The History Of Mayan Math Example

The History Of Mayan Math Example The History Of Mayan Math – Term Paper Example Mayans used a sophisticated number system known as Vigesimal. Mayans developed this complex form of mathematics due to the importance of both the calendar and astronomy in their culture. This Mayan system is to base 20 presumably from counting of toes and fingers. This is a bit complex compared to our system as we rely on a system that is only to base 10. The Mayans were able to work with very large numbers using 3 symbols only: a shell shape (representing a zero), a dot- representing one and a bar (representing 5). Just like the system we use today, they also used the place value system to express very large numbers; however they arranged the place values vertically. In the Vigesimal system, the second number is 20 times the numeral while the third place is 400 times the numeral. In our system today, the second number has a value 20 times the numeral. For instance, in the value 22- the first 2 is ten times the second 2. Another important fact to note is borrowing and carrying forwar d is only done when 20 is reached and not 10, as is practiced today. This system did not require too much literacy and was therefore extensively used in marketplaces by the illiterate. Combinations of items like pebbles, cacao beans, sticks and small bones could be used to express the numbers and simple arithmetic operations computed. Despite not knowing the concept of fractions, the Mayans discovered the importance of zero in mathematics at a time when Europe was still suffering with the Roman system that did not have a zero.Mayans put this complex mathematical system into use in astronomy and calendar. Through observations, they studied the stars and sky, keeping track of the movements of stars, planets and the sun. Once they recorded and mastered the movements of the sun and the weather changes that they experienced in each location of the sun, they came up with their seasons. They used this concept in agriculture. They discovered that decrease in the distance between the equator and the sun, symbolized the growing season and the end of a season represented harvesting period.There were two calendars in the Mayan civilization: Tzolkin and Haab. The former comprised 260 days while the latter comprised 365 days. Both calendars comprised of months with 20 days, therefore Tzolkin had 13 months while Haab had 18 months. The moths were numbered from 0 to 19. In the Tzolkin calendar, months were named after their 13 gods while in Haab calendar, months were named after religious and agricultural events. It is speculated that Mayans may have lived in the tropics and may have experienced overhead sun twice each year. They therefore may have measured 260 days and an additional 105 days for them to experience overhead sun.

Complete Breakdown of Every ACT Reading Question Type

Complete Breakdown of Every ACT Reading Question Type SAT / ACT Prep Online Guides and Tips It’s helpful to know how much certain types of questions show up on the ACT Reading section in order to make the most of your studying. We’ve collected data from publicly available ACT tests on the types of questions that show up most frequently. In this article I’ll go through the different question types, how much they show up on the test, and how this information can help you. What Are the ACT Reading Question Types? Before we go through the distribution of question types on the test, I’ll give a brief outline of the different question categories we’ve established and what each one entails. Type 1: Big Picture Questions Big picture questions deal with the main subject of the passage or the narrator’s overall point of view.These types of questions require you to look at the passage holistically rather than focusing on one specific section. Example of a big picture question: The main theme of this passage concerns the: A. difficulty of first starting and then maintaining a friendship.B. process of making a new friend and how the friendship changes the narrator.C. problems the narrator has dealing with the loss of her former neighbors.D. differences in the lives led by two pairs of adults who at different times lived in the same house. Type 2: Little Picture/Detail Questions Little picture/detail questions will ask about a small piece of factual information in a passage.These are the most straightforward questions because they are completely literal; it’s just a matter of finding the correct information. Example of a little picture/detail question: According to the passage, the research that led to the development of the small-comet theory began with a project originally intended to study: A. the electrical activity accompanying sunspots.B. water entering Earth’s upper atmosphere.C. static in satellite transmissions.D. specks in satellite images. Type 3: Vocabulary in Context Questions Vocabulary in context questions ask about the meaning of a word in the context of the passage.They might also give you something in the passage to reference and then ask you to choose the vocabulary word that best describes it.These questions provide a line number for the word they're referencing, so that makes them a bit less time-consuming. Example of a vocabulary in context question: As it is used in line 58, the word humor most nearly means: A. personality.B. whim.C. mood.D. comedy. Type 4: Development and Function Questions Development and function questions askhow a certain paragraph or phrase functions in the context of a passage, how the argument in the passage is developed, or how the author structures the passage.These questions gauge your understanding of how thoughts should be organized in writing in general or why they might be arranged a certain way for a specific argument. Example of a development and function question: The main function of the second paragraph (lines 20-29) is to: A. identify some of Armstrong’s mentors, such as King Oliver.B. list some of the early events in Armstrong’s developing career.C. contrast Armstrong’s opinions of King Oliver and Fletcher Henderson.D. describe the musical style Armstrong developed jointly with Fletcher Henderson. Type 5: Inference Questions Inference questions ask you to make inferences based on a logical extension of information found in the passage.These types of questions are often perceived as difficult and subjective, but they can always be solved by looking at information directly presented in the passage. They just require a couple more steps in your thought process. Example of an inference question: It can reasonably be inferred from the passage that the woman most strongly desires to attain which of the following qualities from dreaming? A. RelaxationB. Self-awarenessC. EntertainmentD. Self-control How does she know....she isn't already in a dream? I have to admit, the special effects almost distracted me from the sheer ridiculousness of this movie. Distribution of Question Types Here is a chart that lists all the different question types on the ACT Reading section along with their average distributions on the test: Question Type Average Number of Questions Percentage of Questions Big Picture 4 10% Little Detail 18 45% Vocabulary in Context 3 8% Development and Function 9 22% Inference 6 15% All Questions 40 100% ACT Reading always presents four types of passages in order on every test: Prose/Literary Fiction, Social Science, Humanities, and Natural Science.I'll go through the different question types again below, explaining their distribution on the test and whether they tend to show up more often with passages in certain topic areas. Big Picture Questions On each of the four publicly available tests we analyzed, we found four questions that could definitively be identified as big picture questions.This covers main point and point of view questions.Essentially, because there are four topic areas on the ACT Reading section, you should expect to see about one big picture question per topic area.They comprise4 out of 40 reading questions on average, so they only make up about 10% of the Reading section. Little Picture/Detail Questions Detail questions are the most common questions on the ACT Reading section.On the tests we analyzed, detail questions made up from 12 to 21 questions out of 40, so as much as half of the entire Reading section.On average, they’re about 45% of each test. This is good news because detail questions are the simplest ones to answer!These questions come down to reading carefully and finding the correct details in the passage. They’re more about time management than critical thinking. Vocabulary in Context Questions Vocabulary in context questions made up a relatively small percentage of questions on the tests we sampled.On one of the tests, we didn’t find any!On average, you can expect there to be about 3 vocabulary in context questions on the Reading section, so less than 10% of questions.This brings home the fact that knowing vocabulary is not very important on the ACT - it’s such a small portion of the test that it’s not going to be significant overall. Vocabulary in context questions tend to show up the most often in the Natural Science topic area, so along with the final passage or pair of passages in the reading section. Development and Function Questions Development and function questions are the second most common question type on the ACT Reading section.You’ll probably see about 7 to 10 function questions on the Reading section, so about 2 for each passage.They made up about20% of questions on each of the tests we analyzed. Development and function questions tend to show up the most often with the Humanities passage or pair of passages, so you'll commonly see them in questions 21-30. Inference Questions Inference questions are also common, but they're not quite as prevalent as function questions.It seems to depend on the test. I saw a wide range in how many inference questions were tested; on one test there were only 3, and on another there were 10.Inference questions usually make up about 15% of questions on the ACT Reading section.Inference questions are relatively even in terms of their distribution across subject areas. Your brain after being ENLIGHTENED. This really confuses me though - isn't the lightbulb supposed to be above your brain? Why is the brain inside the lightbulb? I don't have all the answers. How Does This Information Affect Your Approach to ACT Reading? Here are a few tips based on what we know about question distribution on the ACT Reading section. You can save yourself time by tailoring your approach to the types of questions you'll see most frequently. Adapt Your Passage Reading Strategy The biggest challenge on the ACT Reading section is not the difficulty of the questions - it’s time.Many people run out of time on ACT Reading because they haven’t nailed down a good strategy for reading the passages yet.They move too slowly and miss out on some of the questions. Because detail questions are the most common questions on the ACT, one strategy is to skip the passage initially and head straight for the questions.For questions that ask about a specific detail, it’s not critical to know the overarching structure of the passage. You just need to do a little search and find to locate the relevant detail. Once you answer the detail questions, which make up close to half of the questions for each passage, you will likely have a strong enough sense of the main point of the passage to answer more challenging inference, development and function, and big picture questions.Vocabulary in context questions can usually be answered without reading the passage first as well, since the line number is provided. Of course, if you’re already a fast reader and don’t have trouble with time pressure on the Reading section, feel free to continue to read the passage first.Some people prefer to skim and then head for the questions, but you should know that the distribution of question types on the ACT means that you don’t HAVE to read the whole passage first. Attention to Detail is Key As we now know, little picture/detail questions are the most common question type on the ACT.It follows, then, that attention to detail is critical on the test!I want to stress again that most of these questions are not that hard. What makes them difficult is time pressure along with a few tricky answer choices that you might fall for if you’re rushing. Avoid making assumptions, and don’t rush through the question if you can avoid it.Many of the mistakes students make on the ACT Reading section could be avoided by reading more carefully and paying attention to keywords or details in the passage.If you have any time at the end of the section, go back and check over your answers so that you can be sure you didn’t misread anything. Keep in mind the fact that all questions on the ACT Reading section, not just little detail questions, can be solved successfully by looking closely at the passage and finding direct evidence for your answers. Don’t Worry Too Much About Vocabulary Vocabulary usually gets a lot of attention in standardized test prep because it gives you the opportunity to focus on something concrete. It's evident from the question distribution numbers, however, thatvocabulary is almost a non-issue on the ACT. There will be a few vocabulary in context questions, but the words in these questions are not particularly advanced.These questions require strong reading comprehension skillsso you can understand variations in the meanings of common terms based on context.Your passage reading skills will be much more critical than your vocabulary knowledge when answering vocabulary in context questions. NOT TODAY! Summary There are five types of questions that you’ll encounter on the ACT Reading section: Big Picture Little Detail Vocabulary in Context Development and Function Inference The most common are little detail questions, then development and function questions, then inference questions, and finally big picture and vocabulary in context questions with about the same frequency. Based on this information about question distribution, you should: Read passages more strategically Pay close attention to detail Reduce time spent on studying vocabulary Now that you know the types of questions you'll see on the ACT Reading section, you can feel even more secure in your preparedness for the test! What's Next? For more information about ACT Reading, check out my other articles on the hardest questions you'll see on the Reading section and thefundamental strategyyou need to know to succeed on ACT Reading. You should also take a look at our guide to getting a perfect 36 on the Reading section if you're applying to very competitive colleges. If you're taking the ACT soon, read this article on the best way to practice for the Reading section! Want to improve your ACT score by 4 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 English 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:

Language Acquisition Priciples Essay Example | Topics and Well Written Essays - 500 words

Language Acquisition Priciples - Essay Example The article also discussed latest methods of teaching English as a second language and also the connected strategic actions. This article also details the position statements issued by three professional organizations about the teaching of ELLs. According to Judy Richardson (2005) the well known professional organization in the area of education is "Teachers of English to Speakers of Other Languages" (TESOL), which has issued several position statements. The most prominent of which is "Position Statement on Language and Literacy Development for Young English Language Learners" (October 2001). This position statement encompasses six main recommendations regarding language and literacy development for ELLs. The position statement underlines the need for: The position statement issued by TESOL and International Reading Association (IRA 2001), a professional organization dedicated to best practice in teaching literacy have demonstrated consistency in their approach with regard to what teachers should know and practice. These organizations have also laid down what rights the ELLs should be given. A meaningful mainstreaming and a proper evaluation of the ELLs is possible with the establishment of these rights.

Corporate Social Responisbility Research Paper Example | Topics and Well Written Essays - 1000 words

Corporate Social Responisbility - Research Paper Example This notion of corporate social responsibility has been heavily debated on in recent years so much so that researchers have called into question the existence of the â€Å"social† aspect in â€Å"corporate social responsibility†. Advocates of CSR have increasingly defined it in terms of human rights, ethics, closures of plants, relations with employees and the environment. A more comprehensive definition of CSR and sustainability encompasses all three foundations of sustainability, including the people, economy and the environment. If only the social and environmental development is taking place that is referred to as â€Å"bearable† (Chick and Micklethwaite 83). If only the social and economic development is taking place, that is referred to as â€Å"equitable†, whereas, if only the environmental and economic development takes places, that is referred to as â€Å"viable† (Chick and Micklethwaite 83). CSR is achieved only when all three dimensions d evelop simultaneously; that is, it is bearable, equitable and viable (Chick and Micklethwaite 83). The very mention of CSR calls into question the reason for business’ existence. Whether or not businesses should be responsible for the society and environment remains questionable since the primary purpose of a business is to satisfy its shareholders and generate profits. This is the line of argument used by classical theorists who are against the practice of CSR. According to Milton Friedman, the only social responsibility of a corporate entity is that of doing business in an open competitive marketplace that is free of deception and any fraud by utilizing its resources in order to increase profits (Friedman 6). The classical advocates further maintain that managers are mainly responsible for catering to shareholders’ interests by enhancing financial returns to the business. Practicing CSR may lead to the dilution of economic productivity since the investments made in C SR may be irrecoverable (due to the non-profit nature of CSR activities) (Friedman 6). However, advocates of CSR base their arguments in favor of the same for various reasons. Usually, companies engage in such disclosure for two main reasons: achieving a competitive edge by enhancing employee morale and goodwill and pressure by external stakeholders such as governments, environmental agencies etc. Not adhering to the latter’s demands would mean a loss in company’s goodwill and, hence, profits. This leads us to the argument related to stakeholder view used by proponents of CSR. This view was conceptualized as early as in the 1970’s by Freeman who described organizations in terms of the managers’ relationships with stakeholders (Garriga and Mele 59). A stakeholder is typically any individual entity or group that has an impact on, or is affected by the corporation’s goals and objectives (Garriga and Mele 59). Companies can reconcile the conflicting ob jectives amongst stakeholders by engaging in a successful CSR dialogue with them in which the company gives something of value (such as a public service) to a significant community in lieu of popular support from groups and individuals within the environment. Advocates of CSR further state that firms are required to exercise duty of care when dealing with both primary and silent stakeholders (such as the community) (O’Riordan and Fairbrass 748). By recognizing the fact that shareholders’ interests cannot be satisfied without satisfying (to some degree) the

Research article Essay Example for Free

Research article Essay Based upon your request, I have conducted a research article on a potential venture which our firs can introduce and invest in a developing country such as India. Due to a shortage of healthcare providers and the poor conditions of the healthcare system, many Indians were dying because of the delay in receiving medical treatment, because labor supply of health professionals is intensive in India, the launch of InstyMeds[R] should help significantly resolve these issues. Recently, a company named InstyMeds Corporation developed their first ATM-Style medication dispenser, â€Å"InstyMeds ®Ã¢â‚¬ , which can label and dispense containers of different shapes and size; most drug forms including tablets, liquids, creams and so forth.    InsteyMeds ® claim that the dispensers can issue medication in a faster, simpler and more convenient way compared to those of traditional drug stores. Moreover, these dispensers are user friendly with their touch screen operating systems. For example, once the patient has been seen, the doctor can simply issue the prescription via the InstyMeds ® system, therefore patients are only required to enter the barcode which has been assigned under their name for verification purposes. The dispenser takes care of the rest and the medication will be labeled and dispensed within five minutes [5]. It is an all-in-one dispensing process which can be done at the same hospital/clinic; patients will no longer have to endure waiting times for medications. Because health professionals are inadequate in India, this is the target sector for this firm to launch InstyMeds ®.   At present there is an unstable drugs delivery schedule and a shortage of health specialists, patients are required to wait longer time before they receive their treatment.   For instance, most of the developing countries have only one doctor and pharmacist per 160,000 people [2]. The absence of health care professionals limits the access of both hospitals and pharmacies to up-to-date medical information; this affects the quality of services.   Since the latest information regarding medication is not accessible to the majority of pharmacists, they are heavily dependent upon the inserted package leaflets used as sources of medical information [3]. To prevent pharmacists from engaging these kinds of practices, InstyMeds ® will be an advantageous approach to solving this. Based on the research, InstyMeds ® can greatly benefit India within three reasons: 1. InstyMeds ® would provide benefit to people in India: Installations of InstyMeds ® allows patients to obtain their medicine 24 hours a day, seven days a week. This service is favorable to patients as the local transportation system is not yet sufficiently developed in India. 2. InstyMeds ® means to Pharmacists: The company claim the dispensers will handle more than 100 prescriptions per day; this can reduce the work load of pharmacists and so it allows the hospital to become more flexible when allocating their manpower.   Moreover, InstyMeds ® internal system will prompt pharmacists to re-stock medicine when the dispensers are running out of drugs.   As a result, pharmacists will then have more time to consult patients with regards to the usage of drugs; this will reduce, if not eradicate medical errors and ideally deliver patients a better service. 3. InstyMeds ® will also benefit the Indian government; the available funds that support the healthcare service are constricted for India, and so the use of InstyMeds ® would be an economical way to allocate the resources of healthcare systems. In general, pharmacists often spend a quantity of time keeping track of drug expiration dates, selecting package and labeling, and maintaining stable inventories. InstyMeds ® can handle everything as mentioned above so instead of hiring new pharmacists, costs can be saved and used in building up the infrastructure. Before the InstyMeds ® becomes public, it is a great opportunity for this firm to donate some of the dispensers free of charge to some non profitable organization such as â€Å"Mà ©decins Sans Frontià ¨res†, this is an international humanitarian aid organization that provides emergency medical assistance to populations in danger; the organization operates in more than 70 countries. By offering InstyMeds ® to their organization, offers a gesture and a positive image for our company and will promote the dispenser at the same time. I believe the public will commonly use the dispenser in the near future and so it is a great idea for this firm to be the first company to launch it. InstyMeds ®, would be a new business venture of pharmaceutical services in the next ten years and this dispenser is not only beneficial to those people in India but profitable to our firm as well.   By investing capital into InstyMeds ® while offering free dispenser to the Mà ©decins Sans Frontià ¨res, it will develop an investment strategy, which can maximize both financial return and social benefit. InstyMeds ® would be considered a socially responsible investment; conveying goodwill to the public and eventually bringing up our service to the next level. When the use of InstyMeds ® is grounded, it will become a new profit center for the firm.

Irvings American Progeny Essay -- essays papers

Irvings American Progeny Washington Irving had the unique opportunity of helping a new nation forge its own identity. America, fresh out of the revolution, looked for an author to take charge and create something that seemed to be missing from the newly born nation. He took this responsibility seriously and made a mythology that founded an American literary tradition. He took bits and pieces from the Old World and incorporated them into the New in such a manner that what he wrote appeared original, and yet tied into a tradition that was centuries old. He did this in a manner that astonished many Europeans who believed an American could never produce literature with such a strong English foundation. Although Irving relied heavily on European influence, he drew distinct lines between the American and the European and his plot lines illustrate the struggle between the United States and England. This amazing period in the nation’s history provided an excellent backdrop for Irving’s work. â€Å"‘The Legend of Sleepy Hollow’ (is)†¦a celebration of the bounty of the United States,† (Bowden, 72). This bounty fueled the fire of social change that was burning in the U.S. at the time. â€Å"If we ever had a period during which social progress was not retarded then it was exactly the period Rip slept through. In that generation we were transformed from a group of loosely bound and often provincial colonies into a cocky and independent republic with a new kind of government and—as the story itself makes clear enough—a whole new and new-fashioned spirit,† (Young, 466). Irving took full advantage of the new scene around him, and immortalized himself by demonstrating the importance of what he saw. â€Å"‘When I first wrote the Legend of Rip Van Winkle,†... ...59): 137-149. Rpt. in A Century of Commentary on the works on Washington Irving. Ed. Andrew B. Myers. Tarrytown: Sleepy Hollow Restorations, 1976. 330-342. Roth, Martin, Comedy and America. Port Washington: Kennidat, 1976. Snell, George, â€Å"Washington Irving: A Revelation.† The Shapers of American Fiction: 1798-1947, (1947). 105-16. Rpt. in Nineteenth-Century Literary Criticism. Ed. Dennis Poupard. Vol. 2. Detroit: Gale, 1982. 382-383. Springer, Haskell. â€Å"Introduction to Rip Van Winkle & The Legend of Sleepy Hollow.† (1974). Rpt. in A Century of Commentary on the works on Washington Irving. Ed. Andrew B. Myers. Tarrytown: Sleepy Hollow Restorations, 1976. 480-486. Wagenknecht, Edward, Washington Irving: Moderation Displayed. New York: Oxford UP, 1962. Young, Philip, Fallen From Time: Rip Van Winkle. Kenyon Review, Vol. XXII (1960): 547-73. 457-479.

Employment at Will Doc Essay

During the nineteenth century a legal rule was developed giving employer’s unfettered power to â€Å"dismiss their employees at will for good cause, for no cause or for cause morally wrong, without being thereby guilty of a legal wrong. † (Halbert, 2012, p. 49). This legal rule is commonly known as Employment-At-Will and ultimately the employer has the rights to sever the employer-employee relationship at any given time for any given reason and whether or not the employee thinks wrongful separation. It is a topic that is debated for many years and in today’s current economy and unemployment rate steadily increasing â€Å"Employment-at-will† is a doctrine that is being used more frequently as employers experience their present day lows. Employers however have to keep in mind the other that in 1960, federal civil rights laws created remedies against employers who fire workers because of their race, national origin, color, religion, sex, age, or disability (Halbert, 2012, p. 9). Later, in 1970s and 1980s, federal and state statutes include protection from retaliation for employees who report violations of environmental or workplace safety laws and those individuals are commonly known as â€Å"whistleblowers†. In essence, whistle blowers are typically long term, highly loyal employees who feel strongly that their company should do the right thing, because in the wave of scandal with major firms such as Enron and World. Com; Congress enacted corporate fraud reform legislation which provides provisions to protect those who report financial misconduct in publicly traded companies. This law is known as Sarbanes-Oxey, or SOX (Halbert, 2012, p. 50). In this assignment the scenario begins as a manager and supervisor of an accounting department, discuss the following issues related to the employment-at-will doctrine and liability of an employer based on actions and responses to the employee’s behavior and actions. Jennifer, a recent graduate, has recently been hired by your accounting firm out of college. Upon being hired, she engages in a number of different behaviors that need your attention. Describe what steps you would take to address the following scenario involving skills, competence, and abilities: †¢The employee seems to be unable to learn the computer applications that are basic to her job responsibilities, but, consistently â€Å"tells† her boss that she is â€Å"a good worker and a genius† and that he does not â€Å"appreciate her†. Even after a few months of training and support, she is unable to use the computer tools to be productive and efficient in completing the required tasks. Employers must first determine was this employee given adequate training, support and feedback while employed. However, feedback can include a performance management plan (PMP) where it measures an employee’s strengths, weaknesses, to the goals and expectations of the company and expectations of the position. If the action plan of re-training, possibly one on one coaching/mentoring are options for this employee and the employee is still not able to grasp the scope of her job duties; it may be a situation where in this scenario the employer can practice employment at will especially after exhausting all methods to help this employee gain as much knowledge that was assumed she was bringing to the company, the employer now may relinquish the employer-employee relationship for good, bad or for no cause at all. Further, the employer does not hold any legal liability as long as no contract was signed upon employment, however if an employee is unable to perform her job duties, the employer does not have much choice than to end employment. Describe what steps you would take to address the following scenario involving management, behavior, and performance: †¢In this scenario, an employee tends to burst into a rage when criticized and is frequently late to work as noticed by her boss and other staff members. When her boss attempts to address her behavioral issues and the company late policy, the employee’s response is that she â€Å"knows her rights and what to do† if she is wrongfully discharged. She also says she took a business law class in undergrad that taught her â€Å"everything she needs to know about exceptions to the employment-at-will doctrine and wrongful discharge in violation of public policy†. Clearly, if this employee has a tendency to have outbursts of rage when criticized this should always have a second party as a witness, along with proper documentation of all verbal reprimands, written warnings reprimands regarding the company’s late policy. We all know that when an employee is considering termination, you need to follow a defined process for best results (Kermit, 2012). There may be a valid reason for her tardiness, however, if the said employee stated she took business law classes in her undergraduate studies she should know full well employment at will outweighs wrongful termination if she was constantly late, violating company policy and warned her job could be in jeopardy, the employer can still choose to terminate employment. Maybe instead of the employee having outbursts, have her to explain the specific reasons for being late and these emotional outbursts because workplace hostility is not tolerated. Maybe the employer can offer her the Employee Assistance Program (EAP), which is a support services program to help balance work and life, maybe she has child care issues or lives in a household with only one vehicle, possibly advising her to seek employment within the company with a more flexible schedule. At any rate, this employee has been warned, given support and the problem still remains, the employer must then choose to use Employment At Will doctrine to separate the employee from employment but just as an employer can separate the employee from employment, so can an employee separate themselves from the employer as well; as the definition remains the same â€Å"employment at will†. Describe what steps you would take to address the following scenario involving labor and laws: †¢The employee takes a day off from work, without management consent, for her religious holiday observance that falls on a day that is during â€Å"tax season†. The day off occurred during an incredibly busy period for the company during which the employer had notified all employees they were not allowed to take off without prior management approval. Also, there is no labor union for accountants. However, she begins talking to her co-workers during lunch breaks and sometimes during regular work hours, encouraging them to organize and form a union to â€Å"protect ourselves†. Based upon the federal civil rights laws enacted in the 1960s, there are legal liabilities for dismissal of an employee based on race, national origin, color, religion, sex, age or disability (Halbert, 2012, p. 9). However, an employee cannot take it upon themselves to grant any day off, whether or not they have acquired leave to use for the day out of work. This could be a policy violation and considered a no call any show for work because you decided to take an authorized day off. Management has already expressed â€Å"all hands on deck† for their busiest season and discouraged employees from taking any days off during this time. However, if prior notification had been communicated to the employer of her religious holiday observance, her day off may have been approved. However, she clearly not just violated a policy but disturbed the flow of production and this can cause separation from employment as well but this employee should have sought other alternatives than to authorize her own day off. Also, the employer would need to be very careful before considering termination, due to her attempts to form unions; as early adjustments to the employment –at-will doctrine was made as workers fought for the right to organize and form unions. The U. S. Supreme Court declared that an employer could not use Employment –At – Will to intimidate or coerce its employee with respect to their self -organization; which means an employee cannot be terminated as punishment for attempting to organize a union (Halbert, 2012, p. 49). This employee may have a chance to remain employed in this scenario due to the â€Å"religious holiday observance† issue, however should be reprimanded for no call no show, written up and added to her employee file so there is proper documentation if she decides to authorize her next day off as discipline action to termination can occur. Also, if the employer can also practice â€Å"The Good Faith† covenant, which can be interpreted in different ways meaning that termination must be for cause to meaning that termination cannot be made in bad faith or with malice intended (Muhl, 2001) Describe what steps you would take to address the following scenario involving policies and procedure. †¢The employee’s supervisor consistently asks her out on dates; the employee initially refuses to go out on a date with her supervisor. The employee later discusses the issue with her girlfriend who encourages her to accept his offers. During her new employee orientation, the employee was informed of the company policy which prevented employees from dating their supervisor and was given an employee handbook with the written policy. The employee and her supervisor later begin having a consensual relationship. Often times, employers have to make their employees constantly aware of certain policies and procedures within the workplace. They will have prepared documents as reminders of these internal policies involving securities, workplace violence, and sexual harassment just to name a few. These documents are required to be read and sign as acknowledgement that you fully understand and will be incompliance. In many companies fraternizing is not allowed within the workplace this information should have been advised by written policy in the company’s handbook and or during employee orientation but it is very important this type of relationship be deterred as it could result in sexual harassment case and lawsuits can be formulated. Workplace relationships are risky as they can cause unnecessary conflict and affect not only the work environment but jeopardize one’s areer. At any rate, ethics plays an important role in this scenario and must be considered before entering into any type of workplace relationship.

Contract Law: Frustration Essay

Question Martina owns two houses in Loughchester. In May, she entered into a contract with Loughchester University for it to rent the houses for the coming academic year for use as student accommodation. The University paid Martina  £750 straight away, with the rent to be paid to Martina by the University monthly in arrears. Martina then engaged Roger Roofers Ltd to carry out repairs on the roofs of the houses, to be completed by 23 September, in time for the arrival of the students. She paid Roger Roofers  £1,000, with the balance of  £3,000 to be paid on completion of the work. Consider the effect on Martina’s contracts of the following events. (a) On 1 September, when Roger Roofers had completed work on the first house, but not started on the second, the second house was struck by lightning, causing a fire that destroyed both houses. (b) As in (a), but only the second house was destroyed. The first house escaped damage. (c) As a consequence of an unexpected restriction on student numbers imposed by the government, Loughchester University recruited fewer students for its courses than it had expected and had a surplus of accommodation. It told Martina on 20 September that it would not need to use her houses, and regarded their contract as at an end. It also requested the repayment of the  £750 already paid. ANSWER The doctrine of frustration applies when there is a change of circumstances, after the conclusion of a contract; consequently rendering the contract impossible to perform or depriving the contract of its commercial purpose by the occurrence of an unexpected event not due to the act or default of either party. In the event of a contact being frustrated the contract is discharged at that date. Examples of some of the unforeseen events that have been acknowledged as giving rise to frustration are destruction of the subject matter (Taylor v Caldwell (1863)), government interference (BP Exploration v Hunt (1982)), supervening illegality (Denny, Mott and Dickson v James Fraser (1944)), strikes (The Nema (1982)) and ill health (Condor v Barron Knights (1966)). The Law Reform (Frustrated Contracts) Act 1943 was passed to provide a fair appointment of losses where a contract is discharged by frustration. The main provisions in the 1943 Act are s.1(2), which deals with recovery of money paid or payable prior to the frustrating event (Gamerco SA v ICM/Fair Warning Agency (1995)), and s.1(3), which deals  with benefits given prior to that event. However, although in certain circumstances s 2(3) of the Act allows recovery for benefits conferred prior to the frustrating event, in BP Exploration v Hunt (1979), it was held that the frustrating event has had an effect of destroying the benefit, nothing will be recoverable under s.1(3). Situation (a) In the first situation, the two houses have been destroyed. According to the Implied Term Theory Test in Taylor v Caldwell (1863), the complete destruction of the specific objects necessary for performance of the contract will frustrate it. As regards the contract with the University, for many years it was thought that the doctrine of frustration could not apply to a lease for the reason that a lease created an interest in land and that interest in land was unaffected by the alleged frustrating event – Cricklewood Property Investment Trust v Leighton’s Investment Trusts Ltd (1945). However, this view was rejected by the House of Lords in National Carriers Ltd v Panalpina (Northern) Ltd (1981), it was held that a lease could be frustrated if intended use of the land became impossible. Therefore in line with this, the use of the land for the accommodation of the students was impossible to use again. Consequently the University’s obligation to pay rent will be disch arged. However can it recover the  £750 that it has already paid? According to S.1(2) allows money paid prior to the frustrating event to be returned, whether or not there is a total failure of consideration, and monies due prior to the date of frustration cease to be payable. S.1 (2) also allows for the recovery or retention of money to cover expenses incurred in relation to the contract. The extent of such an award is at the discretion of the court and is limited to the amount paid or due to be paid before the frustrating event. On the other hand, Martina will argue that she has spent money preparing the houses for student accommodation, and that she should therefore be able to retain the  £750. However in Gamerco SA v ICM/Fair Warning Agency (1995), it was made clear that just because expenses have been incurred this does not automatically mean that retention of money paid will be allowed. Hence, the court will consider all of the circumstances, before deciding what a just result is. Therefore, on the facts given, Martina may be allowed to retain some or all of the  £500 towards her expenses. Nevertheless, it should be noted that s 1(2) does not  allow her to be awarded more than the  £750 that has already been paid, even if her expenses exceed this amount. The contract between Martina and Roger Roofers will be frustrated, as the work cannot be completed. S.1 (2) provides that money paid prior to the frustrating event is recoverable; therefore allowing Martina to recover the  £1,000. However Roger Roofers may argue that its expenses far exceed the  £1,000 and that the full amount should be retained. Under s.1 (3) a just sum can be awarded by the court to Roger Roofers for the work done on the first house to compensate for this. Yet, under the common law, this would have been impossible, since the decision in Appleby v Myers (1867) established that where the obligation to pay for work does not arise until after the frustrating event, no compensation for work done is recoverable. Thus, Roger Roofers will not be able to recover anything under s 1(3), regardless of the fact that it has done half the work under the contract. Situation (b) Here it involves one house being destroyed, that is, the contract may be frustrated. As per the contract between Martina and the University, the contract can still accommodate students. It was only one house that was destroyed. However, the main issue here will be whether the contract has become ‘radically different’ from what was intended by the parties. The frustrating event rendered the contract impossible, illegal, or radically different from that which was originally agreed to (Davis Contractors Ltd v Fareham (1956)). Reference to cases such as Krell v Henry (1903) and Herne Bay Steam Boat Company v Hutton (1903), the trips round the bay could still be made. Fewer visitors were likely to avail themselves of the opportunity, and therefore the contract to hire the boat for prospective tours was likely to be less lucrative but not impossible nor fundamentally different from the performance agreed. Similarly, the contract between Martina and the University is less beneficial but there is no reason as to why it may be frustrated. Martina could argue that the contract was actually frustrated since otherwise she may be liable for breach in providing only one house, rather than two. Hence, the contract is in fact ‘radically different’, since only half of it can be performed. Thus, the 1943 Act will be applied same as in situation (a). The contract with Roger Roofers is frustrated, since the completion of its work is impossible. However the house on which the  roofing work has been done did survived the frustrating event. Consequently, Roger Roofers will use this to get compensation under s 1(3) of the 1943 Act. As Martina obtained a valuable benefit in that she now has a house with a repaired roof. Therefore, the court will consider the fact that Martina has to something to roger Roofers in addition to the  £1,000 already paid. Given that about half the work has been done, therefore a further  £1,000 might be given to him, to bring her payment up to half the contract price. Situation (c) In this situation, it was the government’s restriction on student numbers that may be regarded as the frustrating event. Therefore, this clearly affects the contract between Martina and the University; hence the contract with Roger Roofers should be disregarded. The government’s intervention can lead to the frustration of a contract. In Metropolitan Water Board v Dick Kerr (1918) involved the requisitioning of property in war time. The issue with the University is that, some students were requesting accommodation, but they allocated them to premises other than Martina’s houses. However, the doctrine of frustration will not operate if the frustrating event was self-induced (Maritime National Fish Ltd v Ocean Trawlers Ltd [1935] AC 524). This limitation to the doctrine will apply even where the choice is simply, as to which contract to breach, as in the Super Servant Two [1990]. In allocating students accommodation other than Martina, the University exercised choice. Therefore the contract is not frustrated. The University has breached their contract with Martina. Consequently she will be allowed to retain the  £750 already paid. Any other losses would be recoverable, subject to the usual rules on remoteness and causation. On the contrary, under s.1(2) which allows money paid prior to the frustrating event to be returned, whether or not there is a total failure of consideration, and monies due prior to the date of frustration cease to be payable; the university might argue that they ought to recover money to cover expenses incurred in relation to the contract. The extent of such an award is at the discretion of the court and is limited to the amount paid or due to be paid before the frustrating event.

Political Terms Dominate New Dictionary Entries

Political Terms Dominate New Dictionary Entries Political Terms Dominate New Dictionary Entries Political Terms Dominate New Dictionary Entries By Mark Nichol Dictionary.com’s newest set of entries to its lexicon, and some revised definitions for existing terms, reflect the politically themed discourse that has dominated the media over the past year. This post shares and defines some of those terms. Alt-right, discussed in this DailyWritingTips.com post, is not new to Dictionary.com, but its definition has been extended to clarify that the central tenets of those who espouse extreme right wing ideology are white nationalism and anti-Semitism. Similarly, though far is of course not a new listing, its definition now alludes to the sense of extreme political views when it appears in combination with left and right. Meanwhile, the existing entry for alt refers to the abbreviation’s usage in alt-right, and the one for â€Å"white nationalism† makes a distinction, based on geopolitical focus, between that phrase and â€Å"white supremacy.† The phrase â€Å"fake news† has its own new entry, describing the term as pertaining to sensationalized false journalistic content that serves to boost ad revenue and/or discredit an entity that is the subject of the content. An entry surprising for its late appearance is â€Å"false flag,† which has long referred to the use by marine vessels of a flag of a country the ship doesn’t represent in order to deceive personnel on an enemy vessel. By extension, the term now alludes to events in which a country attacks its own territory or assets and blames the attack on a belligerent nation (or an entity such as a terrorist organization), or to similar operations carried out in civilian contexts, as when a group or individual frames another for a violent act the first group or individual secretly committed in order to discredit the other party. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Bare or Bear With Me?Ten Yiddish Expressions You Should Know10 Tips for Clean, Clear Writing

7 Types of Narrative Conflict

7 Types of Narrative Conflict 7 Types of Narrative Conflict 7 Types of Narrative Conflict By Mark Nichol Every work of literature, and much nonfiction narrative, is based on at least one of the following conflicts. When you write a story or a biography, or relate a true event or series of events, you need not focus on such themes, and there’s no reason to state them explicitly (except in passing, perhaps, to provide insight about a biographical subject), but you’re wise to identify the conflicts inherent in your composition and apply them as you write. 1. Person vs. Fate/God This category could be considered part of conflict with self or with society (many people count only four types of conflict, including those two and conflict with another person or with nature). That’s a valid argument, as one confronts fate as part of an internal struggle and religion is a construct of society, but explicitly naming fate (Oedipus Rex) or God or the gods (The Odyssey) as the antagonist is a useful distinction. 2. Person vs. Self A person’s struggle with his or her own prejudices or doubts or character flaws constitutes this type of conflict (Hamlet). 3. Person vs. Person Any story featuring a hero and a villain or villains (The Count of Monte Cristo) represents this type of conflict, though the villain(s) is/are often representative of another antagonist in this list, whether a villain is in essence an alter ego of the protagonist (thus representing the conflict of person versus self) or stands in for society. 4. Person vs. Society When the protagonist’s conflict extends to confronting institutions, traditions, or laws of his or her culture, he or she struggles to overcome them, either triumphing over a corrupt society (I draw a blank here), rejecting it (Fahrenheit 451), or succumbing to it (1984). 5. Person vs. Nature In this conflict, the protagonist is pitted against nature (Robinson Crusoe) or a representation of it, often in the form of an animal (Moby Dick). 6. Person vs. Supernatural Superficially, conflict with the supernatural may seem equivalent to conflict with fate or God, or representative of a struggle with an evocation of self (Dr. Jekyll and Mr. Hyde) or nature (The Birds). But this category stands on its own feet as well. 7. Person vs. Technology Humanity’s innate skepticism about the wonders of technology has resulted in many stories in which antagonists use technology to gain power or in which technology takes over or becomes a malign influence on society (Brave New World). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)Whenever vs. When EverUsing "zeitgeist" Coherently

Non Profit Interview Essay Example | Topics and Well Written Essays - 1750 words

Non Profit Interview - Essay Example These most important, full-service healthiness care distributors are accountable for making sure that billions of components of prescription are securely distributed to the representatives of retail pharmacies, treatment habitats, treatment centers and contributors in all 50 states. HDMA together with the associates are the essential connection in the healthcare scheme that is accountable for medication security, excellence, reliability and accessibility within the market. In the course of management on public guiding principle and industry best performance, the organization together with its member's center on providing worth, eliminating expenses and increasing inventive resolution to bring care carefully and efficiently. In this particular work, we are going to major in the roles and the contribution of the organization to the society, this will be as regard to the interviews that were carried out in the organization. It will mainly focus on the views of the interviewees and will be based on their organization together with their roles in the society. These organizations are placed in the society strategically so as to have a positive impact in the community. Within the interview carried out, one of the interviewee, Tirza Niemann says that the sectors are established so that it can enable the adult to obtain education (Hodgkinson pg 255). This is as they do provide the facilities of the education within their organization. This is seen among the members of the meetings, marketing and education section in the healthcare organization found in the Washington D.C in the metro area. With this, it is clear that other than just distributing the health care products to the retailers, the organization also has a section from which they have organized to at least provide education to the adults. This is the type of the education that is given to the individuals of whom were late for their studies in their respective stages. Thus, the organization facilitates their progression of the education in such a manner that they are either full or p artially sponsored to pursue with their education in their respective stages and fields. This is usually done by the use of the seminars or even webinars. Other than giving the financially disabled people the opportunity to proceed with their education, they also offer some of the training to the ones of whom are not good in the paper works. With this, they do provide the technical trainings such as the mechanics or the tailoring training for the ones who did not qualify for their next stage but rather they need something that will help them to attain their living. According to Linda Coporaletti Hoyt who is a director in the administration and human resource section in the HDMA organization, says that the non profit sector is entitled to expose the members of whom worker in the organization in such away that they can be able to perform in any field that it is represented to them. To attain this, the members in the organization are forced to volunteer some of their time to participate in the committee organized by the organization. Other than that, the organization are set to ensure that the members in the society are well enlightened with the commodity that they are providing to them as this will enable