Fundamentals of Contract Law †Question and Answer

Fundamentals of Contract Law – Question and Answer Free Online Research Papers Fundamentals of Contract Law Question and Answer 1. Contract Law is the fundamental business legal subject. Not only is it obviously relevant to sales and purchase contracts but it also underlies employment contracts. The contract law sections explain the basics of what makes up a contract. The first two sections, Agreement and offer, and Acceptance, deal with the formation the making of contracts. Most people think that a contract must be a signed document. Although many business contracts take the form of a signed document, many do not. How many orders for goods and services are made by telephone or fax? When is the contract made? When the order is placed? When the goods arrive? When ordering goods or services on your own standard form contract is the contract made on your terms? What if your supplier accepts your order on their standard form contract? Now on whose terms is the contract made? 2. The certainty of terms? section deals with issues such as what is meant by ordering goods ?n the usual terms? From a regular supplier. What have you agreed with your supplier? Are there regular terms? Are there different terms depending on what the goods are? 3. The sections on Consideration and Variation of contracts are important and related features of English contract law. In most business contracts there is no difficulty in identifying? B>consideration? However, what if you want to vary the terms of the original contract? This you can only do if you enter into a new contract which varies the terms of the original contract. In this case very often ?b>consideration? is missing from the new agreement. If this is the case you will be bound by the original contract. E.g. If you order 400 kettles from a supplier and then discover that you only need 200 can you cancel? 200 kettles? Even if your supplier agrees can he later change his mind and make you take the whole 400? 4. The Privity of contract section is an area of law that has very recently been altered. This area of law deals with the type of situation where you buy a holiday from a travel company for you and your family. If the holiday does wrong? You can sue the travel company but can the members of your family sue the travel company? Another example. Assume that your company (Im assuming that your company is an incorporated company and therefore a legal person in its own right) enters into a contract with another company. Say that under one of the terms of that contract the other company agrees to pay some money to ?our?company and some money direct to you in your own personal capacity. What happens if the other company then refuses to pay you? Can you sue the other company? 5. This section deals with the terms of the contract in general. What do we mean by terms? of the contract? How important are they? Are they all of equal importance? Can you break some terms but not others? Are the penalties for breaking some terms less onerous than others? 6. The sections on Exemption clauses the common law, and the Unfair Contract Terms Act 1977, deal with the terms of the contract that limit or exclude liability for breach of contract. If the other party breaks a term of the contract can he escape liability because the contract contains a term which excludes his liability for that particular breach? 7. If a person sells you a second hand car and tells you that he has owned it from new and it later turns out that its been owned by 10 people what are your remedies? Has that persons statement be made a part of the contract ie was it a term of the contract? If it wasnt a term have you a remedy? 8. Does every breach of contract entitle the innocent party to treat the contract as at an end if he so chooses? What is the effect of penalty clauses? Part two: Agreement and offer Objective: When you have worked through this section you should be able to Appreciate the importance of the concept of agreement. Appreciate the importance of the intention of the parties. Distinguish between an invitation to treat and an offer. Suggested study time 4 hours Preliminary matters: The law of contract is the most important law subject you will ever study. It underpins all commercial law subjects and is even important to subjects such as criminal law. Definition of a Contract A contract is an agreement (usually between two persons) giving rise to obligations on the part of both persons which are enforced or recognised by law. Warning!! Since, for the most part, the law of contract is a common law subject do not take any definition you are given as the only definition. Treat the definitions as working definitions to help you analyse contract cases etc. NB The persons mentioned above are usually referred to as parties to the contract. NB Generally speaking, an agreement is made when one person accepts an offer made by the other. NB The offeror makes an offer to the offeree. Agreement: Time and time again you will be brought back to the fact that the fundamental basis of contract law is the agreement of the contracting parties. The thing that distinguishes the law of contract from other branches of law is that it does not lay down a number of rights and duties which the law will enforce. In other words the law of contract does not lay down a list of things that are legal or illegal, or things that must or must not be included in a contract. The law of contract consists of a number of limiting principles, subject to which the parties may create rights and duties for themselves which the law will uphold. The parties to a contract, in a sense, make the law for themselves: so long as they do not infringe some legal prohibition, they can make what rules they like in respect of the subject-matter of their agreement, and the law will give effect to their decisions. Eg If June says to Fred that he can buy her pen for 200 and he agrees there will be a legally enforceable contract between June and Fred. The fact that Fred may have been foolish in agreeing to buy a pen that is only worth? Is irrelevant the parties to the contract have agreed to the price of 200. Whereas it is generally true that agreement is reached when one person accepts the offer of the other person in other words there is an actual agreement between the two persons this is subject to whats known as the rule in Smith v Hughes. The rules in Smith v.Highes: The law is also concerned with the objective appearance of the agreement, as well as the actual fact, of agreement. Eg If Freda makes an offer to John and John says that he accepts the offer, but secretly he doesnt intend to accept the offer, there is in fact not an agreement. However, to an outside person there would appear to be an agreement. In other words objectively there appears to be an agreement between Freda and John. In such a case the court would say that there was an agreement between Freda and John. Apply the principle in the quote below, sometimes known as The Rule in Smith v Hughes, to the problem weve just looked at in the example above. Smith v Hughes (1871) Blackburn J: ?.. If, whatever a mans real intention may be, he so conducts himself that a reasonable man would believe that he was assenting to the terms proposed by the other party, and that other party upon that belief enters into the contract with him, the man thus conducting himself would be equally bound as if he had intended to agree to the other partys terms? /p> Offer-definition: Definition of an offer An offer is a proposition put by one person to another person made with the intention that it shall become legally binding as soon as the other person accepts it. An offer may be made to an individual, or a group of persons, or to the world at large: see Carlill v Carbolic Smoke Ball Co(1893). The Carbolic Smoke Ball Company published an advertisement which read ‘ £100 reward will be paid by the Carbolic Smoke Ball Company to any person who contracts the influenza after having used the ball three times daily for two weeks according to the printed directions supplied with each ball.’  £1,000 is deposited with the Alliance Bank, showing our sincerity in the matter.’ Mrs Carlill used the smoke ball as directed but still caught the flu. She sued for the  £100. Bowen LJ: It was also said that the contract is made with all the world- that is, with everybody; and that you cannot contract with everybody. It is not a contract made with all the world. There is the fallacy of the argument. It is an offer made to all the world; and why should not an offer be made to all the world which is to ripen into a contract with anybody who comes forward and performs the condition? It is an offer to become liable to any one who, before it is retracted, performs the condition, and, although the offer is made to the world, the contract is made with that limited portion of the public who come forward and perform the condition on the faith of the advertisement. Offer or Invitation to treat: It can be very difficult to distinguish between an offer and an invitation to treat. Basically it depends primarily on the intention with which a statement is made. Definition of an invitation to treat An invitation to treat is said to be a statement made by one person asking the other to make the first person an offer. An invitation to treat is sometimes described as an offer to make an offer. This is not a very helpful way of describing an invitation to treat. If a proposition is made by one person with the intention that if the other party accepts that proposition there will then be a contract between them, then that proposition is an offer. If a proposition is made by one person with the intention that if the other party accepts that proposition there will not be a contract between them at that stage, then that proposition is an invitation to treat. Examples of invitation to treat: In the examples of invitations to treat that follow, consider carefully what proposition or factual situation made the court decide that it was an invitation to treat and not an offer. Carefully identify the particular elements of the facts of the cases that persuaded the courts that what was intended by one of the parties was an invitation to treat and not an offer. Goods on display in supermarket Pharmaceutical Society of Great Britain v Boots Cash Chemists Ltd (1953) Certain brand name medicines were displayed for sale in a self service store. The issue arose as to when and where the sale of the medicines took place. Was it when a customer put the medicines in her shopping basket or was it when she presented the goods to the cashier? The reason this was an important issue was because the Pharmacy and Poisons Act 1933 s.18(1) provided that it was unlawful to sell such medicines unless the sale is effected by, or under the supervision of, a registered pharmacist.? If the sale took place when the customer put the medicines in her shopping basket the sale would not take place under the supervision of, a registered pharmacist?because no pharmacist was present at that time. If, on the other hand, the sale took place when the customer presented the goods to the cashier the sale would take place under the supervision of, a registered pharmacist?because a pharmacist was present at the checkout desk. Q When did the sale take place?(b) The sale took place when the customer put the medicines in her shopping basket. The sale took place when the customer presented the goods to the cashier Goods on display in window shop: Fisher v Bell (1960) A shopkeeper was convicted of offering for sale a flick knife contrary to the Restriction of Offensive Weapons Act 1959 s.1(1); he had displayed the knife in his shop window. The shopkeeper appealed. Q What happened to him on appeal? (b) The shopkeeper was convicted of offering a flick knife for sale The shopkeeper was acquitted of offering a flick knife for sale. An advertisement can be an offer: An advertisement can sometimes be an offer BUT THIS IS VERY EXCEPTIONAL. Remember the thing that determines whether a statement is an offer or an invitation to treat is the intention of the party who makes the statement: our definition of an offer was an offer is a proposition put by one person to another person made with the intention that it shall become legally binding as soon as it is accepted by the other person.?So if a proposition, say an advertisement, is made with the intention that if acted upon the person making the advertisement will consider themself legally bound then the advertisement will be an offer and not an invitation to treat. In Carlill v Carbolic Smoke Ball Co (above) the court held that in the particular unusual circumstances of the case that the Carbolic Smoke Ball Co had intended their advertisement to be an offer. Tender: A tender is an offer in response to an invitation to tender put out by a company. Generally a company who invites tenders is only making an invitation to treat and is not bound to accept any of the tenders. Example of tenders: Spencer v Harding (1870) Harding sent out a circular which stated we are instructed to offer to the wholesale trade for sale by tender the stock in trade of Messrs. G. Eilbeck Co. amounting as per stock-book to ?503 13s 1d, and which will be sold at a discount in one lot. Payment to be made in cash. The stock may be viewed on the premises, up to Thursday, the 20th instant, on which day, at 12 o?lock at noon precisely, the tenders will be received and opened at our offices.?Spencer claimed that the circular was an offer which he had accepted by submitting the highest tender. Q Hardings circular amounted to (b) A) A valid offer which Spencer had correctly accepted b) Nothing more than an invitation to treat and was, therefore, incapable of being accepted by Spencer. Failure to consider a tender: Blackpool and Fylde Aero Club Ltd v Blackpool Borough Council (1990) Blackpool Borough Council sent an invitation to tender to operate pleasure flights from Blackpool airport to the Blackpool and Fylde Aero Club Ltd (the club) and six other parties. The invitation to tender said that the Council do not bind themselves to accept all or any part of any tender. No tender which is received after the last date and time specified shall be admitted for consideration.?The club posted its tender in the town hall letterbox at about 1100 hrs on Thursday 17 March; this was an hour before the advertised deadline expired. The councils staff failed to empty the letterbox at 1200 hrs and as a result the tender was marked late and not considered by the council. The council then accepted the highest tender which was from Red Rose Helicopters. Later the council established that the clubs tender had been received in time and so they decided to declare the successful tender invalid and to reissue the invitation to tender. However, Red Rose Helicopters contended that its t ender had been accepted and that the council was contractually bound to proceed on that basis. The council decided to honour Red Rose Helicopters?tender. The club bought an action for damages against the council for breach of contract. The club argued that the council had warranted that if a tender was received in good time the council would consider it and that the council, having failed to consider its tender, was in breach of contract. Q Click on the appropriate number (a) Although Blackpool Borough Councils invitation to tender amounted to no more that an invitation to treat they were contractually bound to consider Blackpool and Fylde Aero Clubs tender.. Following Spencer v Harding Blackpool Borough Council was not contractually bound to consider Blackpool and Fylde Aero Clubs tender. Conclusions: You should now be able to Appreciate the importance of the concept of agreement. Appreciate the importance of the intention of the parties. Distinguish between an invitation to treat and an offer. If you have not mastered the above points you should review this section again. Training: Q. Which of the following is NOT an invitation to treat? A. An advertisement which states 1000 will be paid to anyone who fails to loose 4kg after using our Slimaid for 4 weeks as per the instructions printed on the box.0000 is lodged with our solicitors to show out confidence in the product. A display of goods in a shop window marked special Offer? Goods offered for sale in a newspaper. An application form for hire purchase. Research Papers on Fundamentals of Contract Law - Question and AnswerRiordan Manufacturing Production PlanTwilight of the UAWComparison: Letter from Birmingham and CritoThe Project Managment Office SystemMoral and Ethical Issues in Hiring New EmployeesOpen Architechture a white paperIncorporating Risk and Uncertainty Factor in CapitalPETSTEL analysis of IndiaMarketing of Lifeboy Soap A Unilever ProductDefinition of Export Quotas

Ask the Right College Tour Questions

Ask the Right College Tour Questions College tours are excellent things. Your perky tour guide will show you all the campus landmarks, spout the important stats and answer any questions. So dont waste time asking frequently asked questions - FAQs are on the universitys website. Instead, ask questions that speak to your childs particular interests and concerns, the ones about real student experiences. Its best if your child, rather than you, puts together a list of questions that are important to him and does the asking, but if every teen on the tour is afflicted with a shyness attack, go ahead and get the ball rolling. Here are a few questions to get you started, whether youre on campus for a regular tour or Admit Day. Dont ask about average class size - its a slippery statistic that averages gargantuan lectures with tiny senior seminars. Ask your tour guide about the size of his freshman year classes.Is this a commuter college or do students hang around on the weekend? What did your tour guide do last weekend? And the weekend before that? How often do he and his friends go home?Whats the best class or most inspiring professor your tour guide ever had? Why? How well does he know his professors, and how did that happen?Whats the most impossible class to get into on campus? Why? Is it because the class and the professor are so darn wonderful, or because its difficult to get the classes your child will need? Does that vary by major?Who helps your child choose classes? Does he have the same faculty adviser for all four years? Or does a peer adviser - a sophomore or junior, for example - help him register the first time and then hes on his own?What are the general education requirements - the GEs requir ed for graduation? For some reason, tour guides think GEs are the same on every campus. They are most emphatically not. Some schools require five humanities, five lab science, and three math classes, beginning with calculus. Others require one of each, plus a world religions class. The differences can be a deal breaker for your child. Why did your tour guide pick this school? What other schools did he consider? What does he wish hed known then that he knows now?What are the biggest campus traditions? Does everyone go to the football or basketball games?What percentage of students go Greek? Are the fraternities and sororities residential or social only? When is rush and what’s it like?How difficult is it to find housing? On some campuses, frats and sororities are a big deal because its so difficult to get into the dorms. Did your tour guide live in a dorm freshman year? Which one? Which one does he like best?What was the most difficult thing to get used to here? (A University of Puget Sound guide admitted it was the grey, drizzly weather, then rallied valiantly to say, â€Å"But it makes the sunny days seem all the sunnier!† Weather is a huge issue for many students.)Where does your tour guide study - in his room, the library, another favorite spot? How many hours a day does he study?Whats the favored campus hangout? How about off-campus (best pizza, coffee house, etc.)? If your child has health issues, youll want to ask questions about those concerns, of course. But everyone needs to ask what happens if a student has appendicitis or another health emergency - is there a hospital on campus or does campus security take you to a nearby hospital?Ask about academic support. Every campus has facilities to help students with learning disabilities, but most have tutoring help for anyone who needs it. What form does that take? Peer tutors or faculty support? Math and writing learning centers staffed 24/7? No matter how brilliant your child was in high school, he may be unhappily surprised by the higher expectations of college professors.Ask about the college career center and internship opportunities – and don’t be fooled by â€Å"the college encourages†¦Ã¢â‚¬  answers. Internships are an essential, often overlooked way to test drive career paths and start building a resume long before graduation. Some schools have extensive internship o pportunities. Some even require a certain number of internship hours. Others post opportunities in their career center but dont particularly solicit them. Ask about study abroad opportunities too. Nearly every college has some sort of international study program, but some majors are not conducive to study abroad - not if you want your child to graduate in four years, anyway. Some schools run their own satellite campus in a foreign country, so your child would be studying with University of Redlands faculty, for example, in Salzburg. Others tap into foreign university programs. (Do not be impressed by promises that a year abroad will cost no more than a regular year at your expensive private school or that the college will apply your scholarship to those months. All private colleges say that. State schools simply charge you whatever the international program charges. Hint: its not $45,000.)

Corporate governance reform of listed company in china Essay

Corporate governance reform of listed company in china - Essay Example In addition, the corporate governance of a company is indispensible in influencing how the company is functioning. According to Development Institute (2005), â€Å"the presence of strong governance standards provides better access to capital and aids economic growth.† Thus good corporate governance ascertains that the business operation of a company is transparent and fair and simultaneously enables the controlling authorities to hold companies accountable for their actions in the market. On the contrary, weak corporate governance leads a company towards corruption, mismanagement as well as waste of useful resources (Lin, 2001). Centre for Financial Market Integrity (2007) mentioned that â€Å"Corporate governance is critically important to a country’s economic growth and stability, because it provides the credibility and confidence that is fundamental to capital markets.† Hence, from the discussion it is evident that corporate governance is an important subject for a nation’s economy. The recent history of corporate governance and economic reforms in China has been marked as one of the important phases of the country as it started to focus more on the development of private enterprises and capitalism (Bebchuk and Hamdani, 2009). Moreover, China also succeeded to align itself with the international economy and has further sought to espouse Western-style administration mechanisms and legal principles pertaining to the function of its companies (Rand Corporation, 2008). The chronological development of the corporate governance in China has passed through four major stages. The first stage was from 1949 to 1983, where state-owned enterprises (SOEs) subjugated the Chinese economy and as a result, the state controlled and commanded almost every economical aspect (Bhagat, Bolton and Romano, 2008). During this era, the Western-style corporate governance also did not existed in the country. The second stage was from 1984 to 1993. This phase is characterised by commencement of the separation of enterprise and government in China. The Shenzhen Stock Exchange (SZSE) and the Shanghai Stock Exchange (SSE) was also established in this epoch. Alongside this, the China Securities Regulatory Commission (CSRC) was also established as a government body to regulate the stock market. The third stage continued from 1994 to 2005, which is marked by the commencement of trialling the modern enterprise structures. The company law was also passed which mentioned the responsibilities and rights for the companies operating in China. Despite, the passage of company law, it had a far-reaching affect on the Chinese Economy and corporate governance and as a consequence, the state shareholders enjoyed overwhelming favouritism over single investors (Roe, 2002; Development Institute, 2005). The fourth stage as is currently in progress from 2006 onwards. During this phase corporate governance has witnessed colossal growths in China. It encompassed legislation that was aimed to form equilibrium of the power asymmetry among the individual or single shareholders and state shareholders. The current corporate governance system of china lacks credibility. This can be said from the fact that many of the Chinese companies are not aligning to the standard policies and regulations of the business as well as government

Introduction to Organisations and Management Essay - 9

Introduction to Organisations and Management - Essay Example The structure is strictly hierarchical and there is a long history of conflict with the unionised workforce that comprises the majority. There seems to be an issue of trust between management and workers. The changing business environment is putting pressure on the company to achieve more with less. The company has a number of issues in its ability to manage existing and new business requirements due to internal capability limitations – poor inter-department communication and coordination, lack of flexibility among teams and poor internal control mechanisms. The leadership is, in the meanwhile, focusing on personal plans. Watson represents a company that has omitted the task of creating a vision or strategy for itself. The owner believes in responding to situations after they arise, an attitude that runs through the organisation and stifles the capability of talented resources. This is demonstrated in the absence of unified focus at all levels in the company and that of Ã¢â‚¬Ë œclarity to business units’ to provide direction (Johnson, 2008, p. 304). The H&M Consulting Group employs a highly-skilled specialised workforce that can cater to business requirements of a diverse client group. The company is following a strategic path of inorganic growth through acquisitions and recruitment. The company follows a networked structure that utilises specific talent in teams to manage projects. Sophisticated information technology is utilised for effective coordination between and within project teams and to ensure resource availability to achieve project requirements. The workforce is self-directed. H&M has laid down well-defined mission and value statements and the workforce is focused on ensuring commercial success while taking care that core principles are met. The leadership is in constant contact with relevant issues with respect to corporate responsibility and seeks to find ways to ensure that it contributes to these larger goals. H&M represents a globa l organisation that draws strength from a strongly networked employee base. It represents a structure that is transnational as defined by Bartlett and Ghoshal as possessing ‘strong geographic movement†¦ global product responsibility necessary to achieve global efficiency†¦ worldwide functional management†¦ vital to worldwide learning’. Translated into management tasks, this includes ‘legitimising diverse†¦ capabilities, developing†¦ flexible coordination, building shared vision’ (Hoecklin, 1995, p. 42-43). Analysis The case is analysed on the parameters of organisation design, team work, leadership and management style and culture. Organisation design and structure The key to competing in a changing environment lies in the capacity to differentiate one’s offerings from the other players in the market. Differentiation may be based on niche service offerings that cover specific market needs or a diverse offering that covers var ied ones. Watson operates in the automobile components sector and has not opted for a strategy based on differentiation. H&M operates in a number of sectors that require specialised knowledge and skill thereby creating a niche for itself in a wide setting. The method to implement a strategy based on differentiation is through a careful assessment of the value chain within as well as among competitors and designing the organisation structure. Organisation structure that is based on the view of the value chain

The Role of Information Security Policy Essay Example for Free

The Role of Information Security Policy Essay The framework for an organization’s information security program is composed of policies and their respective standards and procedures. This article will examine the relationship between policies, standards, and procedures and the roles they play in an organization’s information security program. In addition, the roles that of individuals inside and outside of the organization with respect to the creation of policy and standards will be discussed. Finally, how an organization can meet information security need at each level of security and how this relates to the information security policy (ISP) content. Information Security Policy (ISP) Definition Policies form the foundation of everything an organization is and does. Likewise, an ISP is the beginning of a company’s information security program. A policy is a high-level plan on how an organization intends to respond to certain issues. An ISP sets the tone of the organizations information security program and establishes the will and intent of the company in all information security matters. The ISP also defines how the company will regulate its employees. Policies must support an organization’s objectives and promote the organization’s success. Policies must never be illegal and must be defensible in a court of law. Policies must be supported and administered fairly and consistently throughout the organization (Whitman Mattford, 2010). The following paragraphs list some tips for developing and implementing an ISP. A Clear Purpose It is essential that an ISP have a clearly defined purpose. Specific objective should guide the creation of the ISP and the purpose should articulate exactly what the policy is to accomplish (McConnell, 2002).  McConnell (2002) further notes that, â€Å"If you cannot explain why the policy exists, you cannot expect your employees to understand it or follow it† (p. 2). Employee Input In developing policies, it is a good idea to gain the input of the employees to which the policy will apply. Ideally, there should be at least one representative from each department. Allowing various employees give input to the policy, will help to ensure that nothing is overlooked and that the policy is easily understood (McConnell, 2002). Security Awareness and Training Program In addition to gaining the employee’s acknowledgement of the ISP at their orientation, the ISP should be part of the security awareness and training program. Ongoing awareness training can focus on various security policies (McConnell, 2002). It is important to keep the awareness of information security matters fresh in the minds of the employees to avoid complacent behaviors that may lead to serious violations. Enforcement Enforcement is critical to the success of any policy; policies that are not enforced are soon ignored. McConnell (2002) notes, â€Å"A policy that you are unable or unwilling to enforce is useless† (p. 2). If a policy is unenforceable, it should be removed or revised to the point where it is enforceable. Not only must a policy be enforceable, it must be enforced from the top down. When managers set the example, the rest of the staff are more likely to follow (McConnell, 2002). Standards While policy sets the overall plan or intent of the organization in regards to information security, standards define the specific elements required to comply with policy. For example, an acceptable usage policy may prohibit employees from visiting inappropriate websites; the standard defines what websites are considered inappropriate (Whitman Mattford, 2010). Standards may be developed in house, but the common preferred way is to utilize already established industry standards that can then be tailored to the  organization’s specific needs. Procedures Procedures are the step-by-step actions necessary to comply with the policy. Procedures are driven by standards that are governed by policy (Whitman Mattford, 2010). Most policy violations may be traced back to either a willful or negligent failure to follow procedures. Roles Senior Management Senior management initiates the need for policy creation; it is their intent and purpose that the policy is created to communicate. Senior management is the final authority and gives the final approval for the policy. Information Security Officer (ISO) The ISO is essentially the policies champion overseeing all aspects of the ISP and the agent reporting to senior management. The ISO creates a governance committee that works together to develop and update policy. The ISO oversees organizational compliance with security policies (California Office of Information Security and Privacy Protection, 2008). IT Staff The information technology (IT) staff is responsible for installing and maintaining the technical controls to ensure users are compliant with the security policies. For example, the IT staff may install software that blocks access to prohibited websites. The IT staff also conducts monitoring of employee activity on the company network. Managers Mangers, as already stated, must lead by example. When managers do not follow and enforce policies, it communicates to the employees that policies are not important and that following them is optional. A body will always follow its head; likewise a department will always follow the example of its managers. End Users The average end user is perhaps the greatest security asset and the greatest security threat; clear security policies and proper security awareness training are the deciding factors. People should be made aware of common  security threats such as social engineering attacks and the importance of safeguarding their password information. They should be trained to understand exactly what the organization expects form them in regards to information security (Whitman Mattford, 2010). External Agents There may be times when outside people may need to have access to an organizations network such vendors, consultants, and temporary employees. Such people should be required to sign an acknowledgement form agreeing to abide by all security policies, standards, and procedures. Security Levels The Bulls-eye Model The bulls-eye model is a way of tailoring the ISP to the needs of the organization at various security levels. The four levels of the bulls-eye are: policies, networks, systems, and applications (Whitman Mattford, 2010). Whitman and Mattford (2010) state, â€Å"In this model, issues are addressed by moving from the general to the specific, always starting with policy† (p. 120). Policy AN information security policy, as already discussed, sets the foundation for an organization’s information security program (Ungerman, 2005). While all policies are high-level, there are different levels that a policy may address. The enterprise information security policy (EISP) is the overall policy that encompasses all other information security policies within the organization. Issue specific security policies (ISSP) target specific issues and contain more low-level elements than the EISP. An example of an ISSP is an acceptable use policy (SUP). Finally, there are system specific security policies (SysSP). A SysSP is so low-levelthat it may appear more like a procedure than a policy. A SysSP through either managerial guidance or technical specifications defines system-specific controls needed to conform to an ISSP. An example of an SysSP would be the implementation of website filtering software to enforce the company’s AUP (Whitman Mattford, 2010). Network Network-level security is about securing the network and as such is heavily  focused on controlling access through user authentication. EISP may define who may access the network in addition to how and why. An ISSP may then specify what type of authentication and access control models may be used. SysSPs can then proscribe technical specifications, such as software requiring a periodic password change, to facilitate compliance with the ISSP (Whitman Mattford, 2010). System System-level security is concerned with securing the actual system components of the network such as the computers, printers, and servers. Examples of ISSPs at the system level are AUP, password policies, and policies prohibiting the installation of unapproved hardware and software by end users (Whitman Mattford, 2010). Application Application-level security deals with any type of application form out-of –the-box software like MS Office to enterprise resource planners (ERP) like SAP. Policy considerations here would be controlling user access and application update policy. Policy controls who has access to which applications and to which features (Whitman Mattford, 2010). Conclusion References California Office of Information Security and Privacy Protection. (2008, April). Guide for the Role and Responsibilities of an Information Security Officer Within State Government. Retrieved from http://www.cio.ca.gov/ois/government/documents/pdf/iso_roles_respon_guide.pdf McConnell, K. D. (2002). How to Develop Good Security Policies and Tips on Assessment and Enforcement. Retrieved from http://www.giac.org/paper/gsec/1811/develop-good-security-policies-tips-assessment-enforcement/102142 Ungerman, M. (2005). Creating and Enforcing an Effective Information Security Policy. Retrieved from http://www.isaca.org/Journal/Past-Issues/2005/Volume-6/Documents/jopdf-0506-creating-enforcing.pdf Whitman, M., Mattford, H. (2010). Management of Information Security (3rd ed.). Mason, OH: Cengage Learning. Retrived from The University of Phoenix eBook Collection database.

Womens Rights :: essays research papers

Throughout the 1300à ·Ãƒâ€¢ to early 1700à ·Ãƒâ€¢, women fought for an education through literature and campaigns. However, the majority of men during the Renaissance era discredited the theory that claimed women could and should receive an education. As centuries advanced, the mainstream of menà ·Ãƒâ€¢ perspectives progressively shifted. During the early 1500à ·Ãƒâ€¢ to the mid 1500à ·Ãƒâ€¢ the opinions of men regarding this topic were very firm. For example, Castiglione, an intellectual man of royal blood strongly believed that women were capable of accomplishing the same things as men. He expressed his believes in court, in front of nobility. Castiglioneà ·Ãƒâ€¢ purpose was to inform the decision makers of the society that everyone needs an education regardless of sex. However, Erasmus, another man of nobility discredited the thought that women should receive an education through speeches and books. Erasmus had rigid ideas as did Louise Labe, a French Poet who demonstrated her opinions in a letter to a Pen Pal. She claims that women are surely competent enough to be educated. Clearly, the opinions regarding womenà ·Ãƒâ€¢ rights during this time period were all firm believes. Throughout the 1500à ·Ãƒâ€¢ to early 1600à ·Ãƒâ€¢, the views of the men and women of the European society drastically changed. The views were not as firm as they once had been and the ideas became much more Diverse. Martin Luther, writer of Table Talk, Distinctly declared that a womanà ·Ãƒâ€¢ body was built to stay at home while menà ·Ãƒâ€¢ stature was made for learning. Edmund Auger also discredited women by claiming that they could never facilitate a manà ·Ãƒâ€¢ job. Unlike those who simply stated that women shouldnà ·Ãƒâ€" receive an education, Theodore Agrippa D Aubigne thought women could learn, but it would not be wise for them to do so. Still, women like Marie Dentiere believed that women should learn to read and write so that they can express themselves when God speaks to them. Another royal man known as Roger Ascham, teacher and advisor of Queen Elizabeth I, seemed to think that only noble Women could learn. The perspectives during this time were certainly different fr om those of early years. During the later years of the 1600à ·Ãƒâ€¢ to early 1700à ·Ãƒâ€¢, the ideas regarding womenà ·Ãƒâ€¢ place in society change once again. The ideas during this time period were similar to those during the early 1500à ·Ãƒâ€¢ to mid 1500à ·Ãƒâ€¢. John Milton, a Priest was once heard at church preaching that only men need to be well educated for they are the back-bone of the family. Women's Rights :: essays research papers Throughout the 1300à ·Ãƒâ€¢ to early 1700à ·Ãƒâ€¢, women fought for an education through literature and campaigns. However, the majority of men during the Renaissance era discredited the theory that claimed women could and should receive an education. As centuries advanced, the mainstream of menà ·Ãƒâ€¢ perspectives progressively shifted. During the early 1500à ·Ãƒâ€¢ to the mid 1500à ·Ãƒâ€¢ the opinions of men regarding this topic were very firm. For example, Castiglione, an intellectual man of royal blood strongly believed that women were capable of accomplishing the same things as men. He expressed his believes in court, in front of nobility. Castiglioneà ·Ãƒâ€¢ purpose was to inform the decision makers of the society that everyone needs an education regardless of sex. However, Erasmus, another man of nobility discredited the thought that women should receive an education through speeches and books. Erasmus had rigid ideas as did Louise Labe, a French Poet who demonstrated her opinions in a letter to a Pen Pal. She claims that women are surely competent enough to be educated. Clearly, the opinions regarding womenà ·Ãƒâ€¢ rights during this time period were all firm believes. Throughout the 1500à ·Ãƒâ€¢ to early 1600à ·Ãƒâ€¢, the views of the men and women of the European society drastically changed. The views were not as firm as they once had been and the ideas became much more Diverse. Martin Luther, writer of Table Talk, Distinctly declared that a womanà ·Ãƒâ€¢ body was built to stay at home while menà ·Ãƒâ€¢ stature was made for learning. Edmund Auger also discredited women by claiming that they could never facilitate a manà ·Ãƒâ€¢ job. Unlike those who simply stated that women shouldnà ·Ãƒâ€" receive an education, Theodore Agrippa D Aubigne thought women could learn, but it would not be wise for them to do so. Still, women like Marie Dentiere believed that women should learn to read and write so that they can express themselves when God speaks to them. Another royal man known as Roger Ascham, teacher and advisor of Queen Elizabeth I, seemed to think that only noble Women could learn. The perspectives during this time were certainly different fr om those of early years. During the later years of the 1600à ·Ãƒâ€¢ to early 1700à ·Ãƒâ€¢, the ideas regarding womenà ·Ãƒâ€¢ place in society change once again. The ideas during this time period were similar to those during the early 1500à ·Ãƒâ€¢ to mid 1500à ·Ãƒâ€¢. John Milton, a Priest was once heard at church preaching that only men need to be well educated for they are the back-bone of the family.

Conducting a management project Essay

Introduction The project, as requested by the manager; is to come up with the ways that my team can make more savings in the company for the company and for their own growth. This was because the company has not been making savings as they had targeted in the beginning of their business year and the savings are even less as compared to the other financial years yet the company still appears to be run under the same principals. The project is aimed at coming up with the research and recommendations for actions to be taken to manage and change the situation at the company and write a suitable report on this. The report written at the end of this research is going to benefit the company in generating more profits and the employees in self-development. It is also going to cultivate the culture of team work, innovation and entrepreneurial culture among the employees. Simply put, the benefits derived from project management increase in proportion to how well project management processes are used. A well -executed project will be completed on time, within its approved budget. A well-executed project will deliver higher product quality by managing the time to design and test the new product. It will provide great satisfaction to its team, and it will meet (or exceed) the customers’ expectations. In today’s business environment, it is critical that each project is run in the most efficient manner possible. For a project-oriented business, it is equally imperative that all projects are managed consistently, so that the benefits of well -executed projects extend corporate wide. The data that was used in this research was collected from the employees, customers and other stakeholders in the company. In preparation for the data collection, it is important to note that a diverse sample of the host company’s employees is required in order to address the breadth of the organizational structure and the full range of roles and responsibilities of participants. Input to the list of interview participants should be secured from the company sponsor, but it   is the assessor’s function to challenge the sample to ensure it meets the needs of a balanced assessment. The assessor should recognize a tendency of most sponsors to provide participants who already are highly rated and can demonstrate high performance.   The participant pool needs to include these participants, but not be limited to them. All divisions of the corporate structure should be represented, including functional and supporting departments. In selecting the interview sample, the assessor should consider the population density of the host company’s divisions, revenue generated by the divisions, project count or cost, or several other attributes. The total number of interviews to be conducted must be limited to a number that is appropriate for the size of the host company; it is organizational structure and the time period in which the study is required. These factors also drive the composition and size of the assessment team. The methods used in the collection of data and information include; use of questionnaires, observation, collecting samples, taking pictures, oral interviews, reading on recorded materials. The process was not that easy since it was hard to get some confidential information especially on the accounts records of the company and some of the employees felt like they were being spied on and did not give the precisely correct information. Also collecting information from my seniors proved to be a bit hard, but all in all the information and data required for the research was successfully corrected. In all the methods used face to face conversation proved to be the best way to obtain information. Some of it advantages include; A people -to-people tool within a people – oriented business Project management is ultimately a people -oriented business that requires personal interactions by and between all of the project team members. Face-to-face interviewing extends this principle to maturity assessments. Not only does the interview provide an interpersonal connection between the interviewer and the interview participant, it allows the interviewer to begin to assess the â€Å"people skills† of the personnel assigned to manage projects at the subject company. Interview participants who display grace and condor during the interview are more likely to carry those traits into their project teams, and are more likely to be open to the recommendations for change or improvement that will flow from the assessment study. Conversely, interview subjects who are less cooperative or more belligerent during the interviews are less likely to readily adopt new suggestions. Reveals actual, as well as intended behaviours conducting face-to-face interviews allows the interviewer/assessor to discover how the project team members at the subject company conduct their project business on a day-to-day basis. It is the only tool in the assessor’s toolbox that provides a means to evaluate the validity of several of the other tools, such as a review of policy manuals, or a project document search. Policy statements and procedures manuals provide guidance into how the subject company believes it should or wants to do work. By engaging project team members in open conversations, the interviewer can elicit comments that reveal, â€Å"What we really do† vs. â€Å"what we think we do† or â€Å"what we are supposed to do?† Additionally, by discussing different types of project reports with the people who write them, or use them, the assessor can gain insight into the value placed on each report. A simple document review, while important, can only indicate that a report exists, not that it is a valued tool, used by the project team to help control their projects, or by management to monitor progress. Provides opportunity to observe the corporate culture of the subject company. Corporate culture creates different patterns of behaviour at different companies that can have a significant impact on the outcomes of projects. The degree of openness to hearing and dealing with project issues, demonstrating appreciation for project successes, and the amount of information sharing between functional groups working on a project all contribute to the ultimate success of a project. All companies probably would respond affirmatively to possessing these traits; not all companies truly demonstrate these traits positively. During one-on-one conversations with working- level project team members, the assessor can learn how well the subject company responds to project information, or how often it â€Å"shoots the messenger. Difficulties associated with face-to-face interviews Need to establish credibility of assessors As an outsider, the assessment team will often encounter a â€Å"Who-are -you-and-why-should -I-give-you-any-of- my time?† reluctance to participate amongst the project management community at the subject company. This attitude can stem from two general sources: a general distrust of consultants and management’s motives for hiring them; or insufficient information about the assessors’ credentials. Neither of these difficulties is insurmountable, but neither can be ignored. And both can be addressed initially by a carefully worded introduction from the assessment’s sponsor within the host company. The sponsor for the assessment necessarily must possess sufficient status within his/her own organization to approve, or be able to solicit approval for the funding needed to conduct the assessment study. This status can be leveraged to convey the credentials of the assessment team to the host organization. The assessors must be introduced to the project management community in terms that readily establish the expertise and experience of the assessment team with this type of work. This also implies that the assessment team must be comprised of, or, at the least, be led by experienced, senior project managers, whose personal credentials will inspire confidence in the interview participants. Need to secure cooperation of interview participants. The assessor also needs to recognize that many people within the host company’s project management organization(s) will not view the assessment in an entirely positive light. Although the study is intended to be a continuous-improvement effort, it may still be perceived to stem from something being wrong, or judged to be not good enough. The outside assessor could be viewed as Management’s vigilante enforcer, coming in to identify and punish the under-achievers in project management. The assessor must defuse this impression, a task that can best be done if the assessor knows where the host company’s â€Å"sore spots† exist and why the host company has elected to conduct the assessment. Here again, the status of the assessment sponsor can be of great help in overcoming the reluctance of the interview participants. The sponsor’s introduction of the assessment team can be used to share the rationale for the study and remove much of the apprehension that could surround it. Need to prepare thoroughly. During each interview, it will be beneficial to allow conversation to flow in a freewheeling manner, rather than following a rigid, checklist question and answer. For this to work, the assessor/interviewer must be adequately prepared to conduct the interview. The assessor must know the assessment model in great detail, and be able to detect different levels of maturity for each knowledge area, regard less of whether or not the interview respondent uses catch phrases and key words from the model in his/her comments. It is the assessor’s responsibility to be able to take appropriate notes during the interview without disrupting the flow of the interview by having to shuffle papers or stumble from one topic to the next. The assessment team can help prepare for the interviews by constructing an easy -to-use interview form that guides them through the different areas, and offers reminders of key phrases to listen for. By creating the form, the team members will increase their familiarity with it, and find it more beneficial as a guide. Additionally, by constructing their own form, the assessment team members will afford themselves the opportunity to reacquaint themselves with the details of the assessment model. Compiling, synthesizing, and evaluating the information from all interviews. Specific data from individual interviews can be compiled if a set of common questions, with a short range of possible answers, is used for all interviews. In this circumstance, it is recommended that a set of standard analytical measures are identified prior to the interview phase, but it should not be assumed that these standard measures will adequately address the entire information content collected. The synthesis of the information is a process that requires the individual assessors to subjectively analyse the comments they heard and recorded during the interviews and identify common themes and touch-points along the maturity continuum. The assessors must then collaborate to yield consistent interpretation of the interview and confirm that the data gathered is appropriate for further evaluation. The assessors must collectively review the compiled data, interrogate it for trends and errors, and determine whether trends identified warrant further analysis. From the information gathered in data collection, many things can be realised; there is no transparent audit of the books of accounts in the company, the employees are taking bribes from the customers in return for unauthorised favours, the employees are very relaxed in their work and lack motivation, the board members are conduction the staffing process in a questionable manner, the employees were taking unnecessary and expensive trips at the expense of the company, the directors have very high unwarranted allowances, the taxes due to the government are not fully settled and the overall running of the firm is questionable. The things that need to be done urgently to make sure that the company is saved from being bankrupt and that it gives some profits are; there should be an immediate external audit of all the books of accounts in the firm, the recruitment and staffing in the firm should be done on the basis of qualification and therefore there should be a vetting process to eliminate all those who are there illegally, all the directors should be vetted and those found to be corrupt should be retrenched, the company should have a new board of directors, all the employees should sign a performance contract which should be followed strictly. Conclusions; the use of face-to-face interviews in Project Management Maturity Assessments has proven to contribute most and convey the project management actualities within any host organization. If executed correctly, the face-to- face interview will yield most insight into the host organization’s current maturity and point to pockets of excellence as well as areas requiring correction. Although it is not recommended that an assessment be conducted using only face-to-face interviews, it is strongly recommended that a face-to-face interview always be included in an assessment. References Dove, K. E. (2002).  Conducting a successful development services program: A comprehensive guide and resource. San Francisco, CA: Jossey-Bass. Fernald Environmental Management Project (U.S.), United States., United States., United States., Lippitt, J. M., & Kolthoff, K. (1995).  Successful completion of a RCRA closure for the Fernald Environmental Management Project. Washington, D.C: United States. Dept. of Energy. Thomsett, M. C. (2002).  The little black book of project management. New York: AMACOM. Tjahjana, L., Dwyer, P., & Habib, M. (2009).  The program management office advantage: A powerful and centralized way for organizations to manage projects. New York: American Management Association. Weir, J. R. (2009).  Conducting prescribed fires: A comprehensive manual. College Station: Texas A & M University Press. Wysocki, R. K., Beck, R., & Crane, D. B. (2000).  Effective project management. New York: Wiley.

Curriculum Evaluation Essay

The report included a deterioration of performance in reading, language and arithmetic due to poor instructional methods, large class sizes, and inadequate supervision Presidential Commission to Survey Philippine Education (PCSPE) 1. Analyze performance of the educational system and its relevance to national developmental goals 2. Ascertain the efficiency of the system 3. Identify areas which need more detailed investigation. 4. The report included findings on : a. Mismatch between educational services and manpower requirements b. Mismatch between education priorities and the national development priorities c. Inequitable distribution of educational facilities and resources across the regions d. Lack of systematic planning and evaluation SURVEY OF OUTCOMES OF ELEM EDUCATION (SOUTELE) 1. Battery of achievement tests designed to measure the outcomes of elementary education 2. General mental ability test of non-verbal type designed to measure association 3. Student’s attitude inventory aimed to measure affective objectives 4. Questionnaires in order to establish the profiles of pupils, teachers, school heads, etc. 5. The study revealed deficiencies of elementary education in terms of inputs (resources), processes (curriculum and instruction), and outputs (students’ achievement). These are affected by socio economic, school types, quality of teaching. The Household and School Matching Survey (HSMS) 1. The survey hypothesized that learning is predicated on the antecedent academic, social, physiological variables. 2. The findings of the investigation showed that home-related and community related variables have greater influences on learning than school related factors such as cost per pupil and numbers of textbooks per students. The Congressional Commission on Education Study (EDCOM) 1. Enhancing the internal capability of the system to satisfactorily implement the constitutional provisions on education 2. Providing the system with necessary financial and other infrastructure support 3. Strengthening the system’s linkages with all sectors concerned in human resource development 4. Assisting the system to achieve its sectoral goals and targets through strategies that are consistent with the nation’s development goals. The National Evaluation and Impact Study of PRODED 1. Teacher factor is crucial in the success of the teaching-learning process 2. There is a need to improve the pre-service and in-service training of teachers that should include the development of skills in classroom management, teacher-pupil interaction, and the use of instructional aids, etc. Monitoring and Evaluation of RBEC 1. Defines what levels of learning students of schools and divisions meet at various stages of the basic education cycle based on the national curriculum. 2. Setting of minimum national standards for capabilities, structures, processes and output based on a template for school improvement processes from planning to implementation to monitoring and evaluation 3. Nationally standardized student assessment, outcomes measurement and reporting of basic school statistics Presidential Commission on Educational Reform (PCER) 1. Created through E.O. in 1988 to define a budget feasible program of reform, and identify executive priority policy recommendations and items for a legislative agenda on education. 2. Comprised of multi sectoral group 3. Proposed the establishment of National Education Evaluation and Testing System (NEETS) that assumes responsibility for educational assessment of all levels, including technical and skills development CURRENT TRENDS AND ISSUES BILINGUAL EDUCATION 1. Article 14, sect 7 of 1987 constitution – â€Å"for the purposes of communication and instruction, the official languages of the Philippines are Filipino and until otherwise provided by law, English.† 2. DECS Order 52, s. 1987 – the policy of bilingual education aims to make every Filipino competent in both Filipino and English at the national level 3. DECS defines bilingual as â€Å"separate use of Filipino and English as media of instruction in specific subjects.† Early Childhood Care and Development (ECCD) 1. Art 15, Sec 2, 1987 Phil. Cons. – recognizes the â€Å"right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation and other conditions prejudicial to their development.† 2. UN Convention on the Rights of Child 3. Education for All (EFA) agenda of DECS, 1990 envisioned 90% in 2000 of early childhood care and development either home-based services or kindergarten / nursery classes Other issues 1. Access to pre-school education 2. Private Pre-school education 3. Global education 4. Environmental education The K to 12 Program The K to 12 Program covers kindergarten and 12 years of basic education (six years of primary education, four years of junior high school, and two years of senior high school [SHS]) to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and entrepreneurship. The adoption of the program is in response to the need to improve the competitiveness of our country’s graduates as the ten-year basic education cycle is seen as inadequate for work and higher education. In fact, overseas Filipino workers are not automatically recognized as professional in other countries that view the ten-year education program as insufficient. The Philippines is the only country in Asia and is one of only three countries in the world with a ten-year basic education cycle. 1. Universal Kindergarten Education. 2. Mother Tongue-Based Multilingual Education. 3. Core Academic Areas 4. Specializations. TYPES OF CURRICULUM (PHILIPPINE SETTING) Overt, explicit, or written curriculum Is simply that which is written as part of formal instruction of schooling experiences? It may refer to a curriculum document, texts, films, and supportive teaching materials that are overtly chosen to support the intentional instructional agenda of a school. Thus, the overt curriculum is usually confined to those written understandings and directions formally designated and reviewed by administrators, curriculum directors and teachers, often collectively. Societal curriculum As defined by Cortes (1981). Cortes defines this curriculum as: the massive, ongoing, informal curriculum of family, peer groups, neighborhoods, churches organizations, occupations, mass, media and other socializing forces that â€Å"educate† all of us throughout our lives. The hidden or covert curriculum That which is implied by the very structure and nature of schools, much of what revolves around daily or established routines. Longstreet and Shane (1993) offer a commonly accepted definition for this term. The â€Å"hidden curriculum,† which refers to the kinds of learning’s children derives from the very nature and organizational design of the public school, as well as from the behaviors and attitudes of teachers and administrators. Examples of the hidden curriculum might include the messages and lessons derived from the mere organization of schools — the emphasis on: sequential room arrangements; the cellular, timed segments of formal instruction; an annual schedule that is still arranged to accommodate an agrarian age; disciplined messages where concentration equates to student behaviors were they are sitting up straight and are continually quiet; students getting in and standing in line silently; students quietly raising their hands to be called on; the endless competition for grades, and so on. The hidden curriculum may include both positive or negative messages, depending on the models provided and the perspectives of the learner or the observer. The null curriculum Those lessons learned through searching the Internet for information, or through using e-forms of communication. (Wilson, 2004) From Eisner’s perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written) From Eisner’s perspective the null curriculum is simply that which is not taught in schools. Somehow, somewhere, some people are empowered to make conscious decisions as to what is to be included and what is to be excluded from the overt (written curriculum. Since it is physically impossible to teach everything in schools, many topics and subject areas must be intentionally excluded from the written curriculum. But Eisner’s position on the â€Å"null curriculum† is that when certain subjects or topics are left out of the overt curriculum, school personnel are sending messages to students that certain content and processes are not important enough to study. Unfortunately, without some level of awareness that there is also a well-defined implicit agenda in schools, school personnel send this same type of message via the hidden curriculum. Phantom curriculum The messages prevalent in and through exposure to any type of media. These components and messages play a major part in the enculturation of students into the predominant meta-culture, or in acculturating students into narrower or generational subcultures. Concomitant curriculum What is taught, or emphasized at home, or those experiences that are part of a family’s experiences, or related experiences sanctioned by the family. (This type of curriculum may be received at church, in the context of religious expression, lessons on values, ethics or morals, molded behaviors, or social experiences based on the family’s preferences.) Rhetorical curriculum Elements from the rhetorical curriculum are comprised from ideas offered by policymakers, school officials, administrators, or politicians. This curriculum may also come from those professionals involved in concept formation and content changes; or from those educational initiatives resulting from decisions based on national and state reports, public speeches, or from texts critiquing outdated educational practices. The rhetorical curriculum may also come from the publicized works offering updates in pedagogical knowledge. Curriculum-in-use The formal curriculum (written or overt) comprises those things in textbooks, and content and concepts in the district curriculum guides. However, those â€Å"formal† elements are frequently not taught. The curriculum-in-use is the actual curriculum that is delivered and presented by each teacher. Received curriculum Those things that students actually take out of classroom; those concepts and content that are truly learned and remembered. The internal curriculum Processes, content, knowledge combined with the experiences and realities of the learner to create new knowledge. While educators should be aware of this curriculum, they have little control over the internal curriculum since it is unique to each student. The electronic curriculum Those lessons learned through searching the Internet for information, or through using e-forms of communication. (Wilson, 2004) This type of curriculum may be either formal or informal, and inherent lessons may be overt or covert, good or bad, correct or incorrect depending on ones’ views. Students who use the Internet on a regular basis, both for recreational purposes (as in blogs, chatrooms, listserves, through instant messenger on-line conversations, or through personal e-mails) and for research and information, are bombarded with all types of media and messages. Much of this information may be factually correct, informative, or even entertaining or inspirational, but other information may be very incorrect, dated, passive, biased, perverse, or even manipulative. The implications for educational practices are that part of the overt curriculum needs to include lessons on how to be wise consumers of information, how to critically appraise the accuracy and correctness of e-information, as well as the reliability of electronic sources. Also, students need to learn how to be artfully discerning about the usefulness and appropriateness of certain types of information. And, like other forms of social interaction, students need to know that there are inherent lessons to be learned about appropriate and acceptable â€Å"netiquette† and online behavior, to include the differences between â€Å"fair usage† and plagiarism.

Animal Testing Essays (1458 words) - Animal Welfare, Free Essays

Animal Testing Essays (1458 words) - Animal Welfare, Free Essays Animal Testing Animal Testing Using animals for testing is wrong and should be banned. Twenty-four hours a day humans are using defenseless animals for cruel and most often useless tests because these animals have no way of fighting back and they are very cheap. They have to stop doing all that because these animals have right to live just as we do , there should be new laws to protect them , and they have to be careful because there is a day will come when they find that almost 50% of these animals in the hole world will get distinct . These legislations also need to be enforced more regularly. Although most labs are run by private companies, often experiments are conducted by public organizations. The US government, Army and Air force in particular, has designed and carried out many animal experiments. The purposed experiments were engineered so that many animals would suffer and die without any certainty that this suffering and death would save a single life, or benefit humans in anyway at all; but the same can be said for tens of thousands of other experiments performed in the US each year. Limiting it to just experiments done on beagles, the following might sock most people: For instance, at the Lovelace Foundation, Albuquerque and New Mexico, experimenters forced sixty-four beagles to inhale radioactive Strontium 90 as part of a Larger Fission Product Inhalation Program ,which began in 1961 and has been paid for by the US Atomic Energy Commission. In this experiment Twenty-five of the dogs eventually died. One of the deaths occurred during an epileptic seizure; another from a brain hemorrhage. Other dogs, before death, became feverish and anemic, lost their appetites, and had hemorrhages. The experimenters in their published report, compared their results with that of other experiments conducted at the University of Utah and the Argonne National Laboratory in which beagles were injected with Strontium 90. They concluded that the dose needed to produce early death in fifty percent of the sample group differed from test to test because the dogs injected with Strontium 90 retains more of the radioactive substance than dogs forced to inhale it , Also at the University of Rochester School Of Medicine a group of experimenters put fifty beagles in wooden boxes and irradiated them with different levels of radiation by x-rays. Twenty-one of the dogs died within the first two weeks. The experimenters determined the dose at which fifty percent of the animals will die with ninety-five percent confidence. The irritated dogs vomited, had diarrhea, and lost their appetites. Later, they hemorrhaged from the mouth, nose, and eyes. In their report, the experimenters compared their experiment to others of the same nature that each used around seven hundred dogs. The experimenters said that the injuries produced in their own experiment were Typical of those described for the dog (Singer 30). Similarly, experimenters for the US Food and Drug Administration gave thirty beagles and thirty pigs large amounts of Methoxychlor (a pesticide) in their food, seven days a week for six months in order to insure tissue damage . Within eight weeks, eleven dogs exhibited signs of abnormal behavior including nervousness, salivation, muscle spasms, and convolutions. Dogs in convultions breathed as rapidly as two hundred times a minute before they passed out from lack of oxygen. Upon recovery from an episode of convulsions and collapse, the dogs were uncoordinated, apparently blind, and any stimulus such as dropping a feeding pan, squirting water, or touching the animals initiated another convulsion. After further experimentation on an additional twenty beagles, the experimenters concluded that massive daily doses of Methoxychlor produce different effects in dogs from those produced in pigs. These three examples should be enough to show that the Air force beagle experiments were in no way exceptional. Note that all of these experiments, according to the experimenters own reports, obviously caused the animals to suffer considerably before dying. No steps were taken to prevent this suffering, even when it was clear that the radiation or poison had made the animals extremely sick. Also, these experiments are parts of series of similar experiments, repeated with only minor variations, that are being carried out all over the country. These experiments do not save

10 Ways to Blog Your Book to Increase Sales Without Being Pushy or Annoying (Part 2)

10 Ways to Blog Your Book to Increase Sales Without Being Pushy or Annoying (Part 2) Last week I shared the first half of a list devoted to blog post topics that will let your audience know about your work in authentic and engaging ways. I will finish sharing those post ideas with you today in hopes that you’ll be able to spread the good word about your book and increase your sales without making your family and friends and social media followers want to run the other way. (Click here for Part 1) Let’s jump back in! Book Launch Party One of my favorite parts about promoting my books is planning and executing the book launch party. Making my fictional piece of art an experience for others to encounter feels like literally bringing my story to life. After the party, I often write a post sharing the details and a plethora of pictures. Readers who weren’t able to attend due to conflicting schedules or distance can catch up on all the action and of course buy a book through a clearly provided link. Behind the Scenes Facts   Once your readers have had a chance to experience your story world and come to know your characters, give them some bonus material. Creating a list of behind the scenes facts will make your readers feel like they are getting the inside scoop, and therefore special. When others bring up your book in conversation (in the grocery store, at church, in the breakroom) they will be able to say, â€Å"Did you know†¦?† Word of mouth continues to be the greatest form of advertisement, and this type of blog post will keep the conversation going about your book. Interviews When my friend Silvia’s third installment in her YA Mythology trilogy came out, she spread the word through interviews. You can see three great examples of this type of blog post in action here, here and here. Silvia’s posts appear on a writing coach’s blog, a national children’s writing organization website and a fellow author friend’s blog. Search for guest blog post or interview opportunities that will give you and your book lots of (hopefully new!) eyes. Extras If you have created extra materials to go with your books, like discussion guides for book clubs or educational materials for children’s books, let the world know about them through a blog post. Rochelle Groskreutz, author of Easter Elf, and her publisher KWiL, created this adorable activity kit to go with her debut picture book. Not only is this free product value added to her story, but it is also a valuable addition to her website and will likely drive traffic in her direction. Share Some Wisdom Often you learn a thing or two in the process of writing a book. Write a blog post sharing that hard-earned knowledge with others and win yourself some fans and admirers in the process. These types of posts will also assert you as an expert in the field and therefore a credible and reliable source in the field. My friend Blaine did this recently when he learned a few successful tricks in the persnickety process of scanning, resizing and publishing original art when creating a picture book. He explains his process in this blog post about his book, The Leprechaun Who Lost His Luck. And last, but not least, you can write a post like this one, full of links to previously written content, in an effort to both illustrate a point and further spread the word about your work. Best of luck as you share your stories – both the published ones and the ones behind the scenes – with your audience. (Click here for Part 1)

Do you agree that feminism remains a highly relevant ideology in its Essay

Do you agree that feminism remains a highly relevant ideology in its challenge to patriarchy and gendered inequality - Essay Example Through the efforts of earlier feminists, there have been major historical changes to favour women in enhancing their rights mostly in the west. Feminism has gone through development in three waves with each of the aiming at achieving particulars goals within a particular period. The first wave that came into place in the early twentieth century to the late 1950s mostly referred to as women’s suffrage that ensured that women had the right to vote in different parts of the world. After that came in the second wave that began in the 1960s that majored in ensuring that women had equal social and legal rights in the society. Later on, the 1960s came the third wave that is aimed to achieve most of the second wave goals that were not achieved within that period. The third wave has extended since then to date with various feminist identifying and fighting for the rights of women that are being infringed in different parts of the world. In today’s world feminism remains to be a highly related philosophy in its challenge to gender inequality and patriarchy (Fraser 2009). The idea of gender offers acknowledgement to the fact that each recognized society differentiates between men and women. Thus, the concept/term of gender is a logical method of understanding women and men socially and the modelling of affiliations amongst them. The idea of patriarchy assists the study of male domination in the social order. Gender inequality denotes to the unequal perception or treatment of individuals according to their gender. It ascends from dissimilarities in socially built gender roles in addition to biologically through hormonal differences, brain structure, and chromosomes. Feminists are individuals either men or women who require equivalent opportunities for both genders. Feminist writings on gender became common in the early 1970s when the feminist saw the

Consumer decision making Essay Example | Topics and Well Written Essays - 1500 words

Consumer decision making - Essay Example n opportunity to get in touch with the foreign products and they got enough opportunities to compare the quality and prices of the domestic products with that of the foreign products. Such evaluation from the part of consumers may often change their buying habits. Online marketing and e-commerce are growing day by day and based on that the purchasing decisions of the consumers are also changing. In many cases, a purchasing situation occurs out of the fear of losing social recognition or once the existing product goes out of order. Some of the people have blind belief in brand values while others are more practical. Some consumers may seek further assistance from the supplier to improve the performance of the product they purchased. This paper briefly analyses the consumer decision making attributes. Recognition is a primary psychological need for human beings and hence most of their purchasing decisions were influenced by their desire to get recognition from others. Most of the consumers feel inferiority, if they possess old goods. In many cases, consumers postpone their purchasing decisions until they acquire ample financial resources for executing the purchasing. Once the consumer feels confidence about his/her financial abilities, the next step is to gather information about the product he/she wants to purchase. â€Å"Sources of information could be family, friends, neighbours who may have the product you have in mind, and alternatively you may ask the sales people, or dealers, or read specialist magazines. You may even actually examine the product before you decide to purchase it† (Consumer Buying Behaviour, n. d) Most of the people rely on, advertisements in television, news papers, Super markets and internet for the information regarding the product they want to pu rchase. They will collect information from the friends also. The User’s comments will always be valued more than anything else. Once ample information is collected about a particular product, most