Approaches to Reading and Literary Texts in Teaching...

Table of contents Introduction 3 1. The concepts of literacy, reading comprehension and literary competence. 4 1.1. The importance of literacy, reading comprehension and literary competence. 4 1.2. The importance of literacy, reading comprehension, literary competence and literature in teaching English as a foreign language. 6 2. Past approaches until the second half of the 20th century. 7 2.1. Analysis of the past methods with reading and literature in view. 8 2.2. The shift in the attitude towards reading and literary texts in teaching English as a foreign language. 11 3. Modern approaches – introduction to Communicative Language Teaching. 12 3.1. CLT analysis in the context of reading,†¦show more content†¦Comprehension is a â€Å"construction process† because it involves all of the elements of the reading process working together as a text is read to create a representation of the text in the reader’s mind ( ¶1). Finally, literary competence is defined by Brumfit and Carter (1996) as follows: Literary education is seen by many as the inculcation in students of the kind of sensitivity to literature which allows discrimination of the ‘good’ from the ‘bad’. When we have achieved defined capacities of judgment, then we have acquired a literary competence†¦ (p. 16). 1.1. The importance of literacy, reading comprehension and literary competence. In the era of television, the Internet and computer games, the role of literature as a source of entertainment is rapidly declining. One has to admit that watching television or surfing the Internet is easier for a tired mind that to read a book or a magazine which requires some attention, imagination and preferably reflection. However, the decline has not solely been the result of the accessibility of the afore-mentioned media, it has been caused by the general lack of awareness about the importance of literacy, reading comprehension and subsequently lack of literary competence among ordinary people. The statistics are alarming. As CAF (Campaign for America’s Future) reports there are 774 million people illiterate in the world due to such factors as wars, poverty or discrimination. It isShow MoreRelatedTeaching English Through Poetry to Adolescents3302 Words   |  14 PagesINTRODUCTION Today, teaching English language assumes many different shapes. Teaching methods vary from teacher to teacher. However, we can find one common feature these methods do share. They all are tinged with communicative competence objectives. Using poetry in the classroom may undoubtedly add to a broad spectrum of classroom activities that communicative approach offers. Poetry being a part of literature offers tremendous potential for ESL/EFL linguistically, culturally and aestheticallyRead MoreGrammar-Translation Method, Audio-Lingual Method and Direct Method1724 Words   |  7 PagesThree of the earliest teaching methods were the Grammar-Translation Method, the Direct Method, and the Audio-lingual Method. Discuss these three methods. Also, explain their shortcomings which led to more current approaches in the teaching of grammar to L2 speakers. 1. i) Grammar Translation Method (GTM): Grammar-translation method is the extension of the Classical method which began in Germany (Prussia) in the late 18th century. It was then become popular in the early 19th century. It is oneRead More Classical Approaches to Teaching English as a Second Language1599 Words   |  7 PagesDuring the last hundred years, English has become the most important language in the world. In the contemporary age, learning any foreign tongue has become both fashionable and necessary. But is there a perfect method which can be applied to achieve the appropriate level of English? I have been learning English for more than 10 years, but have never realized that there are so many different techniques and approaches to teach English as a second language. While studying, I have noticed thatRead MoreImportance of English Language and Speaking Skills3837 Words   |  16 PagesImportance of English Language Speaking Skills Among Fourth Year Students Submitted To: Submitted By: Date Submitted: Approved: ___________________________________ Acceptance and Approval Approval and Endorsement Acknowledgement Table of Contents List of Tables List of Figures Abstract The overall agenda for the research reported here grew out of semi-structured interviews with senior secondary students here in Davao City, Philippines. These Students were asked a number of issues, includingRead MoreCriteria For An Effective Extensive Reading Program For English Learners2027 Words   |  9 PagesEffective Extensive Reading Program for English Learners Wesley Pulido California State University, San Bernardino Criteria for an Effective Extensive Reading Program for English Learners Introduction The term second-language acquisition (SLA) has multiple meanings. Generally, it describes learning a second language. It specifically names the theory of the manner in which second-language learners learn a second language. As Dà ­az-Rico (2013) has stated, second-language acquisition is â€Å"learningRead MoreAction Research for Esl Students5641 Words   |  23 PagesRunning Head: Issues Regarding English as a Second Action Research Proposal 1 Issues Regarding English as a Second Language Student in the Classroom Clifford J. Thomas Grand Canyon University UNV 530 July 18, 2012 Running Head: Issues Regarding English as a Second Action Research Proposal 2 Table of Contents Abstract†¦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‚¬ ¦Page Introduction†¦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‚¬ ¦ Page Problem StatementRead MoreThe Importance of Teaching Culture in the Foreign Language Classroom9379 Words   |  38 PagesThe Importance Of Teaching Culture In The Foreign Language Classroom Radical Pedagogy (2001) ISSN: 1524-6345 The Importance Of Teaching Culture In The Foreign Language Classroom Language And Culture: What IS Culture And Why Should IT BE Taught? In this section, we will briefly examine the relationship between language and culture and see why the teaching of culture should constitute an integral part of the English language curriculum. To begin with, language is a social institution, both shapingRead MoreLiterature and Language10588 Words   |  43 PagesChapter 9 Language and Literature There is a very close relationship between language and literature. The part of linguistics that studies the language of literature is termed LITERARY STYLISTICS. It focuses on the study of linguistic features related to literary style. 9.1 Theoretical background Our pursuit of style, the most elusive and fascinating phenomenon, has been enhanced by the constant studies of generations of scholars, â€Å"Style†, the phenomenon, has been recognized sinceRead MoreUsing visual aids in teaching English8287 Words   |  34 Pages COURSE PAPER USING VISUAL AIDS IN TEACHING ENGLISH CONTENTS Introduction ..............................................................................................................3 Chapter I. Theoretical aspect of using visual material in teaching English ...........5 1.1. The importance of using visual aids in teaching English ..................................5 1.2. Learning styles in language teaching ......................................Read MoreThe Manipulation School: Andrà © Lefevere5213 Words   |  21 Pagestranslators decisions. It is true that they are mentioned by the translation scholars working within polysystem, and Tourys preliminary norms refer to translation policies carried out by different institutions favouring the selection of particular literary works for translation on ideological grounds. Yet, it was rightly felt, even in the early days of Translation Studies, that ideological manipulation through translations could well become a fundamental area of investigation of its own, providing

Statutory Rape Essay example - 1092 Words

Statutory Rape Laws The term â€Å"statutory rape† is used when the government considers people under a certain age to be unable to give consent to sex and therefore consider sexual contact with them to be a rape. The age at which individuals are considered to give consent is called the age of consent. The age of consent can ranging from thirteen to twenty-one, depending on the limits set by each state in accordance with local standards of morality. Even sex that violates the age-of-consent laws but is neither violent nor physically forced is described as statutory rape. In most jurisdictions, the expressions â€Å"under-age sex† or â€Å"sex with a minor† are more commonly used. After many years of prosecuting statutory rape laws, some people are†¦show more content†¦Therefore, the government should create a clear differentiation between the two types of statutory rapes and then a set of clear guidelines should be constructed. The first form of statutory rape occurs when a person violently rapes an unwilling child under the age of consent, whether that person is a stranger or family member (incest). This form is defined and in some cases more serious, deserving harsher punishment than the other. The second kind of statutory rape is when a person of legally age is accused of rape, by reason of committing sexual activities with their significantly younger partner. Under this circumstance, â€Å"sex with a minor†, is when things are no longer only black and white. Violent rape is rape; no matter how old the victim; on the other hand â€Å"under age sex† gets tricky. I suppose what is problematic about the second situation is that different states have different ages of consent. For instance, in California an eighteen-year-old boy could technically be put in jail for having sex with his seventeen-year-old girlfriend, because the age of consent in California is eighteen. However, this situation would be fine if the two â€Å"love birds† lived in Hawaii, where the age of consent is fourteen. Is it fair that depending on the state we reside in, determines who we date? Also, is it right that an eighteen-year-old is wrong for having a sexual relationship with a girl who is only one year younger thanShow MoreRelatedStatutory Rape And The Age Of Consent1734 Words   |  7 PagesAccording to the California Law, statutory rape is having sexual relations with a â€Å"child† or â€Å"minor† anyone who is below the age of consent. Committing this crime can result in imprisonment and cause the defendant to be charged with a felony even i f they weren t previously aware of the age of the victim at the time in which the act was done. When a statutory rape case is being evaluated, the victim must be under the age of 18 or under the age of consent and the one presenting the case must haveRead MoreStatutory Rape : A Legal Matter2047 Words   |  9 PagesStatutory rape is a legal matter in which an individual has sexual intercourse with a minor. Although the statutory rape law is to protect any individual from being sexually abused by an older individual sexual assault is mainly geared towards protecting women. Even though having sex with a minor is illegal it is possible in some states to have sex with a minor with valid consent. If an individual is caught having sexual intercourse with a minor the penalties may result in serving time in a stateRead MoreThe Problems with Statutory Rape Essay examples1006 Words   |  5 Pagesthe laws surrounding statutory rape. Although the laws are in place to help people, many peop le see them as unfair and they believe that there are changes that could be made to help improve these laws. A major problem with statutory rape laws is that each state has a different law. To help improve statutory rape laws, all states should work together to have a set of country-wide laws, so that the states all have the same laws. With a few minor improvements, the statutory rape laws would be problemRead MoreWhy Are Statutory Rape Laws in NC More Favorable for the Girl Rather Than the Guy?1426 Words   |  6 PagesHave you ever wondered what Statutory Rape really is? It is sexual intercourse with a minor. In humbler terms it is when a male adult 18 years or older has sexual intercourse with a female who is 17 years old or younger without consent. The issue that I have seen arise a great deal of the time is that the laws in most states are sexually biased when it comes to an adult male and an underage female. In this essay I want to specifically focus on the State of North Carolina, being that I live in thisRead MoreHow Old Is 15?1656 Words   |  7 Pagesdate someone older, much older, how would you feel? Most parents would feel disapproval of their child s actions. Me myself, I m not against the situation; some may say it’s because I m young. The correct term for this situation is called statutory rape; others who are against it sometimes call it child pornography. Governments do their part to end global threats to children because the abuse of a child anywhere is an offense to people everywhere. Also, there are many exciting, effective newRead MoreYoung Girls in Puberty Are Not Women Essay1213 Words   |  5 Pageslaw, having sex, assault or anything of nature, with an underage person (minor) is, consider statutory rape. Even if the sex may not be forced or compelled, it is legally looked at as a nonconsensual under the statutory rape law code. Different states address sex with minors differently, based on the current statutory rape law, some states are working diligently to enhance the way the carryout statutory rape laws to offenders’ while some are lacking extremely on the issue, which are leading to someRead MoreThe Legal Ages Of Consent By States Legislations1639 Words   |  7 Pagesages of consent by states legislations, there is an issue concerning the basis of equality established in every case involving statutory rape laws across the United States. Since the welfare reformation of 1996, teen pregnancy was targeted as a large contribution to the issue of having many welfare recipients. Officials agreed upon the enforcement of stricter statutory rape laws with the intent to potentially frighten older men from having relations with younger women. However, establishing the lawsRead MoreThe Age Of Consent1647 Words   |  7 Pagesa guideline constructed stating this. Introduction The law states that statutory rape is having sexual intercourse unlawfully with a child of below sixteen years of age, and it is punishable by imprisonment in a state prison or serving a term in a correction facility. The law further provides that it does not require the defendant to be aware of the age of the victim at that time to amount to statutory rape. For a statutory case to be considered, all that is required is proof that sexual intercourseRead MoreRape Is Rape And The Punish Should Be The Same1366 Words   |  6 PagesRape is the definition of nonconsensual sexual intercorse which may involve female-on-male, male-on-male, male-on-female, female-on-female, sexual assault or the attempt of. If any form of rape falls under that definition than no, different types of rape should not receive different legal sanctions. Rape is rape and the punish should be the same. However, this definition excludes statutory rape, which refers to the sexual relation with a minor. The law states that minors are incapable of giving consentRead MoreThe Rape Laws Against Sex1487 Words   |  6 Pages Finally, during the 13th century the criminal definition of rape changed, yet again due to society changing. This new law stated that â€Å"the rape of matrons, nuns, widows, concubines, and prostitutes, as well as the statutory rape of children† (Richards Marcum, 2015, p. 16) was now considered a criminal act. Taking a look at the United States, the rape law here consisted of five elements that must be met before it was considered rape in a court of law. â€Å"The act had to be criminal, involve carnal

Troy (the movie) v. the Iliad free essay sample

Troy and the Iliad are very similar in the story line and the all-around theme but there are huge fundamental changes the director made to the story to increase the likeability of the movie. Troy includes some of the significant events from the Iliad but there are extremely important events of the book that he did not include and some events that are important to the movie that never actually happened in the book. The three most important fundamental changes of the movie were the change in where the story had actually began and ended, the nonexistence of the gods throughout the whole movie and the change from Achilles’ decision for Patroclus to fight to Patroclus’ decision to go. In the movie Troy the director makes the decision to start the movie at the start of the war, giving the viewers some background information as to why the war had actually began rather than starting nine years into the war like in the Iliad, â€Å"Rage—Goddess, sing the rage of Peleus’ son Achilles, murderous, doomed, that cost the Achaeans countless losses, hurling down to the House of Death so many sturdy souls, great fighters’ sols, but made their bodies carrion, feast for the dogs and birds, and the will of Zeus was moving toward is end. Begin, Muse, when the two first broke and clashes, Agamemnon lord of men and brilliant Achilles. † [1. 1-8] He also ended the book at the end of the Trojan war, far beyond the end of the epic poem â€Å"And so the Trojans buried Hector breaker of the horses. † [24. 944] most likely to show people what had actually happened. Starting and ending the movie in different spots would help give the viewer a more complete event than what the poem had portrayed. Starting the movie with background information on why the war began gives people more information to help them understand the events of the war. Ending the movie after the war, like starting the movie before, gives the viewers a sense of completeness, you find out what happens to most of the main characters and you see how the war ended rather than just cutting off at Hector’s burial like in the poem and having to figure out the ending for yourself. Like starting the movie in the beginning rather than the middle of the story, the movie was also missing another huge trait of an epic poem; it had no involvement of supernatural beings. The movie completely took out all god/goddess involvement changing the events of  the epic dramatically. Not having the god participation throughout the movie was probably a decision they made because of the extreme supernatural events that the gods were involved in would make the movie seem very edited and faked. Aphrodite scooping up Paris during his fight with Menelaus, Apollo pushing Patroclus down the walls, the river fighting with Achilles, â€Å"Achilles the famous spearman, leapi ng down from the bluff plunged in the river’s heart and the river charged against him, churning, surging, all his rapids rising in white fury. † [21.265-267] Without the participation of the gods the whole theme of fate vanished, nothing was left to the gods, in the movie they talked about Apollo and him sending signs to the Trojans but there was never actual physical participation from any of them. Wolfgang Peterson most likely did not want to add the gods into the movie to keep the movie more realistic for the viewer making everything seem more believable to people in today’s generation who do not have as much faith in miracles and gods as they did when this poem was being passed down. Unlike the first two dramatic fundamental changes the third does not have anything to do with the traits of an epic poem changing to fit the movie’s standards, but the story line of the movie. In the poem Achilles grants Patroclus permission to go and fight and raise the morals or the Achaeans and even gives him his armor, â€Å"Even so, Patroclus, fight disaster off the ships, fling yourself at the Trojans full force—before they gut our hulls with leaping fire and tear away the beloved day of our return† [16.  92-95]. In the movie Patroclus does talk to Achilles about fighting but he says no and Patroclus defies him and goes to fight anyway. The movie was probably changed to strike more at people emotions, Achilles anger, and sadness for the loss of his cousin and how he must feel that he did not even get the chance to say good-bye because he did not know he was going compared to in the book he had the chance to say a final good-bye if he chose to. It also helps to explain Achilles rage because of Patroclus’ death, in the movie him not giving him permission to go out and fight would give him more of a reason to be upset that he was killed by Hector because Patroclus defied him and went against his ruling, as to the book he gives Patroclus full permission to go out and fight even though he told him to come back he gave him permission knowing there was a possibility he could die during a battle to raise the moral of the Achaean army. The director of Troy most likely made the changes that he did because an American audience now is more likely to watch something that does tell a complete story so changing where the story begins and ends to fit the full story and the wants of your viewers is important, people also find an interesting story that plays at some emotion and is explained is important. Without emotion and explanation some of the biggest movies would never have become successful. Also making sure the effects of the movie are good is a sure way to increase the views, we have all seen movies that have awful effects and we never feel the need to see them again so to make a movie successful having good effects will help increase the movie’s ratings. The director probably made most if not all of the changes he did to fit the likes of the American audience and what we had seemed to gravitate towards in a movie at the time it was made.

Willy Loman Eulogy free essay sample

Hey Pops. I wish we could’ve had one more night out on the town, whistling at cute girls as they walked by. I’m getting married you know; I was going to settle down and fix everything while you were still here. We had so many great memories in that house from when Biff and I were younger, especially when you had that red Chevy. That day when Biff was scoring a touchdown in your honor and we all piled up in the Chevy was one of my favorite memories. A time when things were simpler and we looked to you as a hero. You’ve always been a hero for all of the dedicated sales trips you made to support the family and pay for the house. At some point after high school, Biff had always seen you in a different way. He felt that he had to separate himself from us. We will write a custom essay sample on Willy Loman Eulogy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He could never take orders as well after that summer that he visited you in Boston, but we can’t possibly imply that was caused by you. I wish you and Biff didn’t have such different perspectives on work and the success you wanted him to live up to. He had contradicting dreams he wished to fulfill which you could never accept him for. Biff had always seen me as being the more successful son similar to how you had seen Ben as more accomplished. Maybe this was the reason you had always been tough on him to make something of himself. Ben’s success was mostly based on luck, and you shouldn’t have continued to regret not going with him to Alaska. You had your own way of working and you did an amazing job raising and caring for us. Even Ma was proud of all of your accomplishments, but you didn’t feel that you had done all that much with your life. The secret to being happy is maintaining low expectations, and you had kept yours too high to keep yourself satisfied with what you had. We were too stubborn to realize that you were a victim of your profession. Driving back from a sales trip in solitude without having made any sales must have eaten away at your conscious. As Charley had stated, â€Å"He’s a man way out there in the blue . . . A salesman is got to dream, boy. † If only we had taken notice of the hardships you went through as a salesman. You had always been dedicated to the Wagner firm and for them to lay you off after years was completely unjust. I just wish that people had seen how wonderful you were; how humorous and enthusiastic you had also been with us. Regardless of the fact that most believed you were better at carpentry than selling, I believe that being a salesman is not a dead-end job, and I will continue in your path so that I can validate your death and fulfill your dreams. You can finally rest at ease Pops. Happy Loman

The Panama Canal Essays - Macro-engineering, Panama Canal

The Panama Canal American Foreign Policy November 30, 1994 In 1825, a group of American businesspeople announced the formation of a canal building company, with interests in constructing a canal system across the Isthmus. This project was to take place in an area now called Panama. The endeavor was filled with controversy. Though the canal itself was not built until the early 1900's every step toward the building and ownership, was saturated with difficulty. Walter LaFeber illustrates the dilemmas in a historical analysis. In his work he states five questions that address the significance of the Panama Canal to United States. This paper will discuss the historical perspective of the book's author, address pertinent three questions and give a critique of LaFeber's work, The Panama Canal. For proper historical analysis one must understand the importance of the Canal. The Panama Canal and the Canal Zone (the immediate area surrounding the Canal) are important areas used for trade. Even before the canal was built there were to large ports on both sides of the Isthmus. Large amounts of cargo passed through the Isthmus by a railroad that connected the two ports. The most important cargo was the gold mined in California before the transcontinental railroad was completed in the United States. It has strategic significance because of its location, acting as a gateway connecting the Pacific and Atlantic oceans. This allows for rapid naval deployment between fleets in either ocean. These two facets make the Panama Canal very important in the region. LaFeber notes that Panamanian nationalism played a large role in the creation of the canal and, consequently, the cause for the area's constant instability. The first expression occurred in the late 1800's with Panamanian struggle for independence from Columbia. The United States eager to build the canal, and control its operation, used and backed Panamanian nationalist. During the Roosevelt administration, not only did the United States manipulate factors isolating Panama from other world powers through the Monroe Doctrine; but it committed troops aiding the revolutionaries against another sovereign state. The reason this is a surprise is because the Roosevelt administration normally held a position favoring stability. The United States had no legal right to use force against Columbia. Nationalism came back to haunt the United States. With the treaty signed and a 99-year lease given to the United States, the Canal was built. Since then, the United States has varied on its stance of ownership and the principles of sovereignty concerning the Canal. The ever persistent debate of who owns the Canal and who should have sovereign control over it, has not been solved. The United States has occasionally attempted to "claim" the Canal zone through various methods such as military occupation, exclusion of Panamanians for important jobs in Canal operations and even through the customary aspect of international law. However, each time the Panamanians have managed to maintain claim to the Canal despite the United State's imperialistic posturing to get it. The most recent and notorious of the United States' attempts to annex the Canal Zone was during the Reagan administration. President Reagan said that the Canal Zone could be equated as a sovereign territory equal to that of Alaska. The question here is, was he correct? LaFeber points out that, "the United States does not own the Zone or enjoy all sovereign rights in it." He uses the treaty of 1936 in Article III that states, "The Canal Zone is the territory of the Republic of Panama under the jurisdiction of the United States." The entire topic was summed up neatly by Ellsworth Bunker, a negotiator in the region, when he said, "We bought Louisiana; we bought Alaska. In Panama we bought not territory, but rights." A second important question, is the Canal a vital interest to the United States? LaFeber gives three points suggesting that it is not. First, the importance of the Canal decreased after 1974, because of the end of the Vietnam War and all related military traffic ceased. Second, is the age of the antique machinery dating back to 1914. Inevitably the machinery will need to be replaced. Lastly, the size of the new tankers and cargo ships. The capacity of the canal is too

How to Prepare a Sample Tort Essay Question to Help You With Your Lawsuit

How to Prepare a Sample Tort Essay Question to Help You With Your LawsuitA sample tort essay question focuses on the issue of vicarious liability. By definition, vicarious liability means that a person can be held liable for the actions of another person even if the person did not engage in the conduct that is the basis of the claim.There are two basic premises in any wrongful act lawsuit. First, a person is liable for the conduct of another person. Second, the other person can hold you liable for a claim for which you are not responsible.For instance, in a medical malpractice case, the plaintiff may allege that the defendant doctor failed to provide adequate care or, alternatively, he failed to diagnose the underlying illness. If the plaintiff's physician was negligent, then the doctor may be held liable for the patient's injuries. If the defendant doctor fails to diagnose the illness, then the doctor has committed a wrongful act under tort law. The doctor cannot avoid being held li able by hiding behind the excuse that he was not trained to diagnose the condition.Another example is in personal injury cases. The plaintiff claims that the defendant's company is negligent for an injury to a pedestrian. If the plaintiff's attorney is able to establish that the defendant was negligent, the lawyer can file a lawsuit claiming damages. If the defendant can prove that the plaintiff is legally liable, then the defendant may have a defense that may keep him from being held liable.A person who thinks he or she will have trouble with this type of tort law should prepare a sample tort essay question to guide the attorney and to begin a dialogue. This question should take a broad view of tort law. It should give examples of specific types of lawsuits involving negligent behavior. It should also include an explanation of the different types of actions a person can sue for.Most commonly, a person will choose to sue a company that has caused him or her harm and seek damages whe n the company asserts that it was not negligent. The people who operate snowplows, for example, may be sued for injuries sustained by someone who is hurt while walking or playing in a snowstorm.In contrast, a company that operates a business and does not afford the employees any type of protection from accidents may be considered negligent. If the plaintiff proves that the employee was injured as a result of the employer's negligence, the plaintiff may be entitled to compensation. An example of a negligence lawsuit would be a company that provides employees with a cell phone that doesn't provide proper coverage of service in a particular area.Finally, the plaintiff may sue the employer for emotional distress if the employer is found to have been negligent in providing the proper training or supervision to the employees. For example, if an employee was injured while trying to protect another employee, the injured employee may have a claim for emotional distress.

Franz von Hipper in World War I

Franz von Hipper in World War I Franz von Hipper - Early Life Career: Born in Weilheim in Oberbayern, Bavaria on September 13, 1863, Franz Hipper was the son of shopkeeper Anton Hipper and his wife Anna. Losing his father at age three, Hipper commenced his education in 1868 at school in Munich before moving to a gymnasium five years later. Completing his education in 1879, he entered the military as a volunteer officer. Later in the year, Hipper elected to pursue a career in the Kaiserliche Marine and traveled to Kiel. Passing the required exams, he began his training. Made a probationary sea cadet on April 12, 1881, Hipper spent the summer on the frigate SMS Niobe. Returning to the Naval Cadet School in September, he graduated in March 1882. After attending gunnery school, Hipper commenced training at sea with time aboard the training ship SMS Friedrich Carl and a world cruise aboard SMS Leipzig. Franz von Hipper - Young Officer: Returning to Kiel in October 1884, Hipper spent the winter attending the Naval Officer School before being appointed to oversee the training of recruits in the First Naval Battalion. The following fall, he passed through the Executive Officer School. After spending a year with a coastal artillery unit, Hipper received an appointment at sea as an officer aboard Friedrich Carl. Over the next three years, he moved through several ships including the armored frigate SMS Friedrich der Grosse. Hipper returned to the ship in October 1891 after completing the Torpedo Officer Course aboard SMS Blà ¼cher. After additional assignments afloat and ashore, he became senior watch officer aboard the new battleship SMS Wà ¶rth in 1894. Serving under Prince Heinrich, Hipper was promoted to senior lieutenant and awarded the Bavarian National Defense Service Medal the following year. In September 1895, he took command of the Second Torpedo-boat Reserve Division. Franz von Hipper - Rising Star: Ordered to SMS Kurfà ¼rst Friedrich Wilhelm in October 1898, Hipper remained on board for nearly a year before landing a choice assignment aboard the royal yacht SMY Hohenzollern. In this role, he attended Queen Victorias funeral in 1901 and received a number of ceremonial decorations. Promoted to lieutenant commander on June 16, 1901, Hipper assumed command of the Second Torpedo Unit the following year and flew his flag from the new cruiser SMS Niobe. Made a commander on April 5, 1905, he attended the Cruiser and Battleship Gunnery Schools in early 1906. Briefly taking command of the cruiser SMS Leipzig in April, Hipper then shifted to the new cruiser SMS Friedrich Carl in September. Turning his vessel into a crack ship, Friedrich Carl won the Kaisers Prize for best shooting in the fleet in 1907. Promoted to captain on April 6, 1907, Hipper was dubbed an Imperial Captain by Kaiser Wilhelm II. In March 1908, he assumed command of the new cruiser SMS Gneisenau and oversaw its shakedown cruise and training of the crew prior to its departure to join the German East Asia Squadron in China. Leaving the ship later in the year, Hipper returned to Kiel and spent three years overseeing the training of torpedo boat crews. Returning to sea in October 1911, he became captain of the cruiser SMS Yorck four months before being appointed chief of staff to Rear Admiral Gustav von Bachmann, the Deputy Flag Officer, Reconnaissance Forces. On January 27, 1912, following von Bachmanns promotion to command of the High Seas Fleets scouting forces, Hipper was promoted to rear admiral and made deputy commander. Franz von Hipper - World War I Begins: When Bachmann departed for the Baltic in 1913, Hipper assumed command of I Scouting Group on October 1. Containing the High Sea Fleets battlecruisers, this force possessed a mix of power and speed. Hipper was in this post when World War I began in August 1914. On the 28th of that month, he sortied with part of his force to support German vessels during the Battle of Heligoland Bight but arrived too late to take part in the action. In early November, Hipper was directed by High Seas Fleet commander Admiral Friedrich von Ingenohl to take three battlecruisers, a cruiser, and four light cruisers to bombard Great Yarmouth. Attacking on November 3, he shelled the port before withdrawing back to the German base in the Jade Estuary. Franz von Hipper - Battling the Royal Navy: Due to the success of the operation, a second attack was planned for early December with the bulk of the High Seas Fleet sailing in support. Striking Scarborough, Hartlepool, and Whitby on December 16, Hippers squadron, which had been augmented by the new battlecruiser Derfflinger, bombarded the three towns and inflicted numerous civilian casualties earning the admiral the sobriquet baby killer. Having broken the German naval codes, the Royal Navy dispatched Vice Admiral Sir David Beatty with four battlecruisers and six battleships to intercept Hipper on his return voyage to Germany. Though Beattys ships arrived in position to trap the enemy, signaling errors prevented the plan from being executed and Hipper was able to escape. In January 1915, Ingenohl directed Hipper to take his force to clear British vessels from the area around Dogger Bank. Alerted to German intentions by signals intelligence, Beatty again attempted to destroy Hippers ships. In the Battle of Dogger Bank on January 24, the two sides engaged in a running battle as the German commander attempted to escape back to base. In the fighting, Hipper saw Blà ¼cher sunk and his flagship, SMS Seydlitz severely damaged. Blame for the defeat fell to Ingenohl rather than Hipper and he was replaced by Admiral Hugo von Pohl the following month. Falling ill, Pohl in turn was replaced by Vice Admiral Reinhard Scheer in January 1916. Two months later, Hipper, suffering from exhaustion, requested sick leave. This was granted and he remained away from his command until May 12. Franz von Hipper - Battle of Jutland: At the end of the month, Scheer sortied with bulk of the High Seas Fleet in the hope of luring out and destroying part of the British Grand Fleet. Aware of Scheers intentions via radio intercepts, Admiral Sir John Jellicoe sailed south from Scapa Flow with the Grand Fleet while Beattys battlecruisers, augmented by four battleships, steamed in advance. On May 31, Hipper and Beattys forces met in the opening phases of the Battle of Jutland. Turning southeast to lure British battlecruiser towards the guns of the High Seas Fleet, Hipper engaged in a running battle. In the fighting, his command sank the battlecruisers HMS Indefatigable and HMS Queen Mary. Spotting the danger posed by Scheers approaching battleships, Beatty reversed course. In the fighting, the British inflicted severe damage on Hippers ships but failed to score any kills. As the battle continued, the German battlecruisers sank HMS Invincible. As the main fleets engaged, critical damage to his flagship, SMS Là ¼tzow, forced Hipper to transfer his flag to the battlecruiser Moltke. Attempting to maintain his forces station for the remainder of the battle, Hipper saw his badly damaged battlecruisers compelled to limp back to Germany after Scheer was able to evade the enemy during the night. For his performance at Jutland he was awarded the Pour le Mà ©rite on June 5. With his squadron crippled, Hipper received command of large detachment of the High Seas Fleet following the battle. Over the next two years, the High Seas Fleet remained largely inactive as it lacked the numbers to challenge the British. When Scheer ascended to become Chief of the Naval Staff on August 12, 1918, Hipper took command of the fleet. Franz von Hipper - Later Career: With German forces on the Western Front reeling, Scheer and Hipper planned a final effort for the High Seas Fleet in October 1918. After mounting attacks on the Thames Estuary and Flanders, the fleet would engage the Grand Fleet. As ships were concentrating at Wilhelmshaven hundreds of sailors began to desert. This was followed by several mutinies beginning on October 29. With the fleet in open revolt, Scheer and Hipper had no choice but to cancel the operation. Going ashore on November 9, he watched as the fleet departed for internment at Scapa Flow later that month. With the end of the war, Hipper asked to be placed on the inactive list on December 2 before retiring eleven days later. After evading German revolutionaries in 1919, Hipper retired to a quiet life in Altona, Germany. Unlike many of his contemporaries, he elected not to write a memoir of the war and later died on May 25, 1932. Cremated, Hippers remains were buried in Weilheim in Oberbayern. The Nazi-era Kriegsmarine later named a cruiser Admiral Hipper in his honor. Selected Sources First World War I: Franz von HipperFranz Ritter von Hipper History Today: Franz von Hipper