Sesxism Essays - Liberalism In The United States, Abortion

Sesxism Feminism And Gender Equality In The 1990's Overall, the rights and status of women have improved considerably in the last century; however, gender equality has recently been threatened within the last decade. Blatantly sexist laws and practices are slowly being eliminated while social perceptions of women's roles continue to stagnate and even degrade back to traditional ideals. It is these social perceptions that challenge the evolution of women as equal on all levels. In this study, I will argue that subtle and blatant sexism continues to exist throughout educational, economic, professional and legal arenas. Women who carefully follow their expected roles may never recognize sexism as an oppressive force in their life. I find many parallels between women's experiences in the nineties with Betty Friedan's, in her essay: The Way We Were - 1949. She dealt with a society that expected women to fulfill certain roles. Those roles completely disregarded the needs of educated and motivated business women and scientific women. Actually, the subtle message that society gave was that the educated woman was actually selfish and evil. I remember in particular the searing effect on me, who once intended to be a psychologist, of a story in McCall's in December 1949 called A Weekend with Daddy. A little girl who lives a lonely life with her mother, divorced, an intellectual know-it-all psychologist, goes to the country to spend a weekend with her father and his new wife, who is wholesome, happy, and a good cook and gardener. And there is love and laughter and growing flowers and hot clams and a gourmet cheese omelet and square dancing, and she doesn't want to go home. But, pitying her poor mother typing away all by herself in the lonesome apartment, she keeps her guilty secret that from now on she will be living for the moments when she can escape to that dream home in the country where they know what life is all about. (See Endnote #1) I have often consulted my grandparents about their experiences, and I find their historical perspective enlightening. My grandmother was pregnant with her third child in 1949. Her work experience included: interior design and modeling women's clothes for the Sears catalog. I asked her to read the Friedan essay and let me know if she felt as moved as I was, and to share with me her experiences of sexism. Her immediate reaction was to point out that Betty Friedan was a college educated woman and she had certain goals that never interested me. My grandmother, though growing up during a time when women had few social rights, said she didn't experience oppressive sexism in her life. However, when she describes her life accomplishments, I feel she has spent most of her life fulfilling the expected roles of women instead of pursuing goals that were mostly reserved for men. Unknowingly, her life was controlled by traditional, sexist values prevalent in her time and still prevalent in the nineties. Twenty-four years after the above article from McCall's magazine was written, the Supreme Court decided whether women should have a right to an abortion in Roe v. Wade (410 U.S. 113 (1973)). I believe the decision was made in favor of women's rights mostly because the court made a progressive decision to consider the woman as a human who may be motivated by other things in life than just being a mother. Justice Blackmun delivered the following opinion: Maternity, or additional offspring, may force upon the woman a distressful life and future. Psychological harm may be imminent. Mental and physical health may be taxed by child care. There is also a distress, for all concerned, associated with the unwanted child, and there is the problem of bringing a child into a family already unable, psychologically and otherwise, to care for it. In other cases, as in this one, the additional difficulties and continuing stigma of unwed motherhood may be involved. (See Endnote #2) I feel the court decision of Roe v. Wade would not have been made in 1949. Even in 1973, it was a progressive decision. The problem of abortion has existed for the entire history of this country (and beyond), but had never been addressed because

The Soprano’s Glorification Throughout time social issues

  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‚  The Soprano’s Glorification Throughout time social issues The Soprano's Glorification Throughout time social issues have plagued every society. In our Modern times many social problems can be seen personified through our television sets. The most recent of these television programs to showcase these problems is through the life of Tony Soprano, in HBO's The Soprano's. David Simon brings an interesting perspective when exploring the criminal side of the American Dream, in his book Tony Soprano's America. In addition, argues The Soprano's is a metaphor for the ills of our contemporary American Life showing how we are all disillusioned, alienated, and alone. In the book, Simon explains how The Soprano's is the microcosm of America where we glorify Tony as a liar, a cheater and a bigot, but nonetheless love him.Family dysfunction is the first of the social problems personified in the book. How is it that in today's society the average couple that is married between the ages of eighteen and twenty-four has a seventy-five percent divorce rate.Soc ial Problems

The Amount of Hours Required to Pass the Bar Exam

The Amount of Hours Required to Pass the Bar Exam When you sit down to study for the bar exam, it is likely you will get a bunch of feedback from other law students and friends as to how much you are supposed to study for the exam.  I have heard it all! When I was studying for the bar exam, I remember people proudly claiming they were studying twelve hours a day, leaving the library only because it closed. I remember folks being shocked when I told them I was taking Sundays off. How was that possible? There was no way I was going to pass! Shocking news: I passed- only studying until about 6:30 p.m. in the evenings and taking Sundays off. How much you need to study for the bar exam is a critical question. I have seen people understudy and fail, for sure. But I have also seen people over-study for the exam. I know, hard to believe, right? Over-Studying and Burnout Can Cause You as Many Problems as Under-Studying When you over-study for the bar exam, you are likely going to burn out quickly. You need adequate time to rest and recover when you are studying for the bar. Studying every waking hour of every day is going to lead you down the road of not being able to focus, being overly exhausted, and just not being a productive studier. For most of us, we cannot productively study that many hours a day. We need breaks to rest and rejuvenate ourselves. We need to get away from the desk and the computer and move our bodies. We need to eat healthy food. These things all help us do better on the bar exam, but they can’t be done if you are studying twenty-four hours a day, seven days a week (okay, I know that is an exaggeration, but you get what I mean). So How Do You Know How Much to Study? Perhaps it is easy to tell if you might be over-studying, but how can you tell if you are studying enough? This is a very personal decision, one that takes a lot of reflection on the process. I think a good first parameter is that you need to study about 40 to 50 hours a week. Treat the bar exam like a full-time job. Now that means you need to actually study 40 to 50 hours a week. That doesn’t count hours that you are chatting with friends in the library or driving to and from campus. If you aren’t sure what 40 to 50 hours a week of work really feels like, try tracking your time (since you will have to do that at your future law job anyway!). What you may find when you do this exercise is that you aren’t actually studying as many hours as you thought you were. That doesn’t mean you add more study hours; that means that you need to be more efficient with your study time. How can you maximize the number of hours you are on campus working? And how can you maintain focus during those hours? These are all critical questions to get the most out of your days. What If I Can Only Study Part Time? How Many Hours Do I Need to Study Then? Studying part time is a challenge, but it can be done. I encourage anyone studying part time to study at least 20 hours a week and study for a longer preparation period than the typical bar prep cycle. If you are studying for the bar for the first time, you may need to think carefully about making enough time to review the substantive law and also to practice. You may find yourself eating up all of your limited study time by just listening to lectures. But unless you are an auditory learner, listening to lectures isn’t going to get you very far, unfortunately. So be smart about which lectures you listen to (just the ones you think will be most helpful). If you are a repeat taker, best to leave those video lectures alone when you have only limited time to study. Instead, focus on active learning of the law and practice. It is possible that not knowing enough law was the reason you failed, but it is also likely that you failed because you didn’t practice enough or didn’t know how to execute the bar questions in the best possible way. Figure out what went wrong and then develop a study plan that will allow you to get the most out of your study time. Remember that it isn’t really about how much you study, but the quality of the study time you put in.

The Shopping Cart Economics Essay Example | Topics and Well Written Essays - 500 words

The Shopping Cart Economics - Essay Example So, Goldman hired decoy shoppers of all ages and both sexes to push the thing around the store. That and an attractive store greeter did the trick, making him a multimillionaire and a legend. Market research showed that shoppers purchased more when the size of the cart is bigger. So as the stores grew, so did the cart and today’s average grocery cart is almost two times the capacity of the original. So, how can a shopping cart affect our economy? Goldman’s concept was simple: Make shopping easier for the customers and they will visit the store more frequently and buy more, generating Goldman more income. To make customers feel more comfortable while shopping, there are many additions made to a shopping cart like booster seats and seat belts for young children, miniature sized carts for children to shop alongside their parents, and shopping cart vehicles for the elderly and disabled. After all, a happy shopper makes a good income for the store. Since the customers are not bothered with weary arms carrying loads of grocery items, they have the extra time to check out other items, compare prices and contents. This has a subtle but big impact on the economy since this will foster a healthy competition among product manufacturers which will have two results: Whenever we see a shopping cart we just see it as a necessary object that makes shopping easy and convenient but the truth is companies are investing on these carts to give them more profit. This has been used for many years by companies to manipulate its customers to buy more and spend more time doing

Impact of Television Technology in Global Communication Research Paper

Impact of Television Technology in Global Communication - Research Paper Example In fact, 89% (1.42 billion) of all households worldwide have 1.6 billion TV sets with 4.2 billion (61% of the world’s total population) TV viewers (Ahonen 1). Particularly in the US, 99% of its households have TV sets and are watching at an average of four hours a day which when computed in a 65-year life would mean a total of nine years of television viewing, the A.C. Nielsen Co. says (Herr 1). â€Å"Its all-pervasiveness and instantaneity are finely tuned to our way of thinking†¦ [that] we expect from it effortless pleasure and hot news† (Peters 1).This captivating power of the television technology is essentially embedded in the very term ‘television’. Etymologically, the term ‘television’ (TV) is a combined term of different origins. The prefix ‘tele’ is from Ancient Greek that means ‘far’; the main word ‘visio’ is from Latin that means ‘sight’ or ‘seeing’. Hence, televis ion means ‘far seeing’ – a perfect term for the great miracle it offers mankind, as it amazingly extends man’s seeing capability beyond the limits of physical distance. (Stephens 46) Technically defined, â€Å"television is the electronic delivery of moving images and sound from a source to a receiver† (Noll, par.1). The receiver manipulates three kinds of different necessary information: the picture, the sound, and the synchronization. Amazingly, the picture is moving though not real but simply an optical illusion made possible by the rapid succession at 30 per second rate of slightly different still frames. (Videoforms 1) It is this experience that keep people hook up to the TV. Today, it has even become a necessity and has become an indicator of one’s socio-economic status. In fact, the global distribution of television ownership and use is illustrative of the so-called digital divide as can be seen in the following data. The Industrialize d World has 630 million TV sets in 470 million households with only 1.05 billion viewers, hence a ratio of 1.3 TV set for every household and a ratio of 1.6 viewers for every TV set. On the other hand, the Emerging World has 970 million TV sets in 950 million households but with 3.15 billion viewers, exactly three times larger than that of the Industrialized World, hence a ratio of only 1 TV set for every household and a ratio of 3.24 viewers for every TV set. Also, 34% of households in the Industrialized World own 2 or more TV sets; whereas, only 2% of households in the Emerging World own 2 or more TV sets. (Ahonen, par. 4) 1 The Evolution of Television How could a lifeless entertainment device greatly impact global communication? Understanding the evolution of TV from its inception to its current form (see Appendix) will help clarify this unexpected phenomenon. The television technology had its humble and skeptical beginnings, but except for the Internet is the 20th centuryâ€℠¢s most influential invention, Monaghan argues (1). Even its own inventors may not have imagined the development it has reached today and the further development it could reach in the future. The invention of the television cannot be attributed to a single person but many individuals (Bellis, â€Å"The Invention of Television† 1) whose works and accidental discoveries on optical, mechanical and

Experiments with Metals and Ions of Metals Essay Example for Free

Experiments with Metals and Ions of Metals Essay Metals react with non-metals but each to a different extent. The most reactive metals are alkali metals (group1A, where group is a vertical column in the periodic table), which include lithium, sodium, potassium, rubidium, cesium and francium. All these metals have one electron in the valence electrons shell; this electron can be removed relatively easily, which means that this electron has a very small ionization energy. If we look closely at the elements of this group, we can see that they are not reactive to the same extent. This is because electrons have a negative charge and they are attracted o the nucleus, which has a positive charge. Valence shell electrons are responsible for the reactivity of an element; as the distance between valence electrons and the nucleus increases, the attractive force decreases and so the energy needed to separate the valence electron from an atom (ionization energy) decreases. So we can say that as the size of a metal atom increases, its ionization energy decreases and its reactivity increases (the most reactive alkali metal is francium and the least reactive one is lithium). An example of the reactivity of alkali metal is their reaction with water. For example: Na (s) + 2H20 †+ 2Na+(aq) + 20H -(aq) + H2 (g) + heat We can identify this reaction by the following 2- 3- 4- H2 gas emerges Disappearance of metals Heat produced The appearance of hydroxide ions (OH-(aq)) makes the solution basic, which can be identified by using phenolphthalein as the indicator. We can compare between the metals by the rate of production of H2(g) as well as by the heat produced from this reaction. Alkaline earth elements (group IA) are active metals but less than alkali metals. Since calcium is larger than the magnesium atom, its ionization energy is smaller than that of magnesium. Thus, calcium is more reactive than magnesium. The other metals as aluminum, zinc, iron, lead and copper do not react with water, so we cant use water to distinguish between their reactivity. HCl(aq) is used to put them in order according to their reactivity. We can put the most common metal in a series according to their reactivity (from the most to the least reactive one). Potassium, sodium, lithium, calcium, magnesium, aluminum, zinc, iron, lead, copper, silver . When a metal in the upper part of the reactivity series reacts with aqueous solution of other metal ions lower in the series, the more reactive metal eactive metal transfers its electrons to the less reactive metal. According to this reactivity series, we can predict what will happen when a piece of zinc metal is put in CuS04 (aq) soluti on or in MgS04 (aq) solution. Since Zn is more reactive than Cu, when we put Zn in CuS04(aq), a reaction will occur as follows: Zn (s) + Cu2+(aq) + S042- (aq) †+ Zn2+(aq) + S042- (aq) + Cu (s) However, Since Zn is less reactive than Mg, if we put Zn in MgS04(aq) there will be no reaction at all: Zn (s) + Mg2+(aq) + S042- (aq) †+ No reaction. Materials: 10 mL Cu2+(aq) solution 0. 5M 10 mL Ag+(aq) solution 0. M 10 mL Mg2+(aq) solution 0. 5M 10 mL Zn2+(aq) saturated solution Pieces of the metals: Mg(s), Zn(s), Ag(s), Cu(s) lcm x lcm each. Equipments: 16 test tubs Emery cloth Tweezers Experimental procedure In the current laboratory session you will explore some of the characteristics of certain elements. You will start by comparing the reactivity of Zn, Mg, Cu and Ag metals by their ability to release electrons. a. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube using a tweezers. b. Fill each of the test tubes with about 2 cm of the Cu2+(aq) solution. . Watch what happens and write down your observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in each test tube, and if so, write a balanced chemical reaction. zn cu2+(aq) : Mg in Cu2+(aq) : cu cu2+(aq) : Ag in Cu2+(aq) : c. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube. d. Fill each of the test tubes with about 2 cm of the Mg2+(aq) solution. 2. Watch what happens and write down you observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in the test tube, and if so, write a Mg in Mg2+(aq) : Cu in Mg2+(aq) : Ag in Mg2+(aq) : Zn in Mg2+(aq) : e. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them Fill each of the test tubes with about 2 cm of the Zn2+(aq) solution. 3. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Zn2+(aq) : Mg in Zn2+(aq) : cu zn2+(aq) : Ag in Zn2+(aq) : g. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them h. Fill each of the test tubes with about 2 cm of the Ag+(aq) solution. 4. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Ag+(aq) : . 6. Cu in Ag+(aq) : Ag in Ag+(aq) : Sum your observations in the following table (color, precipitance, other changes): List the metals in order of their ability to release electrons. Receive an unknown solution from your teacher and determine what is the metal ion in the solution 7. Describe the tests you did in order to find the unknown ion in the solution and write what it was. Reactions of chlorine, bromine and iodine with aluminium In this demonstration experiment, aluminium reacts with each of three halogens, chlorine, bromine and iodine. Spectacular exothermic redox reactions occur, ccompanied by flames and coloured smoke, forming the solid aluminium halides: 2Al + 3X2 -+ 2AlX3 (X = Cl, and l) Read our standard health safety guidance Lesson organisation This is a class demonstration that shows the spectacular reactivity of three non- metals from Group 7 with a metal. These experiments must be done in a fume cupboard as both the reactants and products are hazardous. Teachers attempting this demonstration for the first time are strongly advised to do a trial run before doing it in front of a class. Each experiment should take about 5 minutes. Apparatus and chemicals Eye protection Thick chemically-resistant gloves such as marigold industrial blue nitrile Access to a fume cupboard The teacher will require: Mortar and pestle Heat resistant mat, 30 x 30 cm Watch glasses, about 10 cm diameter, 2 Reduction tube (see note 1) Test-tubes, 3 Test-tube rack Teat pipette Filter paper Spatula or wooden splint Bosses, clamps and stands Chemicals for one demonstration: Aluminium foil, a few cm2 Aluminium powder (Highly flammable, Contact with water may liberate hydrogen), 0. 3 g Liquid bromine (Corrosive, Very toxic), 1 cm3 (see note 2) Solid iodine (Harmful), 2 g Silver nitrate solution, about 0. 1 mol dm3 (Low hazard but stains skin and clothing at this concentration), about 10 cm3 A little deionised water in a washbottle chlorate(l) solution (14% (w/v) available chlorine) (Corrosive), about 100cm3 Hydrochloric acid, 5 mol dm-3 (Corrosive), about 50 cm3 Technical notes Aluminium powder (Highly flammable, Contact with water may liberate hydrogen) Refer to CLEAPSS Hazcard 1 Liquid bromine (Corrosive, Very toxic) Refer to CLEAPSS Hazcard 15A, SRA04 The aluminium/bromine reaction Solid iodine (Harmful) Refer to CLEAPSS Hazcard 54A Silver nitrate solution (Low hazard at concentration used) Refer to CLEAPSS Hazcard 87 and Recipe card 58 Chlorine (Toxic, Irritant) Refer to CLEAPSS Hazcard 22A and Recipe card 26 Sodium chlorate(l) solution (Corrosive) Refer to CLEAPSS Hazcard 89 Hydrochloric acid (Corrosive) Refer to CLEAPSS Hazcard 47A and Recipe card 31 1 The reduction tube should be fitted with a one-holed rubber stopper fitted with short length of glass tubing and attached to the chlorine generator. Alternatively an 8-10 cm length of wide bore glass tubing with a stopper fitted with a short length of glass ubing at each end could be used see diagram. Wear suitable protective gloves (thick, chemically resistant) when handling liquid bromine. Have 500 cm3 of 1 mol dm-3 solution of sodium thiosulfate available to treat any spillages on the skin. Procedure HEALTH SAFETY: Wear eye protection and gloves Reaction of A1 + C12 a Set up the chlorine generator in a fume cupboard. Make sure it is securely clamped. b Loo sely crumple a piece of aluminium foil (10 x 5 cm) so that it will Just fit inside the reduction tube and push it into the tube. Attach the tube to the generator ith a short length of rubber tubing and clamp it in position at the end nearest to the generator, so that the aluminium foil can easily be heated using a Bunsen burner see diagram. c Generate a gentle stream of chlorine by dripping the hydrochloric acid slowly on to the sodium chlorate(l) solution, and allow it to pass over the aluminium. When the green colour of the chlorine gas fills the reduction tube, start heating the aluminium foil with a Bunsen burner at the end nearest to the chlorine supply. Once the aluminium is hot, a bright glow will suddenly appear where it starts to react with chlorine. Remove the heat. The bright glow should spread along the aluminium. If not, heat again, and increase the flow of chlorine gas. A lot of white smoke aluminium chloride is produced, some of it condensing as a white powder on the walls of the reduction tube and the rest streaming out of the hole in the end of the tube. When the reaction is over, stop the chlorine supply and remove the heat. e When the reduction tube has cooled down, disconnect it and, still in the fume cupboard, scrape a little of the white powder into a test-tube. Add a little deionised/ distilled water to the solid to dissolve it. Care: the reaction between anhydrous aluminium chloride and water can be quite vigorous an audible hiss can often be heard see Teaching Notes. f Test a drop of the solution with Universal indicator paper. It is strongly acidic. Test the remainder with a little silver nitrate solution. A white precipitate forms, showing the presence of chloride ions. Reaction of A1 + Br2 a Tear or cut some aluminium foil into several small pieces about 2 x 2 mm in size. fume cupboard. Sprinkle a few pieces of aluminium foil on to the surface of the bromine. Within a minute there are flashes of flame and a white smoke of aluminium romide is formed, together the orange vapour of bromine. Carefully hold another watchglass over the reaction to condense some of the smoke on to its surface as a solid. b Wash any aluminium bromide collected in this way off the watchglass into a test-tube using a little deionised water (Care: see Teaching Notes below). Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a cream precipitate of silver bromide is formed. Reaction of A1 + 12 a Weigh out 2 gof iodine, which should be dry, and grind it to a powder in a fume cupboard, using a mortar and pestle. Place the powdered iodine on a filter paper on a dry heat resistant mat and add 0. 3 g of aluminium powder to it. Mix the two solids together in the fume cupboard using a wooden splint do not grind them together. When they are thoroughly mixed, pour the mixture into a heap on the heat resistant mat or in a metal tray, such as a tin lid, positioned in the middle of the fume cupboard. b To start the reaction, use a teat pipette to place a few drops of water on the mixture. After a time lag, the water begins to steam and clouds of purple iodine vapour are given off, indicating that an exothermic reaction has started. After a few more seconds sparks are given off and the mixture bursts into flame. When the reaction subsides, a white residue of aluminium iodide remains. Scrape a little of this into a test-tube (Care: see Teaching Notes below), add some deionised water and filter if necessary. Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a yellow precipitate indicates the presence of iodide ions. Teaching notes These reactions make quite spectacular demonstrations in themselves, the bromine + aluminium reaction even more so in a partly darkened room. Classroom management n semi-darkness (Practical Physics advice) The demonstrations can be used to show the reaction between reactive non-metallic elements and a fairly reactive metal to form compounds, or as part of the study of the reactions of the Group 7 elements. Here the apparent order of reactivity is not that predicted from their position in the Group (that is chlorine †+ bromine †+ iodine). This is because of the different physical states of the three halogens, and the different surface area of the aluminium as a powder or foil. This can be used to make an important point about fair comparisons of reactivity. These reactions also serve to show that aluminium is in fact a more reactive metal than it appears in everyday use. The protective oxide layer of aluminium has to be penetrated by the halogens before the reactions can start, hence the delays, and the need for water to assist the two solid elements getting into contact, in the case of aluminium and iodine. The clouds of iodine vapour released when aluminium and iodine react can stain the inside of a fume cupboard. Teachers may prefer to demonstrate this reaction outdoors, if possible. The anhydrous aluminium halides are vigorously hydrolysed (sometimes violently if freshly prepared nd hot, as here) by water, giving off fumes of a hydrogen halide and a forming an acidic solution of the aluminium salt. To dispose of the solid residues, allow them to cool completely before adding in small amounts to 1 mol dm-3 sodium carbonate solution in a fume cupboard. Wait until the reaction has subsided before adding Allotropes of sulfur Sulfur is heated slowly and steadily from room temperature, so that all the changes in colour and consistency as it melts and eventually reaches boiling point, can be observed. A fresh sample of sulfur is heated to Just above the melting point, then llowed to cool and crystallise slowly as monoclinic sulfur. A further sample is heated to boiling point, and the liquid rapidly chilled in cold water to form plastic sulfur. A separate sample of sulfur is dissolved in a warm solvent, and the solution allowed to cool and evaporate, leaving crystals of rhombic sulfur. All the observed changes in properties can be related to the different molecular structures of the three solid forms of sulfur, and to the changes in structure as the temperature of liquid sulfur is gradually raised. Read our standard health safety guidance This practical is described here as a demonstration. However, some teachers may wish to consider whether certain parts could be used as class practicals with appropriately skilful and reliable classes. A demonstration, without any accompanying discussion about the possible reasons for the changes in properties in terms of structure, would take up to 45 minutes. However, to derive maximum benefit from the experiment, more time needs to be allowed for such discussion. Apparatus and chemicals Heat resistant gloves Access to a fume cupboard Flexicam or similar camera, digital microscope, digital projector and screen or other ethod of projecting images of small crystals to the class (as available). Boiling tubes, 4 (see note 4) Test-tube holders, 2 Stands and clamps, 2 Conical flask, 250 cm3 Cork, to fit conical flask Beaker (250 cm3), 2 Beaker, 1 dm3 (see note 5) Thermometer, O 250 oc Petri dishes or watchglasses, 4 (or more) Bunsen burner, tripod and gauze Electric hotplates, 2 (optional, if available) Heat resistant mats, 2 Filter paper, about 18 20 cm diameter Spatula Paper clips Damp cloth (to extinguish small sulfur fires) Dimethylbenzene (xylene), (Harmful), 100 cm3 (see note 2) Cooking oil (Low Hazard), 700 cm3 (see note 3) Dimethylbenzene (xylene) (Harmful) Refer to CLEAPSS Hazcard 46 Sulfur (Low hazard) Refer to CLEAPSS Hazcard 96A Cooking oil (Low hazard) 1 The sulfur used must be roll sulfur, crushed toa powder. To crush the rolls of sulfur, place in a strong plastic bag on a hard surface. Use a hammer or a vice to break up the roll sulfur into small pieces, then crush to a powder in a mortar and pestle. Flowers of sulfur is not suitable because it contains a lot of insoluble amorphous sulfur. During the experiments sulfur may catch fire, releasing sulfur dioxide (Toxic refer to CLEAPSS Hazcard 97), which may cause breathing difficulties o some students. If this happens, extinguish quickly by placing a damp cloth over the mouth of the test-tube. If the combustion cannot be extinguished quickly, the test-tube should be placed in fume cupboard, and the fan left running. 2 Although other hydrocarbon solvents, such as methylbenzene, can be used to dissolve sulfur and form monoclinic sulfur, dimethylbenzene (xylene) is the least hazardous. 3 If suitable cooking oil is not available, other clear, high-boiling oils may be used, e. g. paraffin oil (Refer to CLEAPSS Hazcard 45B). 4 These are large (1 50 x 25 mm) test- ubes, and should be clean and dry. The test-tubes in which sulfur has been heated can be difficult to clean for general use. It may be worth keeping a set of such tubes from year-to-year for this experiment. 5 The large beaker containing the cooking oil functions as an oil-bath for heating the sulfur slowly and uniformly, while allowing students to see clearly what is happening to the sulfur. Other containers may be preferred for the oil-bath, provided the visibility is maintained, for example by use of a webcam and digital projector. Procedure HEALTH SAFETY: Wear eye protection. Before the demonstration: a Pre-heat the oil-bath to about 130 oc, and maintain this temperature. b Clamp one of the sulfur-containing tubes in the oil bath, so that the sulfur is below the level of the oil in the bath. c Half fill the 250 cm3 beaker with cold water. d In the fume cupboard, put about 10 g of powdered roll sulfur into the conical flask and add about 100 cm3 of dimethylbenzene. e Prepare filter paper cone held together by a paper clip and supported in a beaker, as shown below: The demonstration: a Two-thirds fill two test-tubes with powdered roll sulfur (about 20 g in each tube) nd place in the oil bath. The sulfur will melt to a transparent, amber, mobile liquid in about 15 minutes. b Remove one tube from the oil-bath and pour the molten sulfur into the filter paper cone. Allow the sulfur to cool slowly and solidify, forming a crust. c Break the crust with a spatula and, handling the filter paper cone with heat resistant gloves, tilt it so that any remaining liquid flows out of the cone of solidifying sulfur on to a piece of scrap paper or card (for disposal). Needle-shaped crystals of monoclinic sulfur will be seen inside the hollow cone.

T.S. Eliots The Waste Land and Yulisa Maddy’s No Past No Present No Future :: Eliot Wasteland Maddy Future Present Past Essays

Death and Dying in T.S. Eliot's The Waste Land and Yulisa Maddy’s No Past No Present No Future I am immortal. Although I realize that I will die, I don’t believe it. The fear of death motivates me to ignore my mortality and, in motivating me to ignore, allows me to live a jaded, happy life. If death were a predominant thought, then appreciating life would seem difficult—unless of course I changed my name to Harold. Everyone confronts the idea of death sooner or later; different people just deal with death in different ways. Death or the fear of death can create a greater appreciation of life. I once heard a story about a monk. This monk was on a walk through the woods one day when a bear or a lion or a reasonable facsimile thereof appeared as if from nowhere. The monk’s ‘fight, fly, or hit the fence’ mechanics kicked in, and he was off. He was chased to the face of a cliff, so he began to climb it. Now the cliff was a vertical wall, and the monk was unable to climb very high. He clinged to the smallest of cracks in this wall. When he looked down, there were more of whatever had chased him there, but when he looked back up, he noticed a strawberry growing on the face of this cliff. He ate the strawberry—it was perfect. The strawberry was far from perfect, but because death was ten feet below him, it tasted better than any meal he had ever had. Death created a greater appreciation of life in the monk. Life should be lived out at every moment; death creates immediacy in living li fe to the fullest. As T. S. Eliot put it, "I will show you fear in a handful of dust." Eliot’s The Waste Land is the portrait of a society whose culture and infrastructure is dying. The post-WWI-era saw Europe decaying. The massive destruction to its cities combined with the incredible loss of life created disillusion in Europe. But The Waste Land is not merely a picture of European society dying; it is Eliot’s commentary on his society, and his attempt to save it. Tiresias is the only main character in The Waste Land. He rarely has an active role in the poem, though. He serves as an onlooker—a reporter—to and a narrator of this waste land: Unreal City, Under the brown fog of a winter dawn, T.S. Eliot's The Waste Land and Yulisa Maddy’s No Past No Present No Future :: Eliot Wasteland Maddy Future Present Past Essays Death and Dying in T.S. Eliot's The Waste Land and Yulisa Maddy’s No Past No Present No Future I am immortal. Although I realize that I will die, I don’t believe it. The fear of death motivates me to ignore my mortality and, in motivating me to ignore, allows me to live a jaded, happy life. If death were a predominant thought, then appreciating life would seem difficult—unless of course I changed my name to Harold. Everyone confronts the idea of death sooner or later; different people just deal with death in different ways. Death or the fear of death can create a greater appreciation of life. I once heard a story about a monk. This monk was on a walk through the woods one day when a bear or a lion or a reasonable facsimile thereof appeared as if from nowhere. The monk’s ‘fight, fly, or hit the fence’ mechanics kicked in, and he was off. He was chased to the face of a cliff, so he began to climb it. Now the cliff was a vertical wall, and the monk was unable to climb very high. He clinged to the smallest of cracks in this wall. When he looked down, there were more of whatever had chased him there, but when he looked back up, he noticed a strawberry growing on the face of this cliff. He ate the strawberry—it was perfect. The strawberry was far from perfect, but because death was ten feet below him, it tasted better than any meal he had ever had. Death created a greater appreciation of life in the monk. Life should be lived out at every moment; death creates immediacy in living li fe to the fullest. As T. S. Eliot put it, "I will show you fear in a handful of dust." Eliot’s The Waste Land is the portrait of a society whose culture and infrastructure is dying. The post-WWI-era saw Europe decaying. The massive destruction to its cities combined with the incredible loss of life created disillusion in Europe. But The Waste Land is not merely a picture of European society dying; it is Eliot’s commentary on his society, and his attempt to save it. Tiresias is the only main character in The Waste Land. He rarely has an active role in the poem, though. He serves as an onlooker—a reporter—to and a narrator of this waste land: Unreal City, Under the brown fog of a winter dawn,

Pre-school children Essay

I carried out my observation on a group of pre-school children consisting 1 boy and 2 girls for 13 minutes in the morning free play session. These children were about to do leaf and twig printing for the first time. The equipment that was provided was yellow paint, brown paint and green paint all of these were in small paint trays. There was also sugar paper for the children to print their leaves on. There was also various sized leafs and twigs in a small tray. Each child went and put their aprons on. Then they came and sat sown around the table on the chairs. I explained to them what they have to do and I demonstrated this by dabbing a leaf into the paint and printing it onto a piece of sugar paper. Then I got a piece of twig and dabbed it into the paint and printed it onto the sugar paper. The children listened to me carefully and then they started to their printing. A picked a large leaf using her right and looked at it, and then she said â€Å"wow, look at how many colours this leaf has, 1, 2, 3 different colours†. Next she carefully lifted another large leaf she dabbed it into the green painted. Next she printed the leaf onto the large piece sugar paper. R picked up a twig and he stroked it into the brown paint; next he stroked the twig onto the piece of sugar paper and whilst he was doing this he said â€Å"this paint is going in lines, it looks like chocolate, weeeeehhh†. Beside this K picked up a leaf and dabbed it into the yellow paint. K rubbed the leaf into the yellow paint, next he lifted the leaf from the yellow paint and placed the leaf in the green paint, and again he rubbed the leaf and said while doing this he excitedly said â€Å"I am mixing colours†. Next I asked the children â€Å"where do leaves come from? † A quickly answered â€Å"they come from trees†. R added â€Å"then they fall off the trees†. K also added â€Å"twigs come from trees as well†. K said â€Å"Look, I made a nice picture†, she also added â€Å"I have got 1, 2, 3, 4, 5 leaves printed†. Soon after R picked up a leaf and said loudly â€Å"this leaf is red, yellow and brown†. A picked up a twig and using both of her hands she rolled it into the green paint, she next rolled the twig onto the sugar paper. A picked up 3 different sized leaves and placed them onto the sugar paper and said â€Å"this one is tiny, this one is a little bit bigger and this one is the biggest†. R then said excitedly â€Å"look my twig has made patterns†. A leaned over to have look at R’s picture. A said â€Å"it hassss! â€Å". Then she looked at her picture and said â€Å"look! My leaves have made patterns in the middle†. Next K held up her paper and said â€Å"I am finished! â€Å". She placed her paper on the drying rack and took her apron off, washed her hands and went to play with some toys. R and A also said that they had finished they placed their pieces of paper onto the drying rack. Next they removed their aprons and washed their hands and went to play. E6 & E7 & E10 I carried out my observation on a group of morning children of the pre-school for a total of 13 minutes approximately whilst they had a free play. I observed how a group of children play with natural materials and noting how it helps them to learn. While I was observing this small group of children playing I noticed that this activity helps them to learn about the knowledge and understanding of the world. I also noticed that they were interacting and communicating really well with each other. You can view this by reading my observation in E5. But we must remember that each child develops at their own pace. This group of children’s ages range from 3:6 years to 3: 9 years. The Foundation Stage Curriculum states â€Å"Knowledge and Understanding of The World; children notice and comment on patterns† (2000, pg89). This statement was from the green area stepping stone and this shows me that this group of children are at the correct developmental stage. But we must remember that each child is an individual. Also The Foundation Stage Curriculum states â€Å"Mathematical Development; children count actions and objects that cannot be moved† (2000, pg 75). This statement from The Foundation Stage Curriculum is from the green area stepping stone, and it shows me that K is at the correct developmental stage because you can see from my observation in E5 that K was counting the leaf printings on her piece of sugar paper. The Foundation Stage Curriculum also states â€Å"Mathematical Development; children use size language such as ‘big’ and ‘little’. † This statement shows me that R is at the correct developmental stage because he was using size language when he was describing the three leaves. You can see this by viewing my observation in E5.

Company Law

BT20403/Company Law Business Entities: Company Law Topics covered: Types of Company Formation of a company; †¢ Promoters Pre-Incorporation Contract †¢ Memorandum and Articles of Association Inconsistency between the object and the company’s activities Upon incorporation: †¢ Company is an artificial legal person †¢ Separate legal entity Lifting the corporate veil scs&ismk/company law CONT. 2 The Effect of Incorporation †¢ Memorandum of Association & Articles of Directors’ duties and liabilities association †¢ Common law & statutory †¢ Termination †¢ Limited Liability Winding up Doctrine of Ultra Vires Pre-Incorporation Contract Directors’ duties and liabilities scs&ismk/company law 3 In Malaysia, the law relating to companies are governed by the Companies Act 1965 (CA 1965). scs&ismk/company law 4 The word company or corporation is defined under s. 4(1) CA: Besides the CA 1965, other relevant legislations are the Capital Markets Act 2007, the Securities Commission Act 1993 and the Companies Commission of Malaysia Act 2001. â€Å"company† means a company incorporated pursuant to this Act or pursuant to any corresponding previous enactment; Although company law in Malaysia is based mainly on CA 1965, there are key areas of company law hich are based on judicial precedents. â€Å"corporation† means any body corporate formed or incorporated or existing within Malaysia or outside Malaysia. A company or corporation is a legal association of people who combine to finance a business. scs&ismk/company law 5 scs&ismk/company law 6 1 BT20403/Company Law A company with share capital is a private co mpany if its M&A provides: s. 15(1) S. 14(2) S. 14(2) CA 1965 provides the classification of companies: †¢ restricts the right to transfer shares; †¢ Limits the number of members to not more than 50; †¢ Prohibits any invitation to public to subscribe any of Type of companies he company’s shares or debentures; †¢ Prohibits any invitation to public to deposit money Limited by shares Limited by guarantee with the company Unlimited liability A public company is a company other than a private company refer s. 4(1) for definition Limited by both shares and guarantee scs&ismk/company law †¦cont 7 Obtain approval for the proposed name; Lodge certain documents with SSM (Suruhanjaya Syarikat Malaysia/ Companies Commission Malaysia (CCM) ) including: – Defines the essential company’s structure †¢ †¢ †¢ †¢ Memorandum and Articles of Association; Statutory declaration by promoters and directors; Particulars of directors and registered office; Declaration of compliance; Statement of the allotment of shares of the Name of the company Company’s equity Company’s liability Object of the company scs&ismk/company law 9 10 Each company must have its object. Alteration of the general provisions of the Memorandum of Association to the extent and manner provided by the CA – s. 21. The objects are stated in the Memorandum of Association. The company may, by special resolution, alter the memorandum by altering or by deleting, the provision, unless the memorandum itself prohibits the alteration or deletion of that rovision – s. 21A. scs&ismk/company law components 8 3rd party who deals with the company may refer to the company’s M&A which is deposited with CCM. Pay the registration fees scs&ismk/company law scs&ismk/company law The purpose: †¢ To define and limit the activities of the company. †¢ If there is discrepancy between the object and i ts activities, thus such transaction is ultra vires and void. 11 scs&ismk/company law 12 2 BT20403/Company Law By virtue of s. 28(1) CA, the company may alter the provision of its memorandum with respect to the objects of the company. If company’s activities inconsistent with the object, Refer to Ashbury Railway Carriage & Iron Ltd v Riche (1875) Common law position – such ultra activities are ultra vires hence void and unenforceable. It cannot be ratified. Alteration can only be done by special resolution at the General Meeting. Statutory provision s. 20 Companies Act 1965 – such transactions are valid. scs&ismk/company law 13 scs&ismk/company law 14 Alteration of the general provisions of the Articles of Association by special resolution s. 31 CA A set of regulations for internal management of the company. Option: The company may: – adopts Table A, Fourth Schedule of the CA 1965 – (s. 30); excludes Table A, Fourth Schedule of the CA 1965;  œ creates its own AA, yet does not exclude the application of Table A, Fourth Schedule of the CA 1965, thus Table A will be applicable in the event of any lacunae. scs&ismk/company law 15 scs&ismk/company law It is a binding contract between the company and its members; – Hickman v Kent Sheep Breeders Assoc (1876) – Eley v Positive Government Security Life Assurance Co (1875) Before a company can be formed, there must be some persons who have an intention to form a company and who take the necessary steps to carry that intention into operation. (Setting up the company) It is also a contract between individual members in their capacity as members. – Wong Kim Fatt v Leong & Co Sdn Bhd (1976) – Rayfield v Hands (1958) 16 Per Cockburn, C. J in Twycross v Grant (1877), a promoter is described as â€Å"one who undertakes to form a company with reference to a given project and to set it going, and who takes the necessary steps to accomplish that purpose. † scs&ismk/company law 17 scs&ismk/company law 18 3 BT20403/Company Law Promoter owes fiduciary duties towards the company: Promoters owe fiduciary duties towards the company, not to the individual members of the company. †¢ To act in good faith To ensure that there is no conflict of interest If the promoter is in breach of his fiduciary duties, it is the company who may take legal action against the promoter. Refer to cases: – Erlanger v New Sombrero Phosphate Co (1878) – Gluckstein v Barnes (1900) scs&ismk/company law 19 scs&ismk/company law 20 Failure to disclose , company has options: A promoter has to disclose any transaction entered, either by, †¢ Company may rescind the contract (Erlanger v †¢ disclosing in M&A; †¢ by communicating to an independent Board of New Sombrero Phosphate), and Directors; †¢ By communicating to the existing and intended embers of the company. †¢ in certain circumstances, company may be able to claim the secret profit obtained by the promoter (Gluckstein v Barnes), †¢ Company may file suit for damages for the breach of fiduciary duties (Re Leeds & Hanley Theater), scs&ismk/company law 21 If the company elects to affirm the contract, company may have a cause of action against promoters for: 22 At times, promoters will have to enter a contract with a third party though the company has yet to be registered. We have to analyse above situation from both position i. e. Common Law and Statutory †¢ deceit, †¢ fraud †¢ negligent misrepresentation cs&ismk/company law scs&ismk/co mpany law 23 scs&ismk/company law 24 4 BT20403/Company Law Pre-incorporation contract is a contract entered by any person on behalf of a company prior to its incorporation: Once such contract is ratified by the company then it will be of retrospective effect, s. 35(1). †¢ Common law: Failure to ratify will render the person who enters the contract to be personally bound by the contract, unless there is an express agreement to the contrary, s. 35(2). Company is not bound by a pre-incorporation contract as the principles of agency cannot be invoked (Kelner v Baxter, Newborne v Sensolid, Phonogram, Rover Industrial etc). †¢ Statute: If company ratifies the pre-incorporation contract, the company will be bound by and entitled to the benefit of the contract as if it had been in existence at the date of the contract, s. 35 CA 1965 (Cosmic Insurance Corporation Ltd v Khoo Chiang Poh (1981) scs&ismk/company law Common Law the pre-incorporation contract is unenforceable on the grounds that: the company is not in existence yet, thus law of agency is inapplicable. the company cannot ratify such transaction as there is no principal-agent relationship involves. 25 Statutory 26 Company XYZ was set up on 1 March 2011; Ms Kyra (promoter), on behalf of Co. XYZ, entered a transaction with ABC on 15 Feb 2011; Co XYZ’s first meeting was on 10 March 2011, whereby Ms Kyra disclosed the pre-incorporation contract to Co. XYZ. s. 35(1) of CA 1965 allows the company to ratify such transaction, it will bind the company with retrospective effect Cosmic Insurance Corporation Ltd v Khoo Chiang Poh †¢ If XYZ has agreed to ratify the contract, thus XYZ is bound by the transaction with ABC with retrospective effect from the date of transaction (i. e. 15 Feb 2011). †¢ If XYZ refuses to affirm, promoter will be personally liable, s. 35(2). (1981) Newborne v Sensolid GB) Ltd (1945), Kelner v Baxter, Phonogram, Rover Industrial etc). scs&ismk/company law scs&ismk/company law 27 scs&ismk/company law 28 Upon incorporation, a company is considered as an artificial legal person, i. e a person created by statute. S. 16(5) CA 1965 provides that â€Å" on and from the date of incorporation specified in the c ertificate of incorporation but subject to the Act the subscribers to the memorandum together with such other persons as may from time to time become members of the company shall be a body corporate by the name contained in the memorandum capable forthwith of exercising all the functions of an ncorporated company and suing and being sued and having perpetual succession and a common seal with a power to hold land but with such liability on the part of the members to S. 16(5): As a ‘body corporate’, 1. a company’s obligations and liabilities are its own, and not those of its participants; 2. a company can sue and be sued in its own name; 3. a company has perpetual succession; 4. a company’s property is not the property of its participants; 5. a company can contract with its controlling participants contribute to the assets of the company in the event of its being wound up as is provided by this Act. † cs&ismk/company law 29 scs&ismk/company law 30 5 BT 20403/Company Law a. k. a corporate veil The company is a legal person separate from its participants. The law treats a company as being a separate person from its members and those who manage its operation. In the event of winding up, members are liable up to their unpaid shares only. They are not liable to contribute if they have had paid up their shares. This means that: Case Salomon v Salomon & Co Significance of the case †¢ its obligations and property are its own and not †¢ ‘Separate legal entity between members and those of its participants; and company’. its existence continues unchanged even if the identity of the participants changes scs&ismk/company law cash, debenture Pty Ltd company 20,001 shares Family 32 Facts: The company was put into liquidation; The assets were realised to pay off the secured creditors: †¢ Salomon was the debenture holder for Salomon & Co, hence was given priority The unsecured creditors were left empty handed Liquidator sued Salomon shoe business Salomon scs&ismk/company law 31 6 shares scs&ismk/company law 34 Lee v Lee’s Air Farming (1961) AC 12 Court of Appeal: †¢ Salomon was liable to indemnify the company against the losses. Abdul Aziz bin Atan & 87 others v Ladang Rengo Malay Estate Sdn. Bhd. [1985] 2 MLJ 165: House of Lords: †¢ Reversing the Court of Appeal’s decision. †¢ Salomon and the company were separate persons. scs&ismk/company law scs&ismk/company law 33 35 scs&ismk/company law 36 6 BT20403/Company Law In the Application for Re Yee Yut Ee (1978) 2 MLJ 142 – In a company limited by shares, a member’s liability to contribute to meet the debts of the company is limited to the amount (if any) remaining unpaid on their shares – s. 18(1)(d). The High court held that a director is not liable for the company’s debts. Allows investors to quarantine the risk of a particular venture from their other assets. In practice, creditors may negotiate personal guarantees from controllers. scs&ismk/company law 38 Once a person has sold or given his property to the company he no longer has any right over it. The property belongs to the company, and the member no longer has any right or interest. S. 19 mentions that a company has the ‘power to hold land’. This can be taken to mean that a company can own other types of property too. The property of a company is its own, and not that of its members. Macaura v Northern Assurance Co. Ltd. (1925)AC619 . Even if a member holds almost all the shares of a company, he does not have any proprietary interest in the company’s property. scs&ismk/company law scs&ismk/company law 37 39 scs&ismk/company law 40 The corporate veil will be lifted in these situations derived from †¢ Common law †¢ Statutory There are certain circumstances whereby the Court are asked to lift the corporate veil and ignore the separate legal entity of the company If the court lift up the corporate veil thus it will be able to discover the identity of the participants of the company and impose liability upon them. Thus, the separation between the company and its participants (members and officers) does not exist anymore. scs&ismk/company law 41 scs&ismk/company law 42 7 BT20403/Company Law Common Law In the event of evasion of contractual obligations – Gilford Motor Co v Horne -Jones v Lipman Sham purposes: Re FG Films Fraudulent: Re Darby The company is an agent or partner of the controller Taxation and nationality rules: Daimler Co Ltd v Continental Tyre & Rubber; scs&ismk/company law †¦common law(cont) Public interests (when it is just and equittable) – Aspatra Sdn Bhd & 21 Ors v Bank Bumiputera Malaysia Bhd & Anor †¦. statutory (cont) †¦common law (cont) holding – subsidiary: s. 5(1) Holding – Subsidiary †¢ S. 169 financial Companies: statement – Tiu Shiu Kian v Red †¢ Where the company is in Rose Restaurant Sdn the relationship of holding Bhd; and subsidiary, SLE is – Hotel Jaya Puri Bhd v inapplicable as the Act National Union of requires a consolidated Hotel, Bar and profit and loss account for Restaurant Workers holding and subsidiary company, s. 169 Statutory S. 36- member less than 2; S. 121(1) &(2) – misdescription (unless company is willing to ratify) providing share assistance to purchase own shares, . 67(5) Taxation purposes †¢ S. 140 Income Tax Act 1967 Payment of dividend from other sources, not from profit †¢ S. 365(2) DHN Food Distributors Ltd v Tower Hamlets London Borough Council †¦statutory (cont) issuance of prospectus which is pending approval †¢ s. 44(2) †¢ s. 48(4) incapable of payin g the company’s debt †¢ S. 303(3) – no reasonable or probable expectation fraudulent trading – s. 304(1) scs&ismk/company law scs&ismk/company law 43 44 Definition †¢ S. 4(1): A director is a person occupying the position of director by whatever name called. †¢ Includes a ‘shadow director': not an ‘official' irector, but someone whose directions board ‘accustomed to act’ in accordance with. A director must be a natural person and of full age: s122 (2). The general powers of management rest with the board of directors – Article 73 Table A. 45 scs&ismk/company law 46 Disqualification of Directors †¢ S. 11 CA – makes it a criminal offence for an undischarged bankrupt to act as a director or shadow director without judicial consent. †¢. Company Secretary †¢ Every company must have a company secretary. The secretary may be a director of the company, unless there is only one director, in which case t he ecretary must be the second individual. scs&ismk/company law 47 scs&ismk/company law 48 48 8 BT20403/Company Law Common Law Fiduciary duties †¢ Bona fide †¢ To act diligently †¢ To ensure that there is no conflict of interest Duty of care and skills †¢ Expectation of a reasonable man †¢ Delegation of authority Retirement Statutory To disclose any interest s. 131 To act in good faith – s. 132 Misuse of the company’s confidentiality- insider trading- s. 132A & s. 132B Unauthorised transactions that might jeopardise the company – s. 132C Interest in another company- s. 134 Secret profit- s. 135 scs&ismk/company law As agreed Resignation †¢ Tender notice as prescribed by the Articles of Association; Dismissal/Removal †¢ Without waiting for expiry of the term- could lead to another legal suit taken by the director against the company 49 scs&ismk/company law 50 Registrar’s power under s. 308: †¢ Defunct companies In ap proving the scheme of arrangement, the court may order immediately for dissolution of a company – s. 178. Voluntary winding up – s. 254 †¢ The members of the company may pass a resolution to wind up or through winding up by creditors Court’s Order – s. 217 †¢ The grounds as specified in s. 218(1) scs/company law 51 9

Free Essays on Revolutions

Revolution has changed a great deal since the American and French Revolutions. Because of new methods of war and communication, revolution can be very different than a century ago although their reason they begin may be similar. In the past, in order for revolution to take place, most of the people in a country had to agree with the revolution. Today a small group of radicals can obtain weapons of mass destruction and hold an entire government for ransom. In order for the people of the past to wage war on a government, they required the support of the people. Communicating with the citizens was difficult, and required a great deal of time. The world we live in today is also more susceptible to revolution because of strong communication systems. These new mediums allow ideas to spread with greater ease and also pave the path for radicals to gain support. An example of this is happening in China as we speak. In China the government controls the media and attempts to control the newly i ntroduced Internet. The Internet allows the Chinese people to communicate, and spread news without the government’s knowledge (The Tunnel). The Chinese government is currently attempting to find a way to control this new entity. I refer to the Internet as an entity because in essence it is a coalition of connected individuals, each with their own views and ideas. I fear for China that the Internet may be restricted to use under strict guard, in an attempt to shut off China from the rest of the world. Communication is a large part of any countrywide affair, which can be both good and bad for a country. If China had the Internet at the time of Tienamen square protest; a revolution would have been very hard to avoid. Many of the people of China did not even hear of the incident until weeks later. To avoid a reoccurrence, a newsletter, The Tunnel, was set up last year. The newsletter is written in China, then sent to an anonymous address in the United States... Free Essays on Revolutions Free Essays on Revolutions Revolution has changed a great deal since the American and French Revolutions. Because of new methods of war and communication, revolution can be very different than a century ago although their reason they begin may be similar. In the past, in order for revolution to take place, most of the people in a country had to agree with the revolution. Today a small group of radicals can obtain weapons of mass destruction and hold an entire government for ransom. In order for the people of the past to wage war on a government, they required the support of the people. Communicating with the citizens was difficult, and required a great deal of time. The world we live in today is also more susceptible to revolution because of strong communication systems. These new mediums allow ideas to spread with greater ease and also pave the path for radicals to gain support. An example of this is happening in China as we speak. In China the government controls the media and attempts to control the newly i ntroduced Internet. The Internet allows the Chinese people to communicate, and spread news without the government’s knowledge (The Tunnel). The Chinese government is currently attempting to find a way to control this new entity. I refer to the Internet as an entity because in essence it is a coalition of connected individuals, each with their own views and ideas. I fear for China that the Internet may be restricted to use under strict guard, in an attempt to shut off China from the rest of the world. Communication is a large part of any countrywide affair, which can be both good and bad for a country. If China had the Internet at the time of Tienamen square protest; a revolution would have been very hard to avoid. Many of the people of China did not even hear of the incident until weeks later. To avoid a reoccurrence, a newsletter, The Tunnel, was set up last year. The newsletter is written in China, then sent to an anonymous address in the United States...

Challenges and Opportunities of Achieving Consensus on a UN Reform Proposal

The reform and change of the United Nations has been buried with obstacles that must be overcome due to the competitive national interests of the Member States. Due to the challenges to be addressed and the opportunities to be addressed, Member States can reach agreement on proposals that may affect domestic and regional policies and norms, potentially affecting domestic, regional and international relations. The proposal of the United Nations emergency peace service aimed to respond effectively and promptly to genocide and other humanitarian crimes is no exception. Since the late 1990s, people are seeking reform of the United Nations. However, there is little clarity or agreement on what reform actually means. People who wish the United Nations to play a greater role in the world situation and wish to limit their use to humanitarian activities or to reduce their use otherwise to refer to their ideas People's opinions range from those who want to completely eliminate the United Natio ns to people who want to become a mature world government. Since the foundation of the United Nations, reforms are ongoing and are closely related to each Secretary-General. The reform and change of the United Nations has been buried with obstacles that must be overcome due to the competitive national interests of the Member States. Due to the challenges to be addressed and the opportunities to be addressed, Member States can reach agreement on proposals that may affect domestic and regional policies and norms, potentially affecting domestic, regional and international relations. - The ancient Greeks had many values ​​to make their civilization successful, but the most important thing was their community awareness. The Greeks, especially the classic Athens, thought their decision as their community, and they were interested in the situation in the country. What is important for them is that their society is functional and productive and their personal needs are often s econdary to the country.

Virgil's prologue from Aeneid Essay Example | Topics and Well Written Essays - 250 words

Virgil's prologue from Aeneid - Essay Example epics; the parallel with Homer’s works can be found in Virgil’s attempt to define the two parts of the story as an odyssey and a tale of war--though in reverse of Homer’s story structure. Because of the widespread use of Latin, Virgil succeeded in reaching a large audience and, as a result, was able to share and expand on the idea of the Roman hero. The storyline of Aeneid explores the challenging journey of a pious, selfless warrior chosen by destiny to found the city of Rome. There are a variety of themes running through the story: the conflict of order vs. chaos; the superiority of the Roman hero; and the role of destiny in shaping a man’s actions. The reader can find these references within the prologue, as Virgil paints a vivid picture of the epic story to follow. The central theme of order vs. chaos can be found in Virgil’s description of Aeneas’ journey across the treacherous seas. â€Å"A fugitive, this captain, buffeted/ Cruelly on land as on the sea/ By blows from powers of the air--behind them, / Baleful Juno in her sleepless rage† illustrates the representation of chaos--Juno being the embodiment of emotional rage--stirring the weather and causing havoc. Order is found in the presence of Aeneas as he fights to reach Rome--the land of rational thought and law. Another theme is the ideal figure of the Roman hero; Aeneas is presented as the perfect example of Roman self-sacrifice, piety and clear-minded purpose. When Virgil states: â€Å"A man apart, devoted to his mission--/ To undergo so many perilous days/ And enter on so many trials† he is telling the reader of the exceptional strength--of both mind and body--found in his main protagonist. The role of destiny plays a major role in Aeneas’ story. At the start of the prologue, we learn that â€Å"He came to Italy by destiny† and the reader understands the important nature of Aeneas’ assignment and purpose. Virgil ends his prologue with the following lines: â€Å"They wandered as