King Lear - Good Vs. Evil Essays - Films, King Lear, Philosophy

King Lear - Good vs. Evil In the King Lear play, Shakespeare creates many conditions in which humans live in the world. The main characters in the play are used to portray Shakespeare's ideas. One of these ideas which Shakespeare is trying to portray is evil between the characters and in the world which are emphasized throughout the play. The evil, created by humans, is outweighed by good in the world of King Lear. Evil was created by humans who decided to do wrong to others. Duke of Albany, said that all evil people will be justly punished (ACT V, iii, 303). Albany indicated that it is the people who caused evil and people decided to do evil, not gods. Lear believes that since Edgar is out on the heath he must have given everything to his daughters as well (ACT III, iv, 62ff). Since he believes that Edgar gave everything to evil Lear must believe that people are the cause of evil. It were Lear's daughters who decided to do wrong to Lear and it was Lear's fault in giving away all of his land. Si ughters are the humans in the play, it is the humans who caused the evil and Lear believes that humans were the ones who created evil. Edgar, is another character in the play who believes that evil is caused by humans and not the gods. Edgar said, "The gods are just, and of our peasant vices make instruments to plague us" (ACT V, iii, 169). Edgar clearly says that the gods are right and it is the people who are responsible for promoting evil in the world. It is us who make the instruments necessary for evil to spread and plague the world. In the world of King Lear many characters believe evil was caused by the people and not by the gods. Even though evil was created by humans good will always exist. After King Lear was captured he showed that even if evil exists, good will always be present. Lear speaks about love with Cordelia in the prison cell and how they will still have each other despite of the evil around them (ACT V, iii, 8). On another occasion Lear also says that despite all the evil in the world the raw nature, which is good, is still unharmed (ACT IV, iv, 90-92). Lear discovers nature's beauty by playing with the mice and listening to the signing birds. While all the evil is at its peak and everything seems to be lost, the raw nature in the play is unharmed. The good exists even while the evil dominates the world. Good will not only exist if evil dominates, good will also outweigh evil eventually. The war which was lost by Cordelia and Lear, the good side, showed evil win (ACT V, ii). However, good over powered it after the war by Duke of Albany. The good in the play first was diminished to almost nothing but in the end more good was able to defeat evil in the play. When the two sisters began fighting between each other evil began fighting against evil (ACT V, i and iii). Eventually, because of that fighting between evil, good was able to over power evil. When the evil seemed strong and good almost non-existent, evil managed to fight itself and give good a chance to get stronger. At the end of the play evil was completely defeated and good once again dominated the world in the play. Although evil will always be present and people will be the reason why it exists, good will always outweigh evil. Through the characters, Shakespeare is able to portray how evil and man compose in the world. The evil will always exist but good will always win and dominate in the world of King Lear.

6 Helpful Physical and Chemical Change Examples

6 Helpful Physical and Chemical Change Examples SAT / ACT Prep Online Guides and Tips In your science class, you may have heard of chemical and physical changes. But do you know how to tell the difference between the two? The answer lies in whether or not a change to a substance results in its molecules being rearranged. In this article, we will define chemical and physical and changes. Then we’ll take a look at specific chemical change examples and physical change examples to better understand their differences and similarities. So let’s get started! When ice cream melts (and goes from a solid to a liquid), it undergoes a physical change. Physical Change Definition First, let’s talk about physical changes in chemistry. A physical change occurs when a substance or object changes its appearance, phase, or is used in a mixture. More importantly, a physical change does not change the molecular structure of a substance. And you can reverse a physical change to recover all of the original matter, even if it doesn’t look exactly the same. In other words, in physical changes, the molecules from before and after the change stay the same! What is an example of a physical change? Things like cutting a piece of paper in half, freezing water into ice or bending some of your mom’s favorite silverware (don’t do that!) are all physical changes. That’s because physical changes only affect a substance’s physical properties, not the composition of their molecules. Still not sure about what constitutes a physical change? Don’t worry: we’ll dig into more physical change examples in just a minute. When logs burn, they undergo a chemical change. Chemical Change Definition In contrast, a chemical change takes place when the original substance’s of molecules are taken apart and put back together into new combinations that are different from the original combinations. Furthermore, the original matter cannot be recovered. And unlike physical changes, these changes usually use a lot more energy, such as heat and light, because the molecular bonds need to be broken in order to rearrange them. What is an example of a chemical change, then? Some chemical change examples include a piece of paper burning, a nail rusting, or baking a cake. Like physical changes, it’s pretty clear that the way these things start and end are quite different: a shiny nail turns orange with rust, and wet dough becomes a delicious dessert. The reasons these are chemical changes is that the change happens on a molecular level. Put another way, the object you begin with and the object you end with are completely different substances. So, let’s look at some more examples of physical and chemical changes to better understand the differences and similarities between the two. When this mallet hits the egg, the egg will undergo a (very messy) physical change. (P.S: Don't try this at home!) Physical Change Examples Earlier we talked about some examples of physical and chemical changes. But sometimes telling a physical change from a chemical change can be hard. This is especially true when physical changes require or expend energy. The important thing to remember is that in a physical change, the molecules remain the same. Let’s look at three different physical change examples to better understand this idea. Example 1: Phase Changes iframe width="560" height="315" src="https://www.youtube.com/embed/W8CTuj78RbY" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen/iframe Phase changes involve changes in size, volume, and density. For instance, when you turn water into ice or vapor, this is called a phase change. This is because water has 3 phases: solid (ice), liquid (water), and gas (vapor or steam). It may seem like some of the water molecules are lost during each phase change: the ice cube gets smaller, and steam seems to disappear into the air. However, in each of these three stages, the water molecules stay the same. And if you were to cool down the vapor, it would reform into water. Cool it down enough, and it would turn back into ice. There would be the same amount of hydrogen and oxygen atoms in the ice cube as there were in the steam, and these atoms will stay in the same molecular shape in all stages. Let’s take a closer look at what’s happening on a molecular level. Vapor is made up of H20 just like the ice cube. The only difference between vapor and ice is that the individual molecules have spread apart in vapor due to the application of heat. Meanwhile, in ice, the molecules group closer together because of the absence of heat. Though these phase changes require energy to be expelled (exothermic reactions) or applied (endothermic reactions), the number of atoms and the shape of the molecules in the substance remains the same. That’s what makes it a physical change! Example 2: Changes in Size and Shape iframe src="https://giphy.com/embed/30pdXVaJpzSO9vttAd" width="480" height="270" frameBorder="0" class="giphy-embed" allowFullScreen/iframepa href="https://giphy.com/gifs/universalafrica-umgsa-umusic-universamusicsouthafrica-30pdXVaJpzSO9vttAd"via GIPHY/a/p Like we mentioned earlier, physical changes are all about whether molecules stay the same or not. When an object undergoes a physical change, it can become a different size and shape as long as its composition stays the same. Here’s what we mean: if you have ever dropped a piece of glass on the floor, you know that it will break apart, exploding into a million pieces. If you really wanted to, once you swept all that glass up into your dustpan, you could probably fit it all back together (even though it would take a lot of time and patience). This is also a physical reaction because the glass stays glass. When it shatters, the glass changes size and shape, but its molecules don’t change. This is a physical change that only involves a change in size and shape. While energy helped shatter the glass into pieces, no energy was used to rearrange the molecules. Example 3: Mixtures Solutions iframe width="560" height="315" src="https://www.youtube.com/embed/_Tck943uH2o" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen/iframe Imagine you are on a day out at the beach. The sun is shining, the sand is warm, and the seagulls are trying to steal people’s lunches. After playing in the waves for a bit, you decide to make a sandcastle. You fill your bucket up with sand and plop it upside down. The sand comes out but it doesn’t stick together. You forgot to add water! You try again, this time with water and voila, you’ve created your first tower like a master sandcastle architect. But why didn’t the sand stick together the first time? It has to do with a physical property called surface tension. Surface tension refers to how strong the bond is between a substance’s molecules. Water has a strong surface tension, so adding it to the sand creates a strong enough bond for the sand to cling together instead of falling apart. What makes this different from a chemical reaction is that the sand and the water, though mixed together, do not change their molecular structure. The water stays water and the sand stays sand. And if you were to measure the water that will eventually evaporate once the sandcastle dries, you will find that the amount of evaporated water is equal to the amount of liquid water you added to the sand originally. This is called a mixture because both substances (the sand and the water) retain their own physical properties. The same is true if you add salt or sugar to water. It seems like the salt and sugar dissolve and form new molecules. But if you were to wait for the water to evaporate, you would find that the salt or sugar molecules get left behind in the glass. This is called a solution. Solutions differ from mixtures in that they are homogenous. A single drop of saltwater would have the same number of salt molecules (NaCl) per water molecules (H2O) as another drop taken from the same solution. In a mixture, you might have more sand than water in two different handfuls, even if they were taken from the same bucket. These physical change examples should help you recognize the difference between a physical and chemical change. Especially when you compare them to the chemical change examples below. Dough turning into bread is a tasty example of a chemical change. Chemical Change Examples Both physical and chemical changes result in one thing turning into another. Whether it’s a glass breaking or burning a piece of paper, the original item becomes something different. So how can you tell the difference between a physical and a chemical change? It all comes down toyou guessed it!the molecules. In a physical change, the molecules stay exactly the same throughout the transformation. In a chemical change, however, it’s the molecules themselves that transform! Here are three examples of chemical changes to help you spot the difference! Example 1: Combustion iframe width="560" height="315" src="https://www.youtube.com/embed/xd1alir07q4" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen/iframe Combustion is a chemical reaction between substances, usually including oxygen, that creates heat and light. The energy released by the reaction (in the form of heat and light) is caused by the breaking of molecular bonds. As a result, the original substances transform into entirely different substances because of the rearrangement of molecules, which is an example of a chemical change! For instance, if you mix oxygen (O2) with a type of hydrocarbon called methane (CH4), the molecular bonds of both substances are broken, which creates the heat and light. The bonds then reform to create two different molecules: carbon dioxide (CO2) and water (H2O). Combustion reactions can occur at different rates, too. An example of a slow reaction is a match burning. A fast reaction would be dynamite exploding. The amount of energy released in any combustion reaction depends on how much energy is needed to break the molecular bonds. The harder it is to break the bonds, the more energy is released overall. But regardless of whether the reaction is fast or slow, combustion is a chemical change. Example 2: Decomposition iframe width="560" height="315" src="https://www.youtube.com/embed/1ocQhkHw_MM" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen/iframe Decomposition is rather straightforward. A decomposition reaction is a reaction in which a compound breaks down into two or more simpler substances. For instance, when an electric current is passed through water (H2O), it can be broken down into hydrogen and oxygen or H2 + O2. In this example, water is broken down into its two elements. The result is a chemical change because the starting and ending molecules are different. You’ll notice that this chemical reaction needed electricity to happen. Decomposition reactions usually require the application of heat from an outside source, making it an endothermic reaction. Keep in mind that not all decomposition reactions have to break down into their elemental forms. More complicated substances with longer molecular chains may break down into smaller compounds instead of elements. An example of this is when 2Fe(OH)3 (also known as ferric oxide) is exposed to heat. Instead of breaking into its individual molecules, it turns into two compounds: Fe2O3 + 3H2O. Example 3: Combination iframe width="560" height="315" src="https://www.youtube.com/embed/w2ydd9rJHws" frameborder="0" allow="accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture" allowfullscreen/iframe Combination reactions, also called synthesis reactions, are the opposite of decomposition reactions. These reactions occur when two substances (called reactants) are added together to create one new substance. And because this is a chemical reaction, the result is a molecular change! One example of this would be a nail rusting. While this may seem like a decomposition reaction because it seems like the nail is decomposing and falling apart. But actually, it’s a chemical change! Iron (Fe) and oxygen (O) combine to create the compound iron oxide (Fe2O3), which is rust. And as you can see, it also results in a completely new molecule. What's Next? Understanding chemical and physical reactions in only one part of what you need to know in order to succeed on either the SAT Chemistry Subject Exam or the AP Chemistry Exam. Here’s a complete syllabus for AP Chemistry to show you what you need to know, and here’s an SAT Chemistry study guide, too. Are you in IB Chemistry? We’ve got you covered, too. Here’s the complete syllabus, a comprehensive study guide, and some examples of past papers from the IB Chemistry exam. If chemistry has you stumped, it’s a good idea to check out some books that can explain challenging concepts in an easy-to-understand way. This post will help you find a guidebook that’s right for you. Have friends who also need help with test prep? Share this article! Tweet Ashley Robinson About the Author Ashley Sufflà © Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Summery of Man and organization three problems in human relations in Essay

Summery of Man and organization three problems in human relations in organization and environment - Essay Example These problems are not clear cut as they tend to be mutually dependent. Culture â€Å"Culture is defined as ideas, customs, skills, arts etc. of a people or a group that are transferred or communicated or passed along as in or at succeeding generations† as defined by the American heritage dictionary. Culture can be stratified into organizational and indigenous culture. According to Everett Hagen (Whyte 1959 pg. 8)â€Å"in Latin America we find a much greater emphasis upon line of authority and a lesser development of staff organizations than we see in comparable companies in the united states. Its union management relations and grievance procedure as we know it in the US is little in evidence in Latin American plants†. This shows that the Latin American society is more stratified with greater emphasis upon family and community which makes it difficult for people in different status level to express themselves freely and frankly in discussions and arguments. In this kind of culture people tend to congregate into social groups and networks in which they interact and seek acceptance and also give approval to fellow workers, this is where members form their goals, attitude and ideals. They have virtually elected leaders who they always tell to air their grievances. George Elton Mayo of the Hawthorne experiment (Accel team 2010) says that â€Å"change from an established society in the home to an adaptive society in the work plant resulting from the use on new techniques tends to continually disrupt the social organization of a work plant and industry generally†. This shows that indigenous or national culture influences workers even in the work place. The institute of work psychology university of Sheffield 1998 describes organizational culture as â€Å"the aggregate of an employee’s perception of an organization e.g. quality of communication, level of supervision and support for innovation†. When an employee joins a new organizati on, s/he is matriculated into the culture and practices of the organization. If there is a lot of bureaucracy in the operations of a firm or stratified culture, members are not able to communicate their problems freely especially to higher authority. For centralized organization especially in supervisory and decision making, lower management tends not feel very accountable or responsible because they only carry out orders as received from above and thus they are not able to influence performance as they should in their individual field. Herzberg’s motivation theory (Accel-team 2010) says that â€Å"the motivation for maximum productivity of an employee is recognition, achievement, growth and advancement and if these lack even if the hygiene factors are present the individual finally loses interest and is not maximally productive.† Therefore if an organization lacks to the right practices to motivate their workers they do not achieve maximum productivity. Organizational structure The business dictionary.com defines it as â€Å"a framework typically hierarchical within which an organization arranges its lines of authority and communications and allocate rights and duties.it determines the manner and extent to which roles, power and responsibilities are delegated, controlled and coordinated†. Every organization has both formal and informal structures. Formal structures are a

Students With Visual Impairment - Reflection and Response Essay

Students With Visual Impairment - Reflection and Response - Essay Example The film comprises of four young characters named Chas, Meagan, Denise and Isaac whose dreams go beyond reality. While Chas and Meagan were seniors, Denise and Isaac were both freshmen at college. In this 72 minute film, the audience is transported to a totally different world of unsightly darkness. The film sheds light on the dreams and aspirations of these young people and how they strive to realize them. The film that was shot over a period of one year depicts the obstacles that come in the way of fulfilling their dreams and the positive attitude of never say die that its characters exhibit in their daily lives. A. Student Background Information Chas is an African American student whose aspiration it was to be a Rap singer, but was unfortunately afflicted with a genetic eye condition that ran in his family. However, Chas was not one to shy away from the fact that he was handicapped. On the other hand, he tried to push himself in spite of it and explored the world around him. He ma de a sincere attempt to prepare himself for the outside world. His attitude was mostly positive and he always liked to learn something new. When he was not with his studies, work or with his sweetheart Ashley, he did his best to hone his skills of emceeing as 1 to Cee (One to see) and becoming a Rap artist. In fact the title of his first Rap number is â€Å"The Eyes of me† which also happens to be the title of this documentary that enumerates the emotions, feelings and experiences of his handicap. Meagan was the other senior in Maitland’s documentary â€Å"The Eyes of Me†. The cause for her becoming blind was related to cancer of the retina at the tender age of 17 months. Meagan was devastated by the loss of her eye sight and she suffered from poor self esteem and became an introvert with practically no social life what-so-ever. Her condition was supposedly treatable, but the radiation technique that was used to remove the cancerous portions was also responsible for putting an end to her vision once and for all. However, Meagan regained her self confidence and zest for life after coming to this special school and is now well on her way to acquiring her Master’s in social work and becoming a professional counselor at a reputed hospital or school. The other two enterprising freshmen in the documentary are Denise and Isaac who are highly enthusiastic about what they want to be in life. Denise suffered from shortened nerves to the eye but tries her best to make things work to her advantage. For example, she loves acting and did just that. In the course of time she has morphed into a â€Å"Cinderella† from the withdrawn character that she was. She is seen dancing, acting, practicing and chatting as any young girl of her age would do. In the documentary we see her enthusiastically honing her acting skills and then doing her best on stage. However, Isaac was unlike the other three protagonists because he had only recently at the age of 14 lost his eye sight in an accident that served to detach his retinas. Though the shattering experience of being completely blind was something new to him, yet he never lost his self confidence at any time. In fact, he aspires to become the first blind President of the United States! B. Description of Typical Compensatory Strategies It is a

Organisational change management Essay Example | Topics and Well Written Essays - 2250 words

Organisational change management - Essay Example In their document that was titledâ€Å"Implementing the New Strategic Direction,† the council states how they will review their activities and develop into a strategic body that encourages an array of provision for its services. This can be considered as divestment and this approach will obviously have consequences that will affect the future of public service delivery, the workforce that is in existence in the council as well as the local government (Haglund, 2010, p. 196). The county council has full recognition of the significance, the challenges as well as the consequences that are associated with these proposals and thus they address and detail the risks and have enumerated the work that has not been done yet while acknowledging that these changes need to be taken in the prevailing financial constraints. This is associated with the transition costs, which will be incurred when the council moves to different types of service delivery. When the financial constraints are considered, there are varieties of questions that arise on the manner in which the strategic ambitions can be achieved in relation to the costs linked to building community capacity as well as new social enterprises. There are thousands of jobs that could be lost as the Suffolk county council prepares to halt the direct provision of services in most of the areas that it functions in and all the services at the council including the child protection services may be outsourced if the plan is implemented. The county is poised to take radical approaches as far as the public sector reforms are concerned by coming up with a virtual authority which will outsource most of the services that the council deals with. The new strategic direction could be the beginning of outsourcing of the counties services to social enterprises and companies while aiming at turning the authority form one that avails public services

Contract Law Legal Advice Example

Contract Law Legal Advice Example Legal Advice 1. The shop is relying on an exemption clause.   Customer A is likely to have a remedy against the shop under schedule 3 of the Unfair Terms in Consumer Contracts Regulations (1999) which disallows a business to exclude a consumer’s legal rights.   In this instance, customer A may seek provision under the Sale of Goods Act 1979 s 14 (2) (goods must be of satisfactory quality) as amended by the Sale of Goods Act 1994 if the shop does not assist her. 2.   Customer B may be able to rely on undue influence, the main case being National Westminster Bank v Morgan where it was held the claimant must not suffer from manifest disadvantage.   Undue influence simply means unfair pressure on a party when forming a contract.   The shop may argue there was no special relationship between the parties, in which case it is for customer B to prove this (Williams v Bayley).   Following the decision in Lloyds Bank v Bundy, the question may be whether there was ‘inequality of bargaining strength’ the shop acted as an agency for the HP financers.   In this case, the creditor (financers) may be unable to enforce the contract against customer B (Kingsnorth Trust v Bell) if customer B can successfully plea undue influence then the contract may be rendered voidable (set aside). 3.   In relation to customer C, she may be able to rely on the Sale of Goods Act 1979 as amended by the Sale and Supply of Goods Act 1994, which states under s.13, that the goods must be as described (see: Beale v Taylor).   There must be a reliance on the description of goods as decided in: Grant v Australian Knitting Mills Ltd, but in this instance the customer is entitled to a remedy against the shop. 4.   Customer D is seeking to bring a complaint for fraudulent misrepresentation under the Misrepresentation Act 1967.   Stating that the childminders were qualified is a false statement of fact (Bisset v Wilkinson).   Defined in Derry v Peek, fraudulent misrepresentation is a statement where there are several factors, one of which is a ‘reckless statement made without caring whether it was true or not’.   In this instance, the shop is liable for all damages, including all loss, to the customer (Smith New Court Securities v Scrimgeour Vickers).   5. Neighbours are seeking to complain over a private nuisance. It can be defined as: â€Å"continuous, unlawful and indirect interference with a person’s enjoyment of land†Ã‚   Balance must be stuck between conflicting interests, namely the shop needing its deliveries and the neighbours’ peace in the morning.   Has the duration being continuous? (Bolton v Stone)   The shop being aware of the problem, if it fails to address the issue, then it may be liable for nuisance (Leakey v National Trust). 6.   The shop has a duty of care under the Occupier’s Liability Act 1957, s 2 (1) towards visitors, in this case invitees to the shop (s. 1 (2)).   The shop must take ‘reasonable steps to inform a visitor that an area is out of bounds.   It did so in this case, with the notice on the door.  Ã‚   Under s. 2 (3) (a) of the OLA 1957, the shop must be prepared for children to be less careful than an adult.   However, the shop is entitled to be assured that the behaviour of a young child should be supervised by an adult (Phipps v Rochester Corporation).   Therefore, this part of the claim may fail since the mother did not keep her child under supervision. In relation to her claim for nervous shock, there is a 3 stage test as outlined in Alcock v Chief Constable of South Yorkshire Police, namely: a). Was the mother in sufficient proximate time and space to the incident?   b) There must be close ties of love and affection to the victim c) The claimant must have seen or heard the incident or its immediate aftermath.   As all these answers are in the affirmative, then it is likely this part of the claim may be successful against the store. 7.   The shop is liable for injury to F under the Employer’s Liability Act 1969, s1. F is no longer required to pursue the manufacturer as the shop has informed her, although she may do so if she wishes.   F (employee) must show: a) That the defect in the equipment caused the accident and b) That the defect was due to a fault in the manufacture. In this part, the employer is liable directly to F. With F’s claims for bullying, the shop is liable under vicarious liability, since this is a tort by an employee acting in the course of their employment.   A noted case for this was outlined in Jones v Tower Boot Co 8.   An advertisement is an invitation to treat, where the customer makes an offer to buy (Partridge v Crittenden).   There may only be revocation of an offer where response is made to an invitation to treat (Payne v Cave).   In this case the customer accepted the terms of the offer and is entitled to the goods as stated (Lefkowitz v Great Minneapolis Surplus Stores).   9. The shop is liable under the Consumer Protection Act 1987.   The fact that H’s sister did not make the contract is irrelevant as the case of Stennett v Hancock illustrated that a duty of care is owed to a person receiving presents from the original buyer (H). Under s. 2 (1) of the CPA 1987, the supplier (shop) is liable, since the customer cannot identify or contact the manufacturer.   10.   The shop owes K a duty of care as outlined in the ‘neighbour’ principle of Donoghue v Stevenson.   To prove negligence, there must have been a duty, that duty was breached and causation. Therefore, the shop is negligent in this case.   Also, K may have a claim under the Consumer Protection Act 1987 which places strict liability on anyone in the distribution food chain where a consumer suffers harm. 11.   This contract is frustrated.   In the case of Taylor v Caldwell, it was determined that where a contract depends on a given thing (in this case 100 copper saucepans), and there is impossibility of performance of the contract, then the performance should be excused.   Both parties are discharged from further performance in this case as the supplier cannot supply the order requested. 12.   Part payment of a debt can never be satisfaction for the whole payment as outlined in Pinnel’s Case (1602).   This has since been confirmed in Foakes v Beer and Re Selectmove.   Further, if the money is unable to be recovered at a later date, the doctrine of promissory estoppel applies where further rights to recover the remaining sum will be extinguished (High Trees case) 13.   This is a case of pure economic loss.   The negligent driver does not owe a duty of care to the shop as there was no damage to the shop’s property (Spartan Steel v Martin).   Based on policy guidelines, the loss of profit to the shop is ‘non-recoverable’ to avoid the driver from a ‘crushing liability’. 14.   This is a negligent statement on the part of the accountants.   In Hedley Byrne v Heller, the House of Lords held that a ‘high degree of proximity or closeness of relationship is required, and for liability to arise, a special relationship has to be shown between the maker of the statement and the person who relied on it.’   XYZ should be able to sue the accountants. Bibliography Charman, M, (2002), Contract Law, 2nd edn, London, Willan Publishing Giliker, P and Beckwith, S., (2004) Tort, 2nd edn, London, Sweet and Maxwell Martin, J and Turner, C., (2001) Contract Law, London, Hodder Stoughton Martin, J and Turner, C., (2001) Tort Law, London, Hodder Stoughton Richards, P, (2002), Law of Contract, 5th edn, London, Longman Publishing

Classroom Management :: Papers

Classroom Management I have observed my mentor using this style of classroom management. It is a method of behaviour management pioneered by Lee and Marlene Cantor. The goal of assertive discipline is to teach students to choose responsible behaviour and in so doing raise their self-esteem. This in turn should lead to an increase in their academic success. Having a good classroom environment in which to teach gives the pupil the best possible chance of learning effectively. A basic principle of assertive discipline is that pupils need to know your behavioural expectations. They must be given limits and the teacher must be consistent in his / her approach at all times. Pupils need positive recognition and support as well as discipline so that they are motivated to behave well. It is very easy to criticise a pupil for being badly behaved but most teachers fail to comment on good, appropriate behaviour. The teacher who uses assertive discipline effectively has a classroom plan, which she shares with pupils so that they are clear about the consequences of their actions. The teacher will have a list of classroom rules on display and will remind the pupils what they are at the start of the lesson. (Appendix 1) The rules in Mrs. Ward's class are: 1.Follow directions first time given. 2. Keep hands, feet and objects to yourself. 3. No swearing, teasing, name-calling or put-downs. 4. Do not interrupt when someone else is speaking. The consequences of choosing to ignore these rules are: First time a rule is broken: Warning Second time: Wait outside the classroom for 1 minute Third time: Wait outside the classroom for 2 minutes Fourth time: Phone call to parents Fifth time: Sent to head teacher The classroom discipline consists of three main parts: 1. Rules that pupils must follow at all times. 2. Positive recognition that pupils will receive for following the rules. 3. Classroom Management :: Papers Classroom Management I have observed my mentor using this style of classroom management. It is a method of behaviour management pioneered by Lee and Marlene Cantor. The goal of assertive discipline is to teach students to choose responsible behaviour and in so doing raise their self-esteem. This in turn should lead to an increase in their academic success. Having a good classroom environment in which to teach gives the pupil the best possible chance of learning effectively. A basic principle of assertive discipline is that pupils need to know your behavioural expectations. They must be given limits and the teacher must be consistent in his / her approach at all times. Pupils need positive recognition and support as well as discipline so that they are motivated to behave well. It is very easy to criticise a pupil for being badly behaved but most teachers fail to comment on good, appropriate behaviour. The teacher who uses assertive discipline effectively has a classroom plan, which she shares with pupils so that they are clear about the consequences of their actions. The teacher will have a list of classroom rules on display and will remind the pupils what they are at the start of the lesson. (Appendix 1) The rules in Mrs. Ward's class are: 1.Follow directions first time given. 2. Keep hands, feet and objects to yourself. 3. No swearing, teasing, name-calling or put-downs. 4. Do not interrupt when someone else is speaking. The consequences of choosing to ignore these rules are: First time a rule is broken: Warning Second time: Wait outside the classroom for 1 minute Third time: Wait outside the classroom for 2 minutes Fourth time: Phone call to parents Fifth time: Sent to head teacher The classroom discipline consists of three main parts: 1. Rules that pupils must follow at all times. 2. Positive recognition that pupils will receive for following the rules. 3.

Montessori Education

Maria Montessori developed her approach based on important principles that make a Montessori school. The principles that will be discussed throughout this paper will help you to understand the principles that are practiced and developed for each classroom. Model early childhood program is an exemplary approach to early childhood education that serves as a guide, (Morrison S. G. P 142). Montessori Program would best service the interest of children and their families. This program has basic principles that are design to bring the naturalization of child development, and to help the child better through out his/her life. Because of her success with these children, she was asked to start a school for children in a housing project in Rome, which opened on January 6, 1907, and which she called â€Å"Casa dei Bambini† or Children's House. Children's House was a child care center in an apartment building in the poor neighborhood of Rome. She was focused on teaching the students ways to develop their own skills at a pace they set, which was a principle Montessori called â€Å"spontaneous selfdevelopment†. A wide variety of special equipment of increasing complexity is used to help direct the interests of the child and hasten development. When a child is ready to learn new and more difficult tasks, the teacher guides the child's first endeavors in order to avoid wasted effort and the learning of wrong habits; otherwise the child learns alone. It has been reported that the Montessori method of teaching has enabled children to learn to read and write much more quickly and with greater facility than has otherwise been possible. The Montessori Method of teaching concentrates on quality rather than quantity. The success of this school sparked the opening of many more, and a worldwide interest in Montessori's methods of education. The principle I would like to start the paper out would be the prepared environment. By having a prepared environment this allow the child to learn and develop self-discipline as well as getting in a routine that is best for the child to get used to for their life and how to be dependent. The teacher is supposed to guide the student in the direction but this method allows the children to learn the importance of structure and to a degree dependant. There are all different ages that are in these groups and by doing it this way the children will gain knowledgeable information from older children. It seems that younger children learn easier and faster off of older peers, so that is why it was so special doing it this way, this also prepares the children for future challenges and schooling as they get older. The Approaches to Early childhood Education by Roopnarine and Johnson (2005) explains children’s responsibility by stating, â€Å"There is a strong emphasis on the development of individual responsibility. For example, children return materials to their place after use, the classroom is cleaned and maintained†¦and they participate in the development of classroom rules† (p 366). This teaches the children selfsufficient which will be a big part of their life. The absorbent of the mind was the next idea about how the children should be educated. This principle showed the spontaneous and the drive of the inner child. At the occurring of this process the Montessori began to divide the children into two, the unconscious stage and the conscious stage. At birth to three years of age, Montessori said the children were in an unconscious stage (Roopnarine and Johnson, 2005, p. 369). Here the children â€Å"†¦are absorbing from the environment that surrounds them†. An infant hears a multitude of environmental sounds but is naturally and unconsciously cued in to sound of the human voice. Gradually, without conscious effort by the child, the child absorbs the sounds and rhythms of his or her native language, as well as its vocabulary, semantics and syntax†. The conscious stage happens right after the unconscious stage and goes to six years of age. The child now has â€Å"†¦a growing ability to organize and classify information, experiences and concepts†. By separating them from these ages it was able to make sure that we wasn’t trying to teach a six month old something that a ten year old was doing. To start with, Montessori stated, â€Å"the child†¦is a constant inquirer who ‘absorbs his environment, takes everything from it, and incorporates it in himself†. Montessori viewed different parts of the environment as contributing to the overall development of the child. The parts of the environment include freedom, structure and order, reality and nature, beauty and atmosphere. Freedom was seen as â€Å"†¦ the natural thrust of the child [that develops] independence†¦Ã¢â‚¬  (p. 371). In addition, children have free choice to pick their activity, pick their materials and pick if they want to work as an individual or with a group, when a child is able to pick it makes them feel like they thought of that and that they are in some what control it is always better for a child to have an option instead of someone telling them that this is what they have to do. Structure and order unfold as the children develop their ideal environment. Reality and nature focused on the materials that were used in a Montessori classroom; â€Å"†¦the material placed in a child’s hands should be of authentic quality and should tangibly represent the real world†. Beauty and atmosphere created a sense of harmony where the environment needs to be clean, attractive, and well cared for. Learning materials were mentioned before, within reality and nature, in addition the materials were seen as, â€Å"†¦ preparing the child both directly and indirectly for subsequent learning†. In the last part of the environment, development of the community life, Maria Montessori saw socialization as a key element. Maria method for the children learning through play is able to help the child bring together all the elements of life as they experience it. The secret to helping young children thrive is to keep the spirit of creativity and playful learning alive and active, the children does not want to do the same thing over and over they want something fun, something that they can laugh and play with. It a person always makes it so hard and no fun then the child will be more resistant to learning it. We as adults, children natural imitate us, for some that is good but for other that is not. For example my 2 year old daughter Anyssa, she imitate me when I am sitting out side smoking a cigarette, or when I am talking on the phone she will do and say as I do. So what I have to do is watch after her and try to hide when I am smoking I do not want my child growing up smoking. So at every stage in a child’s life we are teaching them something weather we think we are or not. Another principle would be human development. Human development is often not slow and steady; acquisitions seem to arrive suddenly, almost overnight, and with explosive impact. Such learning explosions are the sudden outward manifestation of a long process of internal growth. For example, the explosion of spoken language around two years of age is the result of many months of inner preparation and mental development. Human development was viewed as a process form birth to maturity. Babies are born to learn, they are remarkable learning instruments. These stages represent six years of life as well it introduces the views of the Montessori way. The first period of life is very importance. From birth to age six the child is seen as â€Å"constructing him/herself†. Children’s brain development and their ability to learn throughout life rely on the interplay between natures and nurture. What happen to children early in life have a long-lasting influence on how they develop and learn? The human brain is quite â€Å"plastic†; it has the ability to change in response to different kinds of experiences and environments. An enriched environment influences brain development. This process is called the â€Å"constructive rhythm of life†. Maria Montessori developed her approach based on important principles that make a Montessori school. The principles that will be discussed throughout this paper will help you to understand the principles that are practiced and developed for each classroom. Model early childhood program is an exemplary approach to early childhood education that serves as a guide. I believe the Montessori Program would best service the interest of children and their families. This program has basic principles that are design to bring the naturalization of child development. To understand Montessori Education, one must first acknowledge and under Maria’s philosophy about children and education. By incorporating this as a learning tool in the early years, I believe this would further advance them with reading and writing and learning new things while children there age or older are not quite that advance as the child that was taught this method of learning. Since her death an interest in Dr. Montessori's methods have continued to spread throughout the world. Her message to those who emulated her was always to turn one's attention to the child, to â€Å"follow the child†. It is because of this basic tenet, and the observation guidelines left by her, that Dr. Montessori's ideas will never become obsolete. Many people, hearing of the high academic level reached by students in this system of education, miss the point and think that Montessori math manipulative (as an example) is all there is to the Montessori method. It is easy to acquire materials and to take short courses to learn to use them, but the real value of Montessori takes long and thorough training for the adult. The potential of the child is not just mental, but is revealed only when the complete â€Å"Montessori method† is understood and followed. The child's choice,  practical work, care of others and the environment, and above all the high levels of concentration reached when work is respected and not interrupted, reveal a human being that is superior not only academically, but emotionally and spiritually, a child who cares deeply about other people and the world, and who works to discover a unique and individual way to contribute. This is the essence of real â€Å"Montessori† work today. Reference Morrison. G. S Early childhood Education Today. Pearson Education Inc. 2009 Roopnarine . J and Johnson . J (Eds). Approaches to Early Childhood Education New Jersey: Pearson Education Inc. 2005 Seldin. T and Epstein. P The Montessori Way, The Montessori Foundation 2003

The quakers essays

The quakers essays The development of the Quakers in the United States one of the examples of a great opportunity lost to ignorance. The By the mid 1700s, the numbers of Quakers in the US far out numbered the Quakers in Britain. It possessed many qualities to make it the dominant religion of the colonies. However, the within the large population rigidity began to grow among the Quakers. It failed to adapt to changing times as Puritanism did, thus, it remained more static. Soon, many Quakers became more interested in perfecting their purity than spreading their message to others. Slowly, Quakerism began to put up a wall. Through their religion, the Quakers had a great hankering for martyrdom. They sought it out actively; trekking through dangerous territories and going to places and preaching where they knew they were unwanted. Suffering for their Lord was a prevalent in their society. They would withstand beating, torture, and even death in the name of sacrifice for their Lord. Their voluntary suffering was a way of strengthening their faith, but it also drew vast admiration for their resolve and unwavering devotion to their beliefs. Problems ultimately rose when Quakers became active in the Government. The issues of taking oaths became a hot button topic. Quakers refused to take oaths for trials, thus could not be witnesses or jurors for the courts. However, their unwillingness to comply made it possible for many crimes to be committed and go untried. Their stubbornness resulted in a more crimes punishable by death, since they compromised on taking an oath on matters of capital punishment. Quakers were also devout pacifists. Even as war broke out between France and England they refused to fight. Colonies surrounding Pennsylvania were what the Quakers relied on for defense. However, they seemed to remain oblivious to the fact that many Native American, which whom they were friendly with, were massacring people on the western borders. They ...

New ending for a rose of emily Essays - A Rose For Emily

New ending for a rose of emily Essays - A Rose For Emily New ending for a rose of emily New ending for ?A Rose of Emily? Each day we saw the Negro become gray and withered, walking with a slight limp to his left side, going in and out with the market basket. He was a sad looking soul and it was not surprising when we saw less of him. Two years had passed and the Negro man would only make it to the market about once a week. We had passed by Mrs. Emily's house a few times and noticed a small garden in the backyard. It was believed that the old Negro had grown too weak to walk to town as much. Within another year, the Negro was not seen at all. Over the course of a month, town board meetings were held to see if anyone had seen or heard about Mrs. Emily. Some had said they still peaked in through her windows to see her frail silhouette rocking back and forth in her chair. On the day we decided to seek the welfare of Mrs. Emily, there was somewhat of a heavy black cloud overhead. We stood there in front of her house seeing nothing through the windows due to the curtains being pulled. We knocked on the door for what seemed an eternity, without an answer from the Negro man. The door creaked and moaned as though cursing its hinges while our senses were instantly overwhelmed with the rancid smell of death and decay. There was no sign of life; no remnants of half eaten bread or dustless furnishings. The candles looked as if they had not been lit in months and through the back door we could see that the garden had not been cultivated. Upon entering the very back bedroom downstairs; there she lay, lifeless on the floor in the fatal position with what looked like a piece of paper in her hand. She had her cloak drawn over her head with no sight of her face in such dim lighting. The deputy first reached for the piece of paper and read aloud: "I wish not to take blame for such events. I am but old and withered and can care for neither myself nor whom I love any longer. I regret I could not give to those I loved and cared for, though they needed only my time. I have dearly loved and lost at my own expense, including the Negro man who helped me plenty. I helped him rest knowing that mine and his death was near." The paper had a few scribbles here and there; it was obvious the woman was dying as she wrote her last words. No one touched her corpse; we waited for the coroner to come and properly remove the body. When he arrived, Miss Emily's cloak was removed to reveal her face. Two days later, Homer Barron was buried in what he wore when he died; the cloak and skirt of Emily Grierson. Years later, during the expansion of Rose Cotton Gin, the remains of a female body were found where the garden once was cultivated. In my alternate ending of "A Rose for Emily," I wanted to emphasize a little more on what may or may not have happened to Homer Barron. It was obvious that Emily's love for him was very strong throughout the story, but I wanted to draw attention to the mystery of Homer Barron's love and what ever happened to him. I did not want anyone to be able to foreshadow that the body would not be hers. Homer Barron was wearing Emily Grierson's clothes because of his inability to separate himself from her same to Emily Grierson's inability to separate her own self from Homer Barron in the original. The significance of the letter was to serve as a distraction to the townspeople so that they would refrain from removing the cloak and instead, reach for the letter. The letter also served to give the possible causes of death. In my alternate ending, Homer Barron took his own life, as well as the life of the Negro. They were both old and withered, so instead of suffering, Homer supplied himself and th e Negro with Emily Grierson's arsenic. This

Requlatory Processes and Administrative Law Essay

Requlatory Processes and Administrative Law - Essay Example You may identify current events/situations relevant to any particular aspect of ethical behavior in public management. "Actual [Social Security] benefits may vary depending on actual work history and income" (Social Security Income Calculator, 2010, p. 1). This is as it should be; obviously someone who worked all their lives is not going to receive the same amount of Social Security as someone who never worked a day in their life or never paid into the system. If one person had diabetes and another person had heart failure, but the doctor said, "Well, this person has diabetes so I'm going to prescribe diabetes medication for everyone," then obviously the person who had heart failure would not be properly treated. 3. Under the current administration, which theory provides the most insight in terms of effective policy implementation Why Based on these theories, how do we know policy implementation is occurring The theory that most effectively provides insight into effective policy implementation is policy which does not "lack theoretical underpinning" (Hargrove, 1981, p. 1). Obama's theoretical underpinning was change. This is what he so effectively managed to focus on during his campaign. It is no surprise that his determination is paying off with regard to effecting social change. 4. In your opinion, on which should a leadership evaluation focus, efficiency or effectiveness Why Leadership should always focus on effectiveness. Efficiency may be slow, but if whatever one does is effective, the means or efficiency needed to get to the effective end, effectively, ceases to matter as much. Therefore, one should focus on the results, not how the results came about. REFERENCES Hargrove, E.C. (1981). The search for implementation theory. Available: http://eric.ed.gov:80/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/2e/3e/0f.pdf. Social Security income calculator. (2010). Available:

DuPont divests Conoco Case Study Example | Topics and Well Written Essays - 500 words

DuPont divests Conoco - Case Study Example The divestiture should be made from a financial perspective and not arbitrarily in order to create more vaule for the firm by breaking the firm into more pieces. Considerations must be made to analyze what effect a carve-out could have on the company? What effect could a spin-off have on the company? What effect could an asset sale have on the company? All these options must be considered in relation to market, firm return and net return. The main benefit of divestiture is the production of wealth for the parent company. Historically the divestiture of a company has caused a positive Net Present Value (NPV) based on the size of the company based on â€Å"Takeovers, Restructuring and Corporate Governance†. â€Å"Alchian and Demsetz (1972) and Jensen and Meckling (1976) suggest one reason why corporate divestitures might create wealth. If the divestitures improve managerial incentives or better enable shareholders to monitor managerial performance, then the separation of a corporation into different pieces can improve the efficiency of operations and thereby increase the combined value of the assets.†