Comparative Legal System Essay Example | Topics and Well Written Essays - 1000 words - 1

Comparative Legal System - Essay Example Promissory estoppel brings principles of fairness and equity into the equation for the first time and lowers the bar to allow more informal arrangements to have force of law. While it would an overstatement to say that estoppel undermines common law rules of consideration—because courts have discretion whether to apply the doctrine or not—it certainly alters the significance of consideration in contract-making. The doctrine of promissory estoppel prevents a party in a legal relationship from withdrawing a promise made to another party if the latter has relied on that promise and acted upon it to his or her detriment. This doctrine was resurrected after many decades in obscurity by Lord Denning in Central London Property Trust Ltd v. High Trees House Ltd [1947] KB 130. In this case High Trees House leased a block of flats for a rate  £2500 per year from Central London Property Trust. Because of the war and the German bombing of London it was very hard to find people to live in the flats and High Trees was losing a lot of money. In 1940, the parties made an agreement in writing to reduce the rent by half. The period of time that this reduction was to last, however, was not clear. Over the next five years, High Trees paid the reduced rate. Then, in 1945, the flats were more popular and full again. There was a disagreement between the two parties and Central London sued for payment of the fu ll rental costs. In his ruling, Lord Denning wrote: I am satisfied that a promise such as that to which I have referred is binding and the only question remaining for my consideration is the scope of the promise in the present case. I am satisfied on all the evidence that the promise here was that the ground rent should be reduced to 1,250l. a year as a temporary expedient while the block of flats was not fully, or substantially fully let, owing to the conditions prevailing . . . I am satisfied that the promise was understood by all parties only to apply under the

The Father Essay Essay Example for Free

The Father Essay Essay A man is shaped by the people in his environment. In The Father by Hugh Garner, John Purcell, the father, is not dysfunctional, the whole family is. He attempts to fit in but he is stopped, not only by his son, but by also the rest of his dysfunctional family. John attempts to be integrate into his family, but on several occasions is obstructed by his son. John attempts to start conversations with Johnny, but is ignored and soon stops these futile attempts. In addition, when he tries to watch his son play, his son bluntly ignores him. As well, John enthusiastically greets his son on the street only to have a wave in return. John even goes to a Boy Scout dinner in hopes of repairing the damage in the relationship between him and his son; nevertheless, his son continues to embarrass him. As you can see, the father is actually trying to become a handy member of his family, however, his family is actually hindering him from accomplishing his goal. The main person responsible for blocking John from becoming purposeful is his own son Johnny. Johnny doesnt talk with his dad, therefore, making him feel isolated from his son since he knows nothing about him. Whenever Johnnys dad tries to become functional with Johnny, Johnny makes his dad feel stupid for trying. Some more specific examples of this is when dad saw Johnny on the street, Johnny barely managed a wave. Also, when his dad went to see his son play games in the schoolyard, Johnny bluntly ignored his dad. Johnny is the main reason that John is not succeeding in becoming useful. However, the other members of the family also help Johnny in his evil deeds. Johnny is accountable for most of the blockage against his father; however, he also receives help from his family. To maintain as little as communication between Johnny and his father, Johnny gets his mom to talk the father for him. Johnny told his mother to give the dad the invitation to the Boy Scout dinner. Furthermore, the family reprimands John by telling him to be nice to Johnny, making it seem as if the distance between him and his son is his entire fault. As you can see, the whole family participates to forbid  John Purcell from becoming a functional member of the family. As you have just read, a man is shaped by the people in his environment. It is not John Purcells fault that he is dysfunctional; it is the familys fault that he is dysfunctional. John is trying to become a functional member, however, his dysfunctional family refuses to cooperate with him. With this evidence, you would come to the conclusion that it is not that John Purcell is dysfunctional; its the whole family that is dysfunctional.

Goethes Faust - Mocking Religion :: Faust Essays

Faust:   Mocking Religion  Ã‚  Ã‚      The play Faust by Goethe is subtitled a tragedy. There's nothing in the play like Romeo and Juliet. So why would it be subtitled a tragedy? Well I don't know who or why they call it a tragedy, but I know why I would call it a tragedy. Some things in the play are very tragic: for example the mocking of religion (lines 290-295) the pregnancy of the girl, the loss of faith (line 388) the intelligent Faust losing hope (line 381) and though we didn't read this, the fact that Faust goes to Heaven after all he died (the very end of the play)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughout this play religion is constantly mocked. The Devil and God are pretty buddy buddy. I mean they make bets, they have casual conversation (lines 275-302) They are just kind of friends. I am not the most religious person, but I know that the Devil and God are not friends. They do not talk, make bets, or hang out together. An obvious mocking right there. Also it seems that the powerful Devil is not powerful at all. He is repeatedly outsmarted by a mere mortal (line 2715) and has many limitation. If you grow up going to church and being taught religion you are under the impression that the Devil is so powerful, always tempting us mortals and finally buying our souls. God and the Devil are made fun of by showing how much little power they have. God over the Devil and the devil over mortals. The girl, Grethen, getting pregnant is a tragedy for the simple fact that she and Faust are in love and would probably be in love for ever and ever had it not been for the Devil. Faust loves this girl and would love to be with her forever, but the Devil says that Faust can sleep with any girl without staying with her. So the Devil convinces Faust to tarnish this innocent girl. He sleeps with her getting her pregnant and thus sending her to jail (it is a crime back then for a woman to get pregnant without being married) Faust knows that the women he loves is in jail, possibly forever and he wants to help, but the Devil convinces him otherwise.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Faust's loss of faith is another issue in this play that I feel was a tragedy.

Strategic Plan Outline

UNIVERSITY OF BELIZE MGMT 490 – BUSINESS STRATEGY AND POLICY How to Structure The Strategic Plan Guidelines Executive Summary This is written to the scope and level of content that an â€Å"outsider† can read the summary and grasp the vision, mission of the organization, its overall goals and objectives, major strategic issues and the key strategies implemented to attain the goals. Section 1 – Current situation 1. Brief Background and History of the Company and the Industry 2. Strategic Posture: Current Mission, Current Vision Current Values Current Objectives Current Strategies Current Policies 3. Past Strategic Performance Indicators (if available): Market share Sales Growth Net Profit Margin Return on Equity Investment Other? (Depending on the type of business/industry) Section 2 – External Environment, Opportunities and Threats (EFAS) 2. 1 General Environment (PEST, Gap Analysis, etc) 2. 2 Task Environment (Porters five forces, Strategic Map) 2. 3 External Factor Analysis Summary Section 3 – Internal Environment, Strengths and Weaknesses (IFAS) 3. 1Value Chain analysis . 2Corporate Structure 3. 3Corporate Resources: Marketing Finance Human Resource Operations and Logistics Information Systems 3. 4Internal Factor Analysis Summary Section 4 – Competitive Strength Assessment based on Key Success Factors Quality/product performanceCustomer Service Capability Reputation/imageOther? Manufacturing capability Technological skills and know-how Dealer/distribution capability New product innovation capabili ty Financial resources Relative cost position Section 5 – Analysis of Major Strategic Factors SFAS . 1 Key Internal and External Factors (SWOT) 5. 2 Competitive advantages/disadvantages, Competitive position improving/slipping 5. 2 Review of Mission and Objectives Section 6 – Alternatives and Recommendations 1. Strategic Alternatives 2. Recommended Strategies Section 7 – Implementation Plan for new strategies recommended Section 8 – Evaluation and Control Plan for new strategies implemented Section 9 – Financial data and Analysis – Includes information on resources to finance the implementation of the Strategic Plan APPENDICES BIBLIOGRAPHY THE PRESENTATION OF THE PLAN Time Allowed: 30 minutes Presentation should be as follows: a) Brief History of Company (Section 1) b) Current Situation (Section -1) c) External Environment Opportunities and Threats (Section 2) d) Internal Environment Strengths and Weaknesses (Section 3 e) Analysis of major strategic factors, strategic alternatives and recommended strategies (including financial analysis) (Sections 5, 6 & 9)- 15 minutes Question and Answer Session

Chemistry Lab

The pKa of an Unknown Acid-Base Indicator By: Josephine Hong Lab Instructor: Yue Zhang Due: April 5, 2013 Submitted: April 5, 2013 Abstract: In this lab, the pKa of the unknown indicator of expression was determined both qualitatively and quantitatively. To verify our procedures, the experiment was tested using a known indicator, bromocresol green. Qualitatively, we used the color change of the solution with indicator to obtain the pKa value solely using a pH meter. Quantitatively, we used a pH meter and the spectrophotometer with varying concentrations of the acid and base.The maximum wavelengths of absorbance used to quantify the dissociated and undissociated forms of the bromocresol green were 440 nm (yellow, undissociated) and 616 nm (blue dissociated). For the unknown indicator, the wavelengths were 505. 96 nm (red, undissociated) and 601. 66 nm (blue, dissociated). For bromocresol green, the experimentally obtained pKa value measured qualitatively was 4. 04. Quantitatively, the pKa came out to be 4. 16. The percentage error (10. 47%) obtained was within reasonable range, allowing the same procedures to be used to determine the pKa value of the unknown indicator, Indicator of Freedom.Indicator was Freedom was found to have a pKa value of 5. 32 qualitatively essay writer typer. On the other hand, the quantitative pKa was measure to be 4. 265. Introduction: This lab applies the concept of an indicator dye, which is principally a weak acid that changes colors when reacting with the amount of hydronium ion in a solution. Thus, the qualitative part of the lab assumes that at the point where the solution changes color into an intermediate shade of the two, the concentrations of [HIn] and [In-] is approximately equal. Using the Henderson-Hasselbalch equation for them: he pH equals pKa when the ratio between the indicator and its conjugate base is 1. Subsequently, the quantitative portion of the lab deals with the relationship between absorbance and concentration: A1(? )A2(? )= c1c2 Thus, a certain absorbance of a solution can provide the concentration of the indicator and its conjugate base when taking into consideration the maximum wavelength of the two colors. Experimental Section: To reduce the volumes of acid and base needed and the amount of time to complete the lab, the stock solutions of strong acid and base were diluted to at least one-fourth their starting amount.Thus, 60 mL of deionized water was added to both stock solutions of 20 mL HCl and NaOH to create 2 new 80 mL diluted solutions. Part 1: Finding pKa Qualitatively 25 mL solution of the diluted NaOH with 3 drops of indicator was titrated against the diluted HCl drop wise until a color change occurred. To determine the pKa of the indicators, the pH of the solutions were taken with a pH meter when there was a color change. Determining the color of bromocresol green to be yellow when acidic and blue when basic, the point of color change to measure pH was when the solution turne d green.Likewise, the indicator of Freedom was red when acidic and blue when basic, which established the point of color change to be purple. These steps were performed three times for both the known and unknown indicators to find an average pKa value. Part 2: Finding pKa Quantitatively For the quantitative determination of pKa, multiple solutions of varying acid/ base concentration were prepared with 3 drops of indicator. Despite the varying concentrations of each solution, the total volume stayed constant at 20 mL.Before anything, the wavelengths of maximum absorbance were determined first by using solutions of pure acid and base with three drops of indicator. For each solution, the pH was measured before placing them in cuvettes to measure their absorbance values using the spectrophotometer. These steps were performed for both the known and unknown indicator. Results: Table 1: Qualitative Data for Bromocresol Green Trial| pH| 1| 3. 82| 2| 3. 93| 3| 4. 36| Average| 4. 04| Calculat ion of Average: Table 2: Maximum Absorbance and for Bromocresol Green | HCl w/ 3 Drops Indicator| NaOH w/ 3 Drops Indicator| Concentration (M)| . 028| . 0962| (nm)| 440| 616| Solution Color| Yellow| Blue| Absorbance| . 116| . 243| Table 3: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 14| 6| 3. 50| . 055| . 015| 9| 10| 4. 39| . 044| . 048| 7| 13| 5. 30| . 024| . 103| Figure 1: Absorbance vs. pH for Bromocresol Green Percent Error Calculation for Bromocresol Green: error *pKa of Bromocresol Green was found online Table 4: Qualitative Data for Indicator of Freedom Trial| pH| 1| 5. 50| 2| 5. 33| 3| 5. 12| Average| 5. 32| Table 5: Maximum Absorbance and for Bromocresol Green HCl w/ 3 Drops Indicator| NaOH w/ 3 DropsIndicator| Concentration (M)| . 1028| . 0962| (nm)| 505. 96| 601. 66| Solution Color| Red| Blue| Absorbance| . 703| . 945| Table 6: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 18| 2| 2. 07| . 360| . 046| 14| 6| 2. 36| . 374| . 048| 10| 10| 3. 88| . 347| . 087| 10| 10| 3. 04| . 312| . 041| 9| 11| 9. 35| . 148| 1. 127| 9. 5| 10. 5| 5. 95| . 171| . 686| 9. 75| 10. 25| 5. 45| . 230| . 424| 9. 25| 10. 75| 9. 13| . 146| . 913| Figure 2: Graph of Absorbance vs. pH for Indicator of Freedom Discussion:The qualitative part of the lab had room for a lot of errors. The unreliability of visual observation of the slight color change in solution could have dramatically affected the results. Because the experimentally determined pKa was less than the actual pKa for both cases, strong enough color change were probably not observed. Since the titration was performed roughly using drops, the drops could have added more acid than needed, resulting in a smaller pKa.. Quantitatively, the pKa can be determined by plotting the data, with absorbance as a function of pH. There will be two separate lines, one for each wavelength of the two colors.The intersection of these two lines will indicate the point at which the pH should be equal to the pKa. This works because at the intersection point: pH=pKa+logIn-HIn It is known that A1A2= c1c2. Since A1= A2 at the intersection point of the graph, then 1= c1c2= In-HIn. Thus,pH=pKa+log1 pH=pKa at the intersection of both curves The procedure for determination of bromocresol green pKa appeared to have worked, because the percent error was roughly around 10%. Although slightly high, these errors are unpreventable. For example, cuvettes with smudges on the sides would have increased the absorbance readings of the solutions.Moreover, the maximum wavelength is crucial because it is used as a standard to know where to record the absorbance levels of the other solutions. This is because it is where the maximum absorbance occurs for the particular color produced by the solution is. It is important to measure the absorbance levels at these standardized wavelengths to keep the data con sistent and to have the ability to compare the absorbance levels of two solutions without the need to calibrate or adjust the readings. Finally, a limited number of data points when determining the pH graphically could have also added to the error in this experiment. Chemistry Lab The pKa of an Unknown Acid-Base Indicator By: Josephine Hong Lab Instructor: Yue Zhang Due: April 5, 2013 Submitted: April 5, 2013 Abstract: In this lab, the pKa of the unknown indicator of expression was determined both qualitatively and quantitatively. To verify our procedures, the experiment was tested using a known indicator, bromocresol green. Qualitatively, we used the color change of the solution with indicator to obtain the pKa value solely using a pH meter. Quantitatively, we used a pH meter and the spectrophotometer with varying concentrations of the acid and base.The maximum wavelengths of absorbance used to quantify the dissociated and undissociated forms of the bromocresol green were 440 nm (yellow, undissociated) and 616 nm (blue dissociated). For the unknown indicator, the wavelengths were 505. 96 nm (red, undissociated) and 601. 66 nm (blue, dissociated). For bromocresol green, the experimentally obtained pKa value measured qualitatively was 4. 04. Quantitatively, the pKa came out to be 4. 16. The percentage error (10. 47%) obtained was within reasonable range, allowing the same procedures to be used to determine the pKa value of the unknown indicator, Indicator of Freedom.Indicator was Freedom was found to have a pKa value of 5. 32 qualitatively essay writer typer. On the other hand, the quantitative pKa was measure to be 4. 265. Introduction: This lab applies the concept of an indicator dye, which is principally a weak acid that changes colors when reacting with the amount of hydronium ion in a solution. Thus, the qualitative part of the lab assumes that at the point where the solution changes color into an intermediate shade of the two, the concentrations of [HIn] and [In-] is approximately equal. Using the Henderson-Hasselbalch equation for them: he pH equals pKa when the ratio between the indicator and its conjugate base is 1. Subsequently, the quantitative portion of the lab deals with the relationship between absorbance and concentration: A1(? )A2(? )= c1c2 Thus, a certain absorbance of a solution can provide the concentration of the indicator and its conjugate base when taking into consideration the maximum wavelength of the two colors. Experimental Section: To reduce the volumes of acid and base needed and the amount of time to complete the lab, the stock solutions of strong acid and base were diluted to at least one-fourth their starting amount.Thus, 60 mL of deionized water was added to both stock solutions of 20 mL HCl and NaOH to create 2 new 80 mL diluted solutions. Part 1: Finding pKa Qualitatively 25 mL solution of the diluted NaOH with 3 drops of indicator was titrated against the diluted HCl drop wise until a color change occurred. To determine the pKa of the indicators, the pH of the solutions were taken with a pH meter when there was a color change. Determining the color of bromocresol green to be yellow when acidic and blue when basic, the point of color change to measure pH was when the solution turne d green.Likewise, the indicator of Freedom was red when acidic and blue when basic, which established the point of color change to be purple. These steps were performed three times for both the known and unknown indicators to find an average pKa value. Part 2: Finding pKa Quantitatively For the quantitative determination of pKa, multiple solutions of varying acid/ base concentration were prepared with 3 drops of indicator. Despite the varying concentrations of each solution, the total volume stayed constant at 20 mL.Before anything, the wavelengths of maximum absorbance were determined first by using solutions of pure acid and base with three drops of indicator. For each solution, the pH was measured before placing them in cuvettes to measure their absorbance values using the spectrophotometer. These steps were performed for both the known and unknown indicator. Results: Table 1: Qualitative Data for Bromocresol Green Trial| pH| 1| 3. 82| 2| 3. 93| 3| 4. 36| Average| 4. 04| Calculat ion of Average: Table 2: Maximum Absorbance and for Bromocresol Green | HCl w/ 3 Drops Indicator| NaOH w/ 3 Drops Indicator| Concentration (M)| . 028| . 0962| (nm)| 440| 616| Solution Color| Yellow| Blue| Absorbance| . 116| . 243| Table 3: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 14| 6| 3. 50| . 055| . 015| 9| 10| 4. 39| . 044| . 048| 7| 13| 5. 30| . 024| . 103| Figure 1: Absorbance vs. pH for Bromocresol Green Percent Error Calculation for Bromocresol Green: error *pKa of Bromocresol Green was found online Table 4: Qualitative Data for Indicator of Freedom Trial| pH| 1| 5. 50| 2| 5. 33| 3| 5. 12| Average| 5. 32| Table 5: Maximum Absorbance and for Bromocresol Green HCl w/ 3 Drops Indicator| NaOH w/ 3 DropsIndicator| Concentration (M)| . 1028| . 0962| (nm)| 505. 96| 601. 66| Solution Color| Red| Blue| Absorbance| . 703| . 945| Table 6: Quantitative Data for Bromocresol Green Volume of HCl (mL)| Volume of NaOH (mL)| pH| Absorbance HIn| AbsorbanceIn-| 18| 2| 2. 07| . 360| . 046| 14| 6| 2. 36| . 374| . 048| 10| 10| 3. 88| . 347| . 087| 10| 10| 3. 04| . 312| . 041| 9| 11| 9. 35| . 148| 1. 127| 9. 5| 10. 5| 5. 95| . 171| . 686| 9. 75| 10. 25| 5. 45| . 230| . 424| 9. 25| 10. 75| 9. 13| . 146| . 913| Figure 2: Graph of Absorbance vs. pH for Indicator of Freedom Discussion:The qualitative part of the lab had room for a lot of errors. The unreliability of visual observation of the slight color change in solution could have dramatically affected the results. Because the experimentally determined pKa was less than the actual pKa for both cases, strong enough color change were probably not observed. Since the titration was performed roughly using drops, the drops could have added more acid than needed, resulting in a smaller pKa.. Quantitatively, the pKa can be determined by plotting the data, with absorbance as a function of pH. There will be two separate lines, one for each wavelength of the two colors.The intersection of these two lines will indicate the point at which the pH should be equal to the pKa. This works because at the intersection point: pH=pKa+logIn-HIn It is known that A1A2= c1c2. Since A1= A2 at the intersection point of the graph, then 1= c1c2= In-HIn. Thus,pH=pKa+log1 pH=pKa at the intersection of both curves The procedure for determination of bromocresol green pKa appeared to have worked, because the percent error was roughly around 10%. Although slightly high, these errors are unpreventable. For example, cuvettes with smudges on the sides would have increased the absorbance readings of the solutions.Moreover, the maximum wavelength is crucial because it is used as a standard to know where to record the absorbance levels of the other solutions. This is because it is where the maximum absorbance occurs for the particular color produced by the solution is. It is important to measure the absorbance levels at these standardized wavelengths to keep the data con sistent and to have the ability to compare the absorbance levels of two solutions without the need to calibrate or adjust the readings. Finally, a limited number of data points when determining the pH graphically could have also added to the error in this experiment. Chemistry Lab The purpose of this lab was to see which solutions are soluble and which are not. We were able to see this by mixing certain solutions together and observing changes that occurred. The procedure for this experiment included a few different steps. The first steps were to add the nitrate solutions into the lettered parts of the 96-well plate.Once you were done with that, you were supposed to add the sodium solutions to the numbered parts of the 96-well plate, so that the solutions were added together. You were supposed to observe the different reactions occurring. Once you observed each reaction take place, you needed to fill out your data table. Data Table: Solubility Rules Table|Negative Ion (Anions)| Positive Ions (Cations)| Solubility ofCompounds| All negative ions are with| Alkali ions (Na)| Soluble| All negative ions are with| Hydrogen (H+)| Soluble| All negative ions are with| All positive ions| Soluble| Nitrate NO3- ions are with| All positive ions are| Soluble| Acetate CH COO- ions are 3with| All positive ions are| Soluble| Chloride, Cl-Bromide Br-Iodide I-| CuAll other positive ions| Low SolubilitySolubleSoluble| Sulfate SO 2-4| BaAll other positive ions| Low SolubilitySoluble| Sulfide S -2| All positive ions| Soluble| Hydroxide, OH-| Ba| Soluble|Phosphate PO 3-4Carbonate CO 2-3Sulfite, SO 2-3| H| Soluble| Once you recorded all of the data, there were a few questions that needed to be answered. A. Compare your results with the solubility rules and/or solubility table in your chemistry text. I would say that my results turned out pretty close to the rules in the text book. I observed many different reactions occurring. The colors of the solutions changed from clear to purple, from clear to blue and yellow, and from clear to a milky white color. There were also changes from a light yellow to a dark almost orange color. B.Do your results agree with your expectations from the solubility rules/table? My results do agree with my expectations, however, I wasnà ¢â‚¬â„¢t expecting all of the solutions to be soluble. C. Which anions generally form precipitates? What are exceptions? Silver salts, Phosphates, Sulfides, Carbonates, Hydroxides. Exceptions include alkali metals. D. Which anions generally do not form precipitates? What are the exceptions? Nitrates, Alkali metals, Ammonium salts, Halides, and Acetates. The exceptions include those mentioned above that would form precipitates. E. Which cations generally do not form precipitates?Na+ generally does not form precipitates. F. Select 10 reactions that produce a precipitate, color change, or gas and write balanced chemical equation and a net ionic equation for each. Remember, a reaction may be indicated by the formation of a precipitate, color change, or the formation of gas. Record the well numbers of the precipitates you chose for your equations. (Co(No3)2+6H2O)+(Na3PO4+12H2O)Well A1 (Cu(NO3)2+3H2O )+(Na3PO4+12H2O)Well B1 (Fe(NO3)3+9H2)+(Na3PO4+12H2O)Well C1 (Ba(NO3)2) )+(Na3PO4+12H2O)W ell D1 (Ni(NO3)2+6H2O)+(Na3PO4+12H2O)Well E1 (Co(No3)2+6H2O)+(NaHCO3)Well A5 Cu(NO3)2+3H2O)+(NaHCO3)Well B5 (Fe(NO3)3+9H2)+(NaHCO3)Well C5 (Ba(NO3)2) )+(NaHCO3)Well D5 (Ni(NO3)2+6H2O)+(NaHCO3)Well E5 To wrap things up, I found this lab to be easy but confusing at the same time. I am not sure my reactions were all correct because I thought there were supposed to be some that were insoluble, however, I observed reactions occur every time. I would suggest maybe providing better rules for the solubility table because I was a little bit confused with that at first as well. I enjoyed doing this lab, as I do every one, but there were parts of it that just confused me.

Lynda Smith “Disconnected” Rhetorical Summary Essay Essay Example

Lynda Smith â€Å"Disconnected† Rhetorical Summary Essay Essay Example Lynda Smith â€Å"Disconnected† Rhetorical Summary Essay Paper Lynda Smith â€Å"Disconnected† Rhetorical Summary Essay Paper In her essay. â€Å"Disconnected† . Lynda Smith apprehends that today’s technological forward motions are taking over our basic human interactions. She explains that we are being brainwashed into believing that cell phone. computing machines and other technological appliances help us to remain connected swimmingly and outright. Although the world is by utilizing these appliances we are non sing face to face communications. alternatively we are dividing from each other. Lynda Smith tries to link with readers emotions by indicating out misdirecting cell phone bearer commercials and mottos. Smith besides uses farther facts to back up her claims. that these companies have lied to us and succeeded by supplying false information by repeat. Which causal has the client believe these companies are trusty and client friendly. Even more she uses CIA’s informations base information to demo the figure of cell phone and cyberspace users to reason her theory on commercials act uponing our picks to buy these services. Furthermore. Smith connects with people who have been affected by advertisement and cell phone carries tremendous figure of cell phone users. Smith’s illustration portrays a work forces who was lead to believe. he would salvage clip by having a cell phone. while the truth is there is no salvaging clip. Large corporations are merely out to falsify our sense of clip so that we truly stop up with less. while still purchasing their merchandises. and leaping on the bandwagon. Smith ends her statements by saying we all have single pick to make up ones mind how we communicate with our close one time. Will it be by fast forwarding engineering. or face to confront interaction. either manner we need to maintain updated with engineering in order advancement forwards but we can non depend on it.

Looking At The Historical Methods Of Social Work Social Work Essay Example

Looking At The Historical Methods Of Social Work Social Work Essay Example Looking At The Historical Methods Of Social Work Social Work Essay Looking At The Historical Methods Of Social Work Social Work Essay The intent of this essay is to analyze the historical and political position of societal work proviso in relation to people with dementedness. It will research how the development of societal work pattern has transformed these groups, the impact of societal exclusion they experienced that lead to favoritism and/or subjugation and the benefit of listening to service users positions. The primary mission of societal work profession is to heighten human wellbeing and assist run into the basic human demands of all people, with peculiar attending to the demands and authorization of people who are vulnerable, laden and life in poorness ( Baker 1999 Pg 55 ) . Social work has an of import function to play in organizing attempts to back up people with dementedness who may frequently hold negative experiences of mental wellness services. As a consequence, it will be a challenge to supply effectual societal support to these groups in an environment where their positions are being seen as important and where they do non have services reasonably and uniformly ( SCIE July 2008 ) . The medical footings dementia has developed since the nineteenth century and was used to depict people whose mental disablements were secondary to get encephalon harm, normally degenerative and frequently associated with old age ( Tibbs 2001 ) . Before the nineteenth century, a individual with dementedness would likely hold been confined to the workhouses. ( Marshall et al 2006 ) . During this period, many sick persons were taken off to aA Workhouse Infirmary with medical attention on manus and given out-of-door alleviation ( Denney 1998 ) . Whereas charities began to emerge during this epoch nevertheless there were no good steps in topographic point to present societal work services ; no standard to find who the deserving and undeserving hapless were, hence aid provided were viewed as indiscriminate ( Howe 2009 ) . As the 1940s progressed, there were new developments and attacks in the intervention of people with mental upsets. Poor houses for impoverished aged people were easy replaced by old people s places ( Marshall et al 2006 ) . The period after the Second World War saw the development of the public assistance province. There was a national understanding that the province has an duty to supply full services in order to react to jobs of poorness, mental wellness, old age etc ( Tibbs 2001 ) . The execution of Beverage study published in 1942 directed at abolishment of sordidness, want, ignorance, disease and idling. The National Assistant Act 1948 laid a foundation upon which future societal work was built and created sections to run into the demands of different client groups ( Tibbs 2001 ) . During the late twentieth century, both conservative and New Labour statute law have an impact on Mental Health reformation. The constitution of Social Service Departments introduced in 1970 reviewed in Seebohm studies ( 1969 ) , enabled Local Governments to advance public assistance services for the aged which had non already been included within the model of some other statutory organic structure. ( Tibbs 2001 ) . The 1983 Mental Health Act introduced during the conservative government grade a farther move towards statute law to better affairs with statutory demands and processs for societal workers to be decently trained in order to transport out professional appraisals. The Act ensures professionals who work with aged people with dementedness and so those who suffer from mental upset have a basic apprehension of the Mental Health Act, even if they do non move as Approved Social Workers ( Tibbs 2001 ) . The function of carers have besides been important in the field of dementedness attention through the debut of The Carers Act 1995 A ; 2000, which gave statutory acknowledgment and right to carers, and funding through proviso of Direct Payment ( Marshall et al 2006 ) . The Mental Capacity Act 2005 is besides a relevant Act to people with dementedness and their carers. It includes the proviso of independent Mental Capacity Advocates ( IMCA ) to protect vulnerable people and dementedness sick persons to derive more control over their lives, program for the hereafter and have their retained abilities recognised. It is of import to turn to the impact of favoritism on these service groups as they suffer disablement and as a consequence are capable to degrading intervention from the comparatively powerful groups within the society. ( Tibbs 2001 ) . Research shows that the society s fright towards dementia causes them to avoid people with the status doing them experiencing stray and stigmatised ( BBC 2010 ) . Harmonizing to Thompson ( 2006 ) , favoritism is a procedure through which a difference is identified, and can be positive or negative. He suggests that negative favoritism besides involves doing a negative ascription and attaching devalued label to a individual. Dementia is one of the major causes of disablement in the aged, impacting personal attention, mundane cognitive activities and societal behavior. To be diagnosed as holding dementedness involves a great trade of stigma, frequently ensuing in disadvantage and loss of life opportunities by the sick persons. ( Kitwood 1997 ) . Although, dementedness is strongly associated to elderly but research shows that addition figure of people diagnosed with the ill-health are under 65 old ages of age and are referred to as young onset dementedness ( SCIE non dated ) . These service users are likely to see inequality because society and professionals fail to recognize that dementedness exists in this age group and they can go on to incorporate within the society ( SCIE non dated ) . They will hold different fortunes in life from older people with dementedness because they are more likely to be in paid employment, have immature kids and have fiscal committednesss. They will hold to stop employment as most services are non able to get by with their status which means publicity chance and pension entitlements are lost. ( Marshall et al 2006 ) . Feelingss of favoritism and subjugation may besides be a barrier to people inquiring for support ( Downs et al 2008 ) . From experience, some people from black minority cultural groups ( Asiatic and Black Community ) diagnosed with the ill-health would instead maintain it in the household than to acquire aid because they see it as being black ( BBC 2010 ) . Furthermore, accessing services can be complicated because there are no age-specific services available as most of the developed services are for older people with dementedness ( Tibbs 2001 ) . Lack of entree to services could ensue in excess load being placed on households when the attention needs exceed the ability to supply ( Downs et al 2008 ) . Emotional impact is one of the important factors experienced by dementedness sick persons. There is besides a bias with sick persons because of the association with lunacy and psychiatric upset that the label creates. ( Brooker 2007 ) . They besides experience societal isolation due to withdrawal of friends which diminishes their societal webs and inability to run into a sensed social outlook. ( Crawford 2004 ) . From experience with aged, people sometimes hold ageist position against them by the manner they talk to them e.g. name naming as sweet old lady . Harmonizing to the Alzheimer Society publication, ageist social attitudes compound the experience of aged people with dementedness who already appear to be prejudiced because of their age and rational diminution. ( Crawford 2004 ) . Health professionals frequently consciously or otherwise oppress elderly with dementedness because of their place of authorization which could forestall them from doing their ain pick thereby disempowering them ( Crawford 2004 ) . From experience, professionals sometimes in their attitudes assumed aged people with dementedness are incapable of supplying valid information or doing determination for themselves, by invariably concentrating their attending to their carers alternatively of the service users. They are frequently seen as being a load to the province economic system resources and are subjected to considerable commiseration as they are deemed to be out of their head Crawford ( 2004 ) . Research shows that it is frequently assumed that people with dementedness are non articulated plenty to show their sentiment or positions on any facet of their lives because of jobs with communicating through address ( Brooker 2007 ) . As a consequence, practicians inclined to trust on alternate positions, normally provided by household carers, instead than their position. However, the demands, experience and perceptual experience of the carer might be different from that of the individual they are caring. Authorization and giving voices to people with dementedness is a critical portion of anti discriminatory/oppressive pattern. ( Tibbs 2001 ) . The demands for communication and authorising dementedness sick persons by affecting them in determination devising became major considerations within societal plants field. It is anticipated that the Mental Capacity Act, 2005 will turn to some of these issues. Begum ( 2006 Pg 3 ) defined user engagement as participation of users of services in determinations that affect their lives . Peoples with dementia voices can be valued by advancing active engagement within attention relationship regardless of their age or cognitive damage rooting out prejudiced pattern. ( Marthorpe et al 2003 ) . Involving service users in determination devising frequently leads to increased self-pride and assurance. ( Chaston et al 2004 Pg 19 ) quotes that It is good to experience valued and to be person, non merely anybody Effective service hence must be provided to alter the demands of people with dementedness ( Cantley 2001 ) . One of the chief rules to see in societal work codification of pattern as stipulated by the General Social Care Council ( GSCC ) is the right of service users to be treated with self-respect and regard in order for them to do informed picks about the services they received. Practitioners must therefore acknowledge who they are, listen to their fortunes ; handle them as a alone individual with worthy of self-respect and regard. It is hence imperative that during intercession with service users with dementedness, wellness practicians should travel beyond safety to advance their pick, maintain independency, liberty and their ego finding Cantley ( 2001 ) . It is indispensable to promote these service user groups to show their positions and penchants in order to construct their personal strengths and assurance. Listening to them will supply them the chance to show their positions on how dementia affects them, what they consider of import in their lives, including how services should run into their wellness and societal attention demands ( Tibbs 2001 ) . Peoples with dementedness, either independently or in little groups, should be given the right to take part straight in service planning and development procedures ( Warren 2007 ) . Practitioners can supply a scope of methods and attacks which will enable them to do a pick that will act upon future service commissariats. They can be engaged to do determination through direct observation and pass oning utilizing specific tools or systems ( Warren 2007 ) . This will enabled the practicians to hold a better apprehension of single demands peculiarly, of people diagnosed with dementedness that have complex demands and communicating damage. Research shows that these service users groups can still joint their sentiments about their wellbeing and quality of attention even though they are badly cognitively impaired ( Mozley et al 1999 ) . For illustration, Talking Mat is an advanced method of leting their positions to be heard in order to do determination about pull offing different facet of their life ( SCIE non dated ) . They can besides be involved in activities through corporate attack which will supply them the chance to be in control by moving jointly to act upon services and the broader communities. Such activities are frequently combined with elements of equal support and authorise them through corporate engagement ( Cantley 2001 ) . It is besides of import to invent services that will carry through their demands by obtaining the necessary information from them, which could be by on occasion seting services that were designed to run into their demands as perceived by others. Information about their modus operandis, picks, penchants, civilization before, during and after they are diagnosed with the ill-health, which is of import to their well-being and at their best involvement must be documented in their attention program in order to run into their demands and to organize their attention support efficaciously. ( Cantley 2001 ) . Administrations such Alzheimer Society and Social Care Institute of Excellence supply support to carers and wellness professionals to better the quality of life of people affected with Dementia through web resources, free e-learning programmes etc in order for their voice to be heard ( Alzheimer s Society ) . Besides, The National Dementia Declaration for England has made a pledge to bett er services for service users and carers by guaranting that they have pick and control over the determinations that affect them and populate in a supportive environment ( Community Care 2010 ) . Overall, it can be concluded that over the old ages, there have been alterations in development of societal work proviso which has brought about of import statute laws to undertake the issues of favoritism and subjugation on people with dementedness. It has been evaluated that public and professional attitudes towards ageing and the ill-health are now altering quickly. It was besides recognised that through good societal work pattern, affecting dementedness sick persons in determination devising would heighten authorization ; advance their picks and self finding while keeping independency. This provided me with apprehension of how services positions are indispensable in bettering societal service commissariats. It is hence imperative to promote farther larning within societal work proviso to guarantee good pattern is sustained. REFERENCE LISTINGS AND BIBLIOGRAPHY Alzheimer s Society ; hypertext transfer protocol: //alzheimers.org.uk/Facts_about_dementia { Accessed on 16 Nov 2010 } BBC NEWS ( 2010 ) Campaign Warns of Dementia Stigma 1 Mar 2010 hypertext transfer protocol: //news.bbc.co.uk/1/hi/health/8539744.stm { Accessed on 4 Nov 2010 } Begum. N ( 2006 ) Making if for themselves ; Participation A ; Black Minority Ethic Service User. Brooker. D ( 2007 ) Person-Centred Dementia Care, Jessica Kingsley Publishers. Cantley. C ( 2001 ) A enchiridion of Dementia Care Published in USA Chaston.D, Pollard N and Judd D ( 2004 ) Young Dementia, Access of Real Empowerment , Journal Pg. 24-26 Community Care Magazine Dementia Care Charter Pledge to Service Users and Carers 28 Oct 2010 Pg 12 Crawford. K and Walker. J ( 2004 ) Social Work with Older People, Learning Matters Ltd. Denney. D ( 1998 ) Social Policy and Social Work, Oxford University Press. Howe. D ( 2009 ) A Brief Introduction to Social Work Theory, Palgrave Macmillan. Thompson. N ( 2006 ) Anti-discriminatory Practice, 4th Edition, Palgrave Macmillan. Tibbs A.M ( 2001 ) Social Work and Dementia, Jessica Kingsley Publishers Ltd. Marshall M and Tibbs A.M ( 2006 ) Social Work and Peoples with Dementia, British Library Publication. Mo Ray, Richard Pugh, Diane Roberts and Bernard Beech ( 2008 ) Social Care Institute for Excellence ( SCIE 2008 ) Research briefing 26: Mental Health and Social Work, Published July 2008. ( Website ) hypertext transfer protocol: //www.scie.org.uk/publications/briefings/briefing26/index.asp { Accessed on 09 Nov 2010 } Mozley C, Huxley P, Sutcliffe C, Bagley H, Burns A, Challis D and Cordingley ( 1999 ) Not Knowing where I am does nt intend I do nt cognize what I like Cognitive Impairment A ; Quality of Life Responses in Elderly People International Journal of Geriatric Psychiatric, Vol 14, No 9 ( Pg 776 83 ) . Downs M A ; Bowers B ( 2008 ) Excellence in Dementia Care Published in New York by McGraw Hill Companies. Barker R.L ( 1999 ) The Social Work Dictionary, 4th Edition Social Care Institute of Excellence ( SCIE ) Young Onset Dementia hypertext transfer protocol: //www.scie.org.uk/publications/dementia/young/key.asp { Accessed on 25 Oct 2010 ) . Kitwood T ( 1997 ) Dementia Reconsidered: The Person comes foremost Published in Buckingham by Open University Press. Warren.J ( 2007 ) Service User and Carer Participation in Social Work Published in Devon by Learning Matters Ltd.

Homing In and Plain Honing

Homing In and Plain Honing Homing In and Plain Honing Homing In and Plain Honing By Maeve Maddox Kristi Landis writes: When one wants to get more detail on something is it called â€Å"homes in† or â€Å"hones in†? Until I researched this question, I knew of only two uses of hone as a verb: the literal meaning of â€Å"to sharpen,† as on a whetstone (also known as a â€Å"hone†), and the figurative meaning â€Å"to improve,† as in â€Å"to hone one’s skills.† Hone Your Skills: Become A Better Data Center Manager Honing Skills: This section is devoted to articles on honing and improving your writing skills, by editing, critiquing or discussion. Tomko looks to hone his skills during â€Å"lull† in WWE career Surgeons Hone Skills on Nintendo Wii The OED also gives these dialect meanings for hone as a verb: to delay, tarry, hesitate; to whine or pine for; to hanker after. I’ve heard and read the expression â€Å"to hone in† used with the sense of focus on or get closer to, but always assumed that it was a mistake for â€Å"to home in.† Ive always assumed that the expression to home in originated with â€Å"homing pigeons that return to the place they were hatched. However, in the OED examples of early use, â€Å"home† is used without the â€Å"in†: 1875 Live Stock Jrnl. 23 Apr. 57/3 Pigeons home by sight and instinct. 1899 Westm. Gaz. 12 Apr. 9/1 The first [pigeon] homed at nine oclock. The homing habits of pigeons may have caused aircraft technology to adopt the verb: 1920 Wireless World Mar. 728/2 The pilot can detect instantly from the signals, especially if ‘homing’ towards a beacon. 1956 Amer. Speech XXXI. 228 A good officer could even ‘home in on a bottle of whisky’ placed on the landing field. This use of â€Å"home in on’ is used figuratively to describe other ways in which one comes closer to an object or subject of importance: 1971 New Scientist 16 Sept. 629/1 Mexicos Professor S. F. Beltran homed in on education as a critical need. Substituting â€Å"hone† for â€Å"home† in the expression may have begun as an eggcorn, but it has become common enough for the OED to give it its own entry: intr. to hone in. To head directly for something; to turn ones attention intently towards something. Usu. with â€Å"on†. Cf. HOME Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:What is the Difference Between "These" and "Those"?Driver License vs. Driver’s LicenseAffect vs. Effect

Man of steel Essay Example | Topics and Well Written Essays - 1500 words

Man of steel - Essay Example This paper outlines the life of Kal-El and other characters as outlined in the story, man of steel, relation of his story to philosophers and the moral lessons learnt from the story. The story of Kal-El is compatible with the philosophies of Mark D. White, superman. The philosopher states that ethics is what should be displayed with great heroes. He further says that not all people traits are always the same, but we can learn from our heroes. He believes personal ethics can be developed by an individual. The philosophies of Mark D. White, outlines the case with the pantheon of superheroes where Superman is one of the recognized and respected character of all time. Clark Kent/Kal-El is a young youth in his twenties who feels alienated by powers further than his thoughts (Sazaklis 2013). He was transported to Earth years ago from Krypton in a highly superior way. Clark tries to figure out the ultimate query Why am I here? created by the principles of his parents Martha and Jonathan Ken (Sazaklis 2013). On the other hand, philosopher Aamir Hussain e is quoted as saying that the story is full of individualism since the adult Superman is guided by individualism. At the end of the story, Clark is quoted telling the US general that he (Superman) is here to help when necessary, but it will be on his own conditions. He will not be dictated by anyone. The factor of individualism is evident in the story through Clark. He discovers that he has some extraordinary ideas means of making complicated decisions. At a time when the world is in need of strength, a threat emerges (Sazaklis 2013). Clark ought to become a Man of Steel, who protects the citizens he loves and shine as signs of hope to the human race. Also, the story is compatible with the philosophies of Plato since Clark considers himself as a more genius person in the society. The philosophy of Plato said "You will give the people an ideal to strive towards. They will race behind

Future for fisheries Essay Example | Topics and Well Written Essays - 250 words

Future for fisheries - Essay Example Fishes are one of them. According to WWF, ‘two thirds of the worlds fish stocks are either fished at their limit or over fished’ (WWF, 2002). However, there are also other reasons for the depletion of fisheries that the writer has failed to mention or elaborate upon. One of the most glaring one is the contamination of water by industrial waste. Also not much attention is being given to these fisheries and many are being depleted as a result of neglect. The depletion or alteration of fresh water is further exacerbating the problem. Despite this, the short essay was a pleasant read and opens up the reader’s mind to the importance of the course. I agree that fisheries management is a very insightful course. Fishery management is a neglected topic and making such a course allows us as consumers to understand how we are contributing to the problem. I also agree that fish data analysis and other practical applications of the course would have been quite helpful in increasing our knowledge and interest in the subject. Overall, the writer has introduced many concepts in the short essay. His positive attitude towards the course was very pleasing to

Innovating Essay Example | Topics and Well Written Essays - 2500 words

Innovating - Essay Example Some of these factors include the cost of research, the nature of research and the potential for resistance by the various agencies. Both the normative and the constructivist have their own way of meeting these different needs and it is necessary to know exactly what an organisation is looking for. For an organisation that is looking to manage the risk and the cost of research, it might be necessary to use the normative process. On the other hand, those organisations, such as the military which are not concerned with the risk of failure or the costs can use the constructivist approach. This paper tries to compare the two approaches with regard to various factors of innovation. Normative approach has its advantages in the light of the creation, distribution and sharing of knowledge. In the academic world, and especially at the tertiary level, the normative approach to knowledge and innovation can be very useful due to several reasons. First, it is indispensable to understand that one of the most imperative things about modern knowledge management is the shared learning which means that knowledge is shared equally across the world. While innovation is something that should be free from the rigid standards, it is definite that it is dependent on the normative knowledge. Most innovators are people who have acquired the shared knowledge in a specific field of knowledge. To keep up with the demand of innovation that is necessary in the modern world, there is a need to have a well thought-out way of innovation. The modern world cannot depend on erratic and unexpected innovations for its development. In this regard, normative approach to innovation is very necessary to help in a guided innovation. Despite this, there are those who believe that normative approach to innovation is not the best way to go, but that a constructivist model should be used. Most of innovations done in the past were done in a constructivist

Comparing two emperors, one Chinese and one Roman Essay

Comparing two emperors, one Chinese and one Roman - Essay Example The Roman Empire began around 1000BCE and its power began from ruling the ancient villages around the city of Rome. In its earlier years of formation the empire was a monarchy but after the overthrowing of Etruscans in 509 BCE the empire turned to a republic and the Romans started their tyrant rules and governance. This essay will cover only the rule of Julius Caesar since this was the backbone of the success of the empire. The Roman Empire headquarters were in Rome and when Julius Caesar was in power, it conquered parts of Europe, Asia and Africa. It became one of the largest empires in history .   The Han China Empire came to power after overthrowing the Qin whose reign was short lived. Qin had abolished feudalism and thus overthrown by Han who ruled from 140-87 BCE. The ruler of the Han was known as Wu Ti . Unlike the Roman Empire the Han Empire did not start as a monarchy since there were magistrate-rule who ensured who was to be the ruler. There are similarities between Han an d Roman Empires in the essence of size of the empire and the acquirement of land to enlarge their empires. Han Empire used his power in the formation of a unified China, then started taking over the neighboring locations. The difference of the growth and acquisition of more land was not as brutal as that used by the Romans. The growth of the Roman Empire was based on conquering any empire that was beginning to gain power and seemed as a threat to the Roman Empire. This is contrary in comparison of the Han Empire.

Worldview defended Essay Example | Topics and Well Written Essays - 2250 words

Worldview defended - Essay Example My worldview does not allow me to go deep within the same-sex marriage ideology as it is not only different but also vehemently opposed by my ancestors who have brought solid reasoning in front of me. Even though marriages bring couples in close association with one another, the most basic point that must be understood is that of empathy – to understand where the couples are coming from. My worldview framework is thus set from the perspective that marriages bring human beings together and thus there must be a basic pattern upon which marriages must last. It will help resolve the ambiguities if traditional marriages are encouraged as these bring out the best amongst both men and women. Same-sex marriages do not bring any sanity to the related ranks and only make things look gloomier than they are within the world. My worldview is therefore in complete favor of a traditional form of marriages because they bring results which are long-lasting and positive for the family. The same -sex marriages are inherently different from traditional marriages because either of them comes up with divorce in the end, and there is more reason why same-sex marriages lead to such breakups from a strategic perspective. I am hopeful that if the worldview has to change for the better for the people who live near to me, then there is a requirement that same-sex marriages should be bolstered with people who have a good perspective towards life and who want to be successful at building their relationships in a very pragmatic manner.

Comparing two emperors, one Chinese and one Roman Essay

Comparing two emperors, one Chinese and one Roman - Essay Example The Roman Empire began around 1000BCE and its power began from ruling the ancient villages around the city of Rome. In its earlier years of formation the empire was a monarchy but after the overthrowing of Etruscans in 509 BCE the empire turned to a republic and the Romans started their tyrant rules and governance. This essay will cover only the rule of Julius Caesar since this was the backbone of the success of the empire. The Roman Empire headquarters were in Rome and when Julius Caesar was in power, it conquered parts of Europe, Asia and Africa. It became one of the largest empires in history .   The Han China Empire came to power after overthrowing the Qin whose reign was short lived. Qin had abolished feudalism and thus overthrown by Han who ruled from 140-87 BCE. The ruler of the Han was known as Wu Ti . Unlike the Roman Empire the Han Empire did not start as a monarchy since there were magistrate-rule who ensured who was to be the ruler. There are similarities between Han an d Roman Empires in the essence of size of the empire and the acquirement of land to enlarge their empires. Han Empire used his power in the formation of a unified China, then started taking over the neighboring locations. The difference of the growth and acquisition of more land was not as brutal as that used by the Romans. The growth of the Roman Empire was based on conquering any empire that was beginning to gain power and seemed as a threat to the Roman Empire. This is contrary in comparison of the Han Empire.

The relationship between multifunctional firms, the state and Essay

The relationship between multifunctional firms, the state and socio-economic development in Germany and Britain - Essay Example There is a need for the firms to reach â€Å"internal equity and consistency† (Allin, 1999, p. 319), because it is the way to decrease tensions between the firm and the market (socio-economic factors, respectively). There are different tensions in British HRM practices. This country, as well as Germany operates under conditions of too intense relations. There is a little percent of communicative approach in the British multi-national firms. There is a wide discussion with regards to firms of HI from Germany and Britain. Different researches and studies in this field underline that German labor system is not reflected ‘as is’ in these studies and MNCs in HI are often misinterpreted (Royle, 1999c, p. 541). German companies describe their operation within the country in the following way: â€Å"workers cannot consume personnel policy according to their individual tastes† (Royle, 1999c, p. 542). That is why it is necessary to talk about external pressures exert ed on MNCs in HI. There are many difficulties, when we analyze the relations between the state and the MNCs. Developed countries, such as Britain and Germany cannot contribute much into restructuring of their operations in the market, because of their conservative governments. Too rigid programs and strategies at the governmental level are reflected in the internal operations of the MNCs. In case with British Multi-national firms, it should be noted that the aspect of recruitment is one of the main important concerns. There is a need to focus on personal skills and concerns. In order to restructure the system of rewards in the country, it should be noted that appropriate laws are introduced at the governmental level (Briscoe, Randall,... This paper talks about interactions, that emerges between international companies, that conduct their activity in the hospitality industry, and governments of the respective states, where the companies operate. Effects of the socio-economic factors on that relationship are considered. The basic function of hospitality is to establish a relationship or to promote exchange of goods and services, both material and symbolic, between those who give hospitality (hosts) and those who receive it Multi-national firms of HI are usually competing about their employees, who require special skills and knowledge. Moreover, country regulations may exert influence on operation of the country and reflect in low salaries, ineffective compensation system and other negative outcomes. There is a need for the government to take into account the concepts of convergence-divergence and develop appropriate strategies for managers in order they could prepare labor force, which I the most relevant to a certain industry Globalization experiences of labour market in Britain and Germany reflect processes of turbulent changes and uncertainties. HR managers of multi-national firms develop their creative potential and skills in order to deal with constraints and choices related to product and labour markets, organizational status and structure, size of workplace and culture . The current negative outcome of multi-national firms operating in HI is the lack of considerations about labour efficiency or employment.

Monopoly and marginal cost Essay Example for Free

Monopoly and marginal cost Essay Practice Questions and Answers from Lesson III-3: Monopoly Practice Questions and Answers from Lesson III-3: Monopoly The following questions practice these skills: ? Explain the sources of market power. ? Apply the quantity and price affects on revenue of any movement along a demand curve. ? Find the profit maximizing quantity and price of a single-price monopolist. ? Compute deadweight loss from a single-price monopolist. ? Compute marginal revenue. ? Define the efficiency of P = MC. ? Find the profit-maximizing quantity and price of a perfect-price-discriminating monopolist. ? Find the profit-maximizing quantity and price of an imperfect-price-discriminating monopolist. Question: Each of the following firms possesses market power. Explain its source. a. Merck, the producer of the patented cholesterol-lowering drug Zetia b. Chiquita, a supplier of bananas and owner of most banana plantations c. The Walt Disney Company, the creators of Mickey Mouse Answer to Question: a. Merck has a patent for Zetia. This is an example of a government-created barrier to entry, which gives Merck market power. b. Chiquita controls most banana plantations. Control over a scarce resource gives Chiquita market power. c. The Walt Disney Company has the copyright over animations featuring Mickey Mouse. This Is another example of a government-created barrier to entry that gives the Walt Disney Company market power. Question: Skyscraper City has a subway system, for which a one-way fare is $1. 50. There is pressure on the mayor to reduce the fee by one-third, to $1. 00. The mayor is dismayed, thinking that this will mean Skyscraper City is losing one-third of its revenue from sales of subway tickets. The mayor’s economic adviser reminds her that she is focusing only on the price effect and ignoring the quantity effect. Explain why the mayor’s estimate of a one-third loss of revenue is likely to be an overestimate. Illustrate with a diagram. Answer to Question: A reduction in fares from $1. 50 to $1. 00 will reduce the revenue on each ticket that is currently sold by one-third; this Is the price effect. But a reduction in price will lead to more tickets being sold at the lower price of $1. 00, which creates additional revenue; this is the quantity effect. The price effect is the loss of revenue on all the currently sold tickets. The quantity effect is the increase in revenue from increased sales as a result of the lower price. Question: Consider an industry with the demand curve (D) and marginal cost curve (MC) shown in the accompanying diagram. There is no fixed cost. If the industry is a single-price monopoly, the monopolist’s marginal revenue curve would be MR. Answer the following questions by naming the appropriate points or areas. Practice Questions and Answers from Lesson III-3: Monopoly a. If the industry is perfectly competitive, what will be the total quantity produced? At what price? b. Which area reflects consumer surplus under perfect competition? c. If the industry is a single-price monopoly, what quantity will the monopolist produce? Which price will it charge? d. Which area reflects the single-price monopolist’s profit? e. Which area reflects consumer surplus under single-price monopoly? f. Which area reflects the deadweight loss to society from single-price monopoly? g. If the monopolist can price-discriminate perfectly, what quantity will the perfectly price-discriminating monopolist produce? Answer to Question: a. In a perfectly competitive industry, each firm maximizes profit by producing the quantity at which price equals marginal cost. That is, all firms together produce a quantity S, corresponding to point R, where the marginal cost curve crosses the demand curve. Price will be equal to marginal cost, E. b. Consumer surplus is the area under the demand curve and above price. In part a, we saw that the perfectly competitive price is E. Consumer surplus in perfect competition is therefore the triangle ARE. c. A single-price monopolist produces the quantity at which marginal cost equals marginal revenue, that is, quantity I. Accordingly, the monopolist charges price B, the highest price it can charge if it wants to sell quantity I. d. The single-price monopolist’s profit per unit is the difference between price and the average total cost. Since there is no fixed cost and the marginal cost is constant (each unit costs the same to produce), the marginal cost is the same as the average total cost. That is, profit per unit is the distance BE. Since the monopolist sells I units, its profit is BE times I, or the rectangle BEHF. e. Consumer surplus is the area under the demand curve and above the price. In part c, we saw that the monopoly price is B. Consumer surplus in monopoly is therefore the triangle AFB. f. Deadweight loss is the surplus that would have been available (either to consumers or producers) under perfect competition but that is lost when there is a single-price monopolist. It is the triangle FRH. g. If a monopolist can price-discriminate perfectly, it will sell the first unit at price A, the second unit at a slightly lower price, and so forth. That is, it will extract from each consumer just that consumer’s willingness to pay, as indicated by the demand curve. It will sell S units, because for the last unit, it can just make a consumer pay a price of E (equal to its marginal cost), and that just covers its marginal cost of producing that last unit. For any further units, it could not make any consumer pay more than its marginal cost, and it therefore stops selling units at quantity S. Practice Questions and Answers from Lesson III-3: Monopoly Question: Bob, Bill, Ben, and Brad Baxter have just made a documentary movie about their basketball team. They are thinking about making the movie available for download on the Internet, and they can act as a single-price monopolist if they choose to. Each time the movie is downloaded, their Internet service provider charges them a fee of $4. The Baxter brothers are arguing about which price to charge customers per download. The accompanying table shows the demand schedule for their film. Price of download Quantity of downloads demanded $10 0 $8 1 $6 3 $4 6 $2 10 $0 15 a. Calculate the total revenue and the marginal revenue per download. b. Bob is proud of the film and wants as many people as possible to download it. Which price would he choose? How many downloads would be sold? c. Bill wants as much total revenue as possible. Which price would he choose? How many downloads would be sold? d. Ben wants to maximize profit. Which price would he choose? How many downloads would be sold? e. Brad wants to charge the efficient price. Which price would he choose? How many downloads would be sold? Answer to Question: a. The accompanying table calculates total revenue (TR) and marginal revenue (MR). Recall that marginal revenue is the additional revenue per unit of output Price of download Quantity of downloads TR MR demanded $10 0 $0 $8 1 $8 $8 $6 3 $18 $5 $4 6 $24 $2 $2 10 $20 $-1 $0 15 $0 $-4 b. Bob would charge $0. At that price, there would be 15 downloads, the largest quantity they can sell. c. Bill would charge $4. At that price, total revenue is greatest ($24). At that price, there would be 6 downloads. d. Ben would charge $6. At that price, there would be 3 downloads. For any more downloads, marginal revenue would be below marginal cost, and so further downloads would lose the Baxters’ money.e. Brad would charge $4. A price equal to marginal cost is efficient. At that price, there would be 6 downloads. Practice Questions and Answers from Lesson III-3: Monopoly Question: Suppose that De Beers is a single-price monopolist in the market for diamonds. De Beers has five potential customers: Raquel, Jackie, Joan, Mia, and Sophia. Each of these customers will buy at most one diamond—and only if the price is just equal to, or lower than, her willingness to pay. Raquel’s willingness to pay is $400; Jackie’s, $300; Joan’s, $200; Mia’s, $100; and Sophia’s, $0. De Beers’s marginal cost per diamond is $100. This leads to the demand schedule for diamonds shown in the accompanying table. Price of Diamond Quantity of Diamonds Demanded $500 0 $400 1 $300 2 $200 3 $100 4 $0 5 a. Calculate De Beers’s total revenue and its marginal revenue. From your calculation, draw the demand curve and the marginal revenue curve. b. Explain why De Beers faces a downward-sloping demand curve. c. Explain why the marginal revenue from an additional diamond sale is less than the price of the diamond. d. Suppose De Beers currently charges $200 for its diamonds. If it lowers the price to $100, how large is the price effect? How large is the quantity effect? e. Add the marginal cost curve to your diagram from part a and determine which quantity maximizes De Beers’s profit and which price De Beers will charge. Answer to Question: a. Total revenue (TR) and marginal revenue (MR) are given in the accompanying table. Price of Diamond Quantity of Diamonds TR Demanded $500 0 $0 $400 1 $400 $300 2 $600 $200 3 $600 $100 4 $400 $0 5 $0 MR $400 $200 $0 -$200 -$400 The accompanying diagram illustrates De Beers’s demand curve and marginal revenue (MR) curve. b. De Beers is the only producer of diamonds, so its demand curve is the market demand curve. And the market demand curve slopes downward: the lower the price, the more customers will buy diamonds. c. If De Beers lowers the price sufficiently to sell one more diamond, it earns extra revenue equal to the Practice Questions and Answers from Lesson III-3: Monopoly price of that one extra diamond. This is the quantity effect of lowering the price. But there is also a price effect: lowering the price means that De Beers also has to lower the price on all other diamonds, and that lowers its revenue. So the marginal revenue of selling an additional diamond is less than the price at which the additional diamond can be sold. d. If the price is $200, then De Beers sells to Raquel, Jackie, and Joan. If it lowers the price to $100, it will also sell a diamond to Mia. The price effect is that De Beers loses $100 (the amount by which it lowered the price) each from selling to Raquel, Jackie, and Joan. So the price effect lowers De Beers’s revenue by 3 ? $100 = $300. The quantity effect is that De Beers sells one more diamond (to Mia), at $100. So the quantity effect is to raise De Beers’s revenue by $100. e. The marginal cost (MC) curve is constant at $100, as shown in the diagram. Marginal revenue equals marginal cost at a quantity of 2 diamonds. So De Beers will sell 2 diamonds at a price of $300 each. Question: Use the demand schedule for diamonds given in the previous question. The marginal cost of producing diamonds is constant at $100. There is no fixed cost. a. If De Beers charges the monopoly price, how large is the individual consumer surplus that each buyer experiences? Calculate total consumer surplus by summing the individual consumer surpluses. How large is producer surplus? Suppose that upstart Russian and Asian producers enter the market and the market becomes perfectly competitive. b. What is the perfectly competitive price? What quantity will be sold in this perfectly competitive market? c. At the competitive price and quantity, how large is the consumer surplus that each buyer experiences? How large is total consumer surplus? How large is producer surplus? d. Compare your answer to part c to your answer to part a. How large is the deadweight loss associated with monopoly in this case? Answer to Question: a. The monopoly price is $300. At that price Raquel and Jackie buy diamonds. Raquel’s consumer surplus is $400 ? $300 = $100; Jackie’s is $300 ? $300 = $0. So total consumer surplus is $100 + $0 = $100. Producer surplus is $300 ? $100 = $200 for each diamond sold; 2 ? $200 = $400. b. In a perfectly competitive market, P = MC. That is, the perfectly competitive price is $100, and at that price 4 diamonds will be sold—to Raquel, Jackie, Joan, and Mia. c. At the competitive price, Raquel’s consumer surplus is $400 ? $100 = $300; Jackie’s, $300 ? $100 = $200; Joan’s, $200 ? $100 = $100; and Mia’s, $100 ? $100 = $0. So total consumer surplus is $300 + $200 + $100 + $0 = $600. Since the price is equal to marginal cost, there is no producer surplus. d. Under perfect competition, the sum of consumer and producer surplus is $600 + $0 = $600. Under monopoly, the sum of consumer and producer surplus is $100 + $400 = $500. So the loss of surplus to society from monopoly—the deadweight loss—is $600 ? $500 = $100. Question: Use the demand schedule for diamonds given in the previous questions. De Beers is a monopolist, but it can now price-discriminate perfectly among all five of its potential customers. De Beers’s marginal cost is constant at $100. There is no fixed cost. a. If De Beers can price-discriminate perfectly, to which customers will it sell diamonds and at what prices? b. How large is each individual consumer surplus? How large is total consumer surplus? Calculate producer surplus by summing the producer surplus generated by each sale. Practice Questions and Answers from Lesson III-3: Monopoly Answer to Question: a. If De Beers can price-discriminate perfectly, it will charge each customer that customer’s willingness to pay. That is, it will charge Raquel $400, Jackie $300, Joan $200, and Mia $100. De Beers does not want to sell to Sophia since she will only buy at a price of $0, and that would be below De Beers’s marginal cost. b. Since each consumer is charged exactly her willingness to pay, there is no consumer surplus. De Beers’s producer surplus is $400 ? $100 = $300 from selling to Raquel; $300 ? $100 = $200 from selling to Jackie; $200 ? $100 = $100 from selling to Joan; $100 ? $100 = $0 from selling to Mia. So producer surplus is $300 + $200 + $100 + $0 = $600. Question: Download Records decides to release an album by the group Mary and the Little Lamb. It produces the album with no fixed cost, but the total cost of downloading an album to a CD and paying Mary her royalty is $6 per album. Download Records can act as a single-price monopolist. Its marketing division finds that the demand schedule for the album is as shown in the accompanying table. Price of album Quantity of albums demanded $22 0 $20 1,000 $18 2,000 $16 3,000 $14 4,000 $12 5,000 $10 6,000 $8 7,000 a. Calculate the total revenue and the marginal revenue per album. b. The marginal cost of producing each album is constant at $6. To maximize profit, what level of output should Download Records choose, and which price should it charge for each album? c. Mary renegotiates her contract and now needs to be paid a higher royalty per album. So the marginal cost rises to be constant at $14. To maximize profit, what level of output should Download Records now choose, and which price should it charge for each album? Answer to Question: a. Total revenue (TR) and marginal revenue per album (MR) is shown in the following table: Price of album Quantity of albums TR MR demanded $22 0 $0 $20 1,000 $20,000 $20 $18 2,000 $36,000 $16 $16 3,000 $48,000 $12 $14 4,000 $56,000 $8 $12 5,000 $60,000 $4 $10 6,000 $60,000 $0 $8 7,000 $56,000 -$4 b. If the marginal cost of each album is $6, Download Records will maximize profit by producing 4,000 albums, since for each album up to 4,000, marginal revenue is greater than marginal cost. For any further albums, marginal cost would exceed marginal revenue. Producing 4,000 albums, Download Records will charge $14 for each album. c. If the marginal cost of each album is $14, Download Records will maximize profit by producing 2,000 albums, and it will charge $18 per album. Practice Questions and Answers from Lesson III-3: Monopoly Question: The movie theater in Collegetown serves two kinds of customers: students and professors. There are 900 students and 100 professors in Collegetown. Each student’s willingness to pay for a movie ticket is $5. Each professor’s willingness to pay for a movie ticket is $10. Each will buy at most one ticket. The movie theater’s marginal cost per ticket is constant at $3, and there is no fixed cost. a. Suppose the movie theater cannot price-discriminate and needs to charge both students and professors the same price per ticket. If the movie theater charges $5, who will buy tickets and what will the movie theater’s profit be? How large is consumer surplus? b. If the movie theater charges $10, who will buy movie tickets and what will the movie theater’s profit be? How large is consumer surplus? c. Now suppose that, if it chooses to, the movie theater can price-discriminate between students and professors by requiring students to show their student ID. If the movie theater charges students $5 and professors $10, how much profit will the movie theater make? How large is consumer surplus? Answer to Question: a. If the movie theater charges $5 per ticket, both students and professors will buy tickets. The movie theater will sell to 1,000 customers (students and professors), at a price of $5 each. Since the movie theater’s cost per ticket is $3, its profit is $2 per ticket for a total profit of 1,000 ? $2 = $2,000. Students will experience no consumer surplus, but each of the 100 professors will experience consumer surplus of $10 ? $5 = $5 for a total consumer surplus of 100 ? $5 = $500. b. If the movie theater charges $10 per ticket, only professors will buy tickets. The movie theater will sell to 100 customers (professors) at a price of $10 each. Since the movie theater’s cost per ticket is $3, its profit is $7 per ticket for a total profit of 100 ? $7 = $700. Students experience no consumer surplus since they do not buy any tickets. Each of the 100 professors experiences no consumer surplus since the price is equal to their willingness to pay. So consumer surplus is $0. c. If the movie theater charges students a price of $5, it sells 900 tickets at a profit of $5 ? $3 =$2 each for a profit from selling to students of 900 ? $2 =$1,800. Charging professors $10, it sells 100 tickets at a profit of $10 ? $3 =$7 each for a profit from selling to professors of 100 ? $7 =$700. So the theater’s total profit is $1,800 + $700 =$2,500. Since each customer is charged exactly his or her willingness to pay, there is no consumer surplus. Question: A monopolist knows that in order to expand the quantity of output it produces from 8 to 9 units that it must lower the price of its output from $2 to $1. Calculate the quantity effect and the price effect. Use these results to calculate the monopolist’s marginal revenue of producing the 9th unit. The marginal cost of producing the 9th unit is positive. Is it a good idea for the monopolist to produce the 9th unit? Answer to Question: The quantity effect is $1 (the increase in total revenue from selling the 9th unit at $1). The price effect is 8 ? (? $1) =? $8 (the decrease in total revenue from having to lower the price of 8 units by $1 each). So the marginal revenue of producing the 9th unit is $1 ? $8 =? $7. Since marginal revenue is negative, producing the 9th unit is definitely not a good idea: it lowers revenue (since marginal revenue is negative), and it increases the total cost (since marginal cost is positive). So it will definitely lower profit. Instead, the monopolist should produce less output.

Issues Surrounding Performativity In Education Education Essay

Issues Surrounding Performativity In Education Education Essay When attempting to comprehend the multifarious nature of performativity, it may be at first useful to view it in a historical and philosophical context. According to Munday (2010), performativity à ¢Ã¢â€š ¬Ã‚ ¦has come to denote the systemic relations within the social order of postmodernity. Through technological progress, the grand narratives of the enlightenment which adhered to either the emancipation of the individual subject or to the speculative approach to knowledge have been superseded by an economy that privileges utility over truth, success over justice and information over knowledge. (Munday, 2010:1) The spirit of this assertion, the final reference to information over knowledge is especially pertinent to issues in contemporary education reform and is echoed in the works of education scholars- including the authors discussed in this essay: Ball (2003), Tan (2008), Chua (2009), **** and sets the tone for the discourse that follows. In Balls paper, The teachers soul and the terrors of performativity (2003) the debate of performativity is brought to the foreground through his development of an encompassing and influential definition of performativity: Performativity is a technology, a culture and a mode of regulation that employs judgements, comparisons and displays as means of incentive, control, attrition and change based on rewards and sanctions (both material and symbolic). The performances (of individual subjects or organizations) serve as measures of productivity or output, or displays of quality, or moments of promotion or inspection. As such they stand for, encapsulate or represent the worth, quality or value of an individual or organization within a field of judgement. (Ball, 2003: 216) This important statement also serves as a starting point to which Tans Globalisation, the Singaporean state and educational reforms: towards performativity (2008) and Chuas Saving the teachers soul: exorcising the terrors of performativity (2009) both allude to in the process of developing their own arguments. In establishing a position on the qualities of technologies of performativity, Chua interprets Balls definition by surmising that: [P]olicy technologies of performativity define performance indicators and evaluate members of the organization based on their capacity to fulfil these indicators. (Chua, 2009: 160). Tan uses Balls idea to derive a more pragmatic interpretation, making a direct link to neo-liberal reforms in education: Performativity contributes to a devolved environment where à ¢Ã¢â€š ¬Ã‚ ¦ [s]chools are to take responsibility for transforming themselves by making themselves different from one another, improving themselves and competing with one another à ¢Ã¢â€š ¬Ã‚ ¦ The state employs monitoring systems for the school leaders and teachers through the mechanics of performativity such as league tables, the appraisal meeting, the annual review, report writing, site visits, inspections and peer reviews In other words, they are expected to organise themselves as a response to targets, indicators and evaluations under state regulation. (Tan, 2008: 113) To arrive at such conclusions as to the interpretation and definition of performativity in their respective studies, the above authors had to at first adopt an analytical design research approach with concept analysis and explore issues of globalisation and performativity and the implications for educational reform. construct their theories using research methodologies that involved the surveying of primary sources, including statistical and historical data and secondary sources such as work by other researchers (which include each other). For example, Tan (2008) argues that the rise of the culture of performativity is an inevitable by-product of Singapores strategic embrace of neo-liberal policies through globalisation and Chua (2009) cites Tans work in support of this view. Ball, more interestingly, elucidates on this theme in more epidemic terms: Education reform is spreading across the globe à ¢Ã¢â€š ¬Ã‚ ¦ An unstable, but apparently unstoppable flood of closely inter-related reform ideas is permeating and re-orienting education systems in diverse social and political locations which have very different histories. (Ball, 2003: 215) ****TITLE***** As both Tan (2008) and Ball (2003) point out, given the current global context where regional economic and social interconnectivity is increasing, it is not surprising that high-performing counties in the Far East, such a Singapore and Japan have experienced a reform agenda that shares many commonalities to that experienced in Western settings. Hence, similar to nations such as the UK, the United States and Australia, contemporary educational reform in Singapore and Japan are increasingly positioned as sites where broader political and economic reforms cross and at times clash with a range of political, economic and socio-ideological positions (Tan, 2008:114). Having worked within the Japanese local government sector, at a board of education as an Assistant (English) Language Teacher on the Japan Exchange and Teaching (JET) Programme from 2005-2010, I was in a unique position to observe such patterns of transformation that were occurring within the education system from an impartial and objective, if ineffectual standpoint. When discussing contemporary educational change in Japan, a link must be acknowledged with a national corporatist reform agenda. Prevailing critique within Japan centres on the three general areas: falling enrolments, legislated curriculum reform and fiscal constraint. Contemporary educational reform in Japan could be placed within a unique historical context that is characterised by long periods of stability followed by radical structural reforms over condensed periods of time. (Hood, 2001) The reforms can also be weighed against the fact that schools and institutions have historically been constrained in their ability to react quickly to change due to the fact they have long been administered by a centralised state educational system. This, however, is changing in the current climate of contemporary neoliberal reforms and appears to have permeated right down through to the grass roots of the education, creating a transient system increasingly reliant on outcomes and the establishme nt of new ways of auditing and verifying such outcomes (Ball, 2003). Possibly one of the clearest examples of this was during the course of my work at a Japanese senior high school: I was asked by the head of the English department to assist in the implementation of an online e-learning computer system for the English curriculum. It was to function something like a TOEIC preparation course, with a test at the beginning and at the end to measure the students progress. It was promoted to teaching staff as learning aid that would make life easier for all as the tests and study materials were already written. When I challenged senior teacher as to what exactly was the purpose and goal of this new system (which tested non-contextualised, discreet items of English language), the response was We finally have an objective way of measuring their achievement. We can show this to universities, or the education ministry, so they can see objectively through statistics that our students are improvingà ¢Ã¢â€š ¬Ã‚ ¦ we [teachers] do not really test the students; their grades are based upon our [teachers] subjective feelings. We need results to be more accurate, and that is why weve bought these well-packaged materials made by professionals. We have already finalised the contract with the company, so we ask for your cooperation. When looking back reflectively, how could this deliberated and justified scheme not be anything but of benefit to both the students and staff alike? Even after only the briefest of considerations, could any genuine educator articulate the simplest of critiques: how could this standardised test be considered objective? Simply because a score is produced, what does that number actually represent? As the students were not required to do the same test at the end of the course that they took at the beginning, how could this be considered any measure of achievement? These may be only discreet factors in the larger scheme of the pedagogy of assessment, but they are all too often the first casualties following the implementation of performative policies in education. Fortunately, however, even changes such as these in the name of convenience and efficiency cannot be readily imposed without some form of backlash from the rank-and-file teachers, as I observed my other Japanese colleagues voice in their opinions, frustrated with the system they had been forced to subscribe to: This is a [computerised testing] scheme developed by a commercial interest from outside our school that does not know, or even care about, our students learning goals. à ¢Ã¢â€š ¬Ã‚ ¦. To be perfectly frank I dont feel good about people from outside telling me what the content of the courses should be and what it takes to improve students or how success or achievement can be measuredà ¢Ã¢â€š ¬Ã‚ ¦. Why are outsiders determining our educational policy- my classroom policy? This, increasingly legitimate, question from teachers is recognised by Ball (2003), when he aptly observes: One key aspect of the current educational reform movement may be seen as struggles over the control of the field of judgement and its values à ¢Ã¢â€š ¬Ã‚ ¦Who is it that determines what is to count as a valuable, effective or satisfactory performance and what measures or indicators are considered valid? (Ball, 2003:216) What must not be forgotten here is the condition of the teacher who is promoting the new tools and systems of reform. In the above scenario, it was apparent that the terrors of performativity (Ball, 2003: 216) had already taken a victim, in this case, the head of the English department who, with the best of intentions, believed he was still functioning in the capacity of a traditional school teacher. He may have even agreed with Chua (2009) who contends, the aim of teaching is to transform a situation into a preferred one, i.e. students that are more knowledgeable, more skilled etc. and that teachers are therefore designers, who employ designerly cognition, à ¢Ã¢â€š ¬Ã‚ ¦the deliberative logic that guides any activity aiming to transform a situation into a preferred one. (Chua, 2009: 159, 160). However, he may not have agreed, or even been aware that the introduction of such policy technologies of performativity could have quietly begun reconfiguring his designerly cognitive abiliti es, resulting in his: à ¢Ã¢â€š ¬Ã‚ ¦ cognitive trajectory [being] guided to aim merely at what one might call the horizontal, transitive dimensions, geared towards the production of à ¢Ã¢â€š ¬Ã‚ ¦ visible, measurable outcomes. (Ball, 2003: 216; Chua, 2009: 160) In short, similar to their UK counterparts, Japanese educators are becoming increasingly measured, audited and assessed within the context of their research, their teaching and their day-to-day administration all in the name devolved freedom (Ball, 2003: 217). The latter portion of the essay will focus on the performativity- related reforms in the UK education system, including personal anecdotal experience whilst continuing to reference the studies of Ball (2003) Chua (2009). Ball (2003) describes the mechanics of performativity as: à ¢Ã¢â€š ¬Ã‚ ¦ the data-base, the appraisal meeting, the annual review, report writing, the regular publication of results and promotion applications, inspections and peer reviewsà ¢Ã¢â€š ¬Ã‚ ¦ The teacher, researcher, academic are subject to a myriad of judgements, measures, comparisons and targets. Information is collected continuously, recorded and published ^ often in the form of League Tables, and performance is also monitored eventfully by peer reviews, site visits and inspections. The nature and characteristics of the modern teacher are defined by the many in which they partake; Within all this, there is a high degree of uncertainty and instability. A sense of being constantly judged in different ways, by different means, according to different criteria, through different agents and agencies. There is a flow of changing demands, expectations and indicators that makes one continually accountable and constantly recorded. We become ontologically insecure: unsure whether we are doing enough, doing the right thing, doing as much as others, or as well as others, constantly looking to improve, to be better, to be excellent. The election of the coalition government in 2010 prompted changes to the framework that Ofsted (Office for Standards in Education) uses to inspect schools. The framework was piloted in 145 schools during May and June 2011 to inform its development for use from 2012. Ofsted fosters a culture of compliance and performativity within a managerialist discourse. Its inspection framework operationalises this compliance; schools which do not achieve its standards risk closure. Its influence extends beyond inspection periods; many leaders subject themselves and staff to intense surveillance to ensure that practice corresponds as closely as possible to the Ofsted- sanctioned ideal: This inspection framework is therefore of great significance to the English education system as both a product of a discourse and a mechanism for its reproduction. Netherhall School has just been inspected under the latest OFSTED framework which came into effect earlier this term. The new style Grade 3 rating awarded to the school replaced the previous Satisfactory grade. The school had hoped to achieve a grade 2 Good rating with greater recognition of its strengths and outstanding features. Chair of Governors, The new OFSTED framework seems more subjective and narrower in its focus. It seems to lack the more rounded and balanced view of previous models used. Nevertheless, we are committed to working within the new framework and to learning lessons from this new process. The school highlighted that the bulk of the data evidence used was based on exams taken some eighteen months ago. The most recent 2012 exams for Netherhall showed many impressive exam outcomes including GCSE English and Maths being well above the national average . The school did significantly better than the national average in the new English Baccalaureate which prioritises GCSE Grade C and above in English, Maths, Science, History/ Geography, and a Language. More than a quarter of the 2012 cohort achieved 5A/A* grades. The 5A*-C GCSE with English and Maths has continued to be above average. Caroline McKenney, Principal commented As ever, and in common with other ambitious schools, Netherhall is very aware of its priorities and recognises the need for ongoing improvement in all aspects of its work.

Responsibility for Eva Smiths Death :: An Inspector Calls J.B. Priestly Essays

Responsibility for Eva Smith's Death An Inspector Calls by J.B Priestly, a play, which was first, performed in 1945. The play was set in 1912 before World War I. The play centres’ around the wealthy Birling family. A visit from a mysterious Inspector Goole becomes a horrifying experience for the Birlings’, as they learn that they have all played a part in the suicide of a young girl called Eva Smith. She died by swallowing some strong disinfected in an infirmary. Priestley’s main aim was to encourage people to take responsibility for their actions, not to shift the blame on to others. Although each member of the Birling family and Gerald Croft have had contact with Eva Smith, none of them were aware of the others ´ involvement in the tragedy until the day of the inspector’s visit. He makes each of them aware of the part they had played that lead to her tragic end. The characters each reacted differently to the news and the degree of responsibility contributing to the death varied between them. They all through their selfishness had shown to contribute to Eva Smiths’ decision to kill herself. We must remember it wasn’t a crime. No one should be held responsible. It’s a moral issue. It was not only people that contributed to Eva Smith’s death but her position in the world and the way in which her life worked out. Mr Birling, a wealthy capitalist man, and a ‘rather portentious man,’ was the first person to be investigated. Mr.Birling didn't care about any of his workers, and didn't know them at all, as he says proudly, 'I have a couple of hundred workers under me, who keep changing.’ This clearly showed that there was no personal or business relationship with Eva Smith. Mr. Birling told the Inspector that all the workers had just returned from holiday and had become very restless. They demanded for a pay rise or would go on strike. She was making trouble as Mr Birling said, ‘She had a lot to say, far too much so she had to go.’ Personally, I don’t believe that Mr Birling did anything wrong towards Eva Smith. He only had sacked her from his factory because she had started to cause trouble by demanding higher wages. Anyone in his position would have done the same. Though Mr Birling may sound innocent there is much to judge of his character. He seems to be a very hard man, and shows no regret for dismissing Eva Smith, despite knowing, that if he had sacked her she may still have been alive. The effect of dismissing Eva Smith from her