Employment at Will and Due Process Assignment Example | Topics and Well Written Essays - 1500 words

Employment at Will and Due Process - Assignment Example The greatest intellectual strength is the inclusion of arguments made against their own point. If the authors had failed to include opposing arguments, their article would have been very one-sided and un-credible. It is important for readers to understand both sides of an argument before understanding which side is right or wrong (if there are, in fact, objectively right and wrong sides). This strength of the article, however, also proved to be somewhat of a weakness, because some of the opposing arguments were left unchallenged by the authors. One of the most interesting and perhaps most valid arguments made in this article is that the differences between private and public businesses are becoming less and less clear. Werhane and Radin put forth the notion that public businesses are businesses that cater to the public good before trying to make a profit whereas private businesses function for profit only. While this seems hard to define a business by for legal issues, I have heard that private businesses are marked by having 25 employees or less. I dislike these sort of bright-line policies where a difference of only 1 (say 26 employees instead of 25) makes a tremendous difference in applicable policy. The authors could have used this point to further argue their perspective, but since they did not I will now return to what they did say. Werhane and Radin backed their argument, that the line once drawn between private and public businesses is fading, by a case study involving General Motors (GM). The scenario explained in this article is that the private company GM was declared, by the Supreme Court, able to take over property to expand because it was for the "common good" even though, as a private company, its primary goal is profitability. On the authors' parts, this is a valid argument and it was good to utilize this case study as evidence of their point. (I would have liked more case studies to be used to give solid examples of their arguments.) While the case study does illustrate their point, it is actually not that simple, however. When this happened, it was likely the topic of much subjective debate, because many people may have disagreed with the Supreme Court's ruling. Furthermore, the actual intentions of the Supreme Court may not have been quite so innocent. Corruption is ugly, but it is widespread. Impor tant figures within the Supreme Court could have been easily influenced by a promise of shared wealth from GM. This just goes to show that while the Supreme Court's actions may have led the authors to believe that there is little difference between private and public businesses but really, the ruling of Supreme Court may have been swayed by external factors and its implications are thus inconclusive. Additionally, although Werhane and Radin tried to say that private businesses are like public businesses because they can be deemed as putting efforts towards achieving the common good, I believe it may more often be the other way around. Do public businesses actually put the common good before profitability Without profit, businesses cannot succeed. Perhaps, then, public businesses are similar to private businesses, because they do put profit first.  

Information Systems and Processing Controls Assignment

Information Systems and Processing Controls - Assignment Example Moreover, they provide balances and checks that are only spotted on calculation errors in the business books, and the also the mismatched entry of items. According to Tyler (2013) found out that audit software aided the auditor in generating models and simulations that are of help to study the financial approach of the business, and how it can be restructured. In addition, the auditor can also use the model to judge the potential risk that is posed by the current system. The computer-assisted audits lead to increased accuracy of the audit results by reducing the overall time spent on transactions. It also lessens disruption to business activities by reducing the amount of documentation you need to retrieve, thereby saving your time and money. Tyler (2013) asserted that the program audit performed a wide variety of tasks like recalling calculated interest from invoices; analytical procedures; testing the configuration of the operating system; re-performing the calculations that have been done by the accounting systems entity. Subsequent advantages are; there are long-term economies, it reads the actual records, deals with large volumes of transactions. The schedules and reports that have been generated by the computer are more objective and professional thus enhancing communication of data. According to Wavomba (2010) reported that the organization gains assurance regarding the accuracy of the transactional data and the extent to which the business transactions adhere to controls and comply with policies. The consisted use of the automated transaction analysis and continuous monitoring enables real-time independent testing and validation of critical data. To sum up, it improves management of auditing procedures. Integrated test facility package is a quality control responsibility that utilizes, monitors, and controls the dummy test data through existing programs and checks the existence and adequacy of  program data entry controls and processing controls (Koch, 2009).  

Capacity Planning and Performance Modeling Essay - 1

Capacity Planning and Performance Modeling - Essay Example Various capacity planning or performance measurement software are distributed in the internet. One of this software is the Schedule It, which has been described as the ultimate software for use in the room, people, or resource planning strategies. The software can be applied in the planning and scheduling of any task, which requires detailed filtering or reporting. The software can also be used in the scheduling of reporting, cost analysis of each instance and also as an expense tracker. The software sends automatic emails and reminders and keep everyone informed if there are any changes in schedule. The software can run on different platforms including Windows 98, Windows Me, Windows NT, Windows 2000, and Windows XP. Many organizations will have systems that collect information that is related to capacity as well as systems that are employed to solve problems and implement both the capacity and performance functionality. Nevertheless, many organizations will fail to perform a routine check up on the trending and what if analysis. The what if analysis is one of the processes that may be applied to determine the effect of having a network change. Capacity and performance management helps to create an exception management where potential and existing problems can be identified and rectified before the customers or users call in pointing out the

Effective Leadership Styles for an Educational or Training Institution Essay

Effective Leadership Styles for an Educational or Training Institution - Essay Example A general definition would be that â€Å"a leader is someone who influences a group of people towards the achievement of a goal†. There are 3Ps that are related to the term â€Å"leader† and these are People, Purpose, and Person. A leader is a person that is deeply committed to the goal and s/he will try to achieve it even if nobody follows him/her. A leader is someone who has a personal vision and in order to achieve needs the help of others. The leader should communicate his/her vision in such a way that the followers will share it and the goal will become a common goal. The leader needs the trust of the followers. Some people are more effective than others at influencing people. This effectiveness has been attributed to leadership styles, persuasion skills and the personal attributes of the leader. A leader is someone that brings big changes and innovations, someone who has handled effectively big crises whereas a manager is someone who improves the effectiveness of an organization at a given place and at a controlled course. Coercive. This is the least effective since it erodes employees’ pride. The leader here creates terrifies and demeans the employees at the slightest misstep. As a style it can be used in emergency situations. Authoritative. The leader has a vision, s/he motivates people by showing them how their work fits in the vision of the organization. This approach fails when the leader has a team of experts but it is a style which is effective in most business situations. Affiliative. The leader focuses on strong emotional relations and then he receives the benefits i.e. employees loyalty. S/he offers positive feedback. As a style it is positive but it should be better used when the leader wants to improve communication and increase morale. Democratic.  

Capacity Planning and Performance Modeling Essay - 1

Capacity Planning and Performance Modeling - Essay Example Various capacity planning or performance measurement software are distributed in the internet. One of this software is the Schedule It, which has been described as the ultimate software for use in the room, people, or resource planning strategies. The software can be applied in the planning and scheduling of any task, which requires detailed filtering or reporting. The software can also be used in the scheduling of reporting, cost analysis of each instance and also as an expense tracker. The software sends automatic emails and reminders and keep everyone informed if there are any changes in schedule. The software can run on different platforms including Windows 98, Windows Me, Windows NT, Windows 2000, and Windows XP. Many organizations will have systems that collect information that is related to capacity as well as systems that are employed to solve problems and implement both the capacity and performance functionality. Nevertheless, many organizations will fail to perform a routine check up on the trending and what if analysis. The what if analysis is one of the processes that may be applied to determine the effect of having a network change. Capacity and performance management helps to create an exception management where potential and existing problems can be identified and rectified before the customers or users call in pointing out the

Feminism and Homosexuality in Theater Essay Example for Free

Feminism and Homosexuality in Theater Essay Feminism in theater has a very close relationship with the depiction of homosexuality onstage. Playwrights and performance artists who advocate feminism have seen theater as a powerful tool to make the public understand their views. The work of artists such as Lillian Hellman, Holly Hughes, and Anna Deavere Smith shape the discussion of feminism and homosexuality in the theater. Lillian Hellman was a playwright who’s known for plays that discussed the psychological and social manifestations of evil. Her work was revolutionary because she created strong female characters at a time when men ruled American theater. On the subject of homosexuality, Hellman’s most relevant work was â€Å"The Children’s Hour† (Champion and Nelson 156). While â€Å"The Children’s Hour† sends a powerful message on the topic of homosexuality, Hellman herself wasn’t a homosexual and her work may have reflected her attitude toward the subject. Hellman described the play to a reporter as â€Å"not really a play about lesbianism, but a lie (Griffin and Thorsten 27). † According to Hellman, the bigger the lie, the better it gets. â€Å"The Children’s Hour,† which opened on Broadway on November 20, 1934, painted a grim but clear depiction of Hellman’s view. â€Å"The Children’s Hour† is about the lives of two young women who opened a school for girls. Eventually, their lives are gradually ruined when one of the students accuses them of lesbianism. The characters of Martha Dobie and Karen Wright were realistically rendered by Hellman, resulting in a Broadway hit that would have 691 performances. This was a milestone of an achievement since America at the time was very conservative and homosexuality was a taboo subject (Griffin and Thorsten 27). Homosexuality was so taboo a subject in the Western world that the play was banned in Chicago, Boston, and London. While the play earned critical success in France and New York, it wasn’t awarded the Pulitzer Prize for drama in 1935 because the subject matter was still thought to be too sensitive at the time. Critics from New York however, protested the refusal of conservative bodies in the theater industry by forming the Drama Critics’ Circle. The organization has since then presented its own awards for plays they thought were relevant to art and society (Griffin and Thorsten 27). Hellman’s guardedness toward the issue of homosexuality is reflected on the play’s morality, which though clearly controversial and shocking at the time, was nevertheless morally acceptable to the majority of audiences. One glaring example of this is the fact that in the play, the accusation that Martha Dobie and Karen Wright were engaged in a lesbian relationship was simply a lie. An archetypal malicious teenager named Mary Tilford who studied in the school for girls fabricated the story. In fact, Karen was engaged to Dr. Joe Cardin, whom she really loved. Martha may have really been a lesbian in the story, but fearing for her sexuality, she committed suicide after revealing her thoughts and feelings to Karen (Griffin and Thorsten 28). Despite her sensational plays often associated with left-wing politics and feminism, Hellman considered herself largely a â€Å"moral writer. † The issue of homosexuality was primarily just a tool in the story to illustrate Hellman’s view that good people sometimes bring about harm because of their unwillingness to challenge evil. Karen was clearly painted in the play as a heterosexual and Martha seemed to have paid for her crime (homosexuality) with her life. Aside from reaffirming the norms of American society at the time, the play also apparently satisfied the morality of the conservative audience (Griffin and Thorsten 28). â€Å"The Children’s Hour† may have shied away from directly defending homosexuality, but it nevertheless showed the gradual opening of society to the broader roles of women. Martha and Karen were women who earned their own money, thus sending a message that they were independent and had some sort of power to satisfy their desires. These female characters were different from another of Hellman’s characters named Regina in â€Å"The Little Foxes. † While Regina depended on others’ money and the things she got from her manipulation of men, Martha and Karen had the education and administrative skills which led to the success of the all girls’ school they founded. Joe, Karen’s partner, also symbolized the growing number of egalitarian men at the time. He was very supportive of his partner’s wish to continue her career after their marriage and he also respected her dedication to the school she co-founded. He even defended Karen and Martha to his aunt after Mary’s mother convinced other parents to take their children out of the school because of the lesbianism charge (Griffin and Thorsten 28). In effect, while the play was hesitant to probe the reality of homosexuality more deeply, it did affirm in the audience’s mind the expanding role and power of women in society. Hellman might have been too guarded about lesbianism, but performance artist Holly Hughes was definitely vocal about her views about homosexuality and homosexual relationships. Hughes was an openly homosexual performance artist and writer of various plays and books that center on the topic of homosexuality. Her work has both been debated and celebrated by artists and intellectuals. The National Endowment for the Arts (NEA) refused to fund Hughes’ work in the summer of 1990 because of its sensitive subject matter, which resulted in a fierce debate and controversy in the world of performance art. One of Hughes’ most controversial pieces is a play entitled â€Å"Well of Horniness. † Lynda Hart, Assistant Professor of English at the University of Pennsylvania, wrote that the â€Å"Well of Horniness† is both â€Å"transgressive and aggressive† because it dismantles the audience’s preconceived notions about lesbian homosexuality. The play is loosely based on a classic novel about lesbian homosexuality written by Radclyffe Hall. Hughes’ play became very successful and eventually inspired two sequels: â€Å"Part II: Victim Victoria† and â€Å"Part III: In the Realm of the Senseless (Hart and Phelan 60-61). † The play is mostly representational, with the plot repeatedly interrupted by mock commercials and commentaries (Hart and Phelan 60-61). The memorable characters of â€Å"Well of Horniness† include Georgette, Rod, and Vicki. Georgette is Rod’s sister and Vicki is Rod’s fiancee. Vicki and Georgette are members of a sorority called Tridelta Tribads. Georgette meets Rod and Vicki at a restaurant, and Georgette soon recognizes Vicki as someone she knows from her past sorority. Vicki instantly desires Georgette and stares at her longingly. While dining at the restaurant, Vicki drops her fork underneath the table. As she goes down to pick it up, she’s drawn instead to Georgette’s legs, which Hughes writes, were â€Å"two succulent rainbows leading to the same pot of gold (Hart and Phelan 61-62). † The aggressive affirmation of homosexual reality masked in comedy is performed in the play as Vicki continues to give Georgette cunnilingus while Rod delivers a monologue on honeymoon getaways. In productions of the play at East Village, Manhattan, this scene is performed explicitly with Georgette in a comedic manner to Vicki underneath the table. Vicki then gets up and says she’s feeling â€Å"a little too hot† and goes to the bathroom (Hart and Phelan 62). Rod tells Georgette that he senses â€Å"something fishy† but he can’t â€Å"put his finger† on it (Hart and Phelan 62). Georgette then replies, â€Å"I’m working on it. † The comedic conversation happens in the context of a play that is filled with references to fish, eager beavers, muff-divers, and other terms associated with lesbianism (Hart and Phelan 62). In contrast to â€Å"The Children’s Hour†, â€Å"Well of Horniness† certainly drives home its message on homosexuality in a more direct, striking manner. Hughes’ play doesn’t hide behind other issues or concerns such as the â€Å"lie† or â€Å"evil† in Hellman’s play, and instead hits audiences with the reality of homosexuality right away. It is this controversial nature of Hughes work that has made her notorious for conservative critics and even lesbians and other homosexuals who review her work. Hart though, thinks that Hughes’ play effectively challenges heterosexual hegemony. Its borderline messages and controversial nature opens up a â€Å"hopeful new space of visibility† for feminism and its supporters (Hart and Phelan 62). The popular scene from â€Å"Well of Horniness† is even more notable because it shatters lesbian stereotypes. Lesbians at the time were thought of as homosexuals who generally assumed male identities. Vicki though, was already engaged to Rod and yet still desired other women. Vicki’s performance of oral sex for Georgette in close proximity to her fiance destroys any notions the audiences might have regarding lesbianism and the sexuality of women. Since the play is representational, Rod’s character mainly stands for heterosexual hegemony, which explains why the character is named â€Å"Rod† to refer to male phallic symbol. Hughes shows that homosexual realities are happening throughout society despite the blind functioning of heterosexual institutions, such as marriage, as the play points out. Unlike Hellman, Hughes seems more concerned with homosexuality than feminism, although the empowerment of women might also be addressed by her aggressive plays. Through the clear depiction of women as freely desiring beings, Hughes is able to free women from societal stereotypes. â€Å"Women† isn’t a category of human beings who can only desire men. Instead, it’s a fuzzy category that mostly refers to female human beings who may desire any sex and express that desire in different ways. Overarching Hellman and Hughes’ work may be the amazing work of Anna Deavere Smith, performance artist, playwright, writer, and professor. Smith has received numerous awards and is widely known for her performances which have her assuming the identities of more than twenty people. Smith employs few props, such as chairs and tables to differentiate identities in her performances. All the identities she plays are real people who are interviewed beforehand about a social issue. The result of her lengthy monologues is a stunning commentary on the differences that fracture a community. One of Smith’s most popular acts is called â€Å"On the Road,† which she has been performing since 1982. In one of her performances, Smith interviewed twenty-five men and women from Princeton University on subjects such as the university’s eating clubs which are exclusive to men, assault against women, and the condition of black students among others. The fifty-minute dialogue that results from this research entertains and delights audiences at the same time. Smith usually invites her subjects to attend her performances and their reaction is usually positive. Many of them even laugh out loud when they recognize their own selves in the numerous identities performed. Some of them though, get unsettled when they see their views juxtaposed with others from the community (Hart and Phelan 35). This unsettling of the self may be one of the main goals of Smith in structuring her acts through such a unique manner. According to Smith, her goal is â€Å"to find American character in the ways that people speak (Cohen-Cruz 148). † She said that the spirit, imagination, and the challenges of the time can then be captured by inhabiting the words of the people in the community. Unlike other actors who try to project realistic characters on the stage, Smith’s emphasis is more on the filtering of the self through a single actor. She doesn’t assume that she has all the experiences of her subjects, but that she can learn many things from these experiences (Cohen-Cruz 148). Feminism has been one of the subjects of Smith’s performances for a very long time. In one Princeton performance entitled â€Å"Gender Bending,† Smith reminisced how women from Seven Sisters colleges had been imported to Princeton throughout history to provide weekend entertainment for members of fraternities. Feminist definitions of the body, the AIDS crisis, and modern literary representations of homosexuality are also discussed in the show. Smith tackled all these issues by impersonating the subjects she interviewed and playing them onstage (Hart and Phelan 37). In a way, Smith’s work is closer to reality than both Hellman and Hughes’ work because it merely projects the voice of real people onstage. What makes Smith’s performance more striking though than a simple video recording of interviews is that only one face speaks for all of the subjects. Through this technique, Smith is able to erase the immediate symbols of color, gender, and other characteristics of her subjects. Without the physical characteristics that differentiate one subject from another, audiences are forced to consider each subject’s view as a part of a unity that is the community. Stereotypes are then magnified as audiences realize that differences are oftentimes imaginary and unjust. Instead of masking the call for the empowerment of women through discussions about â€Å"evil† such as what Hellman did, or aggressively attacking the audience with controversial representations of lesbians such as what Hughes demonstrated, Smith is able to give voice to real women by simply putting their views side by side with others from the community. Smith puts real context in her performances, which makes the issue more immediate to viewers. Her acts send the message that gender discrimination is really happening right now and many people are unconsciously participating in it. They call for an immediate response to pressing social issues while entertaining audiences at the same time. For ordinary citizens, norms in society are always difficult to challenge, let alone break. Revolutionary works by Hellman, Hughes, and Smith are very valuable in that they help people to cross the bridge, so they can see the other side. While some audiences may dislike the oftentimes crude and vulgar images in their work, their act of watching alone is enough to gradually bend the norms of society. Norms always have to be challenged so that society’s morality and humanity doesn’t remain oppressively stagnant. Once taboo subjects are discussed, they cease to haunt the people concerned and become an issue for everyone. As modernity pushes people to think more about the effects of gender on society and the self, feminism and homosexuality will continue to be relevant topics in theater and other forms of art in the future. Hellman, Hughes, and Smith’s work will also continue to shape the discussions on these topics. These three brilliant writers represent different sides of the spectrum and their work should be read by anyone interested in exploring the relationship between feminism, homosexuality and theater arts. Works Cited Champion, Laurie and Emmanuel Sampath Nelson. American Women Writers, 1900-1945: a Bio-bibliographical Critical Sourcebook. Westport: Greenwood Publishing Group, 2000. Cohen-Cruz, Jan. Local Acts: Community-based Performance in the United States. New Brunswick: Rutgers University Press, 2005. Griffin, Alice and Geraldine Thorsten. Understanding Lillian Herman. Columbia: University of South Carolina Press, 1999. Hart, Lynda and Peggy Phelan. Acting Out: Feminist Performances. Ann Arbor: University of Michigan Press, 1999.

Teaching Conditional Sentences

Teaching Conditional Sentences The Teaching of Conditional Sentences Part 1: Evaluation of the Textbook Treatment of Conditional Sentences I. Introduction: Definition of Conditional Sentences In grammar, conditional sentences refer to the discussion of factual implications or imaginary or hypothetical situations and their results. They express something that must happen or be true if another thing is to happen or be true (Hornby, 2000; Swan, 1996). Generally, conditional sentences consist of two main clauses – a main (‘conditional) clause containing a verb in a form with will or would, and a subordinate clause that is introduced by if (Parrott, 2000). The order of the two clauses can appear interchangeably. When the if-clause leads the sentence, normally a comma is used. However, when the conditional sentence takes the lead, no comma is found after it. In certain cases, the way we use this comma in conditional sentences lies ‘partly on their length and partly on personal preference (Parrott, 2000, p. 231). II. First Conditional A. Basic Form In the basic form of the first conditional, the verb in the if-clause takes the present tense, and the verb in the main or conditional clause takes the simple future. If Clause Conditional Clause If + present tense, Future tense Conditional Clause If Clause Future tense If + present tense B. Meaning and Use Generally, the first conditional or conditional sentence type one is used to express a probable condition and its probable result in the future (Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). Nonetheless, it does not limit itself only to this use. Parrott (2000) points out that this type of conditional is employed to show ‘aspects of persuasion such as cajoling and negotiation and for giving warnings and making threats'(p. 232), as can be seen in the examples below. Examples: [a] If you have enough rest, you will feel better. [b] Ill cook for you this evening if you help me with this assignment. [c] If he procrastinates, hell miss the flight. [d] Ill kill you if you dont stop your relationship with my sister. Apart from these functions, the first conditional sentence can possibly appear in certain variations. Variations can be present in both the conditional clause and the if-clause. In the conditional clause, a range of other forms, such as may, might, can, must, should or imperative or any expression of command, request or advice, may be used instead of will, depending on what messages we want to send (Parrott, 2000; Thomson Martinet, 1986). For example, if we want to show that something is possible, we can use either may or might instead of will, or when want to indicate permission, either may or can is possible. Moreover, when we want to advise or suggest someone to do something, we can use should or had better or imperative form. Examples below show these. Examples: [a] If you drive fast, you may/might hit others on the road. [b] If you dont feel well, you may/can leave early today. [c] If you want to thoroughly enjoy Christmas, you should finish your assignment well before the deadline. [c1] If you want to gain weight, you had better eat and sleep more. [c2] If dont feel well with coffee, never drink it again. Interestingly, two present tenses can also appear in both the if-clause and the conditional clause. When it is the case, it is usually used to indicate automatic or habitual results (Thomson Martinet, 1986). An example below shows this usage. It should be noted here that this kind of use can mostly be seen in the zero conditional, which mainly discusses factual situation or natural phenomena. Therefore, students at a lower level should not be presented this difference. Example: If there is a shortage of any product, prices of that product go up. Similar to the variations in the conditional clause, we can also use a range of present forms in the if-clause, depending on the meaning we want to convey (Parrott, 2000; Thomson Martinet, 1986). For example, we can use present continuous or present perfect instead of present simple to show a present action or a future arrangement. When we want to show that something is less likely possible and it may happen only by chance, we can use should because it helps weaken the possibility (Parrott, 2000). All these can be found in the examples below. Examples: [a1] If you are coming over next week, Ill bake our traditional cakes for you. [a2] If the letter hasnt arrived by the next hour, well have to phone the post office. [b] If she should call me at night, I wont answer. Moreover, we can also find the use of will or would in the if-clause when we want to indicate polite requests. However, often will is seen as less polite than would (Swan, 1996). At this point, it should also be noted that should can also be used in replacement of if, usually in more formal, written contexts (ibid, 2000), without any change of the meaning (Azar, 2002). This kind of use indicates offer or suggestion. Here are the two examples: If you will/would carry this bag, Ill treat you lunch. Should you need more help, you can call me any time. III. Second Conditional A. Basic Form In general, the basic form of Type 2 conditional uses the past tense in the if-clause, and would + bare infinitive or ‘the conditional tense in the conditional clause to ‘distance our language from reality (Swan, 1996; Thomson Martinet, 1986). If Clause Conditional Clause If + past tense, would + bare infinitive Conditional Clause If Clause would + bare infinitive If + past tense B. Meaning and Use The second conditional is used to talk about an unreal situation and its probable results now or in the future. The situation or condition is improbable, impossible, untrue, imaginary or contrary to know facts (Azar, 2002; Parrott, 2000; Soars Liz, 2007; Swan, 1996; Thomson Martinet, 1986). It is important to note that there is no time difference between Type 1 and 2 conditionals, and the past tense in the if-clause of Type 2 conditional is not a true past, but a subjunctive (Parrott, 2000; Thomson Martinet, 1986). However, while Type 1 conditional is viewed as a real possibility, Type 2 is not the case. Besides, were instead of was is more often found in the if-clause in more formal sentences, and many people consider it more correct, especially in American English (Parrott, 2000; Swan, 1996; Thomson Martinet, 1986). Examples below show these uses. Examples: [a] If I had enough saving, Id buy that grand house. [b] If I were rich, Id be happy! [c] If the plan crashed, Id be terrified. Not different from the first conditional, the second conditional likewise has its possible variations, in both the if-clause and the conditional clause. For the variation in the conditional clause, we can use, for example, might or could or the past tense in place of would to talk about several other things. This ranges from ability or permission to the past automatic or habitual actions. Below examples show this use. Examples: [a1] If she applied for that position again, she might get it. [a2] If they had tickets, they could enter the theater. [b] If he got home late, his wife slept first. In the if-clause, instead of using if with a simple past, it is possible to have if with a past continuous, indicating a wish for a difference for a temporary situation. Moreover, sometimes were + infinitive, in placement of a past tense form in the if-clause, is used to make the situation more hypothetical or polite. At other times, the inversion of the if-subject and were can be seen, and when were takes the if-subjects place, if is then left out. The meaning is still the same. Here are the examples: Examples: [a] She doesnt like the children but now they are going to her home. If they were not going there, shed be a lot fine. [b] If they were to study harder, their teacher would be much happier to help them. [b1] Were they to study harder, their teacher would be much happier to help them. IV. Third Conditional A. Basic Form The basic form of the third conditional takes the past perfect in the if-clause, and would with have plus past participle, or ‘the perfect conditional in the conditional clause. If Clause Conditional Clause If + past perfect, would + have + past participle Conditional Clause If Clause would + have + past participle If + past perfect B. Meaning and Use The third conditional is generally used to speculate about the past events, which are unreal or imaginary, and about the ways things might have been affected just because how other things happened or did not happen. This conditional is also used to talk about regret, criticism or excuse (Parrott, 2000; Thomson Martinet, 1986; Vince Emmerson, 2003). Examples: [a] Kate would have been nice if Peter had treated her equally. [b] If she hadnt gone out late at night, she wouldnt have been rapped. [c] If my car hadnt broken down, Id have been able to catch you up. The same as the first and second conditional, the third conditional has its possible variations, in both the if-clause and the conditional clause. In the conditional clause, in place of would, we can use, for example, might or could to discuss ability, possibility or permission. Examples: [a1] If we had found him earlier, we could have saved his life [a2] If we had found him earlier, we might have saved him. [a3] If our documents had been in order, we could have left at once. In the if-clause, had can be used in the form of inversion. When had is used, then if is to be deleted. No meaning is changed in such usage. If you had asked for his permission, he wouldnt have been that mad at you = Had you asked for his permission, he wouldnt have been that mad at you. V. ‘Unless in conditional sentences In conditional sentences we can use a wide range of conjunctions, such as supposing, as long as, provided, unless, etc., instead of if. Here, however, only unless is discussed. Unless is usually perceived as sharing similar meaning with if†¦not (Swan, 1996; Thomson Martinet, 1986). However, as Parrott (2000) argues unless has a ‘strong degree of reservation compared to if†¦not. Examples: I wont go with you unless you pick me up. Ill go with you only if you pick me up. There is an exceptional case when unless cannot be used in replacement to if†¦not. We would rather use if†¦not instead of unless if it refers to something negative that would be the main cause of the situation we are talking about (Swan, 1996). Instead of saying, ‘My wife will be very upset unless I get back tomorrow, we say, ‘My wife will be very upset if I dont get back tomorrow. This being so because the root cause of the wifes unhappiness is if the speaker does not go back. VI. Implications for teaching conditional sentences Different types of conditional sentences are taught at different levels. A general suggestion given by Parrott (2000) is that the first conditional should be introduced at an elementary or intermediate level; the second at a lower intermediate; and the third at an upper intermediate level. As for the Secondary 3, Band 2 students who are seen as pre-intermediate level, they should be introduced to all the four types of conditional. However, the introduction of details or variations of each type should be carefully considered. As can be seen from the detailed explanation of the three types above, there are many variations in each type, in both the if-clause and the conditional clause. The Secondary 3 students at this level should therefore not be taught all these variations. Otherwise, this will become a very good confusion for them. However, if there are some strong students in the class and if the teacher is ambitious, he or she can introduce his or students to some kind of the variations of the conditional clause Type 1 and 2. These variations could be the use of might or may instead of will in the first conditional, and might or could instead of would in the second conditional. The third conditional is already very difficult and the students should not be made confus ed because of these variations. It should be noted that before all these variations can be introduced, teachers should make sure that the students are made clear with the basic forms of the four types. Furthermore, the way how the conditionals are punctuated should also be ensured since for most Chinese students, recognizing the order of conditional sentences is difficult for them. This being so because the order of clauses does not go with the order in their language (Parrott, 2000). VII. Treatment of a Hong Kong textbook on conditionals The Living English 3B by Nancarrow, Thomas and Yuen (2005) used for Secondary 3 features all the four types of conditionals. Type 0, 1 and 2 are introduced mainly in terms of revision and of some forms of variations. Type 3 is presented virtually exclusively in form of basic rule and usage. However, there is no introduction of conjunctions which can be used in place of if. Perhaps this may be helpful for the students instead, for they are not overwhelmed with too many things at this level. The presentation of the use of the first conditional is simple and well enough for the students to understand. Nevertheless, there seems a bit vague for weaker students to fully recognize the changing of the order of the clauses, explained in the note on page 43. The students should be drawn to the fact that there is no change in meaning even if the position of the two clauses is changed. Another thing is that there is an explanation of variation of this conditional in the Teachers Book (TB), which requires teachers to tell their students but which is generally not necessary at this level. There are two problems in the explanation of the first conditional. The first one is with its description of usage. The explanation tells that this type of conditional is used to describe ‘the future consequences of a situation that is true now (Nancarrow, et al., 2005, p. 43). The wording here looks easy but it may not be the case for the students to grasp the whole picture, and thus needs revision. The second problem concerns with the variation of this type. The book explains that it is possible to use can or may instead of will. However, in the Students Book (SB), it does not give any example of this possibility, nor does it indicate what it means when they are used. A short explanation is available only in TB, though. For the second conditional, it carries only the last problem of the first conditional. In other words, SB gives the same explanation that variation is possible for the second conditional, but fails to show the usage and meaning. Again, only TB explains this va riation in more details. The presentation of the third conditional in this book is very well structured. It introduces the students to the most basic use of this conditional through clear explanation and examples. It suits the students level quite well. One last note is that the textbook should not introduce the variations of the first three types of conditional. Ironically, the title is devoted only to revising, yet the students are also presented with variations. At this level, the students should learn mainly the basic or general forms and usage. Variations should be presented in the next levels. However, one good thing is that there is no presentation of conjunctions, which can be used to replace if. It is good to make sure that the students can understand the basic first. Part Two: Critique and Reflection I. Critique on Ms Leungs teaching Ms Leung is revising conditional sentences Type 1 and 2 and trying to introduce Type 3 and conjunction unless to her Secondary 3 students. Certain problems appear as she handles these grammatical aspects in each excerpt. Among all problems, her inadequacy of knowledge of the underlying system of language is the central one and in turn affects the ways she handles her teaching. In excerpt 1, in which she revises the first and second conditionals, Ms Leung generally appears unclear herself in what she explains to her students. She asks her students to remember that with Type 1 conditional, it has to be future in the main clause. She yet does not point out specifically what kind of future tense it is to which she is referring since there are many future tenses. Although this is apparently clear that she is referring to the simple future will, being a well-language aware teacher, she should present it to the students to clear confusion it may have. Concerning her explanation of the use of this conditional, I feel the word choice is rather ambiguous. She tells her students that conditional Type 1 is for a prediction. Even though the form of will here is used as the normal future form in general, there is a significant difference between the use of will in conditional sentences and in general sentences. In a general sentence, will is used ‘for unplanned fu ture events, or to make predictions that arent based on present or past evidence (Parrott, 2000, p. 170). However, in a Type 1 conditional sentence, the use of will in the main or conditional clause is to indicate a probable result, not a prediction of it. This can be implied that the teacher is not truly well aware of the content subject. When Ms Leung revises the second conditional in the same excerpt, she seems to create similar problems as when she handles the first conditional. The first problem concerns with the relationship between her own explanation of the use of the second conditional and her examples. She gives two examples to her students and informs the students that the second conditional is used to talk about ‘things which are not so probable, they are possible but not very probable. To some degree, the examples do carry an improbable meaning. However, the two are just contrary to known fact, with the first example indicates an imaginary future situation, and the second an imaginary present situation. The second example also indicates clearly that it is advice, which the teacher misses to convey to her students. The second problem is the extent of her explanation, in addition to the first problem. She does not make it clear to her students whether the past tense used in the if-clause refers to the real past, or present or future speculation. Some students may be still doubtful about this tense, though they have already gone through it. This implies that the teacher is not well aware of the students difficulties or that she is not thinking about the language content from the viewpoint of the learners (Andrews, 2007). In excerpt 2, she introduces the third conditional, and here two critical problems come about. The first one is about overgeneralization of the conditional form in both the if-clause and the main clause. Ms Leung presents to her students that all the third conditionals begin with if plus Past Perfect. To say that all the third conditionals start with if is already too exaggerated. She seems not to take into consideration the variation of this form. It is questionable in her explanation whether it is still called Type 3 conditional when ‘had is used instead of if in the case of inversion. As she goes on to explain the form in the main clause, Ms Leung makes the same overgeneralized mistake. She mentions that would have done is always used in the main clause. This rule again ignores the fact that there are variations in the third conditional too. In addition, it creates confusion in the use of ‘have done. As can be seen from her example, ‘done is not used with ‘have. Instead, it is ‘woken that is being used with ‘have. The example and the rule then do not match, and so another question arrives whether this is a conditional sentence or not. The second problem in her presentation of this Type 3 conditional is the fact that there is no explanation of when it is used at all. She presents to her students only the form and a single example. Why or when the third conditional is used is not explained. Although the students may know how to structure this conditional, they surely do not know when to use it. This seems like it is nothing for the students to learn because how useful it is to use this conditional they are not aware of. One last note is that the teacher seems not willing to give more examples to help with her explanation. This insufficient example would mean to limit the general understanding of the students, and so they will not learn. Ms Leung finally finishes her class by trying to introduce another language point. She teaches her students how to use unless in place of if†¦not. Even though she can manage to tell her students relatively well that unless can be used instead of if†¦not when the if-clause is negative, she perhaps may not be well aware that meaning of the two sentences is not exactly the same as she has claimed. According to Parrott (2000) unless carters a stronger degree of reservation compared to if†¦not. This shows that the teachers knowledge of the subject-matter is insufficient enough. Besides, Ms Leung is unable to clarify when to use unless instead of if†¦not. From the beginning of this introduction, she tries to tell her students that they can use unless sometimes. Nonetheless, she ends up not explaining when exactly, and so abruptly changes the way she presents to the students. This perhaps indicates also that she lacks ‘strategic competence (Bachman, 1990). Through her teaching of all the language points, it is obviously clear that Ms Leung does not check with her students whether or not they have understood what has been taught. Instead, she seems to rush from one language point to another very quickly. This seems that she does not care about the students learning or that she wants to escape from the students questions. An implication from this behavior and her so far inability to clarify each language point is that she is short of necessary subject-matter knowledge as well as language competency. These inadequacies will in turn impact the way the teacher handles the teaching in a negative way. According to Andrews (2007), professional factors of teacher affect the teachers attitudes in a way that the teacher is afraid of giving serious attention to language-related issues. Because of this, the learners cannot get a meaningful learning from the teacher. II. Reflection of what can be done differently better If I were Ms Leung, I would adopt a different approach to teaching this language point to the students in this target group. As can be seen from her teaching, she is trying both to revise two conditional types and to introduce two other major language points at the same time. This teaching is already too much with the time available and the target group, and therefore can be unfruitful. ‘At different levels of language learning students will need to be shown different aspects of grammar and teachers will need to decide how detailed their approach to grammar will be (Joyce Burns, 1999, p. 66). If I were the teacher myself, I would not introduce conjunction unless to the students. At this level, the students should be taught only the basic form or marked feature, that is, if†¦not first. The unmarked feature such as unless should be left for the students to learn by themselves naturally before the right time comes (Ellis, 2006). I would therefore use the available time for teaching this conjunction to focus more on the revising of Type 1 and 2 conditionals and on the elaboration of Type 3, for I believe this intensive teaching will help them progress through the sequence of stages involved in the acquisition of that structure (ibid, 2006). For the explanation of Type 1, I would simplify the wording that the teacher uses to discuss when this conditional is used. Instead of telling the students that this conditional is used for predictions, I would say it is used to show a possible condition and its probable result in the future. In the same way for Type 2, I would tell t he students that it is used to talk about an unreal situation and its probable results now or in the future, or to give advice to someone. I would also draw their attention to the fact that the past tense used in the if-clause is not the real past, but a subjunctive which indicates unreality or improbability. In addition, I would give the examples that truly reflect its usage, so that the examples can help facilitate the students understanding in a better way. For Type 3 conditional, I would first change the extreme generalization the teacher makes in both clauses. I would tell the students that in the if-clause, we usually use the Past Perfect, and would plus Past Participle in the main clause. Then I would give them 3 examples. From this, I would present to them when we use this third conditional. The students will find it easier to understand the central meaning with the facilitation of the examples on the board. If I had some time left, I would establish connections between form and meaning for them to practice the language point since this is a fundamental aspect of language acquisition (VanPatten, Williams, Rott, 2004, as cited in Ellis, 2006).