect as it shapes the mind of the children. It is very important that they do their jobs well as the future of the kids and consequently of this nation, lies on their hands. On the other hand, the work of the actor only has an aesthetic and entertainment value. While "The Arts" is important, it is not as crucial as the work of an educator. The influence of the teacher on the lives of their students is direct, immediate and enduring. The teacher has the power to shape an individual, while the actor is not. We can see here that the disparity in their earnings does not depend on the effect of their jobs. Thus, we move on to looking at the skill required to perform their work. The teacher studied for years to be able to do what he is doing. The actor on the other hand, need not attend formal education. But this does not mean that he did not engage in activities to improve his acting skills. An actor may attend workshops or take on smaller roles for smaller pay. An actor may undergo painful cosmetic surgeries, take in cruel criticisms for his work and sacrifice their private lives. Though their efforts may be different, it would be unfair to suppose that, compared to the teacher, the actor worked less to get to where he is now. Thus, it would be safe to assume that they worked just as hard. However, an actor like Tom Cruise does not only depend on his acting skills. Most of his earnings are attributed to the fact that he is who he is. If a producer requires Tom Cruise to star in the movie, no one else can fill that spot. If an advertiser wants Tom Cruise to endorse their product, no one other than Tom Cruise can do the job. As such, the work of Tom Cruise requires a special skill, talent and personality. On the other hand, the job of the teacher is less unique. While it takes a lot of study to become one, as long as one is diligent enough to finish one's studies, get the proper licenses and qualifications, one may become a teacher too. As such, the teacher in our example may be replaced by another teacher with the same qualification. Joseph A. Schumpeter said that competition is a factor that may dictate prices. To apply it in the case presented, Tom Cruise has no competition in his field as there is no other Tom Cruise. This allows him to dictate the price of his service. He can demand as much as $15 million dollars for three weeks work in a movie. On the other hand, our teacher has lots of competition. Even if he is really good in his work, there is only so much that he can demand. Otherwise, he would be replaced by
Thursday, January 30, 2020
Criminal Justice Process Essay Juveniles are not extended the right to a jury of their peers. What is the most significant reason why this right is not extended to juveniles? Please explain in detail why you chose that particular reason. I do not think that there is only one significant reason as to why juveniles are not extended the right to a jury of their peers. I think that one of the multiple reasons for this right not being extended is because a jury has to be able to be responsible enough to actually show up, they have to be able to convict or not convict based on evidence beyond a reasonable doubt and be able to disregard any evidence or statements when a judge asks them to. I do not think that most juveniles are mentally, nor emotionally equipped to do deal with the responsibilities of being a part of a jury. Most juveniles are still immature and when someoneÃ¢â¬â¢s life is at stake and their freedom can be taken away I do not think that having a Ã¢â¬Å"childÃ¢â¬ decide their fate is appropriate. Why do you believe that there are differences between the adult justice system and the juvenile justice system? Please explain in detail why you believe as you do? I believe there are differences between the adult justice system and the juvenile justice system because of the differences in age, experiences, knowledge, and maturity. The juvenile justice system focuses on the rehabilitation of the juvenile, whereas the adult justice systemÃ¢â¬â¢s goal is to punish and obtain retribution for the crime(s) committed. Juvenile offenders are given sentences that seek to rehabilitate rather than punish. Some of the treatment options offered could include counseling and placement in juvenile institutions that were also created to help restore them. Adult offenders are given harsh sentences. The sentences given can include a fine and or incarceration in jail or prison. All of the sentences given are solely based on punishing the offender. The adult court system is primarily concerned with the offender paying for the damage that they have done to society and the courts isnÃ¢â¬â¢t interested in rehabilitating or trying to change the behavior of the offender. After reviewing this entire building in CJ Interactive, describe ways that you can use this interactive tool to improve your learning of criminal justice concepts. Describe in detail the ways you can use this tool to further your criminal justice education, identifying at least three specific ways you would use this tool. After reviewing the entire building in CJ Interactive, I was able to see how this tool will help my learning of criminal justice concepts. I am a visual and auditory learner and both of my learning styles are incorporated in the CJ Interactive tool. I was able to get a better understanding of many of the topics that we have discussed in class thus far. For example through this too I was able to get a better understanding of the differences between the adult and juvenile court systems as well as how crime is defined and measured. I will be able to use this tool as another way of learning and understanding the criminal justice system by using the glossary to learn the terms used to explain the criminal justice system and its process. I will also be able to use this tool to learn and understand the criminal justice system by utilizing the different ways information is given is given in CJ Interactive for example there are 14 buildings located in this learning tool and each building represents a different topic in criminal justice and gives us students access to different learning modules, myths and issues, simulation activities, homework and review, and glossary terms associated with each particular topic. I can see myself utilizing all of these resources as a way to better understand the criminal justice system, my assignments that I have to complete in class, and for me to just use to gain as much knowledge as I can about the different topics in criminal justice throughout my college career at Colorado Technical University.
Wednesday, January 22, 2020
SAT Testing Testing for our colleges Many Parents and educators are telling kids who are entering college, to drop the pencil and donÃ¢â¬â¢t take the standardized test. Educators say using an SAT or ACT for an admissions test is biased and unfair to ethnic minorities. Also gender differences and socioeconomic status plays a role on if you get a better score on these test or not. In my research I will show that there are similarities within ethnic and gender differences and women are vastly approaching males scores on these tests. But I will also briefly touch on the subject of income and how having more money makes you have a better score. If we were to take a look at the gender differences in education and the outcomes within the ethnic groups we would better understand the differences in educational achievement and opportunity. Gender differences within racial and ethnic lines revealed far more similarities than differences. Test scores did not differ that much from one ethnic group to another. You can see from the 2000 College Bound Seniors test scores: SAT Total Test-Takers: 1,260,278, of whom 53.7% are female Verbal Math Total Ethnic Group American Indian or Alaskan Native 482 481 963 Asian, Asian Amer., or Pacific Islander 499 565 1064 African American or Black 434 426 860 Mexican or Mexican American 453 460 913 Puerto Rican 456 451 907 Other Hispanic or Latino 461 467 928 White 528 530 1058
Tuesday, January 14, 2020
Negligent Referral Introduction Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Common law refers to a legal system native and developed in England and in which court decisions set precedence in decreeing case laws subject to usages and customs rather than the codified written laws. In common law, the duty of care refers to a legal obligation in which an individual is demanded to confirm to a standard and degree of reasonable care while undertaking any activity that could inflict foreseeable harm to others (Martin & Jonathon, 2009). This concept was developed by Lord Atkins and it set pace for determination of Tort Laws and especially negligence. For instance, employers are bound by law to observe standards of procedures in referring their former employees to other employers such that the other employer does not suffer (MacLeod, 2011). This paper explores the liability of the employer in making references about his or her employees in common laws, duty of care. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Business corporations today are afraid of providing their former employeesÃ¢â¬â¢ information to prospective employers for fear of possible lawsuits. Often, the human resource department strongly fears these suits that they result to strong policies against employment references. However, the question of this action as to being the Ã¢â¬Å"best practiceÃ¢â¬ substantially differs between one episode and another (MacIntyre, 2013). Essentially, the liability of employers may arise in any of the following four areas. Firstly, the employer may be liable for defamation at common la. Secondly, the employer may be bound for invading on the privacy of their employees at common law. Thirdly, the Civil Rights Acts, and the retaliation under the Fair Employment Act may deem the employer liable (Adams, 2013). Finally, the common law may fault the employer liable for negligent referral or in breach of the duty to warn potential and subsequent employe rs. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã The employerÃ¢â¬â¢s liability in negligent referrals of their employees arises from the doctrine of vicarious liability. Under this doctrine, a person is assigned liability due to inflicted harm or injury by a negligent person subject to their relationship to the negligent person. Vicarious liability is also known as imputed negligence (Finch & Fafinski, 2011). This doctrine is based on the theory of respondeat superior where Ã¢â¬Å"let the master answerÃ¢â¬ situation answers. For this liability to arise, the employeeÃ¢â¬â¢s negligence must have occurred within the boundaries of his or her employment. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Legislation to the employerÃ¢â¬â¢s liability on employee referrals was sustained in reaction to the defamation privileges claims emanating from employment references. According to Section 895.487(2), it is presumed that an employerÃ¢â¬â¢s response to a reference request is made in good faith. Therefore, it is immune to civil liability that may arise from provision of the reference to a prospective employer (Middlemiss, 2011). The good faith presumption, however, may be invalidated or expired if the reference response provided clearly convinces malice and falsehood by the employer. In addition, the presumption expires when the reference response is made in contravention of the blacklisting statute. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Employer reference liability was first decreed in the Gibson v. Overnite Transportation Co. In this case, the plaintiff, Gibson became harassed by union supporters in crossing a picket line aimed at completing his work assignment (Partington, 2011). Consequently, he resigned from Overnite Transportation falsely on grounds that he was going to help in his ailing grandfatherÃ¢â¬â¢s company. However, the plaintiff was hired by another trucking corporation. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Overnite Transportation responded to reference and the plaintiff was fired. He sued Overnite Transportation for defamation. The grand jury ruled that the previous supervisor acted maliciously and was hence liable for defamation. The jury awarded the plaintiff a compensatory damage of $33,000 for lost wages and punitive damages to the tune of $250,000. The appeal chambers upheld the award. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã The Court Of Appeals sent some light on the proof needed to convincingly establish defamation in employment references responses under the auspices of section 895.487(2) (Partington, 2011). According to the court, the plaintiff is burdened with proving that the employerÃ¢â¬â¢s response to a reference inquiry was made out of hatred, bad intent, ill will, envy, revenge, spite or other bad motive in regard to the defamed person (Finch & Fafinski, 2011). Therefore, it was not necessary to prove that the employer acted indeed, with actual malice. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Additionally, the employer maybe held liable for negligent referral or duty to warn prospective employers. This doctrine holds that an employer may be held liable or answerable for providing misrepresentation (Middlemiss, 2011). That is untrue reference information or omission of knowledge of the criminal propensities and dangerousness of its former employee. Most recent cases adopted general non legal obligation to warn potential employers about dangerous former employees as was held in the priest abuse scandal (Riches, Allen & Keenan, 2011). However, there are no clear and uniform rules derailing the liability of the employer to third parties with regard to referring former employees who are known to be dangerous to other employers. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã In the priest abuse scandal, multiple victims of the priestÃ¢â¬â¢s abuse scandal sued the diocese, a former employer of the priest for allegedly Ã¢â¬Å"knowing the priests potentiality to abuse children sexually and failing to referring him to the police or preventing further atrocitiesÃ¢â¬ . The court commented that doing so aggravated vast obligation overly exceeding the state and other jurisdictions. Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã Ã In recent years, courts gave decreed in favor of the universities in liability lawsuits. As was held in the Bradshaw vs. Rowling, Ã¢â¬Å"students now demand and receive expanded privacy rights in their life at collegeÃ¢â¬ . The college administrators no longer have control over the wide berthed arena and hence colleges and universities are not bound to the negligent liability clauses (Finch & Fafinski, 2011). In recent cases, the courts have held no liability subsists for the University for failing to observe the duty to warn. In the 2007Virginia Tech Ruling, the courts held that there was no special relationship subsisting between the university and the students to impose corresponding responsibility (Parry & Parry, 2009). In addition, the court clarified that even if there was a special relationship, the provided evidence failed to give rise to a duty of warning third parties of the criminal acts. However, mental and health specialists attached to a university are obliged to warn potential victims of dangerous and violent students as well as the police of the impeding danger. References Adams, A. (2013). Law for business students (7th ed.). Harlow: Pearson/Longman. (2010). Duty To Warn Third Parties. Behavioral Sciences & the Law, 2(3), 235-236. (2010). EmployersÃ¢â¬â¢ Liability At The Docks.. The Lancet, 142(3664), 1268-1269. Finch, E., & Fafinski, S. (2011). Legal skills (3rd ed.). Oxford: Oxford University Press. MacIntyre, E. (2013). Business law (6th ed.). Harlow, England: Pearson Longman. MacLeod, I. (2011). Legal method (8th ed ed.). Basingstoke: Palgrave Macmillan. Martin, E. A., & Jonathon, L. (2009). A dictionary of law (7th ed.). Oxford: Oxford University Press. Middlemiss, S. (2011). The Truth And Nothing But The Truth? The Legal Liability Of Employers For Employee References. Industrial Law Journal, 33(1), 59-67. Parry, G., & Parry, A. M. (1999). Randi W. V. Muroc Joint Unified School District 1997: Implications For Employer Liability In Employment References. Education and the Law, 11(4), 287-294. Partington, M. (2011). Introduction to the English legal system. Oxford: Oxford University Press. (Original work published 6th) Riches, S., Allen, V., & Keenan, D. J. (2011). Keenan and RichesÃ¢â¬â¢ business law (11th ed.). Harlow, England: Pearson/Longman. Source document
Monday, January 6, 2020
School leadership roles and responsibilities have continued be broadened and redefined in todayÃ¢â¬â¢s society. In addition to the federal and state mandates for student proficiency in general populations of students and sub groups of populations, school leaders are being held responsible either directly or indirectly to shape the character and ethical fabric of todayÃ¢â¬â¢s young people. School leaders are held accountable with high-stakes state assessments, parent and teacher surveys, and state requirements to provide school buildings with proficient learners, a positive culture, and safe surroundings. School leaders must appropriate character education programs for teachers, staff, and their learning community. When effective character educationÃ¢â¬ ¦show more contentÃ¢â¬ ¦Ryan and Bohlin (1999) provide some fundamental groundwork in character education with sample programs from Tigner, an overview of virtues from Stenson, and an educatorÃ¢â¬â¢s affirmation from Boston Uni versity. Educators and leaders have a vast amount of tools and curricula at their disposal in their endeavor to educate students with a strong character foundation. Purpose of the Study The purpose of this study is to determine if school leadership trains and educates teachers, staff, and students on the use of an effective character education program and fully implements the program over a period of time, whether or not there is a positive effect on student achievement and behavior. The researcher will compare academic testing data and office referral decline before and after the implementation of the character education program. The data will be analyzed to determine if there was a significant positive effect on student behavior and overall academic achievement due to the implementation of a character education program. The data will compare growth between testing periods in which the character education program was implemented and when it was not. Problem Statement Effective character education programs in public schools are a necessity to help build positive behavior and help improve overall student achievement. Principals and school leaders in a public school system must train and educate their students, teachers, and staff through the use of anShow MoreRelatedLeadership Opportunities Of The Youth Association Pee Wee Soccer Program765 Words Ã |Ã 4 PagesLeadership opportunities abound not only in the work setting, but in churches, communities, and neighborhoods as well. By taking on community leadership roles, individuals give back to the community and gain valuable experience that will serve them well in the workplace. In my own experience, I led the Chantilly Youth Association Pee Wee Soccer program for three years. 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