Effective Teacher Essays - Pedagogy, Educational Psychology

Effective Teacher An effective teacher is one who runs an effective classroom, and touches the lives of children. An efficient teacher is one who knows what they are doing and does the right thing consistently. To be and effective and efficient teacher you must have three very important characteristics for student success. Positive expectations, extremely good classroom management skills, and know how to design lessons for student mastery. Positive expectations are essential to student success. When the teacher has high expectations, not high standards, the students will perform to your expectations. If you believe that all students are above average and that they all are capable learners, these expectations will transmit to the student, and the student will succeed. If these expectations are apparent toward all students it will benefit both the teacher and the students. Good classroom management is important for student success. For this to happen, the teacher has to be very organized, and consistent in everything. The teacher must maintain control so that instruction and learning can occur. Much of the control that a teacher has over a class is effected by what the teacher does on the first day of school. If you can maintain control during the first week, that is an accurate indicator for how well the students will do for the rest of the year. Designing lessons for student mastery is also very important for student success. To teach for mastery, an effective teacher must do two things, know how to design lessons in which the student can learn, and know how to evaluate the learning to see if the student has mastered the concept. You can learn to be an effective teacher by learning from your mistakes as well as from your mentors and fellow teachers. Every one of us is both a student and a teacher. We are at our best when we teach ourselves what we need to learn.

Hidden curriculum essayEssay Writing Service

Hidden curriculum essayEssay Writing Service Hidden curriculum essay Hidden curriculum essayExplain the â€Å"hidden curriculum† as described in your book. How can this help students? How can it be harmful to students and teachers?The concept of â€Å"a hidden curriculum† was first introduced by Jackson in 1968. The â€Å"hidden curriculum† differs from the official traditional curriculum, which is â€Å"taught through the spoken and written words in the classroom settings of traditional schools† (Eikeland, 2001, p. 145). The â€Å"hidden curriculum† involves various practices that reflect the way the major things in the classroom are organized to improve students’ education. In other words, students do not just get the new information and assess the content provided by teachers, they also â€Å"learn to sit quietly, to memorize and repeat, to believe that questions have one correct answer written in some book, and that helping each other equals cheating† (Eikeland, 2001, p. 145).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Many teachers place emphasis on the importance of the â€Å"hidden curriculum† in students’ personal development and in â€Å"guiding participation in and interpretation of social conventions† (Harpur, 2004, p. 79). Teachers explain the use of the â€Å"hidden curriculum† as the best way to follow the established social conventions that contribute to the effective communication practices. In school setting, the major social conventions include interactions with teachers and students. In this case, it is necessary to refer to the role of language, gestures and glances. Teachers take into consideration not only the indirect use of spoken language, but also body language, gestures, eye glances, which often have a significant meaning. Researchers state that in college, students are mature and are focused on bringing clarity to their social interactions. Thus, students should apply their intellectual skills to â€Å"analyzing and compreh ending the â€Å"hidden curriculum† (Harpur, 2004, p. 80).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, the â€Å"hidden curriculum† helps students to become more independent and self-confident. According to researchers, â€Å"social roles are learnt in the way it is claimed, as are sex roles and attitudes to many other aspects of living†(Kelly, 2009, p. 10). The â€Å"hidden curriculum† affects the established attitudes and values created by teachers in order to be communicated to students in the course of a learning practice. Students effectively use the knowledge provided in classroom settings, based on the values hidden in the arrangements created by teachers in schools. This fact means that those people who are involved in the design of the school curricular are focused on the development of the so-called expressive culture. In some cases, the curriculum is hidden from students, but the values that should be learnt by students are clearly de fined as a part of the planned practice. The â€Å"hidden curriculum† helps students to eliminate the commitment of the acts of racism and gender discrimination. In addition, the â€Å"hidden curriculum† can teach students how to survive in school setting, especially if students have to cheat.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, the â€Å"hidden curriculum† can it be harmful to students and teachers. Many teachers consider that some of the values and attitudes that are learnt through the â€Å"hidden curriculum† do not have direct relation to teachers’ practice. They argue that these values can be learnt as a â€Å"by-product of what is planned and of the materials provided† in school setting (Kelly, 2009, p. 10). Researchers believe that the nature of individual experiences, as well as the hidden forms of learning, affects students as well. Students face certain problems when they try to assume responsibility for their acti ons. In some cases, they fail to eliminate some unplanned and uncontrolled practices that can be defined as â€Å"a de-schooling of society† (Kelly, 2009). The â€Å"hidden curriculum† can cause harm to students, especially when their moral sensibilities allow them to cheat without any guilt.Thus, it is necessary to conclude that what is practiced in the classroom stands for the â€Å"hidden curriculum†, and what is preaches in the classroom stands for â€Å"open curriculum†. There is a close link between the â€Å"hidden curriculum† and the curriculum, although the hidden messages cannot be regarded as part of the official and planned activities of students in school setting. The â€Å"hidden curriculum† does not have any clear and systematic planning because students use hidden messages that come from everyday school activities and promote certain values, attitudes, and skills. As a result, the â€Å"hidden curriculum† can be useful for students’ personal development, but, at the same time, it can be harmful to students in terms of morality and ethical behavior.  Ã‚  Ã‚   Explain the following statement: â€Å"Race is not a simple matter of skin color but a socially constructed category.†The statement â€Å"Race is not a simple matter of skin color but a socially constructed category† gives an opportunity to access race as a socially determined category of human identity and human interaction. Race is similar to other categories, such as gender, age and class. The term race has direct relation to the concept of racism, which stands for prejudice, ignorance, or a disease that afflicts some individuals and causes them to discriminate against others just because of the way they look† (Bonilla-Silva, 2006, p. 13). According to researchers, race is a socially constructed category as it is focused on the process of construction of human society. For example, two categories â€Å"Negroes † and â€Å"Indians† were constructed in the 16-th century in order to â€Å"justify the conquest and exploitation of various people† (Bonilla-Silva, 2006, p. 28). As a result, â€Å"Indians† are represented as savages, while Europeans are represented as highly civilized. These facts mean that the category of race was invented to promote the so-called racialization of people in human society. Race as a socially invented category contributes to the development of a certain form of social distinction, similar to the categories of class and gender. Race as a socially constructed category generates â€Å"new forms of human association with definite status differences†(Bonilla-Silva, 2006, p. 28). This process affects human society and leads to the development of the category of race, in which race is characterizes as a â€Å"category of group association and identity† (Bonilla-Silva, 2006, p. 28).Hidden curriculum essay part 2

Estimating the Damping in a Single Degree of Freedom System Lab Report - 1

Estimating the Damping in a Single Degree of Freedom System - Lab Report Example There are a number of sources for damping and in this experiment; we are required to determine their overall effect. The excitation of the system will be provided by a shaker driving the opposite end of the beam from the attached weight. Two different methods will be used to estimate the damping: half-power bandwidth measurement in the frequency domain and a logarithmic decrement in the time-domain. a) Set up the system to use an accelerometer to measure the vibration of the beam near the attached weight while applying a computer-generated forcing signal via the shaker attached to the opposite end of the beam. c) Observe the resonant peak corresponding to mass-on-a-spring type motion, and compare it to what you would expect based on a simple calculation using the mass of the attached weight and the static stiï ¬â‚¬ness of the beam. When a mechanical system is displaced from its position at equilibrium and then released, the restoring force returns it to equilibrium position. This kind of movement is referred to as free vibration. Free vibration results arise from the initial impact energy that keeps changing consistently from potential energy to kinetic energy forms. In a state of free vibration, the mechanical system is said to be vibrating at its natural frequency. However, due to some various causes, dissipation of the mechanical energy occurs during vibration and this effect is referred to as damping. In theory, an un-damped freely vibrating system continues to vibrate after it has started. In this experiment, we shall investigate the effect of damping and the level of damping in the mechanical system. Vibration can basically be classified in a number of ways including: b. Un-damped and damped vibration: In un-damped vibrations, no energy is lost or dissipated as a result of friction during the oscillatory motion. If any energy is lost, the

TEENAGE PREGNANCY Essay Example | Topics and Well Written Essays - 1500 words

TEENAGE PREGNANCY - Essay Example In the past few years, pregnant teenagers have become a twisted fashion statement, a heavily sought-out fad (Moore, 2006). Now, at the beginning of the second decade of this new millennium, teenage pregnancies are increasing at an alarming rate with no decrease in sight due to a lack of knowledge being given to the teenagers. There are three common causes as to why teenagers are becoming pregnant at a shocking rate. Socially, it is ordinary for teenagers to be pressured by their peers to engage in underage sex, resulting in young pregnancies. Teenagers have the mindset that if their friends and classmates are involving themselves in underage sex, then not only should they do the same, but they feel that their actions will be condoned by the commonality of underage sex. Economically, it has been proven that teenagers from lower income neighborhoods or situations of poverty have an increased chance at becoming pregnant due to a lack of information and resources, as well as access to contraceptives (Cherry, 2001). Legally, many teenagers believe that they are old enough than what the age of consent lays down, and that they are old enough to know what they want as possible parents at such a young age. Furthermore, it is quite often that the men that impregnate the girls are unaware of how old they really are , which, regardless of whether or not the girls give permission, goes against the law of age of consent. Teenagers either going through pregnancy or making their rounds as teenage moms face numerous social problems as a result of their poorly calculated sex romps. Due to the demand of infants for their mothers, the majority of teenage moms have no choice but to drop out of school to tend to their baby. Although they do exist, very few schools offer specialized daycare facilities to take care of children while their mothers are in class

Computer Forensics Research Paper Example | Topics and Well Written Essays - 1250 words

Computer Forensics - Research Paper Example Now this is the point where a forensic toxicologist comes onto the scene. â€Å"According to the American Board of Forensic Toxicology (ABFT), Forensic toxicology is interdisciplinary field of study dealing with the effects and reactions of various toxicants and chemicals on the human body† (Bell, 2008). As the name suggests, a forensic scientist works very closely with legal experts and at most of the occasions the forensic scientist himself in a situation where his opinions form the basis of legal process. More than 21 million compounds fit the definition of intoxicant and have the capability to cause damage to the human body (Wecht & Rago, 2006). The history of this field goes back to the earliest times when human formed societies and learned about the use of various chemicals. It was in the 19th century when scientists and chemical experts gained insights about the use of chemicals and in the next century, the world witnessed cases concerned with deaths caused by intoxication more than in the previous recorded history. â€Å"Mary Ann cotton, Belle Sorrenson, Gunness Nannie Doss, Doctor Thomas Neill Cream, John Otto Hoch, Graham Frederick Young and Donald Harvey† (Hayes, 2001) are most of the most famous criminals who took unjust advantage of their knowledge of toxicants by killing people (Bell, 2008). Before the legal experts could catch their crime, they had killed many of their targets. This asked the investigators to understand the dynamics of toxicology and apply it to th e field of forensics. The applications of this field are in three major sub fields that are â€Å"postmortem forensic toxicology, human performance toxicology, and forensic drug testing† (Casarett & Doull, 1975). There are various sources for forensic testing of toxicants in human body. Testing with blood, citreous humor, urine, bile, liver, hair sample, saliva, and others are the most commonly used sources (Hayes,

Clinical Skills Reflection: Gibbs Model

Clinical Skills Reflection: Gibbs Model The skill that I will reflect on in this essay is the administration of an intramuscular Injection (IM). An IM is an injection deep into a muscle (Dougherty & Lister, 2008). This route is often chosen for its quick absorption rate and often medication cannot be given via other routes. The reason I have chosen to reflect on this skill is because I have had many opportunities to perform this skill, and at my current practice placement this is the most commonly used method of drug administration. I have undertook many IMs at this placement but I am going to reflect on the first one I undertook which was the administration of Hydroxocobalamin commonly known as vitamin B12 (BNF, 2007) Description During a morning clinic with the practice nurse, I was asked if I would like to administer an IM on the next patient, which was a 26 year old lady who has been suffering from crohns disease which can cause B12 deficiency due to lack of vitamin and mineral absorption (NACC, 2007). I agreed and she briefly went through with me how to do an IM as it had been a while since I had last done one. I called the patient in and asked her to sit down. The patient had come in for her first injection of B12. I chatted to the patient asking her how she was and if she had any concerns. I then gained consent asking her if it was ok for me as a student to administer it under the supervision of the practice nurse. The patient responded with you have got to learn I then prepared the equipment which included two needles, a sharps box, a piece of gauze and the medication. I checked the prescription with the practice nurse, and then checked the ampoule against the prescription. I then drew up the medicatio n with one needle disposing of it in the sharps box and attached the other needle. I then proceeded to administer the medication, after completing the procedure I disposed of the needle in the sharps box and documented it in the patients notes. After the patient had left the nurse explained to me I had done it all correct except I had gone in too far so if the needle broke it would be hard to get it out and that I didnt aspirate to check if I had gone into a vein. Thoughts and feelings After I was asked if I wanted to do the IM I felt very anxious as it had been more than 6 months since the last time I had administered one. But she explained the procedure to me which relieved some of my anxiety. When I first met the patient I was feeling allot more nervous as the patient was roughly my age and I havent had much experience of caring for the younger person. After the procedure when I was told I was wrong for not aspirating I felt annoyed as I was sure I had read that aspirating was no longer necessary. Evaluation Overall I feel that the clinical skill went well as a whole. I followed the instructions from my mentor and what the research has suggested other than feeling a little anxious I performed the skill confidently and correctly. What I feel was bad about the experience is with my communication, which reflecting on I believe was lacking. I communicated with the patient prior to the skill and after the skill, but during I felt I almost forgot there was a patient on the end of the needle. I was so focused on getting the skill right and not causing any pain I didnt talk to the patient throughout the whole thing. Another point that I feel was bad is, I forgot to wear an apron. My mentor never mentioned anything about this although I do feel I should have worn one as its an aseptic technique and its part of the (DOH, 2006) guidelines. Analysis The reason why an IM injection was chosen is because B12 can only be administered via IM (BNF, 2007). I gained informed consent off the patient as this is part the NMC guidelines. (NMC, 2008) As patients have the right to decline treatment. After gaining consent, I then checked the medication against the patients chart to ascertain the following: Drug, Dose, date, route, the validity of the prescription and the doctors signature. This is done to make sure the patient receives the correct drug and dose (NMC, 2008) I then washed my hands using Ayliffes six step technique to reduce the risk of infection and put gloves on as part of DOH 2007 Guidelines . The site that I chose was the mid deltoid site. Hunt (2008) Suggests that this is the best site to use as its easy to access whether the patient is sitting, standing or lying down, it also has the advantage of being away from major nerves and blood vessels. Although Roger (2000) states that only 2ml at most can be injected into the delto id. I was able to proceed with this site as B12 comes in a 1ml dose (BNF, 2007). I asked her if she would prefer to sit or lie down, she said she rather sit, this was ok with me as I am not very tall and found this a comfortable position for me. As the patient was wearing a short sleeve top I asked her to move it up slightly instead of removing it thus allowing her to maintain her privacy and dignity. I then assessed the injection site for suitability checking for any signs of infection, oedema or lesions. This is done to promote the effectiveness of administration and reduce the risk of cross infection (Woorkman, 1999). Holding the needle at a 90 degree angle it is quickly pushed into the muscle. Workman 1999 says this ensures good muscle penetration. I inserted the needle leaving approximately 1/2cm exposed as Workman, (1999) says this makes removing it easier should it break off. At this point I decided not to aspirate as per research (DOH, 2006). After inserting the needle I all owed it to remain there for 10 seconds. As Woorkman (1999) suggest that leaving in situ for 10 seconds allows the medication to diffuse into the tissues. After 10 seconds had past I swiftly removed the needle and applied pressure according to Dougherty & Lister (2008) this helps prevent the formation of a haematoma. Immediately after carrying out the skill I disposed of the needle into a rigid sharps container. To ensure health and safety is maintained and the used sharps dont present a danger to me or other staff members as stated by MRHA (2004). After the procedure I documented it within the patients notes as per NMC guidelines and to provide a point of reference if there ever was a query regarding the treatment and to prevent duplicate administration (NMC, Guide lines for records and record keeping, 2005). After the skill I discussed with my mentor that recent evidence suggest that aspirating is unnecessary. According to Workman (1999) the reason for aspirating is to confirm that the needle is in the correct position and to make sure that it has not gone into a vein. The most recent and up to date evidence, says that aspiration is only necessary if using the dorsogluteal site to check for gluteal artery entry (Hunter, 2008). But official guidance from the World Health Organisation and the Department of Health (DOH, 2006) (WHO, 2004) suggest that this site should no longer be used, thus making aspiration unnecessary. By not aspirating it makes the procedure simpler and less chance of adverse events. Furthermore pharmaceutical companies are making less caustic preparations and in smaller volumes. I discussed this with my mentor and she agreed but stated that it is PCT policy to aspirate, and she would have to continue to follow this practice until the policy was amended. Conclusion Using the Gibbs model of reflection has allowed me to thoroughly analyse the event and allowed me to explore my feelings. I have found out despite the evidence being constantly up to date that not all practitioners knowledge is as up to date, and that trusts are equally as slow to adopt new ideas within their policies and that nurses are governed by policy more than current research. I have also learned that there is a great deal of evidence behind such what on the outside seems to be a simple technique and what I thought I was doing correctly may not always be the case. Action plan I do not doubt I will be carrying out IMs for a long time in my career. I will not be doing much differently in the future as the evidence is underpinning my practice. I will not put the needle in as far as I did on this occasion. In the future I will continue not to aspirate, unless local policy indicates otherwise. In addition I will communicate with the patient throughout the entire skill and not just at the start and end of. Whats more from this event I have realised that learning never stops and what I know now may not be relevant tomorrow.

The Caretaker Essay -- Drama

The Caretaker How does the opening of the play set the tone for what will follow? The opening of the play starts off by describing the scene and how everything on the stage would be set out, following that it briefly describes what will happen when the curtains are raised. From the opening of the play it jumps right into the story as though we are picking it up from where we left off, it doesn’t really have a beginning where you are introduced to the characters its as though you have to imagine what the characters are like. The description of the setting does not let on what the play is about, the way the lighting and stage is set up could give the play a certain feel. The description of the setting is like a brief insight onto the kind of play it is. The way the stage is set up could make the play seem very compact in the sense that it is set in one room. The opening of the ‘Caretaker’ is very limited to description it holds back on major detail which could be making the play seem more mysterious. Although the language used to describe the play is limited it sheds just enough information to make the play seem interesting without giving away the whole concept of the play. The way that the setting is described using simplicity makes the plays seem simple yet interesting. It’s not an opening that is used to build up the play but an opening to give the viewer an insight as to what the play is about. In the opening it in a few words it explains that Mi...

Short story: The Musician

It was a cold winter's day, the snow lay thick on the ground but surrounding the house there were no footsteps left from visitors bringing packages on the cold icy morning. We were the only visitors calling on this freezing day.I'd arrived at the house many times before, even dreamt about it as a smaller child, it was the kind you read about in books. Well I say big it was bigger than ours but then most houses in the county were. It was white and wooden with a broken swing on the porch, maybe a little run down but it wasn't anything that a few hours of hard grafting wouldn't fix. Well the drains they leaked too but I could live with that, as in the summer when I came walking down here with my friends I could smell daisies and all kinds of flowers growing in the fields. We always peeped through the window at the man inside. He interested us so much,not that we ever saw him but all the stories that we'd heard about him from our parents about the myths of his life before telling us we shouldn't come and torture that nice old man, well what were we to do? We were just curious. We approached the house as we did each weekend with a bag of stones†¦.. Inside the house sits a musician trying desperately to write a decent song a song that's listenable to. He waits in his rocking chair swaying to and fro, pipe in one hand pen in the other, desperately searching for the right words to touch the paper. As he begins he names his song â€Å"The Song of The World† Why? I don't know; maybe he thought it would bring hope to his sad lonely life or perhaps he could think of nothing better. The man lives alone. He dreams of days gone by and wishes that he could relive those moments of his youth. Nobody visits. Nobody calls. The grey trees outside growl a lonely kind of call to the man as if trying to tempt him outside so they can warn him of something. The floorboards below him creak as if there is another presence in the house. There isn't of course. There never is. He used to have so much, wife, children but now he has little more than a hovel. He visits the graveyard every day and has done since the accident. Many myths have built up around him in the town. Well that's just what our town is like; every ones business is your own. No one ever wanted to help him but still he continues to create beautiful music for everybody. How do I know so much about him? Well I am the first visitor he's had for twenty years. He doesn't speak much but when he does he seems upset as if he is recalling the past, the past no one has cared about for what seem like an eternity. The first smile I have seen from him is after he's succeeded with the first line and as he continues his smile grows. The phone continues to lie dormant. No relatives call, No friends from days gone by give him a second thought, perhaps it's easier to forget he exists. He moves his pipe, puts down his pen. Slowly he stands the smile no longer on his face. He begins to weep. I am not sure what to do till he finishes crying. He describes how people used to want to listen to his music though now they prefer to make up stories and throw things at his home. Suddenly I was wrapped with guilt; it had only been a bit of harmless fun I decided I was going to help the man whom I had tormented for so long. Each day during my summer holidays I would take fresh pies from my mother to him and I would listen to his stories. I would not know how much was real and how much was make-believe but I didn't really care we became best of friends and now he was happier he found it easier to write his songs again. One day I stole his songs and took them to a recording company. I came running back eager to tell him I'd got him a recording contract. Apparently I had broken his trust. That was the last I ever saw of him. He felt heed sooner be as he was. Even so, after that summer we never threw things at his house again.

Business Law Tutorials Essays

Business Law Tutorials Essays Business Law Tutorials Essay Business Law Tutorials Essay On the 3rd of January, David sold the car to Shawn for $125,000. 0. Two days later, Donovan posted a letter to David accepting the offer. David immediately telephoned Donovan to say he had already sold the car to Shawn. Advise Donovan as to his legal position. 2. Alex who is migrating from the island wrote two separate letters offering to sell his furniture. One letter offered to sell his home furniture to Betty for $10,000 and the other letter offered to sell the same furniture to Cecil also for $10,000. The letters were issued on Friday at 9:mama and stated that the offer will be open until Monday at pm. On Monday morning, Betty telephoned Alex asking If she could pay $8,000 and he ejected this. Betty later wrote a letter stating she accepts the $10,000 price and personally gave this to Alex at 1 pm on Monday. Cecil on the other hand, sent a fax message to Alex on Monday morning at 9:mama asking if he wants the $10,000 to be paid in queue or cash. Alex received the fax message but never replied. At pm the same day Alex was personally handed a letter of acceptance by Cecil. Alex refused to sell the furniture to Betty and Cecil and has sold them to Debbie for $15,000. Advise Betty and Cecil whether they can sue Alex for breach of contract. 3. Matthew made an offer to Mark to sell him a computer. This offer was made by telephone on ten 1st AT January. He tool Mark to Tax Nils acceptance on ten 2nd AT January if he was interested. At 8:00 am on the 2nd of January, Mark faxed a letter asking Matthew if a printer was included in the sale. Matthew immediately left to the country to acquire a printer without responding to the fax. He did not return until the 5th of January. Meanwhile, on the 2nd of January at about pm, Mark faxed an acceptance letter. When Matthew returned on the 5th he saw the fax. He telephoned Mark and informed him that he had sold the computer to his friend in he country on the 3rd because he thought Mark was no longer interested. Advise Matthew and Mark. 4. Heartless Enterprises Co. Sent a letter to Septum offering him $200,000 to pay for his sons Tech fees. The letter stated that Septum should: Sign in the space provided to indicate your acceptance and return by post on or before November 5. Septum looked at his calendar and realized that it was November 5th. He and his son sprinted towards the Post Office because it was closing shortly. The exertion was too much for old Septum and he suffered a heart attack. He said to his son: its too late for me now. Ail this letter before the post office closes His son fulfilled Septum dying wish and as he was leaving the post office he received a call that his father Just died. Heartless Enterprises refuses to pay the scholarship. Advise Septum son. 5. Miss Black 17 year old under-graduate of TECH who lives in Old Harbor entered into an agreement with Pacific Motors on the sale of Deadwood Racer car at $200,000. She agreed to pay for the car in installments, and after the first installment, she was allowed to the car. Four drive away Miss Black has refused to pay the subsequent installments after being informed by a friend that the car is actually worth $100,000. Presently, the car has been badly damaged due to an accident she had with it. She has refused to repair the car and return it to Pacific M otors. 6. Peter advertised his bike for sale in the newspaper. John comes in and offers to buy it for an agreed price. John asks Peter if he can pay by queue and Peter refuses. John pulls out an identification card showing the name of Mark Richards a well known collector of fine bikes. Peter smiles, shakes Johns hand and says, so pleased to meet you Mr.. Richards. He then decides to accept the queue. The queue is dishonored. Peter wants to claim his bike but does not know where to find the person to whom he sold it because he has discovered that John was an imposter. He does not report the matter to the police, nor to the motor vehicle registry, as he is morasses Tanat en NAS Eden clue I en real Mark Railcars NAS never near of John but was happy to recover his identification card from Peter. One week later, Arlene comes to Peter offering to sell him a bike. When Peter checks the serial number and discovers that it is the bike that he sold to the impostor. Peter would like to claim the bike from Arlene. Advise Peter. 7. Patrick advertised a Christmas sale in a local newspaper as follows: Grand Exams sale, appliances at give away price. First 10 customers will get free electronic ovens. The day the advertisement was published, Mary responded to it by faxing a letter of acceptance and Jane also visited the store and bought a deep freezer, She was the fifth customer that morning. Meanwhile, Patrick discovered that he was unable to obtain the electric ovens at a cheap price due to a fire accident at his suppliers warehouse. Patrick therefore placed another advertisement the next day canceling he free gift and apologizing for inconveniences. Mary and Jane are insisting that they are entitled to the free oven. Advise Mary and Jane. 8. Dan wrote Mark offering to sell him a block of shares in Muss bus Ltd. In his letter which arrived on Tuesday, Dan asked Mark to let me know by next Saturday. On Thursday, Mark posted a reply accepting the offer. At pm on Friday, Mark changed his mind and telephoned Dan. Dan was not at home but his voice mail recorded Marks message stating that he wished to withdraw his acceptance. On Monday, Dan opened Marks letter which arrived that morning. Advise Dan. 9. Harry sent email messages to his customers informing them of his new arrivals. The emails listed various appliances with their prices. Mary, a retailer, one of Harry regular customers was one of the recipients of the email. She responded to the email informing Harry that she wanted 10 microwave ovens and suggested in her letter that Harry should reduce his listed price from $4,000 to $3,000 for each oven. Paul, another retailer, responded to the email by asking for further specifications on ten Nat screen television on ten last. Betty, a 16 year old student who lives with Paul also saw the email and she plied placing an order for a CD player at the listed price at the listed price hoping that her parents would pay for it. Harry did not reply to Mary and Paul and they subsequently sent Harry cheeses for the microwave ovens and the flat screen TV at the listed price, which Harry contends he never received. Harry also sent his deliveryman to deliver the CD player to Betty. Betty asked the man to come back the next day for the purchase money The next day, Betty returned the CD player damaged and refused to pay for it. Advise Harry on his rights and liabilities. 10. On the 1st of June, Alex telephoned Mary telling her he may be selling his only car because of the constant mechanical problems the car was having. On the 3rd of June, Mary posted a letter of acceptance informing Alex that she would pay $100,000 for the car. Alex received the letter of acceptance five days later on the 8th of June. On the 9th of June, Mary was given a contract by Tech for the supply of eight computers and she verbally offered Alex that they would perform the contract together as partners and share the profit. Alex immediately accepted and being very happy, he promise to sell Mary the car for $50,000. 0. Two days later, Alex changed his mind about selling the car. Mary is angry with Alex and intends to sue Alex for breach of contract based on her acceptance of 3rd of June. She is also contending that sharing the Tech contract with Alex is consideration for the car. She has threatened Alex saying no car, no contract. Alex on the other hand is contending that there is a contract between himself and Mary to share the Tech contract and he intends to sue Mary for breach of contract. Advise both parties. 1 1 . Tech invites tenders in the newspaper advertisement of 1st of May 2004. The advertisement stated that the successful tendered would cater for the Universitys guests at the 31st anniversary banquet. The advertisement also stated that all tenders must be received on or before pm on the 7th of May 2004. Betty who lives in Montage Bay mailed her tender at the Montage Bay Post Office on ten 2nd AT May. I en mall was receiver Dye a secretary on ten TN AT May out It was not opened and its contents were not known until the 8th of May because the envelope was not marked tender as the advertisement stated. Bob faxed a letter to Tech on the 2nd of May asking for further information to be .NET to him. No further information was sent by Tech and he eventually faxed his tender on the 7th of May at pm. His fax machine showed that the fax was sent but Tech contends that no fax was received. Bee telephoned Tech on the 2nd of May and left a message on the answering machine, which was not retrieved until the 9th of May. Meanwhile, Tech cancelled its invitation to tender by advertisement in the same newspaper on the 4th of May. Neither Betty, Bob nor Bee saw the second advertisement and each of them now contends that Tech is bound to give them the job because they have a valid contract. Advise Tech, Betty, Bob and Bee on all issues raised. 12. Joseph, a banking student at Tech, rents a hotel suite at Slippers, an all inclusive vacation resort for $20,000 for one night. He obtains a receipt from the receptionist at the front desk, which he immediately gives to his matte, Angier B. She reads it and puts it in her bosom. The receipt states for conditions see notice. Joseph later discovers that his all-inclusive suite consists of a bare dingy room with a small bed. Upon the bed post is a notice which states: The owners of Slippers will not be responsible for any loss of personal property r disappointment whatsoever or howsoever arising and shall require additional pay for effective security. Joseph subsequently realizes that the door to the suite cannot be closed and Angier B now complains that her Jewelry worth $20,000 which she left in the room is missing. Advise Joseph. 13. Jane who is migrating made an offer to sell her antique furniture to Betty for $1 M negotiable and also made an offer to sell her 2004 BMW car to Mary her older sister for $1. MM not negotiable. Both letters were posted on the 1st of October. Betty received the letter on the 5th of October and immediately responded by posting a teeter of acceptance the same day. Her letter stated that she would purchase the furniture for $1. M on the condition that Jane delivers the furniture at her antique shop located at Angrier. Jane did not receive the letter because it was delivered to the wrong address. On the 10th of October, Jane telephoned Betty informing her that she could no longer wait for Bettys response and that she had decided to sell the furniture to someone else. Jane hung up the phone before Betty got a chance to respond. Mary who also received Canes letter on the 5th immediately responded by $1. M for it; because Jane was not expecting an email from any one she did not check her email immediately. Mary waited a couple of days without getting a response fro, Jane. Not wanting to loose out on the deal, she sent a subsequent email stating that she would pay $1. MM. Jane subsequently opened her email and read both Marry first and second letters. Jane who is not sure about the legal position in respect to proposed transactions with Mary and Betty consults Ducats who advises her that she cannot have a valid contract with her sister and that she should instead sell both the runtime and car to Marvin Stewart, a 17 year old under graduate and son of a well known millionaire. Advise Jane. 14. On the 1st of January, David by three separate letters informed Ann, Bee and Cathy that he was selling his 2004 BMW car for $1 M. He stated in the letter that the offer would remain open until the 8th of January. All three persons received the letters the same day the letters were sent. Ann on receiving the letter thought it was a good price. She immediately replied to David stating that she was interested in buying the card and that she wanted a BMW expert to give her his opinion on the car. She sent a queue of $100,000. 0 with her letter to show her commitment in buying the car and requesting that David should not show the car to anyone until she gives her feedback on the 8th of January. On receiving the response, David immediately lodged the queue in his bank account. Immediately Bee received the letter, she telephoned David but he was not around to take the call, she left a message on his answering stating that in her opinion the car was over priced and that she would pay $800,000 for it. Davits answering machine was faulty so he did not retrieve the message. Bee waited for Davits espouse and not wanting to loose the car left a second message on Davits answering machine that she had reconsidered her position and that she would buy the car for $1 M. David retrieved both messages left by Bee on the 3rd of January. Cathy on receiving the letter responded by posting a letter to David on the 2nd of January stating that she was willing to buy the car at the stated price of $1 M and thanking him for the offer. The letter posted by Cathy was not delivered to David until the 10th of January. On the 4th of January, Cathy sent a fax to David asking him to ignore the letter she had posted on the 2nd. Meanwhile on the 5th of January, David advertised the car for sale in the newspaper having been advised by a friend that he could get a much higher price for the car. Based on the advert by a friend that he could get a much higher price for the car for $1. 3 M. I en couple Introduced themselves as Mr.. Ana Mrs. CNN, owners AT popular supermarket chain in Kingston. David thought that Mrs.. Chin looked very young but he did not want to embarrass himself so he did not ask the couple to prove their identity. They gave David a queue for $1. MM and drove away the car. On lodging the queue, David discovered that there was no money in the account. H has also discovered that the couple he sold the car to was not Mr.. And Mrs.. Chin but Tricksters. The lady begin a 17 year old high school drop out and her 25 year old boyfriend who have been defrauding businesses in Kingston. The car has been resold to a Tech lecturer for $500,000 and the boyfriend has absconded with the money leaving the girl behind. David has located the Tech lecturer and the girl. Ann, Bee and Cathy are claiming ownership of the car and they are insisting that David should recover the car from the Tech lecturer. Advise David. 15. BBC Company Ltd. Placed an advert in the newspaper requesting interested annotators to submit tenders for the supply of 40 gallons of lubricating oil for the companys plant. The advert stated that all tenders must be received on or before October 5, 2004. Interested persons were asked to supply all relevant information including how long they have been in business. Jane saw the advert in the newspaper and on the 2nd of October, submitted a quotation of $4,000 per gallon. She stated that she has been in business for 20 years when in actual fact she has only been in business for 10 years. She personally delivered the letter to the companys main office and the company acknowledge the letter. Betty, did not read the advert but Jane gave her information about the content of the advert and she decided to submit a letter stating that she would supply the lubricating oil at $3,000 per gallon. Betty faxed her letter on Friday the 5th of October at pm after closing hours. Immediately she sent the fax, she discovered that Jane sent a quote of $4,000 and realizing the limited profit she would make from the transaction, she sent a second fax stating that she was no longer willing to supply at that price. Mary based on the advert, telephoned the company for further inquirers at am on the 5th. In ere conversation with the companys General Manager, she informed him that she can supply the lubricating oil for $1,000 per gallon. She was asked to immediately go to the companys branch office close to her and sign the companys standard form contract.

Toward Global Parliament by Richard Falk and Andrew Strauss essays

Toward Global Parliament by Richard Falk and Andrew Strauss essays "Toward Global Parliament" by Richard Falk and Andrew Strauss is a feature article, which speaks about the possible initiation of a popularly elected global body. Recently, representatives of The World Bank, The International Monetary Fund, The United Nations, and former President Clinton have called on citizens of all nations to play a more significant role in the International Order. However, none of those above have a clear vision of how this should be accomplished. In the past decade a number of voluntary and private organizations devoted to social and humanitarian ideals have bonded together and become a significant and international presence. Such organizations as the Red Cross, Greenpeace, and Amnesty International were responsible for putting forth treaties to limit global warming and outlawing landmines. Is it through such a reputable organizations as these that society can best achieve in taking a step toward the creation of a global parliament? We are fully aware of the tremendous influence the corporations, banks, and financial institutions have in today's societies. Leaders in these industries continue to have a strong impact on global policy. Is the best way to achieve global parliament through the most powerful business executives? As we previously stated business people exert tremendous and profound influence in the world today. Privately socially conscious humanitarian organizations also are a voice which people respect. However, these two important and critical entities to date have not been coordinated properly. The authors are attempting to show that only when the civil and corporate interests work as one within a structured organization can positive results be seen. The authors state that such a unified organization would be the voice of citizens and not the voice of nations. The creation of global parliament compromised largely of ordinary citizens might even be asked to negotiate the peaceful resol...

Bird Flu Research Paper Example | Topics and Well Written Essays - 750 words

Bird Flu - Research Paper Example Only a few strains of three subtypes of the virus are highly pathogenic in human beings. These are H5N1, H7N3, and H7N7 (Leong et al, 2008). Of these, the H5N1, poses a threat to human beings and because of its deadliness, it is referred to as the most highly pathogenic avian influenza. This strain is remarkable for its ability to cause severe sickness and death among birds, especially domesticated birds ones like chickens, turkeys or ducks. History of the Bird Flu In 1918, the Spanish flu begun when a normal type of human influenza virus changed suddenly and became lethal. Scientists believe this virus was a mutated form of the avian influenza/bird flu virus. The first H5N1 outbreak occurred in 1987 but the first human incidence of illness from this deadly strain of avian influenza was reported in 1997 in Hong Kong. Eighteen people were infected and 6 of them died. Since then, over 560 cases have been identified globally with deaths exceeding 300 (WHO, 2011). These infections have b een severe and at worst, fatal. The years 2003, 2004 and 2005 are considered major H5N1 resurfacing and infection years (WHO, 2011). Method of Transmission Human infection of bird flu occurs primarily as a result of contact with the secretions or feces of sick poultry or, handling dead birds that had been infected by the virus. Because of this, people at high risk of infection include poultry farmers, other people working with poultry, and those who eat undercooked meat, eggs or/and blood from infected birds. Few cases of human-to-human transmission have also been reported but such transmissions require close and lasting contact with an infected person (Nettleman and Davis, 2011). Symptoms According to Pubmedhealth (2011), symptoms of bird flu infection among human beings depend on the strain of virus contracted. Typical symptoms for H5N1 virus include diarrhea, coughing, runny nose, difficulty in breathing, fever with temperatures of more than 38oC/100.4F, headache, muscle aches, s ore throat, eye infections and vomiting. These symptoms can progress to pneumonia and even result to respiratory failure. The virus causes acute respiratory distress syndrome (ARDS), a dangerous and often fatal form of pneumonia. Where it Occurs Mostly in the World Since the identification of the highly pathogenic avian influenza, birds infected by the strain have been found in Europe, Africa, Asia and the Middle East. Specific regions were the influenza virus have been found are Alberta, England, Germany Ukraine, South Africa, Malawi, Ethiopia, Australia, Ontario, Hong Kong, Wisconsin, Rostock, Maryland and Guryev ( Kawaoka, 1998). Countries that have reported human death as a result of the virus are Azerbaijan, Egypt, Indonesia, Cambodia, China, Iraq, Laos, Thailand, Turkey, Nigeria, Pakistan and Vietnam. Despite control measures, the virus continues to exist in some areas of Asia and Africa (WHO, 2011). Life History of the Microbe and Chances of Survival The symptoms of bird flu often show 2-8 days after infection. When the H5N1 virus enters to the human body, they multiply in the lower respiratory tract and as a result, they cause pneumonia. This in turn results to respiratory problems of various severities. This virus is hard to spread but lethal. This is unlike the H1N1 virus which replicates in the upper respiratory tract, making it easy to spread but less lethal. Bird flu infection triggers the body to produce antibodies against it during and

Compare Hatshepsut's obelisk(s) with the Harburg Monument in Germany Essay

Compare Hatshepsut's obelisk(s) with the Harburg Monument in Germany within the cultural context of each artifact - Essay Example The pharaohs erected the monuments to depict their reign showing a form of stability and continuity of the kingdom. The pyramid shaped top, pyramidion reflected the light to indicate the power of their ancient god, Ra to make a reflection to the land. Ancient Egyptians were intensely religious and believed in connection with the supernatural erecting symbols to honor the presence of the gods. In their efforts to create continuity of their rule, the pharaohs erected their personalized obelisk to glorify specific events. In the individual faces of the monolith, there were inscriptions that were made to glorify the pharaoh that erected the obelisk. In this monument, Hatshepsut features the story of her fathers that she honors Thutmose and Amun, dedicating the inscriptions to their memories (Seawright). This structure had been erected to indicate the strong belief in the traditions and honor outstanding societal members that acted as peace symbols. The monuments acted as unifying figures for the ancient Egyptian reminding them the value of upholding respect and discipline (Strouhal, 180). With the rule of the pharaohs, there was the order in the society as the people believed in serving their rulers and the gods would offer them blessings in turn. Today, fragments of the fallen obelisk are found at the MFA, Boston. The monument depicts a king carrying out a momentous event in the Egyptian culture that involved appeasing the gods through offering sacrifice. The female pharaoh of Egypt carried the routine of the society and the entire kingdom by honoring the religious entity of the tribe and ensured continuity of this meaning incised in the famous structure (Brand, 160). The piece, made out of graphite represent an inscription in the obelisk that relayed the god Amun and the figure of the head can be clearly seen. This had been one side of the fallen obelisk that Hatshepsut had erected in honor of their religion and to establish her rule as a dominant female pharaoh who managed to rule the Egyptians during her time. Today, the monument represents a rich tradition and symbol of the grand Egyptian kingdom that unified its individuals to uphold religion and authority. This particular monument is notable because it was erected by a famous personality of the ancient Egypt. The pharaoh ensured that the memory of the famed events in the Egyptian calendar are upheld and remembered through precise inscriptions to deliver the memories of her rule. Egyptian art was not only beautifully precise in nature, but the inscriptions had a meaning and purpose in this case religion and culture. Through visiting museums like MFA and the actual site to view the obelisk, an individual is able to revisit the ancient Egyptian history and be informed of the principal unifying figure. Image retrieved from: http://womenshistory.about.com/od/hatshepsut/ig/Hatshepsut-Female-Pharaoh/Obelisk-of-Hatshepsut.htm Hamburg Monument in Germany German artists Jochen Gerz and Esther Sh alev were accorded the responsibility to erect a monument that upheld the societal values of peace and anti-fascism to be introduced to the German society. The monument was initially intended to be placed in a fancy park to be viewed by the citizens, an attribute that the two refused erecting their piece in a