Dogs Are Good Pets Essay

Dogs Are Good Pets Essay Dogs Are Good Pets Essay Compare & Contrast Essay: Careers -Physician vs. Police Officer There are various careers which can be attained through the course of one's journey through post secondary studies. Two careers which are both compelling and fulfilling would be being a police officer and a doctor. Both of these careers may seem as if they diverge in their fields but yet they both involve helping and serving, protecting society and becoming role models for the general population. The main objectives of a doctor would be to treat and help the general population with rigorous day to day work involving great inspection and observation. An officer must also be alert open to look for any differentiations from the norm through surveillance and enforcement. The argument which comes at hand is which of these two professions are more gratifying and fulfilling; a doctor fit this description of fulfillment. This dispute can be articulated with an assessment of the two highly profiled and regarded vocations. The job of a medical doctor is of great need in this world, as there is a shortage of such a profession; day to day we see people going into the doctor’s office searching for treatment for their plight. A doctor dedicates their time and full attention to the patient, and the patient only for examination and inspection which is clearly more fulfilling than patrolling the streets for misdemeanors. An example that can be seen is when the patient is with the doctor when he is diagnosing the patient. The doctor asks the patient their problems and then conveys the answers through a meticulous conclusion. Care and dedication can only be seen from such work ethic, this is an example of the self fulfillment which can be achieved in the profession of a physician. General practitioners also spend an extra 3-5 years in medical colleges striving for a better knowledge of disorders, diseases, the human structure and various other articles in order to serve the population better. An example of how this is more fulfilling than policing the streets is the fact that this intensive study which needs a prolonged revision could only lead to precise help for the public. Studying something so hard could only mean that the person at hand is truly interested and meaning to help the populous. Lastly the confidentiality of the doctor to patient meetings in a room, this serves as a connection to the patient that is dire for a cure. The reason this leads to a more of a fulfilling job is the verity that understanding the person’s troubles and seeing a patient over the years can lead to a connection that is not only on a professional level, but on a casual level as well. This is the epitome of self fulfillment in a job. Seeing, observing, listening, treating and seeing the patient healthy at the end of it. Working as a police officer may seem fulfilling, but neither as intricate nor helpful as a doctor’s. Working very long shifts, patrolling on the streets the entire day, stress of protecting all at all time and not having the connection with the people you are actually defending leads to a fruitless career. On one hand a doctor spends long periods of time with the patient

The Assassination of Shaka Zulu (September 24, 1828)

The Assassination of Shaka Zulu (September 24, 1828) Shaka kaSenzangakhona, Zulu king and founder of the Zulu empire, was murdered by his two half-brothers Dingane and Mhlangana at kwaDukuza in 1828- one date given is September 24. Dingane assumed the throne after the assassination. Shakas Last Words Shakas last words have taken on a prophetic mantle- and popular South African/Zulu myth has him telling Dingane and Mhlangana that it is not they who will rule the Zulu nation but white people who will come up from the sea. Another version says swallows will be the ones to rule, which is a reference to white people because they build houses of mud as do swallows.​ However, the version which is probably the truest rendition comes from Mkebeni kaDabulamanzi, King Cetshwayos nephew and grandson of King Mpande (another half-brother to Shaka)- Are you stabbing me, kings of the earth? You will come to an end through killing one another. Shaka and the Zulu Nation Assassination by rivals to the throne is a constant in monarchies throughout history and around the world. Shaka was an illegitimate son of a minor chief, Senzangakhona, while his half-brother  Dingane was legitimate. Shakas mother Nandi eventually was installed as the third wife of this chief, but it was an unhappy relationship, and she and her son were eventually driven away. Shaka joined the military of the Mthethwa, led by chief Dingiswayo. After Shakas father died in 1816, Dingiswayo supported Shaka in assassinating his elder brother, Sigujuana, who had assumed the throne. Now Shaka was the chief of the Zulu, but a vassal of Dingiswayo. When Dingiswayo was killed by Zwide, Shaka assumed leadership of the Mthethwa state and army. Shakas power grew as he reorganized the Zulu military system. The long-bladed assegai and the bullhorn formation were innovations that led to greater success on the battlefield. He had ruthless military discipline and incorporated both men and youths in his armies. He forbade his troops to marry. He conquered neighboring territories or created alliances until he controlled all of present-day Natal. In doing so, many rivals were forced out of their territories and migrated, causing disruption throughout the region. However, he was not in conflict with the Europeans in the area. He allowed some European settlers in the Zulu kingdom. Why Was Shaka Assassinated? When Shakas mother, Nandi, died in October 1827, his grief led to erratic and deadly behavior. He required everyone else to grieve with him and executed anyone he decided was not grieving sufficiently, as many as 7,000 people. He ordered that no crops be planted and no milk could be used, two orders sure to induce famine. Any pregnant woman would be executed, as would her husband. Shakas two half-brothers tried more than once to assassinate him. Their successful attempt came when most of the Zulu troops had been sent north and security was lax at the royal kraal. The brothers were joined by a servant, Mbopa. Accounts vary as to whether the servant did the actual killing or it was done by the brothers. They dumped his body in an empty grain pit and filled the pit, so the exact location is unknown. Dingane assumed the throne and purged loyalists to Shaka. He allowed the troops to marry and set up a homestead, which built loyalty with the military. He ruled for 12 years until he was defeated by his half-brother Mpande.

Entrepreneurship and Small Business Development Essay - 3

Entrepreneurship and Small Business Development - Essay Example The focus is on Leadership.This section is purely theoretical identification and review with proposition(s) proposed (approximate 700 words). Characteristics/attributes associated with entrepreneurship. The emphasis is on that of the business entrepreneur and/or factors that are likely to impact on the entrepreneur and/or the creation of a new venture or venture activities. Typical topics include: motivation, leadership, invention, innovation, and approaches to change, but these are not limited. A critical review of the existing literature in the knowledge field with an in-depth insight, focusing on the selected topical area. Various theories/conceptual perspectives centered on the selected topical area are identified, reviewed, discussed and synthesised. A proposition/propositions being proposed based on literature reviewed. 3. Practical Evidence (15%): Collect information about the entrepreneur focused on the theme you selected in the literature review and review relevant material related to the selected entrepreneur (approximate 850 words). Describe and discuss the process you undertook to collect the secondary data about the chosen business entrepreneur, e.g., mention library, Internet, and any other sources that you consulted. Some appreciation of the limitation of this approach. A detailed description of the business entrepreneur and/or the venture created. This should be based entirely on material (via the secondary research) related to the conceptual material presented in literature review. The description of the identified examples/evidence in practice is focused, reflecting and coherent with appropriate and sufficient evidence to support. 4. Analysis (20%): A synthesis of the material on the selected entrepreneur and the review of the literature. Discussions are to generate insights into the entrepreneur from the theory (approximate 850 words). A focused analysis and synthesis of the material on the selected entrepreneur

Environmental Science Essay Example | Topics and Well Written Essays - 250 words

Environmental Science - Essay Example ng energy saver bulbs at home instead of tube lights for most of the time; putting off microwave and television instead of putting them on standby mode; using water bottles that are reusable; purchasing a car that has more mileage on gas; composting my grass clippings instead of putting them in plastic bags and throwing them away; turning off extra lights at night and also during the day; and, reusing things like office papers and clothes. I have also decided to plant a tree somewhere, every year. This will help the environment go greener, making it sustainable. I want to adopt these things because I want to make my environment stable, and want to make the best use of natural resources. I want to do so because I have understood the importance of sustainable environment. Hence, my journal writing has invoked sustainable thinking within me, which is good not only for the environment, but also for me as a living

How Play Benefits Autistic Children Essay Example for Free

How Play Benefits Autistic Children Essay Autism results in several deficiencies in children that affect their educational and social lives. Autistic children feel difficulty to interact with their peers and they even cannot play individually (Sherratt and Peter p. 34). Relevant behavioral deficiencies are also found in autistic children if they have deficiency to play either individually or in group (Wolfberg, p. 23) and they feel difficult to socialize (Williams, Reddy and Costell p. 67-77). Types of Play There are different types of play in which children are engaged such as soico-dramatic play, symbolic play and functional play. In symbolic play, children use their imaginations to use any object as any other object that is not present. The object used in this type of play does not possess the properties of the object that is imagined to be present in place of the actual object (Libby, Powell, Messer, Jordan, p. 487-497). Children use common things in their symbolic play to represent specific things such as they use sticks and imagine that they are using swords. Where as, in functional play, children do not use imaginary things, rather they use things that are really useful for their play (Libby et al. , p. 487-497). In such a play, children may cook pretend food by using toy kitchen objects such as cooking utensils that are made from plastic for playing purpose. Children play specific roles in socio-dramatic play. They use particular themes to represent specific roles. Most common socio-dramatic themes are playing school, playing hospital and playing house in which each child is given a specific role to perform. Autistic children find it hard to engage in such type of play because they do not feel comfortable in playing roles that require specific social cues, nature of pretending and language. There are different levels of playing. The child does not require any other child to play with in an isolated play. In this type of play a child plays gets involved in a particular activity and plays with an object with out the need of other children (Sherratt and Peter p. 58-74). Children involve in this type of play only when they are engaged with their favorite toy or object. Autistic children play with an object or a toy in a way that is not common to that object or toy (Wolfberg, p. 78). An autistic child with lacking playing skills does not play with a car in a way that normal children do rather that child would prefer to spin the wheels of the car and would not move the car as normal children do. There is another type of play known as common focus or dyadic play. This type of play requires a child to play with another child. This type of play cannot be played in isolation (Sherratt and Peter, p. 76-95). Usually two children get involved in this type of play. When an autistic child gets involved in this type of play, he or she is more likely to be closer to another child while play but he or she will not interact with another child. Three or more children get involved in group play (Mittledorf, Hendricks and Landreth, p. 63-86). Children involved in group playing usually play board games, non-team games that can be played in a playground. An autistic child does not get involved in this type of play as it requires social cues and peer interaction Another example of play is team play in which a common goal is set to achieved and two or more groups compete with each other to achieve their goal (Mittledorf, Hendricks and Landreth, , p. 63-86). This type of play is organized either on a playgroud or in-house such as team tag, baseball, kickball and basketball. This type of play requires social interaction, rules of play to be followed and high level of activity and thus autistic children usually find it difficult to get involved in this type of play. Some Play Strategies to Help Autistic Children Learn More Efficiently Educational decisions should be based on the individual qualities, skills and needs of every child. Autistic children should be considered in the same way. There are several factors that determine which intervention should be implemented by a teacher to teach playing skills to a child. These factors are the determination of the developmental level of the child, the language level of the child and the determination of the type of the play to be taught. Developmental Readiness It is very important to determine the developmental level of the child before considering which intervention will be implemented for the child. This type of determination is very important for the children that are passing through their early childhood phase. Lifter et al. (1993) found out that it is very important to know the developmental level of the autistic child in order to select a play to teach preschool autistic children. When children are involved in play activities that are appropriate according to their developmental level, they get involved in those activities very quickly and they do not spend much time to learn those activities. Children learn developmentally appropriate activities more quickly as compared to activities that are appropriate according to their age because at the same age, different children have different developmental levels that are necessary to know (Lifter et al. , p. 139-159). Different developmental objects are used to identify which activity is developmentally appropriate for a child to learn (e. g. , Broomfield p. 732-745). The present level of functioning of a child determines which developmentally appropriate activity should be chosen regarding of the age appropriateness because the developmental level of every child is different. Some children’s level is more advanced so the activities and skills selected for them are different from those whose developmental level is lower than their age. Same thing goes to the autistic children whose developmental levels differ from child to child. Language Development Stahmer (p. 123-141) observed the autistic children with the typical children when both types of children were involved in symbolic play. It was observed that both the groups were involved to an equal extent when their language abilities were the same. So it is advised to initially find out the language abilities and developmental level of autistic children when plan to teach play skills to such children. Mundy, Sigman, Ungerer, and Sherman (p. 349-364) found that language development is based on play skills. The language abilities of autistic children can be developed during their play with other children. The autistic children learn different aspects of language such as they learn how to take turn, their behavior is related when they request for their turn, and they are involved in joint attention and other social interactions (Baranek et al p. 20-30). Peer Involvement Peer involvement matters a lot. Typically developing children can play a great role in engaging their autistic peers in appropriate play and positive activities (Blanc, et al p. 229-245). There are different ways in which the typically developing children can be encouraged to engage their autistic peers in social activities such as programs for peer tutoring, Circle of Friends etc. Teachers can discuss with typical peers about autism through an informal method. In this method, teachers discuss with typical peers about the ways in which they should initiate their social interactions with their autistic peers and they are also taught that they should accept social initiations if made by their autistic peers. If typical peers do not encourage social interactions in a natural setting then training programs are initiated for them. It is also found that group games with same age-group play an important role in increasing positive social interactions and appropriate play (Baker et al. , p. 300-308). The researchers also pointed out that natural setting plays a great role. So, it is advised in order to get successful generalization, the setting of group games should be kept as natural as possible. There are a number of games that can be played in groups on the playground such as tag, baseball etc (Baker et al. , p. 300-308). Setting and Intervention Method Setting and intervention method are as important to consider as the type of play. Teachers should consider different types of setting when they are to select the settings to teach play skills to autistic children. There is a variety of appropriate setting for such a task including the classroom of autistic children or of typical children to give them general education, a day care setting, the home of a child, playground of the school or a local park or other areas where students can be engaged in playing. Using Peer Trainers and Peer Models Blanc et al found that children usually make other children involve with them while they are playing. Children should be encouraged to play because when they play with each other, they learn social and behavioral skills through interaction. Children who do not feel comfortable in such interactions do not go through experiences that are essential for their development. Autistic children do not prefer to play with their peers and they hesitate to socialize but they also get involved in activities when integrated settings are provided to them. This means that autistic children do not prefer non-integrated settings (Blanc, et al p. 229-245). Integrated classroom is essential when typical children are encouraged to interact with their autistic peers. Integrated classroom is useful only if an intervention is implemented, otherwise typical children would prefer to play with other typical children and they would not preferably interact with their autistic peers (Blanc et al p. 229-245). Goldstein et al. also believed that social interactions among typical and autistic peers should be increased and for that purpose they developed a number of intervention strategies that were purely peer-mediated. The main purpose of those strategies was typically to bring typical and autistic peers closer by increasing social interactions between them. In this intervention strategy, typical children were taught how to initiate social interactions with their autistic peers and how to respond when their autistic peer initiate an interaction. This intervention resulted in an improvement in the social behaviors of autistic peers. Autistic children are encouraged through this strategy to respond to any initiation made by typical peers. The social behavior of autistic children are also strengthened when they get a response from the typical peers (Goldstein et al. , p. 265-280). Group Games. The facilitation of play skills and social interactions can be increased by incorporating typical peers into games and activities with their autistic peers (Baker et al. , p. 300-308). Teachers can use the preferred topics of autistic children in which they can get involved easily to increase their social behaviors. Baker et al. (p. 300-308) suggested that group games should be developed by asking the autistic children about their favorite topics. These groups are usually very common such as tag. Children are usually inspired by movie characters so teaches should ask autistic children about their favorite movie character and they should incorporate that character into the game. In this way, autistic children are motivated and they become interested in engaging with their typical peers through social interactions. In tag game, the target autistic child and typical children are given instructions about the game and then they are encouraged to play the game. Baker et al. , found that social interactions among autistic child and typical children increase because the target autistic child is given more importance as he or she is the who has chosen the topic of the tag game, typical children become involved because they find a lot of fun in the tag game, and the target autistic child, as a result, gets motivated to increase his or her social interactions with his or her peers. Integrated Play Groups Model. Integrated play groups model can be used as another effective method to increase the play interactions among the typical and autistic children. In this type of play, the children are provided with proper guidance, support, environmental arrangements (Wolfberg, p. 52). the setting of the play area is very important to consider. Children should be engaged in activities in places where children normally play. In such a setting majority of the children should be socially competent so that they are able to integrate their autistic peer easily and comfortably. The environment of the play area should encourage play activity. The play area should be of a normal size, the materials should be arranged properly and the children should be able to access and organize the material easily (Wolfberg, p. 52). The play groups should be balanced. Wolfberg (p. 52) explained that all the members of the play groups must be familiar to each other, means that they are children who meet with each other regularly. The play groups may have children of different age groups but they should be socially competent. It is very important to determine the competencies of the target child. This element is very important to consider when developing an integrated play groups model. With the help of this feature it will be easy for the teacher to find out how much and what type of support has to be given to the target child. In order to facilitate the group play, the target child should be given the opportunity to select what type of activity he or she wants to play and this thing will help the teacher to find out the developmental level of the target child. Guided participation is also encouraged in this model. Children are guided by an adult how to involve in a play that will enhance their social behaviors. The adult should provide supportive guidance instead of directive one (Blanc et al pp. 229-245). The principle of immersion should be followed in this model, means that children should be fully immersed in the play. Through immersion, more experienced children help the less experienced children in learning their roles under the supported guidance of an adult facilitator (Blanc et al pp. 229-245). Conclusion As autistic children have to struggle for the development of play and social skills in them, the teachers should be aware of all the necessary methods that are useful to teach the autistic children the required skills. A teacher must be able to determine the developmental level, language level and peer involvement level of the target autistic child and then the teacher should design, select and implement strategies that will enhance the required skills in him or her. The learning ability of autistic children also depends on the type of play and setting in which the activity will be initiated. The researcher can conclude at this point that play is very important in childhood as children learn from each others experiences. Autistic children need to be taught how to socialize in order to make them useful citizens and for this purpose it is very important to implement strategies that are necessary to fulfill this task. Works Cited Baker, M. J. , Koegel, R. L., Koegel, L. K. Increasing the social behavior of young children with autism using their obsessive behaviors. The Journal of the Association for Persons with Severe Handicaps, 23 (1998), 300-308. Baranek, G. T. et al Object play in infants with autism: methodological issues in retrospective video analysis. American Journal of Occupational Therapy, 59(1) (2005), pp. 20-30. Blanc, R, et al Dysregulation of pretend play and communication development in children with autism. Autism, 9(3) (2005), pp. 229-245.

Austens Manipulation of the Readers Emotions Towards Characters in Pr

Austen's Manipulation of the Reader's Emotions Towards Characters in Pride and Prejudice In her novels, Jane Austen employs the timelessly effective characterization agents of dialogue, action, and point of view to cleverly manipulate the reader’s emotions towards the characters. Austen successfully creates heroins in a time that it was not social acceptable to think of women in a heroic role. She is so successful in applying these characterization techniques in her story lines that she molds a positive feeling towards strong females without the reader even realizing the influence the author’s agents have had, at the same time creating a very entertaining story. In Pride and Prejudice as well as Mansfield Park for example, Jane Austen creates characters who are some of the finest products of strong and intelligent women, yet do not loose their femininity, of our civilization. She accomplishes this feat by using the dialogue and action of the characters to manipulate the reader’s feelings towards these women. Austen also uses irony, satire and humor in all of her novels to show how ridiculous conventional Victorian country life was. She had a plethera of social commentary to make, and although women in her time period were conventionally outspoken, she used her novels as a means to show women could be intelligent, humorous, and strong without loosing their femininity. Jane Austen was a child of the Enlightenment, an age when reason was valued while many romantic traditions were slowly coming to light in society. As one of the educated and intelligent women emerging from this era, Austen used the character of Elizabeth Bennet, in Pride and Prejudice, to epitomize the harmonious balance between reason and... ...he more valuable when contrasted with that of Kitty and Lydia, where Lydia simply encourages Kitty in foolishness and is insensitive to her when she is upset. Her high spirits,which can be construed as flirtatious, also attract Darcy to her, as illustrated by her demand that he help to sustain a conversation between them when they dance together at the Netherfield ball. Her character is in no way unfeminine, and it is no wonder that Darcy is attracted to her after he comes to know and understand her. From this, we can see that Austen has managed to create her ideal woman in Elizabeth. Her strength and intelligence are qualities that make her respectable and admirable to any man or woman, but the fact that she possesses a softer, feminine side makes her genuinely attractive in the eyes of the reader, and helps us to better appreciate her other qualities.

Company law ans

Bristol is a substantial shareholder in Chester-Perry Industries Ltd. A business competitor, Gun and Fames Pity Ltd, is selling in great volume a cookbook similar to one in respect of which Chester-Perry Industries holds the copyright. Bristol believes his company has incurred a substantial loss and his own shares have been reduced In value by $150,000. HIS solicitors believe an Infringement of copyright has occurred. Cycles and Pollock are the directors of Chester-Perry Industries Ltd. They state that they have decided not to litigate because they believe hat to take legal action for infringement of copyright is too expensive and risky.Bristol is unsure whether the directors of Chester-Perry Industries have any interest in Gun and Fames Pity Ltd. On the general principles laid down Salmon's case, can Bristol sue Gun & Fames? Issue: Can Bristol sue Gun & Fames on behalf of Chester-Perry as a shareholder in Chester-Perry? Relevant law: Salomon. Application: The House of Lords in Salom on held that upon incorporation, a company beneficially becomes a separate legal entity even though its issued shares are owned by the same person Like In Salomon.Similarly In this question, Chester-Perry Is a company that has been incorporated and therefore, is a separate legal entity from all its shareholders. In this case, according to Salomon, Bristol who is a shareholder of Chester- Perry cannot sue Gun & Fames on behalf of Chester-Perry as a company is separate from its shareholders. Conclusion: Bristol cannot sue Gun & Fames on behalf of Chester Perry due to the principle laid down in Salomon where upon incorporation Chester Perry is considered as a separate legal entity from all its shareholders, including Tutorial 2 Bristol.Q(a). The Constitution of Big Hopes Pity. Ltd. Includes the following provisions: Rule XSL: On any Increase In capital the new shares must be offered to members In proportion to their excellent shares. John (an existing shareholder) is distressed when an allotment of a new issue is Issue: of What action can John take against Big Hopes for failing to allot new issue shares to him according to Rule xi of the Constitution? Relevant law: CA 2001. Application: s. 140(1)(a) states that a constitution of a company is a contract between the company and its company and its shareholders.In this essence, both the shareholders are bind by the constitution. Must Big In this instance, Rule xi of Big Hopes' constitution states that new shares be offered to existing shareholders as per their existing shares. However, Hopes failed to allot new shares to John as according to his existing shares and have therefore breached its contractual obligation in the constitution under Conclusion: John can take an action against Big Hope under s. 140(1)(a) for breaching its to contractual obligation in its constitution for failing to allot the new shares John as per his existing shares.Tutorial 3 Q. John, Ring, George and Paul incorporate Big Hopes Pity Ltd for their property development business. Big Hopes Pity Ltd was empowered under a provision in its constitution to appoint a managing director. However, the company did not appoint managing director, executed a contract with Vincent for the purchase of a certain property. The market price for the property subsequently collapsed. The board of Big Hopes Pity Ltd, learning of the contract, expressed their disapproval to Paul and claimed that the company was not bound by the contract.Vincent seeks your advice as to his legal position. Issue: Is the company bound by the contract with Vincent? Relevant law: Constructive notice, Turned, and s. 129(2)(a) and (b), s. 29(5) (6) CA 2001 , Actual authority and Apparent authority. Application: Under the old principle of constructive notice, the constitution of public companies are made available for public inspection and therefore, the public are deemed well aware of the limitations on the authority of the companies' principle will not apply here a s Big Hopes is a private officers. This old company.Furthermore, under the common law Turnaround's case, any outsiders with companies can assume that the persons with whom they are with have the authority to contract on behalf of the companies and all proceedings have been complied with. Dealing internal In this case, the constitution of Big Hopes states that a MD should be appointed but did not state that Paul has been properly appointed as the MD. Vincent can argue that he assume that Paul has been appointed as the as per the Turnaround's case and therefore, has the authority to contract on behalf of the company.He also has no actual knowledge or suspicion that Vincent has not been properly appointed (Note: In test/exam, if there are any circumstances that arouse suspicion, argue using the case of Nonresident Developments). The principle of constructive notice has also been abolished by s. 130(1) of CA 2001. In dealing with companies, outsiders are entitled to make certain assumpt ions contained in s. 129 of ACACIA as per s. 128(1) of ACACIA. In this instance, Vincent can argue that he has been empowered by s. 128(1) to make certain s. 129 assumptions when contracting with Paul from Big Hopes. Reticular, he can assume under and (b) that Paul has been properly appointed as the MD of Big Hopes and can therefore exercise all the customary duties of a MD which include entering into contracts on behalf of Hopes. In this essence, Vincent can assume that Paul has actual implied authority to enter into contracts on behalf of Big Hopes. Note: In test/exam, if question requires arguing on apparent/ostensible authority, use the case of Freeman Locker to support your argument). Vincent can also argue either s. 129(5) or (6) depending on whether Big Hopes execute contracts by way of seal or without seal.Either way, Vincent can argue that Paul has complied with all the internal proceedings when executing the contract with/without seal (e. G. Proper meeting, quorum, fixatio n of seal, witnessing of fixation et cetera) under either of these two sections. The exceptions under s. 128(4) CA 2001 will not apply to Vincent as he has ever known or suspected that Paul has not been properly appointed and the contract has not been properly executed. Conclusion:Big Hopes is bound by the contract with Vincent under both common law (as per Turnaround's case whereby entitled to make certain s. 29 assumptions again, there is no evidence suggesting any when dealing with Big Hopes and exceptions under s. 128(4) that will rebut the s. 129 assumptions made by Vincent. Tutorial 4 Q. Maria is keen to purchase shares in Action Ltd. , but is unable to raise sufficient funds to do so. It is suggested that the company lend Maria the sum of $50,000 to enable her to complete the purchase. The directors of Action Ltd. Seek your advice as to this proposal. Issue: Can Action Ltd lend Maria the sum of $50,000? Is this considered as financial assistance?Relevant law: s. AAA(1) CA 200 1, ASIA v Adler. Application: Under s. AAA(1), a company may only financially assist a person if it (a) does not materially prejudice the interests of its shareholders and affect its ability to pay its creditors, (b) must be approved by all shareholders, and (c) exempted by s. CHIC. Therefore, before Action Ltd lends the $50,000 to Maria, it must ensure that it has comply with all the requirements in s. AAA(1). Otherwise, Action Ltd will be breaching s. AAA(1) as per the case of ASIA v Adler. In ASIA v Adler, Mr..Adler the director in HI has utilized the money of HI to financially assist his personal company PEE to purchase the shares in HI when HI was already in financial difficulty and without the approval of the shareholders. The court deemed this to be a contravention of s. AAA(1). Requirements in s. AAA(1). Conclusion:Action Ltd can only financially assist Maria to purchase the shares of Action Ltd if it satisfied all the requirements in s. AAA(1). Otherwise, Action Ltd will be deemed to have contravened s. AAA(1) as per the case of ASIA v Adler.Tutorial 5 Q. An opportunity has arisen to purchase land for development at Christmas Hills. The shareholders of Central Developments Ltd. Passed a resolution that the company purchases the land. However, the directors have ignored the resolution and refuse to act on it. Are the directors bound to implement the shareholders' resolution? Issue: Are the directors of Central Developments bound by the shareholders' resolution to purchase the land at Christmas Hills? Relevant law: Separation of ownership and management powers, Automatic Self- Cleansing, John Shaw.Application: Under the principle of separation of ownership and management powers, the management of the company is vested fully in the board of directors despite the shareholders owning the company. Therefore, the shareholders cannot pass resolutions instructing the directors on how to manage the company. According to the cases of Automatic Self-cleansing and John Shaw, the directors as long as acting within the management powers bequeathed on them by the company's constitution have absolute power in managing the company and the shareholders have no rights to interfere in this as per the company's constitution.In this event, the directors of Central Developments can ignore the resolution of the shareholders to purchase the land at Christmas Hills because purchasing of land can be considered as a type of management power and only the Conclusion: The directors of Central Developments can ignore the resolution of the shareholders to purchase the land at Christmas Hills because the directors have absolute power to manage the company including whether to purchase the land as per the principle of separation of ownership and management powers and the cases of Automatic Self-cleansing and John Shaw.Tutorial 6 IQ. Seven Dwarves Ltd operates nursing homes. Its directors are Sleepy, Grumpy and Dopey. They hold 30% of the shares in the company. The directors allocate 1 million new shares to certain business associates. This has upset certain shareholders who claim that the placement was made with a view to preventing a future takeover offer being made. The directors claim that the allotment was made to raise cash required for the company's future needs. Advise the shareholders.Issue: Advise the shareholders whether the directors have breached any of their director's duties by allocating 1 million new shares to certain business associates? Relevant law: s. 181 CA 2001 â€Å"proper purpose† (but for test), Whitehorse v Carlton, Howard Smith. Application: Under s. 181 CA 2001, directors must act in good faith, in the best interest of the shareholders and for a proper purpose. The shareholders in claimed that the directors have issued 1 million new shares to Seven Dwarves certain business associates to defeat a takeover and therefore, the issuing of these new shares is for an improper purpose.To determine whether the issui ng of new shares is for an improper purpose (I. E. To defeat a takeover), the but for test will be applied. But for to defeat a future takeover, will the directors issue the 1 million new shares? † (Note: Students must reason and argue on this question to reach an answer, either Yes/No). If the but for test reveals that no, if not to defeat a takeover, the directors will not issue the new shares, then obviously the reason for issuing shares is to defeat a takeover. He to prevent the wife from having majority control over the business and in the case of Howard Smith, whereby new shares were issued to prevent future takeover, the court ruled that the issuing of new shares in these cases was for improper purpose. Therefore, the directors have breached s. 181 because their purpose in issuing the 1 million new shares to certain business associates is to defeat a future takeover which is considered as improper as per the two cases discussed above. Conclusion: The directors of Seven Dwarves have breached s. 81 because they have issued cases new shares for an improper purpose (I. E. To defeat a takeover) as per the of Whitehorse v Carlton and Howard Smith. Tutorial 7 (This question is not taken out from the tutorial questions but you can still use it as a reference for answering questions from this tutorial) Sam and Pete are the erectors in BBC Pity Ltd. They have decided to use the 1 million dollars in the company's bank account to invest in the shares of DEAF Ltd after doing all the necessary research and making all the necessary inquiries by themselves from the Internet and financial Journals and magazines.Six months after the investment, the World Financial Crisis occurs and DEAF Ltd goes into liquidation causing BBC Pity Ltd to lose its 1 million dollars investment. Do the shareholders of BBC Pity Ltd have a course of action against Sam and Pete? Issue: Do the shareholders of BBC have a course of action against Sam and Pete for asking an investment that cau sed the company to lose 1 million dollars? Relevant law: Old subjective common law standard, Re Cardiff Bank, Re City Equitable Fire Insurance, Daniels v Anderson (objective standard), s. 80(1) and s. 180(2) CA 2001. Application: Under the old common law, a subjective standard is applied to directors when exercising their duty of care towards their companies. In both the case of Re Cardiff Bank and Re City Equitable Fire Insurance, the subjective standard is applied whereby directors were only required to exercise duty of care as per their personal level f skill and experience. However, this approach has been overruled by the modern objective standard landmarks in the case of Daniels v Anderson.In this case, all directors are expected to exercise a duty of care that any other reasonable directors will apply in the same position and circumstance and not according to their personal level of skill and experience. This standard is further illustrated in 180(1) CA 2001 which states that directors must exercise their power with degree of care that any reasonable directors would exercise in the same circumstances, position and responsibilities. In this event, if the shareholders of BBC are able to establish that any other Sam and Pete would be breaching their duty of care towards BBC under 180(1).However, Sam and Pete will be able to raise the Business Judgment Rule Defense (BBC) in s. 180(2) CA 2001. In order for them to raise the BBC, they must satisfy four elements; (1) They have made the business Judgment in good faith and for a proper purpose – there is no evidence that Sam and Pete have ill intentions when making the investment, (2) They have no material personal interest in the business Judgment – again, there is no evidence that Sam andPete have gained any benefits financial or non-financial wise from the investment, (3) They have informed themselves of the subject matter of the business Judgment – there is evidence that Sam and Pete have done all the necessary research including online and from Journals and magazines, and (4) Any other reasonable person in the same position and circumstances would have made the same investment as they did after doing all the research – Sam and Pete must be able to prove so. If Sam and Pete are able to establish all the elements in s. 180(2), then they will be able to use the BBC to defend themselves from breaching s. 0(1). Conclusion: The shareholders of BBC will have a course of action against Sam and Pete if they can prove that no reasonable director will invest the 1 million dollars in DEAF and therefore, in doing so, Sam and Pete have breached their duty of care to the company under s. 180(1). However, if Sam and Pete can establish all the elements under s. 180(2), then they will be able to use the BBC to defend themselves from breaching s. 180(1). Tutorial 8 (These questions are not taken out from the tutorial questions but you can a shareholder in EX. Pity Ltd.

Their Eyes Were Watching God †Rebirth of Transcendentalism Essay

A century elapsed between the period of transcendentalism and the publication of Zora Neale Hurston’s novel, Their Eyes Were Watching God. During this time, the philosophies of Ralph Waldo Emerson and Henry David Thoreau faded as the post-war era of social realism began to dominate American culture and American literature. Thus, Their Eyes, published in 1937, was scorned and criticized by many for not being â€Å"political or serious† enough. It was not until twenty years after Hurston’s death that people began to appreciate Hurston’s works, especially Their Eyes, as important literatures in the African American and the American feminist movements. With further analysis, although Their Eyes is a modern novel, it actually takes the readers back to the period of Thoreau and Emerson; Their Eyes Were Watching God possesses elements of transcendentalism – self-reliance, nonconformity, and the over-soul – as supported by the essays of transcendentalist thinkers. To begin, a fundamental idea of transcendentalism is self-reliance, which stresses a person’s own judgment and intuition. Janie, the protagonist of Their Eyes, shows self-reliance when she uses her own judgments for the struggles she faces. For example, as she realizes that her marriage with Jody is tumbling down, â€Å"she saw that it never was the flesh and blood figure of her dreams. Just something she had grabbed up to drape her dreams over. [†¦] She had an inside and an outside now and suddenly she knew how not to mix them† (Hurston, 72). Janie knows her goals and desires, both are which shattered by Jody, so she must now distinguish the difference between the lies and the truth of her dream. Together with courage, her intuition gives her the strength to speak up to Jody on his death bed. Moreover, when she finally finds the love of her life, she feels â€Å"a self-crushing love, [allowing] her soul [to] crawl from its hiding place† (Hurston, 128). She doesn’t hide her feelings but goes to pursue her lover, Tea Cake. She is strong-will and has control over her feelings and thoughts. Even Tea Cake encourages Janie to use her own mind, â€Å"‘Nobody else on earth kin hold uh candle tuh you, baby. You got de keys to de kingdom’† (Hurston, 109). As Emerson would say that Janie possesses transcendentalist ideals because, â€Å"[She has the] integrity of [her] own mind [†¦] What [she] must do is all that concerns [her], not what the people think† (Emerson, 80). Her past experiences and her present judgments lead Janie to maker her own path in the future. Only when Janie relies on herself and holds her â€Å"keys to de kingdom† does she find her happiness and reach her dream. Furthermore, another element of transcendentalism is nonconformity, or individualism, which stresses the importance of finding one’s identity instead of giving in to society. Emerson explains nonconformity as â€Å"the great man who in the midst of the crowd keeps with perfect sweetness the independence of solitude (Emerson 80). Janie shows exactly this on the day she arrives back in Eatonville. Dressed in her blue satin dress, she confidently walks past the women and men, ignoring their hurtful gossips and leaving them in awe. Despite her solitude due to Tea Cake’s death, Janie welcomes her independence; she is perfectly at ease with herself. Moreover, Thoreau also writes about nonconformity; he writes, â€Å"The only obligation which I have a right to assume is to do at any time what I think right [†¦] They only can force me who obey a higher law than I† (Thoreau, 104). Janie shares Thoreau’s attitude when she stands up to both of her late husbands and declares what she believes is right. Logan tells her that she doesn’t belong anywhere but â€Å"‘It’s wherever Ah need yuh’† (Hurston, 31). This is probably the worst thing he can say to his newlywed; it’s hurtful, disparaging, and disrespectful. However, unlike all the other women, such as Nanny, during the time, Janie stands up for herself by yelling back at his wrongs so she can gain back her independence and dignity. As for Jody – a husband who makes her tie her hair back, denies her of speech and social interaction, and abuses her – Janie finally takes up the courage to tell the truth at his deathbed. â€Å"‘All dis bowin’ down, all dis obedience under yo’ voice—dat ain’t whut Ah rushed off down de road tuh find out about you’† (Hurston, 86). Jody has crushed her hopes and dreams and her image of love, and she’s not about to let him forget that. She would not obey; she has no obligation to obey. After Jody’s death, Janie is finally free. Even more, she feels no remorse and she doesn’t mourn because the lost of her husband gives her back her individuality. Last but not least, the over-soul is another focal point of transcendentalism; it connects God, Nature, and Man. Emerson writes in his essay, Over-soul, â€Å"We live in succession, in division, in parts, in particles. Meantime within man is the soul of the whole; the wise silence; the universal beauty, to which every part and particle is equally related; the eternal One† (Emerson, Over-soul). This over-soul connects the broken pieces of the universe together. Hurston’s Their Eyes contains many details that support the over-soul. For instance, in the beginning Janie â€Å"saw a dust-bearing bee sink into the sanctum of a bloom; the thousand sister-calyxes arch to meet the love embrace and the ecstatic shiver of the tree form root to tiniest branch creaming in every blossom and frothing with delight† (Hurston, 11). This imagery of the bee and the flower symbolizes Janie’s dream. The bee and the flower coexisted in harmony, just like what Janie hopes her marriage will be. This is Janie’s innocent soul as depicted by nature. Later on however, as she’s forced into marrying a man she doesn’t love, she begins to know â€Å"the words of the trees and the wind. She often spoke to falling seeds and said, ‘Ah hope you fall on soft ground’ [†¦] Janie’s first dream was dead, so she became a woman† (Hurston 25). As she begins to mature more, she also begins to understand the sound of nature. Nature and Janie’s souls appear to be one, united and growing together. She talks to the seeds, warning them, sympathizing with them of a world that can be disappointing and unfair. Finally, after she shoots her beloved Tea Cake in order to protect herself, Hurston writes that Janie â€Å"pulled in her horizon like a great fish-net. Pulled it from around the waist of the world and draped it over her shoulder. So much of life in its meshes! She called in her soul to come and see† (Hurston, 193). Although it was a tragic and sudden death, Janie is in peace. The love of Tea Cake will not be forgotten because he will always be with her. Janie now understands the mysteries of nature and her world; she is ready for whatever that may come. Janie has learned and grown, most importantly, she has found her soul. All in all, a century later, Their Eyes Were Watching God leads to the rebirth of transcendentalist ideas, including but not limited to self-reliance, nonconformity, and the over-soul. Throughout her journey, Janie begins to identify herself as a self-reliant individual with a soul, all of which are transcendental characteristics. In the mid 1900s, because of the on going civil rights movements, an African American woman is the least expected person to posses all these traits. Even so, Janie Crawford becomes a prominent literature figure that gives people hopes and dreams, while fulfilling those of Emerson and Thoreau. Bibliography Emerson, Ralph Waldo. â€Å"From Self-Reliance. † The InterActive Reader Plus. Illinoise: McDougal Littell, 2003. 78-83. Print. Ferguson, Craig. â€Å"Ralph Waldo Emerson – â€Å"Within Man Is the Soul of the Whole; the Wise Silence; the Universal Beauty†Ã¢â‚¬  Transcendental MeditationBlog. N. p. , 27 Mar. 2010. Web. 05 Aug. 2013. . Hurston, Zora Neale. Their Eyes Were Watching God: A Novel. New York: Perennial Library, 1990. Print. Thoreau, Hentry David. â€Å"From Civil Disobedience. † The InterActive Reader Plus. Illinoise: McDougal Littell, 2003. 90-105. Print.

buy custom Phonology Lesson Plan essay

buy custom Phonology Lesson Plan essay Students should be able to demonstrate verbally that phonemes exist and that they can be manipulated and isolated. What are phonemes? What are rhyming words? What areas of difficulty do you expect pupils to have in identifying verbally rhyming words? Is the identification of existence of phonemes difficult to students? Do students get the difference between manipulation and isolation of phonemes? By the end of the lesson students should have understood that words are built by one or more syllables. Do students understand what syllables are? Can they identify syllables in texts and paintings and can they built words using syllables? By the end of the lesson, students should recognize rhyming words when used in texts Do students understand what rhyming words are? Do they recognize them when used in statements? Students should have understood that a sound is either a phoneme or a distinct one. What is the difference between a phoneme and a distinct sound? Do students know a phoneme and a distinct sound? Students should be able to produce rhyming words. Can students produce rhyming words? Can they be able to use such words in phrases and sentences? Students should be in a position to identify sounds of words from initial, medial to the final sounds. Do student understand all these stages? Which stage poses most problems to students? Do stages help in building students skill of understanding rhyming words? They should be able to blend sounds to come up with words. Can students blend sounds and come up with words? If they are able are these sounds logical? Is so is then the overall objects are met. Specific objects Identify rhyming sets of words verbally and in print Can students identify rhyming words in print? Can they read these sounds and show the difference in pronunciations? They should be able to respond physically appropriately when they recognize rhyming words in statements. Is there physical movement by students when they recognize rhyming words in statements? Students will be able to spell, say and write rhyming words. Can students spell rhyming words? Are they in a position to differentiate rhyming words verbally said through writing? What areas of difficulty do you expect pupils to have in identifying rhyming words? Lesson Language Learning Objectives (ELPBO) In starting to read English, using the oral language foundation and previous experience, students will be in a position to understand the nature and interrelationships that exists between letters and sounds in English speech. In learning to read English, those students who have reading experience in other languages have an added advantage as they are able to compare print and language features of both languages. Readiness in reading: Listen to texts read aloud Recitation of memorized parts Sight vocabulary Try to match previously spoken words to written words Assessment Students in this class will be able to recognize words that rhyme both through sight and by flashcards matching. They will also be able to recognize them by hearing words and telling the tutor verbally Assumed prior knowledge for the students It is assumed that students should Have the basic reading and listening skills Be in a position to work in groups and ability to recite rhymes together Be able to recognize beginning and ending sounds SIOP Features Preparation: This involves adaptation of the content Integration of the process which is the listening and speaking Scaffolding which involves modeling, the guided practice and lastly independent practice Application that promotes engagement The formation of group either as whole class or small groups Finally is the assessment which can take either the form of an individual, group or oral Some words to be used in assessment will include: this will be used as a take-home assignment for the students. Further texts can be given involving development of rhyming words form words given such as cat, hat and others. Teddy bear, teddy bear Touch the ground Teddy bear, teddy bear Climb in bed Teddy bear, teddy bear Turn around Teddy bear, teddy bear Reach up high Teddy bear, teddy bear Touch the sky Teddy bear, teddy bear Sleepy hhead Teddy bear, teddy bear Turn out the light Teddy bear, teddy bear Say goodnight (Ausubel 1985). Backward design as a method of deigning curriculum involves setting objectives before choosing the content that is to be taught. In lesson planning, it entails setting the goals before teaching or passing the content to students. In so doing, the teacher is in a position to deliver his content towards achieving those goals hence ensuring that the content given to students is focused and organized. This will in turn promote understandability. In this method, unlike in the traditional curriculum planning which entailed one planning what is to be taught, backward design is goal focused as one starts with the goals followed by assessment and finally lesson plan. In lesson planning, traditional method is discouraged as its like hitting the road hoping to get to your final destination backward design is a road map. By using backward design and UbD matrix as presented, it will enable the teacher in establishing goals that meet standards of the lesson, considering the essential questions to be answered, focusing on the better understanding of students, the content knowledge acquired and finally assessing the skills that the students have acquired from the study. These two approaches will assist both the teacher and the students during assessment (which can take the form of formative and summative) in ensuring that the objectives of the lesson are met. The teacher will ensure that goals are assessed and not any other content. Besides, backward design and UbD matrix approach ensures that lessons flows towards as planned by following the questions listed and the elements of the elements of the UbD matrix. This flow is guided towards the set goals and that understanding and learning is properly assessed. This lesson is aimed at understanding every element of the UbD matrix provided in the text. All this is geared towards the students understanding of phonemes and rhyming words. In this topic, students should cover writing, reading and illustrations of rhyming statements. They should be able to choose rhyming word from a passage, give rhyming words and produce rhyming sounds. For those non English natives, they will cover how to use English to acquire, apply, interpret and transmit information for content area reading. They will develop skills in English up to a proficiency level whereby they can collect data, factual ideas, define relationships, concepts and generalizations and also apply these knowledge generated from texts. All students should be in a position to read, write, speak and hear rhyming words. Buy custom Phonology Lesson Plan essay

5 interview questions you shouldn’t ask potential employees

5 interview questions you shouldn’t ask potential employees We talk a lot about what questions interviewees should be prepared to answer, but what if you’re on the other side of that equation? Are there any danger zone questions (or just plain ineffective) questions you shouldn’t ask? There definitely are, and they range from inappropriate to downright illegal. Let’s look at some of them. 1. How old are you?Age is always a no-no in an interview. Even if the interviewee mentions it themselves or you can deduce the age based on their resume, you can’t ask about it or use it as a factor in the hiring decision. Per the Age Discrimination in Employment Act (ADEA), it’s illegal to use age as a discriminating factor in hiring. So by mentioning age, you’re opening the door to potential legal consequences for your company- whether you’re just making small talk or not.2. Are you married/do you have kids?Again, illegal, even if it’s just small talk. The U.S. Equal Employment Opportunity Commission (EEOC) forbids using gender or family status as an element in hiring someone for a role. A question about family status could make the interviewee think you’re fishing to see if she is planning to take maternity leave, or a question about marriage could make the interviewee think you’re trying to determine sexual orientation. It’s best to leave it alone and find other ways to make small talk. And you don’t want to risk making the interviewee feel uncomfortable about having to discuss personal issues. It’s better all around to keep discussion limited to professional areas.3. If You Were a [blank], what kind of [blank] would you be?This one isn’t illegal, by any stretch. It’s just not a very useful or effective interview question. Knowing which kind of tree the interviewer identifies with or which former member of One Direction they’d like to be doesn’t tell you much of anything about how they’d approach the job at hand. Whenever possible, you should avoid filler questions like these.4. What’s your salary history?What a candidate made before is largely immaterial to what they’d make at your company, unless you’re trying to take the easy way out and determine how low you can go, salary-wise. Either way, it’s not a terribly appropriate or relevant thing to ask someone who’s applying for a specific job. It could put the interviewee on the defensive and steer the conversation away from the job itself.5. What’s your biggest weakness?If you ask this, you’re not going to get a 100% truthful answer. Candidates are on to this game, so you’re going to get an answer with spin on it. No one is going to say â€Å"Yeah, I’m just not good at motivating myself to get work done in the morning† or â€Å"I make a lot of careless mistakes.† And does the spin answer like â€Å"I am too much of a perfectionist† really help you make this hiring decision?When you’re the interviewer and have all the power, it’s important to make sure you’re making a good faith effort to ask the right questions to get someone hired. The last thing you want to do is open legal cans of worms for your company or ask questions that just don’t tell you much about the person you’re hiring to fill this job. Learning to become a great interviewer is just as much a skill as learning to become a great interviewee, and the more you work on what to avoid, the more effective you’ll be.

Final exam essay Example | Topics and Well Written Essays - 500 words - 2

Final exam - Essay Example The linkage between these rights is necessary because they provide indispensable support to already justified civil rights, and without these other rights civil rights cannot be fully enjoyed. It is, therefore, imperative that the full realization of civil rights without economic, political, and social rights is impossible and as such these rights are significant in the realization of civil rights. In this context, political rights are rights which include freedom of expression, the right to take part in the government, the right to vote and freedom of association and assembly. Economic rights, on the other hand, are those rights which an individual freely accepts or chooses and include the right to work, right to property, the right to join a trade union, fair wages. Social rights are those rights which are essential for a satisfactory standard of living, and these rights include the rights to shelter, health, social care, food, and education (Abadinsky, 78). These types of civil rights were treated differently by the US legal system during the struggle over civil rights as they are currently treated. During the struggle over civil rights, the emphasis on civil rights was on liberty and political participation. This leaning meant that the rights were political in nature and served to protect the citizens from the excess of the state. Consequently, when political rights were achieved the system shifted to encompass equality which is mostly economic and social rights. The recognition of these rights in the United States legal system shifted progressively from the most fundamental rights to the less basic ones after the achievement of the former. The reason these rights were treated differently in the US legal system is because their realization was progressive. Civil rights were not realized at the same time, and the circumstances requiring the adoption of these rights were also different. Some rights were