Primary Mission of Universities free essay sample

In contrast, other people may argue that college and universities should focus on academic material without thinking whether it is useful for the workforce or not. Students, after being employed the company, they have to work in their special field for about one to two years. So they must acquire not only theoretical knowledge but also practical knowledge and skills before graduating from the university. Hence, the main function of the university and college is to either deliver only academics or to prepare the students for future employment had become an argument for many parties like government, college management, employer as well as other scholar. Universities, indeed, teach students a lot of useful information regarding academic subjects but no one can deny that this knowledge is not valuable for their future working purpose. Initially the purpose of the student to get into the university is to acquire sufficient knowledge to find a better job in the future. We will write a custom essay sample on Primary Mission of Universities or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, if the universities only deliver academic knowledge such as theory to the student without any practical knowledge, this is not sufficient for the student to grant a better job opportunity in the future. It is necessary or the university and college to provide practical related knowledge to the student. While at the same time the importance of soft skills should not be neglected as well such as communication skill, decision making skill etc. Also the students should be responsible and be thorough in both academic knowledge and practical knowledge. In the dialogue from article of National education association web site (2009), Karen learner was asked that Is the purpose of college to make students employable? She answered Yes, as college instructors, our mission is to increase our students life opportunities. She although mentioned that My mission is to ensure that my students are prepared for the world beyond school. The free ride eventually ends. Being ready for life means getting a good solid education whether it is at a trade school, community college, or university.In school, the students need to learn whole subjects as much as they could from the basic academic matters to advanced practical subjects in special field. In college it is essential for them to be ready to become a qualified person to enter the company before graduating from the university. It is the duty and mission for all the universities to provide appropriate environments to help students to get enough skills. On the contrary, Daniel Rigger answered to the same question that No, higher education must have more of a purpose than making students employable.In addition he pointed out that Since we possess these capacities for a lifetime, the primary purpose of higher education must be to provide a foundation for educating the whole person; it must be geared to develop as fully as possible the whole of a students human potential. Developing workforce skills does not necessarily entail fostering inquiry, reflection, understanding, integration, or creative expression. Consequently, higher education must have more of a purpose than simply making students employable.Many of them appreciated his opinion as his thought seems idealistic. But as per the present world, it is very tough to the new comer who just graduated from college. If the people dont have necessary skill to their job they definitely encounter to the obstacle which need long term hard work to overcome. When asked to Ronald B. Stander(website(DODD)), Why Attend College? , He mentioned that I think the goals of education should be: To prepare students to learn on their own, by reading books and by doing experiments.Anyone with a bachelors degree should be able to teach themselves whatever technical skill(s) they may need. Every student should study not only on the desk but they also should study in another place, such as research laboratories, internships and workplaces. In addition, having technical skills that to be able to teach others are very important to students. If they were not taught the technical skills, its means he or she doesnt understand yet. In other words, they arent employable and are not yet ready to work in any company or organization. Internship is one of the good methods to get job skills before graduating from the university. By the internship work, student can gain real job experience. In Careerisms website, six Reasons Internships Are a Must in College (2012), we can know about useful reasons by doing internships. One of the reasons is Get the Experience Employers Want they describe that There are millions of job seekers nationwide, yet 52% of U. S. Companies report difficulty filling positions.

20 Types and Forms of Humor

20 Types and Forms of Humor 20 Types and Forms of Humor 20 Types and Forms of Humor By Mark Nichol Humor comes in many flavors, any of which may appeal to one person but not to another, and which may be enjoyed in alternation or in combination. Here are names and descriptions of the varieties of comic expression: 1. Anecdotal: Named after the word anecdote (which stems from the Greek term meaning â€Å"unpublished†); refers to comic personal stories that may be true or partly true but embellished. 2. Blue: Also called off-color, or risque (from the French word for â€Å"to risk†); relies on impropriety or indecency for comic effect. (The name probably derives from the eighteenth-century use of the word blue to refer to morally strict standards hence the phrase â€Å"blue laws† to refer to ordinances restricting certain behavior on the Sabbath). A related type is broad humor, which refers to unrestrained, unsubtle humor often marked by coarse jokes and sexual situations. 3. Burlesque: Ridicules by imitating with caricature, or exaggerated characterization. The association with striptease is that in a bygone era, mocking skits and ecdysiastic displays were often on the same playbills in certain venues. 4. Dark/Gallows/Morbid: Grim or depressing humor dealing with misfortune and/or death and with a pessimistic outlook. 5. Deadpan/Dry: Delivered with an impassive, expressionless, matter-of-fact presentation. 6. Droll: From the Dutch word meaning â€Å"imp†; utilizes capricious or eccentric humor. 7. Epigrammatic: Humor consisting of a witty saying such as â€Å"Too many people run out of ideas long before they run out of words.† (Not all epigrams are humorous, however.) Two masters of epigrammatic humor are Benjamin Franklin (as the author of Poor Richard’s Almanackand Oscar Wilde. 8. Farcical: Comedy based on improbable coincidences and with satirical elements, punctuated at times with overwrought, frantic action. (It, like screwball comedy see below shares many elements with a comedy of errors.) Movies and plays featuring the Marx Brothers are epitomes of farce. The adjective also refers to incidents or proceedings that seem too ridiculous to be true. 9. High/highbrow: Humor pertaining to cultured, sophisticated themes. 10. Hyperbolic: Comic presentation marked by extravagant exaggeration and outsized characterization. 11. Ironic: Humor involving incongruity and discordance with norms, in which the intended meaning is opposite, or nearly opposite, to the literal meaning. (Not all irony is humorous, however.) 12. Juvenile/sophomoric: Humor involving childish themes such as pranks, name-calling, and other immature behavior. 13. Mordant: Caustic or biting humor (the word stems from a Latin word meaning â€Å"to bite†). Not to be confused with morbid humor (see above). 14. Parodic: Comic imitation often intended to ridicule an author, an artistic endeavor, or a genre. 15. Satirical: Humor that mocks human weaknesses or aspects of society. 16. Screwball: Akin to farce in that it deals with unlikely situations and responses to those situations; distinguished, like farcical humor, by exaggerated characterizations and episodes of fast-paced action. 17. Self-deprecating: Humor in which performers target themselves and their foibles or misfortunes for comic effect. Stand-up comedian Rodney Dangerfield was a practitioner of self-deprecating humor. 18. Situational: Humor arising out of quotidian situations; it is the basis of sitcoms, or situation comedies. Situational comedies employ elements of farce, screwball, slapstick, and other types of humor. 19. Slapstick: Comedy in which mock violence and simulated bodily harm are staged for comic effect; also called physical comedy. The name derives from a prop consisting of a stick with an attached piece of wood that slapped loudly against it when one comedian struck another with it, enhancing the effect. The Three Stooges were renowned for their slapstick comedy. 20. Stand-up: A form of comedy delivery in which a comic entertains an audience with jokes and humorous stories. A stand-up comedian may employ one or more of the types of humor described here. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:The Royal Order of Adjectives 50 Synonyms for â€Å"Idea†English Grammar 101: Prepositions

Human Resourses in a Legal Context Essay Example | Topics and Well Written Essays - 1250 words

Human Resourses in a Legal Context - Essay Example The only signed document between him and the employer was a document that detailed the nature of his duties as a temporary worker. There was, however, a written contract between the employer and the job agency; this contract, as established by the submission of documentary evidence to the employment tribunal, was explicit in its reference to all supplied workers as being temporary and deriving from the efforts of the job agency rather than the employer. There was, in short, no express contract between the worker and the employer, the worker was in all cases referred to as a temporary employee, and both the employer and the employee satisfied their respective duties and obligations. The immediate dispute arose after the worker called in sick, and he spent approximately three weeks away from his physical place of employment. When he returned to work, he was informed that the agency had supplied a new worker and that his services were no longer required for this particular job. Consequently, he initiated an action alleging unfair dismissal; there being no express contract between himself and the employer, he argued that he ought to have been treated as an employee under the theory of implied contract. This is the main issue entertained and decided by the employment tribunal. The tribunal was rather efficient and impatient with evidence and information which it deemed irrelevant or extraneous. A few questions were asked of live witnesses, but most of the evidence was presented in documentary form, supported by the arguments of legal counsel. A great deal of attention was paid to definitions, particularly to what constitutes an employee-employer relation under the Employment Rights Act. The worker had an opportunity to prevail because the tribunal and the legal representatives all agreed that a formal employment relationship could be established through either an express contract or an implied contract;