Celta – Pre-Course Task

CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for. Celta – Pre-Course Task CELTA Pre-Course Task – Pamela Thomason Task 1 1. My CELTA course will be within a multilingual group in a fairly small mixed gender class. Fellow students will all have some kind of formal education. 2. After finishing my CELTA I’ll probably teach both one-to-one lessons and lessons in monolingual groups. Task 2 1. I decided to teach adults partly because it will be easier to find employment in this context but I also like the idea of teaching to someone who voluntarily chose to learn the subject. 2. I can bring my experience as a language learner and teacher of my own language. 3.Adult learners are motivated to learn because they have chosen to study the subject. They may already speak several languages. They are usually disciplined. They may have ideas and expectations about how the class should go. Task 3 1. I would like to find out what other languages they speak, their level of education and their reason for wanting to learn English. I also think it would be usefu l to know about their interest and hobbies and their expectation for the course. 2. If the lesson is one to one I can ask the person directly. If it is a group class I might make them fill in a questionnaire.Task 4. I believe the most challenging learners would be the one who are studying English because of pressure from their parents. Task 5 I would say sense of humour, patience, enthusiasm, gives clear information and feedback, friendliness. Task 6 I associate grammar with logic, good writing, dryness (in the context of language learning), something difficult to memorise. Task 7 1. Correct 2. I went to the movies last night 3. He often comes late. 4. Correct. 5. Can I have a black coffee, please? 6. People with 12 items or fewer can queue here. Task 8First of all grammar is part of the teaching of a language and a teacher needs to know the subject he/she is teaching. It is also important that the students trust their teachers and can rely on them for any doubts or questions. Not k nowing the answer to their questions makes them doubt your teaching skills and discourages them from learning. Task 9 1. pronoun 2. article 3. conjunction 4. adverb 5. adjective 6. verb 7. demonstrative adjective 8. preposition 9. verb 10. noun Task 10 1. Lexical 2. Lexical 3. Auxiliary 4. Auxiliary 5. Auxiliary 6. Lexical Task 11 1. lexical 2. auxiliary 3. auxiliary 4. lexical 5. lexical 6. lexical 7. uxiliary 8. lexical Task 12 1-C 2-E 3-B 4-A 5-D Task 13 1 past tense form 2 –ing form 3 3rd person –present simple tense 4 base form 5 past participle form Task 14 Hear – heard – heard – irregular, Do – did – done – irregular, Help – helped – helped – irregular, Think – thought – thought – irregular, Take – took – taken – irregular, Steal – stole – stolen – irregular, Go – went – gone – irregular, Drink – drank – drunk – irregular, Arrive – arrived – arrived – regular. Task 15 1. Past progressive active. 2. Past modal perfect active. 3. Present perfect active. 4. Past progressive passive. 5. Past active 6. Modal progressive active.Task 16 1. Present continuous 2. Past simple 3. Present simple 4. Past perfect 5. Present simple 6. Future perfect 7. Past simple – Past continuous 8. Present perfect continuous Task 17 1. Past 2. Future 3. Past up until present 4. Present 5. Present (maybe past and future too) Task 18 The verb â€Å"to be†. The â€Å"ing† form. Task 19 – Future – The action takes place regularly (past, present, future) – Past- the action takes place in the moment of the story Task 20 All these verbs cannot be use in the progressive form. The simple present should be used in these cases. Task 21 How the word is pronounced. If it is a noun, adjective, verb, pronoun etc.If it is a noun if it is countable or uncoun table. If it is a verb, if it is transitive or intransitive. Bigger dictionaries also provide examples of usage. Task 22 1. â€Å"Highest† is incorrect. When speaking about people’s heights the adjective â€Å"tall† is used. 2. â€Å"Enervated† is a very formal word – not appropriate in this context. 3. â€Å"Pretentious† has a negative connotation and conflicts with the statement that it is a good essay 4. A slap cannot be loving 5. Footing is not used Task 23 1. Adverb-adjective collocation 2. Verb-noun collocation, verb-noun collocation 3. Adverb-adjective collocation 4. Verb-preposition collocation 5.Adverb-adjective collocation 6. Verb-preposition collocation; adjective-noun collocation Task 24 1-B; 2-C; 3-A Task 25 1-B; 2-C; 3-A Task 26 1. Their 2. South 3. Language. 4. Peaceful 5. Young 6. Call 7. Search 8. Equation 9. Sugar Task 27 1. guarantee 2. cavalry 3. mechanisation 4. language 5. retreat 6. speculative 7. success 8. balance 9. identity 10. articulate. Task 28 Photograph, photography, photographer, photographic To record/a record, to increase/an increase, to present/a present, to import/an import They may experience problems because the words have the same root but the stress falls in different syllables. Task 29Mother, forget, announce, tonight, notable, mention, patrol, indicative Task 30 Work-related email – read carefully paying attention to all the details Short newspapers articles – read to understand the message of the text Long newspaper articles – browsing through, trying to gasp the main message Task 31 1. Gist reading/Reading to infer 2. Scan reading 3. Reading to infer 4. Gist reading/Intensive reading Task 32 It is time consuming, can put the person off. It is difficult to keep the interest alive when you have to pause every two minutes. It is also useless as the main information can be obtained even without understanding all the words.Task 33 They may have studied the la nguage in the past in their native country and learned the phonetic sounds differently (it happened to me) so they don’t recognise the words. When reading you know when a word starts and end, when listening it is not always so. In reading you have more time to process information. Task 34 I was listening to a friend. I did that in two ways. We were first chatting and then discussing when and where to meet later. In the former case I was listening to infer her point of view on things, in the second case I was listening in a way that focused on the information I needed. I also spoke to my mum.Since she does a lot of small talk I was skim listening, just making sure I could follow her thread of thoughts without paying to much attention to details. Task 35 1. Intensive listening 2. Gist listening 3. Scan listening 4. Intensive listening 5. Listening to infer meaning 6. Gist listening Task 36 Learning grammar doesn’t give you the ability to speak a language. When we acquire our mother tongue we learn how to speak first and then learn the grammar. Something similar should happen when learning a new language. Listening and speaking are key. Task 37 1. Could be clear depending on context but generally I would say no 2.Yes 3. Yes 4. It is ambiguous in itself but as a reply to A it is understandable. Task 38 1. Transactional 2. Transactional 3. Interactional 4. Interactional 5. Transactional 6. Interactional Task 39 They acquire confidence. They find themselves in real life situation as opposed to just doing learning abstract things. They can learn something from the people they are talking to. They learn other, non-verbal skills, to make themselves understood and that helps the improvement of the language on the long run. Task 40 1. S 2. W 3. S 4. S 5. W 6. S 7. S 8. W 9. W. 10. W 11. W. 12. S Task 41 1.She threw the ball hard so it hurt hen I caught it. The words â€Å"though† and â€Å"threw† and â€Å"caught† and â€Å"caught† sound the same. 2. My brother lives in Sweden. The vowels are not pronounced. It could also be that the student’s mother tongue does not use many vowels. 3. However hard I try it never works. The confusion may come from the fact that â€Å"however† can also be used as an adverb to introduce a contrasting idea and in that case it is followed by a comma. 4. First of all he invited me to sit down, after that he offered me a coffee. I was very surprised by his politeness. The student is not familiar with punctuation and capitalisation.Task 42 There are spelling issues and also cohesion and syntax mistakes. To improve the students’ writing skills I would encourage them to write and then correct their mistakes. I would also make them do a lot of reading. Task 43 a. 3; b. 6; c. 1; d. 5; e. 2; f. 7 Task 44 1. f; 2. g; 3. b; 4. e; 5. i; 6. h. 7. d 8. c. 9. a Task 45 1. the word is idiomatic and probably unknown to the student. Can be substituted with â€Å"write that down†. 2. too indirect – can be confusing. Substitute with: Look at question number 4 and answer it. 3. too many instruction at the same time. Substitute with: Read the text on page 3.After they complete the task: Compare the answer with the person next you. After they complete the task: Write a short summary and story and discuss it with your partner. 4. Ambiguous. Substitute with â€Å"Answer the question at the bottom of the page†. Task 46. 1. Working in group is vital to improve your communication skills and acquire fluency. Students interacting in a group reinforce their own learning. 2. If I translate everything you become dependant on translation. You do not learn a language by simply translating. It can also occur that there is no one-to-one translation from your language to English. . Prejudice is not tolerated in this classroom. If you want to learn you have to set aside all prejudice and be open to difference. Without this open mindset you cannot lear n. 4. Books are important in giving you a structure and allowing you to review at home. Task 47 I would arrange the classroom so that the students playing the assistant and those asking the questions are facing each other. I could use pictures of different language schools and handouts with course information. There could be confusion on the order in which the â€Å"potential students† consult the â€Å"information desk assistants†.Some students may finish earlier than others. Task 48 1. I would explain that â€Å"slim† is the opposite of fat and usually has a positive connotation while â€Å"thin† means very slim, possibly too slim and can have a negative connotation. I would then make examples of famous people who are either slim of thin. Maybe I would ask students to provide examples too. 2. In this case I would mime the two gestures. 3. I would explain that the first expression refers to something that happened regularly in the past while the second o ne refers to the present and it means that I always get up early so it is not a problem for me. . I would explain that â€Å"nervous† means agitated and â€Å"upset† means worried or sad about something. For example: â€Å"I am nervous because I have an exam† and â€Å"I am upset because I failed the exam†. 5. The first expression refers to the present time so it is for 4 weeks back from now. The second one for weeks back from some specific event. Eg. â€Å"Four weeks ago I went to the doctor. † Four weeks before my trip I went to the doctor†. I might also express this graphically with a drawing. Task 49 1.I think the reason the students could not answer questions about the text is that they were to focusing on reading it correctly to pay attention to the content. Personally I would let them read silently and then ask questions. 2. In this case it may be that the topic they were asked to discuss was too advanced and students did not have suff icient vocabulary to tackle it. I would change it to something easier. Task 50 A teacher is a professional and, like all professionals, has to adhere to certain rules. All the points indicated are part of a teacher’s responsibility towards the students and the institution he/she is working for.

Fate and Predestination in Moby Dick Essay

Fate and predestination are two entirely different themes found in Herman Melville’s Moby Dick. Fate and predestination are not one and the same. Although most people might unknowingly use the terms interchangeably, there is a very real and distinct difference. Fate is determined by man, and is the end result of a free will action. In Moby Dick, Ahab’s free will and belief that he is driven by destiny determines his own fate, the fate of his crew, and results in the inevitable destruction of the Pequod. Melville often uses symbolism to indicate the existence of fate. The Pequod itself is a symbol of the ill-fated journey to conquer the great white whale. On the other hand, predestination is a theological doctrine in which God predetermines the outcome of all events. One assumption of predestination is that God will save some souls while condemning others to eternal damnation. If that distinction is made and held to be true, then fate leaves open the possibility that free will by man exists, while predestination eliminates it all together. And, freewill is important in setting the many complex themes in Moby Dick. Moby Dick is narrated by a sailor known only as Ishmael. The story opens: â€Å"Call me Ishmael. Some years ago—never mind how long precisely—having little or no money in my purse, and nothing particular to interest me on shore, I thought I would sail about a little and see the watery part of the world. It is a way I have of driving off the spleen, and regulating the circulation. Whenever I find myself growing grim about the mouth; whenever it is a damp, drizzly November in my soul; whenever I find myself involuntarily pausing before coffin warehouses, and bringing up the rear or every funeral I meet; and especially whenever my hypos get such an upper hand of me, that it requires a strong moral principle to prevent me from deliberately stepping into the street, and methodically knocking people’s hats off—then, I account it high time to get to sea as soon as I can. This is my substitute for pistol and ball. With a philosophical flourish Cato throws himself upon his sword; I quietly take to the ship. This long passage tells the reader all that is needed about Ishmael. First, he’s educated and intelligent. Perhaps he is a teacher. He talks about whaling ships being his â€Å"Yale College and Harvard . † So, Ishmael is qualified to act as narrator for the tale. He is also philosophical. Throughout the story Ishmael reflects on life aboard the Pequod. He also delves into all sorts of academic subjects as well as theology, free will, morality, destiny and fate. However, Ishmael isn’t going to sea to find himself. In fact, he believes all men on whaling ships are lost. Whaling is an inherently dangerous occupation, so taking a berth aboard a whaling ship is Ishmael’s attempt to commit suicide. Ironically, he survives. Ahab and Ishmael are opposites of each other. Ahab dies and Ishmael lives. Essentially, Ishmael is needed to narrate the story because he is the opposite of Ahab who is driven by what he believes to be predestination. Ishmael is trying to create his own fate by killing himself. But, he is still more philosophically grounded than Ahab. For example, in Chapter 96 Ishmael has an image about daydreaming and suicide: â€Å"There is a wisdom that is woe; but there is a woe that is madness. And there is a Catskill eagle in some souls that can alike dive down into the blackest gorges, and soar out of them again and become invisible in the sunny spaces. And even if he for ever flies within the gorge, that gorge is in the mountains; so that even in his lowest swoop the mountain eagle is still higher than other birds upon the plain, even though they soar. † He can see both the literal as well as the metaphorical meaning in this image. Ahab can’t make the distinction. Ishmael has been to sea before and isn’t driven by fate, but he does know whaling is a dangerous business in which injury and death can occur. So, through an act of free will he is tempting his own fate. However, Ishmael in the course of his narrative does make many references to fate. As described, the whaling vessel Pequod is a symbol of doom. Gloomy, black and adorned with whale teeth and bones, the Pequod is a floating coffin named after a Native American tribe that didn’t survive long after the Europeans arrived in North America. It should be noted that there are times in the story when Ishmael disappears for long stretches and replace by soliloquies often delivered by Captain Ahab. Ahab is the one-legged captain of the Peqoud. From the time his leg is bitten off by a whale during a previous journey, he has pursued the huge white whale. Moby-Dick is Ahab’s nemesis which is misunderstood, mysterious, and difficult to interpret. But Ahab attempts to do just that; his efforts are futile and eventually fatal. In fact, Ahab interprets the whale as being the physical incarnation of evil living in the world and believes against common sense that he can defy the natural world and destroy the whale. â€Å"All that most maddens and torments; all that stirs up the lees of things; all truth with malice in it; all that cracks the sinews and cakes the brain; all the subtle demonisms of life and thought; all evil, to crazy Ahab, were visibly personified, and made practically assailable in Moby Dick. He piled upon the whale’s white hump the sum of all the general rage and hate felt by his whole race from Adam down; and then, as if his chest had been a mortar, he burst his hot heart’s shell upon it. † This quote, from Chapter 41 indicates that Ahab lacks the ability to understand the world around him. Ahab can’t see that the loss of his leg is a result of his dangerous occupation, but, only sees it as evil persecuting him. As a result, he believes it is his inescapable destiny to destroy the evil. And, this soliloquy from Chapter 37 show’s Ahab’s over confidence and belief that he is predestined to destroy the whale. â€Å"Come, Ahab’s compliments to ye; come and see if ye can swerve me. Swerve me? ye cannot swerve me, else ye swerve yourselves! man has ye there. Swerve me? The path to my fixed purpose is laid with iron rails, whereon my soul is grooved to run. Over unsounded gorges, through the rifled hearts of mountains, under torrents’ beds, unerringly I rush! Naught’s an obstacle, naught’s an angle to the iron way! †Ahab does several other things in this passage as well. First, he is attempting to inspire his crew to help him in his quest. Finally, and more importantly, Ahab he feels he has no control over his behavior. In the end, it is Ahab’s irrational behavior and free will, which he very much had control over, that resulted in his death, the destruction of the Peqoud, and demise of the crew. Therefore, predestination had nothing to with the destruction of the ship and crew. Even in his last moments Ahab believed it was predestination that destroyed him. â€Å"Towards thee I roll, thou all-destroying but unconquering whale; to the last I grapple with thee; from hell’s heart I stab at thee; for hate’s sake I spit my last breath at thee. Sink all coffins and all hearses to one common pool! and since neither can be mine, let me then tow to pieces, while still chasing thee, though tied to thee, thou damned whale! Thus, I give up the spear! † Ahab curses the whale and his fate as he is going under. Moby Dick disappears and everyone goes under except Ishmael. Moby Dick is a complex tale with too many themes and intricacies to delve into in just four pages. However, it would have been very difficult to narrate the story any differently than what Melville did. Ahab didn’t understand fate or predestination. Yes, he believed he was predestined to conquer evil, but that was only because his view of the world was so literal, he couldn’t see it any other way. If he did have a clearer view of life and the world, he would have seen that losing his leg was an occupational hazard and would never went have gone off on a monomaniacal quest in the first place. Right up until the moment he started to go under the water, Ahab couldn’t see how his own risks could lead to his death, and he didn’t believe he would ever lose his quest to kill the whale and eradicate evil. Ishmael knew the risks involved from the very beginning of the voyage. That was his motivation for going on the journey. So, man created the twist of fate that allowed Ishmael to survive and Ahab to perish.

A Summary of Skolnicks Working Personality

Skolnick (1966) likens a police officer to a soldier, a school teacher, and a factory worker because of the dangers he faces, his issues with establish his authority, and the need prove his efficiency, but points out that this overwhelming combination of tasks is unique to police culture. Thus, the â€Å"us versus them† mentality begins to take shape, making officers feel the need to separate themselves from civilian society. The propensity now is that police work is no longer a job, but a way of life. Janowitz refers to the military profession as a â€Å"style of life† because the duties of the job extend pass occupational boundaries, and that any position that performs â€Å"life and death† tasks furthers such claims (Skolnick, p. 3). These split-second decisions that police officers have to make also contribute to their separatist way of thinking. It is also clear that the intensity or lack thereof of a police officer’s assignments can help develop his working personality. Basically, experience corroborates one’s outlook. The threat of danger is continuously present, which contributes to the officer’s constant suspicion in trying to identify a potential danger or a law being broken (Skolnick, p. 4). Because of this constant mode of thinking, many people find themselves not wanting to establish a social relationship or friendship with police officers. The danger element isolates the police officer from citizens that he finds representative of danger as well as isolating him from the more predictable people that he might ordinarily identify with (Skolnick, p. ). The police officer’s requirement to enforce morality laws such as traffic laws usually leads to citizens denying his authority and raising his threat level (Skolnick, p. 4). Skolnick states, â€Å"The kind of man who responds well to danger, however, does not normally prescribe to the codes of puritanical morality. † Because of this, many people view police officers at hypocrites, which gives the police community further rea son to isolate as well as further reason to build strong rapport between themselves (Skolnick, p. 4). Skolnick points out that it appears that British police are better about following procedural guidelines than are American police, but that the reason is that they face less dangers than do the police officers of the United States, thus they are better at creating the appearance of conformity (Skolnick, p. 4). Police officers develop a perceptual shorthand that allows them to identify symbolic assailants. This identification can come through the use of certain gestures, language, and even a type of clothing that police have come to associate with particular crimes or violence. Even if the a person has no history of violence or no criminal record, that is overlooked when an officer feels even a vague sense of danger (Skolnick, p. 5). Because of this constant threat of potential danger, police officers may even create certain emotional boundaries which help them continue to function successfully on assignment. Half of the officers in the Westville police department that Skolnick surveyed indicated that they would prefer an assignment of police detective, which involves direct danger. It is believed that while officers may be fearful of the dangers of their jobs, they may also find it exciting, finding enjoyment in potential danger (Skolnick, p. 6). Officers are, of course, trained to be suspicious. Skolnick mentioned a statement from a patrolman that pointed out that â€Å"the most important thing for the officer to do is notice the normal. † By this statement, the officer meant that in order to notice what could be deemed as suspicious, an officer must recognize what is considered normal for a particular area. Notably, whether or not an officer has personally experienced a hazardous situation doesn’t determine his level of suspiciousness. Police officers identify with their comrades who have endured hazardous situations such as beatings or who have even been killed (Skolnick, p. 7). In spite of racial issues that were in existence at the time Skolnick wrote this article, his interview with the Westville police department indicated that racial issues were not the most serious problem that police faced. It was, instead, issues regarding public relations such as citizens’ lack of respect for the badge, failure to cooperate, and the misunderstanding of what all police work entails (Skolnick, p. 8). Relating both to how the public views officers, as well as back to how they are perceived in social settings, Skolnick gives from the Westville police department of an officer and his wife who, while at a party, was hit in the leg and burned from a firework. Even though this occurred in a social setting, he was subjected to another party-goer’s exclamation of, â€Å"Better watch out, he’s a cop. † Another officer mentioned that he didn’t even identify himself as a police officer outside of work because once he did, he could no longer have a normal social relationship with them (Skolnick, p. 9-10). For much of the reasons mentioned previously, the solidarity of police officers has been reaffirmed. Another reason for this, however, is the threat of danger. Again, police officers experience a lack of support and understanding from their communities, and officers believe that the community should not be relieved of their responsibility for law enforcement just because there are uniformed officers who are paid to enforce the law and protect the community (Skolnick, p. 11). The work of police officers increases their solidarity as a group, further separates them from society, and it also taints his character in the eye of the judging public (Skolnick, p. 11-12). Danger faced by officers also acts to further alienate him not only from criminals, but to people he would ordinarily find himself being friends with. This also acts to increase solidarity. Janowitz stated, â€Å"any profession which is continually preoccupied with the threat of danger requires a strong sense of solidarity if it is to operate effectively† (Skolnick, p. 12). Thus, that strong sense of camaraderie is needed to function properly. This same level of solidarity allows police officers to be themselves around other polices officers, and ssentially enables them to â€Å"let themselves go† and engage in behavior that they otherwise wouldn’t because they are always facing public scrutiny (Skolnick, p. 15). It should also be noted that the police officers don’t cooperate with and look out for one another simply because the chief says that’s what they should do or because policy tells them that’s what they have to do, but instead, they d o it because they truly believe in the value of team work and know that it can be the difference of life or death out on the street. The brotherhood between police officers is so strong, it is sometimes described as â€Å"clannishness† (Skolnick, p. 16). Contributing to the already abundant level of public resentment, city administrations and courts may use their police force to meet budgetary requirements by setting speed traps, or may increase their fines. The police officers are the â€Å"face† of those fines, which creates even more separation between police officers and the communities they serve. Additionally, at events where officers are hired to keep order, they are essentially restraining citizens’ freedom of action, which leads to even more resentment (Skolnick, p. 3). However, police offers are often faced with situations in which they have administrative discretion, such as putting a drunk in a taxi instead of placing him under arrest. They could have arrested him, but chose to issue a kind of warning instead. Through their requirement to establish authority in order to effectively enforce the law, police officers feel that they are taken for granted, and that they are often â€Å"fighting alone† on the streets (Skolnick, p. 11). They are expected to be conventional, while also being knowledgeable of street expressions in order to put on a suspect (Skolnick, p. 18). They face public scrutiny at every turn, are alienated by one-time friends due to their profession, and in an effort to keep themselves and other safe, are forced into a constant mentality of seeing every one as potential suspect or constantly sensing the threat of potential danger. It is, then, no wonder that police officers have a working personality that is completely different from any other occupation.

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