Where Are You Going, Where Have You Been Essay Example | Topics and Well Written Essays - 250 words

Where Are You Going, Where Have You Been - Essay Example She defies her parents, lies, and talks down to her mother. She also sneaks around and flirts with older boys whom she may or may not know. Connie is aware of dressing, looking, and acting differently in places other than her own home, acknowledging the stark contrast of the two people she tends to be and making it known that there is a reason for the two to exist. However, as much as Connie gives off the appearance of being an adult, when Arnold Friend and Ellie come around, she is revealed to be the young, helpless child that she really is. The greatest secret that presents an obstacle to Connie’s path to adulthood is that Connie is not fully ready to enter adulthood. The way that she allows people to see her is all just a show. Connie, while having the same animosity towards her mother and sister that most teenagers have, has no desire to be an entity separate from her family. By becoming an adult, she loses the protection that comes with being a child (Keilbach 12). She ma y fight with her mother and be eager to be away from her, but one of the first things that Connie does upon Arnold Friend’s invasion is call out for her family members. Similarly, Connie may flaunt that she has sexual experience with males, but all that she really has is just the outward appearance of someone who has had this experience. She wants others to believe that she is an adult, yet she does not want to sacrifice the benefits of childhood.

Issue about global business Essay Example | Topics and Well Written Essays - 250 words

Issue about global business - Essay Example Under such circumstances, outsourcing the manufacturing operations to the emerging economies is bound to take a toll of the American moral. The business class in America can readily create a large number of jobs in the country by basing their manufacturing operations in America only. This will not only provide the much needed jobs to the people who actually need them, but will further strengthen the American economy by increasing the purchasing power of the American consumers. This will also curtail a large number of social and psychological issues like addiction, substance abuse and depression, going by the fact that people will be able to channelize their energy in the jobs that are readily available. Hence the American corporations cannot be allowed to ship away jobs in the name of enhancing profitability and assuring commercial viability. Corporations do have a responsibility towards the society in which they operate and do

1948 Arabâ€Israeli War

1948 Arab–Israeli War There were various causes which led to the 1948 Arab-Israeli war, most of which stem from the conflicting views regarding Palestine between the Arabs and Jews. This essay will serve to explain the long term causes, and immediate causes and outcomes of the 1948 Arab-Israeli war. The Arab-Israeli conflict emerged following the end of World War I and the fall of the Ottoman Empire, wherein two separate ethnic groups emerged in Palestine: Arab Palestinians, who traced their ancestry back 3000 years in Palestine; and Zionist Jews, who claimed Palestine as the homeland given to them by God. Zionists believed that the Jews constituted a nation, not just an ethnic or religious community, and called to establish a national home in Palestine. The Palestinians however, felt Palestine was theirs, and desired to establish themselves as an independent state. The legacy of the Arab-Israeli conflict continues after 60 years. The 1948 war can be seen as a triumph and tragedy: triumph for the Israelis and tragedy for the Arabs.  [1]  This essay will investigate and discuss the main causes of the 1948 Arab-Israeli conflict, and its immediate outcomes. It will begin by exploring the social, religious and ideological roots of the conflict, and will also provide a contextual background to the war. The establishment of Zionism, the impact of World War I and the role of the British mandate will be explored, in order to understand the separate aims, tactics and motivations of the two groups, and the developments that followed. There will be a focus on the 1948 Arab-Israeli war, the long term and immediate causes of the conflict, and its immediate aftermath and legacy. Contextual Background: The fall of the Ottoman Empire The Ottoman Empire was founded in the 14th century by the Ottoman Turks, and came to include the majority of the countries of the Middle East. Palestine was under the rule of the Ottomans through the rapid military expansion of the empire in the early sixteenth century, and it remained under Ottoman rule for almost four hundred years, from 1516 to 1917.  [2]  Throughout this period, the Ottoman attention was directed to preserving the empire in Europe, to the neglect of Palestine,  [3]  as the province was of very little strategic importance. The conclusion of the First World War resulted in the fall of the Ottoman Empire, and the empire was officially abolished in 1922.  [4]   When the Ottomans joined the Central Powers in 1914 during World War I, the United Kingdom and France plotted the division of the Middle East in accordance to their strategic interests and preferences. The Sykes-Picot agreement of 1916 was an agreement between the governments of France and Britain, defining their respective spheres of influence and control in Western Asia after the expected downfall of the Ottoman Empire during World War I.  [5]  Palestine was eventually placed under British administration. The Zionist Movement and the Persecution of Jews in Europe An important Jewish belief is the anticipation of the Messiah. Klausner defines the Messianic expectation as the Prophetic hope for the end of this age, in which there will be political freedom, moral perfection, and earthly bliss for the people of Israel in its own land, and also for the entire human race.  [6]  This anticipation was fundamental in the creation of Zionism in the late 19th century. According to Tessler, Jewish doctrine asserts that God has granted His chosen people dominion over the Land of Israel, Eretz Yisrael, in order that they possess a country in which to construct their commonwealth based on His law.  [7]  The Jews held Israel as their ancestral and biblical homeland, and the concept of Messianism drove the hopes of the Jewish population for the capture of their Holy Land. As this theory developed throughout the 19th century, the establishment of Jewish colonies in Palestine was a significant step in preparation of a homeland for the Messiah. Zionism w as thus established by Theodore Herzl in the late 19th century, as a movement to create a national home for the Jews in Palestine.  [8]   Judaism is closely associated with nationalism. The basis for the concept of Israel as a state emerged from the Bible and the belief that Eretz Yisrael was promised to the Jews by God. It was believed to be a territory in which the Jews, the chosen people, could live by Gods commandments by building a model state based on His laws, and thereby act as a guide for other states. Zionism emerged from the belief that the coming of the Messiah would not happen in the absence of several preparatory events, including the re-emergence of Eretz Yisrael. Therefore, religion became an important aspect in the foundation of the Jewish state. The 19th century saw a rapid spread of Jewish Nationalism throughout Europe. Judaism set the Jews apart from the rest of Christian Europe, and this religious distinctiveness led to the perception that the Jews were a nation without a state. Thus, the need for Palestine as a Jewish homeland became greater. Along with the nationalist and religious motives in forming a Jewish homeland, there was also the issue of security. During the 19th century, anti-Semitism and the persecution of Jews became widespread in Europe. Herwitt states that throughout their history in Eastern Europe, Jews were confined to small, isolated communities and subject to various attacks, or pogroms. Realizing that life in Russia was intolerable, the Jews looked to acquire territory elsewhere, with many envisioning a return to Palestine.  [9]  One of the benefits of a Jewish homeland would be security for the Jewish nation. Due to the increasing violence and persecution that Jews were subjected to throughout Europe, the Zionist movement continued to grow, encouraging Jews to migrate to Palestine. Due to the widespread anti-Semitism in Europe, the Jews started to consider returning to their religious homeland of Israel and resettling, gaining political control and creating a Jewish state.  [10]   Zionism formed the basis for the creation of Israel: it provided both a nationalistic and religious drive for the Jewish community. The urgency for a homeland continually increased, for both a fulfilment of their spiritual needs, and for the establishment of security for the Jews. The political framework of Europe was unable to provide a place within it for the Jews as a distinct group,  [11]  intensifying the need for the establishment of Israel. This ideology characterized the Jewish community and provided nationalistic ties to a Holy Land that represented their culture, identity and religion. Long Term Causes of the 1948 Arab-Israeli War: Balfour Declaration In 1897, The First Zionist Congress was held in Basel, Switzerland from August 29th to the 31st.  [12]  The congress formulated the Basel Program, and founded the Zionist Organization. The program set out the goals of the Zionist movement, which included various preparatory steps towards achieving its ultimate aim: to create for the Jewish people a home in Palestine secured by public law.  [13]  The Zionist movement continued to rally support for its cause until the First World War. Towards the end of 1916, the British support for the Zionist cause grew significantly. Their assistance in the cause entailed the support of influential Zionists. This support was significant to the British in both their aims to encourage America to enter the war via pressure by American Jews,  [14]  and the support also appealed to Russian Jews, who were influential among Russian revolutionaries,  [15]  as the British feared that Russia would withdraw from the war. Thus in 1917, the British Foreign Secretary, Arthur Balfour, issued the famous Balfour Declaration, which promised the establishment of a Jewish homeland in Palestine.  [16]  The Balfour Declaration was the first promise by Britain to give the Jewish people a national home in Palestine. As the Zionists worked to create a Jewish state, the support of one of the worlds strongest powers, which was soon to take over Palestine, was crucial. The Balfour declaration entailed the establishment of a national home for t he Jewish people, while promising to safeguard the civil and religious rights of its majority Arab inhabitants.  [17]   However, during the First World War, Britain encouraged the Arabs to go against the Ottomans and support the British, and in return the Arabs were promised independence. This was agreed between Henry McMahon, the High commissioner in Egypt, and Sharif Hussein of Mecca.  [18]  Through the McMahon-Hussein correspondence, McMahon promised the independence of the Arab countries and their inhabitants, and [British] readiness to approve an Arab caliphate upon its proclamation.  [19]  The promises were not honoured, as they directly contradicted the promises made to the Jews through the Balfour Declaration and between the British and French in the Sykes-Picot agreement. The British Mandate in Palestine, 1922-1948 The Mandate system originated after the conclusion of the First World War. A mandate was a commission given to a nation to administer the government and affairs of another nation, and to prepare them for independence. Advanced countries were to administer the countries on the brink of independence, and to manage their affairs until they were ready to manage their own. Each country was assigned the role of a Mandatory Power, and were supervised by the League of Nations, an international organization established after the First World War. Palestine constituted the spiritual home of Judaism, Christianity and Islam, and the future of Palestine concerned a number of countries and groups. Both the Arabs and Jews had claimed they were promised Palestine; the Arabs through the McMahon correspondences, and the Jews through the Balfour Declaration. These conflicting promises created most of the ongoing tensions. The Sykes-Picot agreement entailed that Palestine was to be under international administration. However, Britain arranged for the League of Nations to make Palestine a British mandate, as it realized that its economic and strategic interests were better served if Palestine came under its direct rule.  [20]   The San Remo conference, held in 1920, decided that Britain would be the Mandatory Power for Palestine. The conference recognized the Balfour Declaration, and to the disappointment of the Arab Palestinians, the declaration was honoured by Britains allies. The declaration was accepted by the League of Nations, and was embodied in the mandate that gave Britain temporary administrative control of Palestine. The provisions for the Mandate entailed that Britain and her Allies were in favour of the establishment in Palestine of a national home for the Jewish people, it being clearly understood that nothing should be done which might prejudice the civil and religious rights of existing non-Jewish communities in Palestine,  [21]  and that the Mandatory shall be responsible for placing the country under such political, administrative and economic conditions as will secure the establishment of the Jewish national home.  [22]   The role of Britain in the Arab-Israeli conflict was detrimental to both nations. According to Khouri, British politics frequently did more to aggravate the deteriorating situation than to ameliorate it.  [23]  Britain constantly tried to appease both groups, the Jews and Arabs, living within Palestine under its mandate. Due to heavy Zionist influence, pressure and intense lobbying, it was extremely difficult for the British to pass laws in favour of the Arabs, such as setting aside lands for Arabs and capping immigration by Jews to Palestine.  [24]  Mandatory Palestine formed the construction of the conflict between the two communities of Arabs and Jews, and under the immediate consequence of the removal of the Mandate was the establishment of Israel. Jewish Migration and Land Appropriation The admission of Jewish migration to Palestine increased due to the Balfour declaration and the British mandate, which seemed to promise new opportunities for Zionist development.  [25]  In 1917, the Jewish population in Palestine amounted to 57,000, and constituted 3% of the total population. Despite the influx of Jewish immigration throughout the British mandate, the Arabs still constituted a majority of the population, and by 1940 they accounted for 70% of the total population. There existed a dual society in Mandatory Palestine, and the ethnic make-up of the land included two rival groups: the Jews and the Arabs. Despite their religious differences, the main cause of the 1948 war was the struggle for the land. Palestinian Arabs claimed the land as theirs based on continuous residence in the country for many hundreds of years, and the fact that they represented the demographic majority. The newly established, and slowly growing, Jewish community claimed the land theirs based on Biblical ties to the land and the ideologies associated with Zionism. The immigration of Jews into Palestine was the major source of conflict between the two groups. The increasing influx of Jewish residents into Palestine increased the possibility of the creation of Israel, much to the contempt of the Arabs. Due to Arab resistance, the mandate failed to provide a specific independent Jewish state; thus, the large-scale Jewish immigration could have potentially put Jews into the majo rity. There was a prominent social difference and political separation between the Arabs and Jews. Jewish migration to Palestine and their increased land appropriation met resistance from the Arab inhabitants. Palestine under the British mandate required the Arabs and Zionists to live within the same vicinity, yet the contact between the two communities was limited.  [26]  Each community was driven by increasing suspicion and fear of each other, and this translated into a violent collision between the two groups. Economic, social and political tensions drove the increasing anxiety between the Arab and Jewish communities, which later translated into violence and hostility. Communal violence erupted in 1929,  [27]  and as the years under the Mandate went by, any chance of peaceful co-existence between the two groups was eradicated. According to Khouri, during the mandate the Jews in Palestine enjoyed many formidable advantages over the Arabs,  [28]  including social, political an d economic benefits. This was due to the Jewish advancements and improvements in political and economic maturity in comparison to the Arabs, who in contrast were not as politically or educationally advanced. Musa Alami, a respected Palestinian politician, describes the growing estrangement of Arabs and Palestinians in his biography. As he recounts the increasing hostilities between the two communities, his biography offers a sad testimony to the steadily diminishing chances of cooperation between the two peoples. After returning to Palestine after World War I, in among the growing population of Jews under the British mandate, he found the old friendless and classlessness, the tolerance between the races and creeds had evidently gone forever.  [29]  Shimon Peres, the current president of Israel, describing his encounters with the Arabs as a teenager in the 1930s, states: Our attitude towards the Arabs was mixed. They seemed so strange to us, so terrifying, and yet the creatures closest to nature.  [30]  Both are witnesses to the social and cultural chasm between the Jews and Arabs, and the growing estrangement between the two groups. Immediate Causes of the 1948 Arab-Israeli War: U.N. Partition Vote By the end of World War II, Mandatory Palestine continued to be plagued by problems and complications. Tensions between the Arab and Jewish community persisted, violence between the two intensified, and both groups were continually displeased with the Mandate. By 1946, the situation in Palestine was becoming increasingly unsustainable for the British mandate. The Jewish leadership in Palestine wanted unlimited immigration.  [31]  Tension and violence were escalating between the Jewish and Arab communities, and there was growing resentment towards the British by both groups. Under Arab pressure, the British limited Jewish immigration to Palestine. After the Nazi persecutions in 1933, the immigration of Jews, both legally and illegally, rose to 30% of the total population. By February 1947, the British requested help from the United Nations in reference to the Arab-Jewish conflict, while retaining its mandatory responsibilities. The UN Security Council was asked to investigate the question of Palestine and come up with a plan that would resolve the problem.  [32]  Hence the UNSCOP, the United Nations Special Committee on Palestine, was formed. The UNSCOP consisted of seven neutral countries, which were to investigate the conflict and deliver their findings. The UNSCOP agreed on ending the British Mandate, and the partition of Palestine to a Jewish and Arab state. The Jewish state was to be larger than the Arab state, despite the Arab population of Palestine being the majority; thus, the proposals were denounced by the Arabs. The Zionist General Council expressed some satisfaction with the partition recommendation,  [33]  yet felt that too little territory was assigned to the Jews. The Arabs protested the partition, debating the moral grounds of the plan, and denied the legal and moral right of the UN to partition Palestine against the wishes of the majority of the inhabitants.  [34]  The final General Assembly vote took place on the 29th of November 1947. 33 countries supported the plan; 13 countries voted against the plan; and 10 countries abstained from voting.  [35]  On the 14th of May 1948, the British Mandate in Palestine came to an end; and on the same day, the Jewish population proclaimed the state of Israel, and the Arab states invaded the State of Israel.  [36]   The 1948 Arab-Israeli War The May 1948 Arab-Israeli War commenced following the termination of the British Mandate in Palestine, and the Arab rejection of the United Nations partition plan. The rejection of the plan culminated in five Arab states Iraq, Syria, Lebanon, Egypt and Jordan invading the newly formed Israel.  [37]  Their objective was to restore a unitary Arab Palestinian state. Despite the Israeli forces being significantly smaller in number, they were successful in battle and ultimately won the war. According to Beinin Hajjar, the Arab military forces were poorly organized, trained and armed,  [38]  in contrast to the Israeli forces which were superior in these areas. There were various factors which led to the defeat of the Arabs in the 1948 war. The supporting Arab countries all held different motivations and territorial designs on Palestine, with each country distrustful of the others motives.  [39]  The Arab states lacked the unity that was fundamental for their success. The Israeli army exhibited this unity, and were determined in fighting for their liberation, independence and defending their state.  [40]  The Israelis were also better equipped in terms of arms, and were more organized and trained in battle. In 1949, the war between Israel and the Arab states concluded with the signing of the Armistice agreements. Palestine was separated into three parts; each under separate political control, with the state of Israel encompassing 77% of the overall territory.  [41]  The conclusion of the war saw the splitting of the Arab League, the creation of Israel and the loss of British influence in the area. Consequences of the 1948 Arab-Israeli War: The Palestinian Refugee Crisis The 1948 Arab-Israeli saw the victory of Israel, and resulted in the creation of the Palestinian refugee crisis and territorial gain for Israel. In 1947, the year before the war, one million Palestinians lived in the region that would become Israel the following year. Following the war, 75 per cent of them had left to become refugees, and most of them have remained in camps ever since.  [42]   The Palestinians refer to the defeat of 1948 as al-Naqba, the catastrophe. Most of the Palestinian owned land was proclaimed as part of the Jewish state in consequence of the Arab defeat, and the territorial dimensions of Israeli land increased by approximately one-third. According to the Palestinian perspective, the creation of refugees was a result of the forceful tactics used by Israel, as Arabs were expelled from the newly established state of Israel. The evidence used for this viewpoint includes the Dier Yassin, and the concept of ethnic cleansing as employed by the Jews. From the Palestinian perspective, the war represented not only a Palestinian defeat, but also the loss of a large portion of their homeland to Israel.  [43]   The Palestinian diaspora, the forced dispersion of the Palestinians into other countries, is the most catastrophic and distressing consequence of the 1948 war. The impact of the war and the continual confliction between the Arabs and Jews is validated through the refugee crisis. The structural framework of the newly divided State of Israel could not allow the capacity of Palestinians to live in Israel. The diaspora and the refugees forced to depart Palestine are symbolic of the loss of a nation, and the failure of the Arabs experienced through the war. Territorial Gain for Israel While the Palestinians lamented their defeat and exile, the Jewish community were rejoiced with their success in war. Their victory allowed the immigration of more Jews into Israel. Through military force, Israel retained some territory originally assigned to the Arabs according to the partition plan. In 1949, Israel occupied almost 80 per cent of the area of the original Palestinian mandate, and 20 per cent more than she had been promised in the partition plan.  [44]   The most important consequence of the 1948 Arab-Israeli war from the Jewish perspective is that is consolidated the Zionist aim of a Jewish state in Palestine. By the end of the war, the Jewish population in Israel exceeded a million, with Jews all around the world returning to EretzYisrael, their newly established national homeland.  [45]  The Jewish immigration made Israel a viable Jewish state, and forbade a return of Palestinian refugees to claim land and property that once belonged to Palestinians.  [46]  The Jews were motivated by Zionism, creating a Jewish state of Israel in their biblical home land of Palestine. Zionisms success is manifested in the establishment of the State of Israel and the territorial gain of the 1948 Arab-Israeli war. Conclusion: This essay served to discuss the long term causes, and immediate causes and outcomes of the 1948 Arab-Israeli War. The 1948 war was the first full-scale war between the Arab states and the Jewish population, and resulted after a series of conflicts between the Arabs and Jews over Palestine. The long term causes of the war gave rise to increasing tensions and hostilities between the Arabs and Jews, and the U.N. Partition Plan of 1947 ignited the flame. The culmination of the war saw a great victory for Israel, in terms of territorial increase and national pride, and loss of land and pride for the Arabs. The Arab-Israeli war of 1948 represents two drastic turning points in two colliding communities. After decades of continual confliction and increasing antagonism between the two groups, the conclusion of the 1948 war saw the creation of a new state, after the outbreak of a bloody and long-running conflict. The war has two completely different outlooks. For the Jews, the war is celebrated and represents the re-creation of a Jewish state in Palestine. For the Arabs, the war represents a political and psychological failure and defeat. The prospect for creating a Jewish state in Palestine was won, and the hopes for the re-obtainment of Palestine for the Arabs were lost. The Palestinians were scattered around the Middle East and Arabia after the war, while Jews around the world were able to return to their homeland of Israel. As reported by Jamal Abdul Nasser in 1963, the Palestinian battle was a smear on the entire Arab nation. No one can forget the shame brought by the battle of 1948.  [47]  Despite the thwarted nationalist aspirations of the Palestinians, the war also represented a grave military defeat and significant loss of land to Israel. This is displayed through the Jewish diaspora, and the refugee crisis of the Palestinian peoples that is still in continuation today. The territory awarded to Israel represents their establishment of the main aims of Zionism, and their national success that is celebrated in the legacy of the war. The 1948 war led to a series of wars and conflicts between the two groups. After decades of conflict, multiple wars and millions of casualties, the conflict between the two communities ceases to stop. The Arab-Israeli conflict is still in continuation today, taking international dimensions and influencing a string of other countries and nations. If the Arab-Israeli conflict is resolved peacefully and permanently, many other conflicts will be resolved automatically. Peace talks have been considered for decades, but no clear resolutions have been created, with the various obstacles to peace clouding the prospect of the two groups living harmoniously. References: Work Cited: Books Antonius, G. 1938, The Arab Awakening: The Story of the Arab National Movement, Simon Publications, New York. Cannon, M. 2009, IB Course Companion: 20th Century World History, Oxford University Press, Oxford. Davis, M. 1980, Zionism in Transition, Arno Press, New York. Habibi, M. 2010, IB Course Companion: History of Europe and the Middle East, Oxford University Press, Oxford. Hall, E. Wilson, L. 2006, Power, people and ideas: VCE international politics units 1 2 (2rd ed.), Social Education Victoria, Melbourne. Harkabi, Y. 1974, Arab attitudes to Israel, Halsted Press, New York. Khatib, H. 2003, Palestine and Egypt Under the Ottomans: Paintings, Books, Photographs, Maps and Manuscripts, I.B. Tauris Publishers, London. Klausner, J. 1956, The Messianic Idea in Israel: From its Beginning to the Completion of the Mishnah, G. Allen Unwin, London Morris, B. 2004, The birth of the Palestinian refugee problem revisited, Cambridge University Press, Cambridge. OsmaÅ„czyk, E. J. Mango, A. 2003, Encyclopaedia of the United Nations and International Agreements: A to F, Routledge, New York. Robinson, G. 2000, Essential Judaism: a complete g

Teaching Philosophy Statement :: Philosophy of Education Teachers Essays

Teaching Philosophy Statement Yesterday’s great thinkers are not nearly the same as today’s great thinkers! Along with modern technology and our country’s increasing emphasis on individuality and freedom, students today are accomplishing more personal goals and achieving much different aspirations than those of just twenty years ago. Therefore, with these realities comes the thought that educational philosophy, curriculum, and teaching methods should also change with the time. I do not want our schools to become manufacturers of â€Å"ideal† thinkers, where we just spit out little replicas of past instructors and educators. Our own philosophies of life rule our everyday decisions and how they affect those around us, and do our philosophies for the classroom. How we approach even the simplest of tasks relates to how the teacher will handle the classroom environment and its challenges. I hope one day to prove to my students that I am a person of education but not of harsh discipline. I want my role in the classroom to one of a facilitator no that of a dictator. My students will know that I am approachable for questions and discussion and I am friendly and the class mood that I will establish will be one that is informal, fun, and creative. There are so many people and students in this world and each of which has a slightly different view of life. That is what makes a world dynamic and interesting. I believe my educational philosophy stems from the progressive movement of thinking of such men as John Dewey and W. H. Kilpatrick. I want to show my future students that they have the power to change the world for the better, depending on whom they choose to take wise advice from and how they apply it to their lives and careers. An encouraging, more relaxed type of education such as the one I want to utilize, also known as Social Reconstructionism, is so important, I believe because the present students and intellectuals are our future leaders and government officials. We want to ensure that our students are given enough freedom to learn as an individual, along with some positive reinforcement and guidance for learning. I feel that I have a lot to instill in many students’ lives, and while I know that I cannot change the whole world, I can change my world.

President Andrew Jackson Vetoes Bank Bill

Ernesto Hernandez Rodriguez Deacon Orr Economics October 9, 2012 President Andrew Jackson Vetoes Bank Bill—July 10, 1832 President Andrew Jackson veto against the bank bill is truly a communication to Congress but it is also like a political manifesto. He states that the privileges possessed by the bank are unauthorized by the Constitution, subversive of the rights of the States, and dangerous to the liberties of the people. In McCuloch v Maryland, the court turned to the â€Å"necessary† and â€Å"proper† clause which grants Congress enumerated powers which include the power to regulate collect taxes.President Jackson explains the necessity in regards to the functions that the bank is trying to fulfill: The â€Å"degree of its necessity,† involving all the details of a banking institution, is a question exclusively for legislative consideration (Jackson). It is not question for the judicial department. As stated in the Constitution the one that has the jo b to determine what is â€Å"necessary† in cases where the law is not prohibited or really calculated, is the legislative department. President Jackson gives major points in describing the reason why the bank was not â€Å"necessary† and â€Å"proper†.At first the bank was established by Congress because of the power to determine what was necessary. But in the years 1816 and 1832 Congress proposed and took away from their successors the power of establishing banks for twenty years and then for fifteen years more. This contradiction that Congress did of bartering away or divesting itself from the powers is unconstitutional because of using discretion upon itself; Congress was limiting the discretion of their successors. And the Constitution does not grant Congress the power to inflict this in itself. The bank affected the rights of the Sates in a subversive way.It gave up, surrendered the right of the States to tax the banking institutions. Under the operation of this act resident stockholders and citizens would be taxed 1 per cent. Stock held in the States would be subject to taxation, meanwhile stocks from the branches and those foreign stockholders would have been exempted from this burden. Their annual profits would be 1 per cent more than the citizen stockholders. As annual dividends of the bank estimated at 7 per cent, the stock would be worth 10 or 15 per cent more to foreigners than to citizens of the United States.Another important aspect was the benefits foreign stockholders received through this act. Not only citizens received bounty from government, more than eight millions of the stock was held by foreigners. And the bank act would not permit competition in the purchase of this monopoly. A fourth part of the stock is held by foreigners and the residue is held by a few hundredths of US citizens, chiefly of the richest class. As annual dividends of the bank estimated at 7 per cent, the stock would be worth 10 or 15 per cent more to foreigners than to citizens of the United States.Of the twenty-eight millions of private stock in the corporation, $8,405,500 was held by foreigners, mostly Great Britain. The amount of specie drawn from those States through its branches within two years was about $6,000,000. More than a half a million of this amount passes on to Europe to pay the dividends of the foreign stockholders. When by a tax on resident stockholders the stock of this bank was made worth 10 or 15 per cent more to foreigners than to residents. The bank would have sent across the Atlantic from two to five millions of specie every year to pay the bank dividends.Shockingly almost one third of foreign stock that was not represented in elections curtails the suffrage of the directors. The entire stock would have serious chances to fall into the hands of few citizen stockholders causing temptation to secure the control in their own hands by monopolizing the remaining stock. There was also a danger that a presiden t and directors would then reelect themselves from year to year without the responsibility to control manage the whole concerns of the bank. The American people would have suffered an adverse effect in many ways. This ct excludes the whole American people from competition in the purchase of this monopoly and dispose of it for many millions less than it is worth. The fourth section provision secures to the State banks a legal privilege in the Bank of the United States which is withheld from all private citizens. There was a lack of equality when paying with notes. A State bank that had notes by a particular branch could pay the dept to the Bank of the United States with those notes, but a citizen couldn’t pay with those notes but must have sold them at a discount or sent them to the branch to be cashed.This does not measure out equal justice to the high and the low, the rich and the poor. The president of the bank said that most of the State banks existed by its forbearance, t he abstention of enforcing the payment of the debt. The influence of the self elected directory which is identified with those of the foreign stockholders may become concentered in a particular interest that could affect the purity of elections and the independence of the country when it goes to war.Their influence could have been so great as to influence elections and control the affairs of the nation. Works Cited Jackson, Andrew.  «Miller Center.  » 10 de July de 1832. Miller Center. Monday October 2012. . McBride, Alex.  «pbs.  » s. f. The Supreme Court. Monday October 2012. .

Traveling

Travelling Every day hundreds of people travel from one place to another. They travel to work, to school, or on business. Many people travel for pleasure and traveling has recently become one of the most popular hobbies. Traveling is also an interesting way of spending holidays. In every season of the year the airports, railway stations, seaports, and bus stops are full of people traveling for long or short distances. PLANE When people travel a long distance they usually travel by air.Travelling by air is exciting, fast, comfortable, relatively safe but rather expensive. In the 20th century it became one of the most important means of transport. It takes nearly 6 hours by plane to get from the western to the eastern coast of the U. S. A. There are several American Airlines, all of them private. They include the most popular and biggest airline companies such as the Pan American, Delta†¦ When people choose to travel by plane they usually go or phone to the airlines or travel agen cy to get information about flights.At the airport the passengers traveling with international or intercontinental airlines have to show their flight tickets and passports. An official weight their luggage can take only 20 kg. The passengers must also go through the customs. Then the passengers can go to the waiting room. In the plane the stewardess shows them their seats. Before the aircraft moves, the notices flash up „Fasten Your Safety Belts† and „No Smoking†. During the flight the stewardess offers the passengers some meals, drinks, cigarettes and sweets.The passengers can also read magazines. TRAIN Traveling by train is the most common form of travelling. In our country trains are used daily by many people to and from work or school. They are cheap, less polluting, safe but not very clean and comfortable. Fast trains are more comfortable for longer distances. They do not stop at every station. There are also a sleeping car and the dinning car in fast tr ains. Coaches are buses for long distance travelling. They are fast, comfortable and the prices of tickets are quit reasonable.During holidays the travel agencies offer many coach trips to the mountains or seaside resorts. CAR Many people sat, that car is the most comfortable mean of travelling and seeing places. Others think it is just a necessity because it is quicker than public transport. But for many people motoring is a pleasure. They enjoy driving a car at a high speed and do not think of the dangers of fast driving. The cars are comfortable and quick, but they are not safe and are rather expensive.In spite of that the number of cars on our roads and highways grows higher and higher every year. The growing number of cars is a danger not only for people but also for environment of the country. BIKE Many young people of all countries of the world like travelling by bike. Some go to school by bike; others prefer cycling as a sport or a hobby. In recent years many young people go for holiday trips by bike which is healthy and exciting. This type of travelling depend much on weather and therefore summer is the best season for cycling tours.

Roosevelt v. Hoover essays

Roosevelt v. Hoover essays During the 1930s, the economy was struggling and the main issue was whether or not the government should help out. Hoover tried as much as possible to stay away from government control over the economy and industries. Roosevelt did not want the government to stay out of the economy but to intervene and regulate only to a certain extent. President Franklin D. Roosevelt is commonly thought of as a liberal and President Herbert C. Hoover as a conservative; a statement that is true. In the early 1930s, President Hoover was frantically trying to find an answer to the depression; only he did not want the government to intervene with industries and the economy. Hoover stated in many of his speeches that he was strongly against this issue. In his candidate speech in October 1929 he said It is a false liberalism that interprets itself into the government operation of commercial business. Hoover was a very conservative President and did not like taking risks. President Roosevelt, on the other hand, was a very liberal president. He invested much of the governments money into programs to improve unemployment, and control the economy to help get America back on its feet. During his many years as president, government expenditures and total debt almost doubled. The opinion of the public during the presidencies of Hoover and Roosevelt also thought of Hoover as conservative and Roosevelt as liberal. In one 1931 cartoon, Hoover is shown reaching for a boat containing a struggling economy. Hoover is clinging to a rock trying to save the boat but he is only willing to reach so far. During the Great Depression and its recovery, the United States needed a liberal president to step in and take control of the economy and regulate things until the US got back on its feet. Hoover was not the right man for the job, but Roosevelt did a very good job saving the economy. It is a valid statement that Hoover is conservati...

Communications Media Analysis Worksheet Essays

Communications Media Analysis Worksheet Essays Communications Media Analysis Worksheet Paper Communications Media Analysis Worksheet Paper Communications Environments and Media Questions COMMUNICATIONS ENVIRONMENTS AND MEDIA Communications environmentCommunications medium Electronically mediated virtual communication____Two-way instant messaging_______ For the communications environment and medium listed above, answer the following questions: 1. What are five communications situations in which this medium could be appropriately used? a. You are able to send out a meeting location change five minutes before the meeting starts to the other attendee (for small meetings) b. You are able to ask a someone a short question to find out information quickly c. Someone is able to quickly ask you your fax number so that they can send you a fax and you can verify receipt of the fax instantly d. Can coordinate on a homework assignment between classmates in different locations e. Can chat briefly with someone online when background noise in a location is too distracting for a phone call 2. What are two communications situations in which it would be inappropriate to use this medium? a. Having personal conversations in an office environment b. A manager sending confidential salary information to an employee when they are not certain who may be reading the instant message over the employee’s shoulder 3. What are five non-verbal communications elements characteristic of this medium? a. Font size, type, and color used in the message b. Whether or not emoticons are used c. The length of the initial message and length of responses d. The way each response is phrased (is the â€Å"enter† key pressed after every few words even if the entire sentence is not completed? ) e. The amount of time it takes each person to respond to each other â€Å"instantly† (one second versus 30 seconds). 4. What are five types of noise that this communications medium is subject to (e. g. , anything in the environment that delays, distorts, or destroys the message)? . Internet connection is broken mid-conversation b. Computer crash c. Instant messaging software versions are not compatible between users d. Power outage e. Hard component failures (monitor blackout, keyboard disconnection, mouse malfunction) 5. What types of feedback are possible with this medium? a. The receiver can reply instantly to the initial IM message b. The receiver can call the sender via telephone if the initial message was a telephone number c. The IM software can notify the sender that the receiver is online, a two-way connection is established, and the receiver is typing a message in reply 6. What are five communication skills necessary to effectively use this medium? a. Ability to compose short and coherent messages b. Ability to determine the level of information necessary in a brief message c. Ability to determine the information needs of the receiver d. Ability to understand the level of urgency required in order to use IM to send the message e. Ability to type fast with minimal spelling and grammatical errors 7. Is this medium appropriate for sending an urgent message? Explain. Two-way instant messaging allows for brief real time conversations when a telephone is not an option. This medium is appropriate for sending an urgent message only when the sender can verify that the receiver is online and available to chat (which is usually indicated by the software). If the receiver is not available for online chat at the time the sender wishes to send a message, the sender must choose email or another form of virtual communication that does not require the receiver to be present at the time the message is sent, while at the same time accepting that there will be a delay in the response. COMMUNICATIONS ENVIRONMENTS AND MEDIA Communications environmentCommunications medium Paper-mediated virtual communication_________Report________ For the communications environment and medium listed above, answer the following questions: 8. What are five communications situations in which this medium could be appropriately used? a. Sending results analysis to a business customer concerning a recent product rollout b. Presenting a list of research findings to a group of people c. Creating a sharing numerical data in the form of graphs to upper level management d. Presenting on cost benefits of a new product to stakeholders e. Sharing your course learning with classmates r the instructor of a class 9. What are two communications situations in which it would be inappropriate to use this medium? a. Composing a biography for a company website b. Writing an abstract interpretation of a song or piece of literature 10. What are five non-verbal communications elements characteristic of this medium? a. Font style and size used b. Length of paragraphs within the document and num ber of pages c. Use of graphs and colors d. Whether or not the report is printed or sent via email attachment e. If the report is printed, whether or not it is bound in a formal report cover 11. What are five types of noise that this communications medium is subject to (e. g. , anything in the environment that delays, distorts, or destroys the message)? a. If the report is an email attachment, the file size may be too large for some inboxes b. Paper may jam while printing c. May run out of ink when either printing or copying d. Graphs or diagrams may not be aligned properly if report is viewed from another operating system e. Data may not be complete or available in time for the report deadline 12. What types of feedback are possible with this medium? a. If the report is handed out in person, face to face verbal acknowledgement may be given b. If the report is send via email attachment, the receiver may send an email reply c. If the report is presenting in front of a group, questions may be asked in response to the report content 13. What are five communication skills necessary to effectively use this medium? a. Ability to interpret data into graphs b. Ability to determine the level of information needed for the target audience c. Ability to interpret research information so that logical conclusions are reached d. Ability to organize thoughts in a logical order so that receivers can come to the correct conclusions e. Ability to use the applications necessary to compose the report (such as Word, Excel, and Power Point). 14. Is this medium appropriate for sending an urgent message? Explain. This medium is not appropriate for sending an urgent message because reports are usually created after the sender takes time to gather, analyze, and interpret data. The report reflects as few as several hours to several days and even several months worth of research and the report itself may take some time to put together. COMMUNICATIONS ENVIRONMENTS AND MEDIA Communications environmentCommunications medium Electronically mediated Real-Time communication___Radio_______ For the communications environment and medium listed above, answer the following questions: 15. What are five communications situations in which this medium could be appropriately used? a. Morning news report broadcasted during driver commutes b. Daily traffic reports delivered during morning and evening rush hour to drivers c. Advertising for listeners in between music sets d. Severe weather advisories which interrupt normal broadcasting e. School and business closings during inclement weather (such as snow) 16. What are two communications situations in which it would be inappropriate to use this medium? a. Broadcasting a news or television program b. Sending out a personalized message to just one individual (no guarantee they will be listening at the particular moment the message is sent out). 17. What are five non-verbal communications elements characteristic of this medium? a. Use of background music with the radio message b. The tone of the speaker (monotone or with conversational inflection) c. Competency or confidence of the person speaking or reading the message d. Speed at which the message is spoken or read e. Length of advertisement or broadcast 18. What are five types of noise that this communications medium is subject to (e. g. , anything in the environment that delays, distorts, or destroys the message)? a. Radio signal is weak b. Traffic noises during rush hour c. Listener changes channels in the middle of broadcast d. Radio station DJ cuts message short e. Listener carrying on a conversation with another person during broadcast 19. What types of feedback are possible with this medium? a. Listeners respond to advertisement by visiting store b. Listeners call into radio station in response to a news report or to provide traffic updates c. Listeners can email radio station in response to news heard on the radio 20. What are five communication skills necessary to effectively use this medium? a. Ability to speak clearly and annunciate each word b. Fluent in language that the message is written in c. Ability to broadcast messages on one take without making a mistake d. Ability of the writer to compose short and coherent messages e. Ability to determine the level of information needed for the target audience 21. Is this medium appropriate for sending an urgent message? Explain. This medium is appropriate for sending an urgent message when the message is important enough to interrupt the radio program. The most common situation for urgent radio messages is to warn listeners of severe weather such as tornados and floods. COMMUNICATIONS ENVIRONMENTS AND MEDIA Communications environmentCommunications medium Unmediated Real-Time communication_____water-cooler conversation_____ For the communications environment and medium listed above, answer the following questions: 22. What are five communications situations in which this medium could be appropriately used? a. Asking a co-worker about their weekend b. Talking about last night’s news report c. Making plans for lunch later in the day d. Sharing short personal stories that help to empathize and relate to other coworkers e. Networking and offering services for projects within and outside of work 23. What are two communications situations in which it would be inappropriate to use this medium? a. Gossiping about a fellow colleague behind their back b. Discussing confidential customer information 24. What are five non-verbal communications elements characteristic of this medium? a. Body language and posture b. Eye contact and visual focus c. Volume and inflection of voice d. Whether or not the greeting is friendly, apathetic, or hostile e. Level of listening – does the listener interrupt the speaker or lack any response? 25. What are five types of noise that this communications medium is subject to (e. g. , anything in the environment that delays, distorts, or destroys the message)? a. Someone walks by and interrupts the conversation b. External noises are too loud to hear the speaker clearly c. Listener has a poor opinion of the speaker and is biased against anything the speaker has to say d. Listener is distracted by the speaker’s grooming techniques (messy hair, wrinkled shirt, etc). e. Speaker mumbles or does not annunciate well 26. What types of feedback are possible with this medium? a. Physical feedback such as head nodding, smiling, laughing, or even frowning b. The listener paraphrases what the speaker has said to make sure the message is understood. c. The listener asks questions to clarify information 27. What are five communication skills necessary to effectively use this medium? . The ability to know what topics are appropriate for casual conversation (nothing too personal, confidential, or controversial) b. Ability to speak clearly c. Good listening skills such as focusing attention on the speaker and acknowledging understanding of the message d. Ability to determine the volume of speaking the conversation should have (not too loud as to interrupt others around you, but just loud enough to be heard) e. The ability to know when it is appropriate to carry on a casual conversation (preferably not when the listener is very busy, distracted, or not in a good mood). 8. Is this medium appropriate for sending an urgent message? Explain. This medium is not appropriate for sending an urgent message due to the fact that water-cooler conversations occur when people are free to speak casually about light topics. Urgent messages cannot depend that all intended receivers will be present and available at â€Å"the water cooler† to hear the message. Urgent messages also imply a level of importance and the water-cooler scenario is most appropriate for non-essential communications. COMMUNICATIONS SCENARIOS State which medium or media you consider the best for use in the following communications situations. Assume your intended audience has the capability to receive your message. Explain your choices. 29. You manage three company locations within a large city. There are 100 workers among the three locations. You receive a message from company headquarters informing you that the company plans to layoff 10 percent of its workforce in your city. Your job is to deliver this information to your employees. A mandatory meeting should be scheduled for employees at all three locations. The meeting would be held at one main location with employees at other locations either dialing into the meeting via teleconferencing or videoconferencing. This way the message can be delivered only once with all employees present, and employees are present to either ask questions which will receive immediate answers, or listen to questions asked by other co-workers. 30. Although you work in the U. S. , you are the manager responsible for a small workforce in three offices in three different overseas locations. Each office has two managers and 14 non-management employees. You need to pass confidential information on to the managers at each location- information that it is not appropriate for the other employees to have at this time. The confidential information will either be saved onto a password protected CD-ROM and mailed to each manager, or the information may be placed in an encrypted file and sent via email attachment. The managers will then be provided with the password to unlock or decode the information once they receive it. This way, those who have the password (the managers) are the only individuals who will see the confidential information. 1. You are the marketing manager of a small company that has developed a new and unique consumer product. However, the target market for your product is quite specific (that is, your product is not aimed at all consumers). You need to get word of your product to your target market quickly, and prefer not to waste money delivering your message to people who would not be potential customers. If the small company keeps detailed customer records and the target market is existing customers, then a direct mailing campaign would be most appropriate. However, if the advertising is limited to a certain type of consumer, perhaps advertising can be done in the types of media the target consumer would generally read, listen to, or watch. For example, if the target audience was parents, then an ad in a local parenting magazine or paper would be ideal, with the actual advertisement composed in such a way as to appeal to parents. 32. You have a virtual workforce of 30 employees who all work at home or on the road. You need to update them on wide-ranging changes in product pricing- the pricing update information runs to several pages of fairly small type. Since the information to communicate is several pages in length, and the type is fairly small, the best means of reaching a telecommuting workforce is via a company intranet. The information can be published on an intranet site that only employees can access and obtain information at any time from any place. They would be able to view the pricing update document and use the zoom function to increase the size of the font so that the information is easier to read. They also have the option to print out the information from a location of their choosing.

Italian Verb Participles

Italian Verb Participles The participle is a verbal adjective and very close to the noun. It owes its name to the fact that participates (in Latin partem capit, that takes part) to these categories. In Italian he has two stages, the present and the past. The uses of the present participle as a verb (steering wheel, dormant, remaining) are infrequent in the Romance languages, which forms typically have the function of adjectives and nouns. Imperative for their voice systems is instead the past (ex .: flown, slept, left), which is evident in the formation of compound tenses as the recent past. Different languages ​​like Latin also have a form of the future. The Italian Present ParticipleIn Latin the present participle was once rarely irregular, so this regularity has also been transferred in Italian. It is formed in this way: the endings of the infinitive are replaced by those of the present participle (-ante, -ente -ente.) Irregular forms part, counterproductive, nulladicente, contractor etc. follow the peculiarity of the imperfect indicative; For shapes in -iente, please refer to the item on the third conjugation: participles in -iente. This verbal form generally replaces a relative clause, as the examples: Abbiamo qui una scatola contenente diversi oggetti piccolissimi (che contiene); Si tratta di un uccello proveniente dallAfrica (che proviene); Questa à ¨ una parola derivante dal latino (che deriva). Form of the verb itself, the present participle is rare. More often, the verb in the present participle gives rise to nouns (assistant, teacher, caregiver) or adjectives (heavy, irritating, missing), all cases in which gender is invariable (both male and female). Sometimes can form adverbs (as in, the last word). The derivation process may have originated much during the development of the Italian language, as in the days of the Latin. Survive, including the direct inheritance from Latin, of the type phrases like it or not, even as the words formed from a Latin verb or fallen into disuse: absent from absentem, present participle, see abesse Latin verb (be absent) This present participle formed according to the procedure unlike the previous Still, composed not by obstantem, present participle, see obstare Latin verb (be opposed) In these cases, it is not uncommon that the verb of departure is almost unrecognizable, both in form and in meaning. Returning typically use more verbal, it must be said that in the past was seen much more frequently, as evidenced by various literary sources created during the history of Italian literature. The use form of the verb survives primarily in texts particularly articulated, products in often formal: I contribuenti aventi diritto ad un rimborso dovranno rivolgersi alla banca. Where the nominal style is taken to the extreme (with extreme elaboration of the statement), the present participle is occasionally used to generate a compound shape: in fact using a construct obtained with the present of the auxiliary verb have and the past participle the verb to be conjugated. The result will be something like: Saranno invitati i soci aventi partecipato alle sessioni dellanno precedente. In this case, aventi partecipato represents what in a subordinate clause explicit should be indicated with a relative to the past (that participated), here of a sort of linguistic calque that generates a verbal form non-existent in the system. Compared to participants, the difference lies in the fact that the action is considered to be accomplished. It is syntactic structures of luxury, especially popular in Italian bureaucracy, which often prevents combine to make room instead of ways as the participle and the gerund. A comparable form obtained with the auxiliary be not possible since in these cases the Italian grammar already provides for use of the past participle. The Italian Past ParticipleThe Italian past participle is derived directly from the Latin that was once very irregular, since it stemmed from a subject other than that of the present, that of his back. FORMATION OF THE PAST PARTICIPLEIn Italian the past participle, along with the remote past is the time more irregular. Forms regular endings of the infinitive are replaced by those of the past participle (-ato, -uto -ito.) 1st conjugation -are eg. sing 2nd -ere eg. contain 3rd -ire eg. act past participle -ato (sung) -uto (content) -ito (acted) The verb to be is defective and the past participle form the compound tenses with participle of the verb be (state). As regards the position of pronouns unstressed, see the section other projects. FIRST CONJUGATIONAlmost all the Italian verbs of the first conjugation (-are) is regular. The only exception is the verb do, which originally belonged to the second. The form of the past participle is made, which also feature several compounds (counterfeit counterfeit). SECOND CONJUGATIONVerbs of the Italian verbs second conjugation (-ere) are typically irregular. To distinguish the conjugation is divided into two classes, derived from the second and third Latin conjugation. Verbs in -ere with the vowel and then with the penultimate stressed syllable (as Will) are generally smooth (keep held); there is no shortage, however, exceptions: past participle in -s (Opinion appeared, assert earned); -Im in the past participle (remain left, see seen); As for verbs in -ere with unstressed vowel and then with emphasis on the third last syllable (like writing) regular shapes are few. The main forms are: past participle in -s (melt zone); past participle in -sso (grant granted); past participle in -to (live lived); past participle in -tto (break broken); -Im in the past participle (place place). THIRD CONJUGATIONThe Italian verbs of the third conjugation (-ire) are generally regular. The exceptions are: verbs in -consonante rire form the past participle in -erto (open open, s) offer (s) offered); verbs in -vocale rire form the past participle in -rso (appear appeared); others are totally irregular verbs (die dead come came). DEFECTIVE VERBS AND SPECIAL CASESThey may be missing, in so-called defective verbs, forms of verbs as compete, diverge, exempt, itch, screeching. As for the verb shine, we shined the participle is now disused. Other times you have two forms (happen succeeded, success). The verb happen has two forms with different meanings, a regular succeeded ( substitute) and uneven success ( happen). Similarly provide participles has two different meanings: provided ( supplied) and done ( it has done so). Similarly the verb reflect has two participles of different meaning: thought ( meditated) and reflection ( mirrored). The verb bisognare has the past participle (have been necessary), but the formation of compound tenses is abandoned, especially if used in an impersonal way (eg. It been necessary to go). The Italian Past Participle In ConjugationThe past participle is used primarily for the formation of compound tenses as the past tense or past perfect, in combination with the auxiliary verb essere or avere (I went; I ate). Its proximity to the category of adjective is confirmed by the fact that the conjugated forms with be, like the adjective, should be tuned to the number and gender of the subject to which they refer. Combined with the auxiliary be and come, forms of the past participle of transitive verbs are used to form the bottom: The mouse was eaten; you have not been criticized. Also in this case, the forms should be tuned for gender and number to the subject. There are no female or plural forms of verbs that, despite being intransitive, are married to have (lunch, gossiping). For rules and linguistic doubts on the agreement of the participle (Lucio left me / a, the cream that you have mounted / a, I have not forgotten / a), see chapter on the formation of the recent past. The Italian Past Participle In Subordinate ClausesA specific use of this verb form is found also in the subordination implied. This means that the form of the past participle is replacing a verb. Uscita di casa, Sara si à ¨ guardata intorno. is therefore equivalent to: Dopo che era uscita di casa, Sara si à ¨ guardata intorno. The advantage of this construct is the enormous simplification of the statement. Verbal forms of the participle in the subordinate clause (left home) indicates prior art temporal than that indicated in the main clause (the action indicated by the verb is therefore out front than to look). The function of the participle in the alternative is often to allow the formation of a temporal proposition, as shown in the example just illustrated. In addition to this type of secondary phrase, the past participle can be used with other meanings; remembers the first relative clause implied: Sono state ritrovate le scarpe della ragazza uccisa la settimana scorsa. The subject would otherwise be exposed to a whole implicit explicit subject (la ragazza che era stata uccisa). The past participle is also used in the causal proposition implied: Provocata, la scimmia ha morso lospite dello zoo. where provocata is caused by siccome era stata provocata. There is also a feature of the past participle in the sentence concessiva: Pur se provocata ripetutamente, la scimmia non ha morso lospite dello zoo. The construct is much simpler than type structures Malgrado fosse stata provocata ripetutamente, la scimmia non ha morso lospite dello zoo. The Italian Past Participle in Word FormationAs mentioned, the participle a close fit to the categories of adjective and verb form of adjectives, the past participle is widespread. It may make sense passive (wrong answer; a failed project, a written request) or active (the dead rat). The past participle is also quite common in the formation of nouns: the shock, the scolding, the delegate, the fact, the mass, the state, the race, the course (derived from verb to noun). Often, the words in question are directly derived from the past participle of the Latin form. Also derived from the past participle suffixes -ata and -ato, used for forming words from noun to noun. For example, next to the noun we find the clown antics: female, it is derived indicating mostly action (nudge,) or its result (the spaghetti, the peppers); This contrasts rather a state or a charge masculine nouns formed with the suffix -ato (Marquis, celibacy, protectorate).

Work with the Solid Waste Management department to provide them with Assignment

Work with the Solid Waste Management department to provide them with an analysis of their trash collection practice - Assignment Example The City is likely to collect 163138.7 tons of solid waste in the next six months. The mean, 8.6, means that every trip carries about 8.6 tons of solid waste and that a total of 163,138.7 tons of solid waste was disposed in the six months. The value can then be used as an estimate for the next six months’ quantity of disposed waste. Cost of waste disposal can be derived from quantity of waste disposed and unit cost of disposal. Based on the number tons for each truck and landfill used for the six months, the City spent $3,895,594 in the first six months and this value is predicted for the next six months. The City will therefore spend a total of $7,791,188 on solid waste disposal. Analysis of the total cost of waste disposal suggests that the City spends about $ 205.323 per day, $ 3,895,594 in six months, and $ 649,265.7 per month on solid waste disposal. The City however disposes about 27,189.8 tons per month and this can be used to compute possible cost under WMI’s proposal. The proposal will therefore lead to a monthly expense of about $492,244.5, which is lower than the current monthly expenditure of $649,265.7. Based on the data, WMI’s proposal is recommended. Before making a decision, however, factors such as reliability and quality of service that WMI delivers should be considered. The City should ensure that WMI can match quality of the other service providers. The City should verify ability of WMI to collect waste at the expected times and whether the service provider has required resources and potentials to offer the service. Terms of the company’s service delivery, its future stability, and its adherence to environmental regulations are other factors that the City should consider before deciding to work with WMI (Johansson, Lunberg, and Ryberk, 2012). This is because the factors are important to utility among involved stakeholders such as

Company financial accounting and reporting is regulated by a variety Essay

Company financial accounting and reporting is regulated by a variety of sources - Essay Example All the listed companies were asked to follow these accounting standards for maintaining their accounting transaction and developing financial reports. These accounting standards were introduced to enhance credibility and reliability of the financial statement developed by the listed companies of a nation. These accounting standards assisted the accountants and auditors to resolve different controversies related to different accounting practices. Even the managers consider these accounting policies while developing various strategies and policies to be followed by the company. Like other developed nation, the accounting standards were formulated in UK in early 1980s. People identified the necessity of a well structured accounting standard that assures â€Å"relevance, reliability, comparability and understand-ability† in the financial report that is developed by the listed companies (Kirk, 2005, p.9). In UK, the accounting standards are popularly known as Financial Reporting Standards (FRS). These FRS were developed by Accounting Standards Boards (ASB) and all the listed companies are required to adhere to these standards so that a true and fair picture of the companies’ financial condition can be represented. Prior to 1990, the accounting standards were developed by Accounting Standards Committee (ASC) which was later replaced with Accounting Standards Boards (ASB). In the first meeting of ASB, it formally accepted all the accounting standards prevailing in UK GAAP. With time, this board introduced few new standards and modified many existing standards. In UK, the four main constituents responsible for development and maintenance of accounting standards are Financial Reporting council (FRC), The Accounting Standards Board (ASB), Urgent Issues Task Force (UITF) and The Financial Reporting Review Panel (FRRP). FRC is

Democracies around the World Coursework Example | Topics and Well Written Essays - 500 words

Democracies around the World - Coursework Example & Nishikawa, 2006), a combination of the two can be used to create harmony between different sections of the society and represent a greater number of the people. Different sectors of the economy and the government have been proved to be dependent on each other through the complex processes that link a government to its governed (John & Cole, 2000). In a similar fashion, the different forms of the government are linked to each other. This can help in greater coordination between the different sectors of the governments and better distribution of responsibilities. With a greater number of people to look into affairs of the state, it would be possible for them to be dealt with in a better way. In the model of government that exists in South Africa, the parliament and the president have different sets of responsibilities. The parliament assumes the legislative function f the government and makes laws regarding the functioning of the state. It consists of the National Assembly and the National Council of Provinces. The legislature is thus, a bicameral one that provides representation to the different parts of South Africa (Chapter 4 – Parliament, 2009). The president and other members of the cabinet are members of the legislature and need to be elected members. The president is usually the leader of the party that is able to win a majority of the seats in the parliament. The importance of the election is thus, paramount. This reveals to one the democratic nature of the governments that have come up in South Africa after the era of apartheid was over. The president has the powers to ask of the parliament to reconsider certain decisions that it has made. He or she also possesses the power to implement the acts and the decisions that are made by the parliament and thus, the president assumes the executive power of the government. The president, along with the other members of the cabinet, is the connecting link between the executive and the legislative (Chapter 5 -

Juvenile Delinquency Essay Example | Topics and Well Written Essays - 500 words - 1

Juvenile Delinquency - Essay Example e are many theories that can be used to explain delinquent behavior, this paper will use the routine activity theory to explain the behavior of John and show how it relates to his behavior. According to this theory, people commit crimes when chances for committing crime present themselves (Siegel 123). In delinquency cases, this is mostly the case as teenagers find themselves with a lot of freedom to commit crime and the absence of deterrents only serves to make an opportunity more viable. According to this theory, three aspects must be present for a criminal activity to take place. These features include the presence of a person motivated to perform a crime, a victim of the crime and the absence of deterrents. According to this theory, therefore, criminals are opportunistic in nature. In the case of John, he is a motivated person ready to carry out his criminal activities. After being suspended from school, John may have been motivated to take revenge. From this need to revenge on the school for suspending him, he decided to carry a gun to school and shoot some students. Since there was a motive behind his actions, he is a motivated criminal. Given the fact that he had been suspended for smuggling drugs, John is a chronic offender as he is prone to be breaking the law most of the time. Being subjected to violence was a motivating factor and thus he became a youth at risk. Despite this information, shooting the students is an act of free will rather than a random event. The students who were walking out of a class may have been the first to meet John thus presenting themselves as victims. Given the fact that John was smuggling drugs into school, it is also possible that he was a victim of substance abuse. His record also shows that he had been arrested for carrying illegal substances. His delinquent behavior was noted to have been increasing, culminating in the school shooting incident. He may have become a criminal due to the labeling that he was used to when

The Development and Growth in Sports and Physical Activities in Research Paper

The Development and Growth in Sports and Physical Activities in Britain - Research Paper Example The success of British sports in promoting justice can be credited to John Raws. Contextually, the concept of social justice in Britain reached at its height with the publication of ‘A Theory of Justice’ narrated by John Rawls. In his book, he argued on the complexity of traditional theory of justice and proposed his own principles. The principles postulated by him stated that each person should have equal rights to the most extensive basic liberties which should comprise compatible similar liberty for all irrespective of any race, ethnic origin, religion and colour. Furthermore, he added that social and economic equalities should be drawn in such a way that yields the greatest benefits to every individual or group (Wolff, 2012). Spracklen & et. al. (2006) stated that despite the considerable efforts and attention to racial equality over the last few years, the progress towards creating equality has not been much fruitful in the UK. The principles stated by John Rawls do not seem to be in practice in a modern day sports context. At the same time, it is also being argued that approaches initiated in the UK for promoting social equality failed to acknowledge views related with gender equality and social consequences which ultimately discouraged the support of sports opportunities for women and girls (Right to Play, 2010). Formal, radical and liberal equality all has been placed for promoting equality in society. The broad three aspects of equality vary in certain ways. In relation to this, formal equality is based on the rule of laws that advocates equality without making any discrimination.

Reflaction paper Essay Example | Topics and Well Written Essays - 1250 words

Reflaction paper - Essay Example I will ask them about what they feel and think about this exchange of roles. Though many in China have been influenced heavily by western influences, the traditional structures of the family have remained intact along with the norms and culture. The traditional and modern Chinese families are the same in values and morals. The roles, statuses, culture and values remain the same despite rapidly changing technology, innovation. The Chinese still maintain very clear-cut roles, rights, values and moms for men and women. Though a few things have changed such as the freedom to choose one’s spouse, the same cultural values and taboos apply. The family values are still a heavy focus and are cherished, honored and respected. This is true in the modern, urban and rural environments. I do not see anything different in the western definition of wife from Judy Syfers â€Å"Why I want a wife†; description of the Chinese’s wife and the kind of wife she is describing in the west. Though Judy writes to complain and bemoan the â€Å"wife† in the we st it is atypical of the Chinese wife’s reality whether she lives in the west or in China. â€Å"I want a wife who will take care of all the social details of my life† (p.61) is universal. The expectations on gender roles are very conservative in Chinese culture. The relationship between a boy and a girl is expected to lead to marriage and is therefore expected to follow the rules of marriage. If a boy goes out to dinner with a girl then he is expected to pay for the dinner and not doing so will make him loose â€Å"face" and social status. This makes a person to be regarded as a poor dating candidate and so it was very hard for my boyfriend to accept for me to pay for the meal. I have never paid for my own meals in my life form my own savings. The money that I use for buying things is from my father and so even if he is not

The Development and Growth in Sports and Physical Activities in Research Paper

The Development and Growth in Sports and Physical Activities in Britain - Research Paper Example The success of British sports in promoting justice can be credited to John Raws. Contextually, the concept of social justice in Britain reached at its height with the publication of ‘A Theory of Justice’ narrated by John Rawls. In his book, he argued on the complexity of traditional theory of justice and proposed his own principles. The principles postulated by him stated that each person should have equal rights to the most extensive basic liberties which should comprise compatible similar liberty for all irrespective of any race, ethnic origin, religion and colour. Furthermore, he added that social and economic equalities should be drawn in such a way that yields the greatest benefits to every individual or group (Wolff, 2012). Spracklen & et. al. (2006) stated that despite the considerable efforts and attention to racial equality over the last few years, the progress towards creating equality has not been much fruitful in the UK. The principles stated by John Rawls do not seem to be in practice in a modern day sports context. At the same time, it is also being argued that approaches initiated in the UK for promoting social equality failed to acknowledge views related with gender equality and social consequences which ultimately discouraged the support of sports opportunities for women and girls (Right to Play, 2010). Formal, radical and liberal equality all has been placed for promoting equality in society. The broad three aspects of equality vary in certain ways. In relation to this, formal equality is based on the rule of laws that advocates equality without making any discrimination.

Hamlet Act I Essay Example for Free

Hamlet Act I Essay The first time that we are introduced to Hamlet is in Act I Scene II. It is apparent that the predominant thought in the atmosphere is the death of King Hamlet, Hamlets father. Claudius says; Though yet of Hamlet our dear brothers death the memory be green. This first introduces the Hamlet as mourning for his fathers death, setting the scene for Hamlets mood. The first time that that hamlet speaks is just after Claudius has called him his cousin and son, where Hamlet replies; A little more than kin, and less than kind. Here he is making a pun on the words kin and kind, saying how feels now too closely related to Claudius. He also says; Not so my lord, I am too much Ithsun. Here he is saying that he feels too much like Claudiuss son. Both of these show that Hamlet is quite witty, and also that he is a good listener, and picks up on other things that maybe other people dont. Hamlet feels that the wedding of his mother and Claudius is too soon after the death of his father, and he planned to go back to school, however when his mother asks him not to he says; I shall in all my best obey you madam. This shows that although he does not want to stay he will to please his mother. His displeasure at the wedding is also shown in his soliloquy at the end of the scene, where he says; She married. Oh most wicked speed, to post with such dexterity to incestuous sheets. Here he is saying how he thought she remarried too quickly and that it is like incest to marry her dead husbands brother. Although the end of the scene, as Horatio is telling Hamlet that he saw the ghost of his father, Hamlets speech becomes quite fast and abrupt, unlike the dialogue before. This shows that he has strong feelings for anything to do with his father, and wishes to see him again, even though he must be a ghost. In scene III Ophelia is talking to her brother Laertes about the move that she thinks her and hamlet share. However, Laertes thinks that it is just a whim and that Hamlet does not really love her; Forward, not permanent, sweet, not lasting. He is saying that although it may seem to Ophelia to be real, it is not and Ophelia should not believe Hamlet when he says he loves her. Polonius also reflects this view, and tells his daughter to ignore Hamlet. The entire of Act IV seems to reflect Hamlet character and mood. He has come to see the ghost, and even though this is most unnatural he has come any way. This could be because he misses his father, but also because he feels that something is rotten in the state of Denmark. He is unhappy at his mothers speedy marriage, especially to his satyr uncle. Perhaps he feels that the ghost of his father can in some way help him with this. Also he threatens to kill his friends if they do not let him go when the ghost beckons him, even though there is risk; By heaven Ill make a ghost of him that lets me. He seems to want to speak to the ghost of his father, even more than the risks of following a ghost which may be evil. In Act V, when the ghost tells Hamlet that he was murdered, yet not by whom yet, Hamlet says: I with wings as swift as meditation or the thoughts of love may sweep to my revenge. This shows that already he believes that this apparition is his father, and immediately at the thought that his was murder he says that he will exact revenge. This shows how upset he is at his fathers leaving, reflecting that he thought all along that something strange was going on. Hamlets reaction to what the ghost tells him seems to be full of emotion; Hold, hold, my heart, and you my sinews grow not instant old. This how bad he is feeling not only for the spirit of his father but also for the fact that he has just learned that his father was murdered, by his uncle, who is now king. He calls his uncle; O villain, villain, smiling damni d villain! This is because in old plays the villain was usually described as being evil but smiling pretending to be good as is Claudius. After he has spoken with the Ghost, Hamlet tells his friends not to speak of the ghost, and also to ignore him if he starts acting strangely; Nay but sweart. He makes them swear on his sword that they will not say anything. This could be because he wants to sort out the thoughts in his head first because this has been quite a big thing he has learned. Also, it may be a way in which he can plan to exact his revenge on Claudius for he cannot stand to be made to act a son to him. In conclusion, in Act I, Shakespeare sets up the introduction of the story, but also with hints as what is to come later on in the play he plays on Hamlet use of words to show his distaste for the marriage and his uncle, but also by using the ghost to tell hamlet of its fate and also hamlet pretending to be mad it implies that the rest of the play will be much centred on this, and also make us question as to whether hamlet is still pretending to be mad or whether he has actually crossed over the line to madness. Certainly there are things he does that other people consider madness, but he can also be normal. However, like where he sees Ophelia and is not properly dressed, if he loves her as he says he does it seems that he would not do these things event o her.

Factors in a Commercial Contract

Factors in a Commercial Contract INTRODUCTION: A commercial contract is a contract viewed by the courts unless it has been indicated otherwise, to be legally binding. It doesnt have to be a written contract, as any contract between two parties that mostly relates to a commercial issue, is known as a commercial contract. It can be contract between a corporation and its customers, or the corporations themselves. To ensure that all contracts are legally binding, there is a structure that has been set in place by the law, that shows the ways and means to draft these agreements and to be made fully aware of that, breaking of these contractual agreements is a very serious offense in the eyes of the law. TERMS IMPLIED BY STATUE FROM CUSTOM AND STRUCTURE: In commercial trades, there are implied terms into the contract that must be contracted out of on the off chance that they fulfil the sensibility test laid out in the Unfair Contract Terms Act 1977. In contracts for the offer of products and supply of facilities, certain essential arrangements are suggested by statute with a specific end goal to give security to buyers. Commercial contract utilises the validation of their agreement within the contract. An example of this will be the terms and conditions that both the consumer and cooperation are legally constrained to, within their contractual agreement. The representation of the courts come into place here, as through consumer rights to reimburse on any damages the consumer may have encountered. These suggested terms are circumstances of the agreement signifying the inability to go along, would offer ascent to one side to dismiss. This privilege to dismiss however is constrained by Section 15A where the rupture is so slight, it would be irrational to dismiss. There is a safeguard that ensures the dealer does not have the privilege to offer the merchandise, where the products are sold by interpretation, there is an implied term that the products will compare to its portrayal, and the corporation must guarantee that the products they offer are of an acceptable quality and its purpose. There is an implied term that the merchandise will match its quality, even if they are vended as samples. In the case of Ashington Piggeries [1972], Lord Wilberforce upheld that the test for purchasing by narrative, is more judgment skills test in view of expectation of what the parties needed as opposed to some metaphysical discussions, with regards to the way of what is conveyed, contrary to what was sold.[1] Terms implied from custom or usage, differs from other implied terms. This is solely based upon the reason that, whilst this particular term in question is centred on practice, the other terms are established necessity. Meaning that, this particular implied term, cant eject the express term of the agreement. They are ejected by an essentially implied term, or by intrinsic in the nature of the agreement. As Sir Christopher Staughton said. It is rare in modern times to find that a contract is varied or enlarged by custom.[2] Considering the case of Cuncliffe Owen v Teather and Greenwood [1967], for the conditions of the agreement to be obligatory, it is a necessity that the procedure is notorious, certain and reasonable, and not contrary to lawà ¢Ã¢â€š ¬Ã‚ ¦.[3] TERMS IMPLIED BY THE COURTS: The courts interpretation of contracts is important in legal practice. The Privy Councils assistance on the ramifications of agreement terms in Attorney General of Belize v Belize Telecom Ltd [2009], has maybe amusingly, turn into a lesson in the troubles of translating a legitimate content. Individuals who make contracts are authorised to discern what the courts will interpret of what a contract agreement is. It is in light of a legitimate concern for the gatherings to an agreement, and in the general population premium, that judges ought to force some limitation to forestall time and cash being squandered in considering a mass of insignificant evidence. The concern of implied terms emerges once the express terms have been understood, and an implied term cant be incorporated where it would disprove an express term. As Bingham MR said (Philips Electronique Grand Public SA v British Sky Broadcasting Ltd (1995)), It is tempting for the court then to fashion a term which will reflect the merits of the situation as they then appear. Tempting but wrong.[4] MS established that it is fundamental for the corporations viability that the duty to reimburse ought to be inferred into the rent. The contradicting contentions on the proprietors part incorporated that the suggested term would lie uneasily with the express rent terms. The express arrangements highlighted that the gatherings had guided them to the particular question of what costs were to be made, if whether or not the leaseholders break was applied. There was a mighty contention this made it wrong for the court to venture in and fill in what was close to an uncertain breach.[5] The decision made in Marks and Spencer Plc v BNP Paribas Securities Trust Company (Jersey) Ltd [2015] was a very important verdict, that made an impact on various tenants and the beliefs based upon whom, preceding to the resolution was deliberated that, in order to substance a bit of fairness, the proprietor shall reimburse the upfront fee that was made, in veneration beyond the disbanding date of the contract, as a result of the tenant effectively applying a break right.[6] At first occasion, Morgan J maintained the occupants claim. Referring to Belize, he asked himself whether the proposed term would illuminate explicitly what the reasonable result will comprehend, regarding the meaning of the agreement made. He perceived that, had the break premium been paid before 25 December, with the goal that it was sure at that date that the break notice would be viable, the occupant would have been qualified for pay just a proportionate piece of the lease for the quarter. As Morgan J establi shed, the suggested implied term is necessary to give business efficacy to the lease.[7] Although the influence of applying the pertinent lawful standards might be out of line bias to the inhabitant or a fortune for the proprietor, those results are probably not going to be adequate to oblige the proprietor to make a reimbursement. The express terms of an agreement will frequently neglect to accommodate a specific arrangement of realities. The court will, for the most part, find that this exclusion was considered, if something was intended to happen, the agreement would have indicated this. At times, be that as it may, the court will imply a term in fact, finding that the agreement truly provides for the issue, though certainly. A term may be implied in the event that it fulfils the trial of corporations needs, or is obvious to the point that its implied, and it will be an uncommon case which fulfils just a single of these two necessities. An imperative element for the Supreme Court was the built up lawful foundation against which the rent was gone into, especially, in connection with the distribution of lease payable ahead of time. It has for quite some time been entrenched that lease, regardless of whether payable in arrear or progress, is not apportion able in time in precedent-based law. While the Apportionment Act 1870 takes into consideration lease payable in arrears.[8] Demonstrated in the case of Ellis v Rowbotham [1900] where the court held that, the Act does not make a difference to lease payable ahead of time. The Court dismissed the contention that Ellis ought to be overruled. The Supreme Court examined in detail Lord Hoffmanns persuasive remarks in Attorney General of Belize v Belize Telecom Ltd [2009], where he recommended that the way toward suggesting terms into an agreement was a piece of the practice of the development, or translation, of the agreement. Lord Neuberger give occasion to feel qualms about those remarks regarding them as a characteristically inspired discussion rather than authoritative guidance on the law of inferred terms. [9]Before Belize, it was entrenched that the court would just infer a term into an agreement on the off chance that it was important to give the contract corporation viability, or if the term was obvious to the point that it abandoned the last regularly showed, with the officious bystander test in Shirlaw v Southern Foundries (1926), undermining the test in The Moorcock (1889).[10] On the off chance that neither one of the tests was fulfilled, the misfortune would stay in the exact stop it tumbled. Lord Neuberger then went on to state a very important vital point which was that the express terms of an agreement must be translated before one can consider any question of suggestion. It is simply after the procedure of interpreting the express words is finished that, the issue of an implied term tumbles to be considered. Until one host chose what the gatherings have explicitly concurred, it is hard to perceive how one can set about choosing whether a term ought to be inferred, and if so what term.[11] CONCLUSION: After thoroughly reading into the grounds of implied terms, and the circumstances of which they will apply to, it is clear that there are reserves for an implied term would be reasonable, as well as without it the break right would work eccentrically. Yes, many contract terms can be suggested, however, the act of utilising inferred terms is subject to the courts capacity to give the best possible and planned intention to the terms. The court frequently expects that specific terms are basic learning and that both sides comprehended the meaning of those terms without characterising the terms in detail. If the common significance of the words would prompt to an irrational outcome, then it should be consider whether there is a reasonable hold under other significances. After a contract has been made, neither parties can depend certainties emerging or other information, as a guide to its importance. BIBLIOGRAPHY: Andrews N barrister, Contract law (Cambridge University Press 2011) McCunn J, Belize It or Not: Implied Contract Terms in Marks and Spencer v BNP Paribas (2016) 79(10.1111) ModernLaw Review McKendrick E, Contract law: Text, cases, and materials (6th edn, Oxford University Press 2014) Davies PS, JC Smiths the law of contract (Oxford University Press 2016) Ross C, Supreme Court clarifies law on implied terms: Business efficacy test remains (2016) accessed 20 February 2017 LLP 2017 A, Supreme court restates the law on implied terms (2016) accessed 20 February 2017 Staughton SC, How do Courts Interpret Commercial Contracts (1999) 58(2) The Cambridge Law Journal Weitzenbà ¶ck EM, English Law of Contract: Term pf Contract (Uio, March 2012) accessed 22 February 2017 Supreme Court decision in Marks and Spencer plc v BNP Paribas Securities Services Trust Company (Jersey) Limited [2015] UKSC 72, (Falcon Chambers) accessed 22 February 2017 [1] Richard Austen-Baker, Implied terms in English contract law (Edward Elgar Publishing 2011) [2] Richard Austen-Baker, Implied terms in English contract law (Edward Elgar Publishing 2011) 79 [3] Richard Austen-Baker, Implied terms in English contract law (Edward Elgar Publishing 2011) 86 [4] Neil barrister Andrews, Contract law (Cambridge University Press 2011) 372 [5] Joanna McCunn, Belize It or Not: Implied Contract Terms in Marks and Spencer v BNP Paribas (2016) 79(10.1111) ModernLaw Review [6]  Ãƒâ€šÃ‚   Joanna McCunn, Belize It or Not: Implied Contract Terms in Marks and Spencer v BNP Paribas (2016) 79(10.1111) ModernLaw Review [7]  Ãƒâ€šÃ‚   Joanna McCunn, Belize It or Not: Implied Contract Terms in Marks and Spencer v BNP Paribas (2016) 79(10.1111) ModernLaw Review [8] Ewan McKendrick, Contract law: Text, cases, and materials (6th edn, Oxford University Press 2014) [9] Paul S. Davies, JC Smiths the law of contract (Oxford University Press 2016) 182 [10]  Ãƒâ€šÃ‚   Neil barrister Andrews, Contract law (Cambridge University Press 2011) 365 [11]  Ãƒâ€šÃ‚   Paul S. Davies, JC Smiths the law of contract (Oxford University Press 2016) 182