Disclosure of material facts by proposer of insurance Essay Example for Free

Disclosure of material facts by proposer of insurance Essay A fact is considered to be material as per the provisions of Section 18(2) of the Marine Insurance Act 1906 if it would influence the judgment of a prudent insurer in fixing the premium, or determining whether he will take the risk. This rule applies is also applicable to non-marine insurance and despite the proposals of the Law Commission not being addressed to marine insurance, undoubtedly the decisions of the courts on disclosure of hull risks will have repercussions for householders. The degrees of influence are given below. The three degrees of influence. (A) Information type A is so material that the insurer, if he had known about it would have refused to enter the contract or in the alternative the insurer would have made further investigations resulting in refusal to do so. (B) Information type B consists of facts, which if the insurer had been aware of, would have resulted in the insurer’s making the contract of insurance but on quite different terms especially in respect of premium or conduction of a further investigations leading to insurance on a different set of terms altogether. The proposer has to reveal the material facts known to him whilst proposing insurance. However, in Berger Ltd. v. Pollock , non-disclosure of certain information, was held to be immaterial because the judge was far from satisfied that, if the undisclosed matters had been fully reported and explained to these underwriters, they would in fact have declined to accept this declaration under open cover or have sought to vary its terms or to require an increased rate of premium. (C) Information type C is that information, whose knowledge would have made the insurer consider it relevant but would not have resulted in the insurer’s refusal of the contract or insistence on different terms. It is information, which though affecting his judgment would have, in conjunction with other facts, had they been present, would have resulted in a different contract, but, which of its own accord, would not have affected the particular contract or its terms. This is the present position in England and is the consequence of the judgments of the Court of Appeal in CTI v. Oceanus . It has been suggested that this case propels English law in the direction suggested by the Law Commission. However, the Court of Appeal’s objective was to respect the Courts view of precedent. The reality is that the Court has succeeded in distancing the law from precedent, principle and the interests of the assured. This decision has met with almost universal concern and disappointment. CTI v. Oceanus CTI entered into an insurance contract successively with A, B and Oceanus. A and B being dissatisfied with the claims experience wanted a change in the terms of cover which were not acceptable to CTI . Hence, CTI insured with Oceanus on the basis of an account of their past claims record which, was not complete or entirely fair and accordingly Oceanus endeavoured to avoid the policy for misrepresentation and non-disclosure. Lloyd J. held that, even in the event of disclosure of all the relevant information the insurer would have made this contract on the same terms and that such information, which could be classified as belonging to type C, not being material, the contract could not be avoided. On appeal the Court held that the undisclosed information was to be classified as type B and not type C and therefore the decision at first instance had to be reversed resulting in the avoidance of the insurance. Nevertheless, the Court also stated obiter but after hearing argument, that there is no requirement that the particular insurer should have been induced to take the risk or charge a lower premium than he would otherwise have done as a result of the non-disclosure. The consequence of all this is that information of type C in English law is material and its concealment enables the insurer to avoid the contract of insurance, without any reservations in respect of commercial insurance and most likely in other lines too. It was hinted by Kerr L. J. that this rule might differ in respect of consumer insurance but the Law Commission has refused to countenance a special rule for consumers. Practicality. First, despite the absence of an absolute standard, the test of materiality is that of the prudent insurer, which is an objective test controlled and applied by the court on the basis of expert evidence. This is similar to that of a reasonable man in tort. In the parlance of insurance practice this test of a prudent insurer is no more a genuine inquiry into a particular person’s mind than it is in relation to the other reasonable or prudent persons who populate the rules of law to legitimise the dominant role of the judge. Secondly, despite the objective nature of the materiality test, it is not understandable as to why it is easier and therefore more pragmatic and definite to state that a fact has some influence or is of the type C, rather than to state that it has a decisive influence or that it can be classified as type A or type B. Thirdly, if the proposer has to perforce disclose information of the type C, then there is the further objection that probable assureds will be better off by exercising caution and not taking any risks by indulging in a total disclosure. The decision in CTI v. Oceanus does not take into cognizance the basic nature of misrepresentation and non-disclosure as connoting something that vitiates consent, in this case the consent of the insurer. It becomes to accept that the consent of the insurer was vitiated and that consequently the contract should be avoided, if the insurer would have made the same contract on the same terms, despite the lack of misrepresentation or disclosure.

Liberty and Equality in Political Theory

Liberty and Equality in Political Theory DISCUSSING IF LIBERTY AND EQUALITY CAN BE RECONCILED IN POLITICAL THEORY. Liberty and equality are the complex fundamental concepts that exist together as important themes of normative political theory that cannot be studied in isolation but need to be reconciled with other political values as they are the building blocks of knowledge that are often contested. These ideals are concerned with how people ought to collectively live together in a society or in a minimal state which is justified. Johari (2004) asserts that the possession and enjoyment of certain rights make the case of liberty and that their possession and enjoyment by all without any distinction on some artificial ground makes the case of equality.According to Heywood (2004) he agreed that the rights can only be enjoyed only if constraints are placed and that individuals are able to make the rational or moral choices. Bae (2002) regarded liberty and Equality as ideal principles that guide the conduct of man which stipulates that all men have the right to be free and ought to be equal as such l iberty and equality are necessary in the humane society. In a nutshell,Jonari(2004) describes the concept of equality as a concomitant of the principle of liberty where it has been treated by great thinkers as an integral part of their movement of liberty and social transformation. He further defined Liberty as a man`s right to do what he wants for the sake of making the best possible development and on the other hand Hoffman (2009)described Equality as a complex concept and its core idea is that people should be treated in the same way. Oxford dictionary defined equality as the fact of having equal rights, status advantages where equaltreatment for all is provided and further defines liberty as freedom to live as you choose without too many restrictions from government or authority. According to Mills (1977) liberty was meant to be a protection against the tyranny of the political rulers and at the time he developed this theory he acknowledged that individuals can infringe the libe rty of other individuals. This essay seeks to assert, discuss and argue if liberty and equality can be reconciled using the scholarly examples. Liberty as a contested ideal provides the rights with their due enforcement by the state that ensures freedom to a citizen which enables them to get the possible development. The question that is needed to be asked isto what extent does an individual need to have freedom? The old adage said that your liberty ends where my nose begins. This implies the willing of people to accept the difference between Liberty and Licence where by individual have a space of their own to exercise their liberty without abusing or infringing other people’s rights. Heywood (2004) stated that the French Liberal Benjamin distinguished liberty of the Ancients which he meant direct and collective participation in political life and Liberty of the moderns which he referred to independence as in the modern era they are used to measure equal justice as democratic principle. Isaiah Berlin (1969) in his essay on the concept of Liberty identified the positive Liberty and the Negative Liberty which has been u nderstood as being ‘free to’do something and being ‘free from’ something. This negative liberty is based on lack of physical restraints on an individual in the course of accomplishing his desires within the sphere of rights which implies that the role of the state is to prevent infringing ‘natural rights’ of others. This is in line with the Libertarianism view which believed on a society that focus heavilyon rights by maintaining that the most important political value is personal liberty. On the other hand positive liberty states that the requirement for an individual is to have equal opportunity for them to act on their choices as it is argued that it embraces some measures of socio economic equality which has been thought to be achieved through collectiveness.John Christman as cited in Bellamy argued that positive liberty or freedom is concerned with the way desires are formed and that the promotion of positive freedom need not to involve aq uestion of how a person should live.Knight (2011) suggested that when everyone has liberty to pursue their goals without the absence of constraint by others, there will be situations where the rich can satisfy their basic needs without others interfering but the poor often cannot. In that situation the poor would employ all the legitimate mean to secure their basic needs from the surplus of the rich by arguing that negative liberty suggest that the poor not be interfered when taking from the rich what they need to satisfy their basic needs and that does not obligate the rich to do anything but rather from doing something. Narveson as cited in Knight (2011) is aware that we cannot all have full liberty to engage in any behaviour without potential for clashes of liberties but suggests that in a contractarian framework negative liberty is the liberty to be left alone from aggression or coercion. MacCallum (1972) in negative and positive freedom proposed a single value free concept of freedom. He helped to clarify the thoughts about freedom suggesting that the question of`are we free?Is meaningless. As a result, this madesome individuals argue that freedom can be restricted only by physical or legal constraints while other still insist that a lack of material resources and social deprivation may be a cause of unfreedom since freedom suggests the absence of constraints or restrictions. This made Rawls tobelieve that if freedom includes absolute property rights then such freedom will be limited by the egalitarian measures though he was also criticised for including many of the underserving poor as the least advantaged and the idea of maximising the prospects of those who choose to be non-productive does not cohere with our moral sensibilities. Bellamy (2003) believed that the concept of liberty concentrates on the external sphere in which individuals interact as it promote the existence of a sphere of action within the sovereign of an individual to enable her pursue her own projects.The Belgian Political Philosopher Phillipe Van Parijs appealed to equality of resources to justify a citizen’s unconditional basic income which he termed as real freedom where individuals are free to choose various lives they might wish to live though the stance difference with Dworkin is on benefits conditional (Farrelly 2004). This made him to argue that liberal like Rawls and Dworkin are violating a central tenet of liberalism when they make willingness to work a precondition of receiving benefit which is known as liberal doctrine of neutrality where it stated that government should not favour certain conceptions of the good life of others. Subsequently,equality being the most complex concept has many definitions and it is defined as social economic equality which is an idea that all people should be entitled to an equal income and equal access to ways of spending it which at the same time implies social continuity and cohesion which is known as a formal equality (Heywood 2004).An egalitarian conception of justice considers the principle of justice that satisfy social economic equalities where inequalities must attach to offices and positions to all under conditions of fair equality where people who have equal talents must have equal chances to attain desirable positions (ocw. Mit.edu/courses). This made Dworkin to believe that people’s fates are determined by their choices and that this must remain a fundamental insight considering what constitutes a just distribution. Johari(2004) made an emphasis on the claim of the Declaration of Independence that all men are created equal in dignity and rights. We have to ask ourselves a question what it means to treat people asequals. How can this be achieved and possible? The idea of treating people as equals means live equally well and have equally desirable lives though some argued as stated by Mark le bar that institutions ought to be arranged to ensure equality of welfare though socialism believed that if equality is to be justified to justify political institution liberty is quickly extinguished. Farrelly (2004) argued that equality is a bench mark by which other possible distributive arrangements are judged such that an equal distribution of social primary goods is not necessary a good thing. In addition to this Dalton (2011)alludes that equality of opportunity is the slightly different concept that each individual should be given the same chances be it in employment, education and society. As suchthe r ight to equality has been defined as the most fundamental claim a citizen has against government and the right to be held in equal regard.This conforms the liberal equality conception that still has limits to solve inequality by natural contingencies though Gauthier rejected any appeal to the notion of moral equality. Equality like Liberty also has the positive and negative view. Egalitarians believed that resources and goods be equally distributed amongst the individuals (Johari 2004). This made Dworkin as stipulated in Farrelly (2004)to formulate theories known as equality of welfare and equality of resources to be used in distribution equality and thus made the equality of welfare fares well with respect to the principle of equal importance because it requires that the needy receive more resources though this failed to accommodate the principle of responsibility.Johari (2004) stated that the positive equality means the provision of adequate opportunities for all though it does not provide for identical treatment on the other hand negative equality means no discrimination on some artificial ground that it can be made only when the reason behind it is valid. According to the Liberals the most value to them is Liberty as such they cannot harmonise equality since Liberty has an upper hand against equality though they are both used as the principles of justice. Rawls as cited in Bae (2002) regarded Liberty as for classical Liberalism and that equality as an ideology of socialism. These two values needed to be compromised as social inequality can cause social unrest conflict and disorder, so that even Liberty cannot be guaranteed.Like all normative principles the ideals of Liberty and Equality are subjective at heart as they are a matter of opinion where by the notions of justice vary from individual, group and societyDalvies (2011).The tension between equality and liberty as the main cause of crisis of modern society still exists in normative political theory.Nozick as a libertarian argued that Liberty and equality are incompatible because if one is truly committed to the value of freedom then any attempt to enforce through the coercive mea ns of the state,be it egalitarian will violate the freedom of individualsand thus be unjust since his argument is premised on absolute property rights. Rawls principles of justice help to realise the values of liberty and equality where by one of them is Justice as fairness. This implies that individuals have an indefensible claim to a fully adequate scheme of equal basic liberties which is compatible with liberties for allan alternative to utiliarinism. Bellamy (2003) further agreed that the right to equal basic liberties and distributive fairness take priority over maximising general welfare even thoughRawls and Nozickrejected utilitarianism as they believe that a public philosophy that permits the loss of freedom is a deficient theory. He further called for an initial original position which is the starting point of people that can be different due to economic conditions hence creating inequality which contributed to the need of having an equal and fair starting point. Rawls further assumed that people create asocial contract in the original position where there is an agreement to contract the state of nature. Conversely, this made Kant to believe that when a personis acting autonomously the principles of his action are chosen by him as the most adequate possible expression of his nature as a free and equal rational being. As such each person is assumed to be a rational being who seeks to maximise his well-being by being self-interested and self-actualisation and this is because when an individual is maximising the resources they also maximise the minimum value of liberty. Davies (2011)in complementingto that stated that there is need for basic liberties to equally apply to all and that absolute liberty should be restricted to ensure equal liberty.Rawls further said that there is need for justifications of limiting a basic liberty by showing the proposed limit which helps in the protection of basic liberties by restricting the well-off and improve the better-off. In every society equality can exist which implies that it is impossible to distribute social and economic goods to everyone that needs justification for doing that though Rawls believed that all people can obtain a favourable result by inequality(Farrelly 2004). He further stated that in unequal distribution good positions should be opened to all in the system of natural liberty where people can participate and compete freely; as such liberty and equality can be guaranteed.According to Nozick as cited in Farelly (2004) believes that liberty and equality are incompatible values ifby equality one means that some patterned distributive principle should be maintained and established. Certainly because people are rational and selfish they can attain access justice by choosing the safest choices since individuals are mostly concerned with basic liberties, rights and opportunities whilst equality is claimed. According to Rawls the just society is the one that protects the basic liberties and arranges the social economic inequalities so that the greatest benefit of the least advantaged are attached to positions and offices under the conditions of fair equality of opportunity as complimented inFarrely (2004) on the principle of social and economic inequalities.In agreeing to the above statement Nozick rules out the kind of redistribution that Rawls envisions and he defended the minimal state. Nozick as a libertarian holds that a minimal state is the only justified state unlike Rawls attempt to combine considerations of liberty with those of equality. Bae (2002) further stated that in the capitalist approach the relationship between equality and Liberty is not harmonised because the continuous accumulation of capital of ‘haves’ cannot be limited to guarantee equality of ‘have nots’ and because of that in a capitalist society economic equality is believed to be inev itable and need not to be just. From a common sense perspective, it seems difficult to reach the values of equality and liberty at the same time, because people think that the principles of equality and liberty are much opposed to each other and they require one another because the notions are regarded to have incompatible characters Bae (2002). It is easy to see the outcome equalisation of equality and liberty as the two conflicts. As such equality tends to make up for individual deficiencies with external help. Libertarians claim that this impedes the exercise of liberty and that certainly from the liberal perspective equality conflicts with liberty. Davies (2011) agreed that the concepts are not as simple as the liberals assume such that liberty stands to simply mean freedom to do whatever one wants to do, just as equality is not also taken to simply mean a total levelling or uniformity of treatment and for that we cannot just say that equality and liberty are incompatible or irreconcilable though they are often at tension. More over equality and liberty are the values that correspond to individual claims and problems. To answer the demand of claims we should consider the values of equality and liberty. This we can say that basic liberties have an absolute weight in regard to other values as such liberty is given a priority over other primary social goods. Why liberty does then takes priority over equality. This is like that because the right to liberty is the necessary condition for the gain of social cooperation. The tension between equality and liberty occurs not by itself but by the arguments philosophical and moral conception of the good as well as the conflicts of social economic interests (Farrelly 2004). Rawls does not concede the egalitarian position a she claims he supports democratic equality thussome people believe that Rawls theory can be compatible with socialism and capitalism. However the discussions of Liberty and Equality have proved to be complex ideals, values and notions as their relationship is also complex because their reconciliation will depend on both the negative and their positive view depending on whose view be it the egalitarian and Libertarian point view. As such the negative view is that liberty and Equality are incompatible whilst the negative view takes liberty and equality as compatible. They are still thought to be in tension because to achieve and maintain equal wealth amongst citizens seem to require violations on liberty and that maintaining of equality of wealth will also require the redistribution of resource.This essay because of the complexibility of the terms it has observed that the notions can reconcile depending on the values believed as for the libertarians they can be compatible and for the libertarian view cannot reconcile. BIBLIOGRAPHY Bae Young soon (2002) Balancing Equality and Liberty in Rawls Theory of Justice Masters Thesis Univesity of tennesse.http//trace tennesse.edu Accessed on 19th May 2014. Bellany R. Mason A. (2003) Political Concepts Manchester University Press UK Berlin I. (1969) Four essays on Liberty: two concepts of Liberty, New york Oxford University Press. Davies L. Dalton M (2011) Entry for Lloyds prize (http// ocw.mit.edu./courses Farrelly C (2004) An Introduction To Contemporary Political Theory Sage Publications London Heywood A. (2004) An Introduction to Political Theory 3rd Edition Palgrave Macmillan Hoffman J. and Paul Graham (2009) Introduction to Political Theory 2ndEdition Pearson Johari J.C (2004) Principles of Modern Political Science New Delhi; Sterling Publisher Knight K.C (2011) Review of NarvesonStebas Are Liberty Equality Compartible Libertarian papers (libertarian papers. Org.) Mill J.S (1977) On liberty. Ed Illinois: Harlan Davidson, Inc 1

Gifted and Talented Program Admissions: Needed Improvements and Reforms

Gifted and Talented Program Admissions: Needed Improvements and Reforms Gifted and talented programs are intrinsically valuable to many children’s education as they provide a system in which all students involved are engaged, challenged, and intellectually stimulated. In "How People Learn", Donovan, Bransford, and Pellegrino (1999) stress the importance of each student being given reasonable and appropriate goals based on his or her level of understanding and competency (p. 20). Gifted and talented programs help institutionalize the attempt to meet all student’s needs by providing uniquely appropriate challenges which aim to keep every student engaged, thus receiving the best chance at success. Although there are many valuable and important aspects of gifted education, there are also significant issues rooted in the base of America’s gifted and talented programs, one of which I will address throughout this paper. In my opinion, the most notable problem which troubles gifted and talented programs is the system by which students are se lected to join their school’s gifted and talented program. The problem associated with how students are chosen to join a gifted and talented program stems from the way that we define giftedness. Because there are countless ways in which any individual can define talent, the government created a federal task force in 1972 to study gifted education in order to standardize the way in which schools choose students for and implement their gifted and talented programs. The task force’s results are known as the Marland Report and include much information as a result of their research, including a decision that a public school’s gifted and talented programs should aim to serve between 3 and 5 percent o... ... for the Gifted. New York: Teachers College Press. Borland, James H. (2003). Rethinking Gifted Education. New York: Teachers College Press. Donovan, Bransford, & Pellegrino (1999). How People Learn. National Academic Press. Eby, Judy W., & Smutny, Joan F. (1990). A Thoughtful Overview of Gifted Education. New York: Longman. Fulkerson, Jan & Horvich, Michael (1998). Talent Development: Two Perspectives. Phi Delta Kappan, 79(10), 756. Johnsen, Susan K. (2003). Issues in the Assessment of Talent Development. In James H. Borland (Ed.). Rethinking Gifted Education (pp. 201-214). New York: Teachers College Press. Meier, Deborah (1995). The Power of Their Ideas. Boston: Beacon Press. Shore, Bruce M., Cornell, Dewey G., Robinson, Amy, & Ward, Virgil S. (1991). Recommended Practices in Gifted Education. New York: Teachers College Press.

emma :: essays research papers

Author  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jane Austen Title  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Emma Publisher  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Everyman’s Library Cop.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  London. 1991   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First published in 1816 Motto  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The book does not have a motto. I chose this book because I read Pride and Prejudice and I absolutely loved it. My mother told me Jane Austen wrote another book like it called ‘Emma’, and I decided to try it. I expected the story to be about the life of a young woman from the middle or rich upper-class living in England in the 19th century. This is also why I chose the book; I’m really interested in that time and the way people were then. Short summary After her beloved governess, Miss Taylor, leaves Hartfield to become Mrs. Weston, Emma Woodhouse finds herself in need of a friend. The answer is Harriet Smith, a girl of questionable origins whom Emma decides to improve. Emma sets Harriet up with Mr. Elton and she is very surprised when Mr. Elton reveals that he loves her, not Harriet. Emma, offended at the idea, refuses him. Then the son of Mr. Weston, Frank Churchill, arrives in town. The Westons secretly hope he and Emma will become attached. Emma is at first attracted to the handsome young man, but she loses interest after his first visit. The Eltons return to town, and Emma and Harriet must suffer under the vain and self-important Mrs. Elton When Frank Churchill returns Emma imagines that Harriet would be a much better match for the young man. At a ball, however, Emma is the one who dances with Mr.Churchill and Harriet dances with Mr. Knightley. Not much later Mrs. Weston reveals to Emma that Frank Churchill and Jane Fairfax had been secretly attached and are now engaged. Emma reassures them that she does not love Frank Churchill, but she fears for Harriet. Harriet is not distressed by the news. She does not love Mr. Churchill, she is in love with Mr. Knightley. Hearing this makes Emma realize that she loves Mr. Knightley too. Uncertain what to do, Emma sends Harriet away, to give herself time to think. During her absence, Mr. Knightley returns from London, fearing how Emma will handle the news of Frank Churchill's engagement. Finding her undisturbed and not in love, Mr. Knightley tells Emma he loves her, and she returns his love. Emma's only worry now is how Harriet will react when Emma tells her she is engaged to Mr. Knightley, but luckily the worrying doesn’t last long. Harriet meets Mr. emma :: essays research papers Author  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Jane Austen Title  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Emma Publisher  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Everyman’s Library Cop.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  London. 1991   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First published in 1816 Motto  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The book does not have a motto. I chose this book because I read Pride and Prejudice and I absolutely loved it. My mother told me Jane Austen wrote another book like it called ‘Emma’, and I decided to try it. I expected the story to be about the life of a young woman from the middle or rich upper-class living in England in the 19th century. This is also why I chose the book; I’m really interested in that time and the way people were then. Short summary After her beloved governess, Miss Taylor, leaves Hartfield to become Mrs. Weston, Emma Woodhouse finds herself in need of a friend. The answer is Harriet Smith, a girl of questionable origins whom Emma decides to improve. Emma sets Harriet up with Mr. Elton and she is very surprised when Mr. Elton reveals that he loves her, not Harriet. Emma, offended at the idea, refuses him. Then the son of Mr. Weston, Frank Churchill, arrives in town. The Westons secretly hope he and Emma will become attached. Emma is at first attracted to the handsome young man, but she loses interest after his first visit. The Eltons return to town, and Emma and Harriet must suffer under the vain and self-important Mrs. Elton When Frank Churchill returns Emma imagines that Harriet would be a much better match for the young man. At a ball, however, Emma is the one who dances with Mr.Churchill and Harriet dances with Mr. Knightley. Not much later Mrs. Weston reveals to Emma that Frank Churchill and Jane Fairfax had been secretly attached and are now engaged. Emma reassures them that she does not love Frank Churchill, but she fears for Harriet. Harriet is not distressed by the news. She does not love Mr. Churchill, she is in love with Mr. Knightley. Hearing this makes Emma realize that she loves Mr. Knightley too. Uncertain what to do, Emma sends Harriet away, to give herself time to think. During her absence, Mr. Knightley returns from London, fearing how Emma will handle the news of Frank Churchill's engagement. Finding her undisturbed and not in love, Mr. Knightley tells Emma he loves her, and she returns his love. Emma's only worry now is how Harriet will react when Emma tells her she is engaged to Mr. Knightley, but luckily the worrying doesn’t last long. Harriet meets Mr.

How To Listen To Music, Not Just Hear It Essay example -- essays resea

How to Listen to Music, Not Just Hear it   Ã‚  Ã‚  Ã‚  Ã‚  To learn to listen to music, not just hear itYou need the right room, the right equipment, the perfect volume, the perfect spot, and (of course), the embracing of the music. After you have all the proper tools, you can sit and enjoy the music. The first consideration is to listen to music in a comfortable chair. I would highly recommend a good quality Lazy Boy recliner. Now, you need to find the best room to put that chair in, so you can listen to you music. The room can be any normal room with four walls but, the room can't be wide open. For example, it can't be an unfinished basement with concrete walls and a cement floor. The sound will not be able to bounce off the walls and give the effect as if the sound is coming from behind you, as well as in front of you (the surround effect). A good room to listen in, is a typical family room with sheet rock walls and four ninety degree corners. The second consideration is placement of speakers. The corners of a room are the perfect spot for your speakers. You shouldn't position them flush against the wall, but put the back of the speaker into the corner, so each side of the speaker is against each wall. For this reason, the bass is extended (louder), and the tweeters, mid-range, and woofers give you their undivided attention. Where to sit is simple, but it takes some easy calculations to find the perfect spot. There is a common rule for a person to experience...

Psychology and Care Plan Essay

Questions 1 – Be able to assess the development needs of children or young people and repare a development plan. 1.1 – Explain factors that need to be taken into account when assessing development. * Progress * Improvement * Behaviours * Look at goals within care plan are they on track? * What activities they are partaking in and how well are they dealing with them. * Whether they are interested, compliant and accepting or not. 1.2 – Assess a child or young person’s development in following areas :- physical, communication, intellectual/ cognitive, social, emotional and behavioural and moral. A) Please see attached sheets of evidence (Daily session record and behaviour tick sheet) 1.3 – Explain the selection of assessment methods used. A) These methods are used to monitor mood, behaviour, what the young person has been doing during that session also the date and time of the session, so we can monitor if something is a regular occurrence on or at a certain time of day (looking for patterns). 1.4 – Develop a plan to meet the needs of a child or young person in the work setting. A) Please see attached care plan 1 – Be able to promote the development of children or young people 2.5 – Implement the development plan for a child or young person according to own Role and responsibilities, taking into account that development is holistic and interconnected. * Monitor the care plan on a daily basis to be aware of any changes and implement if necessary. * If I notice certain areas of the care plan are not working efficiently to meet the needs of the young person and could be improved upon it is my responsibility to report this back to the correct senior member of staff, so they can review and update if necessary. * When working with the young person if I notice any changes/ unusual behaviours to report to senior. 2.6 – Evaluate and revise the development plan in light of implementation. A) In reading the care plan since it was last reviewed I would advise it does need an update in regards of :- * The YP’s getting up in the morning as states that he is not good at getting up, but now is a lot better and tends to get straight up and for a shower with no issues and with little prompting. * The care plan states what the YP likes for breakfast but does not state that he also likes to make it himself. * Again stating the YP is getting better at going out and likes to go out, but doesn’t state specific preferences as he particularly likes to go to the park on the swings. * In the care plan I have noticed it doesn’t make aware that the YP finds his PECS strip useful at times instead of verbal communication and also avoids confusion with the YP * All others areas of the care plan remain unchanged at this time but will continue to review and monitor, so that any changes can be implemented asap to enable improvement and progress for the YP. 2.3- Explain the importance of a person centred and inclusive approach and give examples of how this is implemented in own work. * To meet the INDIVIDUAL needs of the Young person to ensure they are gaining all the positive effects and influences around them and developing at their individual pace. * Individual care plans of which the Young person has input * Following and adhering to the care plans * Residential meetings – asking the young people if they are happy with surroundings, if not what they would like to change. * Giving the YP’s choices of meals, activities and clothing to show individuality and personality 2.4– Observation 2.5 – Encourage children or young people to actively participate in decisions affecting their lives and the services they receive according to their age and abilities. * Residential meetings * Asking likes and dislikes * Giving choices around personal hygiene/ dietary needs * Giving choice in social activities * Choice of clothing for personal identity * Supporting in finance matters, giving them a choice what to spend their personal finances on. * Given as much choice and inclusion in decisions to meet individual needs 2 – Be able to respond to inappropriate behaviour 3.7 – Explain the features of an environment or service that promotes the development of children and young people. A) Within the service to be aware through care plans of the trigger points of YP’s that initiate the inappropriate behaviour B) To be aware through the care plan how best to respond to the individual to defuse inappropriate behaviour C) Use positive reinforcement and praise when individual responds well and behaviour improves, hopefully enabling young person to develop and recognise themselves that the inappropriate behaviour is not rewarded or acceptable, hopefully making the occurrence of inappropriate behaviour less often. 3.8 – observation 3 – Understand how working practices can impact on the development of children and young people. 4.9 – Explain how own working practice can affect children and young people’s development. * My different approaches and attitude can affect the YP’s mood, behaviour etc as if I appear abrupt or aggressive in manner it may cause the YP to become aggressive themselves or non-cooperative and act out. * If I do not follow care plan this may have an effect on the YP as I am not meeting their specific needs which may cause agitation as they may not be getting what they need. * If I follow the care plans and have a happy positive attitude towards the YP it is more likely they will be content. 4.10 – Explain how institutions, agencies and services can affect children and young people’s development. A) They can have a positive effect on development by setting guidelines and standards to follow that are suitable for the individuals needs and ensuring reviews are done regularly to keep up to date with any changes and ensuring all the services etc are working with one another with a clear exchange of information to be able to work towards a common goal for the best outcome for the individuals development. B) If the above did not happen it would have a negative effect on the individual as no one could assure them that the quality of standards and individual needs are being met and this would have a negative impact on their development as structure and communication is key. 4 – Be able to support children and young people’s positive behaviour 5.11 – observation 5.12 – Evaluate different approaches to supporting positive behaviour. A) When using different approaches such as verbally praising and positive actions to reinforce positive behaviour, this encourages positive responses and outcomes enabling them to complete set tasks and activities within their care plan. 5 – Be Able to support children and young people experiencing transitions 6.13 – Explain how to support children and young people experiencing different types of transitions. A) Being aware of the YP’s fears and concerns of the transition by communicating with them. B) Explaining the reason to the YP of why transition taking place C) By providing initial support and on-going if required D) Accompany them during transition E) Make others aware of the concerns/ support needs the YP may have F) On-going discussions with the YP to allow them to express any fears or concerns with an on-going transition.

Securing Sensitive Items

In the military most people think when they hear the term â€Å"sensitive items† they will think of thing such as weapons, security codes, classified information, ect. However most things in the military are considered to some degree a â€Å"sensitive item†. . Which if they ended up falling into the hands of the enemy could cause minor or major damage to our nations national security and possibly endanger the lives of those both at home and deployed across the world. A very basic sensitive item used on a daily bases could include your common access card.For example because there is always the possibility of the â€Å"insider threat† if you accidentally left your CAC logged on to a computer another individual could now easily gain access to any classified information that you have access to. Things such as convoys carrying food and equipment to soldiers in the field that could become an easy target. Especially if the enemy were to know the exact route and what kin d of personnel and vehicles would be transporting the cargo.Another basic sensitive item that all soldiers are assigned is their gear. Most soldiers probably still remember their drill sergeants telling then to never leave their gear behind. If during a firefight you shouldn't just leave an empty magazine on the ground or leave you battle buddies weapon on the ground because he was wounded. You should always take it with you if possible, the reason being is because if no matter how small or insignificant it may seem every piece of gear we're issued can be turned against us.Something like a pistol might not seem like much but if your team member is wounded and you leave something like an AT-4 behind it could be fired at a convoy and then turned into an IED. Items such as keys to a cell in a prison could easily cause a major breach in security. As everybody knows of the last disturbance in the United States Disciplinary Barracks was only possible because a few inmates attacked a guard and got his keys.This allowed them to let all of the other inmates out in that housing unit causing a disturbance that in order to stop needed a riot control team using less than lethal rounds. Another sensitive item familiar to all soldiers in some form is your radio. Whether you're in the field, driving a squad car, or working I'm a prison. Your radio is a key piece of equipment, if you leave it laying around it could be used in many ways against you and your unit. If it's taken by the enemy try will now be able to listen in on the communication between different unit and know where  they are.If you're a road MP and you forget your radio, you have just now no lost communication with others that you may need to radio for backup or be able to respond to a distress call from somebody else. If you're a prison guard you have just lost the ability to quickly communicate with anybody in the facility. You will no longer be able to respond to a distress alarm or be able to call for assi stant if your body alarm is not functioning properly.