Free Essays on Frequency Distribution

FREQUENCY DISTRIBUTION I. Identify the problem A randomly selected group of students in a class of 35 was asked how much allowance is given to them on a per day basis. The objective is to assess how much the average student gets on a daily basis, find how many of these students fall within a specified class interval using a frequency table, and how much the majority of the students get per day. II. Data: 100 200 300 500 100 200 250 450 300 700 250 350 200 250 100 500 200 150 150 150 150 150 300 350 250 250 300 350 250 250 400 350 400 300 400 Allowances per day of a group of 35 students studying at DLSU (in Php) III. Set-up the frequency table Class interval: =1 + 3.322log35 =6.12  » 6 Class size: =(700 – 100)/6 =100 Frequency Table Class Limits Class Mark Class Frequency Cum. Frequency 100-199 149.5 8 8 200-299 249.5 11 19 300-399 349.5 9 28 400-499 449.5 4 32 500-699 549.5 2 34 700-799 749.5 1 35 IV. Computations for descriptive statistics Mean: =(8)(149.5) + (11)(249.5) + (9)(349.5) + (4)(449.5) + (2)(549.5) + (1)(749.5) 35 =Php 306.63 Median: Median class is 200-299 =200 + 100{ [ (35/2) – 8 ] / 11 } =Php 286.36 Mode: Php 250.00 Measures of Variability: a. Average Deviation = (8)|49.5-306.63| + (11)|249.5-306.63| (9)|349.5-306.63| (4)|449.5-306.63| + (2)|549.5-306.63| (1)|749.5-306.63| 3771.39 = 3771.39/35 =Php 107.54 b. Variance/Standard Deviation Class Limits Class Mark Class Frequency fixi2 fixi 100-199 149.5 8 178,802 1,196 200-299 249.5 11 684,752.75 2,744.5 300-399 349.5 9 1,099,352.25 3,145.5 400-499 449.5 4 808,201 1,798 500-699 549.5 2 603,900.5 1,099 700-799 749.5 1 561,750.25 749.5 nà ¥ fixi2 = 35(3,936,758.75) = 137,786,556.25 (à ¥fixi)2 = (10,732.50)2 = 115,186,556.25 s2 = 137,786,556.25 - 115,186,55... Free Essays on Frequency Distribution Free Essays on Frequency Distribution FREQUENCY DISTRIBUTION I. Identify the problem A randomly selected group of students in a class of 35 was asked how much allowance is given to them on a per day basis. The objective is to assess how much the average student gets on a daily basis, find how many of these students fall within a specified class interval using a frequency table, and how much the majority of the students get per day. II. Data: 100 200 300 500 100 200 250 450 300 700 250 350 200 250 100 500 200 150 150 150 150 150 300 350 250 250 300 350 250 250 400 350 400 300 400 Allowances per day of a group of 35 students studying at DLSU (in Php) III. Set-up the frequency table Class interval: =1 + 3.322log35 =6.12  » 6 Class size: =(700 – 100)/6 =100 Frequency Table Class Limits Class Mark Class Frequency Cum. Frequency 100-199 149.5 8 8 200-299 249.5 11 19 300-399 349.5 9 28 400-499 449.5 4 32 500-699 549.5 2 34 700-799 749.5 1 35 IV. Computations for descriptive statistics Mean: =(8)(149.5) + (11)(249.5) + (9)(349.5) + (4)(449.5) + (2)(549.5) + (1)(749.5) 35 =Php 306.63 Median: Median class is 200-299 =200 + 100{ [ (35/2) – 8 ] / 11 } =Php 286.36 Mode: Php 250.00 Measures of Variability: a. Average Deviation = (8)|49.5-306.63| + (11)|249.5-306.63| (9)|349.5-306.63| (4)|449.5-306.63| + (2)|549.5-306.63| (1)|749.5-306.63| 3771.39 = 3771.39/35 =Php 107.54 b. Variance/Standard Deviation Class Limits Class Mark Class Frequency fixi2 fixi 100-199 149.5 8 178,802 1,196 200-299 249.5 11 684,752.75 2,744.5 300-399 349.5 9 1,099,352.25 3,145.5 400-499 449.5 4 808,201 1,798 500-699 549.5 2 603,900.5 1,099 700-799 749.5 1 561,750.25 749.5 nà ¥ fixi2 = 35(3,936,758.75) = 137,786,556.25 (à ¥fixi)2 = (10,732.50)2 = 115,186,556.25 s2 = 137,786,556.25 - 115,186,55...

Resources for Teaching Tolerance and Anti-Racism

Resources for Teaching Tolerance and Anti-Racism    People are not born racist. As former U.S. President Barack Obama, quoting Nelson Mandela, former president of South Africa, tweeted shortly after the tragic events in Charlottesville August 12, 2017 in which the university town was overtaken by white supremacists and hate groups, resulting in the killing  of a counter protester, Heather Heyer,  Ã¢â‚¬Å"No one is born hating another person because of the color of his skin or his background or his religion. People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.† Very young children do not naturally choose friends based on the color of their skin. In a  video created by the BBC children’s network CBeebies, Everyones Welcome,  pairs of children explain the differences between themselves without referring to the color of their skin or ethnicity, even though those differences exist. As Nick Arnold writes in What Adults Can Learn About Discrimination From Kids, according to Sally Palmer, Ph.D., lecturer in the Department of Human Psychology and Human Development at University College London, it is not that they dont notice the color of their skin, it is that the color of their skin is not what is important to them. Racism is Learned Racism is learned behavior. A 2012 study by Harvard University researchers showed that children as young as three years of age  can adopt racist behavior when exposed to it, even though they may not understand â€Å"why.†Ã‚  According to renowned social psychologist Mazarin Banaji, Ph.D., children are quick to pick up on racist and prejudicial cues from adults and their environment. When  white children were shown faces of different skin colors with ambiguous facial expressions, they showed a pro-white bias. This was determined by the fact that they ascribed a happy face to a perceived white skin color and an angry face to a face that they perceived to be black or brown. In the study, black children who were tested showed no color-bias. Banaji maintains that racial bias can be unlearned, though, when children are in situations where they are exposed to diversity and they witness and are part of positive interactions between different groups of people acting as equals.   Racism is learned by the example of one’s parents, caregivers, and other influential adults, through personal experience, and through the systems of our society that promulgate it, both explicitly  and implicitly. These implicit biases permeate not only our individual decisions but also our societal structure. The New York Times has created a series of informative videos explaining implicit biases.   There are Different Types of Racism According to social science, there are seven main forms of racism: representational, ideological, discursive, interactional, institutional, structural, and systemic. Racism can be defined in other ways as well - reverse racism, subtle racism, internalized racism, colorism. In 1968, the day after Martin Luther King was shot, the anti-racism expert and former third-grade teacher,  Jane Elliott, devised a now-famous but then-controversial experiment for her all-white third-grade class in Iowa to teach the children about racism, in which she separated them by eye color into blue and brown, and showed extreme favoritism toward the group with blue eyes. She has conducted this experiment repeatedly for different groups since then, including the audience for an Oprah Winfrey show in 1992, known as  The Anti-Racism Experiment That Transformed an Oprah Show. People in the audience were separated by eye color; those with blue eyes were discriminated against while those with brown eyes were treated favorably.  The reactions of the audience were illuminating,  showing  how quickly some people came to identify with their eye color group  and behave prejudicially,  and what it felt like to be the ones who were being treated unfairly.   Microaggressions are another expression of racism. As explained in Racial Microagressions in Everyday Life, Racial microaggressions are brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color. An example of microaggression falls under assumption of criminal status and includes someone crossing to the other side of the street to avoid a person of color. This list of microagressions serves as a tool to  recognize them and the messages they send.   Unlearning Racism Racism in the extreme is manifested by groups such as the KKK and other white supremacist groups. Christoper Picciolini is the founder of the group Life After Hate.  Picciolini is a former member of a hate group, as are all the members of Life After Hate. On Face the Nation  in  Aug. 2017, Picciolini said that the people who are radicalized and join hate groups are not motivated by ideology but rather a search for identity, community, and purpose. He stated that if theres a brokenness underneath that person they tend to search for those in really negative pathways. As this group proves, even extreme racism can be unlearned, and the mission of this organization is to help counter violent extremism and to help those participating in hate groups  find pathways out of them. Congressman  John Lewis,  a prominent Civil Rights leader, said, The scars and stains of racism are still deeply embedded in the American society. But as experience shows us, and leaders  remind us, what people learn, they can also unlearn, including racism. While racial progress is real, so is racism. The need for anti-racist education is also real.   Following are some anti-racism resources that may be of interest to educators, parents, caregivers, church groups, and  individuals for use in schools, churches, businesses, organizations, and for  self-assessment and awareness. Anti-Racism Curricula, Organizations,  and Projects The Race Card Project  :  The Race Card Project was created in 2010 by NPR Journalist Michele Norris to foster a conversation about race. In order to promote an exchange of ideas and perceptions from people of different backgrounds, races, and ethnicities  Norris asks people to distill their thoughts, experiences, and observations  about race into one sentence that only has six words and submit them to the Race Card wall. In 2014, The Race Card Project was awarded a prestigious George Foster  Peabody Award for excellence in electronic communications for turning a pejorative phrase into a productive and far-reaching dialogue on a difficult topic.RACE: Are We so Different?:  This website is a project of the American Anthropological Association and is funded by the Ford Foundation and the National Science Foundation. It looks at race through three different lenses: history, human variation, and lived experience. It offers activities for students and resources for families, t eachers, and researchers. It is based on a traveling exhibit by the same name. Educating for Equity:   Educating for Equity is  the website and consulting business of Ali Michael, Ph.D., who is the co-founder and director of The Race Institute for K-12 Educators  and the author of several books having to do with race, including  Raising Race Questions: Whiteness, Inquiry, and Education (Teachers College Press, 2015), which won the 2017 Society of Professors of Education Outstanding Book Award. The Race Institute for K-12 Educators is a workshop for educators to help them develop a positive racial identity so that they can support the positive racial identity development of their students.  A comprehensive list of  Anti-Racism Resources for Teachers  is included on this website.   The Storytelling Project Curriculum:  Learning About Race and Racism Through Storytelling and the Arts  (this  Columbia University form  enables free use of the curriculum and requests feedback to the creators):  The Storytelling Project Curriculum, created th rough Barnard College, analyzes race and racism in the United States through storytelling and the arts. Using four different story types - stock stories (those told by the dominant group); concealed stories (told by people in the margins); resistance stories (told by people who have resisted racism); counter stories (deliberately constructed to challenge the stock stories) - to make the information more accessible to students, to connect the political and the personal, and to inspire change. For middle and high school students. Anti-Racism Activity: ‘The  Sneetches’  :  Through Teaching Tolerance, this curriculum for grades K-5 uses Dr. Seusss book,  The Sneetches as a springboard for discussion about discrimination and how students can  take responsibility for their environment.  What are Microaggressions and Why Should We Care?:  A course developed by the Unitarian Universalist Association on learning to recognize and deal with microaggressions in daily life.    Resources and Further Reading How Teachers Learn to Discuss Racism, The Atlantic,  https://www.theatlantic.com/education/archive/2017/01/how-teachers-learn-to-discuss-racism/512474/  Can Science Help People Unlearn Their Unconscious Biases?, Smithsonian Magazine,  smithsonianmag.com/science-nature/can-science-help-people-unlearn-their-unconscious-biases-180955789/Can You Unlearn Racism By Re-training Your Brain?, Bustle,  https://www.bustle.com/articles/184790-can-you-unlearn-racism-by-re-training-your-brainHow Do We Unlearn Racism? Complex Life,  complex.com/life/2016/11/how-do-we-unlearn-racism5 key anti-racism resources for teachers, courtesy of #CharlottesvilleCurriculum , Chalkbeat,  https://www.chalkbeat.org/posts/us/2017/08/14/5-key-anti-racism-resources-for-teachers-courtesy-of-charlottesvillecurriculum/Racism in America: It’s so pervasive that white people pay less for car insurance, Salon,  salon.com/2017/04/07/racism-in-america-its-so-pervasive-that-white-people-pay-less-for-car-in surance_partner/ Racial Progress Is Real. But So Is Racist Progress., New York Times,  https://www.nytimes.com/2017/01/21/opinion/sunday/racial-progress-is-real-but-so-is-racist-progress.html?mcubz0White Anti-Racism: Living the Legacy,  Teaching Tolerance,  https://www.tolerance.org/professional-development/white-antiracism-living-the-legacy

Marketing Essay Example | Topics and Well Written Essays - 1250 words - 17

Marketing - Essay Example These strategies are divided broadly into strategic scope and strategic strength. 2 A strategic scope relates to the demand of the products or the services that the company deals in and it focuses on the demand size and the component of the market. Strategic strength focuses on the supply of the products or services. Porter then came up with three strategies that reduced the broadness and the ambiguity of the previous strategies; these strategies included cost leadership, differentiation and market segmentation. The three strategies are drawn in a cube with the focus strategy being in the narrow segment and the other two being relatively broad.3 According to Porter, companies that gain a competitive advantage are those that strive to combine the three strategies effectively. Market segmentation can be combined with the differentiation strategy and ripe the company very effective results. Combinations of the strategies that are grouped in the broad category of the cube are a bit difficult to combine but that does not mean that they do not take place. Segmenting the market into niches helps the company to scope itself, increase the concept of demand and increase the company’s market share. Market segments also affect the strategies that relate to innovation and give the company the edge technology. This is because reducing the size of the market gives the company the specialization of the market and therefore, a chance to concentrate on aspects of improved technology. This presents the company as the pioneers of innovation. A multi-dimensional approach is a kind of approach where the company incorporates all the variables of market segmentation in coming up with its niches. These variables are broadly divided into; geographic variables, demographic variables, psychographic variables and behavioral variables.4 2.1 Geographic Variables – this is the

Finite element method Essay Example | Topics and Well Written Essays - 1250 words

Finite element method - Essay Example In order to avoid this situation; one must work in SI units (David, 2006). The Finite Element Method refers to a process of approximating a structure while considering that a structural analysis is being conducted, and existence of several potential sources of error. Major sources of errors include: several simplifications in structure model, element order, loads and boundary conditions, numerical, examples of errors from simplified representation, and general warning (David, 2006). Referred as disfeaturing, this simplification process usually involves taking out small details. It works well when stressed on the areas where omitted details are low. It is crucial to consider that sharp radii can increase the stress to a great extent. Ideally, its expected to start with a simple representation of the actual component and analysing if it is working as expected. If it is turning out as expected, more details can be added at every stage. With every repeat analysis, further details are added. In this way, it is possible to gain appreciation of the details that needs to be incorporate (David, 2006). All components have fixed radii at edges. However, a common perception should be ignored that small radii make "sharp" corner. It may not influence an exterior corner, however, for a sharp re-entrant, corner end up in a stress singularity. In stress singularity refinement of the FEA mesh will result in increased stress values with reduction in element size. Stress results are not requires while displacement results may work, however, a rational approximation of the radius should be utilized in the model. In order to avoid this issue, model components can be made with a substance that can identify plastic bend, however, the pressure at the sharp re-entrant will continue to be unlimited. If stressors are not required, induction of a sharp re-entrant will not influence the results and simplification process will lead to simplify model, for instance,

Textron Case Essay Example for Free

Textron Case Essay 1) How does Textron make money? Textron is able to make money as a result of 4 defining aspects of its business model: a. Textron is a conglomerate: by purchasing a variety of companies, Textron is able to share technology between its business units thus increasing its competitive advantage in these respective units. For instance, lessons learned in aerodynamics at Bell Helicopters can be used in the construction of aircraft at Cessna. Additionally, because of Textrons size, it increases its buyer power and can take advantage of economies of scale when purchasing from the common suppliers across business units. b. Diversification: Textron has purchased a variety of companies that complement one another such as different target markets (regular consumers vs. government consumers) and both high and low priced products (ex: hardware tools vs. private jets). Thus, like a well diversified stock portfolio, Textron is able to hedge its exposure to risk between its various business units (if one industry performs poorly one year, another industry may fair better). c. Vertically integrated: in Textrons history it developed a vertically integrated company that controlled every operational aspect of the business from raw goods to processing to distribution. Thus, it has been able to control the costs of many aspects of its business d. Finance business unit: Additional revenue is generated through the earned interest from customers who purchase credit from Textron in order to purchase Textron products. This revenue stream keeps customers in the Textron environment instead of losing customers to other credit-granting financial institutions. This Textron environment also: * Creates a one-stop-shop that can increases Textrons stickiness to its customers (also increase customer retention), which may lead to longer and stronger customer relationships. * Creates flexibility since Textron can offer more favourable interest rates than other financial institutions to promote more Textron sales 2) Assessment of Textrons: Assessment of Exhibit 1: Textron is investing heavily in assets that are not producing the sales or profits required to sustain its growth. Hence, its only choice is to finance its growth, which increases its debt and risk of bankruptcy. Textron needs to improve its asset management by increasing the output of its assets (such as PPE), changing its assets or improving its days inventory. Textron can increase the outputs of its assets by training staff to use equipment and tools more effectively or upgrade equipment and tools that can increase productivity. Textron can decrease its days inventory by improving its sales forecasting in order to produce only enough units that are demanded by the market. 3) Assessment of Textrons Cash Flow: Analysis of Cash Flow Statements 2004-2006 (in millions): * Under CFO * Net income nearly tripled from 2005 (203) to 2006 (601) * Under CFI * Net cash used in acquisitions increased significantly from 2005 (28) to 2006 (502) * Under CFI the Net Cash Used in Investing Activities of Continuing Operations has more than doubled from 2004 (800) to 2006 (2062) however, under CFO, the Net Cash Provided by Operating Activities of Continuing Operations has not doubled nor has it grown significantly from 2004 (949) to 2006 (1017). * Under CFF * In 2004 the Net Cash Provided by Operating Activities (Net CFO) is 950 and the Net Cash used in Investing Activities (Net CFI) 818. Therefore Textron generated enough cash to finance its investment activity (950-818 = 135). By contrast, in 2005 and 2006, Textron has had to use debt to finance its investments since in 2005 the Net CFO is 1036 million and Net CFI 1195 million (delta = -159) and in 2006 the Net CFO is 969 but the CFI is 1409 (delta = -440). By increasing the amount of debt, Textron increases its risk of going bankrupt in the future should the company not be able to meet its debt obligations. * Final Assessment of Cash Flow Statement: It seems that Textron is making a good amount of cash through its operations but this cash is not enough to feed its investment activities. Even worse, the increased investment has had little impact in increasing cash inflow. * Assessment of Exhibit 2: All of the above ratios are point towards poor cash flow management except Current Ratio. Thus Textrons favourable Current Ratio can be interpreted as Textron has the ability to pay off its liabilities only if it sells its large inventory (indicated by its large Days Inventory value). 4) Textrons use of LIFO and FIFO: e. Textrons income before taxes in 2006 using FIFO * Under current method: * The beginning inventory of 2006+purchase -COGS=the ending inventory of 2006 * 1,712 + purchase 8,528 = 2,069(in millions) let this calculation be called A

The Duel Essay -- essays research papers

In reviewing John Lukacs, The Duel, I noticed that the author has other intentions in mind besides the facts. Lukacs gives a very precise account of the actualy events during those eighty days but in my opinion he wants the reader to grab the bigger concepts. One of these concepts is that Lukacs wants the reader to honestly consider just how close the Allies came to losing the war. Another of these notions is the idea that the main difference between Churchill and Hitler concerned nationalism versus patriotism and a third idea is just how greatly history can be effected by the courageous decisions of a few people.Lukacs makes strong mention of how close Hitler came to victory. Hitler got everything he wanted for so long, without even having to resort to force. Lukacs describes Hitler as ''being an amateur at generalship, but he posessed the great professional talent applicable to all human affairs: an understanding of human nature and the understanding of the weaknesses of his opponents. That was enough to carry him very far''(3). Lukacs wants to make that a point in all of his readers' minds; that Hitler could manipulate people so he could get what he wanted without resorting to violence. Of course, the threat of violence was always present but Hitler was smart enough that he could scare his enemies enough that they would not want to engage in combat. Once actually forced to fight, Hitler still dominated and he could have very possibly won the war if not for that one fatal mistake he made by hesitating in his plans against the English. I think it is important that Lukacs makes sure to get this message across because some people choose to ignore this truth due to the devastating outcomes that would have resulted if Hitler succeeded. The major point presented by Lukacs concerning the difference between Hitler and Churchill has to do with nationalim versus patriotism. Lukacs describes Hitler as a nationalist and Churchill as a patriot. He describes Hitler as a man of ideas and Churchill as a of man principles, because Churchill's ideas changed throughout the war while Hitler tended to think that his ideas were principles. In a footnote there lies a a brilliant explanation of this idea. Dr. Johnson states ''Nationalism is the last refuge of a scoundrel. Patriotism is defensive, while nationalism is aggressive. Patriotism is not a substitute for a relig... ...till evident in this directive when it says if necessary. Hitler delivered his speech for a last attempt at peace on July 19, but it did not work. One of his main goals for the speech was to disconnect the people of England from Churchill but this failed because of the manner in which he spoke about Churchill. The next day, Hitler said that the English response meant that the German attack would commenec on Britain in a few days. Looking back at how these events unfolded, everyone should be glad that Hitler made such a mistake. I, for one couldn't believe that Hitler made this mistake. Throughout reading this entire book Hitler usually makes swift, decisive actions that get results and that is why Lukacs stresses this string of events in the book.Overall, this book is wonderfully written on a very interesting topic. The reader is put in the middle of a war of nerves and will between two men, one of which we have grown up to learn to hate. This only makes us even more emotional about the topic at hand. For a history book, it was surprisingly understandable and hard to put down. It enlightened me to the complex problems that existed in the most memorable three months this century.

Business law conditional acceptance Essay

Forming a contract there must be six essential elements which are acceptance, consideration, intention to be legally binding, capacity of the contract and finally legality of the promises.1To archive an agreement between the offeror and offeree there is a formula whereby offer+ acceptance=agreement.2An offer has to be created firstly. An offer means the indication by one person to another of his willingness to enter a contract with the other person on curtain terms.3An offer can either be written or oral example of an offer are email, letters, verbally offering something and internet. The purpose of this research essay is to see how the Australian contract law about acceptance must be unconditional and final. This essay also states how clear the laws are about acceptance and how the court decides the cases about conditional or qualified acceptance. Acceptance is an act performed by the offeree by the way of acceptance of the offer and which therefore creates a binding contract between the both parties.4 Besides that, there are other natures of acceptance which is counter-offer. Counter-offer is an offer that the offeree has countered the original offer by suggesting a new offer. According to the court counter-offer will automatically destroy the original offer.5Besides a counter offer an offeree can also request for more information. People tend to see this as a counter offer but the court has decided that this is a request for more information it’s a mere inquiry and not a counter offer.6The case of Stevenson Jacques & co v Mclean explains that Stevenson asked for the price but whether he can deliver the money over two months or if not the longest limit would be given, but there was no response form McLean and Stevenson cabled that he accept the offer, but McLean has sold it to someone and said that Stevenson counter of fer the offer. The court has decided that Stevenson was requesting for information not counter offering the deal.7 To reach an agreement the both parties has to have a â€Å"meeting of the minds†.8This means that for an agreement to be occur the acceptance of any offer should be unconditional and complete.9The case that develop the law that acceptance must be unconditional, clear and unequivocal is ‘Masters V Cameron’.10 The court had to decide whether the sale note was a binding contract.11 The sale note had a clause that Cameron solicitor had power to prepare the contract that in favor of Cameron demand, masters had to force to accept any demand that Cameron decides and it also was a preliminary agreement and not a conclusive document. The court held that there was no binding agreement between both of the parties only they had condition to the agreement where one party doesn’t accept it. In other words the both parties was in a negation stage. The high court of Australia had to make the same decision if any future cases arise with the similar facts.12Besides that, similar problem had surfaced in the case of ‘Souter V Shyamba Pty Ltd.13The court had to decide whether the document on 1 may 2002 was a binding contract or the parties just agreed on the price of the hotel, intending that no binding contract would come into existence until the exchange of a formal contract prepared by their solicitor. The court decided that there was a contract between both of the parties because firstly. There were formalities between both of them. Secondly, there was no reference that the document had terms like â€Å"subject to contract† or â€Å"subject to finance†. Lastly they had advice from their solicitor and they knew exactly what was happening. The court decided that the document on May 1 was a binding contract cause they had a price, the parties agreed and they had essential terms in that document.14There was a case that had an opposite decision of the court which is the case of ‘First Church of Christ, Scientist, and Brisbane as Trustee under Instrument 7020202154 v Ormlie Trading Pty Ltd’.15The court held that the parties had no intention of entering into a binding contract even though they have reached an agreement on the essential terms. The both letter had â€Å"in principle† in it. The court said that â€Å"in principle† indicates that there were no unqualified acceptance by the offeree of the offer.16This cases had strong court judgment that the first rule of acceptance that is must be clear and unequivocal and certainly not conditional.17 Conditional acceptance might also been known as qualified acceptan ce. This type of acceptance is known as when a person to whom an offer has been made tells the offeror that he or she is willing to agree to the offer provided that there are some changes are made in its terms or that some condition or event occurs. This is merely a counter offer this isn’t an acceptance.18The case that showed that conditional offer is a counter offer is ‘Hyde v Wrench’.19The story was when an offer was made to Hyde by wrench to buy the property for $1000, but then Hyde made a new offer stating that can he buy it for $950.Wrench rejected this offer then, Hyde wanted to buy the property back with the original price of $1000 and wrench refused to sell it. Then, Hyde sued wrench to enforce the original contract. The court decided that Hyde and destroyed the original offer cause he counter offered the deal with a new offer and according to the court this will destroy the original contract and can’t be done anything by the offeror.20 Curtain contract of purchase of goods or real estate there is a term ‘subject to contract’. This means that the contract will be accepted when the subject or the purchaser has the reasonable finance to purchase.21The case that develop this condition is ‘Meehan v Jones’.22 Agreement containing this phase can be indeed binding, while noting that the effect of this clause has to be ultimately decided by the both parties. The court had decided that the agreement was binding and this phase wasn’t a condition implied by one person. This has to be fully determined by the purchaser if he has suitable financial needs to accept the agreement and has the intention to be legally bound by this phase. Deciding whether he or she has enough of financial need, the purchaser had to act ‘honestly, or honestly and reasonably’. Once the finance is obtained, the contract would come legally binding. Current case like ‘Australian securities and investment commission v Fortescue Metals Group Ltd’ had no acceptance involved.23Even though, the both parties had essential agreement which had price, subject matter and scheduling. Fortescue Metals group Ltd had entered an agreement with a Chinese contractor to build an infrastructure for a mining work in South Australia. While they had an agreement between Australian securities and investment commission. The court had decided that there were no binding contract between the both parties even though, they decided with price matter and the scheduling. The court stated that there were no acceptance involved between the both parties because the party had left crucial matter in the offer and the other party didn’t accept the offer even though prices time and matter was discussed. In conclusion, the high court of Australia has made it very clear that acceptance must be clear, unconditional and unqualified.If there are condition to the agreement it means that it’s merely and counter offer not the original offer. Besides that, incomplete agreement are not acceptance but merely the both parties are in a negotiating stage. Previous cases such as Masters V Cameron, Souter V Shyamba Pty Ltd, First Church of Christ, Scientist, and Brisbane as Trustee under Instrument 7020202154 v Ormlie Trading Pty Ltd has made it very clear how the court decides on future cases regarding acceptance. In my opinion, acceptance can’t be final if the offeree doesn’t accept the offer and acceptance can’t happen when both parties doesn’t want it to be legally binding. The current case like Australian securities and investment commission v Fortescue Metals Group Ltd had made it clear they followed their precedent cases about acceptance and how it has to b e unconditional and clear24. A person can’t accept some of the agreement and discard curtain agreement this means they are not fully accepting the offer only negotiating about it.25 (1408 words)

Pre-Interview Essay

Pre-interview Essay 30/01/2013 I would like to follow the CELTA course for quite a few reasons. To begin with, and more importantly, I want to do the course so as to obtain the right qualifications for and English tutor. I think that the CELTA course can provide me, not only with the necessary teaching skills, but also with the highest knowledge of the subject.Moreover, if one already has the education and skills needed this course gives him the opportunity to keep up to date with the English language, because as it is widely known language, in general, keeps evolving and changing. Another important reason that makes me want to follow the course is the fact that CELTA diploma is recognized thru out the world. That is a great advantage as one has the opportunity to work at almost any country he desires.Needless to say that this is of great benefit not only to one’s teaching experience but to him as a person, as he will be able to broaden his horizons by meeting new educational systems and cultures. I believe that I would be a successful teacher of the English language because I am very interested in it, therefore, I would constantly try to enrich my knowledge around it and do my best to be up to date, not only with the language itself but with educational systems so that my students would get the best education possible from me.I am of the opinion that you must love what you do so as to be good at it and teaching is what I love. Other than that, I feel that I am the kind of person that can pass his knowledge to the others. I am friendly and easy-going which makes people around me feel comfortable and able to trust me. On the other hand, I am very organized and focused on my goals, even a little bit of a control freak which I believe make me better at what I do and are some important qualities for a successful teacher.

The Wiggles as a Popular Culture Essay Example

The Wiggles as a Popular Culture Essay Example The Wiggles as a Popular Culture Paper The Wiggles as a Popular Culture Paper The Wiggles are a childrens music and entertainment group consisting of four members who formed in Sydney in 1991. The original members were Anthony Field, Murray Cook, Greg Page and Jeff Fatt. Before the formation of the group, Field and Fatt were members of the Australian pop band The Cockroaches with Page being a roadie, and met Cook at Macquarie University where they were studying to become pre-school teachers. Together, they formed The Wiggles. Using connections gained from The Cockroaches, The Wiggles first manager Jeremy Fabinyi negotiated with the ABC to air The Wiggles TV show. This program essentially promoted their first album and tour, launching The Wiggles careers. The Wiggles, due to the development of technology such as television and the internet, have globalised into an internationally recognised franchise. By definition, a popular culture has four characteristics; they are associated with commercial products, develop from a local to international scale, allow consumers to have widespread access to it, and are constantly changing and evolving. The Wiggles can be classified as a popular culture due to its conforming to these characteristics. The group conforms to these characteristics by having much ssociated paraphernalia, such as albums and posters, has developed into an international franchise which tours the world, allows consumers widespread access to The Wiggles products, and is changing and evolving in order to benefit the children of the present day society. Advances In technology have allowed social and cultural studies to become more In-depth. Such studies have highlighted the importance of childrens social and cultural experiences linked with their literacy development. Children who participated In the watching of programs such as The Wiggles were noted within these studies to have higher literacy rates at the start of heir primary schooling than children who didnt. This has enabled The Wiggles to have status In the early childhood education Industry due to the childrens stimulation of their creative senses, while also making the learning process enjoyable for the child. This therefore has a positive effect on the young Individual In the present as well as the future, as well as The Wiggles being viewed In a positive manner by consumers and members of society because of this Influence on children. The Wiggles are so successful because of their positive Influence on childrens lives nd the satisfaction that adults receive from being aware of the educational value behind the program. This can be obviously demonstrated through the long-running creative programs aired on televlslon with such popularity that The Wiggles have become known around the world. This has made them an International franchise and allowed the company to expand Into other associated products and programs such as live performance shows and recorded albums. The products of this popular culture are aimed at a specific target market. Primary consumers of The Wiggles are young children but the major purchasers of associated products and paraphernalia re the childrens parents and adults. There Is no dlvlde In the consumption of this popular cultures associated products In relation to gender, although the group previously consisted of four males, as well as many of the associated characters being male. This recently changed In 2012 when a female Wiggle was Introduced, before, therefore giving The Wiggles the opportunity to expand their market even more. Despite the positive change of introducing a female Wiggle in order to make the childrens program more appealing to both genders, uproar has occurred resulting in a backlash over the internet. Social networking websites such as Facebook and Twitter have seen The Wiggles pages slandered by the secondary consumers of this popular culture, being parents, due to the introduction of this new yellow Wiggle. This has created a now somewhat negative attitude towards The Wiggles due to the rejection of this change. Due to the growing online shopping market, the purchasing of The Wiggles paraphernalia has become simpler due to the ease of access for consumers to these products. Such paraphernalia includes costumes, albums and television series, computer games, toys, books, bags and stationery. This market has allowed the expansion of The Wiggles market due to the vast number of people who have access to such technology as the internet. Over the 22 years of which The Wiggles have been an entertainment source on the television for young children, the philosophy of the group, being that of healthy eating, dancing and singing, has not changed. A reason why The Wiggles are so well-known within the present society is due to this trusted source of creative early childhood education being conveyed to the audience through different media outlets. This creates a positive perception of this popular culture within many consumers eyes.

Definition and Examples of Linguistic Insecurity

Definition and Examples of Linguistic Insecurity Linguistic insecurity is the anxiety or lack of confidence experienced by speakers and writers who believe that their use of language does not conform to the principles and practices of standard English. The term linguistic insecurity was introduced by American linguist William Labov in the 1960s.   Observations While there seems to be no lack of confidence in exporting native models of English as a foreign language, it is at the same time almost paradoxical to find among all the major anglophone nations such enormous linguistic insecurity about standards of English usage. The complaint tradition stretching back to medieval times is intense on both sides of the Atlantic (see Romaine 1991 on its manifestations in Australia). Ferguson and Heath (1981), for instance, comment on prescriptivism in the US that quite possibly no other nation buys so many style manuals and how-to-improve-your-language books in proportion to the population.(Suzanne Romaine, Introduction, The Cambridge History of the English Language, Vol. IV. Cambridge Univ. Press, 1999) Sources of Linguistic Insecurity [Linguist and cultural historian Dennis Baron] suggests that this linguistic insecurity has two sources: the notion of more or less prestigious dialects, on the one hand, and the exaggerated idea of correctness in language, on the other. . . . It might be additionally suggested that this American linguistic insecurity comes, historically, from a third source: a feeling of cultural inferiority (or insecurity), of which a special case is the belief that somehow American English is less good or proper than British English. Indeed, one can hear frequent comments made by Americans that indicate that they regard British English as a superior form of English.(Zoltn Kà ¶vecses, American English: An Introduction. Broadview, 2000) Linguistic Insecurity and Social Class A great deal of evidence shows that lower-middle-class speakers have the greatest tendency towards linguistic insecurity, and therefore tend to adopt, even in middle age, the prestige forms used by the youngest members of the highest-ranking class. This linguistic insecurity is shown by the very wide range of stylistic variation used by lower-middle-class speakers; by their great fluctuation within a given stylistic context; by their conscious striving for correctness; and by their strongly negative attitudes towards their native speech pattern.(William Labov, Sociolinguistic Patterns. Univ. of Pennsylvania Press, 1972) Also Known As: schizoglossia, language complex

Changing Aid Modalities Assignment Example | Topics and Well Written Essays - 500 words

Changing Aid Modalities - Assignment Example The Tanzanian government needs to be in the forefront in ensuring that the support being given by the donors is utilized effectively in order to win their confidence. However, the government has been acting as a stumbling block, an aspect that has been affecting the level of development in the country. It is impossible for the donors to give out money and fail to monitor how it’s being utilized. This is because many of the African leaders have been accused of corruption. In addition, these governments have not set up strong institutions that would play an oversight role, thereby ensuring that every penny by donors is accounted for. Moreover, the government has a long chain of command involving the central government, and local government. These can be the loopholes that can be used by the leaders to embezzle donor funds. Therefore, there was need to involve an independent party to ensure that the money is utilized effectively. There is need to establish an independent auditing body which will serve the interests of the Tanzanian government and that of the donors. Although the issue looks like it has been settled, there is need to ensure that it does not erupt once again. This is through ensuring that there is a joint body established by the two bodies which will be mandated with ensuring that the interests of the two parties are taken into consideration. Both parties should appoint their representatives, an aspect that will play a significant role in reducing the conflict levels. The government should not be involved in the management of donor aid. Already, it has a mandate of ensuring that the current resources are utilized effectively. In addition, it has been dotted by different cases of corruption. This is the reason why many of the officials feel that the donors should leave the role of managing the funds to the government officials. However, doing this will make it hard for the funds