Counselling Session Essay Example

Counselling Session Essay A personal counselling session Counselling Skills 1 Counselling sessions can help us work through a range of personal issues from everyday hardships to potentially life threatening situations. In this reflective essay I propose to put theory to practice by analysing and reflecting upon a one hour session with a professional counsellor. The session is to be recorded so I can refer to particular instances during the session. By discussing this particular experience in detail, I can begin to understand the specific skills a counsellor may use in many different situations in order to help others (Egan, 2007, p. 3). In this reflective essay I will focus on particular areas of face-to-face counselling that could often be overlooked such as body language, empathy, rapport building and questioning. These subtle skills a counsellor could use may seem insignificant, when really it can determine the difference between a helpful or a non helpful session. Before the session I was un-sure of what to expect as I had not previously received any professional counselling to my discredit. Feelings of nervousness and anxiousness came over me on the way to the session as I was unsure where to start or how in depth the session would be. I seemed to prioritise in my head what issues in my life I would focus on and I also thought about what specific questions the counsellor may ask. Generally, when I meet new people I always seem to have feelings of apprehension to how they will perceive me. I worried about talking too openly as I felt I had many personal issues in my life during this particular period. We will write a custom essay sample on Counselling Session specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Counselling Session specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Counselling Session specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The thought of exposing these issues scared me as I was unsure of how I or the counsellor may react. After seeing the receptionist, I sat in the waiting room, feeling a little calmer as the staff were approachable and friendly and also because I was the only person in the waiting room. I barely started reading a terrible magazine when my new counsellor came to greet me with a warm smile and her right arm outstretched, signalling the direction her office was. I noticed the empathy she expressed from my first impression of her in the form of these signals (Egan, 2007, p. 6). I instantly felt a little relieved as now the initial face-to-face meeting was over and done with. She maintained constant eye contact and she had a re-assuring expression on her face which made the first greeting easy and comfortable (Egan, 2007, p. 69). Initially, the female counsellor said ‘Hi Andrew, now before we start we will just go through some quick paperwork to get it out of the way. ’ I didn ’t realise at the time, but this could be used as a technique to help the client to feel more relaxed and open at the start of the session. At the time it seemed like a logistical process but I noticed she started taking notes immediately and she seemed professional and proficient enough to not let it intervene with the flow of conversation (Clarke, 1998, p. 151). In hindsight, it seemed a valuable technique to bring about open and free talking from my perspective. The paperwork, which consisted of questionnaires involving a ranking system, was completed and the counsellor then suggested â€Å"now let’s talk about your history, starting from your family. At this point, the conversation between the counsellor and I was flowing and there was already a relaxed atmosphere after the initial paperwork. I did not feel the nervousness i had felt before I arrived so I did not have any trouble talking openly of my siblings and parents. I noticed the counsellor was very good at allowing me to speak and go off on different tangents as I suspect many clients do (Egan, 2007, p 77). She was calm, warm and friendly. I noticed th is upon our first greeting in the waiting room and consistently throughout the session. It was very hard to avoid her eyesight when she was talking and she used hand and body language consistently (Clarke, 1998, p 165-166). I started talking about my family, to which she asked a few questions such as â€Å"are your parent still together? † to which I later realised promoted a shift in thinking as I started to talk more about relationships. This seemed to be my main focus during the session as I kept reverting back to these problems and she allowed be to do so freely. Here is a word-for-word account during a section of the session, where I was primarily focused on relationship issues. I think it’s important to note the subtle questioning and silence techniques involved and the way the counsellor used these skills to promote further talking and clarification (Clarke, 1998, p. 166). The techniques she used could also help progressively build the client-practitioner relationship so I can feel more disclosure in later sessions (Gabriel, 2005, p. 20). Counsellor â€Å"so how long have you been with your new girlfriend? Me- â€Å"Um probably about 8 weeks† Counsellor â€Å"oh that’s great news† (The counsellor then waited silently for my reply) Me – â€Å"Yes, but I’m worried about when my ex-wife returns to the country. I have a large social group but lots of people are still friends with her. I just don’t want it to hurt the new girlfriend as it would be unfair on her. † Counsellor â€Å"oh, I imagine that would be very hard to cope with. It seems that you must like the new girl quite a lot if you’re worried about seeming unfair towards her. † Me – â€Å"Yeah I do. She’s lovely and has been really caring and supportive towards me, which is why I suppose I’m so worried about hurting her feelings. † This word for word example shows how the counsellor was actively listening by asking questions and reinterpreting what I was saying. She clearly showed empathy by saying â€Å"oh that’s great news† then let silence do the rest of the work as I quickly filled the gaps then promptly responded (DeVito, 2009, p. 140-141). It also made me think about the positive things I have going in my life at the moment and the slight realisation that its not all that bad. After I left the counselling session, I felt relieved as though I had a load off my chest. I realised the counsellor let me express what I wanted to but used history as a guise. I spoke freely about all aspects of my life and the counsellor didn’t need to say too much. She quietly, but professionally took notes when a point of interest arose but didn’t let the note-taking affect the flow of talk. I noted that expressions on people’s faces can greatly determine the nature of the conversation. If someone looks easy to talk to, then they probably are as their body language can emphasise and express feelings (Egan, 2007, p . 4). I noticed the importance of simple and respectful questioning and how it promotes more talking. If the question requires the client to think and reflect on the situation at hand then I believe it is a worthy question to ask (Egan, 2007, p. 95). Open questions that my counsellor asked such as â€Å"how do you think you will react when your wife comes back to Australia? † challenged the way I was thinking at the time and promoted reflection (Egan, 2007, p. 176). The response from me was â€Å"Um, I’m not too sure, but I know I will have to act like an adult and try and be rational. It really made me think that if I don’t take the ‘higher ground’, it will be much harder to deal with. I believe this shift in thinking was a mild breakthrough in the session and I believe it was the main benefactor in my relieved feelings after the session. I think giving the client something, even if small, to take away from the session is important so the client can keep reflecting after the session is over. I was not set any homework from the counsellor during this session but I think that would be a great way to keep clients engaged during their own time. I thought that the rapport building and the foundation towards a good client-counsellor relation ship can help a client feel like they have someone to talk to who will listen and understand (Egan, 2007, p . 78). My counsellor seemed very good at active listening and I definitely noticed she was listening as her body language and tone of voice suggested so (Egan, 2007, p 76). Every time I spoke she would nod, maintain eye contact and speak by saying ‘ok’ or ask another question regarding the topic such as â€Å"do you think you will you be ok with this?. Egan in (2007) suggested that during the first stage of helping or counselling someone, you focus primarily on clarifying the client’s key issues so they can then identify what needs change (p. 26). When reflecting on the session later I believed the counsellor did a great job at this as she clearly identified the contentious issues in my personal life by asking clever, open ended questions at the time presented (Egan, 2007, p. 121). I did also notice that the counsellor had a stutter and she seemed to stumble on the word ‘ok. This was a strange experience as I felt a little awkward when she was stuttering on the word but I knew and understood that it was something she could not help. I think for most part, I felt a sense of pity in the fact that it would have been very hard for her to cope with a speech impediment her whole life. Still I found it extremely hard to let her know that I felt some empathy and even sympathy towards her without saying it as I assumed it would discomfit her. However, I quickly got used to it and it almost seemed appropriate that the particular word she had trouble with was ‘ok. After listening back to the recording I noticed that she didnà ¢â‚¬â„¢t ask any questions which could promote a defensive response from me and I didn’t feel the need to play any games by answering untruthfully (Corey, 2009, p 63). I suspect people that are forced to commit to counselling sessions, maybe for legal reasons might play these games or act defensively as it is probably not their wish to be there. I believe that clients also need to be asked the right questions and in the appropriate manor which is reliant on the situation to avoid defensive behaviour (Egan, 2007, p 121). The calm form of questioning and rapport building between the counsellor and I was vital in starting a good relationship and it had a positive impact (DeVito, 2009, p. 88). Overall I felt the experience was extremely valuable to my personal and professional development. After analysing and reflecting on this session I can understand how important these small and subtle skills are. With practice I can begin to implement these skills in my day-to-day life and also as a professional counsellor. References Clarke, J. (1998). Advanced Professional Counselling. The fundamentals of human behaviours the theory practicalities of counselling. (6th ed. ) Alderley QLD: Merino Litho. Corey, G. (2009). Theorhy and practice of counselling and psychotherapy. (8th ed. ) Belmont, CA: Thomson Higher Education DeVito, J. A. (2009). The interpersonal communication book (12th ed. ) US : Pearson Education. Egan, B. (2007). The skilled helper (7th ed. ) Pacific Grove, CA: Wadsworth Group. Gabriel, L. (2005). Speaking the unspeakable. The ethics of dual relationships in counselling and psychotherapy. NY: Lynne Gabriel.

Class Conflict in Kenya Essays

Class Conflict in Kenya Essays Class Conflict in Kenya Essay Class Conflict in Kenya Essay Conflict can be described as a natural disagreement between two interdependent parties as a result of differences in attitudes, values, beliefs and needs. When the parties perceive incompatible goals with each other or detect interference from the other in achieving their goals conflict will arise. Scarce resources in any society are also a trigger for conflict between individuals and groups. There are multiple definitions of conflict available but commonalities exist among all of them. In order for there to be conflict all parties involved must notice the struggle. Other commonalities include scarcity of resources, opposition and interference in achieving goals. Different schools of thought view conflict differently and there has been conflict regarding the role of conflict in society. The Traditional view, which reigned in the sasss and sasss held the idea that conflict was a negative feature Of society and was evidence Of dysfunction brought about by inadequate communication, and a lack of trust and openness between different groups in society. Therefore, in accordance to this view, conflict should be avoided at all costs. This view did not prevail for very long due to its rigidity. The Human Relations view replaced the Traditional view and prevailed from the late 1 asss through to the 1 asss. This new view believed that conflict was inevitable and thus should be acceptable. Conflict was seen as a natural occurrence during interaction between groups and organizations. Eventually this view was stamped out giving way to the current perspective, The Interactions View. This view differs from its predecessors in that it actively encourages conflict believing that any congruent, diplomatic, serene and cooperative group can become stationary and uninterested to needs for theorization and change. Therefore, this view encourages conflict, though of a minimal level, as it helps keep the group active, self-critical and imaginative. Conflict as described by the Human Relations view is inevitable and a part of every society. This aspect is especially true in third-world societies where conflict is rampant due to excessive competition for the scarce resources available such as money, employment opportunities, land, power and prestige. Third-world countries are characterized by high levels of unemployment and illiteracy leading to a wide gap between different social lasses in the society. This leads to class conflict as different groups try to either maintain or improve their social standing at whatever cost. This conflict is evident here in Kenya, especially in the capital city of Nairobi where every social class is represented. Class conflict, also known as class struggle or class warfare is the friction or rivalry between different classes in society as result of opposing socioeconomic desires and interests. Class conflict may take a variety of forms including direct and indirect violence, legal and illegal lobbying and even bribing of government officials. Classes in society are a result of social stratification: a method by which society positions groups of people within a hierarchy. Social stratification is an attribute of society and does not reflect on individual differences such as gender, race and religion. Because of this social stratification perseveres through generations, making social mobility difficult. Though social stratification is a universal feature, it varies between different societies, with certain societies showing more inequality than other ones. The class system is based on birth status as well as personal achievement. Social transformation in Kenya is a source of great conflict. The countrys class system is inundated by grave inequalities in every sector from health to security, politics to economics. This predisposes the society to conflict, both passive and active, as people fight the violation of their bottom line rules and norms. Class conflict in Kenya is expressed in a variety of ways. Strikes by civil servants due to unpaid salaries and poor working conditions have become prevalent in Kenya, with the government maintaining a shortage of funds, yet Members of Parliament continue to grant themselves hefty pay rises and allowances. Government schools and hospitals are characteristically dilapidated and congested and this is all the majority of the population has access to. Private institutions, which are highly modernized and pristine are costly and out of reach for the greater part of the population. This makes basic human needs such as proper healthcare a preserve of only the well off. The growing injustices meted out on the lower class by powerful groups and individuals in society is a major contributor to class conflict and violence. The prices of basic commodities are often inflated in order to fund personal endeavors of the rich and powerful at the cost of the ordinary citizen. Politicians continue to use false promises to gain votes during campaigns only to disregard all their duties and previous promises choosing instead to enrich themselves at the cost of the ordinary citizen. The gap between the rich and poor continues to widen as the poor get poorer and the rich get more powerful. The number of people who lack basic needs such as shelter, food and water continues to grow, while others have these basic needs in abundance but constantly complain of lack of necessities such as extra bodyguards. Corruption and inequalities have eroded the police and court systems with justice being handed to the highest bidder. It is common for petty thieves to receive heavy sentences for their crimes while those who commit large injustices walk away with nothing more than an insignificant punishment. Government offices are marred by corruption where bribing is the order of the day. The police system is no better and traffic police officers constantly barrage motorists for bribes. For those who are well off this might not seem to be such a bad way of life, as money can get you anything you want. However, for the ordinary citizens who can barely afford to feed and support their families as it is, this dishonesty can be quite exasperating and disheartening leading to class conflict. Class conflict in Kenya takes various forms with the most obvious being direct violence in the form of strikes and protests against the government and other powerful conglomerates, which are a common occurrence in the country. Deaths due to poverty, hunger, sickness and hazardous working conditions are other forms of class conflict. Politicians carry on their predecessors deception by promising to provide the people with jobs, housing, infrastructure and security, only to overlook the people once they are in power. All these inequalities and false promises have led to frustration and anger among the working class, leading them to express their anger through violence and criminal activities. This old-age form of conflict exists and has existed in almost every society and therefore is the basis of several theories, which I will use to analyze class conflict in Kenya. The evident inequalities in the distribution of resources in the country result in a large number of people being left with unsatisfied needs. According to Burtons Human Needs theory, conflict arises when human needs are unsatisfied, especially basic human needs. Burton believes that we seek out our needs simultaneously as opposed to Mascots hierarchal arrangement of needs. A few of the needs recognized by the theorist include safety/security, participation in the civil society, personal fulfillment, freedom and distributive justice. Peoples obstinate urge to meet their unmet needs, whether on the societal, group or individual level is one of the key reasons for prolonged and problematic conflicts in society. Another theory that explains the class conflict in Kenya is the Structural Violence Theory. According to Gallant, the proponent, inequalities in society eventually bring about conflict and violence and until these inequalities are addressed, the violence will persist. According to the Society for International Development on economic inequality (2004) Kenya is among 10 top unequal societies worldwide and holds the number one position for inequality in East Africa. The society alleges that for every shilling an underprivileged Kenya makes, a wealthy Kenya makes 56 shillings. , According to Aqualungs Structural Violence theory, !!!! According to the Conflict Theory the pursuit of individual interests is the cause of conflict in society and thus should be considered an ordinary feature of social life. In the pursuit of interests, resources are scarce and this leads to competition. The assumptions of this theory are that society is made up of various groups Of people who fight for resources, and these groups Of people are engaged in a constant power struggle. Social groups will use resources to their own advantage in the pursuit of their goals. This often means that those ho lack control over resources will be taken advantage of. As a result, many dominated groups will struggle with other groups in attempt to gain control. The majority of the time, the groups with the most resources will gain or maintain power (due to the fact that they have the resources to support their power). The idea that those who have control will maintain control is known as The Matthew Effect!!! !!! Marx argued that a class is formed when its members achieve class consciousness and solidarity. This largely happens when the members of a class become aware of their exploitation and the inflict with another class. A class will then realize their shared interests and a common identity. According to Marx, a class will then take action against those that are exploiting the lower classes. What Marx points out is that members of each of the two main classes have interests in common. These class or collective interests are in conflict with those of the other class as a whole. This in turn leads to conflict between individual members of different classes!!! Class conflict can take many different forms: direct violence, such as wars fought for resources and cheap labor; indirect violence, such as deaths from poverty, starvation, illness or unsafe working conditions; coercion, such as the threat of losing a job or pulling an important investment; or ideology, either intentionally (as with books and articles promoting capitalism) or unintentionally (as with the promotion of consumerism through needed] Additionally, political forms of class conflict exist; legally or illegally lobbying or bribing government leaders for passage of partisan desirable legislation including labor laws, tax codes, consumer laws, acts Of congress or other sanction, injunction or tariff.

Getting to know pepsi Term Paper Example | Topics and Well Written Essays - 750 words

Getting to know pepsi - Term Paper Example To enhance the quality of its products and quality of its financial reports, the company relies on the services of KPMG as their main external auditors. All financial reports released by the company have an approval and recommendation of their external auditor. The company releases its annual report at the end of each fiscal year, which ends at the last Saturday of every December. The company’s financial records and leadership is available from the following website http://www.pepsico.com/annual11/#//. The company produces a variety of product for its domestic and global markets. The main products that are produced by the company include Dew, 7-Up, Frito-Lay, Gatorade, Quaker Oats, and Tropicana. Pepsi use the indirect method to report its cash flow activity. Indirect cash flow system of reporting uses applications that convert accrual net income or loss into cash flows through a series of additions and deductions. Pepsi is a market leader in the production and distribution of soft drinks. The company recorded net revenue of $65,881 million, $65,881 million in the fiscal year ending 2011 and 2010 respectively as its net revenue. In the close of the financial year that ended at December 2011, the company was worth $72,882 million (PepsiCo web). This was a significant increase in its total holdings comparing to its closing balance of $68,153 million at the end of 2010 financial year (PepsiCo web). At the close of the trading period ending December 2011, the company recorded a net income of $6,443 million. The company’s stocks were valued at $66.35 at the end of the fourth quarter of the last trading period (PepsiCo web). This stock value attracted a $0.515 as a dividend or return on every share unit (PepsiCo web). According to the value of Pepsi’s closing stock and share equity, Pepsi can be classified as a large company. This is in relation to its annual income and dividend report released by the company. The company’s

Quality Management in the Hotel Escargo Essay Example | Topics and Well Written Essays - 250 words

Quality Management in the Hotel Escargo - Essay Example The essay "Quality Management in the Hotel Escargo" talks about the management strategy of the Hotel Escargo and how the hotel manages with prevention and appraisal costs. The writer argues that prevention costs should be ranked first before appraisal costs. This statement is true because business enterprises are required to first institute mechanisms to keep defects from occurring during the production process. Appraisal costs will arise when striving to detect defects through inspections, tests, and audits. I agree with the fact that most companies allow 10-15 percent to the prevent costs in typical situations; however, prevention costs should be maintained above 70 percent of total costs of quality. Olson argues that the in the ideal situation, the proportion of prevention is highest among the total costs of quality. Prevention costs that the management need to consider include quality planning, check-in and check-out system development and management, workforce training and employee development. Appraisal costs relevant to Hotel Escargo include room cleaning and inspection expenses, administering customer feedback survey, and room service audits. I agree with the writer of the assessment appraisal costs should be ranked second after prevention costs. The problem statement clarifies that there are aspects in check-in and check-out systems that need to undergo improvement. The management intends to develop a new process that is characterized by efficient and convenient in serving customers.

Abstract Expressionism - Control VS Chance Research Paper

Abstract Expressionism - Control VS Chance - Research Paper Example The research paper "Abstract Expressionism - Control VS Chance" investigates abstract expressionism. It challenges the controlled aspects in art and gives us the freedom to express our own idea of what art is through expression. If you take your time to look at a work of art, it should take you through a process, emotions, and should tell a story, which is what Abstract Expressionism does. From brush strokes, to color schemes, to texture, to geometric and organic shape and line, Abstract Expressionism provides an experience that is reserved for those who are willing to experience a journey of something different and not immediate familiar. Artists such as Hans Hofmann, Jackson Polluck, Franz Kline, Gerhard Richter, and Norman Lewis have been leaders in abstract expressionism through painting and I personally have been inspired through their works. My paintings, mixed media art, and photography are all influenced by Abstract Expressionism. While analyzing the works of these artists, w e will discuss the comparison of control versus chance in art and the need for Abstract Expressionism in the contemporary world of art. It emerged soon after the Second World War thereby developing a new trend in painting among other types of arts. Different artists that shared the school of thought appreciated different features of art as they sought the freedom to express their creativity and artistic instinct in the development of art. Abstract expressionism therefore relies on the creativity, energy and action.

Defining And Analysing Freedom Of Expression Philosophy Essay

Defining And Analysing Freedom Of Expression Philosophy Essay The freedom to communicate ideas, thoughts or any form of message through any type of medium freely without any censorship or limitations Freedom of expression is sometimes used to indicate not only freedom of verbal speech but any act of seeking, receiving and imparting information or ideas, regardless of the medium used. Freedom of expression is the right of an individual to express his/her feelings and thoughts in any manner what so ever through any medium. Introduction Freedom of expression is a cornerstone of democratic rights and freedoms. In its very first session in 1946, before any human rights declarations or treaties had been adopted, the UN General Assembly adopted resolution 59(I) stating Freedom of information is a fundamental human right and the touchstone of all the freedoms to which the United Nations is consecrated. Freedom of expression is essential in enabling democracy to work and public participation in decision-making. Citizens cannot exercise their right to vote effectively or take part in public decision-making if they do not have free access to information and ideas and are not able to express their views freely. Freedom of expression is thus not only important for individual dignity but also to participation, accountability and democracy. Violations of freedom of expression often go hand in hand with other violations, in particular the right to freedom of association and assembly. Progress has been made in recent years in terms of securing respect for the right to freedom of expression. Efforts have been made to implement this right through specially constructed regional mechanisms. New opportunities are emerging for greater freedom of expression with the internet and worldwide satellite broadcasting. New threats are emerging too, for example with global media monopolies and pressures on independent media outlets. A Means of Speaking Out Freedom has provided a forum to countless other individuals and groups in the interest of justice and reform. Freedom of expression is a cornerstone of democratic rights and freedoms. In its very first session in 1946, before any human rights declarations or treaties had been adopted, the UN General Assembly adopted resolution 59(I) stating Freedom of information is a fundamental human right and à ¢Ã¢â€š ¬Ã‚ ¦ the touchstone of all the freedoms to which the United Nations is consecrated. Freedom of expression is essential in enabling democracy to work and public participation in decision-making. Citizens cannot exercise their right to vote effectively or take part in public decision-making if they do not have free access to information and ideas and are not able to express their views freely. Freedom of expression is thus not only important for individual dignity but also to participation, accountability and democracy. Violations of freedom of expression often go hand in hand with other violations, in particular the right to freedom of association and assembly. Progress has been made in recent years in terms of securing respect for the right to freedom of expression. Efforts have been made to implement this right through specially constructed regional mechanisms. New opportunities are emerging for greater freedom of expression with the internet and worldwide satellite broadcasting. New threats are emerging too, for example with global media monopolies and pressures on independent media outlets. Free Expression and the Internet Aside from supporting freedom of expression for others, Freedom has been in the forefront of reporting on issues which directly concern the freedom itself. During the 1990s, freedom of expression has extended to include the computerization of the way we live, work, and conduct our day to day affairs. Due to its capability for instantaneous global communication, the Internet has provided a new frontier for free speech and its protection within the parameters of responsibility and lawfulness. For the same reason, it has also put freedom of speech to its most crucial test. The right to ones own thoughts and their disposition is a fundamental human right. Authors, artists, designers, and the myriad of others in creative and intellectual fields have the right to share their words or ideas with others or not. If they choose to share them, they also have the right to control the way in which they may be shared. In this way, intellectual property rights and free expression are inextricably linked. Freedom has championed the application of existing laws regarding intellectual property rights to the Internet, and supported responsible self-restraint by individual users. Self-policing by Internet users is ultimately the means by which to ensure continued freedom from over-regulation. However, Freedom has expressed the view that some regulation may become necessary if free speech is abused, thus has also presented the view that existing intellectual property laws be applied where necessary to those who violate the rights of others. Freedom of speech means neither the freedom to steal, nor the right to claim anothers speech as ones own, nor to copy anothers writing and sell it or give it away without the authors permission. Freedom has also informed officials, community leaders, and the media on copyright issues pertaining to the Internet, including its in-depth coverage of court cases that are setting precedents for the protection of intellectual property rights on the Internet. Due to continued support and dedication to the freedom of expression, Freedom has been able to provide a wide variety of views and accounts of news over the past 30 years. In a world where the public is majorly informed by means of fragmentary day-to-day news processed through a few news media who, because of their size, dominate the flow of information, accounts by other media such as Freedom who can provide different views-are increasingly important to a free society. Pros and cons Freedom of expression is a double edged sword in that it has its positive side as well as a negative aspect. Freedom of expression does not give any person, group, institution or a nation to abuse, degrade and mock other peoples religion, culture or their beliefs. Freedom of expression has to be used entails that exceptional care is to be taken when dealing with such sensitive matters where emotions run high. It does not give anybody the license to make a mockery of other peoples beliefs and cultures just because it is different from their own. Where as in purely democratic sense this is considered to be a very good thing, it carries its own responsibilities. The sign of a civilized and educated nation is that everybody is free to express whatever they like as long as it is within certain limits of decency and ethics and is not considered to be beyond a certain legal boundary. Whereas there are laws in a proper democratic society that protects the individuals right to freedom of expression. There are also laws to protect individuals from grief and loss incurred as a result of another persons actions taken in the name of freedom of expression. In other words one person cannot go beyond the law and cite his right to freedom of expression to insult, degrade and defame any another person, group and institution. Freedom of expression without responsibility is no freedom what so ever and can be termed as sheer arrogance. Origins Of Freedom Of Expression The right to freedom of speech is recognized as a human right under Article 19 of the Universal Declaration of Human Rights and recognized in international human rights law in the International Covenant on Civil and Political Rights (ICCPR). The ICCPR recognizes the right to freedom of speech as the right to hold opinions without interference. It is different from and not to be confused with the concept of freedom of thought. Conclusion: Freedom of speech and Ethics: Every individual has their own personal space, within which they have freedom of doing anything. But this freedom remains only till the time it doesnt interfere with the personal space of some any other individual other than you. Now days this term has gained a lot of popularity, individuals and groups either separately or collectively have started abusing each others or a set of peoples rights in the name of so called Freedom of Speech. We know what and where our boundaries are but give the least consideration about it when it comes to others, we have forgotten that where our limits end someone elses boundaries might begin from just there. Freedom of Speech and Media: Media is a very powerful tool, if used appropriately it can do miracles, but if misused it can cause harm like no other thing can. Tools as we know are not harmful or useful, it is their use that categorizes them in a certain way, and so same is the case with media be it of any form, print media or electronic media. The purpose that it fulfills is what makes it either good or bad; freedom of speech is one such issue that came into limelight by medias propagation regarding this issue. Medias approach is very wide and is followed by a large number of populations anywhere, so whatever is portrayed regarding any issue gains hype instantly and leaves a deep impact on the minds of masses. With such powers come great responsibilities as well, and to make sure these responsibilities are met some laws had to be laid down to keep a proper check. Freedom of Speech and Laws: Laws hold a great importance to maintain a balance and a sound society and are mainly responsible for maintaining the attained freedom. Laws are made to protect the rights of individuals, or groups living in a society. Rules and regulations help set a boundary to an extent till which individuals or groups prevailing in the society can interfere others freedom, be it freedom of speech, expression or any other kind of freedom that an individual or a group of people can possibly have. Freedom has always has its price, be it in any form, responsibility is the price that is and should be paid to maintain its true essence. Everyone should be responsible for their actions, implied or not and words either spoken or written, only then we will have nearly idealistic societies.

Pyrotechnics :: essays research papers

PYROTECHNICS   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Pyrotechnics special effects are widely used in motion picture production to create all types of effects involving explosions, fires, light, smoke and sound concussions. The types of pyrotechnics materials used include flash powder, flash paper, gun cotton, black powder (gunpowder), smokeless powder, detonator explosives, and many more. They are used in bullet hits (squibs), blank cartridges, flash pots, fuses, mortars, smoke pots, sparkle pots, etc. The main problems of pyrotechnics include prematurely triggering the pyrotechnic effect, use of larger quantities or more dangerous materials than needed, causing a fire, lack of adequate fire extinguishing capabilities, and, of course, inadequately trained and experienced pyrotechnics operators. As a result of these risks, all pyrotechnics special effects are regulated at the federal, state and local level. In general, all pyrotechnics are explosives, but not all explosives are pyrotechnics. Class A explosives (high explosives) are materials like dynamite and Primacord which may detonate even if unconfined. Pyrotechnic special effects materials are Class B explosives. They will burn, but not explode unless confined. Examples are black powder and pellet powder, safety fuses, igniters, igniter cord, fuse lighters, Class B special fireworks, and Class B composite solids propellants. Class C explosives are common fireworks. Note that short lengths of Primacord may be classified as Class C under certain conditions. Both Class B and C explosives are also called low explosives. All pyrotechnic materials and other explosives consist of an oxidizer (source of oxygen) and a reducer (fuel). Examples of oxidizers include potassium nitrate, strontium nitrate, potassium perchlorate and potassium chlorate. Examples of fuels include metals like magnesium and aluminum, sulfur, silicon dioxide, and organic fuels like charcoal, starch, resins, and chlorinated hydrocarbons. The choice of fuel and oxidizer determines the type of effect (flash, smoke, sound, etc.) its color, and its intensity. There are two basic types of pyrotechnic materials: single component and two component systems. Single component materials will either burn if ignited, or explode if ignited when enclosed, since the oxidizer and fuel are in the same mixture. Flash paper, for example, is a partially nitrated cellulose and contains both fuel and oxidizer internally. The traditional black powder has potassium nitrate as the oxidizer, and sulfur and charcoal as fuels. In two component or binary systems, the oxidizer and fuel are separate components which are transported and stored separately and only mixed when ready to use.

Assessment and Technology Essay

My mission statement for my classroom is to be able to incorporate technology into it as well as into the curriculum so that it is more challenging and demanding for the students. Also incorporating it will bring the students to want to learn and engage in a twofold environment that will join together traditional learning and technology centered instruction. Classrooms and students who have access and the ability to use different technologies such as computers, Smart-boards, digital cameras, digital recorders, e-tablets, smart-phones, iPads, ect will be able to have an advancement for designing, formulating, and organizing projects which will give the students a tremendous boost in the learning process. My intentions for the classroom is that I would like my students to comprehend the advantages of technology as well as how it will continue to develop and progress in their lifetime and assist in preparing them for the public in the 21st Century. Vision I foresee a classroom full of students that are properly equipped with several different uses of technologies that will allow me as a teacher to be resourceful with the students in the classroom along with the classroom curriculum. I visualize technology being applied in the classroom to allow students to be more involved with their coursework and encourage critical and creative thinking alongside with collaboration, communication, life, and career skills. Rationale I decided to involve in my mission statement the idea of preparing my students for the 21st Century as well as having a multitude of different technologies is because in the reading from Information, Media and Technology Skills, talks about the quickly changing technology tools and being able to collaborate which will help the students be efficient in the 21st century (Partnership for 21st Century Skills). Being able to use multiple technologies such as the mission statement states will help the students grow with the technology and make it more feasible for them to use technology in their projects. Also in the mission statement I stated technology such as laptops and ipads because students growing up with technology such as those everyday and using them for games or other activities, if students can use technology for that then they can use those types of technology in the classroom to learn (Teachers, technology and training). When it comes to my vision statement I chose this because I believe that all children as well as my students should be able to apply technology to their everyday learning environments (Unleash the power of technology in education). Communications Plan Incorporating technology into the classroom can either hinder the learning environment or help it depending on how the technology is used to teach as well as in communication with the students, teachers, and the parents. Communication should not be taken lightly. There are a few methods that can be used to communicate with parents that I intend to use in my class such as: contact list, phone calls, e-mail, letters, and a website. Not only is communication with parents important but communication within the classroom, with the students, has the same importance. With this communication a tremendous way of communication in the classroom is through collaboration. When a class first begins I will have my class fill out an emergency contact form so that I am able to have the phone numbers of their guardians to keep in contact with them. This will help me give phone calls to parents and guardians to keep them updated on grades as well as behavior. If a child is distracting the classroom and making it a poor environment for learning then the numbers will come in handy to give the parent a phone call and let them know that the child is having behavior problems within the classroom. Another good way for communication that I intend to use is email and letters to the parents. The emails and letters will have updates about what is going on at the school as well as the classroom. A letter will be sent out to the parents asking for emails and addresses as well as asking permission to send out weekly updates on what is going on in the classroom and the school. Finally, another way to communicate with parents is through a class website. Through the website the parents will be able to see what is going to be taught that week as well as grades for each child. This is an easy way for parents to check out what their child is learning and how well they are doing (School Community Journal). A superior way to communicate within the classroom is through collaboration. Collaboration has many forms such as groups within the classroom along with groups outside of the classroom. An example of that is collaborating with a different school by either going to the school or having another classroom come to mine. Also, there is using technology such as Skype and other Webcam-Ming programs to have another classroom from the opposite of the country on the smart-board or screen to communicate with each other for a few lessons (Multicultural Education). When it comes to students using the Skype, or any other program on the internet, students need to learn what is appropriate to use as well as when it is an appropriate time to use the program. Within the first week I will teach the students the proper way to go about using the internet and have a set of rules as well as consequences for the internet to maintain a proper learning environment (Internet Research). Integrating Technology Into The Classroom Educators are able to integrate technology into the classroom by using various technology devices. A good example that many classrooms have today is the Smart-Board. With the use of this technology the students are able to write on the board as well as learning games by touching the board with a finger or a special marker. Also with the Smart-board, teachers are able to show their students videos through the internet. Another great type of technology to use is a webcam-Ming source such as Skype or Tiny-chat which will be an advantage for the students as a tool to use to bond with other students around the world. In my Special Education classroom, my Comprehensive Classroom Technology Plan will consist of assistive devices. Assistive devices comprise any device that disabled kids and students can utilize to help them learn and function more effectively. The most current studies show that around 4,000 assistive technologies have been designed for students and teachers. Such devices include wheelchairs, hearing aids, glare reduction screens, screen magnifier, Braille note taking devices, voice recognition software, and devices that are simple by having the child follow letters and pictures on a screen. Children that contain special needs or a disability have an assortment of communication devices and have modifications for their every day life to help them get through everyday life (Education World). A familiar device is a small computer screen with pictures, letters, and words that help children that cannot communicate efficiently. The device helps the children to communicate with others with the screen because they have trouble speaking and making sentences to tell people if they may need something. Another device is a specialized wheelchair. For children who have no communication functions there is the advance technology of a special wheelchair that they can stare at a picture or words to communicate with others. Some might think that smart-boards are only for main stream students, however, in a special education class the smart-board is a very useful device to help the students engage with the classroom. There are activities and games that the students can go up to the smart-board and do such as answer questions that pop up on the smart-board. Over billions of dollars have been invested into wiring schools for desktop computers. A wireless network is able to present an engaging alternative that secures superior access for the student (Wired Versus Wireless). Nearly two thirds of institutions are using wireless networks. Also known as WLAN, wireless networks are defines as a â€Å"local area network, not connected by cables or wires† (The Journal). Wireless is what people see more in classrooms today. in the company of a wired classroom there are more benefits by being able to educate students on how equipments are to be connect together. Wired classrooms scamper the threat of the students tripping over the wires. It is said that wireless is less secure; however, either way information can be stolen or secured. In Conclusion, integrating technology into the classroom is the teacher way of the 21st Century. Technology in the classroom is a creative way of learning. Every year technology grows and brings about more opportunities for children to cultivate and learn with ease. Look back 20 years ago, children who were unable to communicate truly where unable to communicate. Now, children who cannot speak properly have a way to express themselves and learn with the technology integrating in the classrooms. Rationale I decided to talk about assistive technology with integrating technology in a classroom because from experience most special education classroom is all about technology being used. Many students use technology just to communicate in the classroom. The technology used helps the students learn at their own pace because they are able to look at pictures and words to create the best guess on either an answer to a question or a statement they need to make. I think it is so amazing on how more advance a special education students is rather then a main stream student. Technology for Assessments The use of technology in the classroom has grown abundantly within years with not only the effect of entertainment but also the result of learning. With technology being integrated into classrooms, the technology can also be used to enhance assessments such as formative assessments and summative assessments. Furthermore, teachers should use both traditional as well as technology to assess student learning. When it comes to assessing a student it entails viewing what the students can do and depicting conjectures on the student’s capability (Caacentre). Technology helps to assess students by giving them more learning tools in the classroom. Today’s advancements in technology offer more opportunities to teachers and students that were unfeasible before. Applying a variety of technologies in one lesson can facilitate the understanding to all students (Shelbyed). There are a few advantages that have been known and discovered in regard to technology being included in the classroom. One advantage is when technology is being used in the classroom its extensive range of utilizing has the prospective to reach students of all different learning capabilities along side with being more proficient. Another benefit is that due to the curiosity and motivation technology encourages in the students makes the use of technology in the classroom significant. Lastly, there is the advantage of enhanced preparation in the students for the future when it comes to using technology that is targeted at attending to each learning method (Shelbyed). Along side with advantages there are disadvantages. When it comes to the disadvantages of using technology a major one discussed is the cost of the technology being used with the pre and post tests given. Another disadvantage is that it becomes more summative rather then formative and becomes difficult to segregate what changes need to made. Finally, there is also the frustration of receiving results in a timely manner (Morningside). There are two assessments that are used in the classroom. First there is summative assessment which is intended to measure the achievement of each student at the conclusion of each unit. This assessment also gives a concluding grade. The next assessment is formative assessment which includes techniques that are deliberated to ascertain the progress of each student during the learning process and makes it possible to obtain feedback to the teacher as well as the student (Caacentre). Educators should integrate technology in the classroom; however, teachers should not only use technology to assess students. When there are multiple ways to assess students all methods should be looked upon and used to give the students the best education as well as get the most responsive feedback from the assessments. In conclusion, with the growth of technology in the classroom, it becomes more actively used not only in the learning process but is also used along side assessing the students. Summative and formative assessments are used to obtain the growth of the students during each lesson and technology can have a huge factor in assessing the students by encouraging them. The uses if technology can have a huge impact on the students and can help enhance the learning and assessment process. Rationale When coming up with the conclusion in my writing I used personal experience for the most part and how technology benefited when assessing me. I used clickers in my government class in high school to takes tests and when I put in my answer it would show up on the smart board if the answer was correct or not. Another way I formed my conclusion was reading an article about integrating technology as a teacher. In the article it talks about how intergrading technology in the classroom may be difficulty at times but it can give many students the encouragement they need to do well on an assessment especially when technology is used the way it was used in my government class. It gives the students an opportunity to get quick feedback in that instance; however, technology can have its hiccups which can result in a less timely manner of feedback (Beginning with a Baseline). Technology Ethics in the Classroom Throughout the past 10 years technology has grown significantly and began being used within the classrooms. Due to the elevated use of computers and the internet, fraud, plagiarism, and copyright becomes a higher risk in essays and assignments. Not only should firewalls be put on the computers to block certain sits, students should be taught the appropriate sites that should be used. Students ought to be educated on how to use citations in their essays to keep from plagiarizing. There are three ethical practices of technology that I would use to implement the classroom: resources, expression, and responsibility. Countless amounts of teachers dread having to deal with â€Å"academic dishonesty† within the assignments of the students due to the easy ability that it can be done (An Ethical Dilemma). However, with the proper teaching students can learn the suitable sites to use as well as how to prevent plagiarism. In most classroom settings it is told to the students never to use Wikipedia. Sites such as Wikipedia should be taught to students to use with care and never as a citation due to the fact that anyone can write on it and it could be false information. When students are asked to write an essay they may struggle because they lack the knowledge needed for the essay which then the internet then serves the person as a â€Å"real equalizer†. There are access to hundreds and thousands of sites that are available (Tech Talk). A good educator will take the time to teach the students useful sites to get research as well as not to copy what is said from the sites word for word. There should be an agreement signed by each student that if plagiarism is used there will be consequences such as having to rewrite the essay for less credit. Besides just educating the students on the sites, they should also begin to get educated on citing the sources used in their essays as well as quotations. Citations can be very difficult for students especially the younger grades. Plagiarism is the act of entailing that another individual’s work is in fact your own work. When teaching the students about citations it should first be known that even if they are going to cite where they obtained the information from do not copy and paste. When a statement is copied word for word it should be put in quotation marks (Avoiding Cut and Paste). Depending on how the school or classroom is run there are several ways of citing. For the younger kids it should first be taught in MLA style to make it easier to grasp as well as because students most of the time do not use APA format until the last couple years of high school or even until college. After the students are educated on citations, a good way to help guide them is by giving the students a website that can further assistant them so that there is less plagiarism. A site that I would recommend to my students is easybib. com, which helps all styles of citations. Three ethical practices of technology that I would implement in my classroom are resources, expression, and responsibility. With these three a teacher can put into the agreement that will be signed by the students that there needs to be proper use of resources such as using knowledge and skill, expression such as skills and practices, and responsibility such as values and ethics. These are to be more similar to guidelines when it comes to ethics in technology. In conclusion, with the advancement in technology throughout the years, technology has become more common in the classroom. Plagiarism has become an issue that teachers dread to have to deal with. I believe with the proper educating of this to the students the plagiarism in the classroom will become scarce. Students need to learn the rights and wrongs of technology. Reflection Technology growth has had a major impact at schools and within classrooms. With the growth of technology comes more ways of learning as well as more safety to be taught with technology. My comprehensive technology plan helps guide me with the learning process for my students with the use of technology; it increases both the productivity and efficiency for students  and teachers. When coming up with an efficient plan it should include the reduction of costs and making certain the compatibility with already accessible technology. With the plan should come five steps which consist of: Define the accessible technology strategy, Identify requirements, Design, develop and purchase technology, Implement and Train, and Maintain technology and continue learning. These steps make for a productive and efficient comprehensive technology plan. In the first step, define the accessible technology strategy; the educator defines how accessible technology can be put into the classroom by creating a mission and vision statement that will set the ground work. Knowing this will help me as a teacher integrate accessible technology into the classroom. Within the vision statement should be how accessible technology plays a role in the learning environment. My vision statement states how I foresee that students will be equipped with a multitude of technologies as well as how I visualize the technology will be applied. In the mission statement it helps to clarify the vision statement. The mission statement will help in step 5 when I as a teacher will measure the success. My mission statement includes incorporating technology into the curriculum and what incorporating technology into the classroom and curriculum will do for the students (Microsoft Accessibility). The next steps are more details of the mission and vision statement made into the actual comprehensive technology plan. Throughout my whole plan I describe how technology benefits the classroom and the different ways it benefits. One important way technology benefits is through communication. With the use of the internet, computers, and even smartboards, teachers are able to communicate easier with parents through emails, websites, and newsletters. Furthermore, students are able to communicate with other students in the same grade level and are able to work together through sources such as Skype. Also mentioned in my plan is internet security which is an important subject when it comes to technology in the classroom. Students should be taught the appropriate sites to use as well as how to  cite the sources they use for essays and assignments. It truly is amazing how technology has progressed and grown throughout the years and that students that are not only in main stream but special educations students as well are able to use technology to grow further in their education. There are several assistive technologies that have been specially designed for students and teachers such as hearing aids, screen magnifiers, picture software and voice recognition software. Some of these devices help these children with their everyday life along side learning. Another point put into the plan is the use of technology in assessments. Although technology and assessments combined can be a real pain in the butt at time, with time and work it is a very useful way for technology to coincide with assessments. It is easier for teachers to grade rather them going through several papers as well as make a students more interested in the assessment because they are using a computer or something they know how to work. Overall, the comprehensive plan is a very useful source to integrate technology into the classroom. Reference  Banister, S. , & Vannatta, R. (2006). Beginning with a baseline: Insuring productive technology integration in teacher education. http://search. proquest. com/docview/200006665? accountid=7374 Caacentre. (1993). Using Technology to Assess Student Learning. http://www. caacentre. ac. uk/dldocs/alter. pdf â€Å"Developing an Accessible Technology Plan. † Microsoft Accessibility. Microsoft, 2012. Web. 16 Aug. 2012. . Donlevy, J. (2005). Teachers, technology and training: Envisioning the future: The U. S. department of education’s national technology plan. International Journal of Instructional Media. http://search. proquest. com/docview/204262994? accountid=7374 Education World. (2011). Assistive Technology in the Classroom. http://www. educationworld. com/a_tech/tech/tech086. shtml/ Fielding, Randall. Wired Versus Wireless. (1999). Technology in School Computer Networks. http://www. designshare. com/Research/Wired/Wired1. htm. Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School Community Journal. http://search. proquest. com/docview/195462342? accountid=7374 Green, T. (2002). Using classroom simulations and technology to expore multicultural issues in a middle school classroom. Multicultural Education. http://search. proquest. com/docview/216321225? accountid=7374 Loertscher, D. V. (2011). Unleash the power of technology in education. Teacher Librarian. http://search. proquest. com/docview/902627384? accountid=7374 Morningside. (2012). Adavantages and Disadvantages of Various Assessment Methods. http://www. morningside. edu/academics/research/assessment/documents/advantagesdisadvantages. pdf Morss, D. A. (1999). A study of student perspectives on web-based learning: WebCT in the classroom. Internet Research. http://search. proquest. com/docview/219859371? accountid=7374 Partnership for 21st Century Skills. (2011). Information, Media, and Technology Skills. http://www. p21. org/overview/skills-framework/61-imt-skills. Pennsylvania State University. (2012). Avoiding Cut and Paste Plagiarism with Citations. Teaching and Learning with Technology. Shelbyed. (2012). Technology in the Classroom. http://www. shelbyed. k12. al. us/schools/rms/faculty/wrodgers/technology%20int/students. html Street, Chris. (2008). ProQuest. Tech Talk for Social Studies Teachers: Writing about Nazi Germany and Leni Riefenstahl: Using Technology Information: a Journal for Readers, Students and History. The Social Studies. The Journal. (2012). Wireless vs. Hard-Wired Network Use in Education. http://thejournal. com/articles/2002/11/01/wireless-vs-hardwired-network-use-in-education. aspx Thomas, Ebony Elizabeth. (2011). ProQuest. An Ethical Dilemma: Talking about Plagiarism and Academic Integrity in the Digital Age. English Journal.

Australian Legal Studies Student Tutorial Book Semester 2 Essays

Australian Legal Studies Student Tutorial Book Semester 2 Essays Australian Legal Studies Student Tutorial Book Semester 2 Essay Australian Legal Studies Student Tutorial Book Semester 2 Essay Australian Legal Studies Student Tutorial Book Semester 2 2013 ? Australian Legal Studies Course Semester Two Tutorial Format 1 session of 1. 5 hours duration per week There is one tutorial session each week and each session will focus on topics from the previous weeks lecture. For example, in week 2 the tutorial will discuss topics covered in the lecture for week 1. The topics for each weeks lecture and the reading you are expected to do for that lecture are set out in the â€Å"Outline and Reading Guide†. As well as reading from the set textbooks you also need to read the additional readings and resource materials for each unit. These materials are located in the separate Legal Studies Supplementary Material booklet which accompanies this Tutorial Program. The questions which you will discuss or present in your tutorials are listed in this Tutorial Program. Before each tutorial you must complete the suggested reading for that week and then prepare formal, written answers to the questions. You are expected to take an active part in these tutorials by discussing the topics and by raising questions. You will also be given regular writing and a team oral task to complete in tutorials and are expected to refer to decided cases in your answers. It is essential that you prepare for these tutorials by completing both the reading and writing tasks. This will ensure your success in the program. UNSW Foundation Studies 1 ALS Tutorial Book Semester 2 Australian Legal Studies Course Outcomes Rationale Australian Legal Studies introduces students to the Australian constitutional and legal framework. It assumes no previous knowledge. The course examines some detail of the major topic areas that students can expect to encounter at undergraduate level. Students will gain a clear awareness of the important institutions and processes in the Australian and Global legal environment and be exposed to current political and legal issues. Content Outcomes At the end of the course successful students will have developed an: ? understanding of the origins and sources of Australian and International law ? understanding of comparative legal systems and the responses of domestic law to global challenges ? awareness of how cultural differences impact upon the legal system ? appreciation of the impact of law on everyday life and on business operations understanding of basic legal terminology and concepts ? ability to analyse legal cases and apply the law to a range of situations ? awareness of the complexity of legal issues in the global business environment and in the world of e-commerce ? awareness of a variety of dispute resolution processes in Australia and from a global perspective UNSW Foundation Studies 2 ALS Tutorial Book Semester 2 Skill s Outcomes At the end of the course successful students should be: ? competent in both oral and written English language communication skills required for successful undergraduate study proficient in using a range of communication technologies ? able to think critically and analyse problem solving questions in legal studies ? able to engage in independent and reflective learning ? proficient in locating and using information from a variety of sources ? able to work in groups and teams ? familiar with teaching and learning styles at Australian universities ? able to behave ethically and take responsibility for their own actions and educational outcomes ? effective at task and time management ? aware of different cultures and understand alternative viewpoints UNSW Foundation Studies 3 ALS Tutorial Book Semester 2 Student Assessment in Australian Legal Studies Standard Program Assessment schedule Item Duration Weighting Semester 1 exam 1. 5 hours 30% Final exam (Sem. 2 topics only) 2. 5 hours 60% Tutorial Preparation Participation Full year 10 % (2 x 5%) UNSW Foundation Studies 4 ALS Tutorial Book Semester 2 Semester 1 Exam Weighting: 30% This assessment item examines all units from Semester One. Normally a semester examination consists of multiple choice items and short written responses similar to those asked as tutorial questions. The semester exam covers semester 1 units only. Final Exam Weighting: 60% This Examination covers all units from Semester Two. Normally the Final Examination consists of multiple choice questions, short written responses and longer essay answers. The final exam covers semester 2 units only. Tutorial Preparation/Participation Weighting: 10 %( 2x 5 % per semester) Marks are allocated according to a variety of criteria relating to students overall tutorial performance. Some of these criteria might include: ? the quality of written answers prepared for tutorials and quality of graded writing tasks; ? individual oral presentations on particular tutorial questions as nominated by the tutor; ? o-operation and willingness to participate in and at times lead discussion on particular tutorial questions as nominated by the tutor ? evidence of completion of the required and additional reading; ? punctuality and attendance UNSW Foundation Studies 5 ALS Tutorial Book Semester 2 Australian Legal Studies Oral Presentation Student Feedback Sheet Student name / tutorial gro up: Grading Criteria Excellent Very Good Satisfactory Not Satisfactory Organisation Evidence of planning Content Relevant and accurate Quality Explanation of legal issues and concepts Discussion Facilitated and responded to class questions Delivery Confidence, clarity, resources used Time Frame Kept within time limit 5-10 min Additional Comments by Tutor: Overall Grade: Date: Signature of Tutor: UNSW Foundation Studies 6 ALS Tutorial Book Semester 2 Required Textbooks KEY TO REFERENCES Alderson P (2006) Legal Dictionary for Australians,2nd ed. McGraw-Hill, Sydney. Note: Students are expected to make ongoing use of their dictionary. Carvan, John (2010) Understanding the Australian Legal System 6th ed. Lawbook Co. Sydney Chew Charles YC (2008) Business Law Guidebook 1st ed Oxford Melbourne Australia Australian Legal Studies Supplementary Material RELEVANT eo. gov. au (Parliamentary Education office) aph. gov. au (Australian Parliament House) hcourt. gov. au (High Court of Australia) austlii. edu. au (Aust. Legal Information Institute) lawlink. nsw. gov. au (NSW Courts and Tribunals) ipaustralia. gov. au (Intellectual Property Australia) ahtcc. gov. au (Aust. High Tech. Crime Centre) acia. org. au (Aust. Centre Internation al Commercial Arbitration) law. unsw. edu. au/centres/klc( Kingsford legal centre UNSW) comlaw. gov. au (Commercial law) business. ov. au ( Business Law) australiancontractlaw. com (contract aw) flyingsolo. com. au ( sole traders) UNSW Foundation Studies 7 ALS Tutorial Book Semester 2 Semester 2 Outline and Reading Guide Unit Lecture topics Reading for Tutorials 1 Introduction to Commercial Law Legal framework for the operation of a business Alternative business structures Obligations of business owners Chew ch 9 Carvan p. 194-198 SM Corporations Law Concept of legal personality and the corporate veil ( Salomon case) Advantages and disadvantages of Incorporation Role and responsibility of company directors (ASIC v Adler) Remedies for breach of duty 3 Negligence 1 Tort of negligence –Donoghue v Stevenson Duty of care-neighbour principle Standard of care reasonable person test Causation but for test Remoteness of damage 4 Chew ch. 8 Carvan ch. 8 SM Negligence 11 Liability for negligent misstatement and pure economic loss Liability of professional advisers Vicarious liability Defences-Contributory negligence Voluntary assumption of risk 5 Chew ch’s 10 11 Carvan p. 194-198 SM Chew ch. 8 Carvan ch. 8 SM Contracts I Nature of contract law Elements of a contract Offer and acceptance Competition and Consumer Act UNSW Foundation Studies Chew ch. 2 Carvan ch. 7 SM ALS Tutorial Book Semester 2 Unit Lecture topics 6 Reading for Tutorials Contracts II Intention to create legal relations Consideration Remedies for breach of contract 7 International Sales Contracts 1 Contracts and International Trade Vienna Convention of CISG How to negotiate and carry out an export contract 8 SM International Sales Contracts 11 Case Studies Choice of Law rules Proper Law Private International law 9 SM Resolving Business Disputes ADR methods used in commercial disputes Case Study-International business dispute 10 Chew ch. 7 Carvan p. 85-87 Intellectual Property Law Intellectual Property (IP) concepts IP protection- Aust. and International UGG boots case study 11 SM Carvan p. 201-204 E-Commerce and the Law Case Study- Gutnick v Dow Jones Legal Challenges for the future e. g. identity theft Contracting on-line Cybercrime- defamation, fraud, piracy. 12 13 Chew ch’s 34 Carvan ch. 7 SM Chew ch. 7 SM Revision Revision units for Exams M. C. essay writing skills Review of Sample Exams Sample Exam Booklet Final Exam UNSW Foundation Studies 9 ALS Tutorial Book Semester 2 1 Introduction to Commercial Law Week 2 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. commercial law business entity sole trader partnership franchise company Prepare answers to the following questions using paragraph form. 1. What is the scope of commercial law? How do business and the law work together? (Give an example) 2. Mr. Lee wants to establish a construction business. He seeks your advice about different types of business structures. What are the alternative business structures he may consider? 3. What are the advantages and disadvantages of the following alternative business structures? ? Sole trader ? Partnerships ? Franchise . When establishing a business, what are some of the legal obligations of a business owner? Writing Task What is commercial law? Explain some of the legal obligations of the business owner when establishing and operating business. Student Presentation: Question 2 UNSW Foundation Studies 10 ALS Tutorial Book Semester 2 2 Corporations law Week 3 The following terms and concepts mu st be understood in the context of the tutorial. You should provide written definitions of these concepts. corporation corporate personality limited liability unlimited liability corporate veil fiduciary relationship shareholder irector perpetual succession Prepare answers to the following questions using paragraph form. 1. What are the advantages and disadvantages of incorporation? 2. Discuss the legal principle of the corporate veil and in your answer refer to the case of Salomon v Salomon Co. Ltd (1897) UK. 3. When would the court lift or ignore the corporate veil? (give examples in your answer) 4. Explain the duties of Mr. Lee as a director of Lee Constructions Ltd. What remedies could the court impose for a breach of these duties? (In your answer refer to ASIC v Adler (2002) Writing Task What is the corporate veil? Explain the circumstances under which the corporate veil could be lifted. (In your answer refer to a decided case) Student Presentation: Question 4 UNSW Foundation Studies 11 ALS Tutorial Book Semester 2 3 Negligence 1 Week 4 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. tort negligence duty of care standard of care â€Å"reasonable (person) test† causation â€Å"but for test† remoteness of damage defence Prepare answers to the following questions using paragraph form. 1. Explain the elements of negligence. 2. Discuss the element of duty of care developed in the landmark case of Donoghue v Stevenson (1932). Refer to Lord Atkin’s definition of â€Å"Who is my neighbour†? 3. Mr. Lee was having a business lunch at a hotel in Sydney with a client who bought him a can of beer. After drinking some of its contents, he found a fly in the can. When he saw it, he became quite ill. He decides to sue for compensation. The manufacturer claims that it does not owe the man any duty of care because it did not sell the drink to him. Instead the publican should be liable because he sold the can to him. (i) Identify the type of tort and relevant precedent case. (ii) If you were the judge, what decision would you make in this case? Explain the ratio of your decision. What are the possible civil defences? (iii) 4. Explain the element of breach of duty with reference to the following cases: Bolton v Stone and Paris v Stepney Borough Council Writing Task What is negligence? Explain briefly the elements which the plaintiff must prove to be successful in a negligence action. (In your answer refer to decided cases) Student Presentation: Question 3 UNSW Foundation Studies 12 ALS Tutorial Book Semester 2 4 Negligence 11 Week 5 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. negligent misstatement pure economic loss contributory negligence voluntary assumption of risk vicarious liability Mr. Lee has, for many years, operated a construction business in Sydney. He decided to expand his business but realised that to do so he would need to borrow a significant amount of money. Mr. Lee went to his local branch of the Oright Bank to ask for a loan. He spoke to Barlow, the branch manager. The Oright Bank has an established practice of giving free financial advice to members of the public. Barlow advised Mr. Lee that the Oright Bank would not grant him a loan and that in any event Mr. Lees best course of action would be to borrow Swiss francs from the Bank of Geneva. The Bank of Geneva was lending Swiss francs at a much lower rate than Mr. Lee would have to pay if he borrowed Australian dollars. Acting on this advice, Mr. Lee borrowed one hundred thousand Swiss francs from the Bank of Geneva. Soon after Mr. Lee took out his loan the Australian dollar fell heavily against the Swiss franc. As a result of that fall, Mr. Lee must now repay, in dollar terms, twice as much as his original loan. Mr. Lee now claims that Barlow was negligent in not warning him of the risks of currency fluctuation and in not advising him to take out insurance to protect himself from those risks. He wishes to take legal action against the Oright Bank to recover his loss. Write a report to advise Mr. Lee of his chances of success based on the tort of negligence. (In your answer refer to decided cases such as Hedley Byrne, Shaddock, Esanda. ) You will need to consider these issues: a) b) c) d) e) f) g) Is the Oright Bank liable for damage caused by Barlows negligence? Did Mr. Lee suffer pure economic loss? Does the Oright Bank owe Mr. Lee a duty of care? If so, has the Bank breached its duty? If so, did the banks breach cause Mr. Lee’s loss? Is Mr. Lee’s loss too remote? What are possible defences which the Oright bank can argue? Writing Task (Mandatory): Connie case (provided by tutor) Student Presentation: None UNSW Foundation Studies 13 ALS Tutorial Book Semester 2 5 Contracts 1 Week 6 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. offer acceptance agreement contract invitation to treat breach Competition and Consumer Act 2010 Prepare answers to the following questions using paragraph form. 1. Identify and discuss the essential elements of a valid contract. (In your answer distinguish between simple and formal contracts under seal) 2. Explain the rules of offer and acceptance. (In your answer distinguish between an offer and an invitation to treat) 3. Analyse the case of Carlill v Carbolic Smoke Ball Co 1893. Discuss the facts, issue, arguments of both sides and decision in this case. Consider the relevance of the Competition and Consumer Act 2010 (previously the Trade Practices Act) S18 if the case was being heard today. 4. Mr. Lee sees the following advertisement in a magazine: â€Å"Use Hair Loss Restorer daily for 10 weeks and your hair will regrow to its original thickness, if not a full refund is guaranteed! † Mr. Lee purchases the product, uses it as directed, however his hair continues to fall out! He claims a refund but the company refuses to pay. Advise Mr. Lee as to his rights under the Law of Contract. (In your answer refer to one decided case) Writing Task: Bargain Stores case study (provided by the tutor) Student Presentation: Question 4 UNSW Foundation Studies 14 ALS Tutorial Book Semester 2 6 Contracts 11 Week 7 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. intention to create legal relations consideration remedy damages specific performance Prepare answers to the following questions using paragraph form. 1. How important is intention to enter into legal relations in contracts? Refer to Balfour v Balfour (1919) and Merritt v Merritt (1970) in your answer. 2. Explain the difference between adequate and sufficient consideration. Refer to decided cases. 3. Where there has been a breach of contract, what remedies are available to the innocent party? Refer to examples in your answer) 4. Mr. Lee has lost his dog and has placed an advertisement in the local newspaper offering to pay a reward of $50 to anyone who finds his dog, Spot. Bob, who has not seen the advertisement, finds Spot. He reads Spot’s collar and returns the dog to Mr. Lee. Is Bob entitled to the reward? Don has also lost his dog an d similarly places an advertisement notifying a reward. He offers $100 for the return of his dog, Fido. Harry, the local dog catcher (whose job involves retrieving and impounding stray dogs and promptly notifying their owners), sees the advertisement. Later Harry finds Fido and returns him to Don. Is Harry entitled to the reward? Writing Task Coming of Age Designs case study (provided by tutor) Student Presentation: Tutorial Question 4 UNSW Foundation Studies 15 ALS Tutorial Book Semester 2 7 International Sales Contracts 1 Week 8 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. proper law Vienna Sales Convention(CISG) conflict of laws private International Law Prepare answers to the following questions using paragraph form. 1. What are the 3 basic legal questions for Mr. Lee to consider when entering into a contract with an overseas supplier of machinery for his construction company? 2. What are the aims and main provisions of the Vienna Sales Convention (CISG)? 3. Explain the different types of contracts which can be used for international sales of goods and services. 4. Explain the special features of international sales contracts. (In your answer refer to examples) Writing Task What is an international sales contract? Explain briefly the basic legal questions which must be considered when entering into an international sales contract. Student Presentation: Tutorial Question 2 UNSW Foundation Studies 6 ALS Tutorial Book Semester 2 8 International Sales Contracts 11 Week 9 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. fundamental breach damages letter of credit nachfrist notice Prepare answers to the following questions using paragraph form. 1. What are t he key issues to consider when problem solving a dispute over an international sales contract? 2. Discuss the following cases in terms of proper law of the contract: Oceanic Sun Line Special Shipping v Fay (1988) Amin Rasheed Shipping Corp. v Kuwait Ins Co (1984) 3. Explain the possible remedies for a breach of an international sales contract. 4. Lee Constructions Ltd. an Australian company, entered into a contract with Cologne Park Pty. Ltd. a German manufacturer of cranes, to purchase two new machines. The parties agreed that the payment would be by letter of credit but at the time of shipment the buyer had not obtained any letter of credit. Advise the seller as to their legal rights. Writing Task: Jill and Wen case study (provided by the tutor) Student Presentation: Tutorial Question 3 UNSW Foundation Studies 17 ALS Tutorial Book Semester 2 9 Resolving Business Disputes Week 10 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. Alternative dispute resolution (ADR) Negotiation Mediation Conciliation Arbitration Independent expert appraisal Litigation Aust. Commercial Disputes Centre (ACDC) Aust. Centre for International Commercial Arbitration (ACICA) Prepare answers to the following questions using paragraph form. 1. What is a commercial dispute? (In your answer refer to examples) 2. Lee Constructions Ltd. has a dispute with a supplier of concrete which is necessary to complete a new building in the city. He may experience a loss of $5 million if the building is not completed on time. Outline possible methods which could be used to settle this dispute. 3. What are the advantages and disadvantages of ADR methods when used in the resolution of a consumer dispute between a landlord and a tenant? 4. What would be some of the problems of using litigation to settle an international commercial dispute? What are the advantages of Arbitration? Writing Task What is ADR? What would be some of the problems of using litigation to settle a consumer dispute between a builder and a customer? Student Presentation: Tutorial Question 2 UNSW Foundation Studies 18 ALS Tutorial Book Semester 2 10 Intellectual Property Law Week 11 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. intellectual property (IP) copyright trademark trade secret patent registered design IP Australia infringement Prepare answers to the following questions using paragraph form. 1. What is Intellectual property? Give examples of different types. (In your answer refer to the UGG BOOT case study) 2. How can an effective intellectual property management strategy give Lee Constructions a competitive advantage? . Lee Constructions have expanded operations overseas and seek advice about international IP protection. How can the company protect its IP assets overseas? 4. Lee Constructions Ltd. have launched ? a new trademark, ? a new chemical which quick dries poured concrete, ? a new aluminium pylon, ? a software package for a design of buildings. Advise the com pany as to how it can prevent competitors from copying these IP assets. What possible remedies may be available for infringement? Writing Task How can an effective IP strategy improve the market share and profit of a company? Student Presentation: Tutorial Question 4 Internet Sites ipaustralia. gov. au copyright. org. au wipo. org UNSW Foundation Studies 19 ALS Tutorial Book Semester 2 11 E- Commerce the Law Week 12 The following terms and concepts must be understood in the context of the tutorial. You should provide written definitions of these concepts. cybercrime defamation fraud contracts on-line identity theft Prepare answers to the following questions using paragraph form 1. Mr. Lee is a victim of ‘identity theft’ and has money withdrawn from his bank accounts without his knowledge. How does the law in Australia deal with these types of offences? . Discuss the legal issue in Gutnick v Dow Jones Co Inc (2002) and possible legal remedies. 3. Why is increasing use of the internet providing legal challenges to business? (give examples in your answer) 4. When engaging in e-commerce, what issues should be considered when entering into contracts on-line? Writing Task Explain the legal issue and significance of the decision in Gut nick v Dow Jones Co. Inc. Student Presentation: Tutorial Question 4 UNSW Foundation Studies 20 ALS Tutorial Book Semester 2 12 13 Revision Week 13 Revision ? Review of sample examinations ? Multiple choice questions Exam essay writing ? Using precedents UNSW Foundation Studies 21 ALS Tutorial Book Semester 2 UNSW Foundation Studies 22 ALS Tutorial Book Semester 2 UNSW Foundation Studies UNSW Foundation Studies UNSW Sydney NSW 2052 Australia Telephone: 61 2 9385 5396 Facsimile: 61 2 9662 2651 Email: foundation. [emailprotected] edu. au Web: www. ufs. unsw. edu. au UNSW Foundation Studies is an education group of UNSW Global Pty Limited, a not-for-profit provider of education, training and consulting services and a wholly owned enterprise of the University of New South Wales ABN 62 086 418 582 CRICOS

Band, Bend, Bind, Bond, and Bund

Band, Bend, Bind, Bond, and Bund Band, Bend, Bind, Bond, and Bund Band, Bend, Bind, Bond, and Bund By Mark Nichol One of the joys of researching word origins and usage is discovering facts such as that the five English words formed on the frame of b_nd, with different vowels, are cognates, all stemming from a common proto-Indo-European ancestral verb meaning â€Å"restrain.† Band, meaning â€Å"a flat strip† or â€Å"something that binds,† came to refer not only to an object with either or both of those characteristics but also to an organized group of people, perhaps from the use of uniform pieces of cloth worn by affiliated warriors. This usage extended to refer to a group of musicians attached to a military unit, from which derived the use of the word for a civilian ensemble. Band is also a verb, meaning â€Å"bind† or â€Å"fasten† in one sense or â€Å"join† in another. Bend began as a verb describing fettering, or restraining of a person’s or animal’s feet, and the similar action of stringing a bow; from there it came to refer to any turning of a straight line or object and, as a noun, to a physical turn. To bind originally meant to tie something or someone up, as if to fasten or restrain, or to dress a wound, and later acquired the figurative meaning of â€Å"commit,† â€Å"oblige,† or â€Å"require.† The noun bind usually applies to the figurative sense, often with the connotation of being placed in an awkward situation, although someone may place someone else in a physical bind, as in wrestling. Bond, meanwhile, developed as a variant of band and describes physical adhesions, forces, and restraints as well as financial or legal documents, plus figurative connections, such as that described in the phrase â€Å"bonds of matrimony.† Like the related words above, it has a verb form as well. The last and least common word in this family is bund, taken directly from the German word for a confederacy or league, used in English to refer to a political organization, especially one for German-Americans, such as a pro-Nazi group that flourished before World War II. There is no verb form for this word. Also, the word describes a type of levee-type embankment often used in Asia; this term, ultimately from Persian, may be distantly related to the other terms. 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 Vocabulary category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?60 Synonyms for â€Å"Trip†25 Idioms with Clean

Teen Suicide Can be Stopped Essay Example | Topics and Well Written Essays - 1000 words

Teen Suicide Can be Stopped - Essay Example Teen suicide deprives families of their happiness and subjects parents and the whole community to a sad situation which can be avoided. In 2001 teen suicide stood at 30622. According to Peacock (2000), â€Å"Teen suicide was the 3rd leading cause of death among young adults and adolescents 15 to 24 years of age, following unintentional injuries and homicide. The rate was 9.9/100,000.† The rate at which teen suicide has been occurring in the recent past makes people believe that it may not have a lasting solution. I concur with this view but on a deeper scrutiny, it can be realized that there are possible solutions to the problem. Before, there were efforts made towards reducing these cases. The net effect still doesn’t completely eliminate the problem but reduces it to a remarkable level. Mastering the Psychology of teens who fall victims could be the main barrier to eradicating the problem of teen suicide (Shaffer 1988). The way in which those planning to commit suicide behave is not easy to note without proper skills. However, giving this issue a priority in the school curriculum and back at home can lead to its eradication. The other challenge that may hinder the eradication of this problem is the lack of openness of most teens to their parents. It is a fact that the teens in the 21st century are not very open with their parents and teachers. Lichtenstein (2011) argues that this is mainly due to the advancement in technology that encourages virtual world imagination and interaction. By this, the teens concentrate more on devices such as computers rather than sharing their daily experiences with their parents. Diverting focus on the virtual world and their interactive surfaces can be made in such a way that this information concerning the need to eradicate teen suicide is delivered to them. Giving the problem of teen suicide priority in the school curriculum and teen interaction sites can be a way of eradicating the problem.

Womens Rights during the industrial revolution Essay

Womens Rights during the industrial revolution - Essay Example The industrialization has made a powerful impact on the vast and rapid economic growth of the country. Among the key factors that enabled economic development were creation of the unified system of railroads and the invention of telephone and telegraph which made it easier to transport and control the manufacturing all over the country, mechanization of the production processes and implementation of more effective production methods such as labor specialization. Moreover, growing population consisting of the immigrants and farmers who moved to the cities in the search of better conditions for work as well as bank loans and investments provided constant and sustainable flow of cheap working hands and vast financial resources (History of the United States Industrialization and Reforms, 2014). All this has contributed to the expansion and intensification of international trade and the development of â€Å"big business† (e. g., John Fockeffelers Standard Oil Company) and corporati ons. At the end of the 19th century corporations with their â€Å"mass production† of such items as, for example, weapon, have promoted America to one of the greatest industrial powers in the world (Melosi, 2008). The industrialization has also influences great changes in social life. Looking for better conditions of life and work people moved from farmlands to the cities where the core production was concentrated. Nevertheless, rising urbanization also brought the increase in poverty as the salaries of workers were extremely low which also made them live in the places called â€Å"tenements†. The life in tenements â€Å"fostered disease, high infant mortality, and horrific levels of pollution, and were often the site of racial and ethnic strife† (SAT U. S. History, 2011). Such conditions of life in America as availability of job and greater political freedom attracted many immigrants from the foreign countries. It is reported that between 1870 and 1916 about 25 million people have