Inflight Catering and Waste Management in the Emirates Airlines Dissertation

Inflight Catering and Waste Management in the Emirates Airlines - Dissertation Example The travel industry and travel can't create without aeronautics. Interest for air transport is proceeding as humankind and innovation grows quickly. The flying business is an exceptionally serious industry. Guidelines and numerous requirements are forced by the International Air Transport Association (IATA), and it is inside this setting Emirates Airlines works. The different carriers working at the Dubai International Airport need to follow guidelines on complex elements managing parking garages, landing and take-off timetables, and natural issues. Cooking administrations need to observe touchy guidelines and guidelines on the grounds that these exercises can cause natural issues. (Abdi and Sharma, p. 296) Â This paper is about Emirates Airlines and the natural effect the firm makes as a result of its different exercises. The paper explicitly addresses the waste produced because of in-flight cooking. Inflight providing food creates a lot of misuse of different sorts and it requests a compelling waste administration. Natural effect proposes a few sub-themes, for example, ozone depleting substance impacts, squander age and other ecological worries inside the aeronautics business that need conversation and top to bottom examination. Strong and food squanders from aircrafts are discarded, prepared or isolated at air terminals. Along these lines, squander the executives at air terminals is a noteworthy piece of this paper. Â Emirates Flight Catering, an organization framed under the Emirates Group, produces huge amounts of waste from in-flight cooking. It serves the Emirates airplane and different carriers working at the Dubai International Airport. The firm has a waste administration framework did by an Environmental Team whose activity is to keep up a nearby coordination and joint effort of the various units of waste administration of the Emirates.

Primary and secondary infection with Mycobacterium tuberculosis Essay

Essential and auxiliary contamination with Mycobacterium tuberculosis - Essay Example change from a less lethal infection to a deadly sickness with less possibility for endurance. Thus, it is essential to experience the histopathological changes occurring in the lung identified with essential and auxiliary contamination with Mycobacterium tuberculosis. Essential disease with Mycobacterium tuberculosis primarily influences human respiratory framework (lungs). Plus, the principle side effects of this contamination are like other basic maladies and the genuine issue gets unnoticed. Anderson et al. (2014, p. 1713) express that ‘Since the indications and indications of youth tuberculosis are found in a scope of different conditions, clinical determination is unreliable’. As the underlying contamination or Primary TB is seen among youngsters, the contamination may influence their resistance and may prompt different infections when all is said in done. One can see that inoculation isn't compelling for this contamination since it spreads through air and direct contact with the tainted individual. In this way, the most ideal treatment for essential contamination is to analyze the equivalent and to give legitimate clinical treatment. Warner and Mizrahi (2014, p. 1642) express that ‘In the nonattendance of an immunization t o give long haul assurance, control of medication helpless tuberculosis is to a great extent subject to a standard half year chemotherapy routine that has been being used for more than three decades’. What's more, appropriate clinical treatment can fix this contamination since current medication ends up being powerful while managing the equivalent. From an alternate edge of view, treatment for essential disease can upset the quick spread of auxiliary contamination in light of the fact that. Authentic et al. (2011, p.2156) express that ‘More than 2 billion people are contaminated with Mycobacterium tuberculosis, and from this store dynamic tuberculosis will create in a large number of people in coming decades.’ For example, clinical treatment can prevent the spread of Mycobacterium tuberculosis from individual to individual and can spare a great many individuals. These days, treatment for this infection is

Blog Archive Friday Factoid Earn a Sustainability Certificate at MIT Sloan

Blog Archive Friday Factoid Earn a Sustainability Certificate at MIT Sloan Sustainability is at the heart of MIT Sloan’s nonprofit/social entrepreneurship curriculum.  In 2007, the school launched the Initiative for Sustainable Business and Society, with its  ultimate goal being to “enable people, communities, businesses, organizations, and the planet to flourish while taking an in-depth, integrated look at existing structural models; and to redefine the notion of sustainability by incorporating social equity, economic development, and environmental restoration at all levels,” according to  the school’s Careers into Action roadmap for this study area.  The initiative serves as an umbrella for the many components that fall under its purview, including a “Strategies for Sustainable Business ” lab course, a “System Dynamics ” course, a Sustainability Lunch Series, and an internship program. In February 2010, Sloan announced its third specialty certificate option, the Certificate in Sustainability. Open to any master’s level MIT student as an add-on to an existing degree program, the offering “views sustainability as a function of the interdependent dynamics of economic, societal, and environmental systems, where success overall is influenced by success across all areas and not upon a single factor” (quote from a February 2010 MIT Newsroom article). In addition to receiving the certificate along with their MBA, students who pursue it will receive access to Summer Sustainability Internships and a special resume book for sustainability. For more information on other defining characteristics of the MBA program at MIT Sloan or one of 15 other top business schools, please check out the  mbaMission Insider’s Guides. Share ThisTweet Friday Factoids Massachusetts Institute of Technology (Sloan) Blog Archive Friday Factoid Earn a Sustainability Certificate at MIT Sloan Sustainability is at the heart of MIT Sloans nonprofit/social entrepreneurship curriculum.  In 2007, the school launched the Initiative for Sustainable Business and Society, with its  ultimate goal being to “enable people, communities, businesses, organizations, and the planet to flourish while taking an in-depth, integrated look at existing structural models; and to redefine the notion of sustainability by incorporating social equity, economic development, and environmental restoration at all levels,” according to  the schools Careers into Action roadmap for this study area.  The initiative serves as an umbrella for the many components that fall under its purview, including a “Leading Sustainable Systems Lab” course and a “Sustainable Business Lab” course co-taught by eight faculty members, a speaker series and an internship program. Examples of the more than a dozen sustainability-focused courses from which students can choose (as of 2012â€"2013) are “Leading Profound Innovations for a More Sustainable World,” “Enabling an Energy-Efficient Society” and “Strategic Planning for Nonprofit Organizations.” In February 2010, Sloan announced its third specialty certificate option, the Certificate in Sustainability. Open to any master’s level MIT student as an add-on to an existing degree program, the new certificate “views sustainability as a function of the interdependent dynamics of economic, societal, and environmental systems, where success overall is influenced by success across all areas and not upon a single factor” (quote from a February 2010 MIT Newsroom article). Required courses for the certificate program are “System Dynamics,” “Strategies for Sustainable Business,” “Sustainable Business Lab” and a capstone course that launched in spring 2011. Students in the program also choose three electives from a list of nearly 40. In addition to receiving the certificate along with their MBA, students who pursue it will receive access to Summer Sustainability Internships and a special resume book for sustainability. For more information on other defining characteristics of the MBA program at MIT Sloan or one of 15 other top business schools, please check out the  mbaMission Insider’s Guides. Share ThisTweet Friday Factoids Massachusetts Institute of Technology (Sloan) Blog Archive Friday Factoid Earn a Sustainability Certificate at MIT Sloan Sustainability is at the heart of MIT Sloan’s nonprofit/social entrepreneurship curriculum.  In 2007, the school launched the Sustainability Initiative (formerly titled the Initiative for Sustainable Business and Society), with its  ultimate goal being to “enable people, communities, businesses, organizations, and the planet to flourish, while taking an in-depth, integrated look at current structural models. By incorporating social equity, economic development, and environmental restoration at all levels, such initiatives capitalize on existing and emerging opportunities for greater long-term benefit,” according to  the school’s Career Roadmap for this study area.  The initiative serves as an umbrella for the many components that fall under its purview, including a “Strategies for Sustainable Business” lab course, a “System Dynamics” course, a Sustainability Lunch Series, and an internship program. In 2010, Sloan announced its third specialty certificate option, the Certificate in Sustainability. Open to any master’s level MIT student as an add-on to an existing degree program, the offering, according to a 2010 MIT Newsroom article, “views sustainability as a function of the interdependent dynamics of economic, societal, and environmental systems, where success overall is influenced by success across all areas and not upon a single factor.” In addition to receiving the certificate along with their MBA, students who pursue it will receive access to Summer Sustainability Internships and a special resume book for sustainability. For more information on other defining characteristics of the MBA program at MIT Sloan or one of 15 other top business schools, please check out the  mbaMission Insider’s Guides. Share ThisTweet Friday Factoids Massachusetts Institute of Technology (Sloan) Blog Archive Friday Factoid Earn a Sustainability Certificate at MIT Sloan Sustainability is at the heart of MIT Sloan’s nonprofit/social entrepreneurship curriculum.  In 2007, the school launched the Sustainability Initiative (formerly called the Initiative for Sustainable Business and Society), whose goal is “to inspire change by engaging people in open dialogue around sustainability issues and challenging them to consider their own values related to social justice, care for future generations, and the flourishing of life,” according to its Web site.  The initiative serves as an umbrella for the many components that fall under its purview, including the “Strategies for Sustainable Business” lab course, the “System Dynamics” course, the Sustainability Lunch Series, and an internship program. In 2010, Sloan announced its third specialty certificate option, the Sustainability Certificate. Open to any master’s level MIT student as an add-on to an existing degree program, the offering “views sustainability as a function of the interdependent dynamics of economic, societal, and environmental systems, where success overall is influenced by success across all areas and not upon a single factor,” reported a 2010 MIT Newsroom article. In addition to receiving the certificate along with their MBA, students who pursue it are given  access to Summer Sustainability Internships and alumni events. For more information on other defining characteristics of the MBA program at MIT Sloan or one of 15 other top business schools, please check out the  mbaMission Insider’s Guides. Share ThisTweet Friday Factoids Massachusetts Institute of Technology (Sloan)

The Power Of Mass Media - 2392 Words

Randy Butler Gender and Culture December 16, 2014 Final Project The Power of Mass Media in Todays World: The Perceptions and Realities Behind the Curtains It’s a Thursday night and Jessie is sitting down, munching on some chips and dip, and watching the weekly episode of Scandal with her friend Mary in the dim light of their living room. A scene comes on the television with two gay men intimately approaching each other, about to have sex. For a minute, the girls are tensely sitting in silence, not speaking, but awkwardly staring at the television. As the scene turns to a commercial, the girls begin to loosen up and start giggling. Blushing, Jessie interrupts the awkwardness, â€Å"Well you don’t really see that too much!† Scandal is just one of the recent shows featuring gay characters and themes. Slowly, television and motion picture movie films are striving to be inclusive. Gay characters on prime- time shows and in top rated, popular films are trying to generally become the norm rather than just the exception, whether as regular characters, or occasional ones. As the world is becoming interconnected and as glob alization is at its full peek, people are increasingly being influenced by mass media and popular culture. While society is changing through each decade, so has the media’s portrayal of the LGBT—gay, lesbian, bisexual, transgender, and queer—community. But, do these depictions truly reflect lesbian, gay, bisexual, transgender, and queer reality? And are theseShow MoreRelatedThe Power of and the Powers Behind Mass Media901 Words   |  4 PagesThe Power of the Powers Behind Mass Media Mass media is a powerful method of communication, entertainment, education, and socialization. The necessity and the relevancy of mass media becomes more prominent and urgent in the 21st century world, as the 21st century landscape is exceptionally more mediated than in previous eras of human history. It behooves producers, distributors, and consumers of mass media to understand and consider the interplay between power and discourse within the contextRead MoreInfluence and Power of Mass Media1311 Words   |  6 PagesThe topic of influence and power of mass media has become important among researchers of communication field since the moment it appeared. It is difficult to underestimate the potential and the role which mass media plays in people’s lives, still some of the researchers are concerned with relatively limited media’s control and impact on society. They claim that the content of a message is just one factor which defines the reaction of audiences; therefore, in order to decrease the chance of unexpectedRead MoreMass Media Has The Power Of People Of Minds Of Masses1485 Words   |  6 PagesMass media has the power to manipulate millions of minds of masses. Over 82% of Americans receive their news from TV sources and about 62% of them use cable networks, such as Fox News, CNN etc., as the source to gain knowledge about current events occurring across the nation or the world. Since the majority of Americans get news from the cable TV sources, it is important for them to give an accurate report without any bias. Since last two years, racial issues in United States have revived. ManyRead MoreThe Constructions of Gender1094 Words   |  4 Pagesrespect to gender, mass media, in its various forms, is the primary way that people learn how to act as a girl or boy. Mass media is a powerful method of communication, entertainment, education, and socialization. The necessity and the relevancy of mass media becomes more prominent and urgent in the 21st century world, as the 21st century landscape is exceptionally more mediated than in previous eras of human history. It behooves producers, distributors, and consumers of mass media to understand andRead MoreThe Importance Of Mass Media1003 Words   |  5 PagesEveryone’s comprehension is different and unique in reality. When a person receives a message from mass media, he tells the message which is from mass media to another person. These two people understand what does this message means; however, they may have different comprehension of this message. People can think about each message and analyze a message in a different way because they have their own idea. For example, when people do a survey for a film, some people may think this film is very good;Read MoreMass Media Concepts1359 Words   |  6 PagesMASS MEDIA AND SOCIETY (2) The concept of ‘mass’ The ideas of ‘mass society’ date from the 1940s but before that time, since the19th century, there have been different ideas of what ‘mass’ means. One use of the term ‘mass’ was negative to refer to the mass of people or the ‘common people’ – who were seen as uneducated, ignorant, unruly or violent. ‘Mass’ could also be used in a positive sense as in ‘mass movement’ – such as trade unionism, socialism, or working class solidarity againstRead MoreMass Media And Its Impact On Society1719 Words   |  7 PagesIn today’s world society believes that mass media plays a key role in shaping and communicating our culture. Mass Media is defined as a technological advancement of communication. People receive information about the world through mass media and it helps shape people’s beliefs, values, perception, and behavior. Mass media is a controversial topic among sociologists, many of them have differentiating opinions of how mass media is influencing people daily lives today. Through this research analysisRead MoreMass Society Theory Essay627 Words   |  3 PagesHistory of Mass Society Theory Comprised a vast workforce of people who lived isolated and unfulfilled lives. They were slaves to jobs, bosses and living in crowded urban settings . Their lives were consistent with Marx’s â€Å"alienated masses† Scholars blamed the media for the rise of fascism History of Mass Society Theory During the 1920’s, Hearst and Pulitzer changed their ways and became serious about reporting the news The American Society of Newspaper Editors formed and pledged toRead MoreDo We Control The Media Control Us?889 Words   |  4 PagesControl the Media or Does the Media Control Us? Imagine how surveys came into play. Imagine a group of people wanting to know what another group of people think, feel, want and desire. A survey came to be a way to meet the needs of others at a much more efficient way. Imagine mass media as a way to meet the needs and desires of the mass. It is a survey taken every time the remote is used. Whatever catches the attention of the mass is what the media produces quantities of and whatever the mass rejectsRead MoreThe Political Economy And Cultural Studies Theories1429 Words   |  6 PagesIntroduction Mass media plays an important role in the society by providing entertainment, information and acting as the government’s overseer. Several scholars have developed philosophies that help people understand how mass media fulfills its roles in the society. For example, Horkheimer and Adorno have constructed theories that explain the functions and impacts of mass media in the society across the globe (Mosco, 2008). The central theme in all mass communication models entails the meaning of media contents

Design Phases Design Phase - 941 Words

DESIGN PHASE After there is an agreement on the requirements specification, the design phase can start. Its main aim is to identify solutions that fit the requirements taking into account the resources available and the constraints of the project (Layzell Loucopoulos, 1989; Yeates et al., 1994). The proposed solutions do not need to be too detailed at this stage. A broad proposal should give enough information about how the system will work and a cost estimate (Hawryszkiewycz, 1998, p. 70). Although some of the authors consulted, by focusing on the technology related aspects of this phase in their writing, seem to suggest the proposals should be created by the systems managers. Yeates et al. (1994, p. 186) suggest to involve the system users in creating the proposals and ensure they take ownership of the project and the new system (p.188). Selecting one solution or a combination of several may rest in the system users, their managers or senior management (Layzell Loucopoulos, 1989, p. 186). Once the decision has been taken, the systems managers need to work in a more detailed specification of the design. This draft of a final proposal will include detailed aspects such as the security of the system, the user interface design, process design and data design (Bocij et al., 2008, p. 423; Hawryszkiewycz, 1998, p. 79; Yeates et al., 1994, p. 194). If it has not been considered in the requirements, this is the moment to think about risk management for the different solutionsShow MoreRelatedFast Tracking Design And Construction Phases Essay764 Words   |  4 PagesFast Tracking Design and Construction Phases. The implementation phase of the Chunnel Tunnel was rife with risks and issues as the project team opted to fast track the design and construction phases of the project (Anbari, et al.,2005, p. 12). Fast tracking is described by the Project Management Institute (2013, p. 540) as a schedule compression technique in which activities or phases normally done in sequence are performed in parallel for at least a portion of their duration. Typically, projectRead MoreEvaluation Of A Phase II Selection Design1700 Words   |  7 PagesThe main objective of a Phase II selection design is to correctly select the most promising treatment amongst multiple competing experimental regimens, when it truly exists. How- ever, as it serves as an important pathway to sieve out the best treatment, which could then progress to a simple, denitive randomized controlled Phase III study, it is important that the selected treatment has sucient evidence of clinically desirable response rate. In this chapter, we discussed BAR and ELIM which incorporateRead MoreDesign Stage : Design Phase In The Enlargement Of Power Point1048 Words   |  5 Pages Design phase : Design is a difficult area in the enlargement of Power Point. It is often recommended to keep the design simple and adhere to its usability guidelines, whenever possible, that is the design elements must be consistently comprehensible to support user intuitiveness. Design features should adhere to usability standards. Design Stage Designing the concept - Media type, format, standards specifications. - Power point components constructed. - Layout consistency (e.g.design, colourRead MoreThe Analysis And Design Phase Of The Sdlc Of A Project1291 Words   |  6 Pagesthe Analysis and Design phase of the SDLC of a project, including various activities of the design stage The structure and order of activities exercised for the advance of systems, are known as the â€Å"System Development Life Cycle†. The activities and processes within this outline are typically executed according to a sound defined and complete sets of process known as methodologies. These methodologies comprise specific actions for the requirement analysis as well as the design of mutually the dataRead MoreThe Conceptual Design Phase Of Urban Planning Process Essay1544 Words   |  7 PagesAbstract. ADD FROM OLD ABSTRACT!!! The conceptual design phase usually comprises a complex set of objectives that needs to be addressed by developing a number of design alternatives that require a lot of repetitive steps resulting in fewer and slowly-developed design varieties. This paper focuses on merging the parametric approach into the conceptual design phase of urban planning process, to propose a Parameterized Conceptual Design Phase, which consists of three main stages: Analysis, S ynthesisRead MoreDesign Phases And Environmental Factors Affecting The Construction Process Essay1633 Words   |  7 Pages Overview of Planning, design phases and environmental factors affecting the construction process 24/10/2016 Mark Board â€Æ' Contents Introduction 2 1a discuss the planning phase of construction projects discuss the design phase of construction projects. 2 1b evaluate how the planning and design phases are coordinated and managed 4 2a discuss the environmental factors that affect construction projects 4 2b evaluate environmentally responsible methods for disposing of waste materials 5 2c evaluateRead MoreDesign Of Zero Switching Losses For Three Phase Circuit Using Power Diode1783 Words   |  8 PagesDesign of Zero Switching Losses for Three-Phase Circuit Using Power Diode Shrinivas Reddy Dept. of EEE,PDACEG, GULBARGA Abstract In this paper a zero voltage switched active network (Fig. 1) used in combination with three-phase ac to dc diode rectifiersRead MoreMitigating Designers In Construction Research Paper735 Words   |  3 PagesMitigating Designers in Construction During Design Phase using Building Information Modelling Sujith Kumar S.N, San Jose, California Kumarsujith1618@gmail.com San Jose State University ABSTRACT Any project to be successful should satisfy the expectations of the owner in terms of cost, innovation and time management. The information flow between the project and the people working on it is disorganized when it comes to old 2D CAD project. Using of Building Information Model (BIM), whichRead MoreThe Software Development Life Cycle1303 Words   |  6 PagesDevelopment Life Cycle is a model, which consists of multiple steps or phases. This model is used for the development of software or application. The purpose of SDLC is to make software more efficient and effective. The life cycle typically has six phases. It starts with analysis and design phase, then the implementation/ construction phase, testing phase, release or deployment phase and ends with maintenance phase. The analysis phase determines why the need for the software arose, the deliverables orRead MoreQuantitative Research And Time Series Design1064 Words   |  5 PagesResearch and Time Series Design Quantitative research is used make inferences based on a certain experience by incorporating a large or wide number of participants that are measurable and that have objective hard data that will allow for a statistical control and generalizability across many populations. (Sheperis, Young, Daniels, 2010). This data will come from surveys and experimental methods and proves to be rather valuable. Quantitative Research Time Series Design When measurements of the same

APWH Ch - 1306 Words

AP WORLD HISTORY Chapter Processing Work INTRODUCTION Historical Thinking Skill Exercise: Periodization: Compare the author’s periodization in Parts One through Six to the Colleges Board’s historical periodization. How do the author’s dates and titles compare to the College Board’s? What explains the similarities and the differences? Why do you suppose the periodization in world history can be so controversial? UNIT 1 CHAPTER 1: Historical Thinking Skill Exercise: Historical Argumentation: On pages 26-43 of this text, how does the author explain the emergence of agriculture? What inferences does he make? Big Picture Question (BPQ) #2: The Agricultural Revolution marked a decisive turning point in human history. What evidence†¦show more content†¦14. What immediate developments in the seventeenth and early eighteenth centuries might have influenced the cultural patterns depicted in these illustrations? How does the broad context of the Columbian exchange help you understand these painting? BPQ#1: To what extent did Europeans transform earlier patterns of commerce, and in what ways did they assimilate in to those older patterns? BPQ#3: What lasting legacies of early modern globalization are evident inShow MoreRelatedEssay on Apwh Ch.9 Study Guide732 Words   |  3 PagesHow did the Persian conquest set the stage for the emergence of the Maurya empire? The Persian Conquest left Asia without a ruler, this allowed Chandragupta Maurya to exploit the opportunity and lay down the foundation for the Maurya Empire. . What were five major accomplishments of the emperor Ashoka? The five major accomplishments of the emperor Ashoka were to conquer Kalinga and bring it under Mauryan control, communicated his policies throughout his realm by inscribing edicts in naturalRead MoreWorld Civ Quiz3656 Words   |  15 PagesAPWH Ch. 23-25 Test Review Ch. 23 1. The Portuguese mariner who sailed to Calicut in 1498 was A. Dias B. Columbus C. Cook D. Vasco da Gama 2. Which of the following was not one of the main inspirations for European exploration? A. The desire to conquer China and India B. The search for basic resourcesC. The desire to establish new trade routes to Asian marketsD. The desire to spread Christianity 3. The first European nation to dominate trade with

Securities Regulation Cases and Materials MyAssignmenthelp.com

Question: Discuss about the Securities Regulation for Cases and Materials. Answer: Introduction The two cases in this part embody the elements of agency relationship Management. Tina is the principal in both case and she has given authority to the agents Brand and Tom respectively to act on her behalf. Normally, agency relationship occurs where the principal authorises the agent to contract with third parties, and such contracts would bind the principal as if he or she was acting in person. The authority that empowers the agent to act is given by the principal either expressly or it can be one of necessity or ostensible authority. The issue in this case scenario can be framed thus; Is there an agency relationship between the parties? Did Brad have authority as an agent to order petrol from Caltex? When was the agency relationship terminated? Did Tina breach any obligation by refusing to accept petrol from Caltex? What remedies are available to the parties in this case? The law that governs this relationship is that of agency contracts. Agency contract normally arises and follows the main rules of contract such as capacity, offer, acceptance, intention and consideration. In certain circumstances, it may occur through the operation of law. The agent exercises power or authority delegated to him or her by the principal, which authority is used in contracts that bind the principal. The said authority can be express or implied, can arise by necessity or be ostensible. Express authority is that actual instructions given to the agent to contract on the principals behalf. For instance, in Watteau v Fenwick [1], a proprietor of a pub appointed the pubs manager to professionally carry out the duties of a manager. The proprietor gave stern instructions barring the manager from allowing the buying or selling of cigarettes in the pub at any time. The court had to determine a scenario where the manager was accused of buying cigarettes in total disregard of the proprietors instructions. The court established that the act of buying or selling cigarettes was within the range of the authority and power that could be exercised by the manager of a pub and therefore the proprietor was bound by that contract. Termination of an agency relationship can occur at any time when such termination period is not contained in the contract. The principal however has powers in agency relationship to terminate the contract without reference to the agent especially where the agents commits a fundamental breach of the terms of the relationship. Where an agency contract has been terminated but an agent contracts with third parties as if he was still an agent, the contracts would bind the principal due to the application of the principle of ostensible authority. Agents have duties under the agency contract. Their role is to enter into transactions that benefit the principal but not themselves or third parties. In Collen v Wright[2], the contract negotiated and entered into by an agent who had no authority was held not to bind the principal. The agent was personally liable to the third party. In applying the rules established in Watteau v Fenwick above, it can be said that the court would not infer that Brad had the authority to contract with Caltex. Though an agency contract had existed, the same was already terminated expressly when Tina informed Brad that business would resume as before. Additionally, the holding in Collen v Wright would be applied by the court to find that Brad is personally liable to Caltex for the price of the Petrol and to damages as to breach of contract. Ostensible authority cannot be pleaded by Brad as the termination was clearly stated to him in the same manner the earlier authority had been conferred. The parties were initially in an agency relationship. The same had however been terminated when Brad ordered for petrol from Caltex Management. At the time of placing the order, Brad was not an agent and therefore lacked the authority to present himself as so. Tina is therefore not bound or liable to pay for the price of the petrol or any damages. Caltex can sue Brad in his personally capacity but not as an agent. The issues that can be derived from this case is whether there is an agency contract between Tina and Paul and if so, what remedy is available to Tina in the circumstances. Where a person in a contract of services has special skill and knowledge acquired either through training or experience and the employer entrusts him or her with managerial roles, he is considered as an agent. Paul therefore became an agent through express appointment to be in charge of selling cars in the car park. Agents owe the principal certain duties in an agency relationship. An agent is in a fiduciary relationship with the principal and therefore he or she should act faithfully to the benefit of the principal. In Christie v Harcourt[3], the court was faced with a question whether the agent had a conflict of interest when he should a property belonging to the principal at a much lower value to his daughter. The court held that the agent put his interest first as opposed to that of the principal. Agents also owe their principals the duty to profit from the agency contract. The law prohibits the making of secret profits for the benefit of agents. This is considered as a case of dishonesty by the agent and a breach of the trust of the principal. Where it is established that an agent has drawn any benefit, be it monetary or otherwise from the agency contract, such profit being made was made unilaterally without the knowledge of the principal, such agent would be required to account for the profit and the principal has the right to claim that profit. Bentley v Craven [4] has discussed the matter conclusively.in this case, a sugar refinery factory had entrusted agents to negotiate on their behalf and obtain sugar at the lowest prices possible. However, the defendant after negotiations bought the sugar for his own use and later purported to sell the same to the sugar refinery at a profit. The court held that the agent breached the agency contract by wrongfully drawing a profit from the relationship. He had to forfeit the profit he envisaged in the transaction. The court would first ascertain the type of relationship that exists between Tina and Paul. It would find that the parties are in an agency relationship due to two factors; the special skill that Paul has on matters to do with sale of cars and the trust or appointment given to Paul by Tina in consideration of the special skill and knowledge. The court would proceed to determine whether Paul breached any agent duties when he bought the car himself and sold it to the neighbour at a profit. Relying on the facts and the finding of the court in Bentley v Craven, the court would find Paul to have made secret profit that is in breach of the agent duties. The court would direct Paul to forfeit the profit which is a right of the principal. Conclusion In conclusion therefore, there is a subsisting agency relationship between the two parties. The agency is a very special one since the agent is skilled in the area of business that Tina is involved in. however; the agent has breached the fundamental duty under an agency relationship that prohibits agents from drawing illegal profits from the relationship. He has breached the trust bestowed on him by the principal. He is therefore liable to account for the secret profit drawn; the profit which the principal is entitled to receive. The case revolves around the principles of the law of partnership. In the case, there are four parties desirous of starting a common business. They bring their resources in a pool and decide to run a business as partners and their relationship is governed by an agreement setting the authority including the extent and value of contract that a person can negotiate and sign. Simon has engaged in transactions that go contrary to the agreement between the parties. The first issue in this case is whether the agreement between the parties is a partnership and if so, whether the transactions of entered into between Simon and third parties breached the partnership agreement. The other issue is whether the partnership would be bound in the circumstances by the contracts negotiated between Simon and third parties and if so, what remedy is open to the other partners in the partnership regarding the transactions by Simon. Partnership law and the principles in agency relations are closely related. The partnership cannot act by itself and therefore enters into transactions through the individual partners as agents of the partnership business. The partners act behalf of the partnership and as such, should do so in the partnerships best interest. In Lang v James Morrison Company Limited[5], the court stated that at all material times, partners negotiate contracts for the partnership as well as for them and therefore, should do so with caution not to negotiate those that would injure either the partnership or the individual partners. A contract between a partner and a third party is binding on the partnership. Partners are therefore required to contract faithfully since the authority to bind the partnership is contained in the agreement between the parties. In Mercantile Credit Limited v Garrod[6], there were two individuals who were carrying on a garage business in common. They agreed that they would not involve themselves in the business of buying or selling of cars. The plaintiff brought an action against one of the individuals who had sold him a car with a defective title, prompting the plaintiff company to return the car to its rightful owner. The court found for the plaintiff, holding that in ordinary course and in the business of a garage, they are likely to engage in the act of selling cars. Both individuals were held liable since the third party had no knowledge of the agreement between the two partners not to sell or buy cars. He was an innocent purchaser for value without notice. The court further addr essed itself that where the transaction entered into does not ordinarily fall within the range of business, the party involved would be personally liable. The court would first address itself as to whether the arrangement between the individuals is one of partnership. There are four parties have an agreement setting out the nature and powers of the parties in the business. The court would easily make a finding that this is a partnership. On the issue whether Simon acted beyond and in breach of powers given by the agreement, the holding in Lang v James Morrison Company Limited would guide the court in concluding that Simon exceeded the powers conferred on him by the partnership deed. The court would consider the liability in the two transactions that Simon entered into. The principle and distinction that the court brought out in Mercantile Credit Limited v Garrod would guide the court. In relation to the first transaction, the third party had no knowledge of the lack of authority by Simon and since it falls within the ordinary scope of business of the partnership, they are bound. On the second transaction, Simon is personally liable because the freight business does not fall within the scope of the partnership business. In conclusion therefore, the four individuals are in a partnership business. They have drawn up a partnership deed to govern their relationship. Simon as a partner has entered into transactions that go contrary to the agreement and therefore he is in breach. The partnership would only bear responsibility on the first transaction of $12000. Simon would bear individual responsibility as regards the second transaction. Bibliography Gillies, P. (2004). Business Law. Sydney: Law Book Company. Atiyah, P. (2011). An introduction to the law of contract. Oxford: Clarendon Press Burton, G. (2001). Australian financial transactions law. Sydney: Butterworths Carter, J., (2012). Cases and materials on contract law in Australia. Chats wood, N.S.W: Lexis Nexis Butterworths Duncan, W. (2012). Joint ventures law in Australia. Annandale, N.S.W: Federation Press Graw, S. (2008). An introduction to the law of contract. Sydney: Law book Company English, L. M. (2006). Public private partnerships in Australia: An overview of their nature, purpose, incidence and oversight. UNSWLJ, 29, 250 Barnea, A., Haugen, R. A., Senbet, L. W. (1985). Agency problems and financial contracting. Prentice Hall Lan, L. L., Heracleous, L. (2010). Rethinking agency theory: The view from law. Academy of Management Review, 35(2), 294-314. Fleming, G., Heaney, R., McCosker, R. (2005). Agency costs and ownership structure in Australia. Pacific-Basin Finance Journal, 13(1), 29-52. Tomasic, R., Bottomley, S., McQueen, R. (2002). Corporations law in Australia. Federation Press La Porta, R., Lopez?de?Silanes, F., Shleifer, A., Vishny, R. W. (2000). Agency problems and dividend policies around the world. The journal of finance, 55(1), 1-33 Lewis, J. M., Baeza, J. I., Alexander, D. (2008). Partnerships in primary care in Australia: Network structure, dynamics and sustainability. Social science medicine, 67(2), 280-291. Coffee Jr, J. C., Sale, H., Henderson, M. T. (2015). Securities regulation: Cases and materials. Hodge, G. A. (2004). The risky business of publicprivate partnerships. Australian journal of public administration, 63(4), 37-49 Bramwell, B., Lane, B. (Eds.) (2000). Tourism collaboration and partnerships: Politics, practice and sustainability (Vol. 2). Channel View Publications

WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh She

WILLIAM TECUMSEH SHERMAN AND HIS MARCH TO THE SEA William Tecumseh Sherman was born on May 8, 1820 in Lancaster, Ohio. He was educated at the U.S. Military Academy and later went on to become a Union General in the U.S. civil war. Sherman resigned from the army in 1853 and became a partner in a banking firm in San Francisco. He became the president of the Military College in Louisiana(now Louisiana state University) from 1859-1861. Sherman offered his services at the outbreak of the Civil War in 1861 and was put in command of a volunteer infantry regiment, becoming a brigadier general of volunteers after the first Battle of bull run. He led his division at the Battle of Shiloh and was then promoted to major general of volunteers. Soon after Sherman fought in the battle of Chattanooga he was made supreme commander of the armies in the west. Sherman fought many battles with such people as Ulysses S. Grant, and against people such as Robert E. Lee before he was commissioned lieutenant general of the regular army. Following Grants election to presidency he was promoted to the rank of full general and given command of the entire U.S. Army. William Sherman published his personal memoirs in 1875, retired in 1883, and died in 1891. William Tecumseh Sherman, as you have read, was a very talented and very successful man. He is remembered by many accomplishments, but probably most remembered by his famous March to the sea. Sherman's march to the sea was probably the most celebrated military action, in which about sixty thousand men marched with Sherman from Atlanta to the Atlantic ocean, then north through South Carolina destroying the last of the souths economic resources. Bedford Forrest was in Tennessee, and with Atlanta secured, Sherman dispatched George H. Thomas to Nashville to restore the order there. John B. Hood threatened Thomas's supply line, and for about a month, they both fought north of A tlanta. Sherman decided to do the complete opposite of what the strategic plan laid down by Grant six months earlier had proposed to do. In that plan Grant had insisted that Confederate armies were the first and foremost objectives for Union strategy. What Sherman decided now was that he would completely ignore the Confederate armies and go for the "spirit that sustained the Confederate nation itself", the homes, the property, the families, and the food of the Southern heartland. He would march for Savannah, Georgia and the seacoast, abandoning his own line of supply, and live off the land and harvests of the Georgia Country. Grant finally approved Sherman's plan, so Sherman set off on his march eastward, "smashing things to the sea." On November 15, 1864, Sherman began his march to the sea. "I can make . . . Georgia howl!" he promised. Sherman left Atlanta, setting it up in flames as they left, with 62,000 men, 55,000 of them on foot, 5,000 on cavalry horses, and about 2,000 riding artillery horses. It was an army of 218 regiments, 184 of them from the West, and of these 155 were from the old Northwest Territory. This army was remembered as a lean and strong one. The bulk of the army was made up of Germans, Irish, Scotch, and English. Sherman and his army arrived in Georgia where there was no opposition, and the march was very leisurely. The army fanned out widely, covering a sixty mile span from one side to the other. The army destroyed, demolished and crushed whatever got in their way, the land, homes, buildings, and people. Bridges, railroads, machine shops, warehouses- anything of this nature that was in Shaman's path was burned and destroyed. As a result of this march eliminating a lot of the food to feed the Confederate army and its animals, the whole Confederate war effort would become weaker and weaker and weaker. Sherman went on toward the sea while the Confederacy could do nothing. S herman's march to the sea was a demonstration that the Confederacy could not protect its own. Many agree that Sherman was too brutal and cruel during the march to the sea, but Sherman and his men were effectively demolishing the Confederate homeland,

50 Compelling Argumentative Essay Topics

50 Compelling Argumentative Essay Topics An argumentative essay requires you to decide on a topic and take a position on it. Youll need to back up your viewpoint with well-researched facts and information as well. One of the hardest parts is deciding which topic to write about, but there are plenty of ideas available to get you started. Choosing a Great Argumentative Essay Topic Students often find that most of their work on these essays is done before they even start writing. This means that its best if you have a general interest in your subject, otherwise you might get bored or frustrated while trying to gather information. You dont need to know everything, though. Part of what makes this experience rewarding is learning something new. Tips Its best if you have a general interest in your subject, but the argument you choose doesnt have be one that you agree with. The subject you choose may not necessarily be one that you are in full agreement with, either. For example, in college, you may be asked to write a paper from the opposing point of view. Researching a different viewpoint helps students broaden their perspectives.   50 Topic Ideas for Argument Essays Sometimes, the best ideas are sparked by looking at many different options. Explore this list of possible topics and see if a few pique your interest. Write those down as you come across them, then think about each for a few minutes. Which would you enjoy researching? Do you have a firm position on a particular subject? Is there a point you would like to make sure and get across? Did the topic give you something new to think about? Can you see why someone else may feel differently? A number of these topics are rather controversial and thats the point. In an argumentative essay, opinions matter and controversy is based on opinions, which are, hopefully, backed up by facts.  If these topics are a little too controversial or you dont find the right one for you, try browsing through persuasive essay topics  as well. Is global climate change  caused by humans?Is the death penalty effective?Is our election process fair?Is torture ever acceptable?Should men get paternity leave from work?Are school uniforms beneficial?Do we have a fair tax  system?Do curfews keep teens out of trouble?Is cheating out of control?Are we too dependent on computers?Should animals be used for research?Should cigarette smoking be banned?Are cell phones dangerous?Are law enforcement cameras an invasion of privacy?Do we have a throw-away society?Is child behavior better or worse than it was years ago?Should companies market to children?Should the government have a say in our diets?Does access to condoms prevent teen pregnancy?Should members of Congress have term limits?Are actors and professional athletes paid too much?Should athletes be held to high moral standards?Are CEOs paid too much?Do violent video games cause behavior problems?Should creationism be taught in public schools?Are beauty pageants exploitative?Should English be the official language in the United States? Should the racing industry be forced to use biofuels?Should the alcohol drinking age be increased or decreased?Should everyone be required to recycle?Is it okay for prisoners to vote?Should gay couples be able to marry?Are there benefits to attending a single-sex school?Does boredom lead to trouble?Should schools be in session year-round?Does religion cause war?Should the government provide health care?Should abortion be illegal?Are girls too mean to each other?Is homework harmful or helpful?Is the cost of college too high?Is college admission too competitive?Should euthanasia be illegal?Should marijuana be legal?Do rich people need to pay more taxes?Should schools require foreign language or physical education?Is affirmative action fair or not?Is public prayer okay in schools?Are schools and teachers responsible for low test scores?Is greater gun control a good idea?

Composer report Essay Example | Topics and Well Written Essays - 500 words

Composer report - Essay Example though he was excused to hold mass due to his various illness ranging from angina pectoris, asthmatic bronchitis and nervous disorder claiming that his â€Å"chest was too tight† to administer a mass (www.baroquemusic.org , nd). There are few records about Vivaldi’s personality but his contemporaries describe him as boastful. In modern language, Antonio Vivaldi’s personality can be described as cocky because he of his ability to compose music swiftly (musicandbiology.blogspot.com, nd). Vivaldi knew that he was gifted in music. He could compose music faster than anyone could copy it and this lead to become proud, boastful and vain. Due to his vanity, he was also sensitive to criticism and is engrossed with money. He was also volatile who whose personality could be compared to modern day manic depressive person. He was however admired by people around for his talent, zest and enthusiasm for music (Orlando, 2008). Vivaldi was also a religious man being ordained as a priest. This was attested by Venetian playwright Carlo Goldoni who vividly described his first meeting with Antonio Vivaldi in 1735. When he arrived to meet Vivaldi, he found him in a meditational reading and was clutching his missal during his interview. In addition, many of his composition were dedicated to the Virgin Mary attesting his

DQ6 Essay Example | Topics and Well Written Essays - 500 words - 1

DQ6 - Essay Example I have seen the leadership using its resources to coach, mentor and train the employees, which is indeed a positive point. However sadly I have also witnessed severe criticism on the part of the leadership towards the employees which has basically discouraged them in an out and out fashion. These two aspects however run hand in hand within the organizational undertakings. The role of ethics in the workplace is of immense significance. The reason for the same is that ethical leadership would ask of the employees to give in their very best and in line with the organizational norms and procedures. Ethics would ask of the employees to be true to their morals and thus remain in line with their value systems and principles which are indeed very significant from the personality building regimes. Ethical undertakings would suggest that an organization knows how to make best use of its resources and that too within the prescribed limits of the society. The workplace would be seen in a very pragmatic way and thus the negativities would be done away with at the earliest by the people who hold some form of grudges against the same. It is a fact that an ethical workplace would see more people vying to join the organization than a workplace which does not manifest ethical behaviors and actions (Yukl 2006). Employee diversity is changing the workplace in the present times since this aspect has brought together people from different nooks and corners of the globe. The strengths of these people are being basically judged more than anything else. It does not really matter from where these people have been brought together for the sake of achieving organizational goals and objectives. What matters most is how these talented people give in their very best towards completion of the tasks that have already been envisaged by the leadership domains in the organization. Diversity has meant growth and development for the organization and

Dance - Girl Essay Example for Free

Dance Girl Essay Dance, Girl, Dance is a film from the Classical Hollywood period that presents a complicated reading when viewed through a feminist lens. The 1940 film was directed by Dorothy Arzner, one of the most notable female directors and the only prominent woman in Hollywood at that time. Arzner presents her audience with an array of female characters, the main characters being Judy O’brien and Bubbles/Tiger Lily White. Judy is a dedicated dancer, honing her talents as a ballerina. Bubbles, on the other hand, uses her looks and sexuality to land jobs as a burlesque dancer. Dance, Girl, Dance reveals these characters’ experience in a dance troupe with several other girls. When the troupe disbands, Bubbles comes to offer Judy a humiliating job as her stooge. As tensions rise, the two eventually come to blows, quite literally, when both fall for the same man, Jimmy Harris. Through their relationship with each other and with men, a dynamic is defined that gives insight into the power of the male gaze and sexual politics, not only in the film but also in society at large in the context of 1930s America. This can be seen in the analysis of a particular scene near the beginning of the film. Judy and one of her roommates, Sally, are preparing for bed after their performance at the nightclub in the opening scene. Bubbles, their third roommate, arrives at home after a disappointing outing with Jimmy. This scene specifically highlights the contrast between the personalities of Judy and Bubbles, and speaks to the many ways female characters are coded based on their sexuality and appearance. The analysis of the scene begins at the moment Bubbles enters the room. She comes into the frame through the doorway in a medium shot. It is important to note her costume, as it speaks to her character. She is wearing makeup, jewelry, a fox fur stole around her shoulders and a feathered hat. One may get the impression that she is trying to look as glamorous or ostentatious as possible on her limited budget. At this point, Bubbles has already been partly established as a brash woman who does not shy away from her ability to attract men. This can be contrasted with Judy’s costume during this scene, modest button-up pajamas. The scene continues as Bubbles enters the tiny apartment. She turns on the light, when Judy whispers that Sally is asleep from off camera. Bubbles leaves the light on, looks down at Sally in the bed, and proceeds to loudly close the door while muttering â€Å"So, what? † As she delivers her dialogue, the camera follows her as she walks to her bed, panning over to include Judy in a two shot. One key element in this simple interaction is the difference of attitude toward female solidarity between Bubbles and Judy. Judy obviously cares to not disturb Sally, while Bubbles seems disappointed and only concerned with her own problems at this point. Then, the camera cuts to a close shot of Sally lying in bed, smiling and clearly awake. She then closes her eyes and continues to try and sleep, rendering her unimportant to the rest of the scene. The next cut brings us back to a long, two shot of Bubbles and Judy as they discuss what happened to Bubbles that evening. Bubbles is explaining how she had gone out with Jimmy, but he suddenly left her at the bar after giving her a little stuffed bull. In this shot, Bubbles is in the foreground, a little closer to the camera than Judy, making her appear slightly larger. This could be interpreted as signifying her social dominance over Judy, and the fact that she â€Å"stole† Jimmy from Judy earlier that evening. Bubbles dismissively tosses the bull onto a chair in front of Judy. Judy picks it up, stating â€Å"It’s cute. † Bubbles tells her that she can have it. The audience is clearly meant to get the impression that the token of the night has no significance to Bubbles, and she is merely disappointed that she could not add Jimmy to her list of men to dote on her occasionally. The camera stays stationary as Bubble walks to the background of the shot and sits on her bed. Judy gently places the bull back on the chair, already showing signs of her eventual fetishization of the bull and Jimmy. Then, she continues to bend and stretch her legs, as Bubbles pouts behind her. It is interesting to point out that as Judy resumes her exercises, she has gained the â€Å"high ground† of the shot. The reminder of her status as a dancer, a more artful and talented dancer than Bubbles, means she is the larger, more significant character in the frame now. The focus has moved from Bubbles proficiency as a female spectacle, completely at home under the male gaze, to Judy’s proficiency as a ballerina, with no real concern for superficial male attention. Then, this is reinforced when there is a cut to a medium shot of Bubbles, looking at Judy. The camera follows Bubbles line of sight and there is a quick cut to a medium shot of Judy, then it reverses back to the shot of Bubbles on her bed, shaking her head. She says, â€Å"I’ll say one thing for you, Pavlova. You’ve certainly got ambition, even if it’s dumb. † As she says this, Judy’s foot briefly enters from the side of the frame as she kicks her leg. Once again, Bubbles is coded as having no passion for her craft as a dancer, seeing it as a means to an end of attracting men and/or making money, while Judy genuinely loves to dance. One way of reading the film is through the suggestion that Judy’s ballet is high art, while Bubbles’ burlesque is low art. In the world of the Dance, Girl, Dance, women utilizing their sexuality for physical and financial gratification given by men is deemed less valuable than artistic expression. What follows is a short series of counter shots between the two, as Bubbles ponders how she will get back to New York, going through her list of male suitors to find a solution to her dilemma. On a surface level, this shows that Bubbles needs men to get where she is going, whether it is for a trip to New York or a trip to stardom as they buy tickets to her shows later in the film. The scene comes to a close as Bubbles decides on Sam, the traveling salesman that is â€Å"sweet on her. † As this line is delivered, there is a quick cut to Judy whipping her head around to look back at Bubbles. Judy has an expression on her face that is hard to describe, but it gets across the fact that her reality is very different from that of Bubbles’. Judy goes on to ask if there will be room for Sally, as the camera tracks Bubbles while she walks to the bathroom. As the camera stops tracking, it stops in a medium shot of Bubbles as she eventually replies, â€Å"†¦ All right, she can go, but don’t blame me. That guy’s got more arms than an octopus. † There is a cut to a close shot of Sally in bed with a wide-eyed, nervous expression as she quickly lifts up her head and plops back down. Like Judy, her reality is very different from the reality of the dynamic Bubbles, and the possibility of encountering a man from that reality seems to frighten her. After the last cut of the scene, it ends on a medium shot of Judy picking up the stuffed bull once again and smiling at it fondly. This emphasizes the fact Judy is not asexual and clearly is developing feelings for Jimmy. Although, Judy seems to have a more deep, emotional connection to Jimmy than Bubbles has for her various men. Judy only became interested in Jimmy after he helped the girls at the nightclub and talked with her earlier in the film. Her interest is not based solely on what he can provide to her. The differences in costume, behavior and motivation between Bubbles and Judy are relevant to a larger scope of the film involving sex and gender politics. For all of the above reasons found in the formal elements of the film’s visual and narrative composition, Bubbles is coded as superficial, purely physical and vapid. On the other hand, Judy is given much more value and depth. While Bubbles goes on to find success by exploiting her good looks, Judy is the winner in the end, when she lands her position in the ballet company and achieves her dreams. In this way, the film is sending a message that female self-worth is not derived from male approval or reaffirming of beauty, but from accomplishment of what are considered to be more substantial goals.

Legislation and Prostitution: Do They Coincide? :: Exploratory Essays Research Papers

'Legislation and Prostitution: Do They Coincide? Throughout research the question: 'What exactly is the definition of pornography?,' has been asked several times. This is the answer to this very common question, "according to the American Heritage Dictionary of the English Language (1973), pornography is 'Written, graphic, or other forms of communication intended to excite lascivious feelings.'" Pornography being such a broad topic as it is has been reduced and in this reading the basis of pornography, will be centered around, Legislation in part with Prostitution. Prostitution. What comes to mind when one hears this word? Cheap, degrading, trashy, offensive,...any other adjectives come to mind? What about accepted? Shocking as it may seem, but research has shown that in the Twelfth and Thirteenth Centuries, prostitution was accepted. Prostitution is defined as "a socially identifiable group of women (who) earn their living principally or exclusively from the commerce of their bodies." There were certain rules however, a prostitute was not allowed to be with good men and could not be near the church. Prostitution became institutionalized by the Fifteenth Century and if a prostitute lived on a public street she was punished. Their punishment for their first offense was only a fine, but by their third offense they had to pay a fine and were also punished by "running the town, beating, and banishment from the town." These were the laws and if disobeyed, that was the punishment. At the time this book, Bad Girls and Dirty Pictures, was written there were no laws against pornographic material in any form. In fact, 'The First Amendment to the Bill of Rights of the United States Constitution' states that, "Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. This right is either absolute or it does not exist." Anywhere in the First Amendment was there any violation of what pornography stands for? There was not any laws that prove the violation of pornography. These are laws against things that are considered obscene or too explicit. If there were no laws, movies would not be rated and magazines of any sort, would be available anywhere and to all age groups. Some

Process Work Essay

Module 1: Contexts: Unit 1: Purposes of the school curriculum |Unit 1 Activity 1: Changing curriculum principles | |I have made appropriate entries in my commonplace book |√ | |Unit 1 Activity 2: The hidden curriculum | |I have made appropriate entries in my commonplace book |√ | | Unit 1 Activity 3: Ivan Illich | |I have made appropriate entries in my commonplace book |√ | |Unit 1 Activity 4: What should the education system aim to achieve? | |I have made appropriate entries in my commonplace book |√ | |To what extent do you agree that ‘schools should be inculcating knowledge relevant to modern society such as the ability to live | |healthily, to manage money and to find fulfilment’ (Bloom, 2008: para 2). In the space below, write a piece for your tutor, in no more | |than 500 words, as a response to this question. | |A school is an institution designed for the teaching of students (or â€Å"pupils†) under the direction of teachers. Curriculum which is the | |frame work of the school has been broadly def ined as all the experiences learners have under the guidance of the school, and all planned | |learning for which the school is responsible Marsh C.J and Willis (http/coefaculty.aldosta.edu/grubbs/ definitions).Curriculum is | |structured to be flexible, and always reflect goals of the nation. | |( It is important to be clear about the correct meaning of terms but these definitions do not focus the reader immediately on the | |required subject.) | |Prof. John white ( White) a professor in the Institute of Education University of London is of ( the) opinion that schools should be | |inculcating knowledge relevant to modern day societal needs like ability to live healthy, manage money and find fulfilment ( new | |sentence?) in his published work â€Å"What schools are for and Why† White(2007).He is also of opinion that the existing curriculum with its | |emphasis on discrete subjects is a relic of the 19th century attitudes to school and he argues that such values no longer apply to the | |21st century. This writing is aimed at showing my extent of agreement with his opinion. | |Health is defined as feeling sound, well, vigorous and physically able to do things that most people ordinarily can do.J.Mirowsky and | |Ross (2003). Research shows that healthy eating can improve childrens’ concentration and help them do better in school says paediatric | |behavioural nutritionist Janice Baronowski from Baylor University in Houston.http://www.livestrong.com/article/192724. It was also | |observed in China that exercise which is part of the daily activities in schools kept the pupils mind and body alert, and helped their | |performance. Since the well-being of an individual including his emotional balance cannot be separated from his ability to succeed in the| |pursuit of his individual and societal interest at large, I agree that schools inculcate knowledge of the ability to live healthily. This| |will include regular exercise and healthy eating. However, some physical exercises done to keep fit could pose a threat to the health of | |some children. | |John white in his published work is also of opinion that money managing skills be taught children. Trilling and hood ( Hood) (2001) | |suggest that we are moving from the industrial age to the knowledge age where knowledge becomes manpower. As the world is growing and | |economic policies changing, I agree that children be taught how to spend and save but any attitude attached to spending is somewhat | |related to the level of income and needs of the individual which is very dynamic. On the other hand, a general principle on spending can | |be taught to guide children as they grow to fit into a larger society. Inculcating values like kindness, trust is also relevant as this | |are values that promote integrity and efficiency in the  way things are done in the society. | |Personal fulfilment however is a broader term to consider. It is encouraged that children learn to discover and live their dreams, but to| |what extent can we measure one’s fulfilment, and how relevant is an individual’s fulfilment ( fulfilment?) to the needs of the society? | |The school curriculum is a reflection of the needs of the society, therefore knowledge to be inculcated in schools should be aimed at | |achieving societal goals, not just individuals finding fufillment in what they do. | |( You are beginning to develop some interesting arguments here. I was interested , especially, in how you related health to effective | |learning and identified the possible contradiction between individual fulfilment and societal needs. You have the potential here to | |take a more critical , and questioning, view of White’s theory although this is not developed. | |You weaken your argument by not keeping a clear focus on the required task as well as through having unnecessary errors in writing. To | |present work at Masters level requires more careful proof reading. ) | |Unit 1 Activity 5: Overall curriculum aims | |I have made appropriate entries in my commonplace book |√ | |I have watched and listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 1 Activity 6: The purposes of one curriculum subject | |I have made appropriate entries in my commonplace book |√ | |I have posted a contribution to the discussion board |√ | |Please paste the text of your initial discussion board entry below: | |Language study is as important as the essence of language itself which is basically communication.Communication is a necessary tool | |required for human  beings to co-exist, and language is a dominant means of communication.Language is all emcompassing,it ( It) is the | |identity of any tribe and nation at large, ( ?) it is the medium for interaction between teachers and pupils for all subjects,and also | |necessary for internationa l relations. | |English and French are two languages widely spoken in countries all over the world.English is the Lingua Franca of most British colonized| |nations,Nigeria inclusive,among over 250 languages spoken in the country.It is also important to be competent in the use of English as | |the Lingua franca of the nation.Asides effective communication,competence builds confidence which is a necessary quality children should | |imbibe.In Nigeria English is taught as a core subject from nursery to secondary school level,and in the University it is compulsorily | |studied as a general course. | | | |( You present a reasoned case. Again, watch sentence structure and the use of capital letters) | |Unit 1 Activity 7: Education and the knowledge age | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | PGCE International – Process work record form Module 1: Contexts: Unit 2: Understanding educational systems |Unit 2 Activity 1: Crossing cultures | |I have made appropriate entries in my commonplace book |√ | |I have watched and listened to the feedback provided at the end of the activity  |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 2 Activity 2: Key issues in your own educational system | |I have made appropriate entries in my commonplace book |√ | |What might your tutor need to understand about your own educational contexts (both teaching and learning)? In the space below, write an | |analysis, in no more than 500 words, of the main issues which she or he will need to take into consideration when responding to your work| |on this course: | | KEY EDUCATIONAL ISSUES IN MY COUNTRY | |In discussing major issues in the Nigerian Education system where I practice,it is important to note that there is no uniformity of | |standard and practice.While Government schools run with a standard and curriculum,the private schools adopt standards and curriculum in | |line with the vision of their owners so we have the British,Turkish,Lebanese,American and even a blend of more than one curriculum in | |practice by different schools.This disuniformity ( I do not think this is a correct word, though I understand what you are saying. You | |would need to state â€Å"This lack of uniformity†¦Ã¢â‚¬ ) in standard in itsself ( itself?) is a major issue.For this reason the dominant issues | |in the public schools like poor infrastructure,fewer learning and teaching aids, might not be very ( ?) present in the private | |schools. This is as a result of fund mismanagement and poor maintenance of existing facilities in public schools. ( Are you arguing that | |it is the lack of Government standard and curriculum that leads to better facilities and learning in private schools? I am not clear of | |your argument.) | |Poor power supply affects the use of electronic teaching and learning aids such as the interactive white board,computers,etc. and | |facilities that enhance a comfortable learning environment like the air conditioners and fans.Though this is a challenge faced by both | |the public and private schools at large,it is largely overcome by the private schools that use alternative power  supply.This | |however,means extra cost to these schools and is shared by the children as they have to pay higher school fees thus making very good | |quality education expensive and hardly affordable for those below average class. | |Teachers’ welfare in the past was very poor as they were not well renumerated an d in most schools both public and private,they are | |still poorly paid and priced.This has led to a negative approach towards the profession and demotivated people from going into practice.A| |high turnover of teachers also exists in schools as existing teachers leave the profession for more â€Å"promising professions†.Some teachers| |are not motivated enough to give their best to the profession and are most times absent from the classroom as a result of this poor | |treatment especially in government schools. The country is however in the process of improving teachers welfare. | |Educational policies for some time, have not been relatively stable so we have a policy implemented today and discarded tomorrow, for | |instance the 6-3-3-4 system of six years in primary school,three years in a vocational training school for those who can not go further | |to secondary education,three years in senior secondary school and four years in university was changed to a 9-3-4 education system which | |was kicked against by many technocrats in the field.shortly ( start a sentence with a capital letter) after it was changed back to the | |6-3-3-4 system.This instability has greatly challenged the Nigerian Educational system,considering the cost of training teachers to | |reflect policy aims,and cost of adopting and implementing the policies. | |The Multi ethnicity of the country has an effect on the country’s education policies.What may be acceptable as a practice in one state or| |culture might n ot be in another.For instance, in the Northern part of Nigeria, culture places more restriction on the females unlike | |other parts of the country, thereby making it difficult for some policies to be implemented.This is especially as regards curriculum and | |professional practice. | | | |( You raise many interesting issues in this response. You still need to proof read with  greater care and check the clarity of every | |argument.) | | | | | | | |Unit 2 Activity 3: Exploring Teachers TV | |I have watched at least three of the Teachers TV videos and made appropriate notes | |in my commonplace book |√ | |Unit 2 Activity 4: Comparing approaches | |I have made appropriate entries in my commonplace book |√ | |Unit 2 Activity 5: Improving approaches | |I have made appropriate entries in my commonplace book |√ | |I have listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |I have posted a contribution to the discussion board |√ | |Please paste the text of your initial discussion board contribution below: | |I agree that some elements of the practices in the educational system of other countries have been adopted into the Nigerian educational | |system and will like to add that failure of the 6-3-3-4 system is not in its inability to produce competent graduates who can fit into | |the larger society, but in the fact that its aim of six years compulsory primary education accompanied with three years vocational | |training in vocational schools was not fully achieved.This is seen in the existence of fewer vocational schools for science,wood, | |furniture and textile making in the country. | |On mathematics I suppose the difference between the practice in Hungary and  Nigeria lies more in the method employed in teaching the | |subject. Maths teaching in Nigeria is more abstract and most teachers,especially in government schools, use less attractive manipulatives | |in teaching concepts compared to the Hungarian practice.In Nigeria focus seems to be on the cognitive with less emphasis on process which| |i ( I) believe amounts to the reason why at age 8 children can recite multiplication tables to 12. I also observed that students | |performance in the subject in Nigeria seems to be poorer compared to their counterparts in Hungary.In the external examination conducted | |in my secondary school which is owned by the Federal Government in 2005, over 50% failure in maths was recorded. | |Although there is current record of improvement in the subject,I believe if we adopt the Hungarian method of teaching the subject | |practically with more attractive manipulatives especially in early education stage, and organize periodic seminars for teachers | |irrespective of the sector which they belong to on improved strategies for teaching the subject, there will be improved performance in | |mathematics among students in Nigeria. | |( You demonstrate that you have engaged with the materials   on the course and are relating them to your own experience in Nigerian | |schools.) | |Unit 2 Activity 6: Exploring links | |I have made appropriate entries in my commonplace book |√ | |Unit 2 Activity 7: British Council Schools Online | |I have made appropriate entries in my commonplace book |√ | PGCE International – Process work record form Module 1: Contexts: Unit 3: Understanding the classroom |Unit 3 Activity 1: The value of observation | |I have made appropriate entries in my commonplace book |√ | |I have listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 3 Activity 2: The ethics of classroom observation | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 3 Activity 3: Observing two pupils | |I have made appropriate entries in my commonplace book |√ | |Unit 3 Activity 4: Three further influential factors | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback |√ | |Unit 3 Activity 5: Creating a positive classroom ethos | |I have made ap propriate entries in my commonplace book |√ | |Unit 3 Activity 6: Social and emotional aspects of learning | |I have made appropriate entries in my commonplace book |√ | |I have read the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light  of this feedback |√ | |Unit 3 Activity 7: Pupil grouping and the learning environment | |I have made appropriate entries in my commonplace book |√ | |I have posted a contribution to the discussion board |√ | |Please paste the text of your initial discussion board contribution below: | |I will prefer grouping pupils based on mixed ability. This is to enhance exchange of not only ideas, but also to encourage character and | |learning strategy influence between the high and low ability. If learning is to be child centred, then I believe children should be given| |a chance to learn from each other, not only from their teachers. However grouping based on ability will be encouraged in core subjects | |like Mathematics to help those struggling in the subject recieve ( receive) more attention from teachers in their areas of challenge, but| |learning would not be restricted to this setting alone, ( New sentence?) grouping will vary based on topic taught and needs of the | |learner. | |Language classes will be more beneficial if there is mixed ability grouping because Language theorist ( Are you referring to someone | |specific? If so state this.) have proven that Language is better learnt through association especially between the more competent and the| |less competent ones. | |( You present some good arguments here. Do writers like Kutnick raise any other issues that you think are important? Are there | |circumstances in the classroom when you would not use mixed ability grouping but , instead, base grouping on other factors?) | |Unit 3 Activity 8: Multimodal semiotic analysis | |I have made appropriate entries in my commonplace book |√ | |I have watched/listened to the feedback provided at the end of the activity |√ | |I have added to/amended my commonplace book entries in the light of this feedback  |√ | |Unit 3 Activity 9: Classroom observation | |I have made appropriate entries in my commonplace book |√ | |In the light of your classroo m observation, think about any new understandings which you feel that this approach has provided for you. | |Have you been surprised by any of the ways in which meanings can be constructed in classrooms? Write a critical account of multimodal | |semiotic analysis as a methodology. What are its strengths and limitations? | |In the space below, write a summary of your responses to these questions (in no more than 500 words) for your tutor: | |Multimodal semiotics is deriving meaning from different modes employed by the teacher in the classroom. Semiotics refers to meaning of | |all kinds, with sign as its central focus that is meaning derived not only from words spoken, but in other symbols. Modes refer to the | |many means by which meaning is made. Kress et al (2005). Modes described by Kress et al include classroom layout, voice quality, visual | |display, gesture, gaze, movement of teacher. Multi means various or different kinds. Multimodal semiotics as a concept looks at meaning | |not derived from only one mode in the classroom, but from an interaction between different modes, just as how much is said, written and | |read. | |In observing an English lesson on traditional tale for year 2 pupils, I took note of the modes employed by the teacher during the lesson | |which includes voice quality, movement and seating arrangement of the pupils, in the cassroom ( classroom).The teacher started on a calm | |low pitched yet confident tone.This tone created a rather friendly and relaxed environment for the children. As the lesson progressed, | |her tone also rose in a clear progression,without loosing its calmness,or sounding too loud.The key words in the | |lesson;tale,traditional,story,villain,happyending,etc. were stressed as she pronounced them. She was also very audible and spoke with | |such clarity that showed great confidence and captivated the attention of the children. I observed that this tone of confidence, | |influenced the behaviour of the children.She did not have to deal so much with inappropraite  behaviour in the classroom, her voice tone | |simply gave an atmosphere of discipline. | |The pupils all sat in twos on tables arranged in traditional setting of three rows, facing the teacher who was majorly( mainly?) standing| |before them, with her table at the side in front of the classroom. Her table position was such that she could monitor the children from | |all angles without necessarily seating in front of them. Seating arrangement was changed to group seating when a task was given. The | |pupils were asked to use WOW words to describe a picture on the interactive white board and were placed in groups of four on each table, | |facing each other which I observed encouraged participation between all the children in the classroom. After performing the task, the | |pupils went back to their former positions. For another task, pupils sat in twos on different tables to form mnemonics to remember | |spellings of different words. Her movement was however restricted as she scarcely moved around to see what the pupils were doing, but | |only gave instructions vocally. Sh e had someone from each table stand and read out what was on a worksheet. This made the lesson look | |teacher centered. | |The teacher’s restricted movement did not really reflect a participatory class environment but a teacher centred one, contrary to the | |seating arrangement. The tone of the teacher however influenced the lesson style; it was very confident, quite firm and created a | |friendly environment. The rising and falling tone captivated the pupils’ interest and I observed that this made the lesson interesting. | |( You show good understanding of this theory of communication in the classroom and how it can be used to support deeper observation of | |what is taking place. You show good observation and identify many interesting aspects of the lesson. I also found interesting how the | |teacher proved more effective in different parts of the lesson. Well answered.) | | |

The Effects Of Stress On Our Mental And Physical Health

As we learned in class, stress is any force that changes the body’s natural state, known as homeostasis. Stress does not always have to be viewed as a bad thing. For example, stress can motivate someone to study for an exam or plan ahead in his or her agenda to stay organized. Its only when stress manifest out of control and is not addressed properly that it can have very negative effects on both our mental and physical health. Reflecting on the document we watched in class, Stress: Portrait of a Killer, I was surprised to learn more about baboons correlating to human beings stress management and how you position as individual in the hierarchy of life has in effect on the levels of stress you may endure. In the documentary I learned a lot about how dominant male baboons has lower stress levels which in turn, made these baboon relativity healthier compared to their other members of their group. The baboons who had higher stress levels also has high blood pressure, not as good i mmune system, and a poor reproductive system. This just goes to show the position the baboons held in their hierarchy related to their health and ultimately, their life span. This idea that stress is related to poor health and life expectancy is not only true for baboons, but for human beings as well. I know from prior experiences when i get stress I tend to get really sick. When the end of the semester comes around, I get overwhelmed with papers, last minute assignments, and finals to study. I wasShow MoreRelatedThe Effects Of Physical And Psychological Stress On The Human Body946 Words   |  4 PagesStress produces physical, mental, and emotional responses with in the human body. These responses can influence one, positive or negatively. Each response serves a purpose. Physical, mental, and emotional responses assist our human psyche to thrive and flourish. 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