Behaviorist Lesson Plan

Behaviorist Lesson Plan Anticipatory Set (focus) the teacher will put the short story the tortoise and the hare up on the overhead for all the children to read (most children will already know this story), the teacher will then ask the students to describe what they feel the moral of the story is. Students will be required to tell the teacher what their idea of the moral of the story is. Once students have expressed their ideas, the teacher will go on to explain what the moral of the story is meant to be. This will involve the methods of demonstration and discussion. Purpose (objective) The purpose of the lesson is that the teacher will show children how to make their own points about articles and pictures etc they will be able to teach children how to find the deeper meaning of things instead of focusing solely on the obvious. Another purpose of the lesson for teachers is that they will be able to see whether children understand the concept of morals. Students will show learning by being able to create their own stories that contain morals. Also students will show learning by being able to take what the teacher has shown them and use those concepts in order to demonstrate what things to look for in finding the moral of a piece of work. Students will be using the methods of demonstration by demonstrating what they have learnt. Input The vocabulary, skills, and concepts the teacher will impart to the students the stuff the kids need to know in order to be successful. It will be up to the teacher to make sure students understand the concept of morals and what to look for in order to find the moral or theme of the story. Students will also need to know adjectives in order to understand how to look for details in the piece of work they are analyzing, by understanding the use of adjectives students will be able to pick out distinct characteristics of the characters presented in the story and specific details about them therefore making it easier to understand how to determine what the theme of the story could be about. Modeling (show) The teacher shows in graphic form or demonstrates what the finished product looks like. The teacher will present a short story on the projection screen, and then will ask the students to read and analyze the story. When the students have read the story the teacher will ask the students what they feel the moral of the story was and once that is complete the teacher will take the students responses and put them up on the board. After the students have given their input the teacher will write down what the they feel the lesson of the story was and show the students some ways that the teacher came to that conclusion, by using certain words from the story etcà ¢Ã¢â€š ¬Ã‚ ¦ the teacher will use the method of demonstration in this way. Guided Practice (follow me) The teacher leads the students through the steps necessary to perform the skill using the trimodal/learning styles approach hear/see/do. The teacher will go through what is obviously present in the story (for example: the characters, setting, what is happening in the story etcà ¢Ã¢â€š ¬Ã‚ ¦) once the teacher has gone over the obvious parts, they will then go into the morals and concepts of the story. Students will be required to take their pieces of literature, break them down into what is obvious and then go into the more in depth points of the story ( based on what the teacher has shown them) this will involve the methods of demonstration, drill and practice and tutorial. Checking For Understanding (CFU) The teacher can then use other familiar stories that the students already understand the main concepts of. At this point the students will be able to determine the main concepts and ultimately the moral of the story. The teacher will go around and ask whether the students understand what concepts are being presented in the story and if they do then the teacher can move on with the lesson and have students begin writing their own stories that contain some of the concepts they have learnt. The students will be held accountable for asking any questions they may have had during this time. Independent Practice The teacher releases students to practice on their own based on #3-#6. Once the teacher is sure that the students have understood how to determine the moral of a story and what exactly the story means to them personally the teacher can then have the students go to the lab in groups and therefore find their own pieces of media that they can analyze together. Students will be discussing the piece of media they choose and detailing what exactly that piece of media means to them personally. This will use the methods of drill and practice and discussion. Closure A review or wrap-up of the lesson Tell me/show me what you have learned today. At the end of the lesson the teacher will give a short homework assignment to the students to demonstrate what they have learned. The students will be required to go on specific websites that the teacher has provided for them and analyze different forms of literature, such as stories, articles or even photographs. Students will then have to analyze the literature and decide how they feel about that piece of literature specifically, they can present these ideas in a short 7-10 sentence explanation that they will be required to bring to the next class. This will allow students to demonstrate what they have learned and present it in a explanatory piece of writing to the teacher. THEORY INTO PRACTICE: PLEASE NOTE: This section requires you to use the Comparative Organizers found on the CD that came with your Newby textbook. Open the CD and Go to: Chapter Info and Activities, then Chapter 2.:Theory into Application, then Learning Theory Comparative Organizers, and use the applicable Comparative Organizer for the following section. Which Learning Theory predominates your Lesson: The behaviorist learning theory predominates my lesson. Identify the key factors influencing learning in your lesson. Where are these used in your lesson? Adapting existing behavior- this is used at the beginning of the lesson by seeing if children who are already familiar with the story of the tortoise and the hare can pin point what the moral of the story may be. Teaching new behavior- shaping- this would occur during the lesson, when students have successfully found a moral in the piece of writing they are given then they will be awarded with a sticker or other prize of their choice. Chaining- once children are able to understand the moral of the tortoise and the hare, they will be required to take their knowledge of finding deeper meanings and apply it to other pieces of literature. Maintaining existing behavior- variable ratio schedules- this will occur near the end of the lesson. Once students have demonstrated an understanding of how to determine a deeper meaning in a piece of literature they will be required to go to the computer lab in groups and find their own piece of work that they choose to analyze. Based on when each student has understood the concepts they will then get to choose groups and go to the computer lab. What is/are the teacher role[s] in your lesson. Explain the performance objectives clearly to learners. Provide cues to the learners to assist in the correct response of the learner. Provide reinforcement (positive or negative) Create practice situations in which cues are paired with a target stimulus in order to elicit a desired response. Provide an atmosphere where students can modify responses to stimuli. Provide relevant and specific sequences of activities or learning events to achieve objectives. Establish reinforcers to help impact learning and performance. How is/are this/these role[s] accomplished. [in other words Where is this demonstrated in your lesson? Be specific.] At the beginning of the lesson the teacher will have to; explain the performance objectives, provide cues to the learners, and provide relevant and specific sequences of activities or learning events to achieve objectives. During the lesson the teacher will need to make sure they; provide reinforcement (positive or negative), create practice situations in which cues are paired with a target stimulus in order to elicit a desired response, provide and atmosphere where students can modify responses to stimuli and establish reinforcers to help impact learning and performance. What type[s] of learning is/are best explained in your lesson: Based on my lesson students will have to be able to recall previous information for example knowing how adjectives are used and what they are. The students are going to be required to have a response to specific pieces of literature or sources of media that are provided for them. They will also be required to practice responses to literature. State the teaching method[s] used in your lesson, and, for each, briefly explain how this/these method[s] relate to your lesson plan. [in other words, how is that method demonstrated in your lesson]: Directed instruction- focuses on teaching sequences of skills, students will start by analyzing a story shown to them with help from the teacher, then they will be required to analyze different pieces of literature on their own and then eventually with a group. By the end of the lesson the students will have to analyze different pieces of literature for homework which they will bring in the next day. Drill and practice- throughout the lesson students will continually be required to analyze different pieces of literature and test their understanding. This will be done until it is clear that the student fully understands the point of the lesson and what is required of them. Personalized system of instruction- each student will need to demonstrate their understanding of the subject individually before they are able to work with a group and after when they do their individual homework assignments. State all the teaching strategies used in your lesson, and, for each strategy, explain how these strategies relate to your lesson plan. [in other words, how are the strategies demonstrated in your lesson]: Reinforce incremental behaviors leading towards a goal behavior- the teacher will be reinforcing the main concepts of the lesson until students are able to complete the task on their own. Establish complex behaviors by using simple behaviors already known by the subject- the students already understand that stories are all relevant to the individual, the goal is to allow students to take what they already know and apply it in a way that is beneficial to them individually. Also students have already used adjectives, and in this way they will be required to use what they already know determine what the moral of the story is. Progressive style of instruction- students will be required to begin by doing simple tasks with the assistance of others and then will have to be able to analyze a story all on their own or in some cases write their own story which contains a moral. Allow students opportunity to practice and repeat so that they become second nature- students will be required to keep practicing the concepts they learn in the lesson through their group work and homework that they are assigned. LEARNING STYLES: Identify the types of learners (multiple intelligences) you are addressing in your lesson. You MUST refer to Gardners work [see Lab 5]. Minimum of 3 identified and explained. Verbal linguistic- students are going to be required to do some reading and writing based on their own ideas. Naturalistic- students will have to use concepts from their own personal lives and put those ideas into their responses to the text. Interpersonal- involves being around people and talking to others. Students will need to be able to work in groups with other students and be able to share their ideas and get their point across in a group setting. STUDENT EVALUATION: The purpose of evaluation is to determine if your students met the lesson objectives. Describe how you will evaluate the class. Once the lesson is completed students will be evaluated by having to apply what they learnt to their homework assignment. They will be given a list of resources from which they choose one that they feel would best relate to themselves and that they feel they will be able to analyze on their own. Students will then be required to write down their analysis of the work they choose and bring it to class with them the next day to be handed in for marks that will be used toward their overall English mark. The teacher also has a picture included as one of the resources that the students are allowed to analyze, if they choose to do so then the students will be required to write a story about that picture and how it could relate to them individually, their story will be handed in and graded as well and will be graded on the same basis as those who did the analysis. STUDENT DETERMINED CONTENT: Failure to complete the following for each [e.g., file, website, document, computer application, Web 2.0 program, etc.] technology used in support of your lesson will result in maximum  ½ marks awarded for Student Determined Content. Content: Hot potatoes- pop quiz on adjectives and themes of works! This quiz will be used at the end of the lesson, students will be in the computer lab and they will be working in groups. Once they have completed that part of the lesson they can do this quiz for extra practice (it will not be for marks). The result expected through the use of this website is that students will be able to understand the lesson better, and practice what they have learnt. Awesome highlighter program- the tortoise and the hare story. This will be used in my lesson plan once the students have determined what the moral of the story is, or once the teacher has discussed it with them. Once they have figured out the theme of the story, the teacher will open this document and the parts that are highlighted will be used to explain how to find the theme of the story, what the kids should be looking for. The result of this is that the students will know how to determine how to find the theme of stories by looking at specific sentences or words used in the passage. Students can also use this program if they choose when they are going over their own passages for homework. Stixy Board program- this website will be used at the end of the lesson. It contains all of the information that students will need to do their homework based on the lesson they have learnt. The purpose of this program is that it will allow the teacher to post the homework assignment online for students to do, and students will have easy access to all of their homework assignments. Also it contains all the documents that the students will need to complete their homework assignment.

Night World : Spellbinder Chapter 8

A sharp, acrid odor assaulted her nostrils. She had to blink away tears as she held the bottle over the fire and very carefully tipped it. One drop, two drops, three. The fire flared, burning blue. It was ready. The balefire that was the only way to get a spirit from the other side-apart from crossing the veil and fetching it back yourself. Thea took Phoebe's amulet in both hands and snapped it, cracking the clay and breaking the seal. Then, holding the broken amulet over the fire, she said the words of power she'd heard the elders speaking last Samhain. â€Å"May I be given the Power of the Words of Hecate.† Instantly, she found words coming to her, rolling off her tongue. She heard them as if it were somebody else talking. From beyond the veil†¦ I call you back! Through the mist of years†¦ I call you back! From the airy void†¦ I call you back! Through the narrow path†¦ I call you back! To the heart of the flame†¦ I call you back! Come speedily, conveniently, and without delay! She felt a rumbling vibration like an earthquake rock the floor. Above the ordinary fire different flames seemed to burn; cold, ghostly flames that were pale blue and violet and rose to lick at her knuckles. She started to open her hands, to let the amulet fall into the magical flame. But just as she was about to do it, there was a bang. The door to her bedroom swung open, and for the second time in twelve hours she found herself horrified to see Blaise. â€Å"The whole place is shaking-what are you doing?† â€Å"Blaise-just stay back!† Blaise stared. Her jaw dropped and she lunged forward. â€Å"What are you doing?† â€Å"It's almost finished-â€Å" â€Å"You're crazy!† Blaise grabbed at the amulet in Thea's hands, and then, when Thea snatched her hands back, at the silver box. â€Å"Leave it alone!† Thea grabbed the other side of the box. They were struggling with it, each trying to pull it from the other. Fire scorched Thea's hands. â€Å"Let go!† Blaise shouted, trying to twist the box away. â€Å"I'm warning you-â€Å" Thea's fingers were damp with sweat. The box slipped. That was when it happened. The silver box flipped in Blaise's hands, sending a spray of amulets everywhere. Locks of gray hair, black hair, red hair, all flying. Most of them hit the floor-but one landed directly in the balefire. Thea heard a crack as the clay seal broke. For one second she was frozen, then she plunged her hand into the fire. But the clay was already burning-not red hot, but white hot. She couldn't close her fingers around it. For just an instant she seemed to see a symbol etched in blue flames, and then a flash like sheet lightning exploded from the fire. It knocked her into Blaise's bed and Blaise into the wall. The lightning formed a column and something shot out. Thea didn't so much see it as sense it. A wraith shape that tore around the room like a blast of arctic wind. It sent books and articles of clothing flying. When it reached the window, it seemed to pause for an instant, as if gathering itself, and then it shot through as if the glass didn't exist. It was gone. â€Å"Great Mother of life,† Blaise whispered from against the wall. She was staring at the window with huge luminous eyes-and she was scared. Blaise was scared. That was when Thea realized how bad things were. â€Å"What have we done?† she whispered. â€Å"What have we done-what have you done, that's the question,† Blaise snapped, sitting up and looking more like her ordinary self. â€Å"What was that thing?† Defensively, Thea gestured at the scattered amulets. â€Å"What do you think? A witch.† , â€Å"But who?† â€Å"How should I know?† Thea almost yelled, fear giving way to anger. â€Å"This is the one I was going to call back.† She snatched up the â€Å"auburn hair and cracked amulet of Phoebe Garner. â€Å"That one was just whichever one fell out when you grabbed the box.† â€Å"Don't try to make this my fault. You're the one doing forbidden spells. You're the one summoning ancestors. And whatever happens with that one†- Blaise pointed at the window-â€Å"you're the one responsible.† She got up and shook out her hair, standing tall. â€Å"And that's what you get for trying to sic the spirits on me!† She turned and stalked out the door. â€Å"I wasn't trying to sic the spirits on you!† Thea shouted-but the door had already slammed shut. Thea's anger collapsed. Feeling numb, she looked at the overturned silver box, where she had temporarily stored the tissue with Eric's blood. I was just trying to find a protector for him. Somebody who'd help him fend off your spells, who'd understand that he's a person even though he's a human. She looked forlornly around the room. Then, feeling older than Gran, she struggled to her feet and started mechanically cleaning up the mess. When she dumped the ashes out of the bowl she found some sort of residue sticking to the bottom. She couldn't wash it off and she couldn't pry it off with a steak knife. She stashed the entire bowl under her bed. All the while she cleaned, her mind kept churning. Who got out? No way to know. Process of elimination wouldn't help, not with all those unmarked amulets. What to do now? She didn't know that either. If I tell anyone-even Gran-they'll want to know why I was trying to summon the dead. But if they find out the truth, it means death for me and Eric. Around sunset, a limousine pulled up in the back alley. Thea saw it from her window and rushed downstairs in alarm. Grandma was being helped out of the car by two politely expressionless vampires. Servants of Thierry's. â€Å"Gran, what happened?† â€Å"Nothing happened. I had a little weak spell, that's all!† She whacked at one of the vampires with her cane. â€Å"I can help myself, son!† â€Å"Ma'am,† said the vampire-who might have been three or four times Grandma's age. To Thea, he said, â€Å"Your grandmother fainted-she was pretty sick there for a while.† â€Å"And that good-for-nothing apprentice of mine never showed up,† Gran said, making her way to the back door. Thea nodded good-bye to the vampires. â€Å"Gran-it was my fault about Tobias. I let him have the day off.† Her stomach, which had been clenched like a fist all day, seemed to draw even tighter now. â€Å"Are you really sick?† â€Å"I'm good for a few years yet.† She began laboriously working her way up the stairs. â€Å"Vampires just don't understand old age.† â€Å"What did you go there for?† Gran stopped to cough. â€Å"None of your business, but I had to settle some arrangements with Thierry. He's agreed to let the Inner Circle use his land on Samhain.† Upstairs, Thea made some herb tea in the tiny kitchenette. And then, when Gran was in bed with the tea, she gathered her courage. â€Å"Gran, when the elders call up the spirits on Samhain-how do they send them back?† â€Å"Why should you want to know?† Gran said crossly. But when Thea just looked at her, she went on. â€Å"There are certain spells that are used for summoning-and don't you ask me what they are-and you say those backwards to send them back. The witch who calls a spirit has to be the one to dismiss it.† So only I can do it. â€Å"And that's all?† Thea asked. â€Å"Oh, of course not. It's a long process of kindling the fire and strewing the herbs-but if you do it all right, you can draw the spirit down from between the standing stones and send it back where it came from.† Grandma went on muttering, but Thea had snagged on a earlier phrase. â€Å"From between-the standing stones†¦ ?† she got out. â€Å"The standing stones that encircle the spirits. Well, think, Thea! If you didn't have a circle of some kind to hold them in, they'd just-voom.† Gran made a gesture. â€Å"They'd zip out and how would you ever find them again? That's why I went to Thierry today/' she added, taking a noisy sip of tea. â€Å"We need a place where the sandstone forms a natural circle†¦ and naturally it's up to me to arrange everything†¦.† She went on grumbling softly. Thea felt faint. â€Å"You have to be-physically close to them-to send them back?† â€Å"Of course. You have to be within spitting distance, And don't think I don't know why you're asking.† Thea stopped breathing. â€Å"You're planning something for Samhain- and it's probably all Blaise's idea. You two are like Maya and Hellewise. But you can forget about it right now- those spells are for the elders, not for girls.† She stopped to cough. â€Å"I don't understand why you want to be crones before you're done being maidens. You ought to enjoy your youth while you have it†¦.† Thea left her still grumbling. She hadn't cast any kind of a circle before calling the spirit. She hadn't realized she was supposed to. And now†¦ how could she ever get close enough to the spirit to send it back? Well-it'll just have to stay out in the world, she told herself bravely. Too bad†¦ but it's not as if there aren't other spirits floating around out there. Maybe if it doesn't like roaming around, it'll come back. But she was sick with guilt and disheartened. Not to mention worried-if only a little-about Gran's fainting spell. Blaise didn't come to bed. She stayed downstairs and worked on her necklace long into the night. On Monday, everyone at school was talking about Randy Marik and the ruined dance. The girls were annoyed about it and furious with Blaise; the boys were annoyed and furious with Randy. â€Å"Are you okay?† Dani asked Thea after world lit class. â€Å"You look kind of pale.† Thea smiled wanly. â€Å"It was a busy weekend.† â€Å"Really? Did you do something with Eric?† The way she said â€Å"do something† alerted Thea. Dani's heart-shaped face looked as sweet and concerned as ever†¦ but Thea couldn't trust even her. She was a Night Person, a witch, a human-hater. It didn't matter. Thea was so edgy that the words just seemed to burst out. â€Å"Do something like what? Smash his car? Turn him into a toad?† Dani looked shocked, her velvet-dark eyes wide. Thea turned and walked quickly away. Stupid, stupid, she told herself. That was so dumb of you. You may not have to pretend to be playing with Eric in front of Blaise anymore-but in front of the other witches you've got to keep acting. She headed almost blindly for Eric's locker, ignoring the people she passed. I've only been here a week. How can everything in my life have become so awful? I'm at war with Blaise; I've worked a forbidden spell; I don't dare talk to Gran-and I've broken Night World law. â€Å"Thea! I was looking for you.† It was Eric's voice. Warm, eager-everything that Thea wasn't. She turned to see green eyes flecked with dancing gray and an astonishing smile. A smile that drew her in, changing the world. Maybe everything was going to be all right, after all. â€Å"I called you yesterday, but I just kept getting the machine.† Thea hadn't even looked at the answering machine. â€Å"I'm sorry-there was a lot going on.† Eric looked so kind that she groped for something that had been going on that she could tell him about. â€Å"My grandmother's been sick.† He sobered at once. â€Å"That's terrible.† â€Å"Yes.† Thea fished in her backpack for the small herb pillow she'd put there this morning. Then she hesitated. â€Å"Eric†¦ is there somewhere we could go to talk alone? Just for a few minutes? I want to give you something.† He blinked, then waggled his eyebrows. â€Å"Nothing I'd like better. And I know just the place. Come on.† He led her across campus to a large building that stood apart from the rest of the complex. It had a shabby look and the paint on the double doors was blistered. A banner announced in orange and black letters: don't miss the .ultimate Halloween party. â€Å"What is this?† Eric, who was opening the door, put a finger to his lips. He glanced inside, then beckoned to her. â€Å"It's the old gym. They're supposed to be renovating it as a student center, but there isn't enough money.† He snorted. â€Å"Probably because they're spending too much on renovating downtown. Now- what was it you wanted to give me?† â€Å"It†¦Ã¢â‚¬  Thea stopped dead as she took in her surroundings. All thoughts of the herb pillow vanished. â€Å"Eric-†¦Ã¢â‚¬  She stared around her, feeling a slow wave of sickness roil through her stomach. â€Å"Is this†¦ for the Halloween party?†. â€Å"Yeah. They do a couple fund-raisers a semester here. This is kind of a weird one-but they did it last year and it brought in a lot.† Not weird, Thea thought numbly. Weird doesn't begin to describe it. Half the room was empty, just scuffed hardwood floor, a broken basketball backboard, and exposed pipes in the ceiling. But the other half looked like a cross between a medieval dungeon and a casino. She walked slowly toward it, her footsteps echoing. Wooden booths of various sizes were decorated with orange and black crepe paper and fake spider webs. Thea read one banner after another. â€Å"Fortune telling†¦ Drench a Wench†¦ Bobbing for Shrunken Heads?† â€Å"It's bobbing for apples really,† Eric said, seeming embarrassed. â€Å"And the gambling isn't real. You do it all with goblin money and exchange it for prizes.† Thea couldn't stop looking at the booths. Wheel of Torture: a money wheel with a dummy dressed like a witch spreadeagled in the middle. Bloody Blackjack. Devil's Darts†¦ a dart game with a cork witch as a target. And there were witch figures everywhere. Cloth witches on nooses hanging from the overhead pipes. Cardboard witches leering from the tops of booths. Paper witches dancing on the wall. They were fat, skinny, white-haired, gray-haired, cross-eyed, squint-eyed, warty, funny, scary†¦ and ugly. That was the one thing they all had in common. That's what they think of us. Humans. All humans†¦ â€Å"Thea? Are you okay?† Thea whirled. â€Å"No, I am not okay.† She gestured around the room. â€Å"Will you look at this stuff? Do you really think it's funny? Something to party about?† Hardly aware of what she was doing, she spun him around to face The Iron Maiden-a wooden replica with rubber spikes. â€Å"What are people going to do? Pay to step into that? Don't they realize that it used to be real? That real people were put in it, and that when the door closed, those spikes went into them, into their arms and their stomachs and their eyes†¦Ã¢â‚¬  She couldn't go on. Eric looked as stricken as Dani had earlier. He'd never seen her like this. â€Å"Thea-look, I'm sorry†¦ I never thought†¦Ã¢â‚¬  â€Å"Or that.† Thea gestured toward the Wheel of Torture, the words tumbling out. â€Å"Do you know how they really put a witch on the wheel? They broke every bone in her body so they could just thread her arms and legs through the spokes like spaghetti. Then they put the wheel on a pole and left her up there to die†¦.† Eric's face contracted with horror. â€Å"God, Thea†¦Ã¢â‚¬  â€Å"And these pictures–the witches who got tortured didn't have green skin and evil eyes. They weren't monsters, and they didn't have anything to do with devils. They were people.† Eric reached out for her, but she spun away, staring at a particularly ugly hag on the wall. â€Å"Do you think this place is all right for a party? That this is good fun? That witches look like that?† She flung out an arm, close to being hysterical. â€Å"Well, do you?† In her mind's eye she could see the world: Dani and Blaise and all other witches on the left; Eric and the students here and all other humans on the right, both races hating and despising each other-and herself somewhere in the middle. Eric caught her shoulders. â€Å"No, I don't think it's all right. Thea, will you just listen to me for a second?† He was almost shaking her-but she could see that there were tears forming at the corners of his eyes. â€Å"I feel awful,† he said. â€Å"I never thought about taking this stuff seriously-and that's my own stupid fault, and I know it's not an excuse. But now that you say it, I do see how terrible it is, and I'm sorry. And I never should have brought you here, of all people†¦Ã¢â‚¬  Thea, who had been starting to relax, stiffened again. â€Å"Why me ‘of all people'?† she demanded. He hesitated a moment, then met her eyes and spoke quietly. â€Å"Because of your grandma's store. I mean, I know it's just herbs and positive thinking- but I also, know that in the old days, there would have been somebody out there pointing a finger and calling her a witch.† Thea relaxed again. It was okay for people to think Gran was a witch-if by â€Å"witch† they meant someone who talked to plants and mixed up homemade hair tonic. And she couldn't disbelieve Eric, not under the intensity of those steady green eyes. But she saw an opportunity and seized it. â€Å"Yeah, and they'd probably have burned me for giving you this present,† she said, opening her hand. â€Å"And you'd probably have been scared or superstitious if I asked you to keep it with you all the time: you'd think I was putting some kind of a spell on you-â€Å" â€Å"I wouldn't think anything,† he said firmly, taking the little green pillow from her. It smelled like fresh New Hampshire pine needles, which was what was in it-mainly. She'd also added a few protective herbs and an Ishtar crystal, a golden beryl in a star cut with thirty-three facets, carved with the name of the Babylonian mother goddess. The charm was the best she could do to help him fend off Blaise's spells. â€Å"I would just kiss it and put it my pocket and never let it out of my sight,† Eric went on. And he did, stopping after the kiss to say, â€Å"Mm, smells good.† Thea couldn't help smiling at him. She chanced saying, â€Å"Actually, it's just to remind you of me.† â€Å"It will never leave my pocket,† he said solemnly. Well, that worked out nicely. â€Å"Look, there's probably something we can do about this place,† Eric said, glancing around again. â€Å"The school board doesn't want any bad publicity. Why don't I run and borrow a camera from the journalism class, and we can take some pictures so people will see what we mean when we complain?† Thea glanced at her watch. â€Å"Why not? I think I've already missed French.† He grinned. â€Å"Back in a minute.† When he was gone, Thea wandered slowly among the silent booths, lost in her own thoughts. For a few minutes there, when I was ranting, I almost told him the truth. And then later I thought maybe he'd figured it all out for himself. And would that be so terrible? He's already under sentence of death just because I love him; it doesn't matter if he knows or not. But if he did know†¦ what would he say? Witches may be okay in the abstract-but does he really want one for a girlfriend? The only way to find out was to tell him. She leaned against a ladder and gazed sightlessly at an oilcloth lying beneath a hanging noose. Of course, it was probably all academic anyway. What kind of future could they possibly have†¦ ? Suddenly Thea realized what she was looking at. Underneath that oilcloth was a shoe-and the shoe was connected to something. Subconsciously, she'd been assuming it was another witch dummy†¦ but now she focused. And she felt the hairs on her arms lift and tingle. Why would they dress a witch in black Nike high-tops?

Facts, Fiction and Process Writing Essay Samples

Facts, Fiction and Process Writing Essay Samples Get the Scoop on Process Writing Essay Samples Before You're Too Late Essay writing is an arduous business when you're at college. It is also crucial for students as soon as it comes to English Language examinations. When you order a customized essay writing service, you should expect to get the essay which meets your particular requirements. When you buy an essay on the web, you really ought to pay attention to the scams out there. Some have ideas on the best way to use solarenergy or biogas to bring in power supply. Take for instance, this essay will be successfully written since there is power to continue to keep my computer on. Our site is merely one of the absolute most appropriate for essay help. Marketing your business doesn't need to be complicated. The Benefits of Process Writing Essay Samples There are various essay writing services that provide essay writing help to students from all over the world. There are some points which ought to be taken into account when selecting a superior coursework help company. A student can get online and pick an excellent writing service which provides help in a range of means. Moreover, students that are not confident in their capacity to fulfill the demands of the tutor or don't understand how to get started writing an essay, seek assistance with essay writing online. The ideal part of the five-paragraph essay is it is very flexible regarding the topic choi ce and various writing formats. The body is essentially the center of your essay or composition. When you have finished with your composition, it is exceedingly important you take a minute and read over what you have written. Then it's turn of the very first body paragraph. The duration of the essay is usually depending on the difficulty and number of steps it takes. A synthesis essay thesis functions as the principal argument of the entire paper. Pretending you don't have an essay you should write. In a variety of ways, it's much like the persuasion essay. No matter the situation, bear in mind a poorly written paragraph might give you a minimal score! The introduction or the introductory paragraph is quite a relevant facet of your essay due to the simple fact it states the major idea of your composition. Your outline also has to be split in the same number of parts as your essay. As there's an established structure for five paragraph essays one is to start with introduction. Entrust your essay writing assignment simply to professional writers that are capable to make well-written essay. Writing a wonderful descriptive essay is basically giving an in depth explanation of a particular feature or phenomenon. Writing good compositions is essential in the English Language in the feeling that it permits the student to have the ability to express what is in their mind regarding a specific matter. In here you are going to discover a great deal of helpful suggestions on essay writing process. A History of Process Writing Essay Samples Refuted Drafting a process essay can occasionally prove to be intricate and somewhat confusing for a whole lot of explanations. In fact, all kinds of writing have their own methods of influencing the knowledge of an individual. A very simple process may not require a procedure, but in the event the procedure is complex, requires consistency, contains tons of steps, or there are several opportunities for error, look at writing a procedure. There are lots of processes that you proceed through every day that you are able to write about. Cause and Effect essays are mere tools to check whether an individual can actually support a specific claim. You're predicted to persuade the readers with your arguments, so make certain you include as many supporting academic parts of evidence as you are able to. The facts that you provide should aid you in enhancing the subject so you will want to arrange them logically. For instance, if you wish to be strongly identified with the topic, then you're able to increase the amount of your arguments about the outcomes of an active event. The introduction usually comprises minimum of 3 sentences in length. In the instance of the endorsement letter, for example, it's fairly straightforward to collect examples discover that a print edition of that battery ad with Michael Jordan. After you choose the procedure you need to concentrate on, you then need to earn a list of steps needed to attain the aims of the activity. The practice of getting coursework help isn't very complicated. O k, I Think I Understand Process Writing Essay Samples, Now Tell Me About Process Writing Essay Samples! You might need a fresh appearance to comprehend the way your paper is going to be perceived by the professor. Once more, you pretend as if you don't have an essay you have to get done to pass the class. It is likely to make your essay really intriguing. You simply turned in your essay, and it's okay.

Nike Corporation Essay - 732 Words

Identify a global organization with a multinational presence. Identify and research a cultural issue that affects this organizations interactions outside the United States. Define the issue and provide an overview of how it became an issue in the organization. Prepare an analysis of the ethical and social responsibility issues your organization must deal with as a result of being global. Write a 1,050- to 1,400-word paper summarizing the results of the analysis. Include the following: Identify ethical perspectives in the global organization. Compare these perspectives across cultures involved in the organization. Describe a viable solution for this issue that could be acceptable by all stakeholders.†¦show more content†¦An investigation was conducted where Nike was found to have a large number of cases that involved forced labor or child labor law violations in some of the large apparel factories of Nike. In a particular factory in Malaysia, it was found that Nike was operating production in terrible working conditions for the employees in addition to the forced labor. It was found that Nike had underage children working in sweatshops up to seventy hours a week in unhealthy conditions making their products. Pakistan has a population of approximately 1 million people and it is also an important location or â€Å"hub† per say for the production of goods that are to be... Cross Cultural Perspectives A money-spinning product fed by an incongruous campaign Just Do It, Nike a global company who increased its share from $ 877 million worldwide to $ 9.2 billion within 10 years (Nike’s â€Å"Just Do It† Advertising Campaign, 2011). A brilliant profit boosting marketing campaign, in which many evoked possibilities, audacity whereas others evoked indifference for human rights standards, and the ecological system. This paper will provide an analysis of Nike’s social responsibilities, and ethical issues on global production. Concerns as child labor laws, wages violations, lack of health and safety on workplace, and ecological insolence (A Cultural Study of Nike, 2011). Additionally, this document will assess the ethical perspectives acrossShow MoreRelatedEssay on Analysis of Nike Corporation1746 Words   |  7 PagesAnalysis of Nike Corporation Financial Analysis Description of Company History Nike Corporation has become one of the most competitive sports and fitness companies worldwide. Two runners, Bill Bowerman and Phil Knight, from a small town in Oregon embarked upon the business with a handshake agreement. The enterprise began in January of 1964 with the introduction of Blue Ribbon Sports. In 1966 the handshake between Bowerman and Knight was made official with a formal written partnershipRead MoreCase Study : Ford Corporation, And Nike Corporation Essay859 Words   |  4 Pagesthat I selected for this project were Microsoft Corporation, Ford Corporation, and Nike Corporation. Their company symbol which is exhibited by the National Association of Securities Dealers Automated Quotations (NASD) and New York Stock Exchange (NYSE) for Microsoft is MSFT, for Ford is (F) and Nike is NKE. Financial Results of Investment The companies that I selected for this project were Microsoft Corporation, Ford Corporation, and Nike Corporation. Their company symbol which is exhibited by theRead MoreNike Corporation Had A Reported Revenue Of $20,900,000,0001391 Words   |  6 PagesNike corporation had a reported revenue of $20,900,000,000 with profits of $2,100,000,000 (Keady, 2011). To obtain this cash flow, worldwide Nike is noted for employing 1,000,000 workers in 1,000 factories in fifty-two countries (Keady, 2011). Adding to this idea of worker exploitation, it is reported in Nike’s corporate responsibility report in 2005 that 25% to 50% of Nike’s overseas factories that workers experienced physical, verbal, sexual, and psychological abuse (Keady, 2011). In 50% to 100%Read MoreCross Cultural Perspective – Nike Corporation Essay1121 Words   |  5 PagesCross Cultural Perspective – Nike Corporation In this essay, I will attempt to present an analysis of the ethics and social responsibility issues that an organization can face when it is a global organization. One of the most recognized organizations globally would without a doubt have to be the Nike Corporation. Several years ago the Nike Corporation came under fire for using child labor in Pakistan and Cambodia to make their soccer balls. Because Nike came under fire for this unethical and inhumaneRead MoreAdidas Referee Kits For International Association Teams1035 Words   |  5 Pages  Adidas is a German worldwide corporation that designs and produce sports shoes, clothing and accessories headquartered in Herzogenaurach, Bavaria. It is the largest sportswear manufacturer in Europe and the second biggest in the world. Football kits and the associated equipment for football has always been Adidas main focus   . Adidas remains a major company in the supply of team kits for international association football teams and clubs . Adidas makes referee kits. Adidas referee kits   are usedRead MoreNike And Challenges Of Nike Inc. Essay1349 Words   |  6 PagesExecutive Summary Nike was founded in 1972 by Philip Knight and Bill Bowerman. The focus of this report would be an analysis of how Nike’s manages and delivers its service to its customers. It also looks into Nike’s emphasis on its product quality and innovative design to meet the ever changing consumer preferences. By looking at its current strategies that Nike adopt and its appropriateness, this report will provide you a better understanding on how consumer see Nike and challenges that Nike Inc. facesRead MoreNike : The World s Leading Supplier Of Athletic Shoes1625 Words   |  7 PagesNike is the world’s leading supplier of athletic shoes and merchandise. Within the United States alone Nike has exceeded $3.7 billion in total sales, and they make up more than 47% of the U.S. athletic sneaker market. Nike has been supplying the world with the top athletic sneakers and apparel since 1978. Originally founded as Blue Ribbon Sports by Bill Bowerman and Phil Knight in 1962, the brand didn’t see increases in success until they rebranded in the late 1970’s. In 2015 Nike announced thatRead MoreBusiness Analysis : Dick s Sporting Goods737 Words   |  3 Pagesan authentic full-line sporting goods retailer offering a broad assortment of brand name sporting goods equipment, apparel and footwear. C. Prospect’s Job Title: Purchasing manger D. Key Facts: DICK’S Sporting Goods’ is a Fortune 500 American corporation in the sporting goods and retail industries headquartered in Findlay Township. Dick’s has 610 stores in 47 states as of March 16, 2015 primarily in the eastern half of the United States. Founded in 1948 by Richard â€Å"Dick† Stack, the chain has expandedRead MoreNike Pestle Analysis1088 Words   |  5 Pages Nike is a US-based company that sells sports apparel for men, women, and children and is a major competitor in the industry, In this paper, we’ll be discussing Nike’s standings by using a PESTLE analysis, which looks at the political, economic, social, technological, legal, and environmental factors that affect an organization (A Pestle analysis, 2017). The first trend is political find this company in a similar arena as most corporations since the topic effect the management of the company andRead MoreSwot Analysis Of Nike s Marketing Strategy1543 Words   |  7 Pagesapplying diversification strategy and being successful in diversification is Nike, Inc. This paper discusses Nike’s diversification strategies and how the company succeeds in using it. Along with corporate level strategy, this paper also touches upon the international strategy that Nike uses. Key Tie-Ins †¢ Diversification strategy †¢ International strategy Nike Diversification Strategy Upon first glance it is not very obvious that Nike employs diversification in their overall corporate strategy. The company

The Norse tale of Ragnarok Essay - 1136 Words

The Norse tale of Ragnarok presents an interesting example of apocalyptic literature by providing both an end and a unique beginning. The world which rises from the cosmic rubble seems to be essentially equivalent to that which the apocalypse destroyed, possessing the same creatures, features and Gods of times past. This considered, and by incorporating themes of time and fate, Snorri challenges the concepts of the past, present and future of Norse lore by providing a framework which allows for the potential reiteration of history. By reviewing The Prose Edda’s telling of the events surrounding Ragnarok, the relationship between fate, time and history provide a unique alternative to the standard eschatological timeline. The Prose Edda†¦show more content†¦Instead the Gods are awarded most of the spotlight. Unlike John’s Revelation, The Poetic Edda offers no guidance to man on how to confront this issue, nor does it offer any means of escape. Therefor, it can be assumed that man has no effect on the end, except possibly by way of untrimmed nails and scrap leather (Snorri, 72). However, by presenting deities that possess more human characteristics, who have weaknesses and quarrels, they become the relatable entities within the text. Introductions established, The Edda continues by exhibiting the questioning of Odin, chief of the Gods, by Gylfi, a traveling king (Snorri, 10). Gylfi asks about the race of Gods, to which Odin tells the story of his wife Frigg and their favorite son Balder. The purity of whom foreshadows his future significance. Balder, Odin responds, suffered from a series of foreboding dreams which prompts Frigg’s to take maternal action. She traveled the world, requiring an oath from every substance and material that they will not harm her son. Thus protected, Balder could bear the abuse of swords, sticks and fire without sustaining injury (Snorri, 65). Here Odin introduces of Loki, the trickster God, who becomes jeal ous of Balder’s immunity. While disguised, Loki asks Frigg â€Å" ‘Have all things given their oath not to harm Balder?’ Frigg answers, ‘A shoot of wood grows to the west of Valhalla. It is called Mistletoe, and it seemed too young for me to demand itsShow MoreRelatedNorse Mythology : Norse Myth Essay1711 Words   |  7 PagesWhen you hear the words ‘Norse Mythology’, you typically begin to think about what you learned from the movies and comics produced by Marvel. The story you know revolves around Thor: The handsome and all-wise, powerful God of Thunder, who takes on his evil blood-brother Loki. You ve also probably heard of Thor’s magical flying hammer, and the rainbow bridge that allows the gods to cross over to different realms. However, Norse mythology goes way deeper than just tales of a superhero conquering allRead MoreHow To Train Your Dragon: A Film Created from Norse Mythology698 Words   |  3 Pagesvoice actors, and amazi ng animation, this film also includes something else I enjoy, Mythology! Norse Mythology, to be more precise. You can see the Viking characters looking very similar to that of Norse Gods very early in the film. They wear horned helmets, body armor and carry around round shields. Both men and women are fighting. Their weaponry are axes, swords, spears and hammers, are used by Norse gods. There hair is long and the men have grown long breads as well. Their form of transportationRead MoreThe End Of The World Essay1913 Words   |  8 Pagesrecord history there have been tales of creation and the end of the world. According to John Black in The Story of Ragnarok and the Armageddon, â€Å"it (the end days) is the ‘Judgment Day’ described in the Book of Revelations; in Judaism, it is the Achart hayamin; in Aztec mythology, it is the Legend of the Five Suns; and in Hindu mythology, it is the Story of Avatars and the Man on the House†. (Black) Some of the stories of how the world might end are happy, joyous tales where the world becomes a paradiseRead MoreMisconception of the God of Lighting Marvels Version1610 Words   |  7 Pagesspeaking? That would be the famous Norse God of Lighting, Thor, or at least in the Marvels version he is like that in the movie Thor. Marvels version of Norse Mythology is actually different from the actual mythology which results a misconception of the myth to the people who watch the movie Thor. People sometime believe that Marvels version of Norse Mythology is the actual myth of Norse Mythology itself, because they believe that Marvel is telling the true tales in their own way. They sometime haveRead MoreNorse Mythology And Norse Myths1210 Words   |  5 PagesWho are the Norse gods and goddesses? Where do they come form? The Norse myths are very complex and interesting. Many people study the myths. The Vikings actually started Norse mythology. Norse mythology also known as the Scandinavian mythology, is a kind of religion that was and is still practiced by some of the people in the Scandinavian countries (Vikings) and northern parts of Germany(Norse for Smart People, McCoy,Dan,2012-2016). In the last few decades, the stories and culture of the VikingsRead MoreSignificance And Significance Of Mythology1743 Words   |  7 Pagesrespected and influential figures. They served not only as priests but also as judges, teachers, and advisers. In addition, it was widely believed that the Druids had magical powers. The ancient Celts had a vibrant mythology made up of hundreds of tales. They did not, however, record their myths in writing but passed them on orally. Our knowledge of the gods, heroes, and villains of Celtic mythology comes from other sources—mainly Roman. Yet the Romans sometimes referred to Celtic gods by Roman namesRead MoreCharacter Analysis Of Loki1116 Words   |  5 Pageswithin Norse mythology. He is portrayed as a scheming, mischievous deity who has no real loyalties, his role is shrouded in mystery; what was his purpose in the ancient stories. Loki’s character arises questions about his role; was he a plot device, a foil for the Aesir, or maybe he was meant to be used as a warning to child? Within the pantheon of Norse gods, he was an anomaly; his fellow gods are mostly one dimensional and Loki is anything but. Loki is the antithesis to the culture the Norse godsRead MoreTrickster-God-Creator1433 Words   |  6 Pagesfirst lyre from its shell, but eventual ly transitions to a place amongst the Olympic pantheon as the messenger of the gods. In the Norse myths of the Scandinavian countries, Loki is a mischievous nuisance, nonetheless responsible for the creation of many of the other gods most identifiable possessions, but also the driving force behind the prophesied apocalypse, Ragnarok. Tricksters are more than thieves and mischief makers. As Lewis Hyde says in his introduction to the book Trickster Makes This WorldRead MoreHistory of Loki, The Trickster God Essay1025 Words   |  5 Pages Loki is known as the trickster god of Norse mythology and is even said to be one of the first anti-heroes. He is also probably one of the most well-known tricksters as well. In the Norse myths, he is often portrayed as being very mischievous and is always causing trouble for the gods. In fact, â€Å"he was so outrageously mischievous that he even sneaked his way into becoming a god† (Allen, and Saunders, par. 1). However, even though he a lmost always seems to be getting the gods into some kind ofRead MoreVikings1677 Words   |  7 Pagesmarriage ended in a divorce, the dowry was refundable. Also, women were allowed to own land and were very often left alone to manage it while their husbands went off to barter at markets or went overseas to trade or raid. Social structure among the Norse wasn’t what one could call equal for all. Though class distinctions were not absolute and fixed, they did separate the masses from those most likely to succeed. Slaves, or thralls, occupied the lowest rung of the social ladder, although prisoners

Software Innovation Development Free Essays

The aim of this qualitative, exploratory multiple-case study is to evaluate strategies that leaders use to improve software innovation development, quality and risk management. The research question for this study is as follow: What strategies do you use to encourage software innovation development? Interview Questions Participants will be asked to respond to the following questions: What software innovation factors do you use to improve quality in your company? What strategies have you used to improve software quality in the IT field? Which of these strategies have you implemented to improve software quality in the firm? Which of the strategies assist to enhance software quality? Which of these strategies did not assist in the improvement of software quality? Why did these strategies fail to improve software quality? What else would you like to include that we did not cover? Researchers may choose to employ data analysis to instill rigor in the qualitative research method and their process (Yin, 2018; Saunders et al., 2015). We will write a custom essay sample on Software Innovation Development or any similar topic only for you Order Now Saunders et al. (2015), Yin (2018) and Boblin, Ireland, Kirkpatrick and Robertson (2013) posit that case studies may be investigative, descriptive, or explanatory, or may combine more than one methods. Therefore, a qualitative case study involves examination of single or multiple events (Saunders et al., 2015; Yin, 2018; Boblin et al., 2013). In performing this study, I will use multiple-qualitative design in exploring software innovation development, quality, and risk management, and then proceed with data collection. My chosen data analysis method for this case study was triangulation. Yin (2018) and Heale and Forbes (2013) posit that triangulation may be take place when multiple methods are employed to collect data which involve interviews, journal, observations, and other forms of records. Burua and Anderson posit that triangulation may also incorporate data from interview questions, data collected from firm brochures, pamphlets, websites and other company publications such as prospectuses. Scholars and researchers, (Yin, 2018; Saunders, al., 2015; Gorgens-Ekermans Herbert, 2013; Fusch Ness, 2015; Anyan, 2013) contend that in analysis stage of the research, researchers take steps to refine the codes, reconfigure the codes or completely remove some codes when necessary. Anyan (2013), Woods, Paulus, Atkins and MacKlin (2015); Paulus, Woods, Atkins Macklin (2017) and Fusch Ness (2015) encourage researchers to generate and refine data until they can no longer identify new codes for the research study. In this study I continued to assemble, and refine codes until new distinct code can no longer be obtained. Consequently, all discrepancies were identified and verified until I reached saturation point. I continued to code transcript until I reached data saturation point. Consequently, I investigated any differences between in my codes until saturation point was reached. Researchers have used coding to uncover similarity or themes within interview transcripts and include data to reach data saturation point, ensure reliability, validity, credibility and high confidence level. I used an alpha-numeric identifier that is capable of identifying eight participants using letter and number. In this research data, the alpha-numeric identifiers identified â€Å"P† for participants and the number was 1 through 8 to identify the main themes that emerge from the interview process. How to cite Software Innovation Development, Papers

Contract & Agency Law Assignment - Get Complete Solution Here

Questions: Section A Question 1Peter, the Managing Director of CompuMac Limited, was planning a company trip for the staff.The staff wanted to go to Kuala Lumpur to visit the inaugural Global 3-D Printing exhibition that boasts of 3 -D printing technology experts participating from all around the world. They wanted to talk to the experts about CompuMacs patented 3-D technology and to seek alliances with such experts on research and development projects.Peter booked a 25-seater coach from BestCoach, at a price of S $2,000 for a return trip from Singapore to Kuala Lumpur. Peter, on behalf of CompuMac, paid a deposit of S$500 to BestCoach five days before departure date.Analyse the following scenarios. For each scenario, advise Peter as to whether contract between CompuMac and BestCoach can be discharged and if yes, identify the appropriate grounds for such discharge. In your analysis, examine whether CompuMac is entitled to a refund of the deposit or alternatively, is required to pay the balance amount to BestCoach.(a) Scenario 1 - There was heavy monsoon rain in Johor Bahru. The roads in Johor Bahru were flooded and no longer accessible. BestCoach refused to proceed with the coach journey on the departure date, although the roads after Johor Bahru and leading into Kuala Lumpur were clear and accessible. (b) Scenario 2 - There was heavy flooding in Kuala Lumpur. BestCoach offered to provide a slow drive to Kuala Lumpur so that by the time that the coach reached the borders of Kuala Lumpur on the eve of the exhibition, the floods would likely have abated and the coach could then drive into Kuala Lumpur. Peter refused to proceed with the journey on the departure date. In your answers, you are required to cite the relevant statutory provisions and case law to support your views as well as demonstrate well-developed written proficiency in the flow and content of your analysis.Question 2Cherlyn is 17 years old and had been unemployed. Three months ago, she accepted a job at Call Now Private Limited, a company providing 24/7 hotline support services to users of various types of software.Her employment agreement stated that:her working hours were from 8.00am to 10.00pm daily, from Monday to Saturday; and she was permitted only 30-minute breaks for her lunches and dinners. Her monthly salary was S$1,000 and she was entitled to 5 days of annual leave. During the interview, the Human Resource Manager of CallNow told her that the company would provide her with free 3-month intensive training so that she would become extremely proficient at handling support services calls. If she did not quit her job within 12 months of completing the training, the training fee of S$6,000 payable by Cherlyn would be waived. After completion of her training, she would be assigned a mentor who would guide her on the job.Cherlyn also rented a room as she wanted to stay near her new workplace. The rental agreement was for three (3) years, with a monthly rental of S$350.After a few wee ks, she began having second thoughts about the job and wanted to resign. She did not want to pay the training fee and asked you if the employment agreement was valid and enforceable.At the same time, she wanted to nullify her rental agreement and to also obtain a refund of rental amounts that she had paid for the past few weeks.She has come to you for advice. Explain to Cherlyn whether:(a) her employment agreement is valid and enforceable (and whether she is required to pay the training fee); and (b) her rental agreement is valid and enforceable (and whether she is entitled to obtain a refund of the past rental amounts that she had paid). You should identify and cite the relevant statutory provision(s) and case law to support your views.Question 3Consider a specific job in your organisation (or one that you are familiar with) and relate how the employee performing this job is an agent of that organisation. You may preserve confidentiality by disguising the name of the organisation. Remember to state the relevant legal principles and cite relevant case law to support your analysis.(a) For context, you should describe the business of this organisation and some of the key functions of the identified job that are relevant to the agency relationship between the organisation and the individual. (b) Discuss and analyse how the individual in that job is an agent of the organisation. In your answer, explain how the agency relationship was created as well as two (2) types of authority which the agent would possess. Provide specific examples to support your answer. Answers: Section A Section A.I) The facts in the given case relates to two statues i.e. The Law of Contract and another is Frustrated Contracts Act. Here both CompuMac Limited BestCoach have intentions of creating legal relations (Section 4 of The Law of Contract). We presumed that requirements of offer acceptance are fulfilled so as to make it a valid contract (Section 2 of The Law of Contract). Moreover, it is also assumed that the rights obligations of the parties to the contract are clear definite i.e. it does not lead to any ambiguity so as to treat it as a valid contract (Section 5 of The Lea of Contract). Lee Pey Woan, Pearlie Koh, Tham Chee Ho, 2009, The Law of Contract Scenario 1: In this scenario, we can observe that Johor Bahru located in north of Singapore was heavily flooded. And it was no longer accessible. As per provisions of Section 8 of The Law of Contract, the contract between the parties may be discharged in many situations like discharge of performance, non performance or defective performance, discharge by agreement, discharge by frustration, etc. Discharge of contract by frustration is one of those situations where cause of the failure of performance of contract is because of events or incidents or situations or circumstances which are not in the hands of the parties to the contract. Moreover, it is also a stage of situation where neither or the parties would have foreseen the occurrence of certain events. In the sense, such situations are said to be uncontrollable in nature. Then contract is said to be discharged by frustration. Lee Pey Woan, Pearlie Koh, Tham Chee Ho, 2009, The Law of Contract Here in this scenario, we can see that occurrence of the floods would fall under situations where it is uncontrollable in nature because neither of the parties would have anticipated that floods would occur and though the announcements of weather department can be considered as an excuse but it cannot be treated as a genuine reason to discharge the contract. As per the provisions of Section 2(2) of Frustrated Contracts Act all amount of money which are payable or already payable to other party in the context of the contract before the time where parties to the contract were discharged, then in certain cases, the amount which is already paid shall be refundable to the other party who has paid it and in case such amount is to be payable, then it shall no longer be payable. ANON, 2014, Frustrated Contracts Act In the given scenario, on behalf of CompuMac Limited Mr. Peter has paid S$500 as an advance deposit towards the execution of the contract to BestCoach before five days of the departure date i.e. five days before the day of the performance. Moreover as per the provisions of Section 2(3) of Frustrated Contracts Act if the party to the contract to whom such amount of money was paid already or it is to be payable under sub section (2) of section 2 of the said Act has already incurred expenses towards the implementation of the performance of the contract, then subject to the nature of expenses incurred i.e. such expenses being genuine in nature or not, depending upon the situations or circumstances of the case to case, the party who has received such amount of money shall be permitted to retain such money or in case such amount is to be payable, the amount so incurred till date i.e. till the date of execution of the contract shall be available for recovery from the other party. But such amount of recovery in no case shall exceed the amount of expenses so incurred. ANON, 2014, Frustrated Contracts Act In the absence of any specific information, we can assume that BestCoach has not incurred any such expenses exclusively for the performance of this contract. However, if any such expenses have been incurred then the amount of expenses so incurred shall be available to retain by BestCoach. In view of the above observations, we can note that: 1. The contract is discharged by Frustration (Section 8 of The Law of Contract). 2. The deposit paid by CompuMac Limited shall be refundable by BestCoach as it amounts to impossibility of performance provided BestCoach has not incurred any such expenses for this. (Section 2(2) of Frustrated Contracts Act) 3. If BestCoach has incurred any such expenses exclusively for the purpose of this contract, then subject to it being genuine in nature, to that extent, BestCoach can retain the deposit amount or in the case where amount incurred is more than deposit amount (i.e. S$500), then amount exceeding S$500 shall be payable by CompuMac Limited to BestCoach. (Section 2(3) of Frustrated Contracts Act). Scenario 2: Here as per the information given, there were heavy floods in Kuala Lumpur. BestCoach also provided an alternative approach to avoid the termination of the contract by offering slow drive to Kuala Lumpur so that by the time the staff of CompuMac Limited reaches there, the floods might have been abated and then they can drive to Kuala Lumpur safely. Here the information provided is not clear with regard to weather atmosphere of Kuala Lumpur about the floods would have been abated or not. However, relying on the judgment of BestCoach that it would have driven the vehicle slowly so that by the time they reach Kuala Lumpur, floods would have been abated. Again it is matter of risk of life for the staff of CompuMac Limited that what if the floods would not have been abated as it not the controllable in nature. Though the BestCoach being the best judge in such circumstances, whether to rely on such judgments or not again depends upon the personal call to take a risk considering the announcements by weather department. In view of the above observations, we can note that: 1. The contract is discharged by Frustration (Section 8 of The Law of Contract). 2. The deposit paid by CompuMac Limited shall be refundable by BestCoach as it amounts to impossibility of performance provided BestCoach has not incurred any such expenses for this. (Section 2(2) of Frustrated Contracts Act) 3. If BestCoach has incurred any such expenses exclusively for the purpose of this contract, then subject to it being genuine in nature, to that extent, BestCoach can retain the deposit amount or in the case where amount incurred is more than deposit amount (i.e. S$500), then amount exceeding S$500 shall be payable by CompuMac Limited to BestCoach. (Section 2(3) of Frustrated Contracts Act). Section A.II) The facts in the given case relates to statue i.e. The Law of Contract. In the Singapore country, a person is treated as minor if he/she has not attained the age of 21 years. So it is clear from the information given that Cherlyn who is aged 17 years is minor. Here Cherlyn has entered into two agreements: 1. Employment agreement with CallNow Private Limited for doing job from 8 am to 10 pm from Monday to Saturday at a monthly salary of S$1,000. During her interview, the human resource manager of CallNow Private Limited also clearly mentioned that she would have to go intensive training for three months so as to make her extremely proficient at handling support services. There was also a term condition that if she does not quit the job from CallNow Private Limited till the expiry of 12 months starting from her 1st day after her training is completed, then the amount of the training fees of S$6,000 which is otherwise payable by Cherlyn would be waived i.e. it would not be so longer required to be paid. After she completes her training, she would also be assigned with a mentor who would guide her while she is on the job. 2. Rental agreement for three years rental with a monthly rent being S$350 to be payable by Cherlyn. 3. As per the provisions of Section 6 of The Law of Contract, as a general rule contracts against minors are not enforceable and they are treated as void. However, contracts for providing good and/or services which are wholly or partly for the benefit of the minor are also considered to be valid. They are enforceable in the eyes of the Law. Lee Pey Woan, Pearlie Koh, Tham Chee Ho, 2009, The Law of Contract However, the contract for employment i.e. the contract between Cherlyn and CallNow Private Limited in this case, cannot be termed as a contract of service. So this contract is not valid and enforceable against Cherlyn. Hence Cherlyn would also not be required to pay the training fees of S$6,000 to CallNow Private Limited even if she leaves the job before the expiry of 12 months of completing the training. 4. Here Cherlyn has entered into a rental agreement at a monthly rent of S$350 so that she can accommodate easily between her residence and work place. As per the provisions of Section 6 of The Law of Contract, as a general rule contracts against minors are not enforceable. However, where a minor has been supplied with necessaries i.e. goods or services suitable for the survival of the life of person being minor, then even though such contracts are against minors, they are very well enforceable in nature. Lee Pey Woan, Pearlie Koh, Tham Chee Ho, 2009, The Law of Contract Here rental agreement for the maintenance of life of Cherlyn as the residence is one of the basic requirements of life. So rental agreement is valid and enforceable. Cherlyn would not be entitled to refund of the past rental amounts that she has paid. Overall, we can note that: Employment agreement is not valid enforceable. Cherlyn would not be required to pay training fees of S$6,000 even if she quits job before the expiry 12 months from the period started after she has completed her training. (Section 6 of The Law of Contract) Rental agreement is valid enforceable. Cherlyn would not be entitled to refund of the past rental amounts that she has paid. Moreover, if any dues are pending to be paid by Cherlyn as tenant to Landlord, then she would also be required to pay the same. However, in the absence of any such particular information, we can assume that no dues are pending to paid by Cherlyn to her landlord towards this particular rental agreement of monthly rent being S$350. (Section 6 of The Law of Contract) Section A.III) The given question deals with The Law of Agency. There are several definitions given by various authors of agent, agency etc. but no one of them are very clear and leaves some space for ambiguity. In general, it is defined as the tasks which are performed by agent are performed with the prior approval of principal. Such approvals may be express or may be implied in nature. It should also be noted that the relationship of agency can be created only when the tasks which are done by agent on behalf of principal, principal himself should be capable of being doing it. For example, agent provides some physical work services like labour work on behalf of his principal, then such relationship cannot be termed as a relationship of agency when principal himself is handicapped. Sometimes agency is created by the nature of urgency. However, it should be important to note that agency has no legal status if it is created for doing illegal business. As per the provisions of Section 2 of The Law of Agency, agency is such a stage of relationship where one person works on behalf of another person with his express or implied consent. The person doing task is known as an agent and the person on whose behalf it is being done is known as a principal. The acts of the agent are capable enough to create a contractual legal relationship between third party and the principal. The agent may also be empowered with a right to sale, purchase, dispose of any asset or anything in kind or otherwise enter into an agreement with the third party with intentions of creating legal relationships so as to enforce it in a court of Law. So in a meaning we can say that agent does the task which is otherwise was to be done by the principal himself and therefore through the tasks performed by agent, he makes his principal legally bound for the same. Tan Cheng Han, 2009, Law of Agency Moreover as per the provisions of Section 3 of The Law of Agency there are so many relationships which closely represent the relationship of agency but may not have differentiating attribute of being capable to affect the contractual relationship of another into an agency relationship. We can take examples of relationships between employer employee, employer Servant, bailer bailee, trustee member, etc. However, all these relationships also differentiate each other in one or the other way. Tan Cheng Han, 2009, Law of Agency If we consider the relationship between employer employee or employer servant, in both the cases, the servant or an employee will always be empowered to some basic tasks which in general does not bind his principal legally. The accountant of the company is responsible to keep the accounts up to date, keep track records of taxation matters, however, he may not be authorized to take the decision any particular matter which s otherwise having financial implication on the organization for which he works. Mr. Michael Ghosh is a Managing Director of Whole Sole Private Limited. The company is registered in Singapore. The company is engaged in the business of providing motor cars on hire basis. The company owns number of motor cars and also has the close relationship with auto mobile channel distributor so as to acquire certain vehicles on urgent basis as and when required during sudden peak season. Here if we see the relationship between Whole Sole Private Limited and Mr. Ghosh, then as per the legal and/or binding documents, it is of the employer and employee relationship whereby Whole Sole Private Limited is an employer and Mr. Ghosh is an employee. However, if we consider the duties, authorities, responsibilities confronted to Mr. Ghosh, such a relationship is nevertheless than relationship of agency. Mr. Ghosh is empowered with the list of authorities. Some of them are listed below: 1. To manage day to day affairs of the company. 2. To sign the legal documents on behalf of Whole Sole Private Limited. 3. To enter into an agreement to sale, purchase, exchange or any other contract which has legal validity on behalf of Whole Sole India Limited. 4. To enter into an agreement to give the motor cars on hire to certain tourism hotel industry on a negotiated rate considering its long term financial implication. Here, by signing any legal document on behalf of company, Mr. Ghosh binds company for the same. Mr. Ghosh cam make third party Whole Sole Private Limited enter into a contractual relationship. For any tasks done by Mr. Ghosh, Whole Sole Private Limited is also responsible for the same. For example, if Mr. Ghosh signs the sale deed to sale particular asset at a given particular price, then Whole Sole Private Limited is bound with legal responsibilities of such sale deed. In the sense, it can be termed as if Mr. Ghosh being an agent works for his principal being Whole Sole Private Limited. 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