Criminal Justice Ethics Essay Example | Topics and Well Written Essays - 1500 words

Criminal Justice Ethics - Essay Example However, from the My Lai outrage at the height of the Vietnam war in the 1970s to the Guantanamo Bay horrors more recently, American law-enforcement authorities have behaved as though they are a law unto themselves and, therefore, not subject to the laws of the land; worse, the government has often tried to get round the judiciary to help the offenders get away with their crimes. Little wonder, therefore, that our true national heroes are the likes of Hugh Thompson who, at the height of the My Lai massacre, had saved the lives of children by holding guns to the heads of his compatriot soldiers committing cold-blooded murder, and later admitted as much. But this individual act of heroism was more than neutralized by the brutality with which an uprising by inmates of Attica Correctional Facility in western New York was put down, the racial bias exhibited at the Pelican Bay prison, and the killing of Dilawar, a taxi driver, in Afghanistan as shown in the documentary "Taxi to the Dark Side", and the FBI's complicity in the plot to have Joseph Salvati sentenced to imprisonment for 32 years on a false charge of murder to protect Mafia murderers in Boston who really were its own informants. Saving Grace The saving grace came as recently as on June 15, 2008, when the Supreme Court dismissed as specious the argument of the Bush administration that in wartime it should be deemed to have the right to exercise of what really were extra-judicial powers, circumventing the constitutionally established judiciary.

MHE503 Survey of Emergency and Disaster Mgt Module 1 Case Essay

MHE503 Survey of Emergency and Disaster Mgt Module 1 Case - Essay Example Tsunamis are undersea-bed earthquakes that create a great effect on the water above the surface. However, in the case of the Indian Ocean tsunami of 2004, there were no specific indications that something was already happening in the seabed. This is the reason why it was not that easy for the resort goers to immediately flee from the area towards a safer place. They were all caught in surprise when the water waves began splashing huge amounts of water to the sea shore killing hundreds of people who were just sitting and resting around the area. The waves were big and disastrous along with the mixed heavy winds that it comes along with. The complete disaster was even forcefully controlled by the unwillingness of some to flee away from their houses near the sea area believing that this was just a simple sea wave change. Little did these people know that this was a huge tragedy that waits to devastate their lives. Besides the natural reaction of the earth from heating up, the human works of denuding the forests made it harder for nature to control the situation itself. Apparently, the reduction of such trees limited the possibility and the capability of the warmed up earth to cool itself down. Besides this, the lack of signs from the actual behaviour of the sea from where the tsunamis are already happening below its sea bed made it hard for the people to tell that something wrong was going to happen. The bubbling or frothing of the sea at the top portion which is seen by the people has not happened and was not able to signal the people around. Basically, caused by the imbalance in nature, even this warning was not undergone properly by the process that was supposed to give a cue as to what was going to happen next. The incapability of the people to tell made the disaster even more tragic for the human population living within the areas affected. As seen from the television news, some of the tourists were even enjoying the cool breeze of the air when the waves suddenly turned gigantic eating them out from the seashore towards the sea's center turbulent area. Without the capability of the earth to support the need of limiting such disasters from happening, the earthquake lasted for at least several minutes that were enough to kill thousands within Thailand, Indonesia and Sri Lanka. This disaster reminds people at present that apparently, too much development may cause devastation on the capability of the earth to heal itself. No matter how prepared people could be, no matter how knowledgeable they may seem about the occurrence of such devastating events in the natural environment, it could not be denied that the imbalance of the earth's temperature and composition makes all these efforts of being prepared worthless. This is the reason why the Hokkaido incident was less damaging compared to the properties lost and the lives that were taken from that of the occurrence of the Indian Ocean earthquake of 2004. What mitigation and/or

Global Health Issue Analysis: HIV/AIDS

Global Health Issue Analysis: HIV/AIDS GLOBAL HEALTH ISSUES Global issue is a broad description that is often used to explain matters of great social concern that affect human populations locally and that are shared among diverse human societies within our global community. Global issues koncern us all and one at the heart of many valuable learning experiences. Issues such as environment al sustainability, health, peace building and human rights focus students attention and contemporary events and how they affect our lives at a local and global level. Many people argue that globalization has Server to bring the world closer together creating a more cooperative environment. The impact of new information and communication Technologies has changed the way people learn, work and live. From the suffering of the Second World War emerged a new international organization- the United Nations. The United Nations founding, In 1945, enabled its Member States and their peoples to work together to promote peace and cooperation, economic and social development, and a clear Visio codified by international law. In 1981, one of the leading causes of death in our time broke upon the world scene. The new ailment was named acquired immune deficiency syndrome(AIDS) and also Human immunodeficiency virus(HIV). HIV means that you have tested positive for the virus and it does not become AIDS usually for ten years or until immune system problems appear. HIV/AIDS causes immense suffering to millions of people. UNAIDS (the joint United Nations programme on HIV/AIDS showed that HIV/AIDS has bee diagnosted in every continent on the globe, yeti t is distribution is far from even. One of the many consequences of the pandemic is that it has a major impact of life expentancy among the worlds poorer countries. The impact of AIDS on life expectancy is also felt beyond Africa, albeit somewhat less dramatically. Haitis life expectancy is currently almost six years less than it world heve been without AIDS, in Combodia it is currently four years lower. South Africa has also been affected, in Guana, for example, the probability of becoming HIV- positive between the ages of 15 and 50 is 19% or nearly 1 in 5. North America, for example, has 950.000 people living with HIV/AIDS and Western Europe 550.000 whilst in Australia and New Zealand 15.000 people (UNAIDS, 2002). In Africa, 28 million people are infected with HIV and 11 million African children are thought to heve been orphaned by AIDS (WHO, 2000). Kopelan and van Niekerk (2002) suggested that the scale of the HIV/AIDS epidmic in Africa is often explained away by pre-existing notions of a diseased, corrupt and backward continent and they argue, forcefully, for international support, albeit with reather than for African countries. Unfortunatelly biomedical and pharmaceutical responses have had a relatively small impact upon the pandemic. Attempts to devlop vaccines, for example, have had limited success and these endeavours have probably been hindered by the allocation of relatively Modest amounts of funding. Between US dollars 300-and US dollars 600-million a year have been spent on the development of HIV vaccines(UNAIDS, 2002). There has been more success in the development of antiretroviral drugs and these are prolonging thousands of ives in high- income countries(Babiker et al., 2002). However, these drugs continue to remain inaccessible to the majority of those infected by HIV. Since the people most affected by HIV/AIDS are often those with the least access to economic power or political influence it is, perhaps, hardly surprising that so many governments offer such a lukewarm response( de Wall,2002). In many of the poorer countries in which HIV/AIDS predominates, and where people with AIDS have little or no access to medical care or treatment, responsibility for the care of the dying ultimately falls on the poorest households (Ellison et al.,2001). In countries where governments do not take the initiative in responding to HIV/AIDS, and where the disease is often shrouded in stigma and denial, there is unlikely to be widespread popular presure for change. In this way, at an individual and a social level, the enormity of AIDS and the burden of copying tend to get hidden in the lives of ordinary familie( Palloni and Lee, 1992). UNAIDS Global Reference Group on HIV/AIDS and Human Rights (2004) ensuring rights based approach is: the global scalling up of the response to AIDS, particulary in relation HIV testing as a preveguisite to expanded access to treatment, must be grounded in sound public health practice and also respect protection, and fulfilment of human rights norms and standarts. The voluntariness of testing must remain at the heart of HIV policies and programmes, both to comply with human rights principles and to ensure sustained public health benefits. The following key factors, which are mutually reinforcing, should be addressed simultanously : Ensuring an ethical process for conducting the testing, including defining the purpose of the test and benefits to the individuals being tested and assurances of linages between the site where the test is conducted and relevant treatmant care and other services, in an environment that guarantees confidentiality of all medical inforamtion. Adressing the implications of a positive test results, including non discrimination and access to sustainable treatment and care for people who test positive. Reducing HIV/AIDS- related stigma and discrimination at all levels, notably within health care settings. Ensuring a supportive legal and policy framework within which the respons eis scaled up, including safeguarding the human rights of people seeking services. The HV/AIDS epidemic has deep historical roots. The epidemic have to be seen against this broad background. There are lessons to be learned, not Just about this disease, but about health, well-being and development as well.It is the first global epidemic of which we have been commonly conscious. Health and well-being are not individual concerns: they are global issues. There are opportunities for innovation and for more ‘goods but there is only a glimmer of hope . These are: Global intersectoral action through transnational co-operation and partnerships between public health and trade and finance sectors. Pro vide information about comparative health status and global determinants of health and well-being. Research programmes that concentrate on developing cost-effective technologies to improve the status of the poor. Recognition that management of health and well-being is a common human project and that the for-profit sector can only have limited incentives to meet those needs (Alonso, 2001). But there are many abstacles because we need to persuade people of the true cost of HIV/AIDS and business has a role to play, but the business of business is profit no welfare. Perhaps that is also an assumption that must be challenged. In the same way that HIV/AIDS is about more than health, so business has responsibilities beyond three complementary mechanisms: the market- distribution through competitive pricing, second one is the hierarchy- distribution through organisation process and the last one is values- distribution as a response to accepted ethical principles (Alonso, 2001). Through unprecedented global attention and intervention ef fors, the rate of new HIV infections has showed and prevalence rate have leveled off globally and in many regions. Despite the progress seen in some countries and regions, the total number of people living with HIV continues to rise (Barnett and Prins, 2006). In 2007, globally about 2 million people died of AIDS, 33 million were living with HIV and 2,7 million people where newly infected with the virus (WHO, 2008). The impact of HIV/AIDS on women and girls has been particulary devastating. Women and girls now comprise 50 percent of those aged 15 and older living with HIV but, the impact of HIV/AIDS on children and young people is a severe and growing problem. In 2007, 370,000 children underage 15 were infected with HIV and 270,000 died of AIDS and about 15 million children have lost one or both parents due to the disease (WHO, 2008). The sixth Millennium Development Goal (MDG) focuses on stopping and reversing the spread of HIV/AIDS by 2015. Global funding is increasing, but global need is growing even faster-widening the funding gap. Services and funding are disproportionately available in developed countries. HIV infections and AIDS deaths are unevenly distributed geographically and the nature of the epidemics very by region. Epidemics are abating in some coutries and burgeoning in others. More than 90 percent of people with HIV are living in the developing worl (UNICEF, 2007). The health care systems of most African countries, already inadequate. As the serious nature of the pandemic and it is effect on the developing world came into sharper focus in the 1990s, so did the incoherence of international policy. The nature of the crisis was given recognition in 1995 when the United Nations set up UNAIDS to co-ordinate global policy by bringing together under one heading six key international agencies: WHO, UNDP, UNICEF, UNEPA, UNESCO and the World Bank. The re-orientation of policy towards AIDS was proposed, more or less across the board, in the face of increasingly pessimistic forecasts of the effects, both short and long term of the pandemic on whole populations in Africa (Ellison et al.,2003). In Southern Africa insurance companies are gathering such information because they routinely test people before offering cover. These data are biased to those applying for policies and are often comercially sensitive and so they tend not to be publicly available. For companies wishing to estimate how the epidemic is going to affect their workforce, the advert of saliva and urine tests mean, surreys can be carried out more easily. This is a routine procedure to test blood donations and these data can provide a picture of what is going on in what should be a low- risk group. HIV data are also collected and constructed according to political, social and other biases (UNAIDS, 2000). HIV/AIDS is not the first global epidemic, and it wont be the last. It is the disease that is changing human history. HIV/AIDS shows up global inqualities. It is presence and impacts are left most profundly in poor countries and communities (Bernett and Whiteside, 2006). Public health system are undefunded; politically they attract few votes, and in parts of the world they are close to collapse. For the moment, there is only a mere itimation of any system of global public health. Social and economic conditions negate many gains made by any particular intervention. Health is not any about confronting individual diseases. Well-being, of which health is a part, is a reflection of general and economic conditions (Anderson and May, 1992). Economic impact means that families suffer major economic problems as productive adults become ill, including: loss of income as family members become sick and are unable to work, or have to give up work to care for the sick and limited income being consumed by expensive drugs and funerals. Countries suffer significiant economic impacts including: los of investment in education and the knowledge and skills of professionally trained people, reduced ability to produce food and high costs of treatment and demands on health system (Adler, 2001). Human and social impact means that peoples who lives are affected in many ways which include: a wide variety of physical health problems , social isolation due to stigma and misunderstanding of the spread of the disease (Barnett and Prins, 2006). The purpose of workplace policy on HIV/AIDS in South Africa (UNAIDS, 2008) is to provide clarity on TOTALs views and commitments with regard to HIV/AIDS and the comprehensive management of HIV positive employees and employees living with AIDS. TOTAL is fully committed to protect employees, create awarness, encourage behaviour changes where necessary as well as ensure that all employees are treated with the necessary dignity, fairness and equality (USAID, Global Partnership, 2004). Some major reasons for unnecessary deaths around the world are therefore due to human decisions and politics, not just natural outcomes. Well- intentioned companies, organizations and global action show that humanisty and compassion still exists, but tackling systematic problems is parramount for effective, Universal health care that all are entitled too. Addressing health problems goes Beyond just medical treatments and policies; it goes to the heart of social, economic and political policies that not only provide for healthier lives, but a more productive and meaningful one that can benefit other areas of society. Bibliography: De Wall, A. (2006) Aids and power. South Africa Barnett, T., Whiteside, A. (2006) Aids in the Twenty- First Century, Disease and Globalization. 2nd ed. Palgrave Macmillan. Hunter, S. (2003) Who cares? Aids in Africa. New York. Bond, G. C., et al. (1997) Aids in Africa and the Carribbean Ellison, G., et al. (2003) Learning from HIV and AIDS. Cambridge: Cambridge University Press. Barnett, T. and Parkhust, J.(2005) HIV/AIDS : sex, abstinence and behaviour change. Lancet Infections diseases. 5 (9), 2-5. Stillwagon, E. (2005) Aids and the ecology of powerty. Oxford: Oxford University Press. UNAIDS Global Epidemic Report (2000), accessed on 25/11/09, (http://www.unaids.org/). Centres for Disease control and prevention from: ( http://www.cdc.gov). Anderson, M. and May, R. (1992) Infections disease oh humans: Dynamics and control. Oxford: Oxford University Press. Adler, M.(2001) The ABC of AIDS. London. Farmer, P.,(1999) Infection and Inequalities: the modern plaques.California: University of California Press. Barnett, T. and Prins, G. (2006) HIV/AIDS and security: Fact, Fiction and Evidence. London. Caldwell, J.C., Caldwell, P. and Quiggin, P.(1989) The social context of AIDS in Sub- Saharan Africa. Population and Development Review. 15(2), 185-234. UNICEF (2000) The Progress of Nations. New York. World Health Organization (2000) The World Health Report 2000: Health Systems- Improving Performance. Geneva. Palloni, A. and Lee, Y. J.(1992) Some aspects of the social context oh HIV and it is effectson woman, children and familie. Population Bulletin of the United Nations. 33(2): 64-87. Garnett, G. et al. (2002) Antiretrovival therapy to treat and prezent HIV/AIDS in resource-poor settings. Nature Medicine.8(6): 651-654.

Kiel :: essays research papers

Kiel   Ã‚  Ã‚  Ã‚  Ã‚  Kiel is the capital of Schleswig-Holstein. Schleswig-Holstein is located in West Germany. Kiel is located at the head of Kieler Fà ¶rde which is an inlet of the Baltic Sea. During World War II three-fourths of the city was destroyed by bombs. Kiel was a major naval base during the war. Kiel's major industries now are shipbuilding and also building machines such as the diesel engine. They also manufacture electric and electronic products. Kiel also is known for brewing and the proccessing of food, such as fish. The medievel Church of St. Nicholas overlooks the Old Market which still survives from Old Town. It was built between1233-1244. The Old Market has been rebuilt in modern style and is used as a center for a network of shopping streets. There are no cars allowed in this area. A modern Cultural Center has replaced the castle that used to guard Old Town. The western shore of the Fà ¶rde is where the Kiel's famous Oceanographic Institute and the State Parliamen t are locacted. The Kieler Fà ¶rde is the best natural harbor on the Baltic. That is why it has been the principal base for the German Navy. In 1866 Kiel became part of Prussia. Kiel saw a rapid growth in population between 1866 and 1914. While the Nazi's were in control Hitler built up the Navy in Kiel. Kiel's economy got away from its large concern with the Navy and shipbuilding after the war. Kiel is the place that all German yachtsmen dream of. Kiel also has a nice sized university. The school offers a large array of subjects and was founded in 1665. Many of the students like to sail in there spare time. Kiel is also the home to one of Germany's largest indoor shopping centers. Kiel is also a popular place for Olympic sailing competitions. In 1994 the population of Kiel was 248,930. Kiel is the most economically important city in Schleswig-Holtstein, as well as the largest. Kiel was founded in 1242 and then in 1284 joined the Hanseatic League. Kiel aslo became the home of the d ukes of Holstein. Kiel was passed to Denmark in 1866. The sailors mutiny that started at the end of World War I started the socialist revolution in Germany. Kiel is the home of many museums, such as the oldest art gallery and Botanic Gardens in Germany. The sailing and yachting events of the 1972 summer Olympics were held in Kiel.

Understanding Native American History

American history is filled with glorious accomplishments that Americans love to point out when saying how great a country this is. Certainly, America is a great country, and as countries go, it has probably done enough now to forever remain as one of the great countries ever to exist on the planet. Perhaps it will someday go down in history beside Ancient Rome, Ancient Egypt, Ancient Greece and other great civilizations of the past that have made their mark on human history, but along with its greatness, America has enough faults and shame to give pause for thought. In a country of immigrants, America has historically mistreated its immigrants, especially the Chinese, the Japanese and today the Chicanos. Despite their efforts to get away from religious persecution, the pilgrims were not so eager to avoid religiously persecuting others and forcing their religion upon everyone. Everyone is keenly aware of how America enslaved the blacks and then held them down as second class citizens or less after slavery was more or less begrudgingly abolished. Black Americans were not properly treated in American until the 1970s and even today blacks suffer from the vestiges of past slavery. Yet, with all of the two-sided treatment and mistreatment of so many cultures that have today merged within the amalgamated American culture, with all of the irony and tragedy of those mergers, perhaps none is any more tragic than that of the American Indian.   With all the Native Americans who lived in this country when Europeans arrived, today there are only an estimated 2.75 million remaining.   They are probably the only ethnic group whose numbers in America have fallen since the arrival of Europeans. While the number of Native Americans in the country when Europeans arrived is speculative, it is estimated that there were between 60 and 100 million Natives here when Europeans arrived and that by 1650, the Native population had already decreased by 90 percent due largely to the introduction of European diseases into the Native populations. (MacCleery, 2004) While Black Americans have more or less assimilated into American society despite the mistreatment they suffered, nothing could be further from the truth for Native Americans.   Blacks can be found in large numbers all over the country with few exceptions other than the northwest where there are still areas where people have never seen blacks or rarely do, yet one would be hard pressed to find a Native American in the US away from the reservation. When encountered, they would usually be mistaken for something other than a Native American and always, always they will be speaking a foreign language, usually English, Spanish or both. Forced to abandon their native language, many young Indians today cannot speak their native language and others won't speak it expect to other Natives, and while blacks can occasionally be heard asking for â€Å"reparations† for the wrongs that were committed against them during slavery (those who were wronged are dead) such that their ancestors (those now alive) get to reap the benefits for the suffering of their ancestors, nobody is available to speak up for the Native American who still suffers today in ways that blacks and other ethnic groups do not. Certainly, blacks no longer have their native tongue, but it was not forced out of them in the same way and there was no effort to Americanize blacks.   To the contrary, blacks were maintained separate while the effort towards natives was more like the extermination of the Jews in Nazi Germany.   Whites on the Plains sometimes killed Indians just because they were Indian somewhat like the extermination of the aborigines in Tasmania who were actually, literally hunted down to extinction! Between 1803 and 1833 the Aboriginal population of Tasmania went from 5,000 to around 300 and by early in the 20th century they became virtually extinct, their original languages lost.   Native Americans were intentionally subjected to a similar fate and today their languages are also being lost, this despite the fact that the language of the Navajo code talkers took part in every assault the U.S. assault in the Pacific war against the Japanese from 1942 until 1945. The very languages which helped to save America were not allowed to be spoken among the Natives!   What right do blacks and others have for reparations for what their ancestors suffered when Native Americans are still living basically on reservations in the 21st Century and get virtually nothing? There is no doubt that the survival of the first Europeans to America was due in large part to the ability of the native peoples already here to survive and thrive in this country—in their own land. Even today, each year we celebrate Thanksgiving because we realize that the new visitors to this country owed their survival and existence to the knowledge and ingenuity of the native peoples who were already here. Yet, most Americans today fail to realize the true diversity of the native peoples who already existed here when Europeans arrived. It is estimated that humans lived in North America up to 12,000 years ago and perhaps as much as 40,000 years ago certainly calling into question Bible stories of Adam and Eve a mere 6,000 years in the past. When Europeans arrived, the Native Americans were a vast diversity of cultures, nations and religions that ranged from one coast to the other, people living together in harmony with their environment and with their fellow Native Americans at times, living very much out of harmony with their fellow Native Americans at others.   As was true in Europe, all was not always calm and peaceful co-existence between the various a sundry â€Å"races† and tribes of the Native countries. Native nations differed in terms of their religious beliefs, cultural habits, dietary habits, migratory habits, religions and more, sometimes bringing them at odds with one another, especially in terms of competition for food and perhaps at times for living space. The American mistreatment of the Native peoples they found here began even before the Revolutionary war.   The very natives who saved the lives of the first colonists and pilgrims were treated like second class citizens or not as citizens at all.   By the time of the Revolutionary War, Native Americans had already felt the encroachment of the white Europeans on native lands.   When over two-hundred Iroquois, Shawnees, Cherokees, Creeks and others visited St. Louis in 1784, they were already feeling displaced. One said, â€Å"The Americans, a great ambitious and numerous than the English, put us out of our lands, forming therein great settlements, extending themselves like a plague of locusts in the territories of the Ohio River which we inhibit.† (Galloway, p. 158)   In May 1830, the Indian Removal Act was passed in Congress. It authorized the president to negotiate treaties to remove all Indian tribes living east of the Mississippi. This led to surveyors, squatters and a campaign of harassment against Natives such as the Cherokee. While the Cherokee Nation brought a suit against the Act, Chief Justice John Marshall declared that the court had no jurisdiction over the case since Cherokees were not U.S. citizens or an independent nation. (Garrison, pp. 1-12)   This is certainly a sad state of affairs for the Native peoples of American, one for which there has never been a true champion and which has great significance for the way in which Native Americans still live today. Early in the 20th Century, Joseph Dixon wrote an aptly named book entitled The Vanishing Race that detailed many of the struggles and travails of the Native American. With all of the struggles and travails of the Native American, it was not until December 8, 1911 that President Taft signed a bill passed by Congress granting a United States Reservation and the erection of a National Indian Memorial (Dixon, p. xx). Dixon speaks of an â€Å"Expedition of Citizenship to all tribes of American Indians†, an effort to extend friendship to all Indians and to have them unite so as â€Å"to raise the same flag and sign the same pledge of loyalty and receive at the hands of his representative an American Flag†¦that they might call their own.† (Dixon, p. xxii), but while at the time, this might have been viewed as a sign of advancement by white America, it was no more than further evidence of the forced assimilation and continued mistreatment of the Native Americans who were being robbed of their land, their customs, their language, their religion and forced to assimilate into and assume the American culture strange to them and certainly not their own. For example, Calloway speaks of how the far ranging Comanche bands came together as a nation in the 1870s after they were confined to a reservation. (pp. 339-40)   These nomadic people became a â€Å"Nation† more or less because they were forced to do so. In the 1870s and continuing through the 20th Century, native Americans in defense of their homeland who had once suffered military attacks (and still did in the 1870s and beyond) from invading Europeans suffered a different king of attack, the efforts to Americanize the Natives, an effort to reform the native â€Å"savages† as they were called by forcing them into the European ways of life.   Indians were relocated, forced to wear European attire, to cut their hair and to speak the European languages. Christian missionaries played a large role in this effort as the missionaries simultaneously tried to convert the â€Å"savages† to Christianity and to Christ.   As reformer Helen Hunt Jackson put it in her 1881 book, A Century of Dishonor, those who believed that the United States should extend their blessings to the Natives could see that what was happening was just the opposite. Natives were being â€Å"(shot)†¦down in the snow.† (p. 335) It was a concerted effort to remake the Natives by transforming them into the image of white America and it was met with resistance by the natives. Natives, many of whom migrated with their food supply, the weather and the seasons, were forced to adapt to and adopt strange, European ways. While Europeans claimed a kinship to the land, that kinship was very different from that of many natives. The idea of owning land seemed strange to the natives, and being tied to a specific region to till the soil as farmers was not the native idea of kinship to the land. As Europeans pushed West in their quest for â€Å"Manifest Destiny,† they progressively displaced the natives by killing their food supplies, searching for yellow iron (gold), stealing the Natives’ horses and more. Chief Joseph said, â€Å"For a short time, we lived quietly. But this could not last†¦The white men told lies for each other. They drove off a great number of our cattle†¦ We had no friend who would plead our cause before the law councils.†   What Chief Joseph saw happening was common all across the new continent—new to Europeans.   After the Civil war, the efforts at Manifest Destiny continued and increased. â€Å"Winning the West† was a national goal that led European settlers to move into native lands in greatly increasing numbers. So, the native peoples were being robbed, displaced, involuntarily acculturated, tied to the land in ways that were very un-native, and more. While Europeans forced natives into one compromise after another, the growing sentiment among the invading Europeans was that Indians should be treated as wards of the government rather than as independent nations. (Galloway, p. 271) Today Indian tribes enjoy the unique political status as sovereign nations within the United States, a status they already enjoyed before the arrival of Europeans. They have managed to regain what they lost at the hands of the Europeans, but only after paying a terrible price and being nearly exterminated and what they have today is only a shadow of what they had in the past. Certainly, Americans are essentially oblivious to the plight of the Native Americans.   There has never been a successful spokesman for them, no eloquent Martin Luther King and Cesar Chavez for the American Natives.   Those who existed in the 19th century were quickly killed, imprisoned or ignored as were the few whites who stood up to champion the cause of the Natives, among them former President Herbert Hoover. Therefore, today, while many Americans are at least vaguely familiar with the plight, suffering, indignity suffered and torture of the African slave, few Americans know the true story of the Native Americans and their suffering, suffering that continues even to the present time.   We need a better understanding of what they have suffered in the past and what they continue to suffer even in the present, how they were dispossessed from their lands, moved elsewhere and basically ignored even to the present. Finding a reasonable way to compensate them will not be easy.   Indeed, compensation is probably impossible.   Who can compensate the Tasmanian peoples now that they have been exterminated?   Likewise, who can compensate the Native Americans not that they have been dispossessed and nearly wiped out?   Their story is one that is seldom told even today and is generally distorted when told.   Can we as Americans continue to live with this situation?   Perhaps we can, but should be?   I believe that the answer to that question is, â€Å"No!† References Dixon, Joseph Kossuth.   The Vanishing Race. The Last Great Indian Council.   Philadelphia, PA: National American Indian Memorial Association Press, 1925. Galloway, Colin.   First Peoples: A Documentary Survey of American Indian History. Boston: Bedford/St. Martin's Press, 2004. Garrison, Tim Alan.   The Legal Ideology of Removal:   The Southern Judiciary and the Sovereignty of Native American Nations.   University of Georgia Press, Athens, GA, 2002, pp. 1-12. Jackson, Helen Hunt.   A Century of Dishonor: A Sketch of the United States Government's Dealings With Some of the Indian Tribes.   New York, NY:   Harper & Brothers, 1885. MacCleery, Doug.   The Role of American Indians in Shaping The North American Landscape, Forest History Society, 2 November, 2004, 12 June, 2007.

Co-Education

Argumentative essay – Separate-Gender Classes in Co-Ed School is the best solution to the situation Nowadays, many parents are worrying about the amount of distractions that exist in co-ed schools, which directly affect their children's academic performance. This is simply due to the fact that there are chemical reactions when different genders spend time together. Consequently, there are a number of negative effects, for example, achieving bad academic performance and inappropriate relationship for children.While it cannot be denied that this issue will not disappear soon, I have analyzed two long run solutions. The first is assigning students in single-sex school and the other one is allocating them in single-sex classes in co-ed school. The second solution means putting all girls in one classroom and all boys in another, while they are in the same school. In the following essay, I will explain why assigning students in single-sex classes in co-ed school is the best solution to solve the issue that parents are worrying about.One point which I consider to be absolutely vital is the balance of subject-liking preference for both girls and boys. In other words, there are gender-typical subject preferences in both education systems: Single-sex school and Co-ed school. A British researcher has carried the research based on the attitudes of the students toward different subjects. â€Å"Students at co-ed schools tended to have gender-typical subject preferences: boys at co-ed schools liked math and science and did NOT like drama or languages, whereas boys at single-sex schools were more interested in drama, biology and languages.Likewise, girls at girls-only schools were more interested in math and science than were girls at co-ed schools† (Stables. 1990). Brian Walsh, who has been a principal at both boys' schools and co-ed schools, also made the observation: â€Å"Boys ordinarily do not even try to sing in a co-ed school, whereas they love choral sin ging in a boys' school; in the co-ed setting they make fun of French pronunciation, whereas in the single-sex setting they enjoy becoming fluent in French† (Riesman, 1990).There are gender-typical subject preferences in both single-sex schools and co-ed schools. However, this issue can be balanced by combining the ideas of single sex classes and co-ed school together in one school. In order words, implementing separated gender classes within a mixed gender school can actually balance the issue of subject-liking preference. There is a research carried by University of Cambridge can prove that separating students for some subjects help them to concentrate and improve their exam grades in the classes.Many girls and boys feel more at ease in such classes, feel more able to interact with learning and to show real interest without inhibition, and often achieve highly in all the performance† (‘Separate class needed for boys', 2005). Specifically, if we apply the second so lution to the school system – putting girls in one classroom and boys in another classroom in co-ed school, there are no or less gender-typical subject preferences. Different genders will try hard on the subjects that they don’t prefer to study as in co-ed school and in single sex school.For example, boys will be more likely to sing in the class and will also like mathematics and science as well as drama, biology and languages. Therefore implementing separated gender classes within a mixed gender school can not only balance the issue of subjects-liking preference, but also allowing children to become more well-rounded students, which I believe this is something most parents hope to see. There is less interaction between genders in a single sex school, which means it has less distraction for students than co-ed schools.However, in terms of social life, less interaction from different genders means less practical social abilities in daily life in single sex school. In or der to reduce this problem, a separate-gender classroom in a co-ed school system is the ideal solution. Therefore another benefit of having single-gender classroom within a co-ed school system is the self-development of students’ social skills. As in single-sex school, since all peers are girls in girls’ schools and all classmates are boys in boys’ schools, there is no interaction between different genders inside the school in daily life.Ruben A. Gaztambide-Fernandez, an assistant professor at the Ontario Institute for Studies in Education at the University of Toronto, has mentioned that â€Å"Single sex schools shelter the opportunity of social behaviors from students. †(Aschaiek, 2012). On the other hand, many people think that the interactions between male and female students are too frequent in co-ed schools, which may cause unexpected and complicated relationships. In my personal opinion, it is true that there is not enough cross-gender interaction i n single sex schools and there is too much interaction in co-ed schools.Therefore, In order to balance to the interactions between different genders to maintain a considerate relationship and healthy social life, applying the second solution of separate-gender classrooms in co-ed school is the best alternative to this issue. This could be further explained by increasing the activities between different genders in their break time after the separate-gender classes in co-ed schools. To sum up, even though single sex schools have many other advantages for children to study, separate-gender classes in co-ed school is still the best alternative to solve the worry from the parents.It may not only improve children’s academic performance, but also help their social abilities to be more confident in dealing with any problem in a relationship. More importantly is that girls at the separate-gender classroom have less stereotyped thoughts about the role of a woman. Co-Education – A Detailed Essay Co-education means the education of boys and girls together. In our country there is co-education in some college and schools, in most colleges and school there is separate education for boys as well as for girls. Co-education has remained controversial issue in our country.Some people are in favour of this system and want to introduce it in all schools and colleges. They say that this system is very useful. They give many arguments in its favour. Their main argument is that in poor and backward country like Pakistan it is impossible to maintain separate institutions. Therefore co-education should be opened to girls also. The supporters of co-education also say that in progressive society men and women should come closer co-education would provide an opportunity to the young men and women to understand each other. This would be very helpful for them in future life.It would also be good for the progress of the country raise the standard of education. Because it will promote competition among boys and girls. In fact the supporters of co-education are talking of its benefits in such a manner, if it is only road to heaven. A little thought would expose the hollowness of these arguments. Everyone who has visited even a couple of colleges and schools knows that all of our institutions are frightfully over crowded. The girls’ schools and colleges too are over-crowded. Hundreds of new educational institutions are needed. It some of these are reserved for girls, it would not cost more to government.If number of girl’s students were small then the consideration of economy would have been partly valid. The second argument is also not valid if young men and women can’t understand each other in their homes and families, then they would not be able to do so in the school or college. Why that one is feels that one can understand the opposite sex only if one meets one’s neighbours daughter. The system of co-education will not raise the standard of education. Temptation of flirting is strongest than the urgent reading text books co-education will create many problems not only for the students but also for teachers.Temptation does not distinguish between the students and the teacher. The real reason why some people support co-education is that they like western culture. They want to be more English than English because west has co-education so they must have it. But we have to consider whether our religion, our culture and our circumstances allow us to adopt co-education. I can say that they certainly not allow us to adopt such system. If co-education is inevitable one would agree to it. But it is not a necessary evil. And there is no reason that we should patronize everything with foreign name.If it is necessary we should adopt it only at elementary level while at secondary level and higher secondary level there should be separate system of education. By adopting this system at secondary and higher secondary l evel we will only be able to promote vulgar-ness in our society. Essay on Co-Education System Co-education is a system of educating boys and girls together. In ancient times, co-education was prevalent in Greece. Today, this system of education is there in almost all the countries of the world. It is economical. It generates a spirit of comradeship between boys and girls.The problem of shortage of trained teachers can be dealt with by this system. Boys overcome their curiosity and girls, their shyness. They learn to respect one another. Though a few conservative people are against this system, their views do not hold ground. Co-education generates harmonious relationship, a sense of co-operation, and thus, helps in the progress of the nation. Co-education is a system of educating boys and girls together. In ancient times, co-education existed in Sparta in Greece. There was no discrimination between boys and girls. They studied and played together.Along with academic education, physi cal training was also given to both the sexes. Plato, the Greek philosopher, believed that co-education helped in the development of personality of both men and women and created a feeling of comradeship among them. He felt that co-education was the only method to make both men and women useful members of society. Hence, in the west, the importance of co-education has been felt since ancient times. In early Vedic Society (Ancient India), co-education was prevalent in a few places. But gradually female education began to be ignored.Moreover, the system of education was quite different from that of today. The boys stayed in Gurukuls, for the whole educational period. There they received both in academic education and physical training. The former included the study of the scriptures and the latter, training in warfare. Girls were not sent to the Gurukuls, and thus were deprived of the benefits of education. In medieval India, those belonging to lower castes and the womenfolk were not allowed to attend schools or study the scriptures. Raja Ram Mohan Roy, great social reformer and scholar, fought against this practice and succeeded in his mission.His job was further carried on by other social reformers. Today, co-education is prevalent in almost all the countries of the world. In India, there are a number of co-educational schools, colleges and universities. There are a number of advantages in the co-educational system of education. It is economical. Poor countries cannot afford to open separate schools for boys and girls. If boys and girls are taught together in the same school, then there will be no need to open separate schools for them. Thus, the cost to be incurred on building infrastructure, furniture, stationery, personnel recruitment, etc. will be saved.There is a shortage of good trained teachers in developing countries like India. If there is co-education, same staff can teach both boys and girls at the same time in the same class, and the problem of sho rtage can be dealt with. Establishing more of co-educational schools can help in spreading literacy even with the limited teaching staff and infrastructure. Thus, it will be beneficial for both boys and girls and the nation as a whole. Co-education helps the boys and girls to intermingle and understand each other well. They become more broad-minded and tolerant towards the opposite gender.They interact freely with one another, thereby overcoming hesitation and shyness. Thus, co-education leads to a healthy and harmonious relationship between boys and girls. In a co-educational school, boys are free to meet and talk with girls. They develop a feeling of friendship among themselves. Boys then, usually don't indulge in eve-teasing. Co-education contributes to the balanced development of the personality of boys and girls. A new study has revealed that the co-educational schools are better as the presence of girls in classes restrains boys from indulging in unruly behavior and improves t heir academic performance.Infect, a higher percentage of girls not only lowers the amount of classroom disruption but also fosters a better relationship between students and their teachers. The researchers found that classes with more than 55% of girls resulted in better exam results and less violent outbursts overall. Boys with more female peers in their classes showed higher enrolment rates in both advanced mathematics and science classes, but overall benefits were found in all grades for both sexes. They conclude that this effect is due to the positive influence, the girls are adding to the classroom environment.Infect the study found that primary school classrooms with a female majority showed increased academic success for both boys and girls. In the middle and high schools, the classrooms which had the best academic achievements overall were consistently those that had a higher proportion of girls enrolled. The researchers suggest that boys and girls may learn differently, but it is better not to send them to sex-segregated schools. Boys become conscious of their dressing habits, behavior and the style girls. They work hard to remain ahead of one another.Co-education reduces gender bias in the society. It generates a feeling of equality between both and sexes. The feeling of male dominance may be wiped out from the society if this system of education is given importance. However, some people are opposed to the system of co-education. According to them, this system is against the Indian culture and tradition. It is also argued that girls feel freer in an institution which is meant only for girls. As such they have greater scope of developing their personality. They also participate in sports, dramatics and debates more freely.Teachers of some subjects like Biology also find it easier to explain some chapters more thoroughly if only girls or only boys are sitting in the class. Sex education has also been introduced and in co-educational schools even teache rs find it difficult to discuss such topics in the class. It is also felt that since students (especially teenagers 13-19 years of age) are of impressionable age, the possibility of their going astray is much more in co-educational institutions, where they enjoy more freedom of intermingling with the other sex. They also do not remain focused on studies.It should be acknowledged that in the fast changing society of twenty first century co-education has to become the order of the day. Today girls are entering all professions in large numbers. Many of them are heading big organizations. Co-education will help young boys and girls to mix freely and understand one another better. Today's children are tomorrow's citizens. We must encourage them to develop their personality in a free healthy atmosphere. Girls no more have to remain confined to the four walls of the house. Co-education will help both sexes to learn and work together for the progress of the country.

The 10 Best Culinary Schools in the US

The 10 Best Culinary Schools in the US SAT / ACT Prep Online Guides and Tips If you want a career as a chef, just trying out new recipes at home isn’t going to cut it. You’ll need to hone your skills through education, experience, or both. One of the ways to become a chef is by attending culinary school. In this article, we’ll outline what culinary schools are, who should attend them, and provide a list of the ten best culinary schools for prospective chefs. What Are Culinary Schools? Culinary schools provide professional, accredited courses related to cooking, creating recipes, decorating food, and more. When you attend culinary school, you’ll learn all aspects of food preparation and service. Culinary schools have different degrees and certificates based on what you studied. What Degree Do You Get at a Culinary School? You may associate culinarycolleges with becoming a chef, but these schools actually offer a range of degrees. But what types of degrees can you get at a culinary school depends on the school you attend and the program you enroll in. Some of the most popular culinary school programs include: Culinary arts Culinary management International cuisines Baking and pastry arts Hospitality management Restaurant management Students with a culinary school degree have many job opportunities. You can become a chef, a baker, a food and beverage director, a resort manager, or something else entirely. That being said, is a culinary school degree necessary to work in the food and beverage or hospitality industries? Do You Need to Go to Culinary School to Be a Chef? In short, no. It’s not mandatory to go to culinary school to become a chef. In the culinary world, experience goes a long way. Many chefs get their start by accumulating industry experience as line cooks or other kitchen helpers. That being said, going to culinary school has its benefits. After graduating, you’ll have a degree that demonstrates your preparation and education. Having a culinary school degree can help open doors for you as you try to get a job as a chef. 10 Top Culinary Schools If you’re looking to get a degree from a culinary school, these ten schools are the best of the best. #1: Culinary Institute of America at Hyde Park The Culinary Institute of America was founded in 1946 and is one of the best culinary schools in the world. With campuses in New York, California, and Texas, it has many options for students across the country. The school offers a number of degree programs, including bachelor’s and associate degrees. There are also professional development programs, as well as certificates for food and wine enthusiasts. #2: Institute of Culinary Education With campuses in Los Angeles and New York, the Institute of Culinary Education is a good option for a culinary degree. The Institute of Culinary Education offers diplomas in hospitality management, pastry and baking arts, culinary arts, and more. ICE has multiple degree programs of different lengths, so you can craft an education that meets your goals. With more than 14,000 graduates, ICE is one of the most renowned culinary degree programs in the United States. #3: L’Academie de Cuisine Despite the French name, L’Academie de Cuisine is located near Washington DC. Founded by fabled chef Francois Dionot, L’Academie is known for its rigorous approach to food education. There are just two degree programs here: pastry arts or culinary arts. Each program has three phases, the final one being a paid apprenticeship at a fine-dining establishment. #4: Johnson and Wales University Johnson and Wales University has locations in Florida, Denver, Charlotte and Providence and offers ten different culinary programs to choose from. Program options include culinary arts, culinary nutrition, culinary science, baking and pastry arts, restaurant, food and beverage management, and more. The breadth of degree programs at Johnson and Wales provides a good option if you want to study the culinary arts, but aren’t exactly sure what you want to specialize in yet. #5: Metropolitan Community College: Omaha, Nebraska Metropolitan Community College in Omaha, Nebraska has one of the best culinary programs in the country. The programs here are focused on helping you become a restaurant manager or a chef through a combination of education and experience. Low tuition prices and the chance to build a strong culinary portfolio make this school a great option. #6: Auguste Escoffier School of Culinary Arts The Auguste Escoffier school teaches techniques developed by the â€Å"King of Chefs,† Auguste Escoffier. This program offers small class sizes, as well as unique opportunities like the three to ten week â€Å"Farm to Table† experience that brings students out of the kitchen and onto the farm. Students learn state-of-the-art techniques and receive valuable paid internship opportunities. #7: Sullivan University National Center for Hospitality Studies Given an â€Å"exemplary† rating by the American Culinary Federation, the Sullivan University National Center for Hospitality Studies offer associate’s degree programs that students can finish in eighteen months. Graduates of the program have gone on to work as chefs, nutritionists, food scientists, and more in a number of different places. #8: New England Culinary Institute The private, for-profit New England Culinary Institute has many options for wannabe chefs, including associate's and Bachelor's degrees. Both degree programs require internships, so students will have plenty of hands-on experience. NECI also offers a number of options for career placement, like career counseling, professional development workshops, and and networking opportunities. Celebrity chef Alton Brown is an NECI alum, so if you're a "Good Eats" fan, you might want to apply here. #9: San Diego Culinary Institute The San Diego Culinary Institute focuses on practical application, with over 80% of the program occurring in the kitchen. Programs are typically completed in eight to eleven months and have both full and part-time options. As part of your work at the San Diego Culinary Institute, you’ll complete a paid internship that helps you get on the ground experience. #10: Culinary Institute of Savannah The Culinary Institute of Savannah caters to students at all stages of their careers, from total beginners to experienced. Students learn both international and American cooking techniques and can earn degrees in Culinary Arts or Culinary Baking and Pastry Arts. All degree programs require extensive time in the kitchen. Culinary Schools: Final Thoughts It’s not necessary to go to culinary school to become a chef, but if you want a culinary degree, there are tons of options for good schools out there. Consider what you want to study and how much hands-on experience you’d like when deciding which culinary school to apply to. What's Next? Not sure if a graduate degree is the right move for you? Then take a look at our in-depth guide on what grad school is and how to determine whether you should go as well as our specific guide to master's degrees. Not that into cooking and more interested in the arts? Then perhaps you'll want to take a look at our picks for the best performing arts schools and the best creative writing programs.

buy custom Teaching Techniques essay

buy custom Teaching Techniques essay Teaching is the process of passing ideas or information to the learner so that they can gain knowledge about the topic in discussion. Teaching varies it may be formal or informal. Formal teaching takes place in learning institution, for example, schools while informal teaching takes place at home either by the child parents or the child themselves. Teaching begins from an early stage after giving birth of the baby until he or she completes all process. Early childhood teaching is vital to the child. It equips the child with basic learning, and it should be done in a way that the child will get information in an easier way. To enhance these teachers have to come up with some teaching technique to be used so as to enhance learning to the child. (Beecher, Dockett, Farmer, 2008) Teaching technique refers to the principles and ways used for providing instruction. The choice of teaching technique used varies depending the information and skills that the teacher wants to pass. Teaching technique influences the group under the teaching that is in terms of their class and age respectively. There are many teachings techniques used in children between the ages of 0-2 years in various learning institution and am going to discuss them. Discussion This teaching technique involves teaching by use of examples or illustration. Demonstration technique helps in proving of facts to the child so to enable the child to know what they are learning in their environment. This is technique is significant it helps the child in memorization as it aids in reduce the imagination the child have. This is because the child will know exactly what they are learning thus, grasping a lot out of it. In addition, demonstration helps in enhancing the interest of the child to a specific thing as it provides connection between facts and real world application. (Macnaughton Williams, 2009) This is the best technique for young children because it is more practical as compared to other techniques. Children tend to learn more with this technique because it uses teaching aid. Also, this method is not discriminatory to race, culture. But, a big challenge is when dealing with children with a disability. This because the blind may be able to to see what the teachers demonstrates. This will lead to teacher looking for better techniques to enhance children to know what they are teaching. (Sawyer, 2006) The advantage of this method is that it is practical and exposes children to real practical issue, thus, enabling children to real world situation which helps solve the problem of imagination in children. Disadvantage of this method is that this method is expensive in acquisition of materials to be used in demonstration in class for children. Some schools may not afford this materials to be used in practical for the children, also, this technique is not appropriate with the person with a disability because other children may not be able to see demonstrations in class. Thus, becoming a challenge for the eacher to find the best technique for demonstrating to them. An aim of this technique is to enable children know the facts as they grow up. With the use of demonstration children will be able to learn of things in a practical way thus; making them know the real world situation. Reading Reading together with the child is vital in the learning process. This enables the child to know how to pronounce words in an easier way. Reading for children should be using of easy words those basic words that the child understands well. Reading also enables children below the age of two years to like reading because it creates more interests about learning. This is due the learning process involves a lot of reading. Once the teacher is through with reading he or she should give them time study on their own so that they can know how they understand, reading for children may include numbering, and short descriptive stories. (Macnaughton Williams, 2009) Reading may not be effective in areas where access to reading materials is difficult like in poor countries. Also, reading requires lots of patience from the teacher, sometimes children are not keen in class that may not get the words in an easier way. Children with a disability may not know to read thus making it difficult for them. Teachers in this case should use extraordinary material for the blind children. This is use of brails as a reading technique for the children. It requires teachers in this case to undertake special training in using these materials. (Beecher, Dockett, Farmer, 2008) Advantage of this method is that it makes children to learn pronounce words at an early stage thus equipping their reading skills at an early stage. Disadvantage of this method is that it may be expensive due to buying books, which some schools may not afford to do so; this is especially in poor states of the world. Also, special material for the disabled people is expensive in terms of requirement of teachers to undertake special training. The goal of this technique is to improve the reading skills of young children at an early stage. This technique is vital for young children because poor reading skills among many children resulted from the first stage of learning. Enabling this involves exposing children to reading materials at an early stage. Problem-solving This is a unique technique that teachers use when teaching children. Problem solving involves correcting a problem when it does occur. This is immense because it enables the child to know where they have done wrong, without doing so children may not be able to know where they are wrong. Problem solving should be one to one basis as it will enable the teacher to directly correct the child and give more explanation until the child knows how to it right. (Moos, 1979) Advantage of this technique is that errors when teaching children is that correection takes place at an early stage thus preventing future problems which may be unsolvable in the future. This technique requires the teacher to be close with the children so that they can understand the real problem of child. It is usually difficult to find the exact problem the child is suffering from. In some cases, race may be able among children, subjecting children to racism will affect their thinking about people of other race. Also, some children have a more complicated disability problem thus making it difficult for the teacher to know the problem facing the child. Poverty may also be a problem to the child because this affects the way of their living thus their social life as they grow up. (Osborne, Salzberger, Writtenberg, 1999) Advantage of this method is that is that teachers are able to identify and solve problems at early stages. For instances children usually hide their problems this due to fear. In addition, problem solving helps children correct where they have done wrong. With correction, it makes the children learn doing things in the correct way. Disadvantage of this method is that it some problems facing children are difficult to identify. This may be because some children cannot speak up for themselves. Also, some problems are cause of social set up the children resulting in children shying to say what their problem is. Another disadvantage of this technique is that a teacher needs to be patient when dealing with children. This is because some problems may take long before they come out clearly. Purpose of this technique is to ensure children learn doing things in the right way. This is because it will help young children know to do things in the right way in an early stage. Also, this technique helps parents understand their children at an early stage thus knowing where to improve before it gets worse. Teachers also will be able to know the problems of young children thus finding ways of dealing with them. Conclusion Young children need much attention in their early stage of learning. The way of teaching them will shape their future way of studying. Teachers need to be careful when handling young children. Appropriate techniques should be used when teaching these young children. Using appropriate technique well aid in children learning more and be able to memorize them in the future. Parents at home should also take more time with their children and use appropriate technique to teach their children. Use of learning materials especially with children is the best for young children. From experience, it has been evident that children understand more when there is the use of practical demonstration and experiment. Children with a disability should be given extra care when handling them. Their disability should be identified at an early stage so that special techniques are in use in teaching them. Giving disabled children more care they will grow up knowing that disability in not a problem and use it as their strengths. Buy custom Teaching Techniques essay

Business Plan For Candle Business In Nigeria Commerce Essay

Business Plan For Candle Business In Nigeria Commerce Essay Candles have been in existence for many years. At one time, people depended on them to light as well as heat their homes. Archaeologists have found proof of the existence of ancient candles in caves all over the world, most recently in France. The theory is that cavemen used candles as a source of light for etching their stories and charts on the walls of their homes. These candles were most likely created from fat derived from animals that were killed for food and fur. Even the ancient Egyptians created and used candles. Regardless of what material the candle is made of, to burn and provide adequate light and heat it has to have plasma, solids, gasses, and liquids. In today’s modern world, we create candles for our own personal enjoyment, as crafts and hobbies for most people. Some people enjoy making candles so much that they turn their craft into a profitable business. With a little creativity, you can make some truly unique candles, simply by adding your own designs and s kills. It is possible to make candles in every shape and size that you can imagine, and in any colours you can create. You can even add essential oils and fragrances to your candles, so that they not only provide decorative light, but a beautiful scent as well. Most of today’s modern candles are made primarily out of paraffin wax, but some are also made of beeswax as well. Paraffin wax is a wax that is derived from plants, found naturally all over the world. Strict safety precautions should be followed when making your candles. It could be very easy to make a small mistake and suffer serious burns from the wax, not to mention the very real danger of fire, when using or creating candles. There should be separate area in your home or workshop especially for candle making, with fire extinguishers readily available in case of emergency. For a new candle making, it will be best to start with simple candle designs, then increase the difficulty as your skill increases. The basic tec hniques of candle making, have to be learn and setup your work area appropriately. Pay attention to temperatures, and make certain that you are careful to follow safety rules. Candle making is fairly easy once when understanding the basics and perfect techniques. The good news is that the supplies needed in candle making are fairly inexpensive, so no worry about wasting money if ruin along the way. 1.2 OBJECTIVE OF THE STUDY The broad aim of the study is to introduce candle manufacturing business into Nigeria market in other to improve their standard of living. Along this broad aim emerges the following specific objectives which are: To determine the viability of Candle manufacturing business in Nigeria market. To determine the feasibility of Candle manufacturing business in Nigeria market. To determine the market trends for Candle business. CHAPTER TWO MARKET SURVEY / ANALYSIS 2.1 MARKET The end users of candle are mainly householders. It is their source of lightening during power outage. As earlier mentioned ‘white garment churches’ (the celestial and cherubim and seraphim) are the other end users of candle for making supplication to celestial bodies.

The major challenges for China, Why the past successful export led Term Paper

The major challenges for China, Why the past successful export led growth model cannot continue - Term Paper Example Over a period of three decades, China has established a market-based economy but, however, the establishment of market institutions remains unfinished (Naughton, 2007). The export-led growth was greatly assisted by channeling savings and labor into large scale physical and human labor investments. Further, the shift to markets from planning brought about efficiency in the allocation of resources while taking advantage of the industrial experience acquired during the socialist era. According to Norton (2007), the present economic period has exploited a long entrepreneurship and commercialization history both inside and outside the country, which has eased access to capital and savings. With an emphasis on economy, this paper will discuss the major challenges that China is facing and the reasons why its past successes based on growth that was fueled by exports cannot continue. It will further suggest how the Chinese economy should further be transformed. The key concern facing Chinaâ⠂¬â„¢s economy is the improbability of the continuation of the conditions that facilitated the 7% economic growth in the past 30 years, save for the slowly but steadily improving human capital (Garnaut & Song, 2005). However, the improving human capital may be negated by the rapidly aging professionals that will put a strain on the government’s capacity of healthcare and pensions. ... Although the changeover has resulted in improved standards of living, it has also led to higher economic risk and uncertainty. This is manifested by the worsening distribution of income, unemployment, unstable education, insufficient infrastructure and a badly structured health insurance framework (Zhang, 2008). The economy is in a state of imbalance because of overdependence on exports, with relatively low shares of GDP realized from domestic consumption in comparison to the status in majority of the developed countries. This has led to a never-ending overcapacity, aggravating the trade imbalance between China and its significant partners in trade, the result of which has been recurrent apprehension in mutual relationships with trading partners and, more critically, the United States (Liu, 2007). From the economic point of view, China may be said to be a victim of its own success (Garnaut & Song, 2005). None of its trading partners is enjoying the exponential growth rates that China has experienced, and their imports from China cannot remain the same, or at least in a way that can lead China to continued stability. Viewed in another way, the trading partners may maintain their level of imports, but, from the perspective of China, they would not sustain the growth rates they have seen in past years. After going through a period of humble monthly gains, the country was faced by unexpected drops in September in exports (Silk, 2013). This occurrence renewed the indications of weak points within the emerging markets that China has been trading with as significant partners. More importantly, it signals the restrictions of heavy dependence on more export growth to

Installation of Cameras on Highways and Roads Research Paper

Installation of Cameras on Highways and Roads - Research Paper Example The rationale behind the enforcement of this project is to reduce the number of accidents casualties, particularly at accident black spots (Marcus Nieto, 1997). A speed camera or a traffic enforcement camera is a camera mounted on roads and highways, to monitor traffic movements on the motorway. These cameras are highly sophisticated to be able to read vehicle registration numbers in case of Highway Code violations. The cameras are able to detect the speed of a moving vehicle, and if found to be overspeeding, a call is then made to police patrol vehicles that are waiting nearby. Speed enforcement cameras are highly effective tools for discouraging speeding and consequently, reducing road accidents. Point-to-point speed cameras, for example, calculate the average speed of a moving vehicle over a stretch of the road or highway and discourage motorists from the habit of speeding up then slowing down near fixed safety cameras to avoid detection. Red light cameras are cameras that are connected to traffic signals and sensors buried at the stop line or the crosswalk. The cameras are highly effective in identifying traffic light violators by continuously monitoring the traffic signals. The red light cameras are especially useful in cities, where they enforce traffic regulations by automatically taking photos of vehicles whose drivers run the red lights. The red light cameras rely heavily on the sensors buried under the stop line, to enforce the traffic laws. The cameras are triggered when vehicles pass over the sensors at a specified time after the traffic lights turn red, and above a pre-set minimum speed. The photograph shows the vehicle of the red light violator at the intersection. The red light camera records the time elapsed since the commencement of the red light, the time, date and vehicle speed.

You Tube Essay Example | Topics and Well Written Essays - 500 words - 2

You Tube - Essay Example For instance, it creates a homogenous community among people living in diverse states globally whereby they can share same platform while enjoying similar videos. People have different intentions when posting their videos in Youube. Some post them for entertainment, advertisement whereas others they are merely for discussion or debate besides many other reasons. Portable gadgets characterizing the current technology have in a way helping share much through Youtube. This contributes to its cheapness because one does not need to be in front of a TV or seated in a house so that he or she can watch and listen to a video played by a stationary machine. Hence, it provides an alternative and great way of reaching numerous and different people globally. To shun its misuse, there are set regulations that safeguard the content meant to control what users normally upload in terms of videos and comments such that people do not end up using inappropriate language. Apart from socializing, Youtube has couple of educational channels that fit or benefit all age groups. These channels provide varied learning contents required in each level of education, which is from K-12 to college level besides used as informing tool concerning other none academic sources (Study Mode 2013). Moreover, other channels such as the animal planet provide people with new information that they may need to get. Youtube is changing the way people consume media. For instance, unlike the other forms of media when an advert is made in the Youtube, it remains there forever in which an interested person can get the information he or she needs. This is contrally to the other forms such as the Televisions and Radios, which only broadcast certain information in a given time, besides which even other media forms post their advertisements in the YouTube. Uploading videos in this platform is free, hence changing the ideas of paying for the advertisements by some media consumers such as musicians, companies, schools

Monopoly Term Paper Example | Topics and Well Written Essays - 2000 words

Monopoly - Term Paper Example The company has unlimited market power even influencing how they charge higher prices. This may be confused with the ability to possess or own big businesses. Size is not all the characteristics of a monopoly in an enterprise, because a small business venture may also possess ability control market more than a big and existing companies. Body Characteristics of Monopoly An enterprise that enjoys monopoly exhibits a number of characteristics in the market or economy of operation. First, it maximizes profits. This is a value through the sales of the company’s services or goods to its consumers. For example in most of the third world countries and also in developing economies, most of the services or goods which have overall public consumption give way for the providing company to be a profit maximize (Lele, 2007). If it is only providing the electrical services for example, maximizing its profits is an easy feet to reach. This comes simply because there is or if any little compe tition from any other providing company. A company enjoying monopoly carries the tag of a price maker. Through this, the interpretation is that the company has the veto powers to decide and price goods or products, which it sells. For example, if the quantity is well in place for adequate market supply, the company therefore goes ahead and demands the price they desire as a firm (McKenzie& Lee, 2008). The characteristic of an institution enjoying monopoly is that one which creates high barriers to entry. This proposition aims at making sure that other sellers are unable to enter the market of the monopoly. For example, a company that may afford to offer promotional campaigns or motivating enticement to a publicly consumed good or service sets the standards of its customer preferences upon its competitors. In a situation where a communication company provides free minutes at a given point to its customer, a newly established competitor may find this a high level of barrier to counter given the minimal number of its customers in the same market. Being a single seller is yet another characteristic of a company enjoying monopoly in a given economy. A single seller dictates the supplies and influences the market trend with minimal interruptions (Kennedy, Waltzer & Atlantic City Historical Museum, 2004). This kind of the market brings out the existence of one seller of the good and it produces all the output. This means the whole market or region sings the tune or consumes the products of a single company. Finally, price discrimination is another characteristic that accompanies a company practicing monopoly. A monopolist does not need any outsider’s mind when choosing or changing the price of goods or service that it provides. For example, a company can sell more quantities at a relatively lower price than the competitors can even though there is minimal competition. The same case can apply when the company may decide to sell less quantities and charge high p rices in a less elastic market. Merits of monopoly Certain monopolies exhibit various advantages for consumers, and social welfare. One of the advantages is that these companies are the investment in research and development. It is a common understanding that the monopolies make supernatural

Globalization of one commodity Essay Example | Topics and Well Written Essays - 1000 words

Globalization of one commodity - Essay Example Instead, it is referred as the integration of commodities and labor markets among others. It has been ascertained that the nature pertaining to commodities along with commoditization within the global economies has greatly addressed the human societal structure. Further observations have revealed that complexity along with interconnectedness related to the global economy assists in the development of the analytical techniques (Cronon 97-130). In this regard, it has been assumed that these particular techniques will accelerate the trade between the multinational companies. The study related to the commodity chain basically offers solution to numerous globalization problems. It has been defined that â€Å"commodity chains are tools that enable one to study the operation of global capitalism beyond the territorial confines of the national economy† (Collins 1-2). The commodity chain assists in having a better understanding of the global connections. It further helps in the distrib ution of profits amidst the various commodities chain being framed. This study intends to discuss an important early phase i.e. early 20th century and prior in globalization related to a commodity i.e. coffee. The study will focus on evaluating the trend of progression of coffee as a globally used commodity that has viewed a major development within the past two centuries and beyond. In the era of 16th century, the Muslim coffee industry emerged with the arrival of the Europeans which facilitated in the ‘The Making of a Global commodity Out of Arabia’. It was in the year 1718 that coffee was transported to America from Europe. Correspondingly, it has been observed that the Dutch had forced the Javanese for production of coffee within the Asian colony. Later on, Amsterdam was transformed as the leading coffee ‘entrepot’ worldwide for centuries. It has been further revealed about globalization of coffee that the British were the first to provide coffee to Americans (Rivali

The Marshall MBA Prime Program Personal Statement

The Marshall MBA Prime Program - Personal Statement Example The opportunity of working in a foreign country excited me and I promptly accepted the nomination. Part of the challenge was to audit an industry I had limited knowledge about since Jordan was not a crude oil exporting country. The other would be to interact with the different cultural mentalities of our clients' multinational staff. The Audit team comprised two Senior Associates and five junior associates including myself. The flight to Tripoli was uneventful and upon arrival at our location a heterogeneous mix of people representing our client greeted us. At first I could not help but go through the motions as I shook hands and tried to keep track of the names of our hosts. As I got settled in my hotel room later that night and after a formal reception with our hosts, I was still astonished as to how many different international delicacies were offered at the dinner. The audit proper began in earnest the next morning as we set up our workstations and devices. About two-thirds of our Client's Finance department staffers were from different countries in Europe, the others being Americans, Egyptians, India nationals, Pakistanis and a few Libyans. Although most of the staffers communicated in English, some of the expatriates were quite knowledgeable in Arabic: this pleasantly surprised me. After work hours most days, we would mostly dine at the hotel or at nearby restaurants with our hosts.

Globalization of one commodity Essay Example | Topics and Well Written Essays - 1000 words

Globalization of one commodity - Essay Example Instead, it is referred as the integration of commodities and labor markets among others. It has been ascertained that the nature pertaining to commodities along with commoditization within the global economies has greatly addressed the human societal structure. Further observations have revealed that complexity along with interconnectedness related to the global economy assists in the development of the analytical techniques (Cronon 97-130). In this regard, it has been assumed that these particular techniques will accelerate the trade between the multinational companies. The study related to the commodity chain basically offers solution to numerous globalization problems. It has been defined that â€Å"commodity chains are tools that enable one to study the operation of global capitalism beyond the territorial confines of the national economy† (Collins 1-2). The commodity chain assists in having a better understanding of the global connections. It further helps in the distrib ution of profits amidst the various commodities chain being framed. This study intends to discuss an important early phase i.e. early 20th century and prior in globalization related to a commodity i.e. coffee. The study will focus on evaluating the trend of progression of coffee as a globally used commodity that has viewed a major development within the past two centuries and beyond. In the era of 16th century, the Muslim coffee industry emerged with the arrival of the Europeans which facilitated in the ‘The Making of a Global commodity Out of Arabia’. It was in the year 1718 that coffee was transported to America from Europe. Correspondingly, it has been observed that the Dutch had forced the Javanese for production of coffee within the Asian colony. Later on, Amsterdam was transformed as the leading coffee ‘entrepot’ worldwide for centuries. It has been further revealed about globalization of coffee that the British were the first to provide coffee to Americans (Rivali

The Doctrinal Basis Of Liability Essay Example for Free

The Doctrinal Basis Of Liability Essay There are three areas of doctrine of importance to banks. The first concerns the general standard of care the law expects, once a duty of care has been established, whether that be in contract, tort, or fiduciary law. Then the potential liability of a bank is explored as a fiduciary, constructive trustee, or an accessory. Finally, there is brief mention of some emerging standards of liability which have primarily a statutory base. 1. 1. Reasonable Care and Skill A duty of reasonable care and skill for anyone providing a service (including giving advice) runs through contract, tort, and fiduciary law. After a mass of conflicting case law, notably the challenge to concurrent liability in contract and tort posed by the banking case, Tai Hing Cotton Mill Ltd v Liu Chong Hing Bank (1986), it is now settled that a claimant may seek compensation for economic loss caused through the failure to exercise reasonable care and skill in both contract and tort. As for fiduciary law, it has long been the position that a fiduciary (including a trustee) must act or advise with reasonable care and skill. There is long-established authority, in the context of bills of exchange that a bank can be in breach of its duty of reasonable care and skill in failing to make inquiries. Factors such as the standing of the customer, the bank’s knowledge of the signatory, the amount involved, the need for prompt transfer, the presence of unusual features, and the scope and means for making reasonable inquiries may be relevant. . 2. Fiduciary Law (i) Fiduciary Duties and Their Negation Apart from the duty of care key prescriptions are that fiduciaries (1)Should not permit their private interests to conflict with their duty to a beneficiary of the duty; (2)Should not permit their duties to one beneficiary to conflict with their duties to another; (3)Should not make a secret profit, i. e. a profit from their position which is undisclosed to their beneficiaries; and (4)Have a duty of confidentiality. While contracts may modify the scope of fiduciary duties, however, it cannot be that contract can be invoked to negate them regardless of the circumstance. Thus, since many private customers will not necessarily expect their bank to be conducting conflicting corporate-finance business, it will be difficult to imply a contract term negating the undivided loyalty the bank may owe if it is a fiduciary. (ii) Trustees and Agents Fiduciary duties are clearly imposed on trustees and agents. The position with trustees is relatively straightforward. In acting as a trustee of an estate or investment fund a bank must not invest with itself. But a bank will not be in breach of its fiduciary duties if the trust instrument empowers it to open accounts or make deposits or investment with itself, despite its being the trustee. The fiduciary duties attaching to an agent vary, with the nature of the agency. Thus, the bank instructed simply a buy or sell securities has fewer fiduciary duties than if it is the manager of a discretionary fund. (iii) Banks as Financial Advisers and Facilitators need: To furnish all relevant information, relevant in making investment decisions. To give best advice it can. †¢To obtain the best terms for the customers. Woods v. Martins Bank Ltd is an old authority, where the bank advised A to invest in B, which was heavily indebted to it. It is still good law although, since it predated Hedley Byrne, it was necessary to find a fiduciary relationship if liability was to be imposed for negligent advice. 1. 3. Knowing Receipt, Inconsistent Dealing and Assistance (i) Knowing Receipt For this form of liability it must be shown, first that the funds have been disposed of in breach of trust, fiduciary duty, or as a result of some other unconscionable dealing. Moneys held on trust and misapplied are obviously caught. So, too, are misapplied corporate moneys since historically directors have been treated as if they were trustees of the property of the company under their control, so that any wrongful disposition is a breach of trust. The second prerequisite to an action in knowing receipt is that the bank must have received the claimant’s funds for its own benefit. Tracing has a role here: the bank must have beneficially received funds which are traceable as representing those of the claimant. Thirdly, liability for knowing receipt demands knowledge on the part of the bank that there has been a payment in breach of trust, fiduciary duty etc. (ii) Inconsistent Dealing A bank receiving funds in circumstances which do not constitute knowing receipt can still be liable if those funds are subsequently applied for its own benefit (‘inconsistent dealing’). At that point the bank must know that the funds involved are subject to a trust or fiduciary duty and that what it is doing with them is in breach of that. (iii) Assistance Even if a bank is not liable for knowing receipt, it may be liable as an accessory for dishonest assistance. Assistance is a form of accessory liability, which sits alongside other forms of accessory liability in equity, such as the receipt of information in breach of confidence, and including breach of trust or fiduciary duty. What are the prerequisites for accessory liability? First, there has to be a breach of trust or fiduciary duty. Second element in assistance is fault. One gloss in this context is the suggestion in the oft-cited case of Barnes v. Addy (1874) that for assistance there has to be ‘a dishonest and fraudulent design on the part of the trustee’. This may be defended as a way of narrowing the potential liability of accessories such as banks. However, it is now clear that there is no need to establish fraud on the part of the trustee or fiduciary, and an innocent breach of duty is sufficient. Emerging Standard: Due Diligence, Suitability, Good Faith Due diligence as a standard emerged from securities law: in the United States a bank involved in a public offer of securities must make its own investigations (in relation to statements for which it takes responsibility), in other words it is obliged to undertake ‘due diligence’ in relation to the issuer and the issue. This seems to be part of a growing trend to make banks statutorily liable for unlawful activities which they facilitate by their operations, unless they an demonstrate due diligence. Suitability too is a concept most developed in the area of securities regulation. It imposes a liability on those marketing securities which are incompatible with the needs of customer. Closely associate good faith with notions such as fairness, honestly, and reasonableness. In other words, it means simply that in the performance of a contract both parties are assumed to agree not to do anything to impede its performanc e, or to injure the right of the other to receive its benefits. The good-faith doctrine has been invoked in the context of banking, requiring a bank to disclose material information to a commercial counterparty. 2. Duty to advise and the liability for the advice given Some situations clearly involve a bank in giving advice. Advice on reorganization, mergers and acquisitions financing, and so on is the staple diet of investment (merchant) banking. In other situations a bank may assume the role of financial adviser. However, many banking services are not associated with giving advice. The legal issue is whether there is any obligation on a bank to proffer advice in this situation. The second matter addressed is a bank’s liability if it actually does give advice, the advice is faulty, and the customer incurs a loss. 2. 1. Duty to advise (i) The General Rule Generally speaking, one party will be under no obligation to advise another about the nature of the transaction, its prudence, or other features. So, too, in banking, English courts have held that the bank providing an account for a customer need not advise on the risks, or on the tax implications, of certain payments in relation to it. Nor need it advise customers of a more advantageous type of account it is now providing. However, there is a rather clear difference between these and some of the other services and transactions of the modern multifunctional bank. Take the bank selling its own products-be they derivatives to commercial customers, or insurance policies, or interests in a collective investment scheme to private customers. (ii) Situations imposing a duty to advise The first situation where the law imposes a duty to advise is a misrepresentation –a failure to speak or act can constitute conduct which misleads. Thus a half-truth may constitute a misrepresentation, as where a bank canvasses the advantages, but not the risks, of a transaction with a customer. The bank must tell the whole story. A bank’s advertising may be relevant in this respect. Secondly, there can be liability for a failure to disclose in precontractual negotiations if there has been a voluntary assumption of responsibility to do so and reliance by the customer because the court held that the bank was liable when its manage failed to explain clearly to the wife, the effect of a charge over a joint property to secure the husband’s borrowing from the bank. Thirdly, in Cornish v. Midland Bank, Glidewell LJ said that once a bank enters upon the task of advising a customer, it is obliged to explain fully and properly about the nature of the borrowing. Fourthly, if a relationship is fiduciary in character, then disclosure is necessary if a person is to avoid liability for putting interest above duty, or duty to one above duty to another. Fifthly, at common law a bank which takes a guarantee is bound to disclose unusual features in the transaction which has been guarantee. Finally, the duty to advise can be imposed as a result of regulation. (iii) The Advice Required (If Any) Advice may translate into the legal concept of notice, as where the bank must give notice in relation to a conflict of interest. Complete disclosure of all relevant facts known to the fiduciary is required. Advice must, of course, be honestly given-otherwise it is fraudulent. Generally speaking it must also be accurate. Some advice involves highlighting the terms of the contract being entered (or at least some of them). Another approach is to require advice about the alternative on offer-in terms, say, of repayment methods, interest rates, charges, and commissions. Perhaps the most effective advice in relation to some banking transactions is advise, about the attendant risk. The standard demanded here may be objective, although it could also be associated with an obligation on the bank to take steps to ensure that this particular customer understands the risks. 2. 2. Liability for advice given Bank’s promotional material, may lead to the conclusion that it has taken on the responsibility of the borrower’s financial adviser. There is greater chance of liability when the bank advises unsophisticated customers; in several cases the English courts have held that a bank was liable when its bank manager failed to explain clearly to a wife the effect of a charge taken over joint property to secure a husband’s borrowings. Negligent advice can obviously occur in the range of matters in which banks become involved. Examples includes credit references; failure to pass on information on when a bank enters upon the task of advising a potential borrower about the attendant risks of a particular facility; statements by bank that it will make available to a customer adequate funds to enter a contract with a third party; advice about investments; and assurances that workout plans are heading in the right direction, and that the bank is optimistic about an agreement being reached. In Hedley Byrne the bank avoided liability because of a disclaimer in the reference. In would seem right as a matter of policy for a bank to be able to avoid the consequences of giving negligent advice by suitable notice to those receiving it. As a matter of policy, whether this is regarded conceptually as aborting liability or a exempting from liability already begotten is beside the point. The central issue in practice should be whether the disclaimer of , or exemption from, liability has been made clear to those being advised so they are in no doubt that the bank is washing its hands of the consequences if the advice proves inappropriate or wrong. A small print clause in a document given to those being advised is unlikely to satisfy this test. In English law the matter is handled by applying the unfair contract terms legislation. The seminal case recognizing the tort of negligent advice, Hedley Byrne Co. Ltd. V. Heller Partners Ltd, involved advice given about a customer’s creditworthiness in a bank reference. As subsequently interpreted, Hedley Byrne liability depends importantly on an assumption of responsibility by a bank, a sufficiently proximate relationship between the bank and the customer or third party, and on there being reliance on the statement. Assumption of responsibility an proximity are, in large part, legal fictions, and in practice a court will have regard to factors such as the purpose for which the statement was made and communicated, the bank’s knowledge that the advice was needed for a particular purpose, the relationship between the bank and the person relying on the advice, and the size of any class to which the latter belongs. As regards disclosure (and this includes electronic disclosure), it is worth repeating here what was said in Woods v. Martins Bank Ltd [1959] 1 Q. B. 5 at 60, where Salmon J. said It cannot be too clearly understood that solicitors owe a duty to the court, as officers of the court to make sure, as far as possible, that no relevant documents have been omitted from their clients list. Barclays Bank v OBrien [1994] 1 AC 180. A husband and wife agreed to a second mortgage secured on their home to help out the husbands ailing company. The necessary documents were sent to a branch with instructions to ensure that the couple were aware of what they doing and to take legal advice on the matter. This did not occur. The wife signed the documents, relying on her husbands explanation of the situation (that it involved ? 60,000 for 3 weeks). When the debt reached ? 154,000, the bank ordered the house to be repossessed. At appeal, the court held that misrepresentation to the wife had occurred, the bank was fixed with constructive notice and the wifes equitable right was enforceable against the bank. The case of Royal Bank of Scotland v Etridge was decided by the Lords in a Judgment handed down on 11th October 2001. The case set standards for lending institutions where guarantees are given by a third party. It also sets standards for Solicitors who take on the task of advising those third parties. The most important point for lending institutions, thinking of enforcing their security is that cases of this nature need to be tested on their facts. It will make the lower Courts think very carefully whether cases which are perceived as hopeless should be struck out at an early stage. The decision in this series of appeals mitigates against early strike out. It could mean that lending institutions no longer have a quick route by which to realize the security and in many cases they will be locked into trials which could prove lengthy and expensive.