How did the spread of Industrial Revolution affect the colonization of Essay

How did the spread of Industrial Revolution affect the colonization of Africa in the late 19th century - Essay Example This invasion developed because of the collapse in slave trade industry, its suppression and eradication, and most significantly the growth and spread of industrial revolution in Europe. This essay tries to explore the impact of industrial revolution on African colonization in the late 19th century. According to Buzan and Lawson (2015), industrial revolution in Europe elevated the demand for more raw materials. Industrialization of all production modes, need for natural resources, human resources, and capital resources became the result of this revolution. Actually, Europe experienced no labor shortage. In addition, in the past two centuries Europeans had ensured great profits since they had been trading with Americans, Asians, and Africans. These profits helped them finance industrial revolution. The European resource was, however poor and thus most industries in Europe depended on raw materials from Africa, America, and Asia. For instance, cotton textile industry was among the earliest European industries that assisted in the stimulation of industrial revolution. The cotton textile industry completely depended on imported cotton. As industrialization developed and spread in the 19th century, European nations began competing for raw materials. Therefore, most European industri alists pressured their governments to consider colonizing African nations so as to create new sources for raw materials: eventually the scramble for Africa begun followed by colonization. Additionally, Buzan and Lawson (2015) assert that industrial revolution created the need for more markets. In the late 19th century, the industrial goods produced by European industries were more than the European market could consume. Therefore, European industrialists decided to seek for markets outside Europe. This created a competition for markets and as this competition grew, the pressure on the European governments to colonize Africa became immense. The pressure

Duopoly Coles vs Woolworths Essay Example for Free

Duopoly Coles vs Woolworths Essay For most of us its just part of everyday life decisions. Where to shop for the week, Coles or Woolworths? Should I drink Pepsi or Coke today? Do I go to MYER or David Jones to buy new make up from? We take in consideration a few prices, how convenient it will be to get there, what would we rather do, and that’s it. But there’s something bigger behind this. What is the impact on such big rivals, for us and the economy? It’s not just about personal choices. Living and studying in Australia for the past 11 months, going to do my grocery shopping at Coles or at Woolworths has become part of my routine. And because it is such an ordinary thing to do, we tend to forget that we make part of a much bigger picture, and are contributing to several factors regarding the Australian economy. However, this race for the best has its advantages and disadvantages, and of course, this is affecting us as well. The Price War One of the advantages of this never ending battle for us customers, are the low prices. Because there is such a big competition for prices, each of the supermarket brands will try to make it as affordable as possible to the consumer, as a reaction to get competitive advantage. One big example of this war is the milk price. Both supermarkets can sell milk for $1. It is very difficult to make any profit if you’re selling products at such a low price, as Rob Murray, the chief executive for the food and beverage group Lion stated. However this issue does not affect us consumers on a day-to-day basis, and the low prices keep us happy and of course, keep us shopping at these big supermarkets. Everyone wins with the Rewards Programs Another good thing for the shoppers at these two big chains is the rewards systems they have. And we win again. Despite the cheaper price war having been leaded by Coles the majority of times, Woolworths seems to have another way of fighting. Their CEO Grant O’Brien came out with a new strategy: the Everyday Rewards. The more the customer shops, the more discount they get. Users of the cards get exclusive offers, discount on fuel and can even earn Qantas flyer points. And not only in Woolworths, they have retail partners like Big W, Dick Smith and Cellarmasters that will also benefit the customer. Coles also has their rewards system, the Flybuys. With this card, apart from the exclusive offers on Coles and affiliated firms products, the customer collects points at every purchase, which can later be changed by different prizes. But this is not only good for the consumers. Its basically the company saying that they will give us prizes, in exchange for our information. A Rewards system allows the firm to collect data about their customers, which they can use in their favour, to create loyalty and promote trust. With the Everyday Rewards, Woolworths has been able to collect a good amount of information, while Flybuys is still in the process of build its strength. Easy and Simple Another very good thing for the customer about these two big brands is the convenience. Everywhere we go, every big shopping center and busy area in a suburb will have at least one of the two, if not both. Coles and Woolworths have very strong analysts that will know where to place their shops, and if there is an area lacking one, it’s probably not because they are still to build one, but because that are would not be so profitable yet. So for us, wherever we want to shop, we can always find one of these, and do not have to travel any long distance to get to one of these stores, as they are located almost everywhere too. Even for the most loyal customer from the small shops, sometimes it’s a lot more convenient to visit one of the big supermarkets, and they will end up buying something from there. Someone might be losing Unfortunately it’s not all flowers. For us to be paying such low prices, someone is losing money somewhere, and it’s not the big supermarkets. Because they are such big brands, suppliers need to have their products in their shelf. Coles and Woolworths claim they have built very strong relationships with their suppliers, and it might be true, but a lot of the smaller suppliers are getting ripped off. They â€Å"bully† the suppliers to sell their products at really low prices, and they know they have this power, otherwise they won’t sell enough. They will also charge more to have the  products placed in good positions on their shelves. A lot of the times the prices suppliers are charging are so small, that they are struggling to survive with these sales, and it generates another whole big problem. Creating Enemies The ones losing with the big duopoly from Coles and Woolworths are the smaller suppliers, and the smaller shops too. But not every customer is just happy in paying small prices, they want to make sure everyone involved is protected. For this reason, there is a big pressure on ACCC from suppliers and the smaller businesses which don’t have a chance to compete. There is a party called Australian Green, and they fight strong against the practices these two supermarkets have againg farmers and small suppliers. Their objective, as they state on the website, is to â€Å"tackle the supermarket duopoly†, and the measures they are willing to take are strong. For example, put a temporary ban on expansion from Coles and Woolworths, or stopping this duopoly to purchase agricultural land, so they can’t control the whole supply chain. The ACCC is also holding an investigation about the bullying of suppliers. While most of us will not care that much about the situation these su ppliers are in, or will not have option to shop somewhere else, there is a big group who does care. These are customers who are willing to pay more, but do their groceries in a small shop so they can help that business, and also do not buy the products from exploited suppliers. No more competition Unfortunately, the group of very unhappy customers mentioned before is not large enough to make sure the small businesses will survive. With such low prices and big chains, the two major supermarkets will not give a chance for a smaller business to survive in the middle of this war. It is just impossible to compete with the two major supermarkets prices and their powerful middlemen, and the small shops start disappearing. Without competition, a lot of the products that do not have space on Coles or Woolworths shelves may also disappear, and this will also have a big impact on the economy as there is unemployment rising. This process will damage Australia food’s industry, and with the lack of new firms it might mean a lack of new products, and the whole market can go stale. Tricking the customers To have products at such low prices, as it was mentioned before, the suppliers will end up losing. But the customers might also lose sometimes. For example, the free range eggs case. Both Coles and Woolworths claim that they want to help customers switch from industrialised to free range eggs, by cutting the prices on the second one. However, the suppliers pay for the price that we are not, as it is impossible to have a free range egg production at such low prices. The customer will end up buying free range eggs thinking they are contributing to improve the animal welfare standards from the supermarkets, however, they do not know that they are still purchasing the â€Å"industrialised† free range eggs, the free range version of these two big supermarkets. Even though it seems there are more disadvantages to small businesses and suppliers than there are advantages for us customers, it is not the number, but the quality of these advantages that count. This battle is far from the end, because it is not likely that the masses will stop shopping at Coles or Woolworths anytime soon. However, the ones that are more conscious about it can only expect that it will make a difference in the future, when the ACCC take strong measures or the political inaction ends, and someone who genuinely cares and is strong enough to change this is put in charge. In the meanwhile, we will keep enjoying the convenience to just walk for 10 minutes and find a shop, or receive rewards and discount on products and even fuel, and keep ignoring all the ones losing from this. In the end, it is a battle and someone will lose. If not the big duopolistic market, a part of the population will pay.

Oliver Cromwell as a Hero or Villain Essay examples -- History Ireland

The aim of this essay, is to answer the long-awaited question 'Was Oliver Cromwell a hero or a villain? This question, is a hard one to answer. James Heath once said "His name and memory stink." In opposition, Samuel Pepys said "People look back and praise him." True? Or Not? This essay will argue Edmond Ludlow's words," How glorious, but then such betrayal!" Oliver Cromwell was neither a hero nor a villain. The evidence and opinions gathered will state, how he went from good to bad, and from bad to evil. Oliver Cromwell, was a puritan gentleman from Huntingdon. He was born on the 25th of April 1599, and brought up in a very wealthy family, and a high social class. Cromwell, was an MP for Huntingdon, from 1628-1629. He had no fighting experience then, and was very worried about the Roundhead army, at the battle of Edgehill. Cromwell then went home to Huntingdon, and began to train his own army. Cromwell was a magnificent soldier. He created a whole new army from scratch, and he trained his army, in a special and unique way. Cromwell would do anything to win his battles, and beat Prince Rupert and if it meant making a whole new army, than so be it. To do this, he picked his people of their ability, 'men of spirit', and not on their status. He did this believing that this was right, as they were doing Gods will. It also made the people happy, and so he continued doing so. He also paid the men. He paid them 12D a day, so that encouraged more men to stay. He was a strict commander, and his orders had to be obeyed. Also, he always chose the right moment in a battle to attack. Some local Roundheads, thought that Cromwell should have ... ...er, but he just did what he felt he had to do. One thing which I agree on, is that he could have gone about it a different way. Also, I agree in one thing that he said, and also believed in. That was that "The end justifies the Means." What he meant by that, was that no matter what happens, something good always comes out at the end, and it's the end outcome that really matters. The words that I will leave you with, are the words of one Richard Baxter, a parliamentarian. We are not sure whether we can trust these words or not, as being a parliamentarian, he would have been a bit sympathetic to Cromwell, but it's quite reasonable. "No man was better and worse spoken of than he, he meant honestly, and was pious till power corrupted him, he thinketh that the end being good and necessary, the necessary means cannot be bad"

Case Study Gamestop Digital Firm Essay

1.  «GameStop » Digital Firm – Overview In my research I would like to point out gaming industry as a very profitable e-commerce sphere and as an example present a company named  «GameStop ».  «GameStop » was originally founded in 1984 in United States of America, as a small software retailer in Texas region. In 2009,  «GameStop » took a major step by initiating a digital growth strategy that incorporated a Nov. acquisition of Jolt Online Gaming, an Ireland-based publisher of free-to-play titles. In 2011, the company again carried out on its digital expansion strategy, obtaining streaming technology company â€Å"Spawn Labs† and digital sharing service â€Å"Impulse†. At the moment the company operates around 6,700 retail shops around the world and is commited to distribute great video games to customers, despite of how and where they play.  «GameStop » is ranked as one of the world’s largest multichannel game retailer. This organization offers consumers the most up to date hardware, game accessories for next generation video game systems and the PC. In addition, their buy, sell, trade politics creates value for customers while recycling products no longer being played. The motivation on why and to which extent the chosen firm is considered to be digitally operated is due to the fact, that  «GameStop » reported $290 million in sales from its â€Å"digital offerings,† which it said was up 61% year-over-year. That total, which includes sales of subscription cards for online video game services like Xbox Live, as well as PC downloads, still pales in contrast to the company’s general sales, which were around $9.47 billion. 2. Data stored in  «GameStop » database. CRUD model. Data that is stored in  «GameStop »Ã¢â‚¬â„¢s database contains following information: * Partners and contracts –gaming industry companies that sell their products throught the website * Projects – game concepts, ideas and future development. * Financial records – transactions between customers, partners etc. * Employee records – human resource information. * User/Buyer records – recordings of customers information, their transactions and searchings throughout the website. * Branch records – data about shops and servers that are located in other countries. The part that could be used to power a database enabled website of â€Å"GameStop† may contain following data: financial records, projects, partners and contracts, because through these data company is gaining most of its profit and opportunities for future development. Financial records, contracts and employee records are better to stay internal as they refer more to confidentiallity and most probably it is not needed to be shown on the website. On the Table 1, main users that have certain rights in â€Å"GameStop† are shown. It is necessary to point out the top management, it has all rights that could be engaged in the company’s database, in comparison with guest users, who has the right to read only. Employees have the right to create, read, update. IT technologists are provided with the same rights and gamers who a registered in the website are able to read and update information on the website of â€Å"GameStop†. 3. Two possible computer crimes affecting  «GameStop » digital company. Protection strategies. Two computer crimes could be identified affecting  «GameStop » company. The first and the most dangerous crime that could be pointed out is theft of identity. The second computer crime is Theft of Data. I would like to put emphasis on the fist computer crime – theft of identity. This crime could cause following security threats for the company, which is intrusion by hackers, phishing, spyware and social engineering. Hackers could intrude into the computer network of  «GameStop » and harm the content provided by the web site. Phishing is another threat that can occur; users might receive fake emails that seam to come from the company and try to capture private information about a specific account. Information about users might be secretly gathered while they are surfing the website, that would be a type of malware – spyware. Although the spyware does not specially suppose to to be dangerous for user, because cookies are used to remember infromation automatically by a brwoser and make it easier for customer to login into the website. Social engineering is a possible threat that is represented as shoulder surfing in this case. Someone can stand behind a user and secretly look at the password that he/she is typing. In order to protect its database,  «GameStop » various kinds of strategies and software: * Passwords – a strong 8 characters password that contains not only symbols, but also numbers and head letters. It is also necessary to change it once a month. * Firewall – a standard protection that combines hardware and software, that acts as a filter between private network and external computers. * Antivirus/Antispyware – a software that checks computers for presence of malware and viruses and often elimates it. * VPN – virtual private networks provide a secure channel through the Internet for transmitting messages and data using a private network. * Data Encryption – secure socket layer (SSL) manages secure transmission of transactins through the Internet. * Awareness – employees and users have to be aware of all possible dangers that can occur when using the database. Trainings for employees and warnings for users have to be in place. 4. Sources – http://paidcontent.org/2011/02/01/the-most-successful-digital-companies/13/ – http://www.gamestop.com/

Bridgford Foods Essay

Bridgford Foods is known as a small, publicly traded company of the food industry. Clients of Bridgford Foods have a relatively high inherent risk. The operation of the said industry is subject to various risks, such as adverse changes in the general economic conditions, the evolution of consumer preferences, nutritional and health-related concerns, the inspections done, including the processing controls involved in the federal, state, and local products. The liability claims of consumer products and the risks associated with product tampering were also taken into careful consideration. Furthermore, several recalls made were associated with the recent outbreaks of illnesses among the meat and poultry products. Such greatly affected the operating results and the financial position of the company. In addition to this, industry characteristics were related to the factors that affected the assessment of materials of Bridgford Foods Corporation. Since the industry was very competitive, price cutting would have its related effects on the revenue. Unfortunately, Bridgford Foods was not part of the leading industries in the country. In terms of performance, the products of the said company were not as competitive as those of the leaders in the industry. In addition to this, the company is not as profitable and as financially stable as those of the major companies in the industry. For the year 2007, Bridgford Food had a decrease in its total sales, as compared to the other years. In a report issued, the company stated that, â€Å"sales for the first quarter ended in January 25, 2008, and was an estimated $1,319,000. Prior to the first twelve weeks of the fiscal year, there was a decrease in the total, which was 3.1%. The industry factors result in an increased assessment of the risk material misstatement of BridgFord Foods Corporation. This led to a lower determination of detection risk and more substantive tests. Estimations and assumptions were particularly important in the assessment of risks for material misstatement of Johnson, Inc. The management made certain estimations and assumptions that affected the reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of the financial statements. In addition to this, reported revenues and expenses during the respective reporting periods were also given much considerations. The amounts estimated related to liabilities for workers’ compensation, employee healthcare and pension benefits are especially subjected. The inherent risk relating to the accuracy of an account balance that involves a high degree of management judgment, or that is difficult to compute, is evaluated as high. Moreover, the credit risk of the company was diversified across a broad range clients and geographic regions. Losses incurred due to credit risks have recently been immaterial, with the client maintaining the cash balances at financial institutions. At times, these clients exceed the amounts insured by the Federal Deposit Insurance Corporation of $100 million per institution. However, the clients have significant amounts receivable amounts with few of the well known clients, although historically secure, could also be subject to material risk when the operations of these clients begin to deteriorate. Regardless of such dilemma, the members of the Bridgford family can still exercise significant control over the company. This is due to the fact that the family owns approximately 77% in stocks of the company, making them own more than three fourths of the whole company. On top of this, three members of the Bridgford family were members of the Board of Directors. This gives the members of the Bridgford family the ability to exert substantial influence and power over the management and affairs of the company. This include matters requiring the action of shareholders. the amendment to by-laws, the election and removal of directors, merger proposals, consolidation or sale of all or substantially all of the assets and other corporate transactions. The Bridgford family members who own majority of the stocks dominate in the decision making of the company. This factor led to a higher risk assessment of material misstatement fore there were no reviews regarding important decisions and actions taken. However, these should be taken in the best interest of the company and its stockholders. The inherent limitations included the realities of faulty judgments and decision makings, including the breakdowns that can occur due to simple errors and mistakes. Additionally, controls can be circumvented by the individual acts of some people, by collusion of two or more people, or by management override of the control. All the above factors increased inherent risk for a particular account balance assertion, making the evaluation relatively high. In the audit planning stage, where the evaluation of inherent risk for an account balance assertion is high, auditors regard this as a significant risk requiring special audit attention. The control risk of Bridgford foods is low. The client maintains and evaluates a system of internal accounting controls, and a program of internal auditing designed to provide reasonable assurance. In so doing, the company’s assets are protected and transactions were performed in accordance with the proper authorization, and were recorded accordingly. This system of internal accounting control is continually reviewed and modified in response to evolving business conditions and operations and to recommendations made by the independent registered public accounting firm and internal auditor. The client also has an established a code of conduct. Furthermore, the audit committee is composed of independent directors who are not officers or employees of the client, and do not have other relationships that impair independence. The audit committees also employ two financial experts. They are effective in overseeing the quality of controls and the management of fraud. From those mentioned, I believe that the accounting and internal control systems provide reasonable assurance that assets are safeguarded and financial information is reliable, with the overall control risk low. In general, the design and implementation of internal control are considered effective. The increase in the risk of material misstatement due to these factors will result in a lower determination of detection risk and an increase in the scope of the auditor’s work. Pre-audit engagement risk is significantly and positively associated with the estimated level of discretionary accruals reported in audited financial statements. As higher levels of discretionary accruals have been shown to be associated with higher risk of post-audit litigation, it appears that rather than taking actions that result in higher-risk clients reporting less aggressive discretionary accruals, auditors instead are accepting a higher post-audit risk for these clients.

Skill Builder #10-2 Example

Skill Builder #10 Skill Builder #10 Skill Builder Skill Builder William Sagner 2. William Sagner is 44, is my coworker, smokes in my presence, he does notunderstand my health situation and the impact his smoking has on my breathing and feelings3. The possible reaction to the situation is a resistance to my concerns due to the lack of a no smoking signs at our workplace and there are no designated positions for smoking. 4. I will explain my health situation to Sagner that makes me breathless when the air is not fresh is affected by smoke as a measure of overcoming his resistance so that he understands me well5. BCF statementI have a problem when you come to my workstation while smoking. Cigarettes smoke makes me nauseous and causes breathing difficulty making me irritated and uncomfortable while you are smoking. Application Describing a conflict in terms of behavior, consequences, and feelings has enabled me to learn that it is important to maintain ownership of the problem, ensuring that we are in agreement of the con flict, and being in a position to agree on a change without affecting relationships (Lussier & Achua, 2004). The other lesson is that there is a need to have skills in requesting a person to aid in problem solving aiding in the reduction of conflict and defensiveness increasing the possibility of reaching an amicable solution. In a BCF statement not making judgments on a person’s behavior, not blaming another party for a wrong, and not threatening the other party of consequences improve conflict resolution are the other lessons from the exercise (Lussier & Achua, 2004). I will use this knowledge in future in presenting conflicts to people under different circumstances in a manner that reduces their defensiveness and augments the chances of conflict resolution. The knowledge will also enable me to understand the benefit of owning up a problem in a conflict situation and will guide me in requesting for assistance in solving a problem in a clear and concise manner without affec ting relationships negatively (Lussier & Achua, 2004). ReferenceLussier, R. N., & Achua, C. F. (2004). Leadership: Theory, application, skill development. Mason, Ohio?: Thomson/South-Western.

How to Write a Classification Essay on Agricultural Economics

How to Write a Classification Essay on Agricultural Economics The field of agricultural economics originated in the early parts of the twentieth century to deal with analysis of issues related to food resources, production, trade, and relationships between the agricultural sector and overall economy. Since it saw the light, this subject has deepened and broadened in scope. Therefore, what you learn during your course will not cover everything. That is why instructors tend to give assignments, motivating students to delve further in the subject. One of the assignments you may have to write is a classification essay. This academic piece of writing is exactly what it sounds like it classifies things into distinct groups/categories. You can classify Ideas, people, concepts, objects, approaches, or characteristics. For instance, you can classify according to: The influence of agricultural economics on different governmental policies (agricultural, food, environmental, etc.) Countries in which modern agriculture techniques have been successfully implemented The types of statistical techniques used for optimization of agricultural yield If you have been instructed to write a classification essay, you may have a tough time around it if this is your first time. Luckily, you are on the right page. Use the following sections to write a great essay which your teacher will enjoy reading and grade highly. Research and Pre-Writing The very first thing you need to do is come up with a great topic related to agricultural economics. This is something that most students have trouble with, which is why they prefer to have a topic assigned by the instructor. However, if you absolutely must come up with your own essay’s topic, you can refer to our handy list of 20 agricultural economic topics to write about for a classification essay. If you are still at a loss for ideas, check out our list of 10 facts on agricultural economics for a classification essay for inspiration. Once you have decided what you need to write about, you should start your research. Gather relevant facts and decide on an organizing principle to categorize things. This principle should be logical and must be relevant to all the categories. Each of these categories will later become a part of the main essay. Therefore, it is important to ensure that each item is a related component of your classification principle. If you include an irrelevant item, you will end up throwing off the balance of the entire essay. Once this is done, it is time to draft the essay. Introduction The first paragraph serves as the introduction to your essay. It contains the central idea (called a thesis) of your paper. Clearly state the topic, the classification principle you have used, and the categories you have delineated. You should also include a description of how your main points (which are written in the main body of the essay) are arranged. The ordering criteria can be best to worst, the most common to the most obscure, smallest component to the largest, chronological, etc. Follow this formula: Topic, Classification principle, [Category 1], [Category 2], [Category 3]. Main Body of the Essay The next task is to write the main body paragraphs. Each of these will deal with one main point. You can arrange these paragraphs in any logical manner you want. All main points must have equal importance and must not overlap between categories. Each point will be stated in its own dedicated paragraph. Support each category with examples and facts to lend credence to your point and illustrate your classification criteria sharply. Here is a formula for each body paragraph: State your point, then explain, [Example 1], [Example 2], [Example 3]. Usually, three to five body paragraphs should suffice. If your word requirement length is more, add more main points. Conclusion The next step is to summarize your essay in a conclusion paragraph. In this paragraph, clearly state the purpose of your classification, sum up your thesis, and tie up the different threads. You can even recommend a particular approach/idea/solution over others, but make sure to describe the reasoning behind your choice. Review and Editing Review your essay to check for logical and language inconsistencies. Make the necessary adjustments and then finalize the draft. Writing a classification essay on agricultural economics will be a lot easier if you follow these guidelines. Best of Luck!

7 Grammatical Errors That Arent

7 Grammatical Errors That Arent 7 Grammatical Errors That Aren’t 7 Grammatical Errors That Aren’t By Mark Nichol There are two types of grammar: Descriptive, which describes what is customary, and prescriptive grammar, which prescribes what should be. A tension between the two systems is inevitable and healthy; it keeps us thinking about what we’re saying and writing. Allowing mob rule at the expense of some governing of composition is madness, but a diction dictatorship is dangerous, too. As with any prescription, an overdose is contraindicated. Here are some hard pills to swallow for language mavens who require a strict adherence to rigid syntactical patterns at the expense of, well, language: 1. Never split an infinitive. It isn’t wise to always ignore this fallacious rule against dividing the elements of the verb phrase â€Å"to (verb)† with an adverb, but to blindly follow it is to prohibit pleasing turns of phrase one of the best known of which is from the introductory voice-over from all the Star Trek television series: â€Å"to boldly go where no one has gone before.† (The original series, produced before the more recent sensitivity to gender bias, put it â€Å"no man.†) 2. Never end a sentence with a preposition. This rule is ridiculous, to start with. If you believe it, please tell me what planet you are from. What are you striving for? Give it up. Am I getting my point across? The stricture against closing sentences with words that describe position stems from an eighteen-century fetish for the supposed perfection of classical Latin, which allowed no split infinitives for the excellent reason that Latin infinitives consist of single words. English, however, being a distant relative of that language, should be allowed to form its own customs. 3. Never begin a sentence with a conjunction. And why not? For an honorable tradition of doing just that exists. But some people persist in prohibiting this technique. Yet we defy them. Or we simply ignore them or laugh at them, neither of which they appreciate. Nor do they understand our attitude, though we try to convince them, and will continue to do so. So there. The words beginning each of these sentences are conjunctions, easily recalled with the mnemonic FANBOYS. Every one is perfectly acceptable at the head of a sentence. As is obvious from the previous paragraph, however, a little goes a long way. 4. Distinguish between while and though. Petty prescriptivists would have you reserve while for temporal usage only: â€Å"While I agree, I resist,† they say, should be revised to â€Å"Though I agree, I resist.† I freely admit that I often change while to though, and while I understand I’m sorry, I can’t stop myself and though I understand that it may seem pedantic, I think though reads better. 5. Distinguish between since and because. Ditto. And ditto. I concur that indiscriminate replacement of since with because may seem persnickety, but since ahem because I find the latter word more pleasing, I will reserve the right to prefer it. 6. Use data only in the plural sense. Where did they get this data? The alternative is to use datum in the singular sense, which makes you sound like a propellerhead. (Look it up, kids.) People who say â€Å"datum† get data, but they don’t get dates. 7. Use none only in the singular sense. None of these rules, followed strictly, allow for a vernacular ease with language. Did that sentence hurt? Did the waves stop crashing to shore? Did Earth stop spinning? If you wish to replace none with â€Å"not one† or â€Å"no one† (â€Å"Not one person admitted guilt†; â€Å"No one saw that coming†), by all means, do so, but fear not none in a plural sense. 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 Grammar category, check our popular posts, or choose a related post below:The Royal Order of Adjectives How to spell "in lieu of"50 Words with Alternative Spellings

Systems and Multicultural Approaches Research Paper

Systems and Multicultural Approaches - Research Paper Example Multicultural approaches examinations the effect of culture on the way People think, act, and feel. Culture is s known group of people who share behaviors’, values and Customs, for example, Deaf community, gays, and lesbians, etc. Deaf people have their culture because the used the common sign language, go to the same churches, social organization, schools, and the same way of interacting with one another. Culture can also be defined according to the variables that identifies cultural group of persons, this is as per the career development theories (Hartung, 2002). For this case study Juan has four problems that should be approached namely loneliness, he doesn’t have job, problem with working with the community because he is was told he doesn’t enough information about the local community and finally been negatively seen because of his age. These problems can be handled by the combination of both Systems and Multicultural Approaches. The first problems of loneliness and job can be solved by system approach since these problems are more of relationship than cultural. The loneliness can be solve may be by encourage either Juan of his family to relocated so that they can live close and remove the loneliness. The other issue of Juan being perceives as not having enough information about the local trends and the negativity because of his age can be handled by multicultural approach because it is a cultural issue and not relationship issue. The local community should be educated and encouraged to welcome Juan irrespective of where he comes from; furthermore Juan should try and learn more about the local community where he wants to work. Finally the issue of seen negatively because of his age when his charges come to trial can also be handled using Multicultural approach, this is because it seems in this community where Juan stay and in courts of laws don’t believe old people can be charged because of solicitation. They should be educated in order

Statistics of worker fatalities Case Study Example | Topics and Well Written Essays - 750 words

Statistics of worker fatalities - Case Study Example Henceforth, the discussion will concentrate on the importance of the training of the newly hired fleet vehicle drivers along with providing a detail towards the measurement of success in the case of Abbott Laboratories in relation to its fleet security program. Discussion Training for only the New Hires, or the Entire Fleet of Drivers It can be recommended that the training in relation to fleet security program may be provided especially for the new hires owing to the fact that the newly hired fleet vehicle drivers are at higher risks of crash in comparison with the experienced drivers. Apparently, there lie various decisive reasons behind the wheel training with major emphasis on the new hires of the company. In this regard, it can be stated that the new hires of the companies are not quite likely to be adequately familiarized with various components in relation to their jobs that include new policies of the company, products, territories, customers along with the vehicle safety. In this respect, due to their inadequate knowledge concerning the aforementioned crucial aspects, the new hires of the companies are often viewed to be neglecting the road safety aspect to an extent, which ultimately results in vehicle crashes. Moreover, the new hires are usually keen to perform better in order to develop themselves competitively by demonstrating job related capabilities or skills. As a result, they drive their vehicles incautiously on the road with higher speed that frequently results in vehicle crashes. Due to these particular reasons, it is quite necessary to provide basic training program about the fleet security, especially to the new hires of different companies. Measurement of Success In relation to the case study, it can be stated that the success was adequately measured in terms of the statistical data presented. The statistical data in the case study revealed that about 80 percent of the fatalities as well as most of the injuries of the working personnel ult imately results due to the occurrences of crashes, especially in the case of fleet vehicles. Various data supported that particularly the new hires are statistically recognized to be at a higher risk to fleet vehicle crashes in comparison with the tenured employees at their initial period of 18 months of employment. Moreover, about 60 percent of the sales representatives associated with the pharmaceutical companies have been learnt to get involved in a crash during their first five years on the job. However, these measurements can be considered as lagging indicators that follow a particular event or an activity that include the rate of injuries or accidents (University of Windsor, 2007). This can be supported with due consideration to the fact that the statistical data were collected after the occurrence of the worker fatalities caused by fleet vehicle crashes. Commitment of the Management of Abbott Laboratories It would not be wrong to state that the commitment made by the manageme nt of Abbott Laboratories was quite apparent in this particular case study. For instance, Joe worked upon improving the fleet security in one of the divisions within the company targeting the new hires to provide the training facility in relation to fleet driving security program. Joe also hypothesized that there persists a higher degree of risk concerning the new hires, as they tend to be unfamiliar with several job components that include various company policies and have the eagerness to perform well within a short span of time which deliberates their actions to over-schedule and rush, eventually leading to crashes. In relation to the commitment made by the management of the company, Joe further developed an hour long program of training for the new hires which emphasized upon the basics

Analysis of Personal Finance Case Study Example | Topics and Well Written Essays - 3250 words

Analysis of Personal Finance - Case Study Example    The Share Portfolio of Ms. Joan Watterson comprises of 2500 Telstra & 1000 AMP shares which she has been holding for more than a year. However, it may be noted that Ms. Watterson is not a very keen equity investor and these investments were accidental. The Capital gain that Ms. Watterson can earn (if these shares were sold now) is equivalent to $3000. Company Numbers of Shares Share Price (as on April 27, 2012) Value of Shares Telstra 2500 3.511 8775 AMP 1000 4.252 4250 All shares were bought and have been held for over one year. The total value of shares: $13025. Telstra paid a dividend worth 0.14 (both 100% franked)3 twice during the last one year, which is the period Ms. Watterson was holding its 2500 shares. During the same period, AMP paid a dividend worth 0.15 (30% franked) and 0.14 (50% franked)4. We can compute the franking credits for Joan Watterson as follows: Franking Credits = Dividend * (3 / 7) * Franking Percentage5 Franking credits for Telstra = $300 and Franking credits for AMP =30 + 19.28 = $49.28 Total Franking Credits = $349.28. 1.3. ... Disposable Income Value Notes Taxable Annual Salary $62000 Dividends received $990 2500 * 2 * 0.14 = $700 1000*0.14 + 1000*0.15=$290 Franking credits $349.28 Interest on cash 4% of $4444 4.25% of $4500 Balance in Holiday account- $4444 (puts in $200 per month at 4%). Balance in Common Wealth Bank (CBA) account- $4500 (interest rate 4.25%)6 Taxable Income $63025.19 Tax Payment $4650 + 0.3*(63025.19-37000) = 12457.55 For taxable income $37,001 - $80,000, the applicable tax is $4,650 plus 30c for each $1 over $37,0007 Disposable Income $50567.63 1.4. Total Expenses per annum Expenses Value per Year Notes Mortgage payment $9050 $7200 (actual fringe benefit per annum + additional $600 per month) Laundry $300 Food & grocery $8400 $700 per month Clothing & shoes $1000 Electricity & gas $660 $110 per two months Phone & Internet $1800 $150 per month Municipal Rates $1000 Water $600 Car Expense Licensing $500 Comprehensive insurance $500 Running cost & repair $2500 Car Loan 0 Medical expense $ 1200 $100 per month Holiday expense $ 5000 Entertainment $4800 $100 per week Gifts $1920 (of which $633.6 is tax deductable) $40 per week (33% of which is in donations to community aid and tax deductable) Other expenses $2400 $200 per month Superannuation Expense $1380 Additional contribution made into West State per month (from taxed income) Total Expenses $50,210  Ã‚  

Why I want to study the Law Essay Example | Topics and Well Written Essays - 500 words

Why I want to study the Law - Essay Example Police officers, it seems, are under paid and under appreciated. Each day their lives are placed in jeopardy just so that a student like me can be safe in school and in the streets. Yet for some inexplicable reason, their efforts are not heralded by most citizens or the media. But I expect that the reason why citizens become police officers is to help people, and set an example for their community. I do not consider becoming a police officer to be a right, it is an honor. It is an honor to visit schools and teach children the danger of drugs. It is a privilege to provide a feeling of safety to the elderly. I want to be an officer because my desire is to protect and serve. I want to stop harm from visiting innocent people and I want to serve my community in a way that benefits its' citizens. These are the traits that a candidate should have: Trust- to establish credibility with others by being consistent and accountable, delivering on our promises and building a solid track record of reliability; and to protect the integrity of private information to which we have access in the course of our official duties. Responsibility- to be dependable and accountable for our actions and to report concerns in the workplace including violations of laws, regulations and policies, and seek clarification whenever there is doubt. Citizenship- to protect the public trust by upholding and obeyi

Pharmacology Essay Example | Topics and Well Written Essays - 2000 words

Pharmacology - Essay Example At this point, Mary was prescribed the corticosteroid known commercially as Advair. Initially, she was compliant with the recommended dose of two inhalations daily, but later began to forget. In her most recent clinic visit, this practitioner has diagnosed Mary with bacterial pneumonia following chest x-ray and isolated cultures from sputum samples. Cough was initially dry, but grew productive over the course of 24 hours. Spirometry was performed in which she achieved a forced expiratory volume of 62%. The chest x-ray revealed a flattened diaphragm, following this observation Mary was diagnosed with COPD. To treat her infection, she was given amoxicillin. Joseph (4 years old) was brought in by his parents with a high temperature and productive cough. He had no past medical history or allergies and took no prescription or over-the-counter medications. This was a comparatively difficult assessment based upon the prior experience of the practitioner considering that the questions were more directed at the parents than at the child, a frequent necessity of pediatric medicine. But the same overall structure familiar to the practitioner was maintained. As advised by Dorp (2008) the GP used simple language to communicate with the child to provide reassurance. Before asking questions she played with the child to try and gain trust. It is also advised to have a child friendly atmosphere during these assessments (Dorp 2008); but a dedicated area designed to be child friendly is not feasible at present. Following the consultation and examination, a chest infection was detected, and Paracetamol and Amoxicillin were prescribed. COPD is not contingent upon a single organic condition; impaired airflow into the lungs with subsequent breathing difficulty can result from a selection of pathologies, including chest infections. It is often tested through spirometry (Celli, 2000; CDC, 2011). This condition is a risk for both men and women, and the rates of death can

Describe a place or environment where you are perfectly content. What Personal Statement

Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you - Personal Statement Example Oftentimes, when given the opportunity, I will take my horse out into the desert and just enjoy the peace and solitude that such an environment can provide. Whereas many individuals might see the desert as a formidable and barren landscape, the fact of the matter is that to me it is tranquil, serene and quite lovely. I find myself experiencing feelings of complete contendeness when I am in such an environment and free to let my thoughts wander about on many different topics. For everyone there is a place or a situation in which they feel most content; for me, it is the time I spend alone on my horse in the wilds of the desert. It should not be understood that the only calm and contented times that I spend are in solitude. Rather, my friends and family often accompany me as I embark on either a short few-hour trip or a long over-the-weekend ride. Sharing the experience in being able to be outdoors and away from all of the concerns and worries of work or school allows for this to be the single most contented time that I have spent during my life. Another reason that the time spent in horseback riding is oftentimes the most contented has to do with the fact that I am able to forget about my other concerns in life. Whereas driving somewhere is of course possible and sometimes easier, it does not allow me to quietly observe all different types of wildlife that I get to see while horseback riding. As compared to the drone of the engine in a car, the quiet gait of the horse has the ability to free my nerves, and therefore allows for a much more observant and natural means to behold available wildlife. The ability to rapidly learn the skills of horseback riding and master them in a relatively short period of time is perhaps one of the greatest reasons why this has become one of the activities in which I have been the most content. Further, as with any experience, the experience that the reader may have can vary

Pharmacology Essay Example | Topics and Well Written Essays - 2000 words

Pharmacology - Essay Example At this point, Mary was prescribed the corticosteroid known commercially as Advair. Initially, she was compliant with the recommended dose of two inhalations daily, but later began to forget. In her most recent clinic visit, this practitioner has diagnosed Mary with bacterial pneumonia following chest x-ray and isolated cultures from sputum samples. Cough was initially dry, but grew productive over the course of 24 hours. Spirometry was performed in which she achieved a forced expiratory volume of 62%. The chest x-ray revealed a flattened diaphragm, following this observation Mary was diagnosed with COPD. To treat her infection, she was given amoxicillin. Joseph (4 years old) was brought in by his parents with a high temperature and productive cough. He had no past medical history or allergies and took no prescription or over-the-counter medications. This was a comparatively difficult assessment based upon the prior experience of the practitioner considering that the questions were more directed at the parents than at the child, a frequent necessity of pediatric medicine. But the same overall structure familiar to the practitioner was maintained. As advised by Dorp (2008) the GP used simple language to communicate with the child to provide reassurance. Before asking questions she played with the child to try and gain trust. It is also advised to have a child friendly atmosphere during these assessments (Dorp 2008); but a dedicated area designed to be child friendly is not feasible at present. Following the consultation and examination, a chest infection was detected, and Paracetamol and Amoxicillin were prescribed. COPD is not contingent upon a single organic condition; impaired airflow into the lungs with subsequent breathing difficulty can result from a selection of pathologies, including chest infections. It is often tested through spirometry (Celli, 2000; CDC, 2011). This condition is a risk for both men and women, and the rates of death can

Intelligence Analysis Assignment Example | Topics and Well Written Essays - 250 words - 2

Intelligence Analysis - Assignment Example Fast forward, Hamid Aboutalebi is the proposed Iran ambassador to the U. N. A proposal vehemently opposed by the U. S. This is amid the looming high level and sensitive nuclear talks between Iran and the six major powers. The current appointment of one Hamid Aboutalebi as the Iranian ambassador to the U. N. has elicited mixed views on whether he should be allowed a U.S. visa amid allegations of his role in the hostage crisis of 1979 (Shawn, One – time hostage of Iranian militants urges denial of visa to new Iran envoy involved in siege). One of the hostages taken then, Barry Rosen has been vocal against his appointment. Jakes, (US Troubled by Iran’s Choice of Its UN Ambassador) reports that the U.S. objected to this anticipated appointment. However it is evident that the Obama administration does not want to state its stance on the issues instead choosing to remain silent. This issue comes up even as expert – level nuclear talks slated for Thursday are set to go ahead. The talks shall be held from April 3 – 6 in Vienna with a view of asking Iran to scale back its nuclear program to ensure it is of peaceful nature (Qing, ed., Iran, powers to start expert – level nucl ear talks

Economics Commentary Essay Example for Free

Economics Commentary Essay The article I have chosen to base my commentary on is SpiceJet buys 30 Q400 aircraft from the times of India (website) and the article was published on 30th of august, 2011. As the title suggests the article discusses about the recent acquisition made by SpiceJet of 30 Q400 aircrafts from Bombardier in order to reach out to more of the tier 2 and tier 3 cities in India, where there is a potential demand which has not been yet met entirely. These cities include Aurangabad, Bhopal, Indore, Mangalore, Rajahmundry, Tirupati and Vijayawada also SpiceJet will start operating direct flights to cities that is not easily available such as; from Hyderabad to Goa and Madurai, Nagpur to Pune and Bangalore to Vizag. This plan to improve air connectivity by SpiceJet has given a lot of satisfaction to many people as their travel has been made much more easier for many citizens of India. Also this the first time that any airline in India has bought these new changes and it allows the company to have monopoly, when concerning these particular routes. Through these changes SpiceJet will be able to increase their customer base and reach out to a more niche market that had been previously neglected by them. This improvement in their route and by providing more aircrafts SpiceJet will enable them to increase their supply thus resulting in their prices to decrease (as can be seen on diagram 1). Moreover the Q400 aircrafts are comparatively much more fuel efficient which not only decreases their cost and hence allows them to offer affordable journey to the common people but also improves their public image because it promotes them as being environmental friendly and hence increase their demand thus bringing about an increase in the equilibrium quantity and price as well (as can be seen on diagram 2). Additionally it makes sure that SpiceJet would be less prone to criticism from NGOs or other pressure groups. Q400 is considered to be the best short-haul plane and comparatively is more comfortable than other planes like it. This will increase the demand of this series of aircraft and most probably more of airlines companies would like to buy flights from bombardier these and hence the price would be increased (as can be seen by figure 3). In addition to this The Q400 aircraft due to its comfort would also benefit SpiceJet as more passengers would like to travel through it compared to other airlines thus causing the demand curve to shift upwards and thus allowing the prices to increase even further (as can be seen by figure 4). The Q400 aircraft are not only going to benefit SpiceJet but also millions of people and India as a whole since this would cause a drastic improvement in communications. Also it will set a trend for other airlines to also offer more routes and hence force the prices to go even lower as the competition will increase and the demand would become comparatively elastic (as can be seen by diagram 5).

assisted suicide :: essays research papers

Assisted Suicide In 1997, Oregon became the only state allowing legal physician-assisted suicide (PAS). Although physician-assisted suicide has been legal in Oregon for four years, it remains highly controversial. PAS is when a doctor prescribes their patient to medication which would kill them. Patients must pass certain requirements in order to request a prescription for lethal medication. The patient must be 18 years or older, a resident of Oregon, able to make health care decisions, and diagnosed with a terminal illness that would lead to death within six months. After meeting these requirements patients are able to request a prescription for lethal medication from a licensed Oregon physician. To receive a prescription for lethal medication, the following steps must be completed: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The patient must make two oral requests to their physician, separated by at least 15 days. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The patient must provide a written request to their physician, signed with two witnesses present. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The doctor who prescribes the patient and another physician must confirm the diagnosis and prognosis. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  If either physician believes the patient's judgment is impaired by a psychiatric or psychological disorder, the patient must take a psychological examination. †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The physician must inform the patient of alternatives to assisted suicide. Such as comfort care, hospital care, and pain management. During 1998, 1999 and 2000, approximately 16, 27, and 27 patients used PAS. Patients who died by PAS were more educated than other Oregonians who did not choose to commit suicide and had similar illnesses. All the medications prescribed are barbiturates. A physician or anyone else can not directly administer medication to end another's life. In 2001, 44 doctors prescribed 33 patients to a medication that would end their life. In comparison, 39 prescriptions were written in 2000, 33 in 1999 and 24 in 1998. Although the number of prescriptions written for physician-assisted suicide has increased in the past four years, the number of ill patients taking lethal medication has stayed small with less than 1/10 of one percent of Oregonians dying by physician-assisted suicide.   Ã‚  Ã‚  Ã‚  Ã‚  The reason I picked this topic is because I thought it was very interesting and also very controversial. I find it very interesting that Oregon is the only state that has physician-assisted suicide. I feel very strongly that if a person was in so much pain where they wanted to commit suicide, then it should be allowed. I also agree with the requirements a patient has to meet before being granted the prescription.

Unpacking the ‘Education’ in Civic Education :: Education Learning essays

Unpacking the ‘Education’ in Civic Education Abstract Unpacking the ‘Education’ in Civic Education In this paper, we explore civic education through an examination of two approaches to the introductory course in American government. Our goal is to identify how differences in pedagogical method affect student learning and attitude formation. We do this through a comparison of two equivalent groups of students; one group experiencing a standard text-lecture-test approach and the other having the additional experience of a three-week character-playing simulation of the congressional policy process. While we find that both groups of students make short-term gains on factual knowledge and both experience attitude shifts in our hoped for directions, the effects are greater in the standard lecture course. Our overall findings help clarify directions for further revision in both formats of the course. The importance of civic education has been well-established. From the earliest political theorists, we see discussion of the importance of a well-informed citizenry for the health of a polity. While skeptical of the power of the people to self-govern, the framers of American democracy still argued that the ultimate power rested in the people, who would even have the right to overthrow government should it violate the â€Å"social contract† with those over whom it governed (as in the Declaration of Independence, where we see Jefferson’s thoughts so clearly influenced by Locke). Closer to modern times, much public opinion literature has engaged in discussions about Americans’ levels of political knowledge, and the consequences that flow from this (see, for just a very few prominent examples, Campbell, Converse, Miller and Stokes 1960; Converse 1964; Delli Carpini and Keeter 1991, 1996; Graber 1994; Jennings 1996; Nie, Verba and Petrocik 1979). To our minds, civic education is about preparing our students to be citizens in the American democracy. This involves teaching them the rudiments of knowledge required for reading a newspaper (or political web site), watching the news on television, and understanding what is going on in the world. Civic education also concerns itself with attitudes; for example, teaching students to have a healthy skepticism for what goes on in government, but grounding this skepticism in a reality that does not hold unrealistic expectations for government or its officials (see Hibbing and Theiss-Morse 1995, 2002 for a useful discussion of unrealistic expectations). Finally, civic education also concerns behaviors, as we encourage students to make intelligent, informed decisions about the extent to which they will participate in the political system. Unpacking the ‘Education’ in Civic Education :: Education Learning essays Unpacking the ‘Education’ in Civic Education Abstract Unpacking the ‘Education’ in Civic Education In this paper, we explore civic education through an examination of two approaches to the introductory course in American government. Our goal is to identify how differences in pedagogical method affect student learning and attitude formation. We do this through a comparison of two equivalent groups of students; one group experiencing a standard text-lecture-test approach and the other having the additional experience of a three-week character-playing simulation of the congressional policy process. While we find that both groups of students make short-term gains on factual knowledge and both experience attitude shifts in our hoped for directions, the effects are greater in the standard lecture course. Our overall findings help clarify directions for further revision in both formats of the course. The importance of civic education has been well-established. From the earliest political theorists, we see discussion of the importance of a well-informed citizenry for the health of a polity. While skeptical of the power of the people to self-govern, the framers of American democracy still argued that the ultimate power rested in the people, who would even have the right to overthrow government should it violate the â€Å"social contract† with those over whom it governed (as in the Declaration of Independence, where we see Jefferson’s thoughts so clearly influenced by Locke). Closer to modern times, much public opinion literature has engaged in discussions about Americans’ levels of political knowledge, and the consequences that flow from this (see, for just a very few prominent examples, Campbell, Converse, Miller and Stokes 1960; Converse 1964; Delli Carpini and Keeter 1991, 1996; Graber 1994; Jennings 1996; Nie, Verba and Petrocik 1979). To our minds, civic education is about preparing our students to be citizens in the American democracy. This involves teaching them the rudiments of knowledge required for reading a newspaper (or political web site), watching the news on television, and understanding what is going on in the world. Civic education also concerns itself with attitudes; for example, teaching students to have a healthy skepticism for what goes on in government, but grounding this skepticism in a reality that does not hold unrealistic expectations for government or its officials (see Hibbing and Theiss-Morse 1995, 2002 for a useful discussion of unrealistic expectations). Finally, civic education also concerns behaviors, as we encourage students to make intelligent, informed decisions about the extent to which they will participate in the political system.

Comparison of Frankenstein Essay

We see that it is not their fault that they want to spread all over the world and get released out of the cage of an island they are in now, it is not their fault that they are being so cruelly treated, they want freedom and so they must escape for it, this leads to the destruction of the park and ironically with the park John Hammond himself, it is ironic how Hammond is destroyed by his own creatures, and not the big T-rex but the small velociraptors, that bring an end to his life. We see the velociraptors as birds, which are sublime, which makes it even more ironic. But its not the destruction of the park or the destruction of Hammond which we are upset about, but it is the dying of the creatures that we are upset about, because we build a feeling of them being just innocent subjects of a cruel experiment, and we want them to survive and Hammond to die. But in the end it is justified that everything is destroyed, creator, creations and habitat. It signals an end to a disaster, which was long predicted by Ian Malcolm who is the hero of the show at the end. In Frankenstein similar views are created in the readers mind about the creations of Victor, at first we see him as an outcast in community, and we see him as an inhumane figure just because he does not look like a human. In reality he is bigger than human, he is greater, he is actually very intelligent and physically very big, actually ironically, he is bigger and better than his miniscule creator and most around him. Victor’s creation receives a lot of sympathy from the readers, at first in the beginning he is seen as an ugly creature whom everyone abhors but as soon as he starts to talk we understand him inside and why he does what he does, after killing victors family he talk to us but we understand him and see what is going on. We feel very sympathetic towards him. It is in the end just a tragedy that the creature has to dies, but it is also justified that Victor must dies with him. As we can see that both stories end in the same way, with both creators, creation and habitat all being destroyed, this is what we learn from the playing of god and how wrong it is and why we shouldn’t do it. The incidents, which lead up to the climax in each story, are systematically and cleverly put there to build up the reader’s thoughts for the end of the book. The final scene in Jurassic Park is the destruction of the Park and in Frankenstein it is the Final Confrontation between Victor and his creation. Either way they lead up to dramatic scenes. In Jurassic Park, at the beginning there are scenes to inform us of the dinosaurs these include sightings of the dinosaurs and how they bite a young girl and how a mauled down by a Raptor. Reading these scenes makes you think that there will be dangerous animals I the book and that it will be full of violence. Afterwards when it is clear to the reader that a park has been built for the dinosaurs and the awareness of the dinosaurs becomes apparent, the death scenes get more violent and destructive and frequent. As the scenes get more brutal we seem to think that the dinosaurs are getting way to out of control but later we realise that this is the way that dinosaurs behave and it is inhumane and not possible to make them act another way, so then we feel sorry for them. In the end this stupid ness to think that the dinosaurs could be manipulated to act in a way that they will not cause destructiveness is foolishness and because nothing is done about it, it is inevitable that in the need the dinosaurs just over rule the park and destroy everything and everyone and ironically their own creator in the process. As the death scenes get more frequent, they just keep on growing in frequency and eventually the dinosaur’s crack and all the dinosaurs attack at once and the park is destroyed. Only a few people get away, one of these is Ian Malcolm the theorist who beloved none of this was possible and how right he was, everyone thinks he is genius for this. In Frankenstein there are many deaths too until the final confrontation, but these deaths are al the same, except one which is the death of Justine Moritz. This death is different because she gets hanged for a murder which she did not commit, and which Victor’s creation committed. This fires up a lot of tension, and show that the creation is a evil person and also creates a bigger gap between Victor and his creation. We now see the monster as an evil man, but later on when we hear from him, we see that he is not actually what we think of him, he is quite the opposite, we hear that he thinks he is a clever man and is not accepted in society which is an effective method of making us feel sorry for him. In the end we can see that the book is not climaxed like in Jurassic park with the build of scenes of violence and destruction but with the points of view of both men and finally a confrontation. Either way in both books the climax is not what is ideal. It is a lesson that both writers are trying to convey, it is a message that playing god will eventually lead to deaths, and overall destruction. I n the end both characters in each book are as we can see victims of their own ideas, creations. They both fail because they act selfishly and do not listen to the advice of others. Both men assume the place of god, not just in the act of â€Å"playing god† but in the way they view their control their creatures as if they possessed God’s powers. They lack God’s love; neither Frankenstein, nor Hammond proves capable of loving and respecting his â€Å"offspring. † English/Literature GCSE Course Wider Reading Unit Comparison of â€Å"Frankenstein† (Pre-1900) and â€Å"Jurassic Park† (Pro-1900) Page 2 By Sheryar Majid Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Curriculum and Material Development

THE TEACHING PROCESS The focus here is on the teaching practices that occur within a program, how these can be characterized, and how quality teaching can be achieved and maintained. a. Teaching Model and Principles This book has emphasized the curriculum as a network of interacting system involving teacher, learners, materials, school, administrator, and curriculum planners, and choices ay one level affect other elements in the system. Thus the choice of a particular curriculum philosophy or ideology implies a particular model of teaching.Roberts (1998, 103) compares two teaching models implicit in many language program: the operative model and the problem problem-solving model: ? Operative is model the teacher is restricted to meeting the requirements of a centralized system, such as the delivery of a textbook as planned, to a set timescale. Such as limited role, limited to that of curriculum transmission, implies training objectives based of mastery of a set of competencies determ ined by the centralized syllabus. ? Problem solver is model a decentralized curriculum gives teachers greater autonomy in making educational decisions.A diversified teacher to able to diagnose problems and adapt materials and design original learning activities. The former can viewed as a teaching model compatible with a mechanistic model of organization design and the latter to the organic model. In language teaching programs, teaching models are often based on particular methods or approaches. For example: †¢ The communicative approach : the focus of teaching is authentic communication; extensive use is made of pair and group activities that involve negotiation of meaning and information sharing.Fluency is a priority. †¢ The cooperative learning model : students work in cooperative learning situations and are encouraged to work together on common task and to coordinate their efforts to complete task. Rewards system in group †¢ The process approach : In writing class es, student take part in activities that develop their understanding of writing as a process. †¢ The whole-language approach : Students are taught to read and write naturally, with a focus on real communication, authentic texts and reading and writing for pleasure.Rather than drawing approach or method, the teaching model in a program in a program may be based on a coherent set of participles that reflect how teaching and learning should be approached. This is the teaching philosophy of the program and serves as the basis for decisions about classroom methodology. Articulating a teaching philosophy in this way can help clarify decision relating to choice of classroom activities, materials, and teacher evaluation.In the case of a teaching model that is based on an existing teaching model such as communicative language teaching, the philosophy and principles of the model are accepted as givens : teachers are expected to be familiar with them and to put the principles into practic e. Teacher teaching in different ways. Even thought two teachers work toward identical goals they may choose different ways of getting there. Teachers bring to teaching their own personal beliefs and principles and these help to account for how they teach.Teachers principles are a product of their experience, their training and their beliefs. Bellows are the example of teacher' principles cited by Breen are: †¢ selectively focus on the form of the language †¢ selectively focus on vocabulary or meaning †¢ enable the learners to use the language †¢ address learners' mental-processing capacities †¢ make the new language familiar and manageable †¢ monitor learner progress and provide feedback †¢ facilitate learner responsibility †¢ manage the lesson and the group b. Maintaining Good Teaching Quality teaching can't simply be assumed to happen.It results from an active, ongoing effort on the part of teachers and administrators to ensure that good te aching practices are being maintained. This involved the establishment of shared commitment to quality teaching and the selection of appropriate measures to bring it about. The following are strategies that address this issue. 1. Monitoring Information needs to be collected regularly on all aspects of the program to find out how teacher are teaching the course, what is working well or proving difficult and what issues teachers need to resolve.Monitoring can take place through formal and informal mechanism such as group meetings, written reports, classroom visit, and student’s evaluations. 2. Observation Regular observation of teachers by other teachers or supervisors can provide positive feedback on teaching as well as help identify areas that might need attention. Observation may, but need not, involve evaluation. Peer observation can also be used to enable teachers to share approaches and teaching strategies. This might include information on how students complete a learnin g activity or the type and frequency or questions the teacher uses.Teacher can also make use of self observation to see what it tells them about their teaching. 3. Identification and resolution of problems Timely identification of problems in a program is essential to ensure that small problems do not develop into bigger ones. Good communication systems can help ensure that problems are brought to the attention of teachers or supervisors for timely resolutions. 4. Shared planning Teachers often work in isolation and do not always have the opportunities to benefit from the collective expertise of their colleagues.One way to avoid this is to build on opportunities for collaborative planning, as when teachers work together in pairs or groups on course planning, material development and lesson planning. During the process of planning, potential problems can often be identified and resolved. 5. Documentation and sharing of good practices A great deal of excellent teaching goes on in scho ols, but much of it is known only to individual teachers or supervisors. Teachers should be encouraged to report on their positive teaching experiences.For example, teacher might write short case accounts of a successful course they taught and share them with other teachers or post them in the Internet. They could write short articles for an in-house newsletter or teacher' magazine. Classes can be video-recorded to provide input to workshops or teaching-training sessions. Meetings or â€Å"mini-conferences† can be arranged in which teachers report on classroom innovations or other activities they wish to share with colleagues. 6. Self-study of the program Self-study involves a study of a program's practices and values as part of the process of self-evaluation and review.It is part of the process of demonstrating a commitment to quality and to long-term goals and professional development. A self-study should be undertaken every three to five years and involves teachers, admini strator, and students in a process of examining all aspect of a schools' operations (Kelly 1988) self-study involves a study of a program's practices and values as part of the process of self-evaluation and review. It is part of the process of demonstrating a commitment to quality and to long-term goals and professional development.A self-study should be undertaken every three to five years and involves teachers, administrator, and students in a process of examining all aspect of a schools' operations (Kelly 1988). c. Evaluating Teaching If a program seeks to provide quality teaching, it is essential that teachers’ performance be regularly reviewed. An appraisal system may have several different purposes: †¢ To reward teachers for good performance †¢ To help identify needs for further training †¢ To reinforce the need for continuous staff development †¢ To help improve teaching †¢ To provide a basis contract renewal and promotion To demonstrate an int erest in teachers’ performance and development The purpose of the appraisal will determine the type of appraisal that is carried out. 1. Developing the appraisal system An appraisal system is likely to have greater credibility if it represents both teachers and administrators views. It should therefore be produced collaboratively and represent all point of view. However, any appraisal system needs to recognize that there is no single correct way conduct of teaching. Teacher have different styles of teaching, and two teachers may conduct their classes very differently yet both be excellent teachers.Therefore, criteria for the complexity of teaching as well as the fact that it is a uniquely individual activity. In language teaching, there are no universally accepted criteria for assessing teacher effectiveness and several different kind of appraisal approaches are used. Criteria are generally established on an institutional basis, drawing on general principles for teacher effec tiveness and factors specific to the type of program in which the teacher work. Murdoch (1997) contains a questionnaire designed to the perceived qualities and competencies of good English teacher, and organized according to three areas. .The focus of appraisal Although appraisal usually involves observation of a teacher teaching one or more classes, the focus of appraisal may include a number of other aspects of a teacher’s work, such as: a. Lesson plans b. Teacher-made classroom materials c. Course outlines and handouts d. Class assignments e. Participation in profession development activities 3. Conducting the appraisal A teaching appraisal may be carried out by a supervisor, a colleague, the teacher himself or herself, or students. Appraisal by a supervisor: supervisor often assume the role of appraiser, though many teacher find that they prefer appraisal to be carried by someone other than a supervisor.The presence of a supervisor in the classroom may inhibit the teacher from performing to his or her best. In addition, if the supervisor is largely an administrator rather than a classroom teacher, he or she may not have a good understanding of the classroom situation, resulting in misperceptions about different aspect of the lesson. In order to provide some consistency to appraisals, checklists are often used. Appraisal by a colleague: peer appraisal is generally less threatening for a teacher than appraisal by a colleague and may result in more constructive feedback. A colleague will often have a better understanding of the difficulties a teacher faces and perhaps be able to suggest useful easy of addressing them. †¢Self-appraisal : teacher themselves are often in a good position to assess their own teacher and self-appraisal is perhaps the threatening form of teacher assessment. Self-appraisal may take a variety of forms : o Lesson reports : The teacher may use structured descriptions of a lesson whit an evaluation of each component. Teaching journal : The teacher keep a regular journal about his or her class, and describe and reflect on different aspects of planning and teaching the course. o Audio/video recording : The teacher may record a number of lesson of his or her class or arrange to have someone else record them, review the recordings, and comment on the strengths or weaknesses of the lesson. o Student appraisal : Student are in a good position to assess the effectiveness of teaching, although the extent to which they are able to do so depends on the type of feedback instrument they are given.Although students often critical, they usually have a good sense of whether a teacher prepares his or her lesson, teacher relevant content, provides lesson that are engaging, relevant and at an appropriate level of difficulty. 4. THE LEARNING PROCESS Learning is not the mirror image of teaching. The extent to which teaching achieves its goals will also dependent on how successfully learners have been considered in the plan ning and delivery process. The following factors may affect how successfully a course is received by learners. .Understanding of the course Understanding of the course very important to ensure the learners understanding to the goals of the course, the reason for the way it is organized and taught, and the approaches to learning they will be encouraged to take. b. View of learning Learners enter a course with their own views of teaching and learning and these may not be identical to those of their teachers. Al Corso and Kalantzis (1985) found that teacher rates the usefulness of ommunicative activities highly, whereas their learners tended to favor more traditional activities such as grammar exercises, copying written material, memorizing, and drill work. Course may assume a variety of different learner roles, such as:†¢ Manager of his or her own learning †¢ Independent learner †¢ Need analyst †¢ Collaborator and team member †¢ Peer tutor c. Learning Style Le arning styles may be an important factor in the success of teaching and may not necessarily reflect those that teachers recommended. In a study of the learning style, Willing found four different learner types such as: Concrete learners These learners preferred learning by games, picture, films and video, taking in pairs, learning through the use of cassettes, and going on excursions †¢ Analytical learners These learners liked studying grammar, studying English books, studying alone, finding their own mistakes, having problems to work on, and learning through reading newspapers †¢ Communicative learnersThis group liked to learn by observing and listening to native speakers, taking to friends in English, watching TV in English, learning English words by hearing them and learning by conversations Authority-oriented learners These students liked the teacher to explain everything, writing everything in a notebook, having their own textbook, learning to read, studying grammar, and learning English words by seeing them d. Motivation Beside of learning style, motivations also important to find out what the learner’s motivations are for taking the course. e. Support Support mechanism provided for learners are another component of course delivery. These include the kinds of feedback learners will get about their learning and opportunities that are provided for faster or slower learners.CONCLUSION In this paper we are discussed about â€Å"providing for effective teaching† which have four factors, which are: ? Institutional factors Institutional factor has correlation about the institution organizational, institutional quality, good internal communication between administrator and the teacher also professional teacher and opportunities for developing teacher's ability. ? Teacher factors Teacher factor discuss about teacher' skill and qualification, the aspect for supporting teacher to do their responsibility. ? Teaching factorsTeaching process is the way to monitoring process teaching-learning based on the model and principle which chosen by its institution, than maintenance when found the error process and also evaluating teaching. ? Learners factors The last factor to achieve quality teaching is learner factor. Learner factor is the way to know what the learner need, how to choose the appropriate learning style, giving motivation and also support to the pupils REFERENCE Jack C. Richards. 2001. Curriculum Development in Language Teaching. Cambridge University Press

Land Law – Proprietary Estoppel

Proprietary estoppel protects a person who has a non contractual agreement over land but they have suffered a detriment due to them acting upon a reliance based on an assurance made by the claimant. There has been much discussion in recent case law and academic commentaries as to the elements which make up the nature of proprietary estoppel. Unconscionaibility is a major point for discussion in deciding whether it should be treated as a separate element or if it is linked into the three main elements.This essay will consider and discuss the nature of proprietary estoppel and the two views on unconscionaibility; whether there will always be unconscionaibility if there has been a non-performance of an assurance causing the claimant to suffer a detriment based on the assurance which they relied on or if unconscionaibility should be proven as a separate element in each case.The starting point of proprietary estoppel was in the case of Willmott v Barber (1880) where five criteria were lai d down, which had to be satisfied by a person claiming proprietary estoppel and the courts applied these criteria to a wide range of proprietary estoppel claims.However these criteria were criticised for being too strict leading to the broader approach established in Taylor Fashions Ltd v Liverpool Trustees Co Ltd (1982) where Oliver J stated: ‘whether, in particular individual circumstances, it would be unconscionable for a party to be permitted to deny that which, knowingly or unknowingly, he has allowed or encouraged another to assume to his detriment’. Although the approach became broader there still remained essential elements which must be satisfied for a successful claim.The more modern approach towards proprietary estoppel is based on three main elements, firstly an assurance of land or property being made to the claimant, the claimant relying on the assurance which has been made and finally the claimant suffering a detriment as a consequence of relying on the a ssurance made. The main point for discussion and questioning in proprietary estoppel is the role of unconscionaibility and whether it should be treated as a fourth element which too must be satisfied in order for a claim to be successful or if unconscionaibility is interlinked with the other elements of proprietary estoppel.Proprietary estoppel acts as ‘a sword and a shield’ and can be used in one of two ways. ‘Put positively, the reason why it is possible to use proprietary estoppel to generate a property interest in a favour of a claimant despite the absence of the normal formality rules is because of the need to prevent unconscionable conduct. This is why unconscionaibility is the foundation of estoppel. It is the antidote to the otherwise fatal absence of formality. ’ This is one of the views on unconscionaibility which suggest that unconscionaibility is at the heart of proprietary estoppel rather than a separate element of it.The first element of propr ietary estoppel is encouragement where the claimant’s belief that they would have some rights over land or property has been encouraged by the promisor and this could have been done actively or passively. Active encouragement is seen in common expectation cases where the claimant has been actively persuaded through an express representation as in Inwards v Baker (1965) where a son was actively encouraged to build on his fathers land in the expectation that it would be his in the future.Common expectation cases are dealt with more generously by judges, compared to passive cases, as the promisor has lead the claimant to have a reasonable belief that they would acquire the land therefore leading them to rely upon that assurance causing them to suffer a detriment. It would be seen as unconscionable in a common expectation case for the claimant to have been encouraged to suffer a detriment for the promisor to then go back on their assurance, meaning that unconscionaibility is inst antly a running theme in the elements as it can be seen at the first instance and should therefore not be treated as a separate element.The encouragement could also be passive, for example a land owner standing by watching someone build on their land knowing that somebody is acting under a mistaken belief. The nature of a passive expectation made to the claimant can be distinguished in commercial and domestic cases as was seen in Cobbe v Yeoman’s Row Management Ltd (2008) where the House of Lords established that the expectation of an interest in land should not be vague in a commercial situation.The expectation should be for ‘a certain interest in land’ for proprietary estoppel purposes which was not the expectation held by Cobbe therefore the expectation was held to be too vague. Lord Scott stated ‘Unconscionaibility in my opinion plays a very important part in the doctrine of equitable estoppel, in unifying and confirming, as it were, the other elements. If the other elements appear to be present but the result does not shock the conscience of the court, the analysis needs to be looked at again. This statement shows how case law endorses the unconscionaibility approach as being interlinked with the other elements of proprietary estoppel however if all of the elements are not satisfied there can not be a claim for proprietary estoppel as is the case here. In domestic (family) cases, the nature of the expectation doesn’t have to be so specific as long as there is an interest or right in land that would amount to a significant expectation. The assurance made must be clear enough so that claimant is found to have relied upon.Lord Walker stated in the case of Thorner v Major (2009) â€Å"There is no definition of proprietary estoppel that is both comprehensive and uncontroversial†¦the doctrine is based on three main elements, although they express them in slightly different terms: a representation or assurance made to the c laimant; reliance on it by the claimant; reliance on it by the claimant; and detriment to the claimant in consequence of his (reasonable) reliance† One view on unconscionaibility stated that ‘Once there has been detrimental reliance on an assurance, it is unconscionable to withdraw it’ therefore if it cannot be proven that an assurance existed then it wont be unconscionable for it to be withdrawn showing that unconscionaibility is a running theme within proprietary estoppel rather than a separate element. One difficulty in deciding these kinds of cases is that although an assurance has been made to the claimant in the way of a will, the claimant is also aware that the will could be revoked at any time therefore the question to be asked is whether their reliance based on the assurance was adequate. The second element of proprietary estoppel is reliance where the claimant must have been encouraged to rely on the promisor’s assurance which has caused them to s uffer a detrimental loss by changing their position and there must be a sufficient causal link between this in that the encouragement must have caused the detriment suffered.Reliance can not be treated as an element alone it has to have caused a change in the position of the claimant, if no detriment has been suffered then there can be no claim for proprietary estoppel. There are several ways in which the courts can show how the claimant was influenced to rely on the encouragement; firstly is by clearly showing that there has been a change in position by the claimants positive act, for example the claimant spending money on the land or making property improvements based on the assurance that it will become theirs, causing them to suffer a detriment. Where the claimant has acted in a way different to what he would had the assurance not been made nd relied on this can also show how the encouragement has influenced the reliance causing a detriment as in Jones (AE) v Jones (FW) (1977) w here a son acted on the assurance of property becoming his left his job and house to live with his father, however had the assurance not had been made he would not have done this leading to the detriment that he suffered. There can be a presumption made that the claimant relied on the assurances given to them based on there conduct and in these cases the burden is put onto the other party to prove that the claimant did not rely on the promises made and this is hard to prove as it is a subjective matter based on the claimants state of mind. This was the case in Greasley v Cooke (1980) where the defendant did not have to prove that she relied on assurances as it was presumed from her conduct.The final element of proprietary estoppel is that the person must have suffered a detriment due to the reliance on the assurance which has caused a change in their position. The detriment suffered can be in many forms not just that of financial detriment although it must be substantial in making i t unconscionable for the land owner to withdraw their promise of land to the claimant. Walton v Walton (1994) shows where financial detriment wasn’t the main detriment suffered, the claimant had suffered a personal detriment as he had spent years of his life relying on the assurance made to him that the farm would one day be his, and he couldn’t get those years of his life back. Public policy in formalities of contracts plays a major part in the deciding claims for proprietary estoppel.Section 2 Law of Property (Miscellaneous Previsions) Act 1989 states that (1) A contract for the sale or other disposition of an interest in land can only be made in writing and only by incorporating all the terms which the parties have expressly agreed in one document, or where contracts are exchanged, in each. This act stops informalities in land transfers where a claimant would be expected to sign up a contract but hasn’t done so, as in Cobbe, and this is where they would turn to proprietary estoppel to try and show that the detriment which they have suffered is due to the unconsionability of the removal of the assurance which they had originally relied on. Proprietary estoppel acts as a way around formalities and a form of protection for those who have not followed contractual formalities in the transfer of land.Why should people be able to use proprietary estoppel to make a claim for land where they have followed formalities and drawn up a contract as in Cobbe, it can be seen that it is not unconscionable for the promisor to withdraw as there is no contractual agreement. However in domestic cases where there wouldn’t always be an expectation of a legal contract to be drawn up proprietary estoppel can stop unfair decisions being made due to the lack of formalities where it would be unconscionable for the defendant to suffer a detriment due to an assurance on which they have relied. There are clearly two competing arguments against proprietary esto ppel, the first being that ‘once there has been detrimental reliance on an assurance, it is unconscionable to withdraw it. Indicating that unconscionaibility is a function of the three elements. If unconscionaibility was seen as a separate element then it would be pointless in having formalities as it wouldn’t matter whether it was unconscionable or not as long as the other elements had been satisfied. The second view on unconscionaibility is that of it being a separate fourth element and in some circumstance this can be seen as being successful for example in commercial cases where the first three elements of proprietary estoppel have been established but it would be unconscionable for the claimant to benefit due to the lack of formalities and contractual agreement.Therefore although in some cases unconscionaibility being treated as a separate element is beneficial in some circumstances, it should be treated as function of assurance, reliance and detriment as a withdra wal of the assumption in most cases is unconscionable. Bibliography Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) Martin Dixon â€Å"Proprietary Estoppel and Formalities in Land Law and the Land Registration Act 2002: A Theory of Unconscionaibility† (2003) 2 Modern Studies in Property Law ——————————————– [ 1 ].Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 323 [ 2 ]. Willmott v Barber (1880) 15 Ch. D. 96 [ 3 ]. Taylors Fashions Ltd v Liverpool Victoria Trustees Co. Ltd (1982) QB 133 [ 4 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 328 [ 5 ]. Nigel Gravells, Land Law: Text and materials, (4 th edn. Sweet and Maxwell, London 2010) 589 [ 6 ]. Martin Dixon â€Å"Proprietary Estoppel and Formalities in Land Law and the Land Registration Act 2002: A Theory of Unconscionaibility† (2003) 2 Modern Studies in Property Law, 177 [ 7 ]. Inwards v Baker (1965) 2 QB 29 [ 8 ].Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 87 [ 9 ]. Cobbe v Yeoman’s Row Management Ltd (2008) 1 WLR 1752 [ 10 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 330 [ 11 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 343 [ 12 ]. Thorner v Major (2009) 1 WLR 776 [ 13 ]. Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 90 [ 14 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 338 [ 15 ].Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 338 [ 16 ]. Roger Sexton and Barbara Bogosz, Complete Land Law: text, cases and materials, (2nd edn. Oxford University Press 2011) 338 [ 17 ]. Greasley v Cooke (1980) 1 WLR 1306 [ 18 ]. Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 89 [ 19 ]. Law of Property (Miscellaneous Previsions) Act 1989 (s. 2) (1) [ 20 ]. Diane Chappelle, Land Law, (8th edn. Pearson Longman, London 2008) 89 [ 21 ]. Martin Dixon â€Å"Proprietary Estoppel and Formalities in Land Law and the Land Registration Act 2002: A Theory of Unconscionaibility† (2003) 2 Modern Studies in Property Law, 179