Movie Analysis Million Dollar Baby - 1273 Words

Movie Analysis: Million Dollar Baby Million Dollar Baby is a movie produced by Clint Eastwood and stars Eastwood, Hilary Swank and Morgan Freeman in lead roles. In this movie we see, Maggie Fitzgerald portrayed by Hilary Swank is a boxer in the lightweight category who breaks her neck during an unfair fight. She ends up being in the hospital with a severed spinal cord leading to quadriplegic state and kept alive on mechanical ventilation. Her coach Frankie, played by Clint Eastwood goes through the different phases of grief. While laying in hospital bed, she develops skin ulcers due to not being able to change positions. Then she is moved to a rehabilitation center where she is in her bed or her wheelchair. Due to complications, her leg gets amputated, which is a shock to her as well as Frankie. After her amputation, she says she can t be like this referring to her quadriplegic state and letting go of her dream to become a boxer. To end her plight, Maggie bites her own tongue to end her life, but she is saved i n time by healthcare providers. Maggie explains her feeling to Frankie that she wants to die and needs his help. Frankie is in a dilemma-should he help her die or not because he wants to keep her alive and he knows it s a sin if he helps her commit suicide. He understands that she is suffering and even keeping her alive is killing her. Ultimately, Frankie goes to Maggie s hospital room, take her off mechanical ventilation and injects her withShow MoreRelatedNormative Ethics And Ethical Ethics Essay1434 Words   |  6 PagesNormative ethics is defined as the study of ethical action, or in other words, the analysis of how one should act when faced with a dilemma, morally speaking. It evaluates the standards with regard the rightness and wrongness of an act. Descriptive ethics investigates moral beliefs while normative ethics evaluates actions. 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Nhs Database Administrator Criteria and Job Description Free Essays

? On of the tree jobs I chose to research is as an NHS Database Administration in this page I will explain some of the tasks that a Database Administrator will do and how many files need updating. And why the job role is available and what skills I would need to have to apply for this job. The role of a database administrator is to: Ensure patient medical records are correctly updated Make appointments Check in arriving patients using an internal database system Problem solving skills Telephone work both internally and externally Administration Support In this job there are a large number of files that need to be updated because they have incorrect information included in them. We will write a custom essay sample on Nhs Database Administrator Criteria and Job Description or any similar topic only for you Order Now This problem is solved by the database administrator who investigates the files and resolves any issues that crop up so that the information in these files is completely correct and filed correctly. Part of the reason this job is available is because clients have a back log to get through. Database Management System and Data iframe class="wp-embedded-content" sandbox="allow-scripts" security="restricted" style="position: absolute; clip: rect(1px, 1px, 1px, 1px);" src="https://phdessay.com/database-management-system-and-data/embed/#?secret=EPmGCxwEPe" data-secret="EPmGCxwEPe" width="500" height="282" title="#8220;Database Management System and Data#8221; #8212; Free Essays - PhDessay.com" frameborder="0" marginwidth="0" marginheight="0" scrolling="no"/iframe I think this job would be good for me because it is a temporary ongoing position that requires the person that gets this job to be flexible in the tasks asked of them. The skills I would need for this job are as follows: Experience working within the NHS. Minimum of 1 year of administration experience. Good IT skills using Microsoft word and excel. I would need to be able to work towards meeting and meet the agreed deadlines. And I would need good communication skills. How to cite Nhs Database Administrator Criteria and Job Description, Papers

The Atomic Bomb Essay Example For Students

The Atomic Bomb Essay There has been a long standing debate on why The Atomic Bomb Essay was used to defeat Japan. The threat of Russian advancement in Europe and in Asia was enough to worry the top officials in the United States and British governments. Wherever the Russians moved through they took for themselves. The imminent invasion of mainland Japan and the allied casualties that came with it were also a factor in the decision to drop the bomb, as said in document A. The dropping of the bomb was not entirely used to stop the Russian advancement. If the allied forces had invaded mainland Japan, many lives on both sides would have been lost. Most probably more than were lost in the bombing of Hiroshima and Nagasaki put together. The tactics that the allies had used up to this point had cost hundreds of thousands of lives on both sides. This was when the Japanese only had maybe two or three thousand men on an island; whereas on the mainland millions of people who would fight until their death to protect their country. Can you imagine if the Americans invaded mainland Japan where they had not only soldiers to fight against but the citizens of Japan loyal to Hirohito? Massive destruction, immense loss of life, and prolonging of the war until late 1946, as stated in document A, would result from invading on foot instead of using the bomb. Robert S. Oppenheimer, was the father of the Atomic Bomb. After Albert Einstein stated that if the Nazis made a nuclear weapon first, the results would be devastating. Due to this, Oppenheimer decided to race to develop such a weapon, before the Nazis. On August 6, 1945, the first Atomic Bomb used in warfare, was dropped on Hiroshima, Japan. U. S. President, Harry Truman ordered the dropping of the Atomic Bomb, on what he reported would only destroy military bases. The devastation turned out to be nothing like anybody had ever seen before. On August 2, 1945 20th Air Force attacks targets in Japan on 6th August. Primary TargetHiroshima. At this point, only the direct order of President Truman could stop the dropping of the bomb. As it turned out, Truman thought nothing of the sort. His intention was to bomb Hiroshima, and nothing was going to stop him. The bomb which was dropped on Hiroshima was nicknamed Little Boy Three days later, another bomb was dropped on Nagasaki, Japan. The bombing of Nagasaki completely wiped out the northern part of the city. The nickname for this bomb was called Fat Man. There are a few reasons why these two cities each have different nicknames. The Nagasaki bomb did not destroy as much as the Hiroshima bomb, nor did it kill as many people. So then why is the Nagasaki bomb called the Fat Man and the Hiroshima bomb called Little Boy. The Fat Man was made of plutonium and consisted of twenty-two kilotons of TNT. As for the Little Boy, it was made of uranium, and was made up of only thirteen kilotons of TNT. Even though the Hiroshima bomb was not made up to do even near the amount of damage as the Nagasaki bomb, it turned out that did more damage. The reason for this is because, the geographic location of Nagasaki, with its mountainous terrain prevented it from doing the same amount of destruction as in Hiroshima. In the two bombings there was a large gap in the number of people that died. In Hiroshima the city population at the time of the bombing was 310,000, The estimated deaths was 90,000-140,000 people. As for the Nagasaki bombing, the city population before the bombing was 250,000. The estimated number of deaths was 60,000-80,000 people. Notice that the word, estimated, was used for both amounts of deaths. The reason for this is because, the number of deaths cannot be precisely known because records of military personnel in each city were destroyed. There have been several comparisons between the damage capabilities of the two bombs. First of all, it was said that to achieve maximum blast effect, the bomb had been set to detonate 1800 feet over Hiroshima. This is approximately 548 meters. The bomb in Hiroshima reached a height of 580+/-15 meters. As for the bomb in Nagasaki, it reached a height of 500+/-10 meters. The radius in which ceramic roof tiles melted was 600m in the Hiroshima bombing and 1000m in the Nagasaki bombing. My Family of Five Essay They contacted the British after the the Battle of Midway with a message from the Japanese foreign minister Togo. The message said that the Japanese was ready to be helpful if the British Government was willing to talk.(McManus 2) In the United States, Army chief of Staff George Marshall wanted to continue fighting and did not want to hear of any peace or surrender talks. He believed .

Till Death Do You Part Essays - Gender, LGBT History,

Till Death Do You Part? Jessica French ?Till Death do You Part When you are born in America or legalized as a citizen, you are granted certain unalienable rights under the constitution and the declaration of independence. We are granted the freedom of speech, freedom of press, freedom of religion, the right to vote, right to bear arms and the right to the pursuit of happiness. But is this really the case? Are the citizens of the United States really as free as they believe? I say no! Today I am here to expose a great injustice in Americas judicial system. First I will explain the details of this injustice, secondly I will take you through what its like to be a victim of this injustice and lastly I will tell you how YOU can be part of the solution. So, are you REALLY as free as you believe Do you REALLY have all this freedom guaranteed by the government of the UNITED STATES OF AMERICA For most of us, yes but for a growing number this so-called ?freedom? is becoming more and more of an illusion everyday. I'm talking about the freedom to wed whom EVER you chose. Right now in the US you have the right to chose when you marry, how many times you marry, where you marry and who you are married by, but still TODAY in our country you cannot chose the sex of your spouse. Still in the U.S. same sex marriages are illegal and not recognized by the state. It is illegal for this con try's citizens to discriminate on the basis of sex, race, religion, ethic background or SEXUAL PREFERENCE so why is it that our government feels that THEY hold hat right? I believe that same sex marriages should be recognized as ?holy matrimony? in all 50 states. Take Meagan Murphy and Laura Carson for example. This young homosexual couple dated for many years and went though a lot before they decided that they wanted to spend the rest of their lives together. But how were they to go about doing so? The state of Michigan sure wasn't about to let them, that's for sure. In Michigan like all but 1 other state (Hawaii) same sex marriages aren't marriages at all! When put into a legal view gay marriages do not get any of the rights that straight ones are granted. If 1/2 or a gay or lesbian couple is in a hospital situation where only family members can visit , his or her partner does not have the right to go see them, and if brought into a court of law for some criminal act one partner can be required by the law to testify against the other where as legal couples are not. Another major issue is insurance benefits. If a partner in a homosexual relationship dies the other person does not receive a penny as would the spouse in a heterosexual marriage , even though the remaining partner in the homosexual relationship still has to cope with the loss of 1/2 of the wages of that household. As for Meagan and Carson they were forced to do what many gay or lesbian couple do when the need for a finalization of the relationship arises. They had what is called a commitment ceremony?. Its exactly like a traditional wedding with one minor difference, there was no priest to legalize the ?union of these two souls?. Is this fair? Who can say that these two people aren't in love enough to be legally wed? How can we be granted so many freedoms but yet be denied this one? Under the we are granted ?the freedom to the pursuit of happiness and according to the supreme court The freedom to marry has long been recognized as one of the vital personal rights essential to the orderly pursuit of happiness by free men. So if we have the legal right to the pursuit of happiness and if, according to the supreme court, marriage is so vital in that pursuit how can they honestly say that it is illegal in the eyes of the states to marry someone of the same gender! I feel that the government need to shed their hypocritical

Purpose and History of Penitentiaries

Purpose and History of Penitentiaries Societies in ancient times had laws that governed them in order to avoid emergence of anarchy rule. These societies used different forms of punishment to discourage individuals from committing crime. The Babylonian Code of Hammurabi is one of the first cited cases of laws that were used in the Middle East in ancient times.Advertising We will write a custom essay sample on Purpose and History of Penitentiaries specifically for you for only $16.05 $11/page Learn More They used punishment as a retribution for wrongs committed (Geltner, 2008, p.43). Afterwards, the Roman Empire established their legal code referred to as the Law of Twelve Tables. However, historians believe that the Justinian Code is the oldest form of legal code that was used to punish individuals. Punishment included banishment from home, beheading, branding with an iron rod, crucifixion, drowning and flogging (Geltner, 2008, p.44). In ancient times, imprisonment was not considered as an effic ient method of punishing crime. More crude methods such as beheading and crucifixion were used. Before the 1700’s, prisons were non-existent. Governments used prisons to confine criminals who were awaiting trial. In addition, prisons were mostly used to detain debtors who had failed to fulfill their financial obligations (May et al, 2007, p.37). Leaders used to punish criminals in public to discourage other people from committing crime. However, there was harsh criticism of execution as a form of punishment during the 1700’s. This period marked the advent of prison reforms. Prisons were established due to the activism of the 18th century rationalist reformers who were against execution and other crude forms of punishment (May et al, 2007, p.39). The reformers believed that imprisonment could offer criminals solitude, which would allow them to think about their actions and desire reformation. The Pennsylvania system refers to a prison system that encouraged solitary con finement of prisoners and discouraged socialization in prison. In contrast, the Auburn system encouraged the confinement of prisoners in groups (Geltner, 2008, p.49). The Pennsylvania system encouraged solitude in order to give prisoners an opportunity to repent and reform. Each prisoner spent time alone and was rarely allowed to mingle with other prisoners. However, prisoners were allowed a maximum of one hour for exercise. This system was not efficient because prison labor was inefficient and ineffective. Prisons were unable to utilize the services of prisoners to do hard labor in ways that were beneficial (May et al, 2007, p.44). This system gradually became obsolete and led to the birth of the auburn system. In the auburn system, prisoners spent time together during meals, manual work, recreation, and during religious services.Advertising Looking for essay on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More This sys tem also incorporated critical aspects such as healthcare and religious nourishment for prisoners. Prisoners’ work involved hard labor as a way of reformation. In this system, prisoners were imprisoned according to the category of their crime (Geltner, 2008, p.54). The system introduced the tier system that involves the construction of cells above one another. In the 1800’s, prison labor was the main activity that occupied prisoners as they served their sentences. Prisoners were leased to private establishments and individuals in efforts to make money (Geltner, 2008, p.59). They often worked in harsh conditions without remuneration. Hard labor was not used as a form of rehabilitation but as a channel for financial gains. During the close of the 19th century, prisons were accused of mistreating prisoners by leasing them to companies that forced them to work without pay. Later, laws were enacted to restrict prison labor during the great depression. There was fear that th e cheap labor that was provided by prisoners would lead to loss of jobs. The main impact of prison labor is rehabilitation. Prisoners are made to work in order to reform them and prepare them for a better life. In addition, it has helped prisoners gain skills that help them start new lives after they serve their sentences (May et al, 2007, p.51). References Geltner, G. (2008). The Medieval Prison: A Social History. Princeton: Princeton University Press. May, D., Minor, K., and Mathews, B. (2007). Corrections and the Criminal Justice  System. New York: Jones Bartlett Learning.

Definition and Examples of Back Slang

Definition and Examples of Back Slang Back slang is a form of slang in which words are spoken and/or spelled backward. According to  lexicographer Eric Partridge, back slang was popular with the costermongers (street-vendors) in Victorian London. The hallmark of their speech, Partridge said, is the frequency with which they turn words (normal or slangy) into back-slang . . .. The general rule is to spell a word backwards, and then, ideally, to employ the pronunciation approaching the closest to that often impossible arrangement of letters  (Slang Today and Yesterday, 1960). The costermongers themselves referred to back slang as kacab genals.Like rhyming slang, back slang started out as subterfuge, says MIchael Adams, but soon became language games you could play for fun (Slang: The Peoples Poetry, 2009). Examples and Observations If you really want to speak freely around those who shouldnt know your secrets, learn how to form back slang or center slang. When you are next in your local, order a top o reeb  instead of pot of beer, but hope that the bartender understands the slang, or you may be eighty-sixed for the whole kew week. Dont blame the bartender, though, who may not be the right nosper person for the bloomin emag bloomin game.(Michael Adams,  Slang: The Peoples Poetry. Oxford University Press, 2009) Arbitrary Spelling Conventions Back slang is a language constructed on lines- I venture to hint illogical lines- of its own. The initial idea is that all words are to be pronounced backwards; for instance, instead of saying no you say on, for bad man you say dab nam. But you have not proceeded far before you find that the initial idea breaks down. Penny, reversed, would be ynnep, the back slangster says yennup. Evig em a yennup, is his version of Give me a penny. . . . It would be impossible for an English tongue to pronounce many of our words backwards. How would you pronounce night or drink backwards, leaving the spelling as it is? not to speak of more difficult examples. The result is that the back slangster adopts not only an arbitrary spelling, but also an arbitrary pronunciation of his own. (Slang. All the Year Round: A Weekly Journal Conducted by Charles Dickens, November  25, 1893) The Language of Tradesmen and ChildrenBack-slang proper, sometimes employed by barrow-boys and hawkers, and indigenous to certain trades such as the greengrocers and the butchers, where it is spoken to ensure that the customer shall not understand what is being said (Evig reh emos delo garcs deneGive her some old scrag end) consists simply of saying each word backwards, and when this is impossible saying the name of the letter instead of its sound, usually the first or the last letter, thus: Uoy nac ees reh screckin ginwosh (You can see her knickers showing). An Enfield master reports that he found at least half a dozen boys who could talk it quickly.(Iona and Peter Opie, The Lore and Language of Schoolchildren. Oxford University Press, 1959) Secret Languages Secret languages . . . have an obvious appeal for those who have something to hide. One language used by African slaves, called TUT, was based on phonetics, and used to help teach children to read. Victorian market traders, meanwhile, are thought to have dreamed up back slang- in which a word is spoken backwards, giving us yob for boyin order to single out customers on whom to palm off shoddy goods. (Laura Barnett, Why We All Need Our Own Secret Slang. The Guardian [UK], June 9, 2009) A 19th-Century Report on Back Slang This back language, back slang, or kacab genals, as it is called by the costermongers themselves, is supposed to be regarded by the rising generation of street-sellers as a distinct and regular mode of intercommunication. People who hear this slang for the first time never refer words, by inverting them, to their originals; and the yanneps, esclops, and nammows, are looked upon as secret terms. Those who practice the slang soon obtain a considerable stock vocabulary, so that they converse rather from the memory than the understanding. Amongst the senior costermongers, and those who pride themselves on their proficiency in back slang, a conversation is  often sustained for a whole evening- that is, the chief words are in the back slang- especially if any flats are present whom they wish to astonish or confuse. . . The back slang has been in vogue for many years. It is . . . very easily acquired, and is principally used by the costermongers and others who practice it . . . for communicating the secrets of their street tradings, the cost of and profit on goods, and for keeping their natural enemies, the police, in the dark.(The Slang Dictionary: Etymological, Historical, and Anecdotal, rev. ed.,  1874)

An overview of Argentina`s Economy and the State of its Economic Research Paper

An overview of Argentina`s Economy and the State of its Economic Progress - Research Paper Example ?s interim President, Adolfo Rodriguez Saa, announced a default on foreign debt of the government, which was the largest in the country’s economic history. Adolfo stepped down just a few days after assuming office. In early 2002, Adolfo’s successor, Eduardo Duhalde put to an end the pegging of the peso to the United States dollar. During that year (2002), Argentina’s economy declined with real Gross Domestic Product (GDP) at 18 percent smaller than GDP in 1998. Approximately 60 percent of Argentines fell below poverty line in the same year. However, Argentina’s real GDP bounced back and achieved annual growth rate of 8.5 percent from 2003 to 2008. This rebound was attributed to increased industrial capacity and literate workforce. The growth in real GDP was also as a result of Argentina’s debt restructuring and reduction, implementation of expansionary monetary and fiscal policies and favorable global financial conditions. Argentina’s Growth and Productivity from 1961-2006 Period GDP % TFP 1961-1970 1971-1980 1981-1990 1991-2000 2001-2006 4.4 2.6 -0.8 4.1 4.1 1.2 -0.1 -1.3 1.4 1.0 1961-2006 2.7 0.4 Source: MECON and Coremberg et al. (2007). In early 2007, Argentina faced increased rate of inflation. The government led by President Nestor KIRCHNER, responded to the inflation by imposing taxes on exports as well as export restraints. There were also price restraints on businesses across the country. However, in late 2007 when Cristina Fernandez De Kirchner succeeded her husband as the president of Argentina, the swift economic growth that had been experienced in the last six years began to stall. In 2008, the government of Argentina held back its exports before the 2008 recession hit global economies. In 2010 he country’s economy bounced back from economic... This paper offers a comprehensive analysis of the economy of Argentina in the last decades and estimates the progress of the country’s economy over the years. Argentina has an interesting economic history and is one of the most researches about countries owing to the fact that it had attained advanced development status by the beginning of the 20th century, but its economic growth retarded afterwards. The country’s high rate of economic growth has been discontinuous following serious economic recessions, especially during the twentieth century. Argentina is amongst the countries endowed with rich natural resources. The country has very high literacy level. The agricultural sector is export-oriented with the nation’s industrial sector highly diversified. Because of intermittent economic crises, unrelenting deficits in its fiscal and current accounts, high and ever growing external debts as well as capital flight, especially during the twentieth century, Argentina slipped from its advanced economic status The economic recession of December 2001 is considered the worst recession in Argentina’s history. On December 2001, Argentina’s interim President, Adolfo Rodriguez Saa, announced a default on foreign debt of the government, which was the largest in the country’s economic history. After the wrath of the 2009 global economic downturn, the economy of Argentina has not been very stable. In 2012, the country’s economy experienced a sharp slowdown. However, the economy showed some signs of recovery at the beginning of 2013.

Case 10.1. Electrolux company Essay Example | Topics and Well Written Essays - 500 words

Case 10.1. Electrolux company - Essay Example What the company did to make this tremendous turn-around is instead of letting each of the departments, like marketing and design, work independently from one another on the same project, they came together and worked as a team. This allowed for stronger visions for a product and newer insight on what different demographics would be looking for in a product. Essentially, the company had stereotyped a person, like â€Å"Catherin,† and became that person to get a feel for what they would want out of a product. Then long and behold, you have the Breeze. This concept proved to be successful for the company. They have other competitors out there that are striving to make the best appliances, and these are companies that have been around a lot longer, like Whirlpool, yet they still have an appeal that the consumers are drawn too. What allowed them to have this advantage is that they pulled the design people to help make the product look appealing in with the engineers of the product who are producing a product that is easy to use yet very effective and different from what is already available, and they had the marketing team there who could help find the best way to get the product sold.

Pizza and Break-even Point Essay Example for Free

Pizza and Break-even Point Essay Complete both parts. a) What are the three methods used for solving systems of equations? Which method do you prefer to use? b) Break-Even Analysis – Systems of Equations Application Problem Suppose a company produces and sells pizzas as its product. Its revenue is the money generates by selling x number of pizzas. Its cost is the cost of producing x number of pizzas. Revenue Function: R(x) = selling price per pizza(x) Cost Function: C(x) = fixed cost + cost per unit produced(x). The point of intersection on a graph of each function is called the break-even point. We can also find the break-even point using the Substitution Method. Suppose Dan’s Pizza Parlor has a fixed cost of $280 and it costs $4 to produce each pizza. Dan sells every pizza for $12. The Revenue Function is: R(x) = 12x The Cost Function is: C(x) = 280 + 4x The break-even point occurs where the graphs of C and R intersect. Therefore, we can find this point by solving the system: y =12x y = 280 + 4x. How many pizzas does Dan have to produce to break-even? If he exceeds his break-even point, will he make a profit or have a loss? A) What are the three methods used for solving systems of equations? Which method do you prefer to use? graphing, substitution, and elimination. I use all there but I think I use elimination more. B) C(x) = 280 + 4x r(x)= 12x 12x= 280 + 4x 8x=280 x= 35 R(x) =12(35) =$420 So Dan has to produce 35 pizzas to produce his break-even point. He will have a$420 profit.

No Solutions Offered in There Are No Children Here :: There are No Children Here Essays

No Solutions Offered in There Are No Children Here  Ã‚  Ã‚      Does your home have a lock on your door, a telephone and working appliances and plumbing? Do you dodge bullets in your sleep, have 13 people living in one apartment or wash your dishes in the bathtub because the kitchen sink hasn’t worked for months? Do you wash your clothes in the bathtub because the laundry room is too dangerous to do your washing? Do you live in an environment with no role models, where the gangs control everything and you can’t trust anyone? You may think these are strange questions for people who live in America in the late 20th century, but some people’s answers to these questions may be very different from yours. Those people are the one’s living in the â€Å"other America†. Alex Kotlowitz tells us â€Å"the story of two boys growing up in the other America† in his book There Are No Children Here. The â€Å"other America† Kotlowitz describes in his book is the public housing complex at Henry Horner Homes in Chicago. By following the lives of two boys, Lafeyette and Pharoah Rivers, we are exposed to the misfortunes, turmoil and death that their lives are filled with. Lafeyette and Pharoah are faced with many hardships in their day to day activities. Their apartment, the once beautiful complex, now has broken appliances, poor plumbing, horrible security and from the basement come smells that one housing manager described as â€Å"foul odors† that â€Å"no equipment presently in use by staff could be used to withstand the odor beyond a minute† (p. 240). The boys wake up every morning in this horrible public housing that would most likely be condemned if it was located in any decent neighborhood. Lafeyette and Pharoah get ready for school, usually putting on clothes which have been washed the night before in the bath tub, and then leave for school. Pharoah, who loves school, is always in a hurry to get there, leaving the apartment before anyone else. School is the one place for Pharoah to stand out and get away from the neighborhood for a while. He even attended a summer school program that was supported by the University of Illinois. Lafeyette, on the other hand, isn’t into school very much; which explains why he has such a large number of tardies. Both boys are always careful as they walk through the streets to school to be alert for gunfire, they don’t want to die young like so many friends of theirs.

Why Did Germany Lose Ww1

WHY DID GERMANY LOSE WW1 Germany lost WW1 due to a variety of military, socio-economic & political, and strategic reasons. The war itself continued for 4 years, inflicting various casualties and economic hardships on Germany. The most important reason why Germany lost WW1 were its incompetence to carry out it’s various strategies – originating from the first strategic failure, the failure of the Schlieffen Plan. The military incompetence of Germany on land and in sea was also an important cause leading to their loss in WW1.Germany’s socio-economic condition and the incompetence of the political system in dealing with it was another important cause resulting in Germany’s loss in WW1. Thus, there were various reasons as to why Germany lost WW1, all of which had the same theme – the incompetence of Germany in various areas – that led them to lose WW1. INCOMPETENCE TO CARRY OUT IT’S VARIOUS STRATEGIES: Schlieffen Plan failure [Schlieffen P lan was supposed to take france by surprise by german attack coming from north instead of the metz area of Germany. Germany was to go through Belgium and then sweep around paris – which would surrender.Vardun = attacked = surrender. After france = beaten, germant would beat estern front] Russia mobilises quicker than expected [eastern front instead of Belgium – troops were sent. Belgium, therefore Britain entered the waron 4 august. No british intervention allowance. Decided to defend mons] british slow germans down [guns; machine guns thought. German advance was delayed. went south instead of north underestimated: amount of time they’d need, Russian military, alliance between france and Britain Battle of the Marne – France wins under Joffre September 1914France not knocked out, not a short war, full scale war on two fronts for Germans War of Movement = over – trenches created; now led to stalemate STALEMATE CREATED MILITARY INCOMPETENCE: Sea Battl e of Falkland islands = Britain wipes out Germany; warships > Pacific Fleet Battle of Jutland 31 May 1916 – High Seas Fleet vs Royal Navy. RN won turned to U-Boat Camapgin; all ships entering the war-zone around Britain were liable to attack USA declared war on Germany in 6 Apr 1917 convoy system, echo-sounders, depth-chargers, Q-ships [merchant ships which was actually powered by the RN] – used to defeat U-Boats Land ble to make advancements in trenches Vardun – Feb 1916 – 280,00 Germans dead, lost heavily Battle of the Somme – July 1 to Nov 1916 [by Brits]. Relieve pressure on France in Verdun. Take over trench line as F weakened. Blow to German morale – caused them to lose finally. Britain was a military power to be reckoned with. 650,000 dead. Spring 1918 Offensive – last desperate attempt to win the war; thros in extra troops from Eastern front; broke through on the Somme in march 1918 and by end of May were 40 miles from Paris à ¢â‚¬â€œ caused the Allied Counter Offensive in 8 AugSOCIO-ECONOMIC CONDITION AND INCOMPETENCE OF POLITIAL SYSTEM IN DEALING WITH IT: beginning of war = Naval blockade from 1915 till 1916 = faced HARDSHIPS KRA War Materials office in 1914 – employed company to act on behalf of govt in buying, storing and manufacturing materials – directed labour force and decided which jobs expempted men from military service social tensions as industrial workers gained a lot, ad they were in charge no national income tax, limited revenue, unequal income distribution could only cover 16% of it’s costs through tax 918 = Brest Litovsk treaty; access to resources but harshness = allies didn’t like – determined to make them lsoe and pay food shortages & inflation recession. Total war ALLIED VICTORY AND UNITY: 1915 = year of allied failure superior command; unity Brest-Litovsk Treaty in 1917 – Eastern Front = won

Crooks and Curley’s wife experience loneliness and isolation Essay

In this essay I intend to write about why Crooks and Curley’s wife experience loneliness and isolation and in what way they try to deal with these difficulties. Crooks is a nergro stable buck with a crooked spine. His eyes are described as the most noticeable feature on his face, brimming with knowledge of the injustice in life. ‘ His eyes lay deep in his head, and because of their depth seemed to glitter with intensity.’ He is also slim with a lean face, en-lined with wrinkles. His lips are also described vividly as very thin and pain-tightened. He covers up his intense eyes with large gold rimmed spectacles. Curley’s wife is, of course a complete contrast, and is extremely pretty, thought sometimes try too hard. ‘She had full, rouged lips and wide-spade eyes, heavily made up.’ She has done her nails carefully which doesn’t seem very suitable for life on a ranch. Her voice is another thing that is commented on, as have a nasal, brittle quality. Crook’s personality is somewhat of a mystery. His real personality is hidden by the racism of the time. He is hurt and shocked by people’s opinions towards him and so he feels the only way to get through life is to push back the same disgust to the other mean on the ranch. ‘This here’s my room. Nobody got any right in here by me†¦I ain’t wanted in the bunk-house, and you ain’t wanted in my room. Crooks doesn’t see that all his is really doing is stopping to their level thought, he just continues to treat others in the way he has been treated, and if he has a choice he just stays away from them. His personality would have developed differently if he had been born white, because his true colours are stunted by the racism against him. He teases Lennie, and takes pleasure in it, as though at last he is being able to do to someone else what has been done to him for his whole life, ‘ Crooks face lights with pleasure in his torture.’ The basic word to describe the personality of Curley’s wife is a flirt, although as we get to know more and more about her we discover that this is not completely true. In this essay I will try to explain why she behaves like this, and whether in fact she behaves like this just for attention and is concealing something. The personality of these characters is perhaps one of the keys to the book. However different these character are they are linked through their loneliness and the fact they conceal their true personality. The are both considered quite low on the ‘social scale’ but deal with this in very different ways as I will explain. As I have said, Crooks is bitter about being made to live along above the stable. He expresses this bitterness, and tires to explain to Lennie how loneliness is so disturbed that it drives you mad † I’ll tell you a get guys too lonely and he gets sick†¦Ã¢â‚¬ ¦.don’t make no difference who the guy is, long’s he’s with you.† It must be a relief for Crooks to be able to share some of his problems with someone, and he must find it especially east with Lennie who probably will not understand, and will forget what he hears quickly. He is the only one who understands Lennie, besides George, and befriends him. He looks past Lennie’s mental handicap and Lennie looks past Crooks’ physical handicap. Curley’s wife also finds it easy to talk to Curley. She is so overwhelmed by her loneliness, she seeks friendship from other men. She seeks out the friendship of Lennie for all of the others fear Curley and will have nothing to do with her. â€Å"Think I don’t like to talk to somebody ever’ once in a while?† It is when she talks to Lennie that we discover a great deal about her past. She tells Lennie that she still dreams of what might have been, seeing herself as a potential film-star. However, in my opinion she has no acting talent, men (one from a travelling show, one who claimed to be in the movies) make her offers as a chat-up line. Her naivetà ¯Ã‚ ¿Ã‚ ½ shows in her belief that her mother has stolen a letter (from her â€Å"contact† in Hollywood) which was obviously never written; her immaturity appears in her instant reaction of marrying the loathsome Curley. It was a hasty marriage to Curley is just a failed attempt to escape from her own s piral of loneliness. When she chose to marry Curley it was all because of the wrong reasons and only to get away from her mother, one person who genuinely cared for her, † Well I wasn’t going to stay no place where I couldn’t get nowhere.† Now she find herself very line and she has no-one to talk to, † I don’ like Curley.’ Desperate for companionship she does not find at home, she tries to find solace with the other men. They are uneasy about this, as they think her to be seriously promiscuous, and are fearful of Curley’s reaction. Her inappropriate dress on the ranch and her manner brand her as a â€Å"tart†. She can not escape from this image and so she uses it so that she is noticed and can talk to people. Although in my opinion instead of being the mature and flirtatious female that the men see, she is in fact like a little girl yearning for her home. She even talks to people who she considers to be ‘out of her league,’ but in a way this makes her a more tragic character, because unlike the others, even Lennie, she seems not to understand her limitations – or she refuses to admit them. She treats those below her in an unnecessarily disdainful way. There is one point in the book when Curley’s wife goes into Crook’s room. Crook, as I have said, pretends that he wishes no one to come into his room seeing as he isn’t allowed in the bunk house. However, when Lennie and then Candy come in we can tell that he was actually very pleased, â€Å"It was difficult for Crooks to conceal his pleasure with anger.† Candy and Crooks reacts to Curley’s wife primarily disgusted. On their faces they scowl at her and appear to wish that she wasn’t there. However as Curley’s wife points out it is doubtful whether they really feel this, for they would not doubt have acted very different if they were alone, â€Å"If I catch one man alone, I get along fine with him. But just le two guys get together and you just wont talk†¦you’re all scared of each other. Curley’s wife is very rude to Crooks and says, † I’m standing here talking to a nigger.† I think her reaction is like this because she feels very powerful to be talking to someone as sad and lonely as herself, but who is looked down upon by others. She likes to use this rare power and so when Crooks finally cracks and stands up to her she does everything with her capable possibility to make him feel small and unnecessary. â€Å"Listen, Nigger,’ she said. ‘ You know what I can do to you if you open your trap?’ This immediately makes Crooks turn into a no one. Every trace of a personality disappears, and he just answers in a monotonous voice. After she leave Candy says,’ That bitch didn’t ought to of said that to you.’ And Crooks replies by saying ,’ It wasn’t nothing, you guys coming in an’ setting made me forget.’ Crooks obviously was so happy by having the company of some men that he forgets his place (in those times) and stood up to her. He then realised what he had done and remembered how he should have behaved. For that one small part of the story we saw the real Crooks, the one who is not concerned with racism, because for that very small amount of time he believe himself to be normal. Curley’s wife though doesn’t have a very suprising reaction to Candy (the old-swamper) and Crooks. I believe that she is angry because she just realised how messy her life is. She tries to stay calm and talk to them as thought they are beneath her, but all the time she realises that she is just as sad and lonely as them. She sees that they are the only people she can have a proper conversation with are, as she describes them ‘ a nigger, an’ a dum-dum and a lousy ol’ sheep.† At one point in the conversation she says, † Whatt ya think I am, a kid?† and then she continues to talk about how she was nearly in the pictures. Of course, she is just a kid, who doesn’t understand herself. He also wants to be part of George and Lennie’s dream. He said that he would work for free. He gives up on the farm dream when he realizes it isn’t going to work out. Talk about this. Also say that crooks was nasty to lennie then nice. I would describe Curley’s wife as a sympathetic figure. There is a very strong description towards the end of the book, just as she has been killed by Lennie, † And the meanness and the planning and the discontented and the ache for attention were all gone from her face. She was very pretty and simple, and her face was sweet and young. Curley’s wife has had a very unfortunate life. She made some wrong decisions and has been punished for them, by dying unhappy at such as young age. To all the other people on the ranch she is only important because she is the wife of Curley, and that explains why she is given no other name. They are scared of getting involved with her because of what Curley might do to them. No-one is ever actually interesting in her. I feel sorry for her that someone who has the potential to be so sweet and calm has lives such as sad life and has died before anyone knows her true colours. Crook, like Curley’s wife has had a sad life for the later part of his life at least. Nothing will ever get better for him, because of his colour. The war Steinbeck talks about him is very controversial nowadays and would not be accepted. At the time that this book was written this language would have been more in use and so perhaps it would have been more acceptable, meaning that Steinbeck was not ware of its full impact. The fact that he portrays crooks as a unhappy and meaningful character must indicate that the author believes racism to be unfair, or else he would have been portrayed as evil, someone deserving what he got. Many upon reading this book may believe that the key issue is George and Lennie, but in fact this novel raises many questions about discrimination and loneliness.

10 Mothers Day Quotes Reveal Why Moms Nag So Much

10 Mothers Day Quotes Reveal Why Moms Nag So Much Most mothers nag their kids. Maybe it is indoctrinated within a mom the day her baby is born. Or maybe she picks up the habit of constantly advising her child, which takes the tone of nagging when it becomes repetitive. Nagging mothers usually had their own mothers nagging them when they were young. While many mothers believe that all mothers try to reinforce beliefs, values, and discipline through repetitive advice, this form of communication usually goes kaput once the child attains teenage. So Is Nagging a Bad Habit? In a 2015 study conducted by  the University of Essex in England, researchers, who studied that habits of over 15000 teenage girls, found that teenage girls were more likely to avoid teen pregnancy, and less likely to remain unemployed if they had nagging moms to push them harder. Many teenagers who had a higher rate of success in their careers, had a nagging mom to back them.   However, many counselors and child psychologists will tell you that nagging does not help the child to improve his or her behavior. If anything at all, it will only make the child not take onus for his actions. Teaching has to allow the child to learn on his own, without being told to do the right thing. So, the long-term effect of nagging is stress for the mother and poor character development for the child. Beneath Every Critical Word, Is a Mothers Genuine Love True, mothers nag at times. But look at it this way. Would you rather have her ignore you? Would you prefer that she looks the other way when you are walking down a wrong path? You may not like her constantly reminding you of your responsibility, but dont underestimate her love for you. Beneath every word of caution, advice, or criticism is a layer of protective love. She wants you to be happy, successful, and healthy. She is concerned about your wellbeing and spends every waking hour thinking of ways to improve your life. So, if you have a critical mother, dont be annoyed with her. She is, after all, your best friend. Make Your Mother Proud. Its Easy to Please Her. You dont need rich, expensive gifts to please her. All you need to do is follow her advice and be a good person. Respect her views, and understand why she has been tough on you while growing up. Mothers have a soft heart and they are easy to please. Appreciate her hard work, and her sacrifices. Your words of appreciation and your undivided attention is all she wants to know that she is loved. Here is a special collection of Mothers Day  quotes for our boldest and gentlest mothers. If you cant say it with words, say it with these quotes. Oscar WildeAll women become like their mothers. That is their tragedy. No man does. Thats his. RajneeshThe moment a child is born, the mother is also born. She never existed before. The woman existed, but the mother, never. A mother is something absolutely new. Agatha ChristieA mother’s love for her child is like nothing else in the world. It knows no law, no pity, it dates all things and crushes down remorselessly all that stands in its path. Helen Hunt JacksonMotherhood is priced; Of God, at price no man may dare/To lessen or misunderstand. Barbara KingsolverIt kills you to see them grow up. But I guess it would kill you quicker if they didnt. Jewish ProverbGod could not be everywhere and therefore he made mothers. Abraham LincolnI remember my mothers prayers and they have always followed me. They have clung to me all my life. Mildred B VermontBeing a full-time mother is one of the highest salaried jobs... since the payment is pure love. Henry BickerstethIf the whole world were put into one scale, and my mother in the other, the whole world would kick the beam. Chinese ProverbThere is only one pretty child in the world, and every mother has it.

Certainty Essay Example for Free

Certainty Essay Essay Topic: Certainty Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints The Purpose of the Certainty of Objects Requirement – For a Trust to exist, A must: (i) hold a specific claim-right or power; and (ii) be under a duty to B not to use that claim-right or power for A’s own benefit (unless and to the extent that A is also a beneficiary of the Trust). In other words, for a Trust to exist, A must be under the core Trust duty. The certainty requirements for a Trust simply reflect the fact that A must be under a duty to B in relation to a specific right. The certainty of objects requirement ensures that: (i) A owes a duty to a specific person; and (ii) A’s duty is certain enough to be enforced. The certainty of objects requirement can sometimes be seen as an inconvenient obstacle that can trip up a party (A0) trying to set up a Trust. However, it serves a vital purpose: a court cannot enforce a duty unless that duty is adequately defined. This point is not peculiar to Trusts. For example, an agreement between A and B can only impose a contractual duty on A to B if it is satisfies a certainty test: the nature of A’s duty to B must be adequately defined. In understanding the certainty of objects requirement, it is important to ask what information the court needs in order to enforce A’s supposed duty to B. If that information is lacking, A’s supposed duty cannot be enforced; so A will be under no duty to B; so there can be no Trust. 2. Discretionary Trusts – A discretionary Trust is a form of Trust (see p 222-4 of the book): it can exist only if A is under the core Trust duty. Example 1a: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) at the end of 21 years, to pay any unspent part of the ? 00,000 and its income to Oxfam. A0 also stipulates that, during that 21 years, A can, if he wishes, pay all or any of the ? 100,000 and its income to all or any of A0’s children or grandchildren. In such a case, there is clearly a Trust: A is under the core Trust duty. And Oxfam is a beneficiary of that Trust: A owes the core Trust duty to Oxfam. A0’s children and grandchildren are not, however, beneficiaries of a Trust: A does not owe them the core Trust duty. Rather, A has a power: A can, if he wishes, give all or any of the money to all or any f A0’s children and grandchildren. 1 See eg G Scammell & Nephew Ltd v Ouston [1941] AC 251. 1 – A discretionary Trust is a particular form of Trust: it exists where A, in addition to being under the core Trust duty, has a power to choose how to distribute the benefit of the right A holds on Trust. Example 1b: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to pay the money, in equal shares, to all of A0’s children and grandchildren. In such a case, there is clearly a Trust: A is under the core Trust duty. There is no discretionary Trust: A does not have a power to choose how to distribute the benefit of the ? 100,000. Rather, there is a fixed Trust: A is under a duty to distribute the benefit of the right held on Trust in a specific way. Example 1c: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) by the end of 21 years, to have distributed that ? 100,000 and its income, as A sees fit, amongst all or any of A0’s children or grandchildren. In such a case, there is a discretionary Trust. A does owe the core Trust duty to A0’s children and grandchildren; but A has a power to choose how to distribute the benefit of the ? 100,000. 3. Discretionary Trusts & Certainty of Objects: The â€Å"Any Given Person† Test Example 2: A0 transfers ? 100,000 to A subject to a duty: (i) not to use that money for A’s own benefit; and (ii) to invest the money prudently; and (iii) by the end of 21 years, to have distributed that ? 100,000 and its income, as A sees fit, amongst all or any of A0’s relatives. In Example 2, there seems to be a problem. A0 has attempted to set up a discretionary Trust. However, such a Trust depends on A being under a duty not to pay any of the money to a person who is not a relative of A0. But can a court enforce that duty? For example, let’s say A chooses to pay out ? 5,000 to X. Is there a meaningful test the court can use to decide if X really is a relative of A0? If not, a key part of A’s intended duty cannot be enforced; in that case, the intended discretionary Trust cannot exist. And, if that occurs, A will hold the ? 100,000 on Resulting Trust for A0 (or, if A0 has died, for A0’s estate). We can sum up this point by saying that, for a discretionary Trust to exist, it must pass the â€Å"any given person† test: a court must be able to tell of any given person (eg X) whether or not that person falls within the class of those to whom A is permitted to distribute the benefit of the right A holds on Trust. 2 That â€Å"any given person† test is often referred to as the â€Å"given postulant† test. In re Baden (No 2),3 the Court of Appeal considered whether a discretionary Trust for A0’s relatives could pass that test. 2 3 See per Lord Wilberforce in McPhail v Doulton [1971] AC 424 at 456. [1973] Ch 9. Stamp LJ held that the discretionary Trust was valid. His Lordship reached that conclusion by taking a very narrow view of relatives as including only A0’s statutory next of kin (ie those close relatives specified by statute as being able to acquire A0’s rights if A0 dies without making a valid will). 4 Sachs and Megaw LJJ took a much broader approach to the term â€Å"relative†, defining it as anyone sharing an ancestor with A0. 5 That definition seems to cause a problem: if X claims that he and A0 had the same great-great-great-great-great grandmother, can the court really test that claim? Sachs and Megaw LJJ both dealt with that point by saying that the onus is on X to prove that claim; until X does so, it must be assumed that X does not share an ancestor with A0. 6 The approach of Sachs and Megaw LJJ (assuming X is out of the permitted class, unless and until X can show otherwise) seems to make the â€Å"any given person† test redundant. For example, if A0 tries to set up a discretionary Trust in which A has a power to distribute the benefit of a right to anyone who is a â€Å"good person†, we might expect A0’s attempt to fail: there is no way for a court to tell if X is or is not a â€Å"good person†. However, on the approach of Sachs and Megaw LJJ, we could instead say that the discretionary Trust is valid – it is just that, if X cannot prove he is a â€Å"good person†, it will be assumed that he is not such a person. It seems that neither Sachs LJ nor Megaw LJ wanted to leave the law in such a way as to permit there to be a discretionary Trust in favour of anyone who is a â€Å"good person†. So each judge added a further certainty requirement. Sachs LJ stated that the class of those to whom A can distribute the benefit of A’s right must be â€Å"conceptually certain†: that is, it must be possible to come up with a definition of the class. Practical, evidential problems as to whether X is or is not within that definition can be dealt with by applying the simple rule that X is out of the class until he proves otherwise. So the â€Å"good person† discretionary Trust will be invalid as there is no clear way of defining that term: it is conceptually uncertain. In contrast, whilst it may be difficult, or even impossible, to tell if X is or is not a relative of A0, that evidential uncertainty will not defeat the discretionary Trust. Megaw LJ added a different requirement, stating that a discretionary Trust can only be valid if there are a â€Å"substantial number† of people who are clearly within the class to whom A can distribute the benefit of A’s right. 8 Again, that requirement can be used to mean that a â€Å"good person† discretionary Trust is invalid, whereas a â€Å"relatives† discretionary Trust is not. The extra requirements imposed by Sachs and Megaw LJJ do not assist in fulfilling the purpose of the â€Å"any given person† test: making sure the court can tell if A distributes the benefit of the right to a person outside the permitted class. It may be that each requirement instead aims to ensure that the discretionary Trust makes some practical 4 5 [1973] Ch 9 at 28-29. Ibid at 21-22 (following the lead of the first instance judge, Brightman J). 6 Here, again, the lead of Brightman J was followed. 7 Ibid at 20. 8 Ibid at 24. 3 sense: for example, if it is not possible to give a conceptually certain definition to the class, it may well be that no-one can show he is within that class. Megaw LJ’s requirement for a â€Å"substantial number† to be within the class is of course quite vague: the point seems to be that, for a iscretionary Trust to make sense, A must have a genuine choice to make as to who will receive the benefit of A’s right. However, that point is not always correct: for example, the discretion in a discretionary Trust could come from A having a power to decide how much of the benefit of A’s right a particular individual should receive. 4. 4. 1 Discretionary Trusts & Certainty of Objects: Further Tests The â€Å"full list† test? At one point, it was suggested that a discretionary trust could be valid only if the court could draw up a full list of the people to whom A is permitted to distribute the benefit of a right. On that view, in Example 2, a discretionary trust would arise only if it is possible to draw up a full list of A0’s relatives. However, in McPhail v Doulton, the House of Lords rejected that view. 9 It was based on the idea that, if A failed in his duty to distribute the benefit of the right, a court would have to step in and decide how to distribute. And, to avoid favouring any one person, the court would have to order equal division of the benefit of the right amongst all members of the class. On that view, a discretionary trust would become, in effect, like the fixed Trust in Example 1b: so a full list would be necessary. In McPhail v Doulton, Lord Wilberforce pointed out that, if A fails in his duty to distribute the benefit of a right, a court does not have to order equal division. 10 After all, such equal division could be one of the worst ways of distributing the benefit of a right: for example, splitting up a fund of ? 100,000 equally among 1,000 people would mean that no one person gains a substantial benefit from the discretionary trust. So, given the other means by which the court can step in to execute a discretionary trust, there is no need to apply the â€Å"full list† test. 4. 2 The â€Å"administrative workability† test The fact that a court may need to step in and execute a discretionary trust does not mean that a discretionary trust must pass the â€Å"full list† test. Nonetheless, it may have some impact. For example, if the terms of the attempted discretionary trust mean that there is no sensible plan a court could adopt to execute that supposed trust, then A0’s attempt to set up a discretionary trust must fail. This point may explain the (rarely relevant) â€Å"administrative workability† test. 11 9 [1971] AC 424. Ibid at 456-7. 11 That test is referred to by Lord Wilberforce in McPhail v Doulton: [1971] 1 AC 424 at 457. 10 4 For example, in one case,12 A0 (a council shortly to disappear as part of a reorganisation) attempted to set up a discretionary trust (of a large sum of money) for the benefit of all the former residents of the area covered by that council. The class of people to whom A could distribute the benefit of its right would thus include over 2 million people. It was found that the council’s attempt to set up a discretionary Trust failed: the planned Trust was â€Å"administratively unworkable†. The problem here may be that, if A fails to perform his duty to distribute, the court will have to step in. And is there any sensible way order a court could make to distribute the benefit of A’s right? We have to bear in mind the need for a court to avoid making the type of contentious political decision which it is ill-suited to make and which may cause resentment. 3 Of course, in most cases, no such problems arise: the â€Å"administrative workability† test rarely prevents an intended discretionary trust from arising. This explanation of the â€Å"administrative workability† test explains why it applies to discretionary trusts but not to attempts to give A a power (as in Example 1a). If A chooses not to exercise a power to distribute the benefit of a right then, as A is under no duty to do so, a court does not need to step in and order some form of distribution. There is thus no risk of a court facing the dilemma that would arise if an administratively unworkable discretionary trust were allowed to be valid. 4. 3 The â€Å"non-capricious† test Although the â€Å"administrative workability† test does not apply to powers, that does not mean that powers are free from certainty tests. For example if A has a power to distribute the benefit of a right to all or any of a certain class of people then, as is the case with a discretionary trust, A is under a duty not to distribute outside that class. So, with a power as with a iscretionary trust, the â€Å"any given person† test applies:14 the power is only valid if a court can tell, should A exercise the power in favour of X, whether or not X is in the permitted class. Sometimes, when accepting a power, A also comes under a duty to act loyally and responsibly when considering whether to exercise that power. In such a case, for example, A (as is the case if A holds a right on a discretionary trust) cannot simply ignore the power: he is under a duty to members of the class of potential recipients to consider periodically whether or not to exercise the power. 5 In these cases, A can be said to have a â€Å"fiduciary power†: A is not just under the negative duty not to distribute outside the permitted class; he also has some positive duties in relation to the power. It has been held that A0’s attempt to set up such a power will fail if the intended power is â€Å"capricious†: if there are no sensible criteria A can apply in considering whether and how 12 13 R v District Auditor, ex p West Yorkshire MCC [1986] RVR 24 (noted by Harpum [1986] CLJ 391). For example, would the money be better spent on paying for a new school, or a new hospital, or new sports facilities? 4 See eg re Gulbenkian [1970] AC 508. 15 For a discussion of A’s duties in such a case see eg per Megarry V-C in re Hay [1982] 1 WLR 202, esp at 210. 5 to exercise his power. 16 This does not mean that, when giving A the intended fiduciary power, A0 needs to spell out what factors A should take into account. However, it does mean that if the supposed power is â€Å"capricious† (ie there is no sensible scheme A can come up with) then A0’s attempt to give A the power must fail. Two points are worth noting about this â€Å"non-capricious† test. First, if it is linked to A0’s attempt to impose a duty on A to act loyally and responsibly when considering whether to exercise a power, it must apply to an attempt to set up a discretionary trust: such a duty is a key part of a discretionary trust. Second, in practice, it is very unlikely that this test will present a problem: people rarely go round setting up bizarre powers that cannot be considered in a sensible way. 4. 4 The â€Å"one person† test Example 3: A0, an owner of a large number of paintings, dies. In his will, he instructs A (his executor) to allow â€Å"each of my friends† to purchase one of those paintings each, at half its market value. In such a case, A0 does not attempt to set up a discretionary Trust: A has no power to choose how to distribute his rights. Rather, each friend of A has a fixed entitlement. A0 is attempting to make a conditional gift: if X satisfies a particular condition (if he is a friend of A0) he has a specific right. Nonetheless, it may seem that there is still a certainty problem: how can A (or the court) tell if X is or is not a friend of A0? However, in re Barlow, the essential facts of which were identical to Example 3,17 Browne-Wilkinson J held that the conditional gift was valid. His Lordship noted that an attempt to set up a discretionary Trust for â€Å"friends of A0† would fail: applying Sachs LJ’s test in re Baden (No 2), the term â€Å"friends of A0† is conceptually uncertain. However, a conditional gift should be treated differently: if there was just one person who could clearly show he was, on any reasonable test, a friend of A0, that person is entitled to acquire one of the paintings. 8 The test applied in re Barlow has been criticised. However, it can be defended. If an attempted discretionary Trust (eg in favour of â€Å"friends of A0†) fails a certainty test, then someone who could have benefitted from A’s power (eg a clear friend of A0) will miss out. But, in any case, that person only had a chance of receiving a benefit; he had no legal guarantee. In contrast, if a conditional gift is found to be invalid when there is a person who definitely stands to benefit from it, that person is deprived of a definite entitlement: a right given to him by A0. Certainty. (2018, Oct 14).

Developing a small business Essay Example | Topics and Well Written Essays - 4000 words

Developing a small business - Essay Example However, Fair fast food forever gives the customers the imagery that it is a impersonator, always reproduction the food recipe also from coffee bar de carol; further additional, it suffered food quality manage and monetary unsteadiness. Upon the aspects of outside surroundings analysis, the Fair fast food has optimistic condition similar to increasing "Not cooking" youthful couples, economic slump period, food preference of younger and young people, its' ascendant position in Kowloon, and Hong Kong is an good-looking traveling metropolis will make additional opportunities for Fair fast food to expand. However, some outside impediments as usual disaster and keen opposition in catering manufacturing will ominously cumber its growth. If we analyzed then we come to know that the part of informative from meeting and analysis can with no trouble get that the Fair fast food eating place has been productively developing from one opening to 11 outlets nowadays due to their organization attitude that always follows the essential rules similar to mechanization, fast, and Utilization of good resources; further additional, its organization Concent... Introduction Small Business, in the UK business that is separately owned and operated, is not leading in its field of operation and can meet the criteria under criteria about figure of employees, average yearly receipts or other decisive factor as outlined by the UK Small Business Management (www.motorola.com). According to the expert analysis running a one-person business is a original, flexible and demanding way to turn out to be your own superior and chart your own prospect. It is about creating a life, as it is concerning creation a living. It takes bravery, determination and forethought to decide to turn out to be an entrepreneur. From the comparatively secure cocoon of the business world, where paychecks reach your destination frequently, you will be venturing into the unchartered country of business. This account covers the inside that analysis of the Fair fast food eating place is how to productively operate and stay alive in the competitive market as a small business starter. Company Profile This research focused on this truth that the primary Fair fast food eating place was recognized in December 1991 in Chung on Street, Tsuen Wan, registered capital of the occasion was HK$5 millions and the whole amount of the employees was 57. The second eating place was opened five years afterward in 1996 in Fuk Wing Street, Sham Shui Po, the total quantity of the staff at that time has been greater than before to 86. Fair prolonged rapidly since then mounting from 5 restaurants to a sum of 11 in 1998, portion over 10,000 clientele daily. Fair fast food eating place is principally busy in service a chain of fast food restaurants in Hong Kong and the People's Republic of China beneath the

Strategic Management Practice Assignment Example | Topics and Well Written Essays - 4750 words

Strategic Management Practice - Assignment Example The strategic management practice has been analyzed with respect to the operations of the Virgin Trains. This required an analysis of the external and internal environment of Virgin Trains. The external analysis has been carried out using the theoretical frameworks of PESTEL and Porter’s Five Forces. The internal analysis takes into consideration the availability of resources and the core competencies of the company. This analysis has helped in addressing the strategic issues faced by the organization. The strategic management practice has helped the company to design an appropriate course of action in order to attain the organizational goals. The strategies also include monitoring of the performance of the company and address the gaps on a continuous basis using a balanced scorecard to achieve the goal of the organisation. Introduction The report involves an application of the strategic management practice in case of Virgin Trains Company of UK. The background information on Virgin Trains has been presented below along with the theoretical framework of strategic management practice in organizations. Company Background: Virgin Trains Company Virgin Trains Company is jointly owned by the Virgin Group and the Stagecoach. Virgin Group holds the majority share with 51% stake in the company whereas Stagecoach holds a share of 49% in the company. The company has been providing train services in the Intercity West Coast region for the last 16 years since 1997. The company operates and provide long distance passenger train services in the routes of western part of UK. The trains run from the areas of Greater London towards the stations of North West England, West Midlands, Scotland and North Wales. The train services of the company cater to a cumulative population of 18 million people in various cities of UK. The various cities connected by the train services of the Virgin Train Company are London, Manchester, Birmingham, Edinburgh, Glasgow, etc (Virgin, 2013). The Virgin Group was awarded to own the operations of the Intercity West Coast in 1997 after beating Stagecoach and Sea Container. In 1998, the Virgin Group sold 49% of its stake to Stagecoach. After getting the contract to run passenger train services from London to the western parts of UK through the Intercity West Coast franchisee, Virgin Trains implemented its work of upgrading the rail tracks and networks in the western coast so that the train speed could be increased to 140 miles per hour. However, due to the suspension of the contracts by the management and subsequent cash outflows for the planned project, the up-gradation work was reduced to attain a speed of 125 miles per hour. In 2005, the first stage of up-gradation work was completed and the Virgin group published its train time table with the frequency matching speed of 125 miles per hour. The subsequent development work for the rail networks in the western coast was continued by the Virgin Rail Group and in 2009; the n ew high frequency timetable for

Smokers in Great Britain and USA Essay Example | Topics and Well Written Essays - 500 words

Smokers in Great Britain and USA - Essay Example -  Smokers from most provinces have been issued with rights that assist them in their consumption provided that they adhere to the set laws. -  Most of the rules prevent smoking in public places where there are secondary casualties and do not target the smokers directlyb)  Social perspective-  The country has friendly laws on smokers; hence, reducing the rate at which they are being referred to as social outcasts.-  Despite round 11% of the population agreeing to smoke daily, they were not referred to as social pariahs due to adherence to rules and lack of anti-smoking campaigns.C.  COMPARISON BETWEEN UK, US AND CANADA (Crystal, 2012; Bullard, 2013; Thestar.com, 2015)a)  Rights-  Canada has different civil rights as compared to the U.K and U.S that can be observed in the smoking sector; hence, smokers in Canada are less likely to be referred to as outcasts.-  There is the presence of friendly rules in Canada that do not contribute to the diminishment of smokers' rig hts unlike in the U.K and U.Sb)  Social perspective and media coverage-  Canada has positive media coverage on smoking unlike in the U.S and U.K whereby there is an increase in anti-smoking media campaigns.-  In the U.s and U.K, the media covers smoking in terms of health and negativity but in Canada promotes smoking.D.  CONTRAST BETWEEN THE UK, US, AND CANADA (Crystal, 2012; Bullard, 2013; Thestar.com, 2015)a)  Percentage of smokers -  The U.K has more than 24% of the population being involved in tobacco consumption while the U.S has an average of 20% compared.

Learning Styles In Classroom

Learning Styles In Classroom English language is really considered as a significant language since it has been used for communicating worldwide. Therefore, learning English is very common in many countries and language learning styles are used by students in globalization. Language learning styles are the main factors that help decide how the students learn a second or foreign language. A foreign language is a language studied in an environment where it is not the major vehicle for daily communication and where input in that language is classified (Rebecca, 2003). In an article by Mulalic et al. (2009), students learning styles have been unnoticed as an irrelevant module in the learning process. Apparently, once lecturers become aware that different students learn various styles, they try to accommodate those learning styles in the classroom. When looking into lecturers teaching practices, it is possible to understand that the majority of the lecturers are not sensitive with their students learning styles. The problems occur when lecturers are not aware of the significance to create and explore learning styles. According to Felder (1996), how much students learn in the class is determined partially by the students ability and prior preparation, and the capability of their learning styles and the lecturers teaching styles. More specifically, Godleski et al. (1984), the students tend to be bored and inattentive in class, do poorly on tests, get discouraged about the course, and may conclude that they are not good at the subject of the course and give up. In a research by Izzo (1980), confirmed that the size of class is an important physical factor which influences the choice of method, decreases the amount of individual attention that the teacher gives to each student. However, she argued that small classes are preferable for language learning and correlated significantly with language achievement. In a research study by Tan (2008), identified EFL learners main writing difficulties by analyzing the nature of their writing errors. The prominent causes of the errors were attributable to limitation of vocabulary size, low grammar understanding and obstruction from first language. In the finding of the study, six appropriate instructional strategies were suggested so that teachers can adopt a more effective approach to enhance students writing proficiency such as learning words, teaching of fundamental sentence structure, showing reading method, correcting error and class meeting, understanding of L1 interference, and writing incentive. Since English language has been introduced in Cambodia, EFL students learning styles have adapted to the language acquisition. In the past students were likely to get knowledge through listening to the teachers while teachers lacked specific training about teaching methodology. The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Consequently, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable and enjoyable with having things which are written on the whiteboard in order that they can write them down and study at home. Hopefully, they hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. 1.2 Problem statement Without recognizing proper learning styles, students seem not to achieve better results in their academic performance. Furthermore, students are less likely to improve their language acquisition very quickly, as they do not know the effective learning styles. In spite of the variety of academic courses which the university students take in English, and the tough efforts universities and lecturers apply to develop students language skills, the students language performance, unfortunately, has been tedious. This could be recognized to the different learning styles and habits used by students in studying English, including preferring having things written on the whiteboard to listening to the lecturers explanation, nervousness of speaking in classroom, preferring grammar translation form first language to second language while learning English language and preferring working individual and personally to working in groups. Pedagogically, most of the lecturers practice traditional teachin g method, grammar translation method form first language to second language while teaching English language. The final noticeable problem is that large classes pose some significant challenges in class room setting and reduced effectiveness of classroom management. 1.3 Objectives of the study This study aims specifically to identify the learning styles which are used by Cambodian private university students in their learning of English as a foreign language in the classroom. More interestingly, this study intends to explore the reasons why Cambodian university students use different styles in their learning English as a foreign language. 1.4 Research questions This research aims to investigate the effective factors in learning English as a foreign language. The following research questions can be formulated for the study below. 1. How do Cambodian university students describe their learning styles used in learning English as a Foreign Language? 2. Why do the students use different styles in their learning English? 1.5 Significance of the Study As a part of educational development, this study is significant for four reasons. First, exploring students learning styles in English in Cambodian higher education will help improve students language acquisition. Second, the study will shed light on the effective learning styles of EFL successful Cambodian university students, which can be used as a model of learning English. Third, this research will help to contribute to the usefulness of appropriate vocabulary teaching and learning techniques in order to promote vocabulary acquisition, particularly in EFL Cambodian context. In addition, from a methodological perception, it is also hoped that the findings from this study will be useful for providing meaningful suggestions for overcoming the problems that may arise regarding the learning styles of students and how to accommodate various learners in EFL classroom. 16 Definition of key terms In an attempt to better understand this study, some key terms are defined as follows. EFL students learning styles mean techniques, behaviors, actions, habits and steps employed by learners learning English as a Foreign Language to improve and develop their different language skills: speaking, listening, reading, and writing. Moreover, the term learning style refers to the general approach preferred by the student when learning a subject, acquiring a language, or dealing with a difficult problem (Oxford 2001; Reid 1998) 1.7 Proposed Chapter This paper will be chronologically composed of five main chapters. Chpater1is the introduction, consisting of background of the study, researcher problem, research objective, research question, significance of the study, and definition of key concepts. Chapter 2, literature review, which discusses on the problems and solutions of the study. Chpater3, methodology, which consists of research design, participants, method, instruments, tools data collection, data analysis, ethnical consideration, strengths and limitation of research. Chapter 4, discussion and findings of the study, analyzing the data collected from the interviews. Chapter 5, conclusion and recommendation, summarizing the problems and findings of the study and suggesting some strategies to help improve the weaknesses. Moreover, these five chapters are followed systematically by references and appendices. CHAPTER2 REVIEW OF LITERATURE 2.1. Defining learning styles In a study by Aqel Mahmoud (2006), determining the learning styles of An-Najah National University students used in their learning of English as a foreign language. Consequently, the result of the findings suggested a variety of teaching English styles, including asking students to change their seats in classes, introduction of creative activities and the use of audio-visual aids, which suit learning styles used by students in their learning of English. Moreover, the researchers recommended the introduction of computer as a necessary course in Department of English and Teaching Methods Department which give its successful task in making students rely on themselves to develop their language proficiency. Also, the researcher proposes that a study should be conducted at other universities to discover the learning styles which are used by students in the learning of English and the relationship between these styles and students personality. In the article by Marin (2003), the focus of the investigation was on the language learning styles appearing that students face language difficulties with great achievement but with little efforts. However, other students faced these difficulties with a little success and satisfaction. Also, this article proved that each learner had his/her good way of learning through his/her culture, educational background and personality. Heffernan (1999) as cited in Aqel (2006), determined that many studies on language learning styles applied and gained differently base on motivation and outcome, level of language , years of learning language, teaching methods, difficult content, and students background and sex. He also added that successful language learners use various styles in learning language, and the teacher can help in increasing learning styles through teaching strategies that probably help weak students to choose the appropriate learning styles for dissimilar educational tasks. 2.2 Learning styles in classroom The classroom still remains a good and comfortable place for students in learning their language. Specifically, students learning styles have to be taken into account while teaching English. in a study by , (Haynes, 2001), the language learners use certain styles, especially in their mother tongue while learning their language, and these styles are transferred when they learn a foreign language. Similarly, several studies (Oxford 1993; OMalley and Chamot, 1990) showed that students of languages used various learning techniques such as memorization, repetition, and imitation, development of positive feeling to language and application of information. In a study by (Hayes, 1997; Strevens, 1978; Harmer, 1983), large English classes are often related to lack of control and concentration, disruption, classroom interaction, particularly lack in the ability to speak English fluently. Moreover, overcrowded class is one of the constraints on effective teaching and learning. Also, large classes reduce teachers attention, produces real physical discomfort and distraction that negatively affect learners attitudes towards their learning. Bloom (1976), creating opportunities for small class group work which helps each other and proves to be a useful way to motivate students and correct errors. He also believed that the size of the group is one of the main elements which influences in language learning. In dealing with the problems associated with large classes, Nnaji (1991) proposes tutorial classes as a solution to help reduce the menace of large classes. She believes that tutorial classes should be used to curtail the shortcomings of large classes. According to her, tutorials are discussion sessions where the teacher and his students talk to each other and express their views on topics they did not fully understand The learning style of Cambodian students is typically memorization at the expense of realistic purpose. Therefore, they would rather learn grammar and reading than on listening and speaking. Specifically, most Cambodian learners feel more comfortable with having things written on the whiteboard in order that they can copy them down and study at home. They hope to get handouts of summaries or lecture outlines. On the other hand, some Cambodian learners reveal that they face a lot of pressures of how to adapt the new cultural environment and how to get on with their peers in class. Some feel lonely because the ways they dress or talk are so different. (Nguyen 2001) However, a number of personality characteristics have been associated with successful language learning. These include being willing to take risks (Ruben 1979 as cited in Willis 2001), having self-confident (Heyde as cited in Freeman and Long 1991), and being interested (Ellis and Sinclair as cited in Willis 2001) 2.3 Vocabulary learning In learning a foreign language, vocabulary plays an important role. It is one element which is associated with the four skills, namely speaking, listening, reading and writing. In a research article by Mohd et al. (2009), investigated the evaluation learning vocabulary strategies of undergraduate EFL learners and its relation to the learners vocabulary size. There are five various categories of vocabulary learning strategies such as determination, memory, social, cognitive, and metacognitive. Consequently, the findings of this study led to some suggestions to improve students vocabulary learning, developed their vocabulary size, and enhanced their English learning. As for the case of EFL Cambodian classrooms, Keuk (2009), found in his study that most teachers practical habitual teaching methods such as vocabulary translation from L2 to L1. Accordingly, students are taught to memorize chunks of English language with mainly focused on grammar and vocabulary. Maghsodi et al. (2010), reading should be encouraged either inside or outside class because it is the most important tool which helps provide learners with the vocabulary acquisition. It is believed that the more learners are exposed to new words, they more they are likely to remember them. In a study by Minji (2008), explored which vocabulary instruction is more helpful for learning English vocabulary. Consequently, each instructional approach is required to examine, review, and integrate to determine the usefulness as a whole. In the light of the major findings of this study is that vocabulary instruction is effective overall for EFL learners even though there are some instructional approaches which are not related to effective learning. According to National Reading Panel (2000), helped determine the effective implications of vocabulary instruction for first language learners, including teaching vocabulary both directly and indirectly, repetition and multiple exposures to vocabulary items are important, restructuring vocabulary tasks, and entailing active engagement in learning tasks for vocabulary tasks. 2.3 Grammar learning Grammar is viewed as an essential element for communication to take place because it shows how language is used. According to Larsen-Freeman (1997), the misunderstanding of the role of grammar is attributed to the fact that it is always viewed to be governed by fixed rules. As for the case of Mat et al. (2010), proving the various between the methodological expectations and the learners in contrast to the actual teaching methodology followed by their instructors. More significantly, this research article focuses on the five aspects medium of instruction, grammar instruction, instructors as model, and the usefulness of drilling, mimicry and memorization, and the use of educational tools, pertaining to the foreign language methodology. In the light of the finding of the study, a serious discrepancy between students expectations and their classroom reality in terms of how grammar is instructed. Also, grammar rules should be explained and that grammar should not be taught explicitly. 2.4 Reading styles Reading involves a variety of factors which may have an impact on learners reading ability. Weaver (1988) defines reading as the process of constructing meaning through the energetic interaction among the readers existing knowledge, the information recommended by the written language, and the situation in reading context. In a study by (Miller Yochum, 1991; Donnell Wood, 1999), maintained that the reading difficulties students face may be related to inaccurate knowledge of the reading process, lack interest and motivation, fluency, concept density, organization, and difficult vocabulary. Comprehension or reading strategies show how readers conceive of a task, how they make sense of what they read, and what they do when they do not understand. In short, such strategies are processes used by the learner to enhance reading comprehension and overcome comprehension failures (Singhal, 2001). In a second language study, Hosenfeld (1977) used a think-aloud procedure to identify relations between certain types of reading strategies and successful or unsuccessful second language reading. The successful reader, for instance, kept the meaning of the passage in mind while reading and skipped less important words but the unsuccessful reader lost the meaning of the sentences when decoded and seldom skipped unimportant words. 2.5 Speaking styles Speaking is a key to communication. It is the productive skill in language learning, which places a great demand on students logical and critical thinking. In the article by Widiati (2006), discussed problems in the teaching of EFL speaking, activities normally practiced, materials commonly used in EFL speaking classes, and assessment of oral English proficiency. Based on the finding, Indonesian learners frequently have not achieved a good level of ora1 English proficiency. For example, Mukminatien (1999) showed that students of English department have a lot of mistakes while speaking. The mistakes consist of pronunciation, grammatical accuracy, vocabulary, fluency, and interactive communication. Likewise, Ihsan (1999) found that students are likely to make errors, including the misuse of parts of speech, syntactical construction, lexical choice, and voice. Ihsan et al. (1999 as cited in Eyiyuliwati 1997), showed that students had difficulties in using grammar and in applying new vocabulary items in speaking class. When the ability to speak English is a very difficult task regarding to the nature of what is included in speaking. Not all of the students in an EFL speaking class have the bravery to speak. Many of the students feel nervous in a speaking class and some are likely to keep silent. In the research by Padmadewi (1998) proved that students attending a speaking class often felt anxious because of demands from the speaking tasks requiring them to do presentation individually and spontaneously within limitation of time. While Tutyandari (2005), stated that students keep quiet due to the lack of self-reliance, prior, knowledge about topics, and poor relationship between teacher and learner. In order to deal with students limited knowledge, she recommended speaking teachers make active the students prior knowledge by asking questions relating to topics under debate. Also, she suggested that students self-esteem can be improved and their nervousness reduced by asking them to work in small gro ups. To achieve a higher quality of the teaching of EFL speaking and to improve the speaking skill of Indonesian EFL learners, Mukminatien (1999), suggested teachers give their learners more adequate input for acquisition in the classroom and push them to use English either in or outside the classroom. More specifically, Citraniugtyas (2005) stated that a silent speaking class can be made more active by assigning tasks which develop students critical thinking skills. Purjayanti (2003) found presentation to be helpful to encourage students to communicate ideas in their fields of study. She added that through presentation and its preparation students were able not only to practice speaking, but also to search for materials and deliver them in a planned way. Small group discussion is an additional activity that can be conducted in EFL speaking classroom. Its aim is to facilitate learners to be participated actively in a discussion concerning with students limited number. In a study of Murdibjono (2001) demonstrated that discussing in small groups is an effective activity so that students have more time to practice speaking with their classmates. 2.6 Listening styles Listening is a critical element in the competent language performance of EFL university students. Therefore, listening comprehension is an important sill, as well as prerequisite for oral proficiency. In the study of Goh (1997), difficulties to listening compression can be divided into person knowledge and task knowledge. The obstacles of person knowledge are: the limitation of vocabulary, idiomatic expression, kinds of input with new structure, fast speech. While the task knowledge related to new vocabulary, various local accents, speech rate, the interest and purpose of listening, existing knowledge and experience, physical factors, and the length of sentence structure. However, he suggested two strategies for helping learners become better listener. The first is direct strategy; it aims at increasing perceptions. Learners L2 can improve the listening by practicing perceptions sound, content, pronunciation of new words, words, and intonation features. The second is the indirect str ategy; its aim is to improve knowledge about speakers, tasks, and strategy According Hann (2000), the use of ineffective learning strategies of learners may affect their listening comprehension and learners experience. Various kinds of listening comprehension may cause some problems due to the inadequacy of the message from factors relating to the speakers speech, and to the learner proficiency in listening comprehension. Furthermore, it was found that EFL learners are poorly equipped with effective listening strategies, skills, activities. To help better improve the listening comprehension, in a study by Wen-sheng (2007), conducted in China, listening is very crucial input, but many of the students in Chaozhou Normal College, Hanshan Normal University, and Chaozhou Guangdong were upset with listening. In the finding of the study, there were a lot of significant listening techniques which were neglected by teachers. However, a researcher suggests that more listening strategies should be taught in classes and teaching plan is given. 2.7 Writing styles In the article by Hafida (2010), conducted in Tlemsen, Algeria, analyze both the university requirements for the English academic degree in Algeria, and students needs so as to improve a pedagogical framework that would respond both exigencies. In the light of finding of the study, the researcher recommended the implementation of a strategy such as based writing curriculum for EFL university students that would develop their strategic competence and consolidate their linguistic knowledge. Since the Chinese students poor communicative ability in oral and written English, there is a concern in English teaching and learning in China. In the article by Yan (2006) explored a successful method so as to develop students speaking ability. As a result of the finding, Scenario-based Learning, two reflective models are introduced to improve the oral and writing in English. Scenario-Based Learning (SBL) is a structured method for figuring out some issues impacting the lives of specific individuals or groups of individuals. Also, It confronts students with an important context based on real life situation which requires them to take part in an imagined series of events. In the study by Osman (2010), investigates the difficulties faced by beginner academic writers and proposes recommendations to help these writers to be better collaborative writers. In the finding of the study, beginner writers have difficulties during their collaborative writing, including inability to work with their partners, poor language proficiency, poor research skills, having limited time to discuss, lacking ideas, facing stress during collaborative writing, ; therefore, it is suggested that the university and the lecturers should provide them with the opportunities of (1) providing intensive reading program ; (2)teaching interpersonal skills; (3) teaching time management; (4) providing pre-collaborative writing sessions; (5) providing pre-collaborative writing sessions ;(6) and providing teacher/ peer assistance According to Bereiter and Scardamalia (1987) as cited in Rouiller (2005), writing generally suffers from lack of interaction that stimulates oral production in conversation. However, to ensure successful learning, Lam Wong (2000) as cited in Lourdunathan Menon (2005), believe that learners should demonstrate appropriate cooperative behavior and peer support. It is necessary because some students have difficulties in organizing their ideas and are weak in English language as well. This can hinder them from participating in their collaborative work. CHAPTER 3 METHODOLOGY 3.1Research design Since the intent of this study significantly focuses on a private university in Cambodia, the researcher will employ a case study exploring the learning styles of EFL Cambodian university students. As a qualitative research approach is used, the case study will be employed in this study to explore the learning styles of EFL Cambodian university students. The case study method tends to systematically investigate an event or a set of related events with the specific aims of describing and explaining this phenomenon. (Berg, 2009) 3.2 Participants This is a case study which explores the learning styles of Cambodian university students. The participants of this study will be selected from one private university in Phnom Penh. The sample will consist of 6 students, who are studying English Literature in that university. Also, the researcher will choose both female and male students. Before conducting interviews, the researcher will make an appointment and notify the reasons of visit to the Rector of University. 3.3 Instrument With the purpose of getting trustworthy information, unstructured interview, informal conversation and participant observation will be used in order to obtain reliable data. Interviews will be tape-recorded and open-ended questions (see below appendix for details). In addition to the above interviews, class observation will be useful tool to obtain data. The observation checklist will basically focus on students learning styles both in classroom and outside classroom. 3.4 Data Collection Since the qualitative data collection procedure requires the research to immerse completely in the nature setting, the researcher will carry out unstructured interview after observation and taking notes. The interviews will consist of open-ended questions and tape-recording (see Appendix below) for the details. Prior to carrying out the interviews, the researcher will ask permission from university rector and students. The researcher expects each interview will take around 50 minutes and occur in the university or outside the university. The options for selecting site for interview will be provided for the participants because it helps reduce the participants difficulties. Moreover, the study objective will be verbally informed to participants before conducting interviews. With permission from participants, the researcher will use tape-recording to record the whole interviews. The researcher might ask different participants to answer the questions based on their preference. The resea rcher will personally observe English students using participant observation techniques. The observation will basically focus on students learning styles in classroom. The students will be asked to provide their responses about the learning styles of EFL Cambodian university students based on their ideas. The observational protocol will include the descriptive activities in the setting and reflective ideas from the researcher. Besides these observations, informal conversation will be made with participants in order to obtain deeply their perceptions about language learning styles. The researcher may take a few brief notes in the field setting but take notes of teaching techniques and behaviors after observation. 3.5 Data Analysis The researcher will organize and prepare the data for analysis as soon as the data has been collected from the participants. Then the researcher will spend lots of time reading all data and listening to tape recording in order to delete the irrelevant information. Next, the researcher will code the text to categorize the data. Moreover, relationship of data will be identified to interpret the meaning of data collected. Finally, in order to ensure the reliability and validity of data, the researcher will try to reread the data and ask researcher team to check the information. Moreover, matrixes and graphs will be specifically presented. Therefore, they will visualize the difficulties of Cambodian EFL students learning styles 3.6 Ethical Consideration To successfully conduct this study, the researcher will take into consideration about some safeguards. First, the consent form will be given to the participants to sign if they really agree to join in the study. Second, the purpose of this study will be clearly informed to participants in order to build mutual understanding and rapport. Third, the researcher will profoundly tell the participants that their participation will be voluntary and stopping from interviews will be the participants choice. Finally, the researcher will keep data collected in secret place which no one besides researcher will have access to get it. Furthermore, I will bring together the names of participants but keep them confidential. Personal identifiers will be released to the public in a way that protects the identification of participants. 3.7 Limitation of Research This study is guided with the following limitations, which affect the generality of the finding. First, the study only focuses on university English students in Department of English. Second, the study may be limited in its analysis or generality as it will be conducted in one Cambodian private university, in which 6students will be selected. Third, since this study will mainly explore only important learning styles, some points might be ignored. However, the purpose of this study is not to provide the broad generalization but to explore the learning styles of Cambodian university students in a private university in Phnom Penh. Therefore, the above-mentioned compounding circumstances might limit understanding and evaluation; however, these are generally overwhelmed and controlled by the research design.