Critique on Know Why the Caged Bird Cannot Read Essay Example

Critique on Know Why the Caged Bird Cannot Read Essay Example Critique on Know Why the Caged Bird Cannot Read Paper Critique on Know Why the Caged Bird Cannot Read Paper Francine Prose, â€Å"I Know Why the Caged Bird Cannot Read† â€Å"I Know Why the Caged Bird Cannot Read† Essay Introduction In Francine Prose’s â€Å"I Know Why the Caged Bird Cannot Read: How American High School Students Learn to Loathe Literature†, the author is trying to explain why high school students are not asked to read more quality pieces of literature now a days. In my opinion I agree with Prose because I think the texts we read in high school are not challenging and not a lot of students enjoy the readings because they cannot relate. Prose uses the rhetorical strategy of degrading the books high school students are reading and she uses her own personal experiences to support her argument. Literature in high schools Throughout the essay, Prose argues that literature in high schools are dumbing down the English curriculum. She says books that are â€Å"chosen for students to read are for ‘obvious lessons. ’† However, Prose does not mention â€Å"great† books that students should read and that will help them to understand what the characters are feeling. â€Å"†¦The weaker novels of John Steinbeck, the fantasies of Ray Bradbury,† (424). Prose explains how her sons never read the better of Steinbeck’s novels in high school and she makes the assumption that all high school students read the so-called weaker Steinbeck novels. English curriculum issue She also makes an argument that the English curriculum is an important issue both culturally and politically. If both the teachers and books are not challenging the young students minds, then how can we expect them to understand challenging books. â€Å"We hear the more books are being bought and sold than ever before, yet no one, as far as I know, is arguing that we are producing and becoming a nation of avid readers of serious literature† (423). Again, Prose brings up her own personal experience and what she has heard. From what she has heard, people today are not reading â€Å"serious† literature. She does not even go to defend her argument and further explain what she means by â€Å"serious literature† and â€Å"avid readers. † The first point that Prose makes in her essay is that she is not satisfied with her two sons’ educations. Prose is the kind of person who has a huge passion for good books and she finds herself â€Å"appalled each year by the dismal lists of texts that my sons are doomed to waste a school year reading,† (422). She does not understand why the older and well-known authors are not being read in high school. Prose uses a personal experience from her son’s sophomore English class. He had to read a â€Å"weeper and former bestseller by Judith Guest† (424), about a dysfunctional family dealing with a teenage son’s suicide attempt. â€Å"No instructor has ever asked my sons to read Alice Munro, who writes so lucidly and beautifully about the hypersensitivity that makes adolescence a hell,†(424). She again mentions books she approves of that should be read in English classes. Another big point in Prose’s essay is the assignments associated with high school literature. Role of the teacher She argues that teachers make students write around the books and not about the books they read. â€Å"No wonder students are rarely asked to consider what was actually written by these hopeless racists and sociopaths. Instead, they’re told to write around the book, or, better yet, write their own books,† (430). The assignments that teachers give these days are nto about the book or the story itself. They usually ask the student to rewrite the ending, or ask what the student would do if they were in the same situation as the character. Prose argues that high school students are seen as having the same experience as some of the characters they read about, such as Jay Gatsby in The Great Gatsby. â€Å"And is it any wonder that teenagers should complete these exercise with little but contempt for the writer who so pointlessly complicated and obfuscated a personal true story that sixteen year olds could have told so much more interestingly themselves? † (431). However, in this part of her essay, Prose can get a little bias because she only talks about the negative assignments. Books should only be discussed for their language We all know that not all high school assignments are like the ones she mentions and she knows that too. The last point in Prose’s argument is that she only talks about that books should only be discussed for their language. This is one point where I disagree with her because I think that books can be discussed for their value as well as their language. Prose thinks that, â€Å"The present vogue for teaching â€Å"values† through literature uses the novel as a springboard for the sort of discussion formerly conducted in civics or ethics classes,†(427). I do not agree with this statement because not all high schools are able to offer civics classes. My high school, for example, did have a civics class but it was more driven towards the History end than English literature classes. So the only place for values in literature be discussed was during English class. Also, English class should not only be about the language. Students should learn the value of the story also through discussion and assignments. â€Å"I Know Why the Caged Bird Cannot Read† Essay Conclusion In conclusion, Francine Prose does have a couple of good arguments in her paper, â€Å"I Know Why the Caged Bird Cannot Read: How American High School Students Learn to Loathe Literature†. She argues her opinion that students in high school English classes are not getting good education because of the weak pieces of literature they are reading. Prose however, can be a little bias and bases to much of her essay on her personal experiences. Prose, Francine. â€Å"I Know Why the Caged Bird Cannot Read: How American High School students Learn to Loathe Literature. † Harper’s Magazine. 1999: 422-435. Print

Pronouncing the Spanish W

Pronouncing the Spanish W Unlike most letters of the Spanish alphabet, the w (officially called the uve doble and sometimes ve doble, doble ve or doble u) does not have a fixed sound. That is because the w is native to neither Spanish nor to Latin, from which Spanish evolved. In other words, the w appears only in words of foreign origin. As a result, the w is usually pronounced similarly to its pronunciation in the words original language. Since English is the language most commonly used as a foreign source of words in modern Spanish, the w is most frequently pronounced like its common pronunciation in English, the sound the letter has in words such as water and witch. If you come across a Spanish word with a w and dont know how its pronounced, you can usually give it the English w pronunciation and be understood. It isnt uncommon for native Spanish speakers to add a g sound (like the g in go but much, much softer) at the beginning of the w sound. For example, waterpolo is often pronounced as if it were spelled guaterpolo, and hawaiano (Hawaiian) is often pronounced as if it were spelled haguaiano or jaguaiano. This tendency to pronounce the w as if it were gw varies with region and among individual speakers. In words of Germanic origin other than English, the Spanish w is often pronounced as if it were a b or v (the two letters have the same sound). In fact, this is often true even for some words that come from English; wter (toilet) is often pronounced as if it were spelled vter. An example of a word usually pronounced with the b/v sound is wolframio, a word for the metal tungsten. For some words that have been part of Spanish for several generations or more, alternative spellings have been developed. For example, wter is often spelled as vter, whisky (whiskey) is often spelled as gà ¼isqui, and watio (watt) is often vatio. Changes in spelling are uncommon with recently imported words. Reference sources used for this lesson include the Diccioinario panhispnico de dudas (2005) published by the Spanish Royal Academy.

Analysis paper 2 Essay Example | Topics and Well Written Essays - 1000 words

Analysis paper 2 - Essay Example Though born and raised as a girl, her sexual orientation started changing when she was in high school, always opting to express masculine characteristics, despite the fact that she had male testosterone hormones that would make her sexually function as a man. At birth, she was given a female name, Teena Brandon, which she reversed later on, to adapt the name Brandon Teena, which would display her as a man. However, a brother of a woman she once dated discovered that she was anatomically female, an incident that forces her to run away from her childhood neighborhood, to Falls City, Nebraska where she forges friendship with an ex-convict male John Lotter and his friends Nissen, Candace and Lana, a woman with whom Brandon later establishes a romantic relationship (Shamir and Jennifer, 59). Lana is unaware of the biological sex and the female anatomical body characteristics of Brandon, until Brandon is arrested and charged in a court of law, for some crime she had previously committed. T his presents the perfect opportunity for the biological sex of Brandon to be revealed, since she is placed in a female prison section, and identified by her female birth name, Teena Brandon (Shamir and Jennifer, 21). Lana bails Brandon out and on questioning her why she had been placed in the female section of the cell, she lies to her that she was a hermaphrodite, and was in the process of securing a Sex reassignment surgery, would leave her as a man. However, the media reporting through a newspaper publishes the case of Brandon arrest, incidentally identifying her by her female birth name. This raises suspicion amongst her male friends, who then seizes an opportunity to force her to undress and showcase her real sex even to her girlfriend, Lana (Shamir and Jennifer, 77). The two male friends; Lotter and Nissen subsequently forces her into a car and take her to a secluded place, where they raped her and threatened her not to raise the issue with the police. However, her girlfriend implored on her to file a report with the police, something that she does. Eventually the two friends who had raped her realize it, and make a plan to murder her. They eventually execute the plan and shot her and her friend Candace, while Lana is left crying over her dead body, having been unable to protect them from killing her friends. Analysis The film, Boys Don't Cry (1999), is a wholesomely gendered piece, revolving around the life of a female, who is uncomfortable with her biological sex status, and is striving to forge a different identity as a male, an attempt that finally leads to her loss of life. In this film, the position of the female is a subordinate to that of the female, and the male dominates the society, through doing everything as they please, while the female gender must conform to a certain social path. The problem in this case is that Brandon, the main character in the film is dominated by the estrogen Hormone, which makes her a non-operative transgendered fema le-to-male individual. Through the dominance of the estrogen Hormone, Brandon is anatomically female, and she struggles very

An individual research based report on the rold of business and Essay

An individual research based report on the rold of business and conceptual modelling within the context of information systems d - Essay Example The framework of conceptual model develops the information systems as abstract models around which an organization environment is created (Davies et al, 2006). The conceptual model emphasizes the applications of the system rather than its functioning and implementation. Conceptual model is broadly termed as abstract model of the information systems. It finds widespread uses in modeling of electronic systems which are modeled in the form of circuits and systems. Circuit analysis techniques aid in representation of the systems in the form of conceptual models. These models then aid in solving various complex problems in industries like huge power plants and circuit boards designing. Purposes of Conceptual Modeling The purposes of the conceptual modeling are described below. Helping analysts in terms of perceiving the domain of enterprise Aiding communication between users and developers of the system Providing valuable input for the process of design and development Recording the origi nal requirements for referencing them in the future Importance of Conceptual Modeling The electronic systems have been part of many large industries and business environments. In past, the analysts employed vague methods for analyzing systems and always came up with wrong results and hence errors were found in implementations. They must analyze the users’ requirements in electronic systems with some formal approach that perceives the system in abstract manner. However, the analysts could understand the issue with the discovery of such method which could bring satisfactory results. They couldn’t manage to waste too much time in finding novel methods. The idea of conceptual models was developed that aids in timely detection of errors in analysis of systems and proceeds for correct implementation (Wand & Weber, 2002). Process of Conceptual Modeling The importance of conceptual models can be easily comprehended from its role in treating systems’ development. This pr ocess consists of analysis, design and implementation. Analysis section transforms the real world information system into the framework of conceptual model of the system. The design is related to conversion of conceptual model of the subject into information system. Implementation step is related to conversion of the information system into an implemented information system. Conceptual Modeling Language Conceptual modeling language (CML) is involved that defines various rules and regulations for representing components of the developed model. The components used in conceptual modeling of the system contain activities, relationships, entities, processes and objects. The CML shouldn’t be too restrictive to diminish the aspects found for the relevant systems. The modeling should take into consideration all the properties and dimensions of the system. It shouldn’t be too complex either making the situation rather complex (Lindsay et al, 2003). Conceptual Modeling Sources T he conceptual modeling can be drawn from the models of wisdom and general knowledge. Three sources are normally mentioned for making conceptual models

The Waiting Years Essay Example for Free

The Waiting Years Essay The passage from the â€Å"The Waiting Years† reveals a bleak look into the earlier years of Shirakawa, who had worked as a government official. It also reveals dedication of moving from moving from one assignment to another and how difficult that time period must have been for the family. When we hear about the winter months, and how Shirakawa’s mother died, we understand what a hardship the winter months must have been for them, and get a direct link between feelings of guilt on Shirakawas’s part, from the quote and his mother’s passing but we also learn the importance of work and family loyalty. The family crest description offers a deep respect for the family members when the author describes the shrine, concealed in a black lacquer safe, emblazoned with the family crest in gold and it demonstrates a wonderful respect for the family member who had earlier passed on, when the passage speaks about the custom. Tomo acted in a very responsible manner, and it seemed that she had no other choice, but to keep a keen eye on the family property and she was going to do so and hear what she need to know with her own ears. Tomo had taken on the custom of dealing with all business matters concerning the rent on the houses and the land in this Buddhist retreat, tuck away at the back of the house. We also learn that there was more land that belonged to the family, and they had an acre or so each, which brought in a lot of money for the family and we understand that she had to watch out for those who defaulted on the property .

Ambition, Greed, Power, and Wealth in Shakespeares Macbeth :: GCSE English Literature Coursework

Greed for Power and Wealth in Macbeth  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   The play Macbeth, by William Shakespeare illustrates how greed for power and wealth can result in the destruction of oneself as well as others.   The play's central character, Macbeth is not happy as a high-ranking thane - leading him to assassinate Duncan to become King, while unknowingly dooming himself.   Throughout the play many examples are evident of Macbeth's unquenchable thirst for power.        Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   At the beginning of the play, Macbeth was a kind and gentle person.   The only time he killed is when he was in battle.   Macbeth was loyal to the King (Duncan), and did as he wished.   In battle, he kills a traitor to the Scotland who was a high ranking individual.   For killing the traitor so bravely, Macbeth is awarded the title the Thane of Cawdor. The irony of this situation is that the title first did indeed belonged to 'a most disloyal traitor'(pg. 3, line 53). As Macbeth heads home with his new title and a lot more ambition. This is mainly because of the three witches who tell him he will be king.   With this new ambition, Macbeth did not know what to think and he wrote a letter to his wife.   By Macbeth writing this letter it showed at this stage he was still loyal because he still was sharing everything with his wife.   Macbeth at this point still did not have a lust for power.           Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   What drove him to become a power hungry tyrant was his wife.   She put ideas in his head that changed him.   A day before Macbeth would not speak of the idea of killing the king and now he was considering it.   By killing the Duncan, gaining the title and king, and not being caught, Macbeth was given an enormous boost.   He now felt invincible and let power finally get to him and corrupt him.   With this new amount of power, Macbeth was not willing to let it slip away.   To protect his power, he did whatever was necessary.   Macbeth cowardly had Banquo killed, going against everything he ever believed in.   Killing Banquo was not enough for Macbeth.   Shakespeare shows to the audience how power can make a person go higher in the world but at the same time make them more vulnerable.   Macbeth was now vulnerable, to solve this he sent the murderers to kill Macduff.

Emma by Jane Austen Essay

The selected passage from the eighth chapter is a part of the dialogue between Emma and Mr. Knightly, based on Harriet and Mr. Robert Martin’s match making issue, which is strongly condemned by Emma on the basis of difference of social and intellectual status between Harriet and Mr. Martin but Mr. Knightly supports Mr. Martin for being comparatively more respectable and dignified as he is a self-made farmer as compared to Harriet who had grown as an illegitimate child. This passage holds certain biased female gender statements by Jane Austen which lifted the rhetorical expertise of her novel with the immensity and intensity to create a difference in the opinion of a general public and also of an individual, who had possessed the conventional views of the rigid class structure and orthodox ideas of overlooking women as mere symbols of fanciful appearances. Emma appears with a strong debate for advocating about the intellectual ability of a woman and adamantly suggests the men of her era to become aware of this point of view of a woman being conscious about their individual identity. Mr. Knightly on the other hand speaks justly on behalf of the men of developing class of the society who could equally possess the status of gentlemen in the society. Thus this argument was more of a social debate that led both the characters argue logically against certain beliefs of the society that needed to be reformed to let the people grow more as individuals than as just the product of social and conventional beliefs. Austen surprises her readers when Emma acknowledges the superiority of Harriet over Mr. Martin for her individual intellectual capabilities despite her illegitimate identity of parental background that was mentioned as her handicap in the social status by Mr. Knightly. This manner of expression by Austen discovered a new dimension of analysis and execution of the subject in the novel writing in the eighteenth century literature, which was based on reality but focused through the psychology of the characters. This psychological realism of Jane Austen let her penetrate the minds of the people who existed in the limited sphere around her but even this limited world provided her with the vastness and variety of hidden and suffocated ideas that yearned to expressed openly since ages. As compared to her contemporary or predecessor novelists Jane Austen enjoyed an edge of being more innovative and meticulous in the accomplishment of her subject. Her dexterity in weaving the plots of her novels which have mostly been based on several characters interrelated with each other through the complexities of their thinking and believing, proved her magnitude of apprehension and deep analysis of the variety of people she had observed around her. In â€Å"A History of English Literature† written by Emile Legouis, and Louis Cazamian and Raymond Las Vergnas, Jane Austen has been compared with her contemporary novelist Miss Burney and they have been specifically compared for their distinct manner of expression and choice of the fate of their somewhat similar (or rather conventional) subjects, which mostly dealt with the issues of love, status of the characters and ultimately ending in successful marriages. But Jane Austen has been praised for her rather mature â€Å"clear-sighted eyes† that could â€Å"read through the inner minds of those who live around her, or of the beings whom she invents and animates just as if those minds are transparent†; whereas Miss Burney’s world of novels were more of a depiction of her time and the society that she moved in and about how would a woman succeed through the critical events of her life to achieve a happy marriage. Jane Austen’s world of her novel was more of a depiction of the heroine’s world and how her thoughts, beliefs and notions critically evaluated the world in which she dwelled. Thus Austen’s world is operated through the mind of her heroine whom she provided with a wide range of liberty to interact with a variety of people and also to develop notions about them. This was a perplexed mode of expression which Austen successfully accomplished in most of her novels. Surprisingly Jane Austen’s apathy about the socio-political scenario of her time never inculcated her knowledge to an extent to show a vivid impact in her writings. She remained quite ignorant about the after math of the French Revolution and the emerging Romantic traits of intellect and expression in the field of art and literature. Her sole focus had been on how to read and depict the variable minds of the people who lived with or around her and she believed in expressing for the suffocated thoughts and ideas of the muted minds. She preferred to remain aloof from the moral and social code of conduct in the matter of her psychological analysis she would analyze and deal with the most sensitive aspects that were more felt and less expressed by the people of her time. This is the reason why Emma speaks in favor of Harriet and rates her quite high in an intellectual status as compared to Mr. Martin, despite the fact that Harriet had no legitimate parenthood to satisfy her high social status. The expression of reality requires the cohesion in the acquisition of thoughts that cause concrete notions in our mind and then it requires coherence in the process of development of such potent thoughts that cause the need for an expression. Austen must have deeply observed the psyche of the women of her surroundings to be subtle enough to create Emma or perhaps Austen animated her as a mixture of such women who spent more time in knowing others than knowing themselves. For many readers Austen’s novels are limited and based on almost claustrophobic room of action that gives us a strong sense of the confined nature of a woman’s existence in early-nineteenth-century rural England, but in the social context, Austen’s commitment to reason and moderation can be seen as feminist and progressive rather than conservative. And her profound hypothesis of the varied psychologies of people from different groups of society enabled her to create intelligent and resourceful heroines who stand in constant contrast to the limits of the constricted world of courtship and marriage defining their sphere of action.

Bildungsroman in Huckleberry Finn

According to Merriam-Webster, a bildungsroman is â€Å"a novel about the moral and psychological growth of the main character. † Huckleberry Finn is an ideal example for this type of character. Just from his simple changing perception of slaves, especially Jim considering that he lives in such a racist and restrictive society. Huckleberry Finn is an illustration of a bildungsroman because he overcomes many stereotypes and preconceived notions about slaves and blacks. His changing and growing personality is displayed throughout the novel and shapes the theme of tolerance that is shown. Huckleberry Finn’s view of Jim at the beginning of the novel is very typical of what any perception would be of a slave during this time period. He thinks of Jim just as Miss Watson’s slave; not a person and definitely not a friend. However, when he and Jim find each other and go out to the island, this is when Huck begins to see Jim as a person, not just a slave. This was a major step because Huck grew up with the notion that slaves were less than him, and he reversed that stereotype within his mind. When he must make the decision whether to reveal the whereabouts of Jim, Huck states, â€Å"It was a close place. I took . . . up [the letter I'd written to Miss Watson], and held it in my hand. I was a-trembling, because I'd got to decide, forever, betwixt two things, and I knowed it. I studied a minute, sort of holding my breath, and then says to myself: â€Å"All right then, I'll go to hell†Ã¢â‚¬â€and tore it up. It was awful thoughts and awful words, but they was said. And I let them stay said; and never thought no more about reforming. He could have done what he was supposed to and make Jim return to Miss Watson, but instead he goes against what is considered ‘right’ in his society, and does what is right, which is a massive step and this displays how Huckleberry Finn is a bildungsroman. At the beginning of the novel, Tom Sawyer convinces Huck that in order to become one of the ‘robbers gang,’ he must also become â€Å"sivilized† by the Widow. Huck goes along with this situation for some time, until he decides that just because Tom and the Widow want him to, doesn’t mean this is right for him. He goes against the grain of society and leaves, which was quite a bold move for a young boy to make. This is not only an example of bildungsroman, but also is a loss of innocence. Throughout the novel, Huck is constantly exposed to concepts and decisions way past what he should be able to handle. At the end of the novel, Aunt Sally makes an attempt to â€Å"sivilize† him, which Huck rejects after the attempts that the Widow and Miss Watson made. He says, â€Å"I reckon I got to light out for the Territory ahead of the rest, because Aunt Sally she’s going to adopt me and sivilize me, and I can’t stand it. I been there before. He instead decides to keep exploring, but instead go west. Huck defies everything that he knows about society of the time and does what he thinks is right for him, which is monumental for not only a young boy, but any person in general. Bildungsroman is one of the key aspects of Huckleberry Finn and it drives the novel as well as the charac ter. Huck Finn develops and matures throughout the novel in his perception of Jim and his decision to go against the grain of society in the Southern 1830s and 1840s. Huck Finn is an exemplary piece of literature to display bildungsroman and its impact on a story and its characters.

How does Austen use her writin essays

How does Austen use her writin essays How does Austen use her writing style to reflect her views on the society she lives in? Novelist of the Georgian era encouraged moral principals and realism. There was little of great literary value published in the latter half of the eighteenth century, and it was only when Austen and Sir Walter Scott began to work and publish that the novel began to gain prominence. Austen was always a social satirist and realist. Austen has been criticised for the small world it encompasses and vaunted for its accurate depiction of life in Home Counties England. Austens success, however, stems from writing about what she knew. By focusing her writing on her own geographical area and social circle, her attention to detail was absorbed in creating character: living, breathing characters who inhabit the novels with an incomparable depth and individuality. Austen narrates in the third person, predominantly observing the action and enlargement of plot from the viewpoint of the central character and privy to her thoughts and feelings alone. The omniscient narrator is aware of all, but concentrates her attention upon the main character. This style of writing allows an immense deal of observational humour largely through the ironic distance it creates. The narrator infrequently steps away from Emmas point of view which is vital for the ironic humour to be maintained. Occasionally the reporting of Emmas thoughts allows moments of high ironic comedy. Through the development of Emma, Austen is able to effectively criticize the intense snobbery of the upper class that existed in English society during the Georgian era. The first example that illustrates the snobbery of English society is shown through Emma's opinion and treatment of Robert Martin, a lower class farmer. Mr. Martin wishes to marry Harriet Smith, a good friend of Emma, so he sends Harriet a very sincere letter of proposal. Emma, however, urges Harriet to refuse M...

Its National Grammar Day

Its National Grammar Day Its National Grammar Day Its National Grammar Day By Sharon If youre reading this blog, then youll be happy to know that we have our own day. The Society for the Promotion of Good Grammar (SPOGG), has designated March 4th National Grammar Day. The Society says its for pen-toters appalled by wanton displays of Bad English and for people who crave good, clean English. We are those people, so check out SPOGG and their blog. (Im having a Dr Seuss moment.) Editor note: This was supposed to get published yesterday; our apologies. 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:Has vs. Had"Gratitude" or "Gratefulness"?Uses of the Past Participle

Importance of training in legal requirements, diversity, employee Assignment

Importance of training in legal requirements, diversity, employee growth - Assignment Example Majority of the companies and the workforce are under some aspect of legal ruling. Statistics show that many people are still in the dark in matters to do with the law. Training in legal requirement will allow the employee and the employer to protect themselves from tyranny (Mathews, 2001). This will ensure that the employees follow the regulations at all times. By being familiar with these requirements, one might have a better chance of defending him or herself. There are several laws that the federal government requires or recommends for employee and organization training. One law in which training is required is the health and occupational safety. This will promote health and safety in the working environment and, thus, is of utmost benefit. Employees will be motivated as they know their health and safety is taken care of. Legal requirement also addresses the issues on ethics and sexual harassment. There have been cases in which employers are held responsible for sexual harassment. This happens in the situation where the organization has failed to exercise care to prevent and correct such behaviors within the work environment (Mathews, 2001). It is crucial for the company to understand the laws that apply to their everyday activities. Training can minimize the employer’s liability if an employee is guilty of a criminal offence. It is also essential to know the legal requirements that your company must comply with such as contracts, licenses, registrations and leases. The knowledge of legal requirements will enable the company to avert lawsuits and be better positioned should such an event occur. An organization that practices effective an ethics program and compliance decreases its fines for conviction by up to 90 percent (Dessler, 2004). Teaching legal requirements to the company also entails covering legal problems that one may encounter such as insurance,