Hans Delbruck is one of the most insightful theorist of the 20th Assignment

Hans Delbruck is one of the most insightful theorist of the 20th century - Assignment Example That is why the German historian Hans Delbruck became the voice of professional military history. His family and educational background had a tremendous influence on his interest in war and were key factors contributing to his writings on: ancient, medieval and modern warfare. Delbruck’s great works are not only for military men, but for those who know nothing about the military. Delbruck came from a household of educated parents and political influences. Family, political influences and education became the key factors that developed his personality. Hans was born in a bourgeois family; his parents gave him an opportunity to become an educated person. As a rule, historians apply two terms in order to characterize Delbruck’s family – â€Å"typical† and â€Å"extraordinary.† On the one hand, it was a typical bourgeois family. On the other hand, it gave the world a historian with extraordinary skills. The would-be historian studied at two educational institutions – Bonn and Heidelberg. Here he got the basic knowledge for his future researches. Being a soldier gave Delbruck an opportunity to participate in Franco-German War. After this event young Hans became Prince Waldemar’s teacher. Getting in touch with the German imperial family, participation in war and education influenced Delbruck’s point of view upon life. War contributed to his interest in military issues. Soon Hans became a member of the German Reichstag. Before this he had been a professor of modern history and delivered lectures that were very popular among the students. Being a member of Reichstag Delbruck always opposed the policy led by the Prussian government; especially it concerned its dealing with the Poles and the Danes. It is necessary to stress that Hans Delbruck applied the analysis of battles in order to get information he needed. Thus, The Sachkritik of battle analysis helped Delbruck take previous accounts of engagements and measure those limits of geography, and military craft. These points were discussed in Hans’s book History of the Art of War in the Framework of Political History (1900). In this work Hans Delbruck emphasized the connection between the nature of policy and armies during the battle. The basis for the book became a minute analysis of the Sachkritik. It should be noted that Delbruck’s observation of battles made him popular, both positively and negatively. First of all, Delbruck discovered the major reason for defeats in wars. He proved that everything depends upon the number of soldiers. Hans’s analysis of the battles helped him to draw a conclusion that only the army with more soldiers has chance to win the war. Moreover, the theorist persuaded the public that the number of people in armies was always exaggerated in historical documents. These facts explained a lot of things and filled the gaps in military history of ancient times. As for the negative impact of the theor ist, he tried to persuade the public that military history is the branch of general history and it is necessary to do something in order to match them. However, this means that people studying history are expected to learn military history. In this case, students may conclude that arms, wars and battles are just common things in people’s life. This knowledge may have negative impact and give birth to wars and violence. The scientist gave the world much information about medieval knights. However, it turned to be rather controversial. Here Hans separated a knight from

Concept of Love Essay Example for Free

Concept of Love Essay Love is a complex emotion of attachment and sometimes obsession. It cannot be classified so easily, though; it cannot be stuffed into a social concept and left there. Some people search for what seems their whole lifetime for love, whereas others may seem to fall in and out of love on a regular basis. Of course, people can love many things, but the love between two people is unique and special. It is a feeling of trust and wholeness. Love is rarely defined because everyone experiences it differently. What one person thinks is love, another may think is craze or vice versa. How does one know he or she is in love? How is it possible to distinguish between the love of romance and the love shared between friends? In order to understand love, people need to first understand the two major types of love which can be described as romantic love and friendship love. People often define romantic love based on its difference from friendship love. Would you kiss your best friend? Perhaps, but it is not necessarily the things you do with your romantic partner that makes your love spark. Romantic lovers are usually on each other’s minds all the time. Couples make large life decisions based on their romantic partners because they cannot imagine life without those people. Romantic love guides a person’s mind and can sometimes cloud it as to what the right decisions might be. After all, romantic love can be extremely selfless. Friendship love can often turn into romantic love, as it has many times throughout history, but the birth of romantic love between friends will often kill the love of friendship. In other words, friends who become romantic lovers rarely can go back to being â€Å"just friends. Why is it that romantic love is so overpowering? The love of friendship can be very strong, but it is the emotional intensity of romantic love that forever changes the simplicity of the love between friends. Friendship love does not have all the same guidelines that romantic love seems to have. Each friend couple may have a unique kind of love between each other. Friendship love is best described as a warm feeling between people. Girlfriends may have different friendship love for each other than a male and female friend pair may have; the same for male friends. Male and Female friends may sometimes undergo a lot of pressure from other friends and family to turn their friendship love into romantic love, which doesn’t always work. There is a line that friends may cross over, and to know that line is to know the difference between romantic and friendship love. Friends have complete trust for someone and naturally want to be around him/her. People who love each other want to make each other happy; they want to be there as confidants, helpers, and company. Friendship love is often compared to the love between siblings as well. In many cases, a sibling is just as good a friend as any. Society will not accept romantic love between relatives, but friendship love is encouraged and an amazing aspect to have. Everybody experiences love in a different way and may not agree with the concepts that it is dealt with. In the end, it does not matter whether or not the kind of love someone feels fits into any category. Love is personal, and the important thing is, is that it makes people happy and feels cared for. Whether people have romantic or friendship love, love is meant to mean that it is an emotion of a strong affection and personal attachment, and a virtue representing all of human kindness, compassion, and affection.

The Media and Mad Cow Disease :: Argumentative Persuasive Topics

The Media and Mad Cow Disease Mad cow disease or Bovine Spongiform Encephalopathy is a disease that was commonly found in sheep until it recently crossed the species barrier into cows, where it began to infect people. At least that's what the media told us. Scientists like Joe Gibbs of the National Institute of Neurology in Bethesda, MD-on the other hand-are saying meat itself only carries a "minimal" risk of infection, and milk and dairy products are safe. Now for a little history on Mad Cow Disease: It was a disease prevalent in sheep for hundreds of years (Scrapie) and then it crossed the species border and appeared in cattle in Britain about 15 years ago where it is known as Bovine Spongiform Encephalopathy or BSE. Mad Cow Disease is just a nickname-the cows do not actually go mad. The British government just recently decided that it has crossed another species barrier and appeared in humans as a disease known as Creutzfeld-Jakob Disease or CJD. CJD is a fatal, degenerative brain disease which takes from 2 to 30 years to incubate. There is currently no cure and in 90% of cases the infected person will die within a year. In the past year ten British people have contracted a variant of CJD apparently related to BSE; eight have already died. The World Health Organization (WHO) produced a fact sheet on the risk of BSE in humans on March 26, 1996. Their main conclusion is that "if the measures taken in the United Kingdom...were being strictly implemented, the risk of...possible BSE transmission to humans, would be minimized." The media has something else to say about this issue. Warnings throughout local news broadcasts and newspapers were saying that Mad Cow Disease was a serious threat. One article I found on the Internet called Mad Cow Disease "much more serious than AIDS." The heavily footnoted article finished with the challenge: "Do not take my word for any of this. Go to the library; check out Agricola, Medline, Biosis, Cab Extracts, the on-line catalog, anything. Time is of the essence." The web site that published it was an independent student-run magazine from Cornell University in Ithaca, NY. It had been published in 1994, well before the crisis in Britain. It was written by Michael Greger who had been a junior at Cornell when he wrote it and is now a medical student at Tufts University School of Medicine.

Globalisation of Higher Education Essay

The term ‘globalization’ means integration of economies and societies through cross country flow of information, ideas, technologies, goods, services, capital, finance and people. Globalization is a process, which has affected many areas of human life, one of those being education. The effect of globalization on education bring rapid developments in technology and communications are foreseeing changes within learning system across the world as ideas, values and knowledge, changing the roles of students and teachers, and producing a shift in society from industrialization towards an nformation- based society. Globalization has a multi- dimensional impact on the system of education. It promotes new tools and techniques in this area like E- Learning, flexible learning, distance education programs and overseas training. The globalization of education is shaping young children of a country into ‘global citizens with a broad range of skills and knowledge to apply to a competitive information based society. Globalization also facilitates international collaboration and cross- cultural exchange. Globalization of higher education is a major concern for all societies. As the essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economic and culture. This paper will analyze the positive and negative impact of globalization on Higher education for developing countries. Effective education system is the foundation of opportunities to lead a decent life. One should ensure that all Children should have adequate access to education at all income level. The paper argues that education is a core element of society. The basic cause of global inequality is due to the difference in opportunities in education between different countries. People can only contribute and benefit from globalization if they are endowed with knowledge, skills, and values and with the capabilities and rights needed to pursue their basic likelihoods. The accuracy of the analysis is dependent upon the accuracy of the data reported by various people of the country. The result of this study will help all the sectors of the society to understand better, the culture, values and education system of other countries and facilitates its adoption. Educators can also use this result to bring the changes in their areas if necessary. Introduction The term â€Å"Globalization† represents the international system that is shaping most societies today. Globalization is a process by which many areas of human life such as economies, societies, politics, business and cultures have been affected around the world. One of these areas being education. The term ‘globalization’ means integration of economies and societies through cross country flows of information, ideas, technologies, goods, services, capital, finance and people. It s characterized by an accelerated flow of trade, capital and information as well as mobility of individuals, across geographical borders. It reflect comprehensive level of interaction than that has occurred in the past, suggesting something beyond the work â€Å"international†. Globalization means more competition, not just with other companies or institutions in the same city or the same region. Globalization also means that national borders do not limit a nation’s investment, production, innovation and education. Therefore, the term â€Å"globalization† has acquired many emotive commutations. At one extreme, globalization is seen as an irresistible and benign force for delivering economic prosperity to people throughout the world. At the other, it is blamed as a source of all contemporary ills. However, while the theory of globalization is relatively new, the process is not. Roberson (1992) further states that globalization was initially discussed from economic perspectives, but soon after it became a topic for discussions among intellectuals from cultural perspectives as well. According to Giddens â€Å"Globalization the dialectic of homogenization and heterogenization† (1991. p22). In other words, globalization, by intensifying the interconnectedness among different people, things and ideas, homogenizes the world and yet at the same time, the world becomes heterogenized as people are more aware of differences due to the increasing proximity with differences under a globalize world (Giddens, 1991 ). The notion of the world community being transformed into a global village, as introduced in 1960 by Marshall Mc Luhan in an influential book about her newly shared experience of mass media, was likely to be the first expression of the contemporary concept of globalization. Cited in Epstein, 2002). After 1980, accounts of globalization focused on a professed tendency of societies to converge in becoming modern, described initially by Clark Kerr and colleagues as the emergence of industrial man (cited in Robertson, 1992). One critical issue that emerges from all of these restructuring processes is the central role of Knowledge, education and learning for the success of the Global Information Society (GIS) and global information economy. Globalization impacts all aspects of society. Higher education may and business contents seem particularly influenced by them. In the twentieth century, may developing countries have xperienced growth in the educational facilities available to them due to the entry of institution from the west. Some believe that this process is an invaluable opportunity for the people of the developing counties to increase their skills and standard of education. Other fear that it is merely a modern version of cultural imperialism that will lead to the creation of a universal, ultimately western society. People can only contribute and benefit from globalization if they endowed with knowledge, skills and with capabilities and rights needed to pursue their basic livelihoods. They need employment and incomes, and a healthy environment. These are the essential conditions with empower them to participate fully as citizens in their local, national and global communities. Education is a major concern for all societies. As the foundation and essential driving force of economic, social and human development, education is at the heart of the change that is dramatically affecting our world in the areas of science, technology, economics and culture. Steven Schwartz (http:// www. Ssn.. flinders. edu. u) believed that â€Å"Education, where possible, hould be integrated into the private sector because ‘higher education is increasingly and international enterprise’ and thus will increasingly be pressured and drawn into deregulation and privatization. † This paper analyses the effect of globalization on higher education and also discusses about the impact of globalization on higher education, various opportunities and challenges on the society. Imp act of Globalization of Higher Education. Education is undergoing constant changes under the effects of globalization. The effects of Globalization on education bring rapid developments in technology and communications are oreseeing changes with in school system across the world as ideas, values and knowledge, changing the role of students and teachers, and producing a shift in society from industrialization towards and information- based society. It reflects the effect on culture and brings about a new form of cultural imperialism. It brings rapid development in technology and communications are foreseeing changes within school system across the world as ideas, values and knowledge. The rise of a global society, driven by technology and communication development are shaping hildren, the future citizens of the world into ‘ global citizens’, intelligent people with a broad range of skills and knowledge to apply to a competitive. , information based society. The future of countries often lies with in their ability to compete in a global market where industrial based economies are giving way to knowledge based industries, realizing the importance of â€Å"knowledge skills and the intellectual capacity to meet the challenges of accelerated change and uncertainty†. Education is becoming a lifelong learning and training process, developing ransferable skills and knowledge that can be applied to competitive markets where knowledge and information is being trades as a commodity. Although globalization seems to be unavoidable to many counties and numerous initiative and efforts have been made to adapt to it with aims at taking the opportunities created from it to develop their societies and people, in recent years there are also increasing international concerns with the dangerous impacts of globalization on digenous and national developments. Various social movements have been initiated against the threats of globalization particularly in eveloping countries. The negative impacts of globalization include various types of economic, political, and cultural colonization by advanced countries on those developing and under- developed countries. In evitable, how to maximize the opportunities and benefits from globalization to support local developments and reduce the threats and negative impacts of globalization will be the major concerns of developing countries. Opportunities of globalization of higher education Knowledge is the driving forces in the rapidly changing globalize economy and society. Quantity nd quality of specialized human resources determine their competence in the global market. Emergence of knowledge results in both challenges and opportunities. It is well known that the growth of the global economy has increased opportunities for those countries with good levels of education. Globalization has a multi-dimensional impact on the system of education. It promotes new tools and techniques in these areas like- E- learning, flexible learning, distance educational programme and overseas training. The introduction of technology into the classroom is changing the nature f delivering education to the students is gradually giving way to a new form of electronic literacy , more programs and education materials are made available in electronic form. Teachers are preparing lectures in the electronic form and even students are presenting assignments and giving papers in the electronic form. The blackboards have been replaced by the LCD’s. The chalk has been replaced by the pointers and the power point presentations. Books have been replaced by compact discs. Even grades and the exams are gradually becoming available through electronic means and notebooks are replaced by laptops. Now the students do not have to carry heavy bags to the classrooms. Even the students can be examined through computer managed learning system and do tutorials exercises on a computer rather than in the classroom. Even, the technology has given the opportunity to deliver the material through electronic source i. e. via power point presentation and even the notes can be distributed to the students via electronic mail. With such changes and the emergence of video conferencing and the internet, the barriers of distance are being broken down at a rapid rate, due to the key aspect of globalization. Students and adults or in other works each and every person can now learn in variety of ways and there is no longer any need to be physically present in the education institutions in order to learn. The material is becoming readily available over internet, through video conferencing and tape recordings. Teacher can deliver the lecture to the whole class with the help of video conferencing without being physically present in the class. Now, the student of can get the education from any part of the world without traveling over there. The person can stay in his /her own country and et the education of which country he/ she wishes without going over there. Students can learn any time and at any place. Anyone can maintain libraries of texts, images computer software and other forms of data, anywhere at any time. The rapid growth of television services, with their immense influence as media of mass communication, has been very relevant in the technological shift. Other larger contribution to this shift includes the transistor and space satellites. Communication and information based technology over the years is the internet. This is a massive network of computers located hroughout the world. Developments in the delivery of education is allowing for individuals to explore new areas of learning and thinking that could not be done with pen and paper. They are discovering knowledge through inquiry and experimentation rather than memorizing facts in a teacher dominated classroom setting. Another opportunity of international trade leads to allocation of resources that is consistent with comparative advantage. Globalization results in specialization which enhances productivity. Thus, the international trade, in general, is beneficial and that restrictive trade practices impede rowth. That’s why many off the emerging economies, which originally depended on a growth model of import substitution, have moved over to a policy of outward orientation. Globalization of higher eduction also gives the opportunity in movement of capital. Capital is a key factor of production. Capital flows across countries have played an important role in enhancing the production base. Without capital any type of economic activity is not possible. Capital mobility enables the total saving of the world to be distributed among countries which have the highest investment potential. Emergence of strong capital market has been one of the important features of the current process of globalization while the growth in capital and foreign exchange markets have facilitated the transfer of resources across borders, the gross turnover in foreign exchange markets has been extremely large. The internationalization of higher education can be linked to various internal and external changes in the international system. Externally, there have been changes in the labor market, which have resulted in calls for more knowledge and skilled workers and workers with deeper nderstandings of languages, cultures and business methods from all over the world. â€Å"Modern education is almost exclusively focused on preparing children for an urban future. † Challenges of globalization of higher education No doubts, higher education has attained a key position in the knowledge society under globalize economy. However, the challenges faced are immense and far- reaching. Its impact on the clientele via, individuals, institutions, systems and societies are not only not clear but also not comprprehentible at this moment unless it is viewed in the context of various other factors that re simultaneously operating on the higher education system. Some agrees that the rapid cross national flows of people, goods , capital and information may dissolve the nation states, push institutions( university is the one) into a common mould where as others disagree. It is assumed that globalization promises dramatic and rewarding change to the higher education system, of societies, which are relatively stable in their political, social and institutional make up, while for the will performing higher education system. It is also true that globalization has given the dvanced economies a huge advantage as they had made enough preparation prior to its launching while others are caught in the trap without any preparation. Integration into world economy today’s implies not only mastery of traditional knowledge but also the capacity to acquire the new skills required by a knowledge society. It is therefore evident that an unequal sharing of the new communication and information technologies only serves to reinforce existing inequalities. While education deficits are obviously greater in developing countries, this is a major issue in developed countries as well. In many industrialized countries there is a persistent problem of illiteracy and low skills, which is and important source of social exclusion. Unequal access to education also fuels growing wage inequality and worsen the income distribution. The uneducated and unskilled in industrialized counties face sever disadvantage in an increasingly competitive global market. However, the provision of both primary and secondary schooling increased during the 90’s across the globe, but progress is inadequate and hides the differences between counties and regions. There are many evidences that the more rapid progress is possible if the political will nd the resources exists, in high and low income countries alike. The increase in poverty in the world is the most tragic phenomenon in this era of abundance. It is the cause of marginal and the exclusion of increasingly bigger groups of the world population and in particular, affects children, the young and women. As a consequence, we see the development of cultures of poverty and marginalization that lock the same people into the cycle of poverty and reinforce their exclusion. But it is still the inequality with regards to knowledge that constitutes one of the biggest challenges of our societies. The traditional raw materials and non renewable natural resources under threat of extinction no longer occupy the most important place in the process of production and development . It is knowledge in itself that has become one of the key resources of economic growth. The introduction of technology is also becoming a challenge to the society. As the implementation of technology and communication to be successful and to educate a society, both the students and teachers need to be technologically literate. Communication technology is offering new challenges for students of all abilities as they can discuss issues of concern with heir fellow students from around the world. A shift in education is becoming evident where more responsibility is being placed on the individual for his or her learning, instead of solely on the teacher. Subsequently, the teachers themselves also need to be highly technologically literate, needing the competence and confidence to prepare students for a global information society. Just because of technology and communication seems to be creating in human life between the ‘haves’ and the ‘have nots’ resulting in a bifurcated society of those who can afford such information technology and those who can’t. so too does globalization. While education institutions in western societies are embracing technology, developing countries are once again left behind, too weak and fragile to implement development programs for education, let alone introduce technology as well. There are severe limitations in delivering basic services. A lack of infrastructure and funding makes it difficult to implement any technological and communication advancements. However, despite differences in economy, political, cultures and society, second and third worlds have adopted educational ideals from western thought and are anxious to appear odern and therefore promote education as a symbol of modernity and development to their own population and the foreign countries. The spread of education internationally, as a result of globalization, has clearly had effects on Cultures worldwide. Now the sources of wealth come from knowledge and communication instead of natural resources and physical labour, which once characterized the United States as a n industrial society. This is a global rather than a national economy. The new economy puts a premium on intellectual capital and the people who produce it. This means that the demand for igher education is expanding dramatically. Education is needed throughout a lifetime, and the marketplace for that education is international. This growth makes education appealing to the private sector. Educational institutions have reacted by becoming more market oriented. Due to this increasing free trade around the globe- to end protection in many sectors so that there is more competition and privatization, education is increasingly being drawn into this global capitalist competition. The internationalization of education has become one of the key themes of ducational policy and planning in the 1990’s and the integration of worldwide capital and labour markets; educators are being forced to respond to a new set of challenges. The demographics of higher education have changed substantially. Less than one fifth of today’s college students meet the traditional stereotype of attending school full time. For the new majority of students, higher education is not as central to their lives as it was for previous generations of students. Research shows they want a very different relationship with their college than students have historically had. They are unwilling to pay for activities and services they do not use. Higher education is being subjected to greater criticism than in the past on issues varying from low productivity and higher cost to the quality of leadership and the inadequacy of technology use. This is an invitation to a private sector that rightly or wrongly sees higher education as the next health care industry. Another challenge is of currency trade. Currency trade has become an end in itself. However, the volatility in the foreign exchange has created often times panic situations. The most recent xample of this was the East Asian crisis. Contagion of financial crises is a worrying phenomenon. When one country faces a crisis, it affects others. It is not as if financial crises are solely caused by foreign exchange traders. Another, major concern is to deliver world class education with updated curriculum and practical exposure. This is possible only by attracting talented and experienced persons in to academics. At present it is difficult to assess not only the nature and dimensions of globalization, but also what it means to the field of education. A few educational researchers have attempted to made onnections between the several dimensions of globalization and the policies of education. Globalization of Higher Education in India India is also following the global phenomenon. As part of globalization, the economic reform packages were introduced in India in the beginning of 1991. These reform packages imposed a heavy compression on the public budgets on education sector, more specifically so on higher education. This has trickled down to public expenditure on education in general, and higher education in particular. Indian government and Indian corporate sector has recognized the importance of management ducation in the ganging global scenario. Today under the reforming economic conditions, integration of the Indian economy with world economy presupposes efficiency and competitiveness in the domestic front as well as in the international arena. As the process of globalization is technology-driven, and knowledge driven, the very success of economic reform policies critically depends upon the competence of human capital. But, what is observed is the reverse. Even within the education sector, relative priority assigned to higher education has been on the decline. It is to be realized that higher education institutions lay an important role insetting the academic standard for primary and secondary education. They are also responsible for not only providing the specialized human capital in order to corner the gains from globalization, but also for training inside the country, provide policy advice, etc. Globalization is expected to have a positive influence on the volume, quality an spread of knowledge through increased interaction among the various states. Today our education system is strong enough but central and state governments should change their roles with in the education system, re- inventing them as facilitating supervisory rganizations. Teacher training, infrastructure and syllabuses need to be urgently upgraded. Industry should come forward to share experience with students and to offer more opportunities for live projects. Commercial institutions offering specialized education have come up everywhere. In view of globalization many corporate universities, both foreign and Indian, are encroaching upon our government institutions. Our Institutes like IIM’S and IIT’S have produced world class professionals. These institutes imparts quality education as per industry expectations and give due importance to institute Industry interface. Under the new scenario, Government – Private partnership is becoming important in Management Education. Now India is a transforming country. We are near to achieve status of developed nation. The demand for higher education has been growing rapidly with comparatively faster growth in enrolment in higher educational institutions than the growth in number of higher educational institutions. The growth rates are doubled among the students enrolled in post- graduate and research, while the number of institutions for post –graduate and research studies has grown at a slower rate in 1990’s than in 1980’s. India is witnessing new era in the field of Management Education. Many Corporate groups like Reliance, Nirma, Tata, Sterlite etc have promoted Management Institutes. Some reputed foreign universities are also coming to India. But government should issue some guidelines so that fees structure remains with in certain limit and those who are from economically poor background have same opportunity. Conclusion Globalization has had many obvious effects on educational technology and communication systems change the way education is delivered as well as roles played by both teachers and tudents. The development of this technology is facilitating the transition from an industrial based society to an information-based one. At the same time, there is a dark side to globalization and to the very openness of the new information systems. While the richest countries grow richer, the poor are becoming poorer. Income, information and education gaps between the rich and the poor are widening not narrowing: economic crises, trade imbalances and structural adjustments have precipitated a moral crisis in many countries, tearing the basic social and ultural fabric of many families and communities apart, resulting in increasing youth unemployment , suicide, violence, racism and drug abuse and anti social behavior form schools. In the 21st century, education systems face the dual challenge of equipping students with the new knowledge, skills and values needed to be competitive in a global market while at the same time producing graduates who are responsible adults, good citizens both of their country and of the world. Thus, globalization challenges us to rethink not only how much education is needed but also its ultimate purposes.

Why Understanding Learning Style Is Useful Education Essay

Harmonizing to Honey ( 2006 ) define larning manner is a method through which pupils use to get the hang his or her learning manner, by believing and to work outing jobs. It is besides called ‘orientations or ‘approaches ‘ to larning. Honey ( 2006 ) identified four distinguishable larning manners such as are Activist, Theorist, Pragmatist and Reflector. Persons use these four acquisition attacks to larn. Learning is really indispensable for life ; it is the key and it reinforces everything. Learning is formal every bit good as informal and a procedure every bit good as an result. It is witting and unconscious. We learn because we want to larn. Reece and Walker ( 2002 ) stated that â€Å" as a pupil, you should hold the competency and the cognition to use all your accomplishment in pattern and be able to analyze and measure the service user nursing attention comprehensively. For scholars to derive understanding and cognition they need to listen and understand what was taught. In add-on a construct of larning manner is used to depict people ‘s differences by which they learn. Each person have method to absorb and treat experiences every bit good as information. Learning manners has become of import for persons, pedagogues, parents companies and to understand the good acquisition environment allows persons differences. For illustration, research workers have suggested that one ‘s larning environment affects the pupils ‘ public presentation with respects to the consistence with their acquisition penchants. Learning manner is a method through which pupils use to get the hang his or her learning manner, by believing and to work outing jobs. It is besides called ‘orientations or ‘approaches ‘ to larning. Kolb ( 1984 ) and Bastable ( 2003 ) , both agreed in their statement that larning manners should non be perceived as fixed personality traits but as adaptative. Students have their peculiar manner of acquisition and will larn best when there is a assortment of larning chances which will enable them to larn in their ain manner. Hence, the pupil will be observed for any alterations to find if any acquisition has taken topographic point utilizing brooding, observation, concrete experience, active experimentation and abstract conceptualization. They can get down at any phase and are uninterrupted ( McgiII & A ; Beaty, 1995 ) . Harmonizing to Honey and Mumford ( 1998 ) , learner ‘s manner of larning will act upon instructor ‘s instruction method. However, as a pupil nurse cognizing my acquisition manners will enable me to derive assurance as an grownup scholar. Understanding my learning manner will assist me to cognize how to travel about my acquisition methods. Knowing my acquisition manner has besides helped me to be in the right environment which is suited for my acquisition. Students have their curious ways of acquisition manners and will larn best when there is a assortment of larning chances which will enable them to larn in their ain manner. Hence, the pupil will be observed for any alterations to find if any acquisition has taken topographic point utilizing brooding, observation, concrete experience, active experimentation and abstract conceptualization. Moreso, it is utile for me to understand my acquisition manner because this will assist me to cognize how to make my class surveies and every bit good as being able to understand how to utilize my larning manner to measure the patient ‘s demands and support. It is utile for pupil nurse because it helps them pass on with their patient in the best manner the patient can understand every bit good as utilizing it to reply, get cognition and accomplishments on how to make my surveies. On the manus, my learning manner was confirmed following the completion of an audit questionnaire Honey ( 2006 ) . My learning manner is a reflector. Reflector are cautious people and thoughtful people who into consideration all possible angles, deduction before taking any action I.e. They explore many different positions. They are people who like to detect people and listen to what they have to state before they come to decision. I learn by detecting. I ever listen to people when they are talking to cognize what they are stating before coming to a decision. An illustration is when we have group activities in our talks or seminars, I normally listen to the thoughts of others first before I come up to thoughts of my ain. In my old topographic point of pattern were I did my arrangement, I observed nurses when they are making some undertaking like the readying for giving terminal injection. Before they begin the disposal, the two nurses foremost of all did some observations by look into ing the expiring day of the month, name of the client, day of the month of birth, the path, clip, and they besides checked the medical specialty cabinet temperature and it was recorded in the book where they do enter it. The prepared the injection, ready to be given. And both of them signed the book. The nurse put on baseball mitts this to avoid cross taint. Then after the injection was given, the acerate leaf was disposed in the crisp box. However, my weaker manner is activist, militant are people who engages themselves in batch of activities. They try to experiment. They ne'er think about effects before the act. As this is my weaker manner of acquisition, I will be affecting myself in a batch of activity because pattern makes perfect. I will besides seek to do instant determinations, inquire to be given group activities in category and be unfastened to new experiences. Furthermore, I will develop my weaker manner of acquisition by pull offing my clip efficaciously. I would seek to cut down the times I invest in thought and reflecting utilizing it more to seek out practical things such as inquiring that I give patients the endovenous out in pattern as opposed to watching and reflecting on the effects that could go on if I was given to make it. This manner I would be able to larn with people of different acquisition manners and be a batch more flexible both in pattern and in schoolroom activities. Like what I mentioned above, pattern makes perfect, hence I need to larn how be much more confident on prosecuting myself in activities that are more hands-on. Militant, are persons who involves themselves in a batch of activities. They are unfastened to seek out new experiences. They think of the effects of their action after they have already carried out the action in tonss of activities. They are unfastened to seek out new experiences the think of the effects after they have already carried out the action. They like to be the Centre of the activity. Harmonizing to Kolb ( 1984 ) , scholars learn better when the topic affair is presented in a manner consistent with their preferable acquisition manner. Theorist, are logical people, they think through everything before the act. They are more like perfectionist who analyse and synthesise. They are more on the nonsubjective side than on the subjective side. They reject anything non-logical and they maximise certainty. Pragmatists are people who open to seeking out thoughts and experimenting. They are down to earth people who act fast and confidently on any thought they come across. They are job convergent thinkers that make practical determinations. They take every job as a challenge. Reflectors are cautious people and thoughtful people who take into consideration all possible angles, deductions before taking any action. For illustration: they explore many different positions. They are people who like to detect people and listen to what they have to state before they come to a decisio n. Kolb ‘s acquisition distinguishes four acquisition manners which are perceivers, minds, deciders and actors. Each of these has strength and failing. It is of import that pupils become more cognizant of their learning strengths and work on their failing. Perceivers are people who beliefs in existent event of life they like listening to other peoples experiences and travel back to believe about it. They are speculative scholars desiring to cognize how to use it in their acquisition. The methodological analysis used in collating the grounds for set uping my acquisition through the questionnaire we completed is called qualitative method. However, the literature reappraisal provided me a secondary method in collating farther grounds of what is already known in the field. In decision, I have learned a batch from larning manners and every bit good as deriving cognition and accomplishments. I recognised the different types of acquisition manners and cognizing my ain method of larning. In the hereafter being able to understand my single acquisition manner will let me to be able to reassign the cognition acquired in a schoolroom scene to pattern. This will profit my experience as a pupil nurse.

Free Essays on The Weaknesses Of Todays Ads

The Weaknesses of Today’s Ads Advertisements today seem to pull people in all sorts of directions. Some are more reserved in their presentation, while others seem to force a product or an issue upon its audience. I realize they’re all trying to do the same thing, which is to sell something. But along with these products they also seem to want it to tie into something else; that with this product, you’ll be popular. Basically, the weaknesses in today’s ads are not in their style, but in their substance and the way it is presented. My first example deals with a brand of shoes, in particular, Skechers. To pull in potential buyers, the ad shows buyers a group of typical teenagers. Mind you, these are kids with perfect complexion and the perfect fashion sense. All of the models are easy on the eyes and nothing they’re wearing is offensive or flashy. There is also the sense that these are pretty respectable kids and that they are all popular. Tying all this in with the fact that they are wearing Skechers implies that wearing them makes you popular. The problem with this is that it’s not true and it provides a false image for kids to emulate. And I think this is what causes kids to feel insecure about what they wear, and eventually, who they are. The second advertisement deals with Everest mint gum. It shows a very cold, bright landscape with large mountains in the background and a dark patch of ice in the foreground. In the foreground is a scoreboard with the names â€Å"shirts† and â€Å"skins† on it, and is then followed by the phrase â€Å"Some like it cold†. While the ad is trying to be somewhat humorous or witty, it also tries to imply that Everest mint gum is essentially as cold as Mount Everest. Though it tries to convince its audience that it is the most refreshing gum out there, it makes it very hard to believe in that being the case. The worst part is that the company is almost guaranteeing its prod... Free Essays on The Weaknesses Of Today's Ads Free Essays on The Weaknesses Of Today's Ads The Weaknesses of Today’s Ads Advertisements today seem to pull people in all sorts of directions. Some are more reserved in their presentation, while others seem to force a product or an issue upon its audience. I realize they’re all trying to do the same thing, which is to sell something. But along with these products they also seem to want it to tie into something else; that with this product, you’ll be popular. Basically, the weaknesses in today’s ads are not in their style, but in their substance and the way it is presented. My first example deals with a brand of shoes, in particular, Skechers. To pull in potential buyers, the ad shows buyers a group of typical teenagers. Mind you, these are kids with perfect complexion and the perfect fashion sense. All of the models are easy on the eyes and nothing they’re wearing is offensive or flashy. There is also the sense that these are pretty respectable kids and that they are all popular. Tying all this in with the fact that they are wearing Skechers implies that wearing them makes you popular. The problem with this is that it’s not true and it provides a false image for kids to emulate. And I think this is what causes kids to feel insecure about what they wear, and eventually, who they are. The second advertisement deals with Everest mint gum. It shows a very cold, bright landscape with large mountains in the background and a dark patch of ice in the foreground. In the foreground is a scoreboard with the names â€Å"shirts† and â€Å"skins† on it, and is then followed by the phrase â€Å"Some like it cold†. While the ad is trying to be somewhat humorous or witty, it also tries to imply that Everest mint gum is essentially as cold as Mount Everest. Though it tries to convince its audience that it is the most refreshing gum out there, it makes it very hard to believe in that being the case. The worst part is that the company is almost guaranteeing its prod...

buy custom Criminal Insane essay

buy custom Criminal Insane essay The theme in the poem is good triumphs over evil. Evil is portrayed in this poem from the fact that the main character here who is Hard Rock did not take shit from anyone. This is further emphasized by the scars he has that are a result of his evil nature. He had scars on his lips, ears, and temple. One long scar that cut/across his temple and plowed through a thich/canopy of kinky hair (4/5) this is a figure of speech called syllepsis. Cut across is a form of penetration of the skin that is used to define and emphasize the visibility of the scar that was on Hard Rocks face. Purple lips, lumber ears, yellow eyes, kinky hair these are metaphors used to associate the eyes, ears, hair and lips to color which is an intangible idea. It achieves the concept of comparison and association. An element of poetry called word order is used. This is so because the no nonsense Hard Rock is first portrayed, then the taming comes next. His presentation to the people and their expectations of him the n follow. The name Hard Rock in itself is a metaphor, because it symbolises someone who is harsh, tough and loud. The evils of the character are toned down through the work done on him by doctors. He was turned loose/ like a freshly gelded stallion this is a simile the tries to liken the appearance of Hard Rock to freshly gelded stallion (12). He appears lke a horse that has been freshly castrated so that he has no use or effect on anyone and anything. The character is ashamed of his new status that is why the association to a gelded stallion is used. And we waited and watched, like a herd of sheep (13) is another simile. This describes the fact that they waited in groups to ascertain that what was said about the character was actually true. As we waited we wrapped (15) is an alliteration. This is because the consonant w is used in a repeated manner. Alliteration in this case is used to unite words through the mode of repetition. When used in a given context, it also adds beauty to language. The evils of the character are further portrayed from his actions such as smacking the captain with his dinner tray (18), biting a screw on the thumb, and poisoning with syphilitic spit. When Hard Rock is been subjected to tests, a person who confronts him is referred to as hillbilly. This is a symbol that portrays the character as being a resident and dweller of the remote areas and it is oftenly used as an insult. The hillbilly calls Hard Rock a black son of a bitch (24) which is a metaphor that is used to express disgust, disappointment and annoyance. It is an insult that is oftenly used on someone who is hated and disliked because of his crude character. >His eyes empty like knot holes in a fence (28), is a simile. It is used to compare the eyes of the main character to holes in a fence. Knot holes are openings through or into a fence or a hole where a hole has come out. This emphasizes the frustrated and humbled character of Hard Rock contrary to his former crude being. It symbolizes the fact that he was in no position to do anything to his mockers. His character initially deceived the rest of the people that Hard Rock had changed or rather was more wise and cool than before, but this was not for long. Their shock resulted in their turning away, eyes on the ground feeling crushed. This portrays the fact that their hope had been tarnished and they felt that painful effect. This was because they only dreamed and never brought their dreams into reality because of their fears. The fears of years, like a biting whip (36) is also a simile. It likens the fears they have had through the years to a biting whip. A biting whip is a form of punishment that is administered through repeated strokes and is usually difficult to forget. The return of their fears tore through their flesh and backs as though it was real lashing. The tone of this poem is that of anxiety. The tone in a poem is like the mood created in a reader. The characters are intense and anxious with the hope that Hard Rock has been tamed and, would no longer be a source of thei r fears. Buy custom Criminal Insane essay

Pronoun Case on SAT Writing Tips and Practice Questions

Pronoun Case on SAT Writing Tips and Practice Questions SAT / ACT Prep Online Guides and Tips Are you ready for more grammar funPronoun case is a grammar rule that is regularly tested on the SAT. You know the drill: Learn the SAT Writing rule and you'll raise your score. There are multipe pronoun rules that are tested in SAT Writing. This one is relatively straightforward and tends to be tested a little less often than the others. However, you will most likely see at least one or two pronoun case questions on the SAT. Let's master this rule, learn tips and strategies to solve these questions, and get you one step closer to your target score. In this post, I'll do the following: Explain the difference between subjects and objects. Give you a clear understanding of pronoun case. Offer strategies that can help you correctly answer pronoun case questions. Provide you with practice questions so you can test what you've learned. Quick Review: What's a Pronoun? A pronoun is a word that takes the place of a noun. The noun to which the pronoun refers is called the antecedent. Some examples of pronouns include I, he, she, it, me, him, her, their, we, and us. What is Pronoun Case? Case refers to whether a pronoun is being used as a subject or an object. What is a Subject? Simply, a subject is the noun that corresponds with a verb in a sentence. In a sentence where there is an action, the subject is the noun that is doing the action. Here is an example: Justin writes articles. Justin is the subject because he does the writing. In a sentence where there is a description, typically using a form of the verb "to be", the subject is the noun that is being described. Consider this possibly accurate sentence: Justin is odd. Justin is the subject because he is the person who is odd. What is an Object? An object is a noun that receives an action. An object can be a direct object of a verb, an object of a preposition, or an indirect object of a verb. Here is an example sentence with a noun as a direct object of a verb: I ate an orange. The object is "an orange" because that is what I ate. Here's an example sentence in which I bolded the object of the preposition: John spoke to his niece. John's niece is the object because she is the person to whom he spoke. An indirect object comes before the direct object and indicates to whom or for whom the action is done and who is receiving the direct object. Here is an example sentence with the indirect object bolded: I gave my girlfriend a sweatshirt. In the sentence "my girlfriend" is the indirect object because I gave a sweatshirt to her. The sweatshirt is the direct object because that is what I gave. If you're confused by the concept of an indirect object, for the purpose of pronoun case, just remember that the object receives the action, either directly or indirectly. Subject Pronouns Vs. Object Pronouns If a noun is being used as a subject, it can be replaced by a subject pronoun. If a noun is being used as an object, it can be replaced by an object pronoun. Here is a list of subject pronouns: SINGULAR SUBJECT PRONOUNS I You He/She/It/One Who PLURAL SUBJECT PRONOUNS We You They Who Here is a list of object pronouns, corresponding to the ones above: SINGULAR OBJECT PRONOUNS Me You Her/Him/It/One Whom PLURAL OBJECT PRONOUNS Us You Them Whom Now that we've covered all the basics, we are equipped with the necessary knowledge to tackle pronoun case questions on the SAT. Pronoun Case on the SAT The SAT tests you on whether you should use a subject pronoun or an object pronoun. You will be tested on the following subject/object pairs: I Vs. Me She, He Vs. Her, Him We Vs. Us They Vs. Them Who Vs. Whom So, now we'll go through the process of how to decide whether to use a subject or an object pronoun in a given sentence. Strategy Let's go over some example sentences showing how subject pronouns can replace subjects and object pronouns can replace objects. Check out the following sentence: Sonia delivered a spectacular speech. Let's replace "Sonia" with a pronoun. First, we have to determine if Sonia is a subject or an object. Well, because she is the person who did the action, she is the subject. So, we must use a subject pronoun. After replacing "Sonia" with a pronoun, the sentence should read: She delivered a spectacular speech. You cannot replace "Sonia" with an object pronoun. You cannot write "Her delivered a spectacular speech." That is an example of a pronoun case error. Here is another example sentence: Hillary Clinton gave her autograph to Bob. Let's go through the same process and replace "Bob" with a pronoun. Is Bob a subject or an object? Well, he follows the preposition "to" and received the autograph from Hillary Clinton. Bob is an object. So, we have to replace Bob with an object pronoun. The resulting sentence should look like this: Hillary Clinton gave her autograph to him. If we made a pronoun case error when replacing "Bob" with a pronoun, the sentence would read, "Hillary Clinton gave her autograph to he." This rule seems relatively simple, right? Subjects do actions. Objects receive actions. Well, we know the SAT likes to complicate the most basic sentences and truly test your understanding of a grammar rule. Pronoun case questions become more difficult in sentences with compound subjects and compound objects. The Same Rules Apply for Compound Subjects and Compound Objects Compound just means that two nouns are connected with the word "and". In a sentence with a compound subject, there are two nouns that serve as the subject. In a sentence with compound objects, there are two objects of the same verb. Let's look at an example sentence: Ice-T and Justin met at an IHOP. "Ice-T and Justin" are the subject. They are the people who did the meeting. Now, let's replace "Justin" with a pronoun. We know that "Justin" is a subject so we have to use a subject pronoun. Because I am Justin, my sentence would look like this: Ice-T and I met at an IHOP. If you were writing this sentence about me, your sentence would look like this: Ice-T and he met at an IHOP. That sentence probably sounds awkward to you, but it is grammatically correct. Most people would use the object pronoun and write, "Ice-T and him met at an IHOP." That would be a pronoun case error. Remember, always follow the grammar rules and avoid relying on what "sounds right". Let's go through the same process with another example sentence: Mr. T gave gold chains to Marc and Justin. Again, let's replace "Justin" with a pronoun. Are "Marc and Justin" subjects or objects? Well, they received the gold chains. Also, they follow the preposition "to". They are objects. So, we have to replace "Justin" with an object pronoun. Because I am Justin, this would be my sentence: Mr. T gave gold chains to Marc and me. Many students are tempted to write "Marc and I" in this situation. However, in this sentence, that would be a pronoun case error. "I" can only be used as a subject and "me" can only be used as an object. If you were writing the preceding example sentence about me, you would write: Mr. T gave gold chains to Marc and him. Because we are replacing an object with a pronoun, we have to use an object pronoun. The SAT tends to use compound subjects or objects in questions that test pronoun case because the correct answer often sounds wrong to us. So, can we employ a strategy that allows us to more easily identify pronoun case errors in sentences with compound subjects or objects? Yes!!! Strategy If you see a compound subject/object, cross out the other noun and "and". For compound objects, the sentence should still be grammatically correct. Let's do this with the previous example: Mr. T gave gold chains to Marc and me. This sentence probably sounds less awkward to you. Most likely, you would be able to immediately identify a pronoun case error if you saw a sentence that read, "Mr. T gave gold chains to I". If you do the same thing with a compound subject, the sentence will be grammatically correct if you also change the verb from plural to singular, due to subject-verb agreement. However, keep in mind that the singular and plural forms of a verb can be the same. Let's use the cross-out method with a compound subject to help determine if there is a pronoun case error. Look at the following sentence: Nathan and him went to college together. After crossing out the noun and "and", we're left with "him went to college together". Does "him went to college" sound right to you? Probably not. Regardless, let's rely on the rules. In this sentence, is "him" a subject or an object? It's a subject because they did the action. They went together. Because "him" is an object pronoun, there is a pronoun case error. The sentence should read: Nathan and he went to college together. Let's use what we've learned on a real example from the SAT. Real SAT Writing Example This is an example taken from an actual SAT. Try to use your newly acquired knowledge of pronoun case and the appropriate strategy to answer this question. This is an "identify the error" question. Where is the error? Is there an error? Well, let's take a look at answer choice C and determine if "I" is being used correctly. If we use the cross-out strategy we learned to utilize with compound subjects/objects, we're left with "Mary invited I". Perhaps you know the answer at this point. If not, let's take this a step further. Is "I" being used as a subject or object? Well, in the sentence, "I" is receiving the action. "I" is being invited. Therefore, "I" is being used as an object. That is incorrect. The pronoun "I" can only be used as a subject. The answer is C. The sentence should read, "Mary invited Sandhya and me". Here's one more example for you: Is there a pronoun case error in this sentence? Let's look at the phrase "him and his sister Rosa were presented". If we use the cross-out strategy and change the verb from plural to singular, we're left with "him was presented". Would you ever say, "him was presented with an award"? I hope not, because "him" is an object pronoun and it is being used as a subject! In the example sentence, the phrase should be "he and his sister Rosa were presented with awards". The answer is A. Who Vs. Whom Occasionally, the SAT will also test you on whether to use "who" or "whom" in a sentence. These words are known as relative pronouns. Most people have no idea when and how to properly use "who" and "whom". Luckily, the rule is pretty simple. The word "who" is a subject pronoun and "whom" is an object pronoun. Here's a tip to help you more easily answer questions involving "who" or "whom". Strategy In terms of pronoun case, "who" and "whom" function like "he" and "him". The word "who" is a subject pronoun and "whom" is an object pronoun. To determine if there is a pronoun case error, replace "who" with "he" and "whom" with "him". If the antecedent is plural, replace "who" with "they" and "whom" with "them". Here is an example sentence: Justin, who is my teacher, knows when to use "whom" correctly. So, the sentence is saying that Justin is my teacher. "Who" modifies Justin, who is being described as my teacher. If we replace "who" with "he", the resulting sentence is grammatically correct: He is my teacher. Therefore, "who" is being properly used as a subject. Take a look at this sentence: Justin, whom I adore, writes articles for PrepScholar. In the sentence, the clause with "whom" is saying that "I adore Justin". If we replace "whom" with "him", the resulting sentence is also grammatically correct: I adore him. The word "whom" is being properly used as an object. It is modifying "Justin", who is receiving the adoration. Do you get it? Here's one more example: My friend, to whom I wrote a nasty e-mail, is not talking to me. Here, the sentence is saying that "I wrote a nasty e-mail to my friend". If we're replacing "my friend" with a pronoun, would we use the subject or object case? Well, since "my friend" follows the preposition "to" and receives the action, you should use the object form. You would write "I wrote a nasty e-mail to him" and not "I wrote a nasty e-mail to he." Therefore, you would also use the object case of the relative pronoun. The word "whom" is being used correctly in the sentence. Now we can take what we've learned to an actual example from an SAT. Real SAT Writing Example Here is an "identify the error" question from a real SAT. Use our strategy and your knowledge of pronoun case to determine if "who" is being used correctly: In the sentence, "who" is modifying the investors. The antencedent is plural, so with our replacement strategy we should use a plural pronoun. Does the grammatically correct sentence use a subject pronoun? Should it be "They sold stocks"? Or does the grammatically correct sentence use an object pronoun? Should it be "Them sold stocks"? The answer, of course, is that the sentence requires a subject pronoun. The investors did the selling. Therefore, "who" is being used correctly. Actually, the answer to this question is D. The word "exceptional" should be in the adverb form, "exceptionally". Now that we have thoroughly investigated pronoun case and the various types of pronoun case questions on the SAT, here are some general strategies to ensure that you correctly answer any pronoun case question you may encounter. Almost there! General SAT Writing Strategies for Pronoun Case #1: If a Pronoun is Underlined, Check for an Error in Pronoun Case If a pronoun is underlined in any of the writing subsections (sentence improvement, identify the error, or paragraph improvement), make sure there is not a pronoun case error. #2: Determine if the Pronoun is Being Used as a Subject or Object If the pronoun is doing the action or being described, it is a subject. If the pronoun is receiving the action, it is an object. Use subject pronouns for subjects and object pronouns for objects. Use the replacement strategy, if necessary, to help determine if a noun is a subject or object. #3: The Same Rules Apply for Compound Subjects/Objects If you see a compound subject/object, the sentence should be grammatically correct if you get rid of one of the nouns and "and". Change "John and I went to the store" to "I went to the store". The sentence is still correct. So, if you see a compound subject/object on the SAT, use the cross out strategy to help determine if there is a pronoun case error. For compound subjects, also make sure that you change the verb from plural to singular. #4: If a Pronoun Follows a Preposition, It is an Object Pronoun Pronouns that follow prepositions, specifically "to", "for", or "between", should be in the object case. #5: Use the Replacement Strategy for Who Vs. Whom If you are trying to determine whether "who" or "whom" should be used, replace "who" with "he" for singular antecedents and "who" with "they" for plural antecedents. In the spirit of gender equality, you can also replace "who" with "she". The word "whom" should be replaced with "him" for singular antecedents and "them" for plural antecedents. Again, feel free to replace "whom" with "her". Additional Practice Hopefully by this point you understand pronoun case and how to correctly answer any pronoun case question that may appear on the SAT. I've created some realistic SAT Writing practice questionsto test you on what you've learned. Remember to use the general strategies I referenced above. 1. Inside the classroom, my teacher (A) and me (B) have a relationship that (C) inspires me (D) to learn. No error (E) 2.Due to her (A) excellent behavior and kindness to others, (B) she (C) was given the citizenship award by her (D) principal. No error (E) 3. Even after our (A) nasty fight, there is (B) no animosity between (C) our neighbors and we. (D) No error (E) 4.We (A) were surprised to learn (B) that the honor of carrying (C) the torch was bestowed upon she. (D) No error (E) 5.I (A) was excited to hand the coach and they (B) their (C) trophy after they (D) won the championship game. (E) No error Answers: 1. B, 2., E, 3. D, 4. D, 5. B What's Next? Keep honing all the skills you need to do well on SAT Writing. I recommend checking out this article about what's actually tested on SAT Writing. If you're focusing on grammar, read the complete guide to SAT grammar rules. Those who want to challenge themselves and test their mastery of the SAT Writing section should check out this post about the hardest SAT writing questions. Want to improve your SAT score by 240 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Successful learning and three ingredients needed to ensure successful Essay

Successful learning and three ingredients needed to ensure successful learning - Essay Example From the study it can be comprehended that a lot of psychologists, educationalists and researchers have put forward various models that aim at successful and improved learning. One of such models was put forward by Dr. David McClelland who recommends three ingredients needed to ensure successful learning: wanting to learn, knowing how to learn and having a chance to learn. The desire to learn is not far from right to place first on the ladder of three ingredients needed to ensure successful learning by Dr. David McClelland. Indeed the fact that a person must want or desire to learn goes to confirm the saying that where there is a will, there is a way. The desire or want to learn serves as a stimulus that sustains the learner through out the learning period. Next to a strong want to learn, it is very important that a learner possesses a great depth of knowhow when it comes to learning. One may ask, â€Å"What does it mean to know how to learn?† The fact that it is possible for someone to know how to learn and for another person not to know how to learn means that learning is more of an ‘act’ than an event. it is important that a person gets the chance to learn. This is to say that the first two factors put forward by Dr. David McClelland are only preliminary factors that lead to the actual act of learning. So after one acquires the want to learn and gets to understand how to learn, the fellow needs to follow these with an actual act of learning, which means gaining the chance to learn.... may ask, â€Å"What does it mean to know how to learn?† The fact that it is possible for someone to know how to learn and for another person not to know how to learn means that learning is more of an ‘act’ than an event. Learning is an act such like swimming, gymnastics and cooking. If you do not know how to do it, you will do it poorly. First, it is important to mention that learning is an individual act and that different people learn best through different means. For this reason, any person who would be tagged as a person who knows how to learn must first be a person who knows and understands him or her own self. As a typical example with my personal learning experience, I am able to determine factors such as the best time to learn, the right learning methodologies that works best, the length of time to learn, the type of subject to begin learning with and other factors of the sort. By knowing these factors, I have always succeeded in learning because he or she is going to apply to him or herself, the most appropriate rudiments of learning. Having a chance to learn – 150 After it is all said and done, it is important that a person gets the chance to learn. This is to say that the first two factors put forward by Dr. David McClelland are only preliminary factors that lead to the actual act of learning. So after one acquires the want to learn and gets to understand how to learn, the fellow needs to follow these with an actual act of learning, which means gaining the chance to learn. Putting into practice the first two factors without the having the chance to learn is like training so hard for a soccer match that never was. To this effect, it is important that every learner is presented with an opportunity to learn. Conclusion - 100 To conclude, it is important

Inhumanity against Jews in the Shakespeare era evident in Merchant of Essay - 1

Inhumanity against Jews in the Shakespeare era evident in Merchant of Venice - Essay Example But in a study, Jami Rogers contends that â€Å"Shakespeare, however, did not write a one-dimensional villain, but a complex character who defies explanation and who will probably never be fully understood† (1). Theaters of Shakespeare’s society had a long tradition of portraying the Jews in as greedy, usurer, and Machiavellian. But Shakespeare indiscernibly appends a new humanizing tone to his contemporary trend of Judaic portrayal that upholds a Jew character as melodramatic. Not disheartening the audience who were accustomed to view the Jews as the biblical traitors of Jesus, Shakespeare has frequently has drawn their attention to the inhuman part of his society’s attitude and behaviors towards them both in Shylock’s own word and in the plot construction of the play. Following the long cherished tradition of the theaters of his era, Shakespeare has characterized Shylock as a typical villain who is even convicted with the intention of murder. At some points Shylock can be considered as the reflection of his society’s antagonism towards him. Though inhumanly behavior of the society towards Shylock becomes outweighed by the biblical allusion of a Jew traitor hungry for a Christian’s blood, the audience is frequently reminded of the fact that Shylock is the most oppressed victim of the society’s injustice. As a part of this reminder, Shakespeare makes Shylock speak in support of the Jews humanly existence in spite of the cultural and racial difference: I am a Jew. Hath not a Jew eyes? Hath not a Jew hands, organs, dimensions, senses, affections, passions; fed with the same food, hurt with the same weapons, subject to the same diseases, healed by the same means, warmed and cooled by the same winter and summer as a Christian is? Shakespeare shows that a man like, continually facing his fellow people’s hatred and, antagonistic and humiliating behavior like spitting, stoning,

The mad cow disease Research Paper Example | Topics and Well Written Essays - 6500 words

The mad cow disease - Research Paper Example It was further determined that vCJD was caused when the individual was exposed to BSE (Collinge, 1997). Mad cow disease eventually resulted in significant financial loss to farmers as approximately 5 million cows were killed in Europe to prevent the spread of BSE. In the meantime, 150 deaths were linked to BSE (Robinson, 2005). Other measures taken were the ban on MBM feed although it was not uniformly enforced across Britain (Stevenson, Morris, Lawson, et al., 2005). It therefore appears that mad cow disease was inadequately regulated amidst significant uncertainties, risk to life and health and the financial losses to farmers. Prior to the emergence of information that human who had consumed contaminated meat had succumbed to vCJD, the government had been adamant that British beef was safe to consume (Millstone & Zwanenberg, 2002). The public was said to be left to self-regulate and in this meant assessing the risks for themselves (Jasanoff, 1997). The BSE scare exposed the weaknesses of national food safety laws which were primarily regulated on an ad hoc basis (Vos, 2000). In this regard, the EU implemented a framework for institutional reform for the regulation of food safety across the EU. National governments also reformed the way in which they gathered and publicized information about food safety (Millstone & Zwanenberg, 2002). The purpose of this research study is to identify how mad cow disease is and should be regulated. This research study therefore examines the national laws of countries effected by the mad cow disease during the scare and the emerging laws developed by various countries in response to the mad cow disease scare. In order to determine whether the laws as they are now, compared to how they were during the scare are adequate, it is necessary to establish the historical and clinical facts surrounding mad cow disease and the scare. If the law is

Hadrians Wall Management Essay Example | Topics and Well Written Essays - 1500 words

Hadrians Wall Management - Essay Example This consists of a Policy Framework, which was put in place as a result of a UNESCO requirement and the UK government. The policy sets out the management of the planning, conservation, access and marketing of the Hadrian's Wall site. Therefore, any organisation contemplating running a business by offering walks around Hadrian's Wall need to be aware of the rules and regulations set down by the World Heritage Organisation. This is in addition to the standard safety responsibilities and insurance obligations required to cover them for any accidents. There are also a number of legal obligations from a legal perspective, which are government specified. The World Heritage Site Organisation have a number of members, to form a "steering group" who have been selected to create and maintain the management plans, which are produced at regular intervals. The steering group consists of a cross-section of interested parties, who are diverse in their backgrounds and usually cover different areas. They are usually experts in their fields. The committee meet twice a year to resolve issues with the site and maintain the plans in existence. The committee members come from all walks of life and cover issues: The first management plan for Hadrian's Wall was created in 1996, and this covered the period up to 2001. The plan subsequent to that covered the periods 2002 - 2007 and the current plan is expected to cover the periods 2008 - 2012. The procedure for these plans is that a first round of interest groups discussions will take place. Then the steering group will meet again to formalise the planning documents, which are then published in the next period. This usually happens every 4 years or so. The World Heritage Site Organisation was created in 1972. The aim of the organisation back then was to protect Heritage via economic regeneration for social inclusion. They also realised that this would provide a number of responsibilities and opportunities. The aim was to preserve sites and keep them in good condition for future generations. It helps when managing such walks around the wall to have knowledge of the implications of tourism at heritage sites. Although there is a need for foreign income a guide needs to be aware that the local social structures are disturbed through tourism and whole communities can be affected by the number of visitors, who may have different cultures and social ethics. Heritage management tries to balance the need for interest and profit with the need to also conserve the existing environment. From this point of view heritage management is more complex than is assumed, albeit the bottom line is to preserve heritage for future generations to enjoy. Tourism sites such as Hadrian's Wall are seen as clean, environmentally friendly, places which also provide a good local source of income for permanent residents. They are seen as favourable against traditional industries and increase the quality of life. It is also seen that heritage sites usually reduce pollution and protect the environment. Human mobility is increasing, and it looks very much that tourism is here to stay. As countries develop, there people have more desire to travel and see new places. Tourism also offers a

England and Its Colonies in The Moonstone (by Wilkie Collins) Term Paper

England and Its Colonies in The Moonstone (by Wilkie Collins) - Term Paper Example Eliot’s comment: â€Å"The first and greatest of English detective novels... a genre invented by Collins and not by Poe† (310). Rarely has the novel been thematically known exposing British colonial relations with India. John Reed first paid attention to this in his 1973 seminal essay, â€Å"English Imperialism and the Unacknowledged Crime of The Moonstone,† where he argued that, what the novel probes is, actually, not the personal but the national guilt, neither is the individual but national values. Meaning, the novel does not simply uncover a personal crime, but rather the social crime of imperial British against its subjected race, India. (qtd. in Sabin 89) On the contrary, Ashish Roy sees the novel essentially defending British imperialism by showing that good Victorians, like Lady Verinder, never condone such violent abuses. (qtd. in Sabin 89) Nayder somewhat supports Roy’s contrary view, saying that, though The Moonstone evidently proves that Victor ian detective fiction investigates socio-political issues from imperialism to class and gender relations, its investigation usually ends up blurring the guilt or crime of British imperialists, while putting the colonised race into negative light (184). For example, Blake, Murthwaite, Bruff and Sgt. Cuff, though, had wrongly accused the Brahmans of stealing the moonstone; nevertheless, the Brahmans had been portrayed ruthless killers in the novel. Likewise, Trollope suggests that The Moonstone’s diamond mystery actually shrouded rather than exposed Britain’s real interest in India which is not simply India’s wealth but its land (qtd. in Daly 66). Britain wants to possess India for its territorial expansion, and not to simply loot its wealth. Whether, for or against, the theme of British imperialism is evident in the novel’s texts. Moreover, Spivak noted that, it would be impossible reading the 19th century British literature without taking into account Bri tish imperialism, which England made its noble mission to society, because that was the very social context with which authors create their imagination (qtd. in Jolly 381). Thus, understanding Collins’s work from this perspective would not be irrelevant. As Nayder explains, authors of Victorian detective fiction thematically make use of crime and policing to subtly examine broader social issues (178). Looking through The Moonstone’s plot, theme, symbolisms, characterisation, and literary technique, the novel evidently fits this description. The novel is not simply a detective or a romance-detective fiction; imbedded in its intricate plots of crime investigation is the exposition of British imperialism, mainly demonstrated in a master/superior (English) – subject/inferior (Indian) relationship. A. The Novel 1. Backgrounder The Moonstone, which Collins had started by mid-1867 in his mid-forties, was his fourth but also his last best novel. After this, his succeedi ng works were considered either mediocre or failure; such was attributed to his deteriorating health condition at that time. (Page 20) Significantly so, he wrote The Moonstone at the most pressing time of his life: His most beloved mother got sick and died while he was painfully suffering from his worst attack of rheumatic gout, disenabling him to attend his mother’s funeral. But against all these, he had to keep writing; much has yet to be written for the magazines, All the Year Round (England) and Harper’s Weekly (USA), which had started serialising The Moonstone, not to mention his

Elizabeth Cady Stanton on Black suffrage Essay Example | Topics and Well Written Essays - 500 words

Elizabeth Cady Stanton on Black suffrage - Essay Example Stanton served as the president of the National American Woman Suffrage Association. Elizabeth worked closely with Susan B. Anthony, Frederick Douglass (a former slave), her husband Henry Stanton and cousin Gerrit Smith. Lucretia Mott (1840) she was a great admirer of feminist, she was so angry when she couldn't see Mott speak because women were supposed to sit away from the view of men and for this reason Elizabeth Drafted a declaration of Sentiments Elizabeth Cady Stanton ones said, "The prejudice against color, of which we hear so much, is no stronger than that against sex. It is produced by the same cause, and manifested very much in the same way". Men have made women submit to law in which women have no voice, men have deprived women their rights as citizens, women rights to property have been deprived and that men have the monopoly to nearly all the profitable employments. Elizabeth can therefore be seen as a woman who has pioneered in the fight against women oppression. Although she fought for women rights to vote she died 20 years before women were granted this rights. She was an intelligent courageous and hardworking woman in that she dared give a speech in front of the committee of judiciary of the United States. Elizabeth died in October 26, 1902. Frederick Douglass served as a marshal of the District of Columbia and as consul general to the republic of Hai

England and Its Colonies in The Moonstone (by Wilkie Collins) Term Paper

England and Its Colonies in The Moonstone (by Wilkie Collins) - Term Paper Example Eliot’s comment: â€Å"The first and greatest of English detective novels... a genre invented by Collins and not by Poe† (310). Rarely has the novel been thematically known exposing British colonial relations with India. John Reed first paid attention to this in his 1973 seminal essay, â€Å"English Imperialism and the Unacknowledged Crime of The Moonstone,† where he argued that, what the novel probes is, actually, not the personal but the national guilt, neither is the individual but national values. Meaning, the novel does not simply uncover a personal crime, but rather the social crime of imperial British against its subjected race, India. (qtd. in Sabin 89) On the contrary, Ashish Roy sees the novel essentially defending British imperialism by showing that good Victorians, like Lady Verinder, never condone such violent abuses. (qtd. in Sabin 89) Nayder somewhat supports Roy’s contrary view, saying that, though The Moonstone evidently proves that Victor ian detective fiction investigates socio-political issues from imperialism to class and gender relations, its investigation usually ends up blurring the guilt or crime of British imperialists, while putting the colonised race into negative light (184). For example, Blake, Murthwaite, Bruff and Sgt. Cuff, though, had wrongly accused the Brahmans of stealing the moonstone; nevertheless, the Brahmans had been portrayed ruthless killers in the novel. Likewise, Trollope suggests that The Moonstone’s diamond mystery actually shrouded rather than exposed Britain’s real interest in India which is not simply India’s wealth but its land (qtd. in Daly 66). Britain wants to possess India for its territorial expansion, and not to simply loot its wealth. Whether, for or against, the theme of British imperialism is evident in the novel’s texts. Moreover, Spivak noted that, it would be impossible reading the 19th century British literature without taking into account Bri tish imperialism, which England made its noble mission to society, because that was the very social context with which authors create their imagination (qtd. in Jolly 381). Thus, understanding Collins’s work from this perspective would not be irrelevant. As Nayder explains, authors of Victorian detective fiction thematically make use of crime and policing to subtly examine broader social issues (178). Looking through The Moonstone’s plot, theme, symbolisms, characterisation, and literary technique, the novel evidently fits this description. The novel is not simply a detective or a romance-detective fiction; imbedded in its intricate plots of crime investigation is the exposition of British imperialism, mainly demonstrated in a master/superior (English) – subject/inferior (Indian) relationship. A. The Novel 1. Backgrounder The Moonstone, which Collins had started by mid-1867 in his mid-forties, was his fourth but also his last best novel. After this, his succeedi ng works were considered either mediocre or failure; such was attributed to his deteriorating health condition at that time. (Page 20) Significantly so, he wrote The Moonstone at the most pressing time of his life: His most beloved mother got sick and died while he was painfully suffering from his worst attack of rheumatic gout, disenabling him to attend his mother’s funeral. But against all these, he had to keep writing; much has yet to be written for the magazines, All the Year Round (England) and Harper’s Weekly (USA), which had started serialising The Moonstone, not to mention his

Personal narrative about an experience that impacted you involving Essay

Personal narrative about an experience that impacted you involving your education - Essay Example Academics was something that my parents put a great deal of pressure upon; they had invested a great amount of money for the purpose of my education and thus wanted me to excel more than I wanted to. I was never good in studies, but I always spent time trying to make my parents happy by trying my best to get good grades. The high school I attended had a number of clubs and associations attached with its prestigious name and as students we were always encouraged to be a part of them. There was one social service unit that did not have too many students as a part of it and thus the student body always urged students to join it in order to help the special children within the city. However, the club was never able to attract a lot of attention towards itself because not everyone wanted to become a part of a social unit designed for the welfare of differently-abled children. My parents have always tried to help charitable organisations and young orphans to live a better life in whatever way they can; my mother has raised me teaching me little things like donating m old clothes and always taking food for orphans on festive occasions. These habits have been inculcated within me so deep that somehow someday, I was urged from within to join the social service unit in order to interact with differently abled children and understand how they lived lives. With time, we were taken on field trips where we visited children from various schools; some of them were blind, some deaf, and some were physically handicapped. However, I remember meeting a young boy by the name of Austin, who was autistic. Soon, we had a three day older sibling program where we were each assigned a young boy or girl to foster and nurture under our care. We were to behave as their big brothers or sisters and teach them all kinds of values and morals and spend three days with them. I was assigned as Austin’s brother. At first, I did not understand how to deal with the young boy because he always thought on a different wavelength – I was still not able to understand how to interact with Austin and by the end of the first day I felt frustrated and disappointed on having had him appointed with me. However, as the second day came and I wearily woke up to go meet Austin, I was surprised when he handed me a jigsaw that he had painted, cut up and made for me. He told me with his slurry speech that he had designed it on the story ‘Hansel and Gretel’ by the Grimm Brothers. I was extremely touched. That day, I met Austin’s teachers as well and they showed me his skills and creativity. I was amazed to see that the boy had an amazing sense of art – his paintings were something different! His teachers also told me that despite his challenges, Austin spent hours at an end reading and being read to, trying to understand his texts and making sure that he did well in his studies, because his parents believed in him and told him that God would take his illne ss away if he studied hard and made something of himself. His parents had raised him by telling him every day that his handicap was only a matter of perspective and that he was the only one who could change it by making himself smarter day by day. Those thoughts hit me like an impact as I thought to myself how lucky I was to be physically fit unlike Austin. However, despite his challenges, he was doing well in his studies and making excellent progress. Till today, I am grateful to Austin for

Flyboys Essay Example for Free

Flyboys Essay World War I is long overdue for a proper trip across modern movie screens, but Flyboys isnt it. Director Tony Bills film captures all the clichà ©s of every war movie ever made and rolls them into an experience punctuated by inconsistent performances and even more inconsistent storytelling. Snoopys battles with the Red Baron felt more authentic than this. The problems start with James Franco, who plays lead flyboy in the story of American airman flying for the French during World War I. Its based on a true story, which has kind of become the de facto excuse for making bad movies. Hey dont blame us! Thats the way it is. Right. Im not buying it. Franco plays a Texan with a southern accent that drifts in and out as if propelled by the wind. Sometimes hes a flying cowpoke, sometimes hes James Franco. Mostly, hes just bad at doing anything other than looking James Dean good. Francos squadron of biplane flying companions makes a motley crew of dissimilar comrades. Theres the black guy who cant get a break in the U.S., the religious guy, the guy whos afraid to fight, the funny guy who cant shoot straight, and the snobby rich kid. Theyre bossed around by an oh-so-dark and dashing squadron commander and default French guy Jean Reno. Whatever happened to Gerard Depardieu? Flyboys exists in a lazy, laid back version of The Great War that simply could not have existed. The pilots lounge around in picturesque France, taking their time to learn to fly and shoot while somewhere over that stand of trees somewhere a war happens. Sometimes they go out and sometimes they die, but our heroes always come back home to a nice cozy, safe bed. The reality of the first terrible world war never really touches the characters in this film and because of that we never get any tangible sense of what exactly it is that theyre fighting for. Lets face it though, if youre anything like me youre here for the dogfights. Prop plane dogfighting hasnt been done right since The Rocketeer and even there that wasnt exactly the point. Biplanes may not move quickly, but the way they leave pilots hanging out there in the open air presents a unique opportunity to electrify audiences with a more up close and personal sort of flying. Flyboys planes look pretty, their CGI frames glistening in the sunlight as they dip, dive, and burn through the sky, but that thrill of being shot at in an open cockpit is nowhere to be found. Theres rarely any sense of speed as they move, and the pilots all react as if theyre being filmed in front of a bluescreen, which of course they are. Theres a lot of talk about how excited these daring dos are to be up in the air, but very little while theyre up there to actually indicate it. Bill uses a lot of really great, sharp looking wide shots, but he never lingers on each shot long enough to give us a real grasp of how it might feel to be in one. Worse, someone made the bizarre decision to tag all the planes machinegun fire with thick smoke trails. If Id never seen a bullet fired in a movie before it might seem cool, but since I have and thus know they dont leave a contrail like a missile, its distracting. Bullets dont spew smoke as they fly towards their targets. Choosing a special effect so outside reality in a film planted so firmly in reality is bizarre. The movie never captures the thrill of dogfighting, however the planes do look sharp on screen and for aviation buffs seeing those old prop engines up there might be enough. For the rest of us, seeing Flyboys means fighting through a plodding, repetitive musical score and a lot of bad acting to get to an unsatisfying ending. Based on a true story or not, this is one adventure that might have been better left on the runway.

ICE Construction Contract

ICE Construction Contract The ICE Conditions of Contract 7th edition Measurement Version 1. Introduction The ICE contract has been around since 1945 and is intended for use on civil engineering work. Civil engineering work is fundamentally different from building work it involves fewer trades, but can be much bigger in scale; there is greater uncertainty in civil engineering work, particularly in ground works. When a site investigation takes place for building work, bore holes and trial pits usually give a good indication of the extent of ground water, rock and the like; in the case of a large reservoir, for example, it is impossible to be as certain. This in turn can mean that structural work needs to be varied. For these reasons the work has to be remeasured and valued as it progresses, the bill of quantities being approximate a point of confusion is when should work be measured and valued under the contracts variation provisions, and when should the remeasurement provisions be used. The bill of quantities therefore has two main functions; firstly, as a tendering document; and secon dly, as a basis for valuation. The contract does not recognise the existence of a quantity surveyor. All payment and valuation is by the engineer, although a Q.S. may actually do some of this work. This note does not cover everything in the conditions, but highlights some of the more contentious areas. 2. Discussion of Clauses Generally The clauses contain no punctuation. Only a court can decide where punctuation can go. Clause 1 definitions and interpretations Sub-clause (1)(c ) defines the Engineer. The Engineer is a person or Firm..This should be read in conjunction with clause 2(2)(a) the contractor must know who will be giving it instructions. Sub-clause (1)(v) defines the site. This can include other places and not just the land where work is taking place. Sub-clause (2) defines cost .all expenditure properly incurred or to be incurred whether on or off site including overhead finance and other charges properly allocatable thereto but does not include any allowance for profit. Clause 2 The Engineer and the Engineers Representative The Engineer Carries out duties specified in or implied by the contract Has the authority specified in or implied in the contract A named Chartered Engineer must act as the engineer if a firm is stated in the contract, a named individual must be nominated within 7 days of the award of the contract, and before the works commencement date The Engineer can be replaced the contractor must be informed The Engineers Representative Has more power than the clerk of works under JCT Engineers duties may be delegated, apart from decisions and certificates under 12(6), 44, 48, 60(4), 61, 65 or 66. Delegation shall be in writing with a copy to the contractor Assistants The Engineer or the ER may appoint assistants to assist the ER. Names shall be notified to the contractor. Assistants are purely concerned to secure the acceptance of materials and workmanship as being in accordance with the contract. They can issue instructions only in relation to these matters. Instructions Shall be in writing However, the contractor shall comply with oral instructions different from JCT. Oral instructions can be confirmed in writing by the contractor or Engineer no time limit, but as soon as is possible under the circumstances The Engineer or ER can be asked to specify under which of the Engineers duties or authorities the instruction was issued. It does not refer to an empowering provision, another clause in the contract, unlike JCT Clause 5 (documents mutually explanatory) This clause is very brief but highly contentious. On the face of it, it says that the various documents forming the contract shall be taken as mutually explanatory and any ambiguities shall explained and adjusted by the engineer who shall thereupon issue instructions in writing to the contractor. These instructions shall be regarded as instructions issued under clause 13. (More will be said about clause 13 later on!). Does this clause mean that only ambiguities and discrepancies included in the tender documents can be adjusted? If an error in the tender documents was so obvious when looking at the documents as a whole, should an engineer refuse to issue an instruction? Unlike JCT, the contractor does not have to notify the engineer about any matters requiring clarification. On the other hand the word shall imposes a duty on the engineer to issue instructions and does not confer any discretion on the engineer. It is curious that clause 13(3) refers back to clause 5 and allows for payment to be made to the contractor, but clause 5 itself makes no mention of payment. See also the comments on clause 8 below. Clause 7 (further drawings specifications and instructions) There are two classes of further drawings specifications and instructions: i). Those which amplify and explain what is already in the contract. ii). Those which require any variation to any part of the Works.. In this case the work is deemed to be a variation under clause 51 i.e. no formal instruction in writing is needed. The express link between clause 7 and clause 51 implies that the valuation rules under clause 52 should apply. It should also be noted that the contractor could be paid under clause 13, although clause 7 does not state this. Under sub-clause (1) the information shall be supplied from time to time. This means that the engineer can take into account the contractors actual progress on the job. Sub-clause (3) States that the contractor shall give adequate notice in writing. and sub-clause (4) allows for the contractor to be given an extension of time and extra costs if it is delayed by failure or inability of the Engineer to issue at a time reasonable in all the circumstances Drawings, Specifications or instructions requested by the contractor.. The words requested by the contractor are rather ambiguous is formal written notice under sub-clause (3) a condition precedent to the operation of sub-clause (4)? Clause 8(1) (contractors general responsibilities) Under this provision the contractor shall (a) construct and complete the works (the meaning of such phrases has already been covered) (b) provide all labour materialsand everything.required .for such construction and completion so far as the necessity for providing the same is specified in or reasonably to be inferred from the Contract. The highlighted words suggest that if ambiguities and discrepancies could be corrected by inference from other contract documents, then the contractor could not expect the engineer to act under clauses 5 and 13. Clause 10 (performance security) This very important clause will be discussed in the lecture on insurances and bonds. Clauses 11 and 12 (the basis on which the tender was based/ claims arising from adverse physical conditions and artificial obstructions) Clause 11 Sub-clause (1) under ICE 6 the employer was deemed to have made available to the Contractor, before submission of tenders, all information on ground works obtained by or on behalf of the Employer from investigations undertaken relevant to the Works. This meant that the employer should have given the contractor every piece of information about the site that was in the employers possession, and if he did not do so the contractor could have grounds for a claim under clause 12 irrespective of the contractors obligation to inspect the site under sub-clause (2). The wording has now been changed to reflect the fairer position that the contractor should have priced that job on the basis of the information actually passed to it (subject to its obligation to inspect the site under sub-clause (2). A new section (1)(b) has been added covering pipes and cables in on or over the ground. Second part of 11(1) the contractor is responsible for the interpretation of all such information for the purposes of constructing the Works. does this refer to the tender preparation or the work on site? Sub-clause (2) inspection of site the contractor is deemed to have (a) inspected the site (b) to have satisfied himself so far as is practicable and reasonable on (i) the form and nature of the ground (ii) the extent and nature of the work (iii) means of communication and access etc. to the site (iv) obtaining information as to risks contingencies and all other circumstances Sub-clause (3) basis and sufficiency of tender the contractor shall be deemed to have (a) based his tender on his own inspection and the information made available by the Employer or obtained by the contractor (b) satisfied himself as to the correctness and sufficiency of the rates and prices stated by him in the bill of quantities. Clause 12 Sub-clause (1) Has the Contractor encountered physical conditions (other than weather conditions or conditions due to weather conditions) or artificial obstructions which could not reasonably have been foreseen by an experienced Contractor? Clearly, foreseeability would need to be examined in the light of what information the employer passed to the contractor under 11(1) and the information that should have been gathered by the contractor under 11(2). If so written notice should be given Under sub-clause (2) the Contractor shall at the same time or as soon thereafter as may be reasonable inform the Engineer in writing pursuant to Clause 53 and/or Clause 44(1) that he intends to claim costs and/or time NB clause 53 has a 28 day limit! Sub-clause (3) requires the Contractor to give details of any anticipated effects of the physical conditions or artificial obstructions; measures he has taken or is taking; and anticipated effects, costs and delays in or interference with the carrying out of the Works (whether or not the contractor intends to submit a claim). Sub-clause (4) action by the engineer he may require the Contractor to investigate and report on alternative measures; he can give written consent to the measures taken by the Contractor; give written instructions as to how the physical condition or artificial obstruction should be dealt with; and he can order suspension under clause 40 or a variation under clause 51 Up to this point there is no admission of liability on behalf of the employer unless a variation has been ordered Sub-clause (5) if the Engineer decides that the physical condition or artificial obstruction could have been reasonably foreseen by an experienced Contractor then the Engineer shall inform the Contractor in writing however, any variation ordered under sub-clause (4)(d) shall be paid under Clause 52. Sub-clause (6) the engineer determines the delay and costs incurred with a reasonable addition for profit, and any extension of time provided that the conditions or obstructions could not reasonably have been foreseen by an experienced contractor. There is no need for the contractor to submit a separate claim for an extension of time under clause 44. Clause 13 Sub-clause (1) (work to be to satisfaction of engineer) Save insofar as it is legally or physically impossible the Contractor shall construct and complete the Works in strict accordance with the Contract.and shall comply with and adhere strictly to the Engineers instructions on any matter connected therewith (whether mentioned in the Contract or not). These words have barely changed over the years, and have been considered by the courts in several prominent cases. Consider the following scenario: A contractor is asked to forward a method statement with his tender. When the work starts it soon becomes apparent that the contractors method statement is impossible to work to, and he has to do the work in a more expensive manner. Can the contractor claim the extra costs involved? Sub-clause (2) states that the mode and manner of construction shall be to the engineers satisfaction. Sub-clause (3) gives the procedure for dealing with delay and extra costs. A final point to consider; should variations be issued under clause 51 or 13?! Clause 14 The Programme The programme under ICE has much more significance than under ICE, but not as much as under the NEC. It is, however, not a contract document. The programme should be submitted by the contractor within 21 days of the award of the contract. There are procedures for the Engineer to accept or reject the programme with reasons. In that case the contractor must amend and resubmit the programme. These procedures are all carried out in 21 day time frames. Together with the programme the engineer may request a general description of the arrangements and methods of construction. The accepted programme should be revised if the Engineer considers that the actual progress of work does not confirm to the programme. Clause 40 The Engineer may instruct the contractor to suspend the progress of the works or any part thereof. Subject to the exceptions listed, the contractor can be given an extension of time and costs. Clause 41 The contractor shall start the works as soon as is reasonably practicable after the works commencement date. The contractor should proceed with due expedition and without delay. Clause 44 The contractor should give notice within 28 days if the matters listed entitle him to an extension of time. Note sub-clause (1)(f) other special circumstances of any kind whatsoever This would be interpreted contra proferentem by a court. The Engineer shall make an assessment of the delay and notify the contractor in writing. The Engineer shall also make an assessment in the absence of a written notice from the contractor. The Engineer can make an interim extension award. This cannot later be reduced. The Engineer makes a further assessment at the due date for completion. Again, this cannot later be reduced. The Engineer makes a final determination within 28 days of substantial completion. Clause 46 If the Engineer considers that the contractors rate of progress is too slow, he may issue a notice to the contractor. The contractor shall then take steps to expedite the progress of the works. This is not acceleration. Acceleration is covered by sub-clause (3). Clause 47 liquidated damages Unlike JCT, the Engineer does not issue a notice of non-completion/ Note that under ICE, the deduction of LADs is suspended for the period of an intervening variation, then resumes. JCT does not specifically state this, but legally the position is the same. Clause 48 This covers substantial completion, which is different from practical completion under JCT. under ICE the contractor starts the procedure by notifying the Engineer; there is no such notice under JCT. The Engineer decides within 21 days. The work so certified shall have passed any final test. Outstanding work can be completed after substantial completion; there are no criteria defining when such work can so be permitted. Clause 49 Covers outstanding work. The contractor must continue insuring this work until it is accepted. Clauses 51 and 52 variations and their valuation These are similar to JCT. Note that if the contractor informs the Engineer that a rate for work not the subject of the variation is rendered inapplicable by the variation, the Engineer shall fix the rate. Clause 53 additional payments Claims are submitted under this clause, apart from any dealt with by clauses 12 or 13. Note that the basis of payment is cost, not loss and/or expense. Clauses 55-57 Measurement ICE is a measure and value contract, so procedures for remeasurement need to be included. The quantities in the BQ are estimates The Engineer ascertains by admeasurement Rates can be adjusted if the quantity of an item increases or decreases this is determined by the engineer after consulting the contractor The contractor is to be given an opportunity to attend for measurement if he does not, the Engineers measurements are taken to be correct. Remeasured work may be valued on daywork The method of measurement is CESMM unless otherwise provided in the contract Clause 60 Certificates and Payments The contractor prepares interim payment applications unless the contractor decides one is not needed Payments are made monthly A minimum amount stated in the appendix must be reached before a payment is made Interest is payable on overdue payments. This is in addition to the right of suspension under the Construction Act. Within 3 months of the defects correction certificate, the contractor shall forward to the Engineer a statement of final account. Within a further 3 months the Engineer issues the certificate. This is only a payment certificate and signifies nothing else. Clause 61 Defects Correction Certificate This is issued At the end of the DC period If more than one DC period applies, it is issued at the end of the last period Outstanding work under 48 must be completed Making good under 49 and 50 must be completed The certificate states the date when the contractor shall have completed his obligations to construct and complete the Works to the Engineers satisfaction. This is the most important certificate under ICE. Compare this certificate with the final certificate under JCT.