Why civil engineering Essay Example | Topics and Well Written Essays - 750 words

Why civil engineering - Essay Example Currently, I am also applying for a bachelor of Civil Engineering course in the UK which would provide me with more expertise and enable me to be a remarkable person in the field (Nesbit et al 7). Studying in the UK will also offer me the necessary exposure to mingle and share with students from across the world and learn new skills from them. I would develop a global perspective regarding building and construction before embarking on the pending family projects, which my father wants me to take over once he retires. Civil Engineering is a wide field. In my perspective, society cannot live without Civil Engineering because the complexity of design and management of the construction projects is not something everybody can do. This is evident from the complex and outstanding global infrastructures (Arumala 80). These include roads, airports and railways that make people’s life easier. People presently have realized the need of Civil Engineering because certain structures made by the non-experts have failed in the past, thus causing huge damage of life and property (Nesbit et al 13). I have witnessed this while helping my father in his office, as my father owns and manages diverse construction and building projects. This exposure has offered me vast experience, which I presently have before starting to pursue my bachelor’s degree. I am quite experienced in administering projects, which entails implementing adequate measures to ensure that the projects are completed within the deadline and adhere to the standards of quality established by the client (Arumala 81). Mainly, this by allocating the right and quality materials required for completion of each project as necessitated. However, this is a rigorous exercise, which entails vast knowledge, but under the surveillance of my father, I was able to administer each project

UAE and Oman labour laws Essay Example | Topics and Well Written Essays - 1250 words

UAE and Oman labour laws - Essay Example UAE and Oman Labour Laws UAE is the second biggest by population in the GCC and the second biggest economy of the region and transshipment hub. It is the largest gas exporter in the world. On the other hand, Oman is relatively poor in the region and relies on the mineral industry. However, nationalization is highest in this country. The GCC countries have categorized employment visa into to maid visa, farming visa, and employment visa. A common feature in the region is that farmers and housemaids are not part of the labor laws. Officials issue employment visa to establishments and companies and bases it on the size and the company’s capital. ‘Hire and fire’ is the underlying principle of GCC countries (Latham & Watkins, 2009). These countries have nevertheless failed in establishing standards for migrant workers that are intentionally acceptable. Most of the GCC countries’ labor and immigration laws are famous for enhancing and validate inhuman treatment to wards migrant workers. For instance, the Khiraj (exit permit) is a requirement for employees who want to leave the region. The employer must grant the employee permission to leave the country. This is a common practice in the region with the exception of UAE and Kuwait. The employees do not have freedom to change their jobs unless they receive permission from their present employers (Latham & Watkins, 2009). Comparison of the UAE and Oman Labor Laws Statutory Authority In the UAE Federal Law No. 8 of 1980, Regulatory Labour Law Relations govern labor matters, which are simply the Labour Laws. In this country, the Ministry of Labour is the one charged with the responsibility of dealing with labour matters. While in Oman, regulation of labour matters are by Sultan’s Decree No. 35/2003. The state recently amended the statute in October 2011 by Royal Decree No. 113/2011. Unlike the UAE, in Oman the Ministry of Manpower is in charge of labor matters (Latham & Watkins, 2009). Worki ng hours Under the UAE Labour Law, eight hours is the set maximum working hours per day for an adult employee. After five consecutive hours of work, an employee gets to have a rest break. The working week is made of six days. On the other hand, for the Oman Labour Law provides for a five-day working week. The maximum working hours in a week are 45 hours (article 68 of the Oman Labour Law) as opposed to the 48 hours in the UAE (Latham & Watkins, 2009). The daily working hours for each employee is nine hours. During the month of Ramadan, the set maximum working hours per week are 30 hours per week. This means that one has to work for only five hours per day. Contrary to this, the UAE Labour Law sets 36 hours per week as the maximum working hours during the month of Ramadan (Latham & Watkins, 2009). However, the maximum number of hours worked per day is the same for both countries. About overtime, in accordance to the Oman Labour Law the maximum overtime per day is three hours. This is because an employee only receives a total of 12 hours to work per day. The UAE Labour Law provides that overtime hours should not exceed two hours per day. The exceptions for extended overtime hours include a case where the work to be done involves prevention of the occurrence of a serious loss or accident, or removal or

Compare the play Killed with Blue Remembered Hills Essay Example for Free

Compare the play Killed with Blue Remembered Hills Essay In this essay I will compare the two plays Killed and Blue Remembered Hills. The play Blue Remembered Hills was written by Dennis Potter, I have been studying the Samuel French LTD edition. It is set in 1943 in the south west of Britain. Killed was written by Fred Hawksley, it is set mostly in France with flash backs to Manchester. Both plays are set in war times, Blue Remembered Hills takes place in the Second World War and Killed is set in the First World War. In Blue Remembered Hills the war is a back ground to the story; it is referred to but never seen, unlike Killed where the war is what makes the story. When we acted out the play Blue Remembered Hills I played John, he is a child who is part of a gang, a lot like the 14 platoon in Killed. In both there is a strong sense of hierarchy; in Killed there is no answering back to the one in charge this being the R.S.M. and in Blue Remembered Hills the character in charge is Wallace Wilson, although ever elusive on stage he is constantly mentioned in the dialogue as no.1 in the group. The speech in Blue Remembered Hills is very naturalistic using slang to enhance the informal feel of the play. Killed uses a more formal register when someone is in the presence of the R.S.M but takes a more natural tone when Billy remembers life in Manchester. They both have similar story lines where a group of friends are forced, or accidentally kill another one of their friends. They are both tragedies because the endings are sad and a friend ends up dead. In Blue Remembered Hills war is an exciting and glorified vision in the minds of the children. In Killed Billy is executed by his own side in the First World War and shows the harsh reality of being a solder in the trenches on the front line. The two plays have very different views of war. The characters in the two plays have very different personalities, yet they resemble some of the personalities from the other, for example the R.S.M. and Peter being a kind of leader figures bossing the members of the group. Billy and Donald also show similarities as they both die and their friends play a part in their deaths. The two plays would be performed very differently, Blue Remembered Hills is very natural; running in almost real time unlike Killed which is very stylistic and happens over two years with narrated flash backs. I would show these flash backs via the flash back being acted out on stage while Billy addresses the audience not being able to interact with the flash back although he tries to. I would create a simple set for Killed maybe some seats and a table for Billys home in Manchester and some staging lined up to make the lip of the trench. For the Blue Remembered Hills set we made a barn behind a woodland scene so that the whole scene could take place without any changes to the set and used the whole stage well. For costumes I would have Billy from Killed in a First World War uniform and in Blue Remembered Hills I would try to find some clothes that could help an actor inhabit the role of a child in the 1940s. The two plays are both very interesting and conjure different visions of war, in Blue Remembered Hills the World War engulfs all lands over seas and yet the children in mainland Britain have only heard the glorified version of the war, whereas Billy in Killed believes he will become a hero but finds that war is not as heroic as he thought.

Transitions from a pre-school setting to primary school

Transitions from a pre-school setting to primary school Children entering school face a setting that is qualitively different from their previous experiences in terms of the curriculum, the setting and the people Margetts (cited in Fabian and Dunlop, 2002, pg.111). Transition is the term used to describe the period of time before, during and after the move that children make from a pre-school setting into primary school. In 2004 there was a Curriculum Review in Scotland which led to the development of Curriculum for Excellence which covers learners aged 3-18 years. The Scottish Executive have produced experiences and outcomes that are designed to ensure continuity within the education system and to create young people that are ready to face the challenges of the 21st century. The Scottish Executive stresses the importance of continuity in the curriculum between pre-school and primary school in Building a Curriculum 2. This essay will look at how active learning can be used in both pre-school settings and the primary classroom to engage an d challenge learners. The essay will discuss the communication between parents, pre-school staff, primary teachers and any other professionals involved in the transition process and will discuss the Scottish Executives views on the communication between these parties. This essay will look at the needs and wellbeing of children and discuss the challenges that children may face when they make the transition from a pre-school setting to primary school and it will discuss some of the key issues which should be considered when planning an effective transition programme in Scottish schools which meets the needs of every individual pupil. The essay will also look at assessment of learning in the early years and look at the different approaches to assessment, how is assessing done and the importance of sharing assessment information. Throughout the essay examples of practice will be examined and their benefits will be discussed. Childrens needs and wellbeing In every pre-school setting there are a wide range of needs that the children will have. When practitioners plan for the transition from a pre-school setting to primary school they need to take into consideration the needs and wellbeing of each individual child involved, especially the children that have additional support needs (ASN). There are six basic needs that should be met to achieve high wellbeing. If any of these needs has not been fulfilled then the wellbeing of the child involved may be affected and this could cause disruption to their transition. Laevers (1997) believes that how well a child performs at school is affected by their wellbeing. It is therefore vital that early year practitioners work with children and their carers to promote a high level of wellbeing. Some of the attributes that Laevers (2005) associates with high wellbeing are: feeling great and enjoying life, exuding vitality, having an open and receptive attitude, having good self esteem and being resilient. The Scottish Executive (2006) recognised the importance of wellbeing when they published Building the Curriculum 1 which supported Laevers perspective. Good health and wellbeing is central to effective learning and preparation for successful independent living. Educators can develop these attributes in young people to help children to become confident individuals, successful learners, responsible citizens and effective contributors and to help them get ready for the transition. Role play is often used in nursery and early year settings to prepare childre n for changes such as transitions. Role play can help children to develop skills such as listening and showing empathy towards others which will help them to make new friends and build relationships when they make the transition to primary school. Role play can also be used to help children to learn how to deal with new situations and conflicts in their lives. The transition from pre-school to primary school can be a difficult time for many young learners as they have to cope with the differences and challenges that school may pose. Many children worry about making new friends and it can be intimidating for them to enter a new environment without knowing anyone. Some early years practitioners work with the feeder primary schools to try to ensure that the children making the transition are put into a class with a familiar face. Research by Margetts (1997) found that children who started primary school with a playmate were more sociable and progressed quicker than the children who did not have a familiar face in the class with them. Fabian and Dunlop also agree with Margetts and believe that children get more from school if they have friendships. Not all children will come from a pre-school setting that will enable them to be put into a class with someone who they know. To target this problem Hawthorn West Primary School run a valuable mento ring programme that relies on partnerships between parents of the children involved in the transition. The families are matched and the parents and children meet to build friendships and this means that every child entering the primary setting will have a familiar face in the class with them. This approach can also be beneficial to the parents as they can support each other during the transition and have someone to talk about any worries that they might have. To ensure that children have the smoothest transition possible it is crucial that early year practitioners, primary one teachers and parents work in co-operation to share information and knowledge about the childrens lives. The continuity of parental involvement in their childs education benefits the children and a joint effort between school and home helps effect a smooth transition. (Fabain, 2002, pg.49).Children that have ASN may find transitions more difficult to deal with than others. It is therefore crucial that there is an effective transition plan in place to support these pupils and their parents in the process. Communication between parents, pre-school staff, the primary one teacher and any other professionals involved is vital when planning a transition for a child that has an ASN. The more information that is known will help everyone involved to develop strategies to support the child. Some children may need extra time to adjust to the new environment and extra visits may be arranged to support them, other children may benefit from resources that could be recommended for them but it is important to recognise that every child will have different needs and it is important that each child is treated as an individual in order for them to have the smoothest transition. For some children with ASN there will be very little need to alter the transition programme and for others it may be necessary to change it significantly. If there has been good communication between everyone involved the transition should be effective and the children should settle into school life. The Scottish Executive (2007) stresses the importance of educators getting parents to be involved in their childrens education in Building the Curriculum 2: they can encourage parents to be involved in all aspects of their childrens learning from pre-school education and into primary school. The importance of active learning One of the challenges that children often face when making the transition from a pre-school setting into primary school is the change of structure in the way that they learn. Pupils might find themselves sitting at a table doing work and listening to the teacher for longer periods of time which contrasts with their previous experiences of learning that are more practical in most pre-school settings. The Scottish Executive recognised the contrast in the way that these stages plan and developed a new curriculum that promotes active learning, especially in the early years. Active learning is learning which engages and challenges childrens thinking using real-life and imaginary situations Scottish Executive (2007). Learners get more from their education when a variety of teaching approaches are used particularly if they involve the children in the learning process. Scottish Executive thinks that children learn better by doing practical tasks, exploring things and being supported if neces sary. Piaget shares similar beliefs to the Scottish Executive regarding active learning when he said children learn from actions rather than passive observations (Smith et al, 2003, pg.413). Many pre-school centres and primary schools work together to plan transition programmes which aim to make the process of transition smooth and easy for everyone that is involved. The Scottish Government has recognised that communication is important: Close communication about childrens previous experiences and learning is crucial at the time of transition (Scottish Executive, 2007).The nursery staff and Primary one teacher at Lainshaw Primary School and Nursery, Stewarton, have developed a partnership which aims to give nursery and the primary one class more continuity in the curriculum while promoting active learning. Throughout the year the classes share topics and both the primary one class and the nursery class visit each other regularly in the different settings. The visits help the children in the pre-school to familiarise themselves with the setting of a primary classroom and also gives them a chance to get to know the teacher and become confident about the environment. The p rimary one class also benefits from the visits as they get to use materials and resources that they normally do not have access to in their classroom. The Scottish Executive believes that some classes need to review the structure of the P1 day to make active learning more achievable. Some schools start the day with a free choice session where the children get to choose what activity they would like to do. This type of plan is similar to pre-school setting. This activity may seem completely child led as the child is taking responsibility and choosing the activity they would like to do, but there is room for changing the activity into an activity that have been set up by the teacher. For example, a child may choose to visit the water station and play with the toys in it and they realise that some of the items float and some sink. It may be a coincidence that the materials in the water table share these properties but it is possible that the teacher had set up the resources to allow the children to explore and investigate items that float and sink. It may also be appropriate for the teacher to join the child playing at the water table and do some focused learning and teaching. Fisher (2004) argues that The minute an adult has a predetermined task or goal in mind, then that activity cannot be play. The activity could be classed as play even if the teacher has an idea of the learning outcome which they hope the child will meet before the activity because the children will be actively involved in their own learning, experimenting and having fun as they learn. It is important that educational practitioners are able to be flexible and reactive to the children in their class and make learning meaningful to the pupils. Active learning could be based on events and pupils experiences. For example, the teacher may have set up the water table activity as a reaction to an event or activity that the children are interested in, such as boats. Parents are the first and most influential educators of their children (Scottish Executive 2007). Parents can help to make learning relevant to their children by communicating with teachers about their childrens lives. Some children might be shy and not want to speak to their teacher about their interests which could make it difficult for the teacher to build up a relationship with them. If a teacher is able to cater lessons and show an interest in their pupils lives the children may be more motivated to learn as they feel included in the lessons. In many pre-school settings the children spend a lot more time outdoors than they will when they make the transition into primary school. The Scottish Executive has recognised the benefits that the outdoor environment can have on learning. The outdoor environment can be used to make learning active and motivating for children in a number of ways. A lot of the learning in all curricular areas that takes place inside a classroom could be taken outside and made active and enjoyable while still achieving the same learning outcomes. To make the transition smoother from pre-school to primary school teachers can make use of the outdoor environment and take learning outdoors. Maths lessons on shapes can be made active and be taken outdoors by having a shape hunt. This is a relevant learning experience because the children are identifying shapes in the environment and meeting the learning outcomes while having fun and being motivated to learn. The importance of sharing assessment information Assessment in the early years setting plays a big role in making transitions smooth. The Scottish Executive is working on developing the fifth part of Building the Curriculum which will concern assessment in the education system. At present many schools are teaching towards a Curriculum for Excellence experiences and outcomes but still using 5-14 levels and national testing. Assessment can be an intimidating word for children and many pupils will fear being assessed. Children can be assessed on a number of different criteria in the early years before they make the transition to primary school. Some areas that can be assessed are wellbeing-emotional and physical, use of fine motor skills and gross motor skills, social skills. There are many forms of assessment that are appropriate to use in the early years and they all suit different activities and experiences. Observation is a method that practitioners use to assess children and it is used most often as it can be done in everyday activities and contexts. Effective practitioners use the information that they gather through the observations to identify the strengths and needs of the children and to identify the next steps. The Scottish Executive has recognised that it is important for practitioners to share assessment information with parents: To help parents support their childrens learning, it is importa nt that teachers share full and open accounts of each learners progress (Scottish Executive, 2009). It is also important that parents are informed of any difficulties that have been unearthed through assessment because they may be able to offer suggestions that can help their child overcome the difficulties. When children make the transition from nursery into primary one it is necessary for the primary one teacher to receive as much assessment information as possible from the early years practitioner and parents of the children to enable them to plan and cater for the individual needs in the classroom. In some authorities the assessment information that is received by the primary one teacher is basic and consists of a simple checklist that states if a child can do a task such as complete a jigsaw. This information is valuable but a more comprehensive way of sharing assessment information is needed to enable teachers to get the full picture of each individual child and plan lessons which meet their needs. Communication is essential in every transition programme and a relationship has to be built between the parents, early years practitioner and primary one teacher to ensure that assessment information is clearly shared and that the interests, wellbeing and education of the child is the m ain priorities in ensuring a smooth transition. A Curriculum for Excellence has made a big difference to the way that some pre-school staff and primary one teachers plan for learning as they are now both using the same experiences and outcomes. Some pre-school centres and primary schools are using team planning effectively to ensure that the children will be receive an education that has continuity and builds on their previous learning experiences. This approach works on the basis that each child has their own set of CfE outcomes in their learning file and when they have achieved them or made some progress on them it is highlighted. The file is normally started in nursery and can be carried through the rest of their learning years. Documentation such as pictures, photographs and recordings of some of the learning experiences is also kept with this file as evidence of the learning outcomes being met. This method of record keeping and passing on information fits in well with the CfE design principle progression and gives each child a record that is flexible and individual to their achievements. Conclusion It is clear that there are many factors that need to be considered when planning a transition programme that allows for a smooth transition. The health and wellbeing of a child is important aspect that determines how successful the transition will be and appropriate strategies need to be in place to ensure that high wellbeing is being promoted. Friendships and relationships help to smooth the transition process. To decrease the contrasting environments of the nursery setting and primary one classroom the Scottish Executive are encouraging more active learning and outdoor learning to take place in primary classrooms. Assessment is a fundamental part of the learning experience and it is appropriate to assess in the early years in order to identify strengths and next steps. It is important that assessment information is shared with parents and others that are involved in the transition of the child to make sure that the needs of the child are being met and the more information that is k nown about the child then the easier it will be to create a transition programme that meets their needs. It is important that parents are involved in their childrens transition as they will be able to contribute and share information about the child. The transition from a pre-school setting to primary school is a time of anxiety and contrasting experiences for some young learners. The Scottish government has now recognised this and designed a curriculum which aims to stop this. Young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements (Scottish Executive, [accessed 19/11/09]). REFERENCES: Fabian, H., Dunlop, A. (2002) Transitions in the Early Years- Debating continuity and progression for children in early education. London, New York. Routledge Falmer. Moyles, J. (2007) Early Years Foundations: Meeting the Challenges. Maidenhead: Open University Press. Scottish Executive (2009) Assessment for Curriculum for Excellence- Strategic Vision Key Principles. Available at http://www.ltscotland.org.uk/curriculumforexcellence/assessmentandachievement/index.asp [accessed on 16/11/09] Scottish Executive (2006) Curriculum for Excellence: Building the Curriculum 1- The Contribution of Curricular Areas. Edinburgh: Scottish Executive. Scottish Executive (2007) Curriculum for Excellence: Building the Curriculum 2- Active Learning in the Early Years. Edinburgh: Scottish Executive. Scottish Executive. Curriculum for Excellence: Principles for curriculum design. Available at http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/principles/index.asp [accessed on 19/11/09] Smith, P. K., Cowie, H., Blades, M. (2003) Understanding Childrens Development fourth edition. Maiden, USA: Blackwell Publishing. Bilbliogaphy Bruce, T., Meggin, C. (1996) Child Care- Education. London: Hodder and Staughton. Bee, H., Boyd, D. (2006) The Developing Child 11th. Edition: Pearson Education. Doherty, J., Hughess, M. (2009) Child Development. Theory and Practice 0-11. Harlow. Pearson. Longman. Fisher, J. (2002) Starting from the Child 2nd. Edition. Buckingham. Philadelphia: Open University Press. HMIE (2007) The Child at the Centre. Self Evaluation for the Early Years 2nd. Edition. Edinburgh: Blackwells Books. Kinney, L., Wharton, P. (2008) An Encounter with Reggio Emilia. Early Learning Made Visible. London and New York: Routledge. Whalley, M. (2007) Involving Parents in Their Childrens Learning. London: Paul Chapman Publishing Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum 2nd. Edition. Thousand Oaks, New Dehli: Paul Chapman Publishing.

Trotskys Contribution to the Success of the Bolsheviks up to 1922 Essa

Without contribution from crucial individuals politically involved in Russia at the time, the success of the Bolsheviks and the proceeding (ideally) Communist government may have been less then what we know today. One such individual was Trotsky.Trotsky made a vital contribution to the success of the Bolsheviks up to 1922. As Lenin made clear in 1918 Trotsky was in his view the only person able to save the revolution. Trotsky was a member of the Social Democratic Party and was living in exile in America. Surprised by the February revolution in Petrograd in 1917 he returned to Russia arriving in May 1917. In this revolution, he was the one who persuaded Lenin to hold off the attack until he was sure that the Bolshevik?s had a much more secure hold on the country. This led to the abdication of the Tsar and the establishment of a Provisional Government led by Kerensky. Although he had been a Menshevik (a branch of the Social Democratic Party which believed that there would be a workers uprising leading to a revolution) he was rapidly convinced by Lenin?s views to become a Bolshevik (a branch of the Social Democratic Party that believed a small organised party was needed to spearhead a revolution) and by June 1917 he was regarded by Lenin as the ?number 2? in the Bolshevik party. Trotsky had exceptional leadership qualities that helped the Bolsheviks to success. He was an opportunist, intelligent, pragmatic and persistent. Trotsky was a very effective public speaker and because of this ability, could get huge amounts of support on his side. He used real life comparisons so as to engage his audience. He was able to store confidence and trust in the public and the army, which was a massive contribution to the Bolshevik?s success... ... travel to the points where the fighting was the fiercest to provide support. By doing this he was able to boost moral, rally and inspire his men in a way that other leaders, especially White leaders, could not. What's more, it was Trotsky who decided to save Petrograd when it was under threat from Yudenich, when Lenin had lost all other hope. People were most impressed with Trotsky?s skill to turn the Red Army, which started off as barely anything, into a fighting army of around five million by the end of 1920. Trotsky was the main negotiator with the German when the peace treaty was made. Although Russia lost huge amounts of land, Trotsky decided that it was best to get out of the war, whatever the cost. The situation was that of such poverty in Russia at the time. In this treaty, Russia lost 54% of its industry, 26% of the railways and 89% of their coalmines.

Compare the successes of Troy and Boldwood in courting Bathsheba :: essays research papers

Compare the successes of Troy and Boldwood in courting Bathsheba Boldwood and Troy both try to court Bathsheba however using different techniques and with varying success. Boldwood is pictured by Hardy to be a nervous, stammering man, ‘but I am only just able to speak out my feelings – I mean meaning’, this quote shows him stammering and a ‘hopeless man for women’. Hardy has also shown this awkwardness when he pictures Boldwood ‘leaning over a chair’, an undignified position and thus shows how he is willing to lose all dignity in order to get Bathsheba. Boldwood is stated to need Bathsheba, his ‘life is a burden’ without her, and is incredibly desperate to get her. This can be seen by the numerous proposals Boldwood makes as if it seems he cannot take no for an answer. This can be seen when having been proposed to Bathsheba replies ‘I do not feel – what would justify me to – in accepting your offer’, showing Boldwood’s awkwardness is spreading to Bathsheba, this quote shows Bathsheba trying to say no, however ‘giving back dignity for dignity’ however Boldwood will not take it and out pour his emotions in the ‘opening of the sluices’. Troy however sees Bathsheba not as someone who he needs, but as another girl to add to the collection. Hardy shows Troy as more of an expert when it comes to courting girls. The reader already knows he is having a relationship with Fanny Robin so his courting Bathsheba conjures up antagonism from the reader. As Troy is more experienced in courting girls he is seen much more confident when talking to Bathsheba. His dialogue is much more relaxing than Boldwood’s, he jokes by saying that he wishes ‘it was the knot of knots’ when they are tied together. This shows his not so subtle hint of marriage, which is prophetic irony, and it works as a good compliment. This contrasts with Boldwood’s dialogue which mainly focus around himself, ‘I cannot live without you’, ‘my life is a burden without you’, these two statements show he is subject of the dialogue not her. Troy, however, having been more experienced knows what a woman wants to hear. He thanks Bathsheba ‘for the sight of such a beautiful sight’ when he sees her face.

Epistemology and Metaphysics Schools Paper Essay

The nature of skepticism in real-life today, on a daily basis goes mostly unnoticed. People react to environments of skepticism differently and could become biased upon the subject discussed. According to Encyclopedia Britannica (2011), â€Å"skepticism is defined as 1: an attitude of doubt or a disposition to incredulity either in general or toward a particular object 2 a: the doctrine that true knowledge or knowledge in a particular area is uncertain b: the method of suspended judgment, systematic doubt, or criticism characteristic of skeptics† (Dictionary, para.1). People are inclined to accept ideas in society today without questioning what is actually being presented. It is very important to question or think critically when confronted with authority because the issue at hand may not always be right. Imagine if Philosophers, such as Copernicus did not hypothesize that the earth is not the center of the universe. We would still be living with various points of views on the subject. People should not accept ideas of others without questioning the ideas first. Unfortunately, we do this everyday unconsciously. At work our supervisors make requests to perform certain tasks, which most of the time we do not question the outcome. We take for granted that our supervisor knows what he or she is doing because of the authoritative figure that he or she plays. Skepticism could have quite an impact on the way employees perform his or her job. In the work environment employees usually take for granted that the boss knows best, and depending on the situation might not question the reason for his or her position on the process. For instance, when a supervisor implements a new job and informs his or her employees on the due date without asking for input, it is with reasonable doubt that one would be skeptical. The employees could have questioned the boss’s process such as whether he or she maintained good judgment on the direction that he or she takes on-the-job. Questions could also be raised in regard to the types of consequences employees will have if the job is not performed well. Employees could be skeptical of the job and ask if it is in the best interest of the company, especially if the supervisor did not have input from the employees prior to the start of the job. Employees typically become skeptical and doubt the authority figures of most bosses. Skepticism also plays a role in our schooling. We usually take the teachers role and the information presented to us to be correct even though the information could be incorrect. Our society has come to trust what others have told us to believe in and our minds have been trained to believe the information to be correct. Everyone should be valued for his or her own opinion and healthy skepticism in real-life environments. References Encyclopedia Britannica. (2011). Encyclopedia-Britannica Online Encyclopedia. Retrieved from http://www. britannica. com. ezproxy. apollolibrary. com/bps/dictionary? query=skepticism&header_go=.