Answsering law quesiton Essay Example | Topics and Well Written Essays - 1000 words

Answsering law quesiton - Essay Example Jaime owed Simon and Davina a duty of care, being the owner of a restaurant which serves food to the public for a fee. Hence, he has the duty and obligation to see to it that clients are served well because he is engaged in the food business, and attached to this is the quality of service to his clients. Based on the facts of the case, there is clearly a breach of duty on the part of Jaime, the moment he forget to inform the chef that Simon and his guest only requested for vegetarian dishes. It was due to the fact that there were several guests that same night that kept him pre-occupied that he totally forgot to inform the chef of Simon’s request. As a restaurant owner, he owed a duty of care to all the clients and guests who enter and dine in his restaurant. In the case at bar, the fact that Simon informed Jaime only to serve them vegetarian dishes is an indication that Simon has already foreseen the damage or harm that will be inflicted upon Davina in case a different food, and not vegetarian dishes will be served to her. This act done by Simon in order to protect Davina is also known as the ‘neighbor principle’. He took the necessary steps to exert reasonable amount of care to avoid acts or omissions which you can reasonably foresee would be likely to injure his guest, Davina. It is thereof without a doubt that a duty of care was expected of Jaime to Simon and Lavina There is also a proximity between the parties, as Jaime is the seller and Lavina and Simon are the buyers of his services. Under the law, is it fair, just and reasonable in all the circumstances to impose a duty of care in the case of Jamie. Here, Jamie is liable for the tort of negligence due to his failure to exercise reasonable care which caused a damage to Davina. His failure to inform the chef that only vegetarian dishes should be served is tantamount to negligence or omission on the part of Jamie. Therefore, he is liable to pay consequential damages to Davina because th ere is a strong connection between the cause of his failure to take reasonable care and that damages that Davina has suffered. Verily, there is a clear showing that Davina would not have been injured â€Å" but for† the Jamie’s act or omission. Hence, Davina entitled to an award of consequential damage because aside from the violent illnsess, she also suffered from consequential economic loss when she cancelled a photo shoot costs of the damage for a beauty campaign, which could have been an opportunity for her to receive economic gain. 2.) Jamie can raise the defense of contributory negligence on the part of Davina. This means that any award of damages may be reduced to the extent that the Davina, the claimant was to blame for the injury or loss inflicted to herslf. It is entirely Davina’s fault if she had too many glasses of champagne prior to her meeting with Simon and totally forgot to inform him about her allergic food reaction. This act shall hold her liab le for contributory negligence. The fault shall be shared by Jamie and Davina. There was also a mistake committed by Davina by coming to the restaurant in a sober mood, and totally disregarding to report to Simon about the allergic food reaction that she possesses. This act redounds to inaction, omission and oversight on the part of Divina. The Law Reform Act 1945(Contributory Negligence) provides for apportionment of blame between the

Designing lesson plan Essay Example for Free

Designing lesson plan Essay Introduction A. Background To achieve the Content Standard (Standar Isi) in the curriculum which covers the Competency Standard (Standar Kompetensi (SK)) and the Basic Competency (Kompetensi Dasar(KD)), students should go through the teaching and learning process. Educational Ministry Regulation number 41, the year of 2007 about the Process Standard states that every school teacher should make Lesson Plans (Rencana Pelaksanaan Pembelajaran(RPP)) to foster the teaching and learning process to be interactive, inspirative, joyful, challenging, motivating the students to participate actively, and giving enough opportunities to them to be innovative, creative and self reliance according to their talents, motivations, and physical as well as psychological development. Through out this module, the important elements of a lesson plan will be discussed. You are supposed to be able to implement your knowledge concerning language teaching and learning such as language competency, methodology and approaches to foreign language learning, media and learning resources, and language assessment in developing lesson plans. By completing of every parts presented in this module you will be able to design lesson plans which can fulfill the required process standard mentioned above. B. Objective Through the elaborations and the discussions of important factors and elements in lesson planning, you will be prepared to be able to carry out the teaching and learning process as requested by the new curriculum (KTSP) C. Indicators After completing this module you are supposed to be able to : 1. state the important elements of lesson planning. 2. determine the indicators of achieving the basic competencies 3. formulate the objectives of the teaching and learning 4. select relevant learning materials 5. plan the stages of teaching and learning activities 6. assess the students achievements DESIGNING LESSON PLAN A. The Concept of Lesson Plan Activity 1 Instructions : Think about these three questions Discuss them; how they relate to the lesson planning A lesson plan is a teachers detailed description of the course of instruction for an individual lesson. (Wikipedia, accessed on the 6th of September 2009). The government regulation No. 19, the year of 2005 states that the planning for instructional process covers the sylabus and the lesson plan containing the purpose, learning materials, methodology, the learning resources and the evaluation. Those are the components of a lesson plan. But by the discussion you have just done, we may conclude that those components could be summarized into three important aspects; the purpose of the instruction (question 1), the learning activity (question2), and the feedback or evaluation (question3). Based on the ministry regulation, number 41, year 2007, the process standard, it was explained that a Lesson plan is the elaboration of syllabus which illustrates the teaching and learning activities to achieve the goals of the basic competency. Every teacher who uses school curriculum, should design a plan completely and systematically to make the teaching and learning interactive, inspirative, joyful, challenging, and be able to motivate students to be active, creative, and self reliance, in line with their talent, motivation, their physical and psychological development. This statement is mostly about the teaching and learning activities. Every stage of the lesson should be planned to fulfill the above requirements and make certain that the instructional objectives could be achieved. B. The components of a Lesson Plan Activity 2 Instructions : Share your experiences with your friends for the lesson plans you have ever made. Which components do you think is the most difficult to write? A Lesson plan is designed to meet the basic competencies, which can be carried out in one meeting or more. Things that should be written in the lesson plan are as follows: 1. Identity of the subject matter which consists of; a. Title of the lesson b. Class/ Semester c. Program (especially for Senior High) d. Theme e. Time allotment 2. Competency Standard Competency Standard is the qualification of the students’ minimal ability, which illustrates the mastery of knowledge, attitude, and skill obtained through each class or semester for every subject. 3. Basic Competency Basic competency is a sum of students’ ability for certain subjects as the reference for determining the indicators for competency achievement in a subject. 4. Indicator for competency achievement The measurable or observable behavior, which shows the achievement of specific basic competency as the reference for the subject evaluation. The indicators for competency achievement are formulated with operational verbs that can be measured which cover the knowledge, attitude, and skills. 5. The Instructional goal Instructional goal illustrates the process and the learning outcome achieved by the students in accordance to the basic competency 6. Instructional material It includes the fact, concept, principle, and the relevant procedure, and written as suitable items in relation to the indicators for competency achievement. 7. Time allotment Time is allocated as much as needed to achieve the Basic competency and the learning load. 8. Methodology Methods are used by teachers to create the teaching and learning process to enable the students to achieve the basic competency or a set of specified indicators. The choice of methods should consider the students’ situation and condition as well as the characteristics of every indicators and the competency which will be achieved in every subjects. 9. Learning activities a) Pre- activity This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focuss the students’ attention as well, so that they can particà ­pate actively during the lesson. b) Whilst activity This is the main learning process and aimed at achieving the basic competency. This activity is conducted interactively, inspiratively, joyfully, chalenging, motivating the students to participate actively, and giving opportunities to the students to have innovation, creativity, and selfreliance in accordance to their talent, motivation, physical and psychological development. This activity is conducted systematically through exploration, elaboration, and conformation processes. c) Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback , and follow up activities. Stages of Learning Activity : 10. Evaluation The procedure and the instruments for assessment should be based on the indicators for competency achievement and refer to the evaluation standard 11. Learning Resource Selecting the learning resource should concider the competency standard and the basic competency, as well as the learning material, the teaching and learning activities and also the indicators for competency achievement. C. The Principles of Designing Lesson Plan Activity 3 Instructions : Take any English lesson plan you have had. Try to make a judgment for this (excellent, good, or poor) What criteria do you take for consideration? a. Individual differences Consider the individual differences concerning students’ level of mastery, interest, motivation, potential, emotion, learning style, special need, learning speed, socio cultural background, values, and living environment. b. Fostering students’ participation The lesson should be students-focus and fostering, crea ­tivity, initiative, inspiration, self reliance, and learning motivation. c. Developing students’ reading and writing habits Teaching and learning should develop students’ reading habits on various resources and their ability to express feelings and opinions in different forms of writing. d. Giving feedback and follow up A lesson plan should include activities which can give positive feedback, reinforcement, enrichment, and remedial. e. Link and Unity Lesson plan is designed considering the links and the unity among the competency standard, basic competency, learning material, instructional activities, and indicators for competency achievement, evaluation, and learning resources. Lesson plan should accommodate the thematic instructions, links with other subjects, across the learning aspects, and cultural diversity. f. Employing the information and communication technology Lesson plan is written to foster the use of information and communication technology, integrated, systematic, and effective depending on the situation and condition. D. The Stages of Developing a Lesson Plan A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. (Skowron, Janice.2006). In Indonesian schooling, the Curriculum of School Level (KTSP) has already been set up by the content standard (SK) and the graduation standard (SKL). Therefore students should be able to achieve what so called the minimum requirements which have been stated in those two documents. The students’ interest relates to the learning materials and depends on how the learning activity is conducted. Therefore you must employ various kinds of methods and approaches. The use of teaching aids and media may also be inspiring and increasing the students’ motivation. According to the process standard (Educational Ministry Regulation no.41, the year of 2007) a lesson plan is a unit plan which covers one basic competency and the time span may be more than one meeting. But the English curriculum and syllabus developed in the content standard are directed to follow the two cycles (oral and written), and the four stages (building  knowledge of the field, model of the text, joint construction, and independent construction). Therefore, English lesson plans should be integrated units which may cover more than one single basic competency; listening and speaking for the oral cycle, reading and writing for the written cycle. Integrating all the four basic skills will also be possible. Here are the stages of designing an English Lesson Plan : Mapping the Competency Standard and the Basic Competency Determining the indicators for basic competency achievement Setting up the Purpose Selecting the Learning Material Structuring the stages of instruction Preparing the assessment The flow of a lesson development : 1. Mapping the Competency Standard and the Basic Competency This stage is ideally done when designing the syllabus. The Competency Standard and the Basic Competency which can directly picked up from the documents are to be analyzed and put into units. English or language in general has special characteristics which might be different from other subjects. The competency based curriculum developed in the content standard is prepared to teach students the communicative competency which covers the actional competence, linguistic competence, socio cultural competence, and strategic competence. The competencies are interrelated to each other and the core of those four competencies is the discourse competence. (Kurikulum Berbasis Kompetensi, Bahasa Inggris, 2004) Diagram 5: Model Kompetensi Komunikatif (Celce-Murcia et al. 1995:10) In general, there four Competency Standards; Listening, Speaking, Reading, and Writing which are states in the documents of content standard (SI), attachment for English subject. Your task is to select the basic competencies which can be combined into unit plans considering the suggested aproach in designing the stages of instruction (four stages in two cycles). Here is examples of mapping the basic competencies : Class VII/ Semester 1 SK 1 dan 3. KD Listening 1.1 dan KD Speaking 3.1 3.2 Merespon makna , melakukan : Tindak tutur : Menyapa orang yang belum/sudah dikenal Memperkenalkan diri sendiri/orang lain Memerintah atau melarang Class IX/ Semester 1 SK 5 dan 6 KD Reading 5.3 dan KD Writing 6.2 Merespon makna dan langkah retorika dan Mengungkapkan makna dan langkah retorika: monolog descriptive dan recount 2. Determining the indicators for basic competency achievement. Indicators reflect measurable or observable behavior to show the achievement for the basic competency which will be used as the reference of the assessment. Indicators for achievement should be written by using operational verbs covering the knowledge, attitude, and skills. i.e. : knowledge : mentioning, interpreting, defining, completing, summarizing, explaining, developing, etc. attitude : participating, adjusting, helping, proposing, serving, inspiring, etc. skill : expressing, practicing, fixing, arranging, demonstrating, etc. 3. Setting up the Purpose Educational Ministry Regulation No. 41, about the Process Standard states that the Purpose of Instruction describes the process and the learning outcome expected to be achieved by the students referring to the basic competency. (Tujuan pembelajaran menggambarkan proses dan ha ­sil belajar yang diharapkan dicapai oleh peserta didik sesuai dengan kompetensi dasar). The two aspects you have to include in setting up the purpose are : a.The process It reflects the expected students activities during the lesson. The activities should student centered. The more students involved through out the lesson would be the better. Consider the students’ motivation, interest, challenge, and creativity. i.e. Listening : minimal pair, sound identificatifying, gap-filling, predicting, comprehending etc. Speaking : interactive communication activities, role playing, scenario, speech, debating, interviewing, dialogue, etc. Reading : scanning, skimming, reading intensively, predicting, classifying, etc. Writing : co-operative writing, drafting, analyzing, guided writing, programming, listing, revising, reviewing, giving comments, summarizing, etc. b.The learning outcome It refers to the achievement of the basic competencies covering the knowledge, attitude, and skills. i.e. : responding meaning to different kinds of text type. expressing meaning for different kinds of purposes pronouncing, reading aloud etc. 4. Selecting Learning Material The learning materials prepared for the lesson plan should be based on the students’ literacy level; performative, functional, or informative. The latest is meant for high school. In performative level, students are taught how to use English to accompany actions, participate in classroom and school interactions, and recognize simple written English. While in the functional level students are supposed to learn to use English to get things done, for  survival purposes (buying and selling, asking and giving permission, making and canceling appointments, read and write simple texts, read popular science, etc.) You have to remember that our English curriculum is text based. Therefore we have to select the material according to the suggested text type. For junior high school are descriptive, procedure, recount, narrative, and report. While news item, discussion, explanation, exposition, and review are for senior high school. There are various resources where we can get the learning materials. Any learning material will be applicable as long as they can meet the curriculum requirement of teaching the students for communicative purposes. They might be presented in all types of communication, transactional conversation, Interpersonal conversation, Informational texts (spoken and written) in the daily life context. For example : Transactional conversation : giving directions in various contexts (kitchen, street etc.) Interpersonal conversation : talking about how to do things casually for the sake of maintaining conversation 5. Structuring the stages of instruction The lesson is carried out through three phases; Pre-activity, Whilst-activity, and Post-activity. a. Pre- activity  This activity is done at the beginning of the lesson and meant for arousing the students’ motivation and to focus the students’ attention as well, so that they can participate actively during the lesson. b. Whilst activity This is the main learning process and aimed at achieving the basic competency. This is suggested to follow the two-cycle approach (oral and written) and the four stages of lesson development; Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). This approach is in line with the flow of a lesson mentioned in the process standard;  exploration, elaboration, and confirmation. Exploration = BKOF Elaboration = MOT Confirmation = JCOT, and ICOT c. Post activity This activity is done to end the lesson which can be in the form of summarizing, evaluation, reflection, feedback, and follow up activities. 5. Preparing the assessment Assessment is a method of evaluating student performance and attainment, Microsoft ® Encarta ® 2009. This stage focuses on ensuring that your students have arrived at their intended destination and has been formulated as the indicators for competency achievement. For this, you will need to gather some evidence that they have done. You usually can do by gathering students work and assessing this work using some kind of grading rubric that is based on the indicators. You could also give test to the students on various domains as well. Here are what we have to assess : Communication that happens in texts Students’ ability to create and respond to texts In listening, speaking, reading, and writing The texts that we may use : Spoken : Informational texts -Transactional and interpersonal dialogues Monologues in the target genres Written : Informational texts Essays in the target genres Test items should not measure the students’ knowledge on the rules of the language. Instead they should be focus on meanings. The meanings tested are : Ideational meaning (isi berita) Interpersonal meaning (tujuan text, tindak tutur) -Textual meaning (termasuk punctuation) Logical meaning (hubungan logis antar gagasan) 6. An Example of a Lesson Plan Engish Version : SMP/MTs: †¦. Subject : English language Class/Semester : VII (Seven) / 1 Text types : Transactional / Interpersonal Theme : Personal Life Skill : Listening Time allotment : 2 x 40 minutes Competency Standard : 1. To understand the meaning of transactional and interpersonal dialogues to interact with the closest environment. Basic Competencies : 1.1. To response the meaning in the transactional ( to get things done) and interpersonal dialogue which is used in the simple oral communication accurately, fluently, understandable to interact with the closest environment that involves: greeting people/ friends, self introduction, others, ordering and forbidding somebody. To ask and to forbid. Greeting strangers / familiar people Introducing selves and other people Ordering / forbidding Indicators for Achievement : The students are able to: a. response the expression of hello from the strangers b. response the expression of self introduction. c. response the expressions of other people’s introductions. d. response the comment expression. e. response forbid expression. f. response the expression of hello from the familiar people Purpose : Through modeling and interactive activities, students can conduct simple communication in the transactional and interpersonal dialogues. Learning Materials: Dialogues that uses the following expressions : 1. A : Good morning. How are you ? B : Good morning. Fine thank you. 2. A : Hello, I’m Nina. Nice to meet you B : Hello, I’m Renny. Nice to meet you, too 3. A : Don’t do that ! B : No, I won’t. Don’t worry 4. A : Stop it ! B : Ok Vocabularies related to text-type and theme, e.g : name, live, address, etc. Verbs : live, meet, do, stop, have To be : is, am, are Personal Pronouns : I, you, we, they, he, she, it Standard expression : Good morning Don’t worry Thanks Nice to meet you OK How are you ? a. Teaching method/ Strategy : Three-phase technique A. Pre- activities Question and answer about things related to students’ life Students answer the questions of personnal identity B. Whilst activities 1. To discuss new vocabulary of the texts 2. To listen some sentences of teachers models 3. To guess the meaning and function of sentences produced by teachers 4. To immitate some sentences of teachers’ pornounciation 5. To listen to the dialogue of introductions 6. To answer the question of the content of the dialogue. 7. To response to the expressions of greeting, introduction, command, and prohibition. 8. To act out the teacher’s commands. C. Post-activities 1. To ask the students’ difficulties in learning activities. 2. To summarize the learning materials. 3. To give students some tasks of using expressions in the real situation Learning Resources The relevant text book : ( title, author, publisher, year, page ) Script of dialogues or dialogue recording The relevant pictures Evaluation Technique: Responding to the expressions / questions orally and written . Forms : oral questions Test Items : Part I : Listen to the expressions and give your response orally Good morning. How are you? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hi, I’m Reno and you are? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Are you Anisa? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Hello, it’s nice to meet you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Who is that girl? †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Part II : Listen to the expressions and choose the best response, a, b, c or d. 1. A: Hello, how are you ? B : †¦ a. Fine, thanks b. I’m Renny c. Thank you d. Don’t worry 2. A: Is that your sister, Anna ? B : †¦ a. Yes, it is b. No, she’s not here c. I don’t know d. Very well, thanks. 3. A: Budi, this is my friend, Susan. B : Hi, Susan †¦ a. Fine, thanks. b. It’s Ok c. Nice to see you d. I’m alright 4. A: Open the door ! B : †¦ a. OK b. Fine b. Fine c. Good d. Really 5. A: Don’t be late to school. B : †¦ a. Yes, Sir b. No, Sir c. Ok, Sir d. Fine, Sir Scoring guide: 1. For part I, each correct item is scored 3 2. For part II, each correct item is scored 2 3. Total Score Part I : 5 x 3 = 15 Part II : 5 x 2 = 10 TOTAL : 25 4. Maximal score = 10 5. Students’ score = Rubrics for Part I: No. Uraian Skor I Content and grammar are correct The content is correct, grammar is wrong Content and grammar are not correct No answer 3 2 1 0 II For every correct answer For every wrong answer/ no answera 2 0 Approved by : School Principal English Teacher . RESOURCES FOR LESSON PLAN IDEAS ON THE INTERNET PBS TeacherSource A large collection of lesson plans, teacher guides, and online student activities correlated to 90 sets of state and national curriculum standards. http://www.pbs.org/teachersource/ Best of Education World ® 2002 http://www.education-world.com/best_of/2002/ Education World ® Lesson Planning Center http://www.education-world.com/a_lesson/ Education World ® National Standards http://www.education-world.com/standards/national/index.s

Human Nature and Moral Theory in Plato’s Republic Essay -- Plato Repub

Human Nature and Moral Theory in Plato’s Republic In Chapter 2 of Republic, Glaucon uses the Myth of the Lydian Shepherd to portray a pessimistic view of human nature. Plato, the author of Republic, uses his brother Glaucon to tell the Myth of the Lydian Shepherd. We are led to believe that Plato takes the myth and its implications on human nature very seriously by use of a personal character. The argument, originally given by Thrasymachus, contends that at the root of our human nature we all yearn for the most profit possible. It also contends that any man will act immorally if given free reign. The theory proves unplausible due to circularity in the argument and implications that prove untrue. Thrasymachus approaches Socrates, the main character of Republic and most of Plato's work, during a conversation on the topic of morality. The aggressive Thrasymachus interjects his own opinion; morality is "the advantage of the stronger." (Republic 338c) Upon clarification, Thrasymachus lays out his view of socially created moral relativism, as opposed to Socrates' moral objectivism. Thrasymachus illustrates his view by citing how different types of government create laws serving purposes specific to each government, "a democracy passing democratic laws, a dictatorship making dictatorial laws†¦ In doing so each government makes it clear that what is right and moral for its subjects is what is to its own advantage." (Republic 338e) Thrasymachus also argues that it is advantageous to live an immoral life rather than a moral one. He says, "morality and right are actually good for someone else†¦ and bad for the underling at the receiving end of the orders†¦ the opposit e is true for immorality: the wrongdoer lords it over those ... ...l men desire power and superiority. However this argument raises inconsistencies because Thrasymachus' Argument implies that every person in power attained that position motivated by the desire to commit large-scale immoral actions. The Collapse Argument shows that the implications of Thrasymachus' Argument lead to an inevitable social collapse. Since not all societies have collapsed, some other motivation must have impelled individuals to seek positions of power. In addition, Thrasymachus could not adequately support the second premise of his argument without a defense that leads both Premise 2 and conclusion C to circularity. Thus the argument presented by Thrasymachus and Glaucon is implausible, and the moral relativism that emerges from their line of reasoning is not proven. Work Cited Bloom, Allan. The Republic of Plato, New York: Basic Books, 1968.

Waiting for an Angel By Helon Habila

Helon Habila is a poet and a prose writer who grew up in Gombe, Nigeria. When he was a boy, it was the time when Gombe was recovering from a civil war. His father, who used to work at the Nigerian Ministry of Works, dreamed Habila to be an engineer. But he gave up that dream when he began giving Habila some romance literature and Arabic classics. Instead of concentrating on Nigeria, Habila spent most of his time traveling in different places. He also had read great books from famous Nigerian writers like Chinua Achebe and Ben Okri.While reading books, Habila also learned the mastery of story telling. In his primary school, his teacher noticed his talent and asked him to tell stories in other classes. After secondary school, Habila took a degree in engineering at Bauchi University of Technology in Nigeria. But after a year, he dropped out and shifted to College of Arts and Science. However, he still did not become satisfied and quit school permanently. Habila found his life going nowh ere when he got a copy of a novel by E. M. Forster, the Aspects of the Novel. This novel took him back to his passion for literature.He then spent his time in his room reading and writing. During the period he was starting his new life, his father and his brother died in an accident. This time, he entered again another university to study English and Literature. Finally, he succeeded. For two years, he became an assistant lecturer at Federal Polytechnic at Bauchi. During his stay there, he had written two literary pieces, a biography of a chief and a rough copy of a novel entitled â€Å"Prison Stories†. It was all about entwined stories of a young journalist during the regime of General Abacha.When the democracy was regained in Nigeria, Habila pursues his writing career. By the year 2000, he had already won two big awards: the MuSon Poetry Festival Prize for his â€Å"Another Age† and Liberty Bank Prize for â€Å"The Butterfly and the Artist†. Habila also won th e Commonwealth Writers Prize last 2003 for his novel Waiting for an Angel. His latest novel as of today is the Measuring Time (Bures). The Setting The setting of the novel â€Å"Waiting for an Angel† is in Nigeria during 1990s. During this era, the state was dominated and ruled by sadistic brutality.Also, violence on human rights is very prevalent in the country. Nigeria was barred from Commonwealth of Nations. Additionally, almost all countries have charges against Nigeria. This was the situation when the novel took place. The military or dictatorial government of General Sani Abacha eradicated the critical thinking of the countries’ gifted writers and scholars (Whipple). The Characters The main character of the story is Lomba. He is a journalist and an aggravated novelist who was in prison during the first part of the chapter. He writes poems secretly during his incarceration.His roommate, Bola, loses sanity after his family died. Bola also experienced brutality from the hands of the police officers. Mauftu is a superintendent in Lomba’s prison. When he found out the love poems written by Lomba, the jailer asked him to write verses for the girl he was courting, Janice. Janice is a teacher being pleaded by Lomba to save him. However, the teacher cannot save him even she knows Lomba’s troubles. James Fiki is the editor of â€Å"The Dial†, the publication where Lomba was working. Kela is a student and Lomba’s neighbor in Poverty Street.Kela learned the postcolonial history in Nigeria through his English teacher who is an activist and through his other encounters. Alice is Lomba’s first love. However, their love story did not have a happy ending because Alice obligatory married a rich man so that she can pay the hospital bills of her mother. Joshua Amusu was a teacher and an activist who asked Lomba to cover his demonstration against a fraudulent government. The Plot Helon Habila portrays the novel â€Å"Waiting for an Angel† taking place during the regime of General Sani Abacha, when turmoil and violence is on the rise.The story introduced Lomba as an idealistic student in Lagos who attempts to write novels in his apartment in Morgan Street while working for the newspaper, the Dial. Shortly, his roommate Bola was attacked and beaten by police officers during that time along with other journalists. Meanwhile, offices of Dial were also burnt. After the entire incidence, Lomba chooses to participate in prodemocracy protest. During the demonstration, he was seized and put into jail for three years. This novel was narrated in a flashback.It started with Lomba’s situation in jail and finished with highlight events going to his detention (Zaleski) References: Jeff Zaleski. â€Å"Waiting for an Angel. † Rev. of: title_of_work_reviewed_in_italics, clarifying_information. Publishers Weekly 9 Dec. 2002: 61. ABI/INFORM Global. ProQuest. ***INSERT Library name or system, City, State ***. 14 Aug. 2007 http://www. proquest. com/ Bures, Frank. Everything Follows: An Interview with Helon Habila. 14 August 2007 . Whipple, Mary. Waiting for an Angel. 01 June 2004. 14 August 2007 .

Integrated Circuit Design

Integrated circuit design, or IC design, is a subset of electrical engineering and computer engineering, encompassing the particular logic and circuit design techniques required to design integrated circuits, or ICs. ICs consist of miniaturized electronic components built into an electrical network on a monolithic semiconductor substrate by photolithography. IC design can be divided into the broad categories of digital and analog IC design. Digital IC design is to produce components such as microprocessors, FPGAs, memories (RAM, ROM, and flash) and digital ASICs. Digital design focuses on logical correctness, maximizing circuit density, and placing circuits so that clock and timing signals are routed efficiently. Analog IC design also has specializations in power IC design and RF IC design. Analog IC design is used in the design of op-amps, linear regulators, phase locked loops, oscillators and active filters. Analog design is more concerned with the physics of the semiconductor devices such as gain, matching, power dissipation, and resistance. Fidelity of analog signal amplification and filtering is usually critical and as a result, analog ICs use larger area active devices than digital designs and are usually less dense in circuitry. Modern ICs are enormously complicated. A large chip, as of 2009 has close to 1 billion transistors. The rules for what can and cannot be manufactured are also extremely complex. An IC process as of 2006 may well have more than 600 rules. Furthermore, since the manufacturing process itself is not completely predictable, designers must account for its statistical nature. The complexity of modern IC design, as well as market pressure to produce designs rapidly, has led to the extensive use of automated design tools in the IC design process. In short, the design of an IC using EDA software is the design, test, and verification of the instructions that the IC is to carry out FundamentalsIntegrated circuit design involves the creation of electronic components, such as transistors, resistors, capacitors and the metallic interconnect of these components onto a piece of semiconductor, typically silicon. A method to isolate the individual components formed in the substrate is necessary since the substrate silicon is conductive and often forms an active region of the individual components. The two common methods are p-n junction isolation and dielectric isolation. Attention must be given to power dissipation of transistors and interconnect resistances and current density of the interconnect, contacts and vias since ICs contain very tiny devices compared to discrete components, where such concerns are less of an issue. Electromigration in metallic interconnect and ESD damage to the tiny components are also of concern. Finally, the physical layout of certain circuit subblocks is typically critical, in order to achieve the desired speed of operation, to segregate noisy portions of an IC from quiet portions, to balance the effects of heat generation across the IC, or to facilitate the placement of connections to circuitry outside the IC. Design stepsA typical IC design cycle involves several steps: 1. Feasibility study and die size estimate 2. Functional verification 3. Circuit/RTL design 4. Circuit/RTL simulation Logic simulation 5. Floorplanning 6. Design review 7. Layout 8. Layout verification 9. Static timing analysis 10. Layout review 11. Design For Test and Automatic test pattern generation 12. Design for manufacturability (IC) 13. Mask data preparation 14. Wafer fabrication 15. Die test 16. Packaging 17. Post silicon validation 18. Device characterization 19. Tweak (if necessary) 20. Datasheet generation Portable Document Format 21. Ramp up 22. Production 23. Yield Analysis / Warranty Analysis Reliability (semiconductor) 24. Failure analysis on any returns 25. Plan for next generation chip using production information if possible Digital designRoughly speaking, digital IC design can be divided into three parts ESL design: This step creates the user functional specification. The user may use a variety of languages and tools to create this description. Examples include a C/C++ model, SystemC, SystemVerilog Transaction Level Models, Simulink and MATLAB. RTL design: This step converts the user specification (what the user wants the chip to do) into a register transfer level (RTL) description. The RTL describes the exact behavior of the digital circuits on the chip, as well as the interconnections to inputs and outputs. Physical design: This step takes the RTL, and a library of available logic gates, and creates a chip design. This involves figuring out which gates to use, defining places for them, and wiring them together. Note that the second step, RTL design, is responsible for the chip doing the right thing. The third step, physical design, does not affect the functionality at all (if done correctly) but determines how fast the chip operates and how much it costs. RTL designThis is the hardest part, and the domain of functional verification. The spec may have some terse description, such as encodes in the MP3 format or implements IEEE floating-point arithmetic. Each of these innocent looking statements expands to hundreds of pages of text, and thousands of lines of computer code. It is extremely difficult to verify that the RTL will do the right thing in all the possible cases that the user may throw at it. Many techniques are used, none of them perfect but all of them useful – extensive logic simulation, formal methods, hardware emulation, lint-like code checking, and so on. A tiny error here can make the whole chip useless, or worse. The famous Pentium FDIV bug caused the results of a division to be wrong by at most 61 parts per million, in cases that occurred very infrequently. No one even noticed it until the chip had been in production for months. Yet Intel was forced to offer to replace, for free, every chip sold until they could fix the bug, at a cost of $475 million (US). Physical design It has been suggested that this article or section be merged with Physical design (electronics). (Discuss) Here are the main steps of physical design. In practice there is not a straightforward progression – considerable iteration is required to ensure all objectives are met simultaneously. This is a difficult problem in its own right, called design closure. Floorplanning: The RTL of the chip is assigned to gross regions of the chip, input/output (I/O) pins are assigned and large objects (arrays, cores, etc. ) are placed. Logic synthesis: The RTL is mapped into a gate-level netlist in the target technology of the chip. Placement: The gates in the netlist are assigned to nonoverlapping locations on the die area. Logic/placement refinement: Iterative logical and placement transformations to close performance and power constraints. Clock insertion: Clock signal wiring is (commonly, clock trees) introduced into the design. Routing: The wires that connect the gates in the netlist are added. Postwiring optimization: Performance (timing closure), noise (signal integrity), and yield (Design for manufacturability) violations are removed. Design for manufacturability: The design is modified, where possible, to make it as easy and efficient as possible to produce. This is achieved by adding extra vias or adding dummy metal/diffusion/poly layers wherever possible while complying to the design rules set by the foundry. Final checking: Since errors are expensive, time consuming and hard to spot, extensive error checking is the rule, making sure the mapping to logic was done correctly, and checking that the manufacturing rules were followed faithfully. Tapeout and mask generation: the design data is turned into photomasks in mask data preparation. Process cornersProcess corners provide digital designers the ability to simulate the circuit while accounting for variations in the technology process. Analog designBefore the advent of the microprocessor and software based design tools, analog ICs were designed using hand calculations. These ICs were basic circuits, op-amps are one example, usually involving no more than ten transistors and few connections. An iterative trial-and-error process and â€Å"overengineering† of device size was often necessary to achieve a manufacturable IC. Reuse of proven designs allowed progressively more complicated ICs to be built upon prior knowledge. When inexpensive computer processing became available in the 1970s, computer programs were written to simulate circuit designs with greater accuracy than practical by hand calculation. The first circuit simulator for analog ICs was called SPICE (Simulation Program with Integrated Circuits Emphasis). Computerized circuit simulation tools enable greater IC design complexity than hand calculations can achieve, making the design of analog ASICs practical. The computerized circuit simulators also enable mistakes to be found early in the design cycle before a physical device is fabricated. Additionally, a computerized circuit simulator can implement more sophisticated device models and circuit analysis too tedious for hand calculations, permitting Monte Carlo analysis and process sensitivity analysis to be practical. The effects of parameters such as temperature variation, doping concentration variation and statistical process variations can be simulated easily to determine if an IC design is manufacturable. Overall, computerized circuit simulation enables a higher degree of confidence that the circuit will work as expected upon manufacture. Coping with variabilityA challenge most critical to analog IC design involves the variability of the individual devices built on the semiconductor chip. Unlike board-level circuit design which permits the designer to select devices that have each been tested and binned according to value, the device values on an IC can vary widely which are uncontrollable by the designer. For example, some IC resistors can vary  ±20% and ? of an integrated BJT can vary from 20 to 100. To add to the design challenge, device properties often vary between each processed semiconductor wafer. Device properties can even vary significantly across each individual IC due to doping gradients. The underlying cause of this variability is that many semiconductor devices are highly sensitive to uncontrollable random variances in the process. Slight changes to the amount of diffusion time, uneven doping levels, etc. can have large effects on device properties. Some design techniques used to reduce the effects of the device variation are: Using the ratios of resistors, which do match closely, rather than absolute resistor value. Using devices with matched geometrical shapes so they have matched variations. Making devices large so that statistical variations becomes an insignificant fraction of the overall device property. Segmenting large devices, such as resistors, into parts and interweaving them to cancel variations. Using common centroid device layout to cancel variations in devices which must match closely (such as the transistor differential pair of an op amp). VendorsThe four largest companies[citation needed] selling electronic design automation tools are Synopsys, Cadence, Mentor Graphics, and Magma.

20 Computer Terms You Should Know

20 Computer Terms You Should Know 20 Computer Terms You Should Know 20 Computer Terms You Should Know By Simon Kewin A great deal of jargon is used when talking about computers, and it’s surprising how often these terms are used incorrectly. Even published, successful novels sometimes do so. The following list provides an explanation of some of the more common computing terms you may come across or need to employ in your own writing. Internet, World Wide Web The Internet is the network of computers we’re all familiar with. It’s quite common for the terms â€Å"Internet† and â€Å"World Wide Web† to be used interchangeably, but these aren’t actually the same thing. The Internet is essentially the wiring that allows computers all over the world to communicate. The World Wide Web is a system that operates via this wiring. Web pages are transmitted via Internet connections but there is more to the Internet than just the web. Many other types of data travel across the Internet too, for example email. Web Browser A program you use to look at, and navigate between, pages on the World Wide Web. Examples include Internet Explorer and Firefox although there are many others. Again, people sometimes refer to web browsers as â€Å"the Internet†, whereas they really only provide the means to view pages on the web. Bandwidth, Broadband Bandwidth is an indication of how quickly data travels along a connection. The greater the bandwidth, the faster data will be sent and received. Broadband is a rather vague term that refers to bandwidth somewhere above that of an old dial-up modem, although there is no precise definition of the term. Broadband connections are generally â€Å"always on†, unlike modem connections. There are various technologies which provide â€Å"broadband† speeds – such as ADSL, cable, satellite etc. Modem The word modem was originally coined in the days when computers communicated by converting numbers into sounds that could then be transmitted over a regular telephone line. At each end you needed a â€Å"modulator† to generate the sounds to transmit and a â€Å"demodulator† to convert received sounds back into numbers. From â€Å"MOdulator/DEModulator† came the word modem. With modern digital communication, no conversion to and from audible sounds is required, but even so it’s common to hear people talking about â€Å"broadband modems† or â€Å"ADSL modems† when referring to devices providing broadband connectivity. Strictly speaking, such devices are not modems at all as they communicate digitally but the word has stuck; its meaning has shifted to refer to digital devices as well. Memory, Disk Space Another very common source of confusion. In computing, â€Å"memory† generally refers to the temporary storage used by a computer whilst it is switched on. A computer loads programs and data into its memory in order to carry out tasks. This is more accurately called RAM or â€Å"random-access memory†. Disk space (or â€Å"hard disk space†), on the other hand, is a more permanent store that holds files even when the computer is switched off. It’s from here that the computer loads things into its memory. Strictly speaking you don’t store things in the computer’s memory as that vanishes when you turn the machine off. Virus, Spyware, Trojan, Worm, Malware These terms are often confused, although they have distinct meanings. A virus is a piece of software that can copy itself and which attaches itself to some other program in order to survive and replicate. It may have some malicious intent or it may exist simply to reproduce. A worm is similar but it can exist independently; it doesn’t need to attach to a separate program. A Trojan – or Trojan Horse – is a piece of software that gains access to a computer by pretending to be benign or by hiding within some innocent-looking application. The name is obviously derived from the wooden horse employed by the Greek army during the Trojan Wars. Spyware is software that secretly monitors computer activity, attempting to gain private information without the computer user knowing. By and large, all of the above will have some malicious intent – to harm data, spy on computer activity and so forth. Malware is a general term for all such programs – it simply means any software, of whatever sort, written with a malicious intent. Viruses are generally malware but there is more to malware than just viruses. Bits, Bytes At a basic level, all computer data is just a series of 0s and 1s. Each of these is referred to as a â€Å"binary digit†, for which â€Å"bit† is just an abbreviation. A byte is (generally) a collection of eight bits, so called because of the pun with bit and bite. Similarly a collection of four bits – half a byte – is sometimes called a â€Å"nybble†. In order to refer to large numbers of bits and bytes, various prefixes are used, as in : 1 kilobyte = 1024 (or 1000) bytes 1 megabayte = 1024 (or 1000) kilobytes 1 gigabyte = 1024 (or 1000) megabytes 1 terabyte = 1024 (or 1000) gigabytes 1 petabyte = 1024 (or 1000) terabytes Reboot To switch a computer off and on again, allowing its operating system and programs to be reloaded. Note that this is not the same as placing a computer into standby/hibernate and then resuming. A reboot requires that all software is completely reloaded. The term derives from â€Å"bootstrap†, as in the phrase â€Å"to pull oneself up by one’s bootstraps†, because of the similarity to that seemingly impossible act (as a computer can’t run without first loading some software but must be running before any software can be loaded). Cookie A small text file sent to your computer by a web site you have visited. These can be very useful in that they can allow the web site to recognize who you are when you return. Cookies cannot store viruses or other threats, although they can be used to track your activity across different web sites in order to provide, for example, â€Å"targeted† advertisements. Firewall A firewall is a piece of computer software or hardware that restricts the data that is allowed to flow through. Firewalls block traffic that is undesirable in some way, the intention being to prevent infection by malware and so on without restricting the user from carrying out legitimate activity. Spam Unsolicited email messages sent out in bulk and generally commercial in nature. In fact the term is used more widely these days to refer to such messages in a variety of places, not just on email – for example comments on blogs. The origin of this sense of the word spam is unclear. CAPTCHA CAPTCHA checks are the strings of letters and numbers that have to be typed in on some web pages before something can be saved. They exist because, although humans find interpreting these strings relatively easy, computers do not. Setting up these checks therefore blocks an automated process – such as one generating spam – from using the page, whereas a human is still able to. The acronym CAPTCHA actually stands for â€Å"Completely Automated Public Turing test to tell Computers and Humans Apart† – a rather contrived way of arriving at an acronym that sounds like the word â€Å"capture†. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Arrive To vs. Arrive At50 Idioms About Meat and Dairy Products10 Types of Hyphenation Errors

15 Hilarious Pranks to Pull on College Friends

15 Hilarious Pranks to Pull on College Friends Oh Lord, there are so many hilarious pranks to pull on college friends. Listen, if you’re looking for prank ideas and don’t want to get sucked into hours of prank videos, this article is for you. Here are 15 that you can always count on, as long as they go off without a hitch and are executed safely. #1 Tape the Contents of Their Trash to Their Door Make a statement. You can find out a fair amount about a person by exposing their trash. Go into their room, especially if they’re super-messy and tape everything (within reason of course) that’s trash onto their door and let them know it’s time to clean up! #2 Fill Their Dorm Room with Popcorn This is a cheap and easy trick. Making it goes really quick and you can easily fill an entire dorm room with only about 8 or 9 bags which cost maybe $2 each. Transporting it is easy as well†¦.industrial-sized trash bags. The trick is that ideally you should be able to leave the room through the window so you can make the popcorn 5 feet tall (or more)! #3 Put a Dead Thing in Their Cereal No, not a real dead thing, but a realistic looking one. It’s not over-the-top but it works (especially on girls) you could either big a furry spider in there of substantial size, a small snake, or perhaps even a rate. #4 Change Their Computer Log-In Sounds This is truly legendary. If you can get their log in information, or get into the computer while they’re away change the log-in sound to something crazy. Anything from a full-on gun fight to a ground shaking explosion with screams of terror. Then, turn their sound system up super-loud (not so loud you blow speakers) so that the next time they expect to hear some pleasant sound suddenly they’re under siege and could potential crap themselves. #5 The Almighty Soda Bomb Mentos are pretty old. But, what you do is put a tiny hole through one, latch it onto a string and then drop it into a big bottle of soda and close the cap tightly. Simply put it back in the fridge and wait. The next person who opens that will be bombarded with fizz and syrup unlike anything they’ve ever experienced before. #6 Butter Tiles Again, cheap and easy but effective. If you have any tiles, butter them up and then wait because regardless of what kind cleats someone may be wearing they’re going to end up on their butt. Really good for roommates or college friends with hard wood floors. # 7 Completely Cover them in Flour While they Sleep Don’t pour it on so they wake up. No, instead grab like 10 bags of flour (that’s a pretty hefty clean up job remember) and slowly stealth fully cover your college buddy while they sleep. Flour is actually quite comfortable. #8 Early Alarm + Flattened Tires They’re the type of person that jet’s out of bed last minute, scrambles onto their bikes and heads off to class. Okay, so set the alarm an hour ahead of schedule (and any other clocks in the room along with it) and then flatten the tires so they think they’re going to be late. #9 Put a Fake Person In their Bed Get a realistic looking mannequin and sneak them into bed next to someone. Making the mannequin’s face scary is a bonus. They could wake up in the night screaming, or they could wake up in the morning to an unexpected stranger. Hilarious. #10 Opposite Side Switch This one doesn’t make a mess, it’s free and it’s funny. While they’re away at class sneak into their room and switch everything to the opposite side so it’s a perfect match. Then, when they bring it to your attention, seriously act as if they’re nuts and it’s been that way the whole time. If you can hold your composure it will play an epic mind prank on them. #11 Early Morning Shower Prank Simply sneak into the dorm shower while they’re getting ready for another day of collegiate labor and steal their towel and clothes so they will have no other option but to grab the shower curtain. However, this may not occur to them for some time. #12-   Shaving Cream Floor Cover the floor, completely, in fragrant shaving cream. Super cheap, and not as hard to clean up. #13 Wrapping Paper Room Grab some festive wrapping paper and thoroughly set about wrapping their entire room in it. Even if it takes 10 rolls, that’s probably only $20 to do a full single dorm room. #14 Pubic Hair + Superglue Seriously, if they have a problem cleaning up their pubes, then (with gloves on) grab a bunch of the stuff and super clue it to something that’s valuable enough to them that they’ll get the point. #15 Wake Up in Unexpected Places If they’re a heavy sleeper or utterly passed out, have them wake up in a strange place. This is so awesome when pulled off correctly. We had to boil it down to these because there are hundreds of pranks out there. But, with a little creativity you could come up with just about anything. Check out even more cruel but funny roommate pranks! How about it gang, what kinds of pranks have you played on college friends that they’ll never forget?