Constructing Your Health Decisions Free Essays

Constructing Your Health Decisions Technology has overcome the population and few people are aware of various health issues it has caused. By simply sitting in an office behind a computer can cause problem from our backs and eyes to our balance. Office workers are the most at risk, and experts say it is important we monitor our workplace health. We will write a custom essay sample on Constructing Your Health Decisions or any similar topic only for you Order Now This can be avoided by going for a brisk walk at lunch, a stroll around the office every hour, and checking our posture by standing with your heels and back against the wall and seeing how far back you have to move your head until it touches the wall too. Also the television is one of the most popular forms of media all over the world. It can enhance ones appearance to have the viewer intrigued and question themselves like â€Å"why can’t I look like that†. Instead of getting up and going for a walk or hanging out with friends, television, has us caught up in our homes. Another major media downfall that influences one’s health is the internet. Let’s say I have symptoms of a common cold for weeks that does not go away, I can type in my symptoms on the internet and various options will come out. Now I can assume I have a major medical issue without even consulting with a doctor. A person has the responsibility of enhancing their health by choosing healthier foods and exercising more. They can choose to not be influenced by the media. Also by doing activities that Improve our self-esteem can lustily how we will portray ourselves to the world. How to cite Constructing Your Health Decisions, Papers

Response Improvisations based on The Woman in Black Essay Example For Students

Response Improvisations based on The Woman in Black Essay The text we were given was an opening to a typical ghost story, like The Woman in Black. . We were briefed and told to make the improvisation melodramatic, farcical and over the top. We were told to do this in order to make the audience laugh by acting challenging, extreme and weird characters in the setting of a ghost story. Our first response to the text of a ghost story was shown in a spider diagram here: These are the collective brainstorming of the entire group when we thought of what came into our head immediately after being given the text of a ghost story. We found over acting our characters extremely challenging. For example: we were supposed to over exaggerate the fact that someone sold evil hot dogs and we had to play it seriously and melodramatically in order to make the audience laugh. We found this challenging, and some of the group found it embarrassing to shout loudly and make their gesticulations larger than life. We found the prospect of using practically anything and making it scary into a very interesting idea. We loved inventing the scary story that all the locals knew too. The plot of our improvisation was an English family staying in an American motel in a mysteriously deserted town in Montana. They seek to stay there for a while, but are disgusted of the stories about a mysterious hot dog vender and some dastardly chewing gum chewers. They seek to flee from the motel, but leave behind the teenage girl who chews gum to forever be imprisoned in the American motel with the locals. The explorative strategies we used to explore the text were still image and marking the moment. We planned to use the explorative strategy of still image to emphasise the drama mediums of space and levels so it can show the relationships between the characters more clearly so the audience can see it for a longer amount of time. We used this to mark the moment and emphasise an important moment in the play. The explorative strategy of still image helped us convey the idea of the melodrama as we could pause in the most eccentric positions to make the scene seem crazier. It helped me understand the text by seeing how a ghost story was pieced together. Marking the moment emphasised the importance of suspense and silence and helped me understand the text in this way. If I were to stage the piece Id make the atmosphere very eerie. I would make the set extremely tacky as it would make the atmosphere scary and yet ridiculous at the same time. SECOND IMPROVISATION BASED ON THE SCENES FROM THE WOMAN IN BLACK The text we were given was an extract from The Woman in Black where Mr Kipps cannot find his dog, Spider. In this extract there is an eerie whistling on the misty moor and he desperately calls for Spider. We were to use this as a text to inspire our improvisation to make a ghost story that scares and mystifies the audience. Our initial response to the text was to identify important elements and then brainstorm what these meant to us. We chose: whistles, mist and losing something thats close to you. The spider diagram on the next page shows what we, as a group, have discussed in initial response to the text. When we were first asked to begin thinking about trying to create an improvisation we found the plot very challenging, as we wanted to include whistles, loss and mist into it because we deemed them all interesting elements which inspired us from the text. We wondered how we could get whistling into the improvisation and make it add to the atmosphere instead of hinder the plot. We found it very interesting to build up tension, which we found quite a challenge. .u92682b38fca5ab99613b548a4c8cc886 , .u92682b38fca5ab99613b548a4c8cc886 .postImageUrl , .u92682b38fca5ab99613b548a4c8cc886 .centered-text-area { min-height: 80px; position: relative; } .u92682b38fca5ab99613b548a4c8cc886 , .u92682b38fca5ab99613b548a4c8cc886:hover , .u92682b38fca5ab99613b548a4c8cc886:visited , .u92682b38fca5ab99613b548a4c8cc886:active { border:0!important; } .u92682b38fca5ab99613b548a4c8cc886 .clearfix:after { content: ""; display: table; clear: both; } .u92682b38fca5ab99613b548a4c8cc886 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u92682b38fca5ab99613b548a4c8cc886:active , .u92682b38fca5ab99613b548a4c8cc886:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u92682b38fca5ab99613b548a4c8cc886 .centered-text-area { width: 100%; position: relative ; } .u92682b38fca5ab99613b548a4c8cc886 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u92682b38fca5ab99613b548a4c8cc886 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u92682b38fca5ab99613b548a4c8cc886 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u92682b38fca5ab99613b548a4c8cc886:hover .ctaButton { background-color: #34495E!important; } .u92682b38fca5ab99613b548a4c8cc886 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u92682b38fca5ab99613b548a4c8cc886 .u92682b38fca5ab99613b548a4c8cc886-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u92682b38fca5ab99613b548a4c8cc886:after { content: ""; display: block; clear: both; } READ: What is popular culture? EssayWe decided to use the element of drama contrasts- to make it scary too, as it added to the tension in the end. The initial plot was a man walking a dog in a misty park, when the lead snaps he loses his dog in the dense mist. He calls for Spider, getting more and more agitated, then an eerie whistle taunts him and he runs around in desperate search where he bumps into figures representing his friends, they dont recognise him, but they make him recollect (by cross cutting) the last time he had seen them before. These happy memories contrast with the bad news the whistler brings. The whistler is a dead plane driver that informs him he had just killed his fiancie, best friend and boss in a plane crash. Then he finally realises that he has just seen ghosts all around him. The two explorative strategies we used were cross-cutting and hot seating. We chose to use hot-seating to help develop our characterisation by deepening our understanding of the roles that were playing, which would hopefully come across in acting in the improvisation. We used cross-cutting to build a relationship with the characters we had just introduced so the loss was more tragic to the audience. Hot-seating helped me understand the text by helping me understand the regret and fear in losing someone and being deserted and alone by putting me in the role of the character and having to ask questions I felt like the character who had experienced this loss and this will help us convey our ideas in the improvisation. Cross cutting helped us convey to the audience that the last instances he saw his loved ones were warm times that suggested a long bond of friendship, and helped us do this quickly, concisely and effectively. If I were to stage the piece I would hope to create a setting of foreboding throughout the piece as it builds up tension and the mystery through the improvisation.

Employment Contracts

Question: Outline and explain the contents of employment contracts and the legal liabilities of managers and directors. Demonstrate the ways in which European Union law affects the conduct of business in the United Kingdom. Identify and explain the main sources of law affecting businesses and policies relating to customers, related companies and employment. Answer: Employment Contracts Sources in an Employment Contract It is not necessary that employment contract should only be one document. There are various terms that can be incorporated into an employment contract from various sources and it can either be verbal or written. Terms which have been mentioned in a contract explicitly are express terms which can either be verbal or written and the parties have agreed upon them same. These include the description of the job, working hours, sick pay, wages, description of the job and notice. There are a number of different in which these terms may be found such as employment particulars written statement, Handbook of the staff, pay slip, advertisement of jobs and most obviously the employment contract in the writing itself (Honeyball, 2006). There are certain conditions and terms that are implied into an employment contract by way of common law, practice or custom. There, for example, exists a duty of confidence and trust between employee and employer in all relationships (Sella, 2015). If there is the breach of that fundamental trust, then a claim of action may follow. In the case of an employee, it would be the constructive dismissal claim. There are various other types of implied terms which can include in the decision of the employer for the payment of bonus each year or a redundancy that is enhanced in the pay; this could give rise to the practice and custom of receiving of these kinds of benefits (Levine, 2002). As an employee there exists a common-law duty of care (McClelland, n.d.). Meaning thereby that with respect to his relationship with his colleagues and the employer it is essential for the employee to exercise care and skill that is reasonable. The Health and Safety at Work Act 1974 in addition also requires that reasonable care has to be taken for the safety and health of the other people at work as well the employee himself. This also extends to co-operating with the employer to ensure that he is able to fulfill the legal duty that he has. Duties of Employee under Common Law Under the common law the duty of the employee, is to ensure that reasonable care of safety and health of his employees, as well as himself, is taken which can be affected by what they are doing or not doing during the course of employment. Cooperation with the employer on matters relating to safety and health are also important. The equipments that have been provided for the purposes of safety should not in any manner be misused. The instruction from the employer with respect to safety and health are required to followed and relevant training with respect safety and health to be attended. Any defects or hazards at the workplace is required to be reported. There should not be any obstruction or interference with what has been provided for the safety and health at the place of work (Dabscheck and Riley, 2006). There is an implied obligation under common law which is owed by the employee for obeying orders that are reasonable and the law of the employer. In the case of Barber v. RJB mining, it had been opined that there is statutory safety and health standards that the courts have accepted which may circumscribe the common law right of the employer for giving orders that have an effect that is endangering the employee. Duties of an Employer under Common Law The main duties under the common law of the employer are with respect to the safety and health of the employees. These include the duty of care which means that it is necessary for the employer to take care of the safety of the employee which is reasonable, avoiding the exposure of the person to risk that are not necessary to ensure that work system is safe (Worksmart.org.uk, 2016). The second is employers duty to maintain confidence and trust that is mutual. The employer must not without any proper and reasonable cause behave in a way which is likely or calculated for destroying or damaging seriously the relationship of confidence and trust with the employer. This duty, in particular, puts an obligation on the employers for ensuring that they are treated at work with dignity, and to deal with complaints of the employers in a manner that serious and fair. Lord Writght in the case of Wilson Clyde Coal Co Ltd v English [1938] AC 57 gave the duty's exposition which is a landmark. The p laintiff in this was a miner who had been injured in the coal mine of the defendant (Wilson Clyde Coal Co Ltd v English, [1938]). It was while traveling through the pit at the end of the shift for the say that a haulage plant which was in motion crushed him. During the time of traveling this equipment should ideally have been stopped. The employer of the defendant placed an argument that the duty had been discharging since they were providing a system of work that was safe by appointment of a qualified and competent managed. The employers it was opined by the Court were liable. There could not be avoidance of the duty of providing a system that is safe for working only by the appointment of an employee who is competent. There was three key area that was deduced by the House of Lords in this case which provides that the employer needs to provide staff that is safety conscious and competent, safe equipment and plant that is adequate and a system of work that is safe. Equality Act Scope and Structure of Equality Act There are a total 116 different legislation pieces that have been brought together by the Equality Act, and one single Act has been formed. This new act combined provides for a legal framework for the protection of individuals' rights and ensuring that equality of opportunity is advanced for everyone. The intent of the act is for strengthening, harmonizing and simplifying the legislation that is in existence at present and providing a new law against discrimination to Britain which will ensure that individuals are protected from treatment that is unfair and promote a society that is equal and fair. The main nine pieces of legislations that merged together are the Race Relations Act 1976, the Sex Discrimination Act 1975, the Disability Discrimination Act 1995, the Employment Equality (Sexual Orientation) Regulations 2003, the Equal Pay Act 1970, the Employment Equality (Age) Regulations 2006, the Employment Equality (Religion or Belief) Regulations 2003, the Equality Act (Sexual Orientation) Regulations 2007 and the Equality Act 2006, Part 2 (Wadham, 2010). The provision of employment of the Act reflects largely the present law and all workers have been covered under it. The scope of the Act as the present legislation is wide enough so as that it extends to those people as well who are not employees necessarily for protection against discrimination. The contract workers could be included in this and, even in few circumstances, the volunteers as well. The Equality Acts introduction harmonizes, brings together and in some ways extends the law of equality that is in existence. The aim of the Equality Act is to make the law more clear, consistent and easy to be followed so that the society can be made fair. The Equality Act also includes other provisions, including the new concept of dual discrimination, an extended public sector Equality Duty and a prohibition on age discrimination in services and public functions. The Act has two main purposes to harmonize discrimination law, and to strengthen the law to support progress on equality. The Act consists of 16 Parts and 28 Schedules (Legislation.gov.uk, 2016). Different Types of Discrimination There are seven main areas which have been detailed in the Equality Act to be discriminatory behavior (Gov.uk, 2016). The first being that of Direct Discrimination, this type of discrimination occurs when a person is treated in a manner that is less favorable as compared to other people because of the protected characteristics they are thought to have, or they have or because of their association with people who have protected characteristics (Butler, n.d.). The second being that of Associative Discrimination, this is already in the application for Religion, Sexual Orientation, and Race. This now extends under the Act to cover Disability, Age, Sex and Gender Reassignment. This would be against someone a direct discrimination if they are associated with a person who possesses characteristics that are protected. The third is that of Perspective Discrimination; this is already in the application for Race, Age, Sexual Orientation and Belief or Religion. This has been extended under this Act to Cover Gender Reassignment, Sex and Disability. This, however, is discrimination that is direct towards an individual because they are of an opinion that the person possesses particular characteristics which is protected. Even if a person does not actually possess such characteristics, this would still be applicable (Discrimination at work, 2010). The four is that of Indirect Discrimination, this type of discrimination is applicable already to Race, Age, Belief, Religion, Sexual Orientation, Marriage, Civil Partnership and Sex. However, under the Equality Act, it has been extended to cover Gender Reassignment and Disability. When there is the rule, condition, policy or even an organizational practice that is applicable everybody except for the people with protected for who it would be disadvantageous, then it would be indirect discrimination. Harassment is another type of discrimination that has been covered. It is a conduct that is unwanted and relates to the protected characteristics that are relevant, which has the effect or purpose of violation of the dignity of an individual or creating an environment which is intimidation, degrading, offensive or hostile for the individual. There can now be complain from the employee of any behavior which according to them is offensive even if the same has not been directed to them and it is not necessary for them to posses the characteristics that are relevant themselves. There is also protection of employees from harassment due to association or perception (Waughray and Dhanda, 2016). Another type of discrimination is Third Party Harassment; this is already applicable to Sex. However now it is expected to cover Disability, Age, Race, Gender Reassignment, Sexual Orientation, Belief or Religion. There is a potential liability on the employers under the Equality Act for the employees harassment by third parties who are not the companys employees, such as clients or customers. The final type of discrimination is victimization, this occurs when there is a bad treatment of the employee because of their supporting or making a complaint or raising under the Equality Act a grievance; or because they have been suspected of doing the same. There has been the amendment of victimization' definition under the Equality Act so that it does not any longer point towards a comparator (Griffith, 2010). Action of Employers to Ensure Compliance It is important for the employers to ensure that all their new and existing procedures and policies are compatible with the duties which have been assigned to them under the Equality Act 2010. For example, the equal opportunities and recruitment policy of the organization must state clearly that any discrimination either indirect or direct in recruitment or employment due to any of the protected characteristics mentioned under the Act would be unlawful. These characteristics would be that of disability, age, civil partnership and marriage, gender reassignment, maternity and pregnancy, belief or religion, race, sexual orientation and sex. Where it is relevant it is necessary to include the concepts of perspective and associative discrimination in the policies. With respect to drafting and reviewing of employment contracts, there must be awareness in the employee that a clause for pay secrecy which the employee's contract of employment contains would not been enforceable in the case wh ere there is pay discussion that is relevant which the employee is involved in (Griffith, 2010). It is essential for employers to ensure that there is awareness in the line managers for the requirement and need of preventing any kind of harassment of the employees. The recruitment or management staff that is involved in related procedure should be provided training with respect to the Act's main provision, and the process of recruitment should be reviewed and where necessary amended for ensuring that it is in compliance with the provisions of the Act. European Law Source of European Law The treaties are the primary source of European Law, which are European Unions bases. There are mainly three documents that are required to be considered, the Single European Act 1986, Treaty on European Union 1992 and also the 1997 draft Treaty of Amsterdam (Nentwich and Falkner, n.d.) and The Treaty of Rome 1957.there are European Committees Acts of 1972, 1986 and 1993 which are corresponding that ensure that as UK Law these treaties take effect (Panara and Becker, 2011). The sources of law that are secondary are the laws which have been made under these treaties, the Treaty of Rome especially. These comprise of: Regulations, these are applicable directly and binding meaning thereby that it is not required by the national legislations to implement them in all the states that are a member, they would apply to it directly. In the case of conflict between a national law which is in existence already, it would be the regulation that shall prevail. Directives, these are the member states requirement to change the law that is national within a period of time which has been stated so that effect could be given to the said directive. The Directives in the UK under the European Communities Act 1972 can be implemented by either delegated legislation or statute. Examples of these are the European Parliaments Directive 95/46/EC and on October 24th, 1995 the Councils on individuals protection with respect to personal data processing and such datas free movement and also the European Parliaments and of the Council on May 20th, 1997 Directive 97/7/EC on the consumer protection with respect to the Distance Contracts. Court of Justices Decisions, to whom these are addressed these would be binding on those parties, whether they are individuals or member states. For example the judgment in the case of Interporc v Commission, T-124/96 judgment of 1998-02-06 this was in connection with the laws that govern the institutions, Commission v SpainC-92/96, judgment of 1998-02-12 which was in respect to consumers and Environment. In the case of C-249/96Lisa Jacqueline Grant v South-West Trains Ltd(No 03/98) in which the court had opined that the equal pay rules of the treaty does not cover the discrimination that has been based on sexual orientation. Opinions and Recommendations, these do not have any force that is binding, but merely the institution's view is stated by it such as the commission which issues them. For example, the Advocate General Fennelly's opinion which was delivered on February 5th, 1998 in the case of Commission of the European Communities v Council of the European Union. Directives and their Impact on the Functions of Business in UK 92/85/EEC The primary objective which was there for the implementation of this directive was to ensure that safety and health of women who are pregnant and working are ensured or a worker who have given birth to a baby recently or a worker who already has a baby and is still breast feeding the baby. The pregnant woman under this directive is not supposed to work in any situation or place which can be termed as dangerous (Osha.europa.eu, 2016). The businesses in the UK were impacted due to the implementation of the new right on April 6th, 2003 which was introduced under the maternity and paternal leave (Amendment) Regulations 2002 under which a worker who is pregnant would be allowed to take a leave for 26 weeks even though they might not have worked for that long a period. If the situation wherein the woman has worked continuously for 26 weeks then in that case extra leave can be taken by her. However, she will not be paid for it. The statutory maternity pays regulations 2006 requires that all woman are allowed to take leave up to a period 52 weeks (Toshkov, 2008). 2000/78/EC This directive is an anti-discriminatory directive which relates to religion, belief, sexual orientation, age and establishing a framework in general for ensuring that in employment there is the equal treatment which is ensured. In this directive, 21 articles have been spread across 4 chapters. In this directive, Articles 4 to 8 are very important since they deal with requirements of the occupation and accommodating persons who are disabled. There has to be the justification of treatment based on grounds of positive action, age and requirements that are minimum for the worker in the place of work. The second chapter deals with the enforcement and remedies (Eur-lex.europa.eu, 2016). The impact that this directive has had on businesses is that the businesses now need to ensure that their work place adopts equal treatment for its employees, and there is protection fo employee's rights as well the employer's rights and to ensure that there is no discrimination either indirect or direct which is done. References Butler, D. (n.d.).Equality and anti-discrimination law. Commission v Spain[1988]C-92/96. Dabscheck, B. and Riley, J. (2006). Employee Protection at Common Law.Labour History, (91), p.227. Discrimination at work. (2010). LRD. Eur-lex.europa.eu. (2016).EUR-Lex - 32000L0078 - EN. [online] Available at: https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=CELEX:32000L0078:en:HTML [Accessed 4 Aug. 2016]. Gov.uk. (2016).Discrimination: your rights - GOV.UK. [online] Available at: https://www.gov.uk/discrimination-your-rights/types-of-discrimination [Accessed 4 Aug. 2016]. Griffith, R. (2010). The Equality Act 2010: further protection against discrimination.Br J Midwifery, 18(11), pp.732-733. Honeyball, S. (2006). Contract, Employment and the Contract of Employment.Industrial Law Journal, 35(1), pp.30-55. Interporc v Commission[1998]T-124/96 judgment-02-06. Legislation.gov.uk. (2016).Equality Act 2010 - Explanatory Notes. [online] Available at: https://www.legislation.gov.uk/ukpga/2010/15/notes [Accessed 4 Aug. 2016]. Levine, D. (2002). The New Employment Contract?.Employment Research, 9(1), pp.4-6. McClelland, J. (n.d.). Rediscovering the Contract of Employment for Non-Standard Workers in the UK Common Law.SSRN Electronic Journal. Nentwich, M. and Falkner, G. (n.d.). The Treaty of Amsterdam: Towards a New Institutional Balance.SSRN Electronic Journal. Osha.europa.eu. (2016).Directive 92/85/EEC - pregnant workers - Safety and health at work - EU-OSHA. [online] Available at: https://osha.europa.eu/en/legislation/directives/10 [Accessed 4 Aug. 2016]. Panara, C. and Becker, A. (2011).The role of the regions in the EU governance. Berlin: Springer. Sella, A. (2015). 2015/19 Successfully appealed pre-transfer dismissal revives employment contract retroactively, causing contract to transfer (UK).European Employment Law Cases, 0(0). Toshkov, D. (2008). Embracing European Law: Compliance with EU Directives in Central and Eastern Europe.European Union Politics, 9(3), pp.379-402. Wadham, J. (2010).Blackstone's guide to the Equality Act 2010. Oxford: Oxford University Press. Waughray, A. and Dhanda, M. (2016). Ensuring protection against caste discrimination in Britain: Should the Equality Act 2010 be extended?.International Journal of Discrimination and the Law. Wilson Clyde Coal Co Ltd v English[1938]AC 57. Worksmart.org.uk. (2016).What are my employer's common-law duties? | workSMART. [online] Available at: https://worksmart.org.uk/health-advice/health-and-safety/employee-rights/what-are-my-employers-common-law-duties [Accessed 4 Aug. 2016].

Analytical Essay Sample on Master Harold and the Boys by Athol Fugard

Analytical Essay Sample on Master Harold and the Boys by Athol Fugard The play Master Harold and the Boys, by Athol Fugard, illustrates life in South Africa under the apartheid rule. It would mean nothing has been learnt in here this afternoon, and there was a hell of a lot of teaching going on one way or the other, (p.59) quoted by the Black servant Sam, demonstrates the differences in mentality, opinion and social relationship the inferior Black racial group held compared with the dominant White race. Racial prejudice was very common and constantly relevant during apartheid rule. The consequences were enormous for the Black society, who were basically kept in prison on native land. The Whites determined their lives, educated and passed down laws for Blacks. Thus the relationship between the two controversial racial groups in most cases was not very good, because life of a Black native South African was oppressed. The three most significant characters of the play are Master Harold, member of the White race and also referred to as Hally, secondly the B lack Sam and thirdly also a Black servant named Willy. Both Sam and Willy are servants working for Harolds family. The relationship between Hally and his servants, Hallys childhood experience, White mentality towards Black society and true friendship will be discussed throughout the following paragraphs. The typical relationship between a Black and a White during apartheid rule was very distant. The Whites were the dominant people, acting as masters while the Blacks were seen as naturally inferior and thus were oppressed. The relationship between Hally and Sam, however, does not follow the typical pattern. Their relationship is a more friendly and open one. Sam, unlike his colleague Willy who calls Hallly Master Harold, refers to the White teenager simply as Hally. This was obviously not very common during apartheid rule, with most Blacks finding themselves in the same position as Willy. Like most Blacks Sam is uneducated. However, he is interested in learning and gains his personal education from Hallys textbooks which he brings home after school. Their friendly relationship can be exemplified by their dialog held throughout various educational topics and world significant figures (p. 16-24). Throughout this dialog both Sam and Hally set forward arguments trying to check the other and both characters succeed in winning over one argument over the other person. This illustrates their friendship, because Hally accepts SamÐ ¢s choice of Alexander Fleming as a man of magnitude. First of all, most Blacks would probably never know who Alexander Fleming was and his significance in contribution to medical advancements and secondly at all it was through Hally that Sam gained such knowledge. This example underlines the significant difference in communication relevant in Sam and Hallys relationship compared to other White-Black relationships during apartheid rule. Throughout his childhood, Hally spent a lot of time at the servants quarter after school when he was bored or when his parents did not have time to occupy themselves with him. Also, he used to hide there from his mother. At the servants quarter, both Sam and Willy used to occupy themselves with Hally, entertain and play games with him. During this time the three experienced many things together, such as their interest in boxing, dancing, and checker games. Hally enthusiastically recalls this period and describes the environment in great detail. This underlines the fact that Hally did enjoy the spent time with Sam and Willy. It is given the impression that Hally in reality did not mind having Blacks as friends and did not see them as his familys servants. However, throughout the plot of the play, Hallys attitude takes a change and illustrates the White dominant racial mentality towards the Blacks. The White mentality can best be demonstrated and described by the kite story told (p.28-30). Hally as a young boy once again was spending time in the servants quarter one afternoon when Sam had built him a kite out of a Tomato-box, wood, brown paper, glue made from flour and water and two of his mothers old stockings for a tail. Even though Hally had a brotherly, friendly and open relationship towards Sam, he was embarrassed and concerned about being seen flying this kite built by a Black. His worries were simple. If a kite was built by a White and it didnt fly properly, nobody would say anything. However, if a kite built by a Black failed to rise high up in the sky and fly, White society would criticise the unintelligent Black. It can be assumed that Hally trusted Sam, be he simply did not want to admit it in front of the Whites and risk being embarrassed by his race. However, in the end Hally does choose to fly the kite and overcomes the social barrier dividing the White from the B lack race. This concept becomes more relevant towards the end of the play. Another example illustrating White mentality could be Sams comparison of a beautiful life with a dancer (p. 45). Sam describes his illusion of two champions dancing on the stage, which he considers as a beautiful sight. He says that Blacks simply want their lives to be beautiful, even thought they are aware that reality demonstrates the opposite. Hallys final responds to Sams desire is brutal (p. 51). Hally forces Sam to live in reality and to accept the fact that in reality there are no illusions, since there will always be a dance couple making mistakes and tearing apart the image of a perfect beautiful dance. The plot in the play is followed by a quarrel between Sam and Hally, in which Hally reveals the typical White racial side of his character marked by the society he has grown up. However, even though Hally discriminates against Sam and treats him wrongfully towards the end of the play, Sam reveals himself as a true friend and a fighter for justice. Sams lecture (p. 56-58) confronts Hally with the reality and Sams true friendship is being offered to him. At the end of the day, Sam wanted to prevent Hally from being ashamed of so many things, such as his ill father and in fact of himself. Sam never wanted Hally to be ashamed of himself. The audience or reader is later acquainted with the fact that the bench Hally sat himself on holding Sams kite was a Whites Only bench. As a child Hally was happy sitting on that bench with something giving to him from a Black servant. Later in his life this is no longer the case and that is something Sam had always tried to prevent. Sam brings back peace between Hally and himself by offering him another kite flight and assuring Hally that he will be waiting for him to come back to him whenever he wishes. You dont have to sit up there by yourself. You know what that bench means now, and you can leave it at any time you choose. All youve got to do is stand up and walk away from it, (p. 60). This illustrates the idea that Hally in reality cannot be categorised as a member of the Whites Only group. Hally does respect Sam, who as a Black man at the end of the day has taught the White boy a lesson. In conclusion, Master Harold and the boys, by Athol Fugard illustrates different concepts and discusses several themes relevant throughout the apartheid rule. The author illustrates the Black society in a different light than the common categorisation made by the dominant White group. This is done through the illustration of a Black-White friendship led by Hally and Sam, which however is somewhat marked by prejudice from the White side. However, in the end it is the White who has learnt a lesson from the Black, contradicting the usual constellation that Blacks are educated by Whites.

Vocabulaire Du Métro - French Subway Vocabulary

Vocabulaire Du Mà ©tro - French Subway Vocabulary Le meÃŒ tro parisien est la facÃŒ §on la plus simple et la plus rapide de voyager aÌ€ Paris et dans sa treÌ€s proche banlieue. Le meÃŒ tro marche tous les jours, de 5h30 du matin aÌ€ minuit et demi environ, c’est un train souterrain qui s’arreÌ‚te automatiquement aÌ€ chaque station. Il faut parfois que vous appuyez sur le bouton de la porte pour l’ouvrir. The Parisian subway is the fastest and easiest way to travel around Paris and in the nearby suburbs. The metro runs every day from 5:30 a.m. until around 12:30 a.m. It is an underground train that stops automatically at each station. It is sometimes necessary that you press the button on the door to open it. Le Tram Le tram est aÌ€ peu preÌ€s la meÌ‚me chose que le meÃŒ tro, sauf qu’il est aÌ€ l’exteÃŒ rieur, sur des rails dans la rue. The tram is almost the same thing as the subway except that it is above-ground and runs on rails in the street. Le RER Le RER est un train plus rapide, qui couvre de plus grandes distances et va dans les banlieues proches de Paris. Attention qu’il existe des trains express qui ne s’arreÌ‚tent pas aÌ€ toutes les stations. The RER is a faster train that travels greater distances and goes to the nearby Paris suburbs. Be careful, as there are express trains that do not stop at all the stations. And now, lets study the related vocabulary. Un ticket de meÃŒ tro : a ticketUn carnet de ticket : a book of tickets (usually ten)Un titre de transport : a ticket (more official)Un abonnement : a subscription, a pass  PoincÃŒ §onner / composter : to validateUn controÌ‚le : a check pointUn controÌ‚leur : a subway agentUne amende : a fineUn guichet : a boothUn bureau de tabac : a store where you buy tobaccoUn kiosque à  journaux : a newspaper standUne ligne de meÃŒ tro : a subway lineUn terminus : the last stopSouterrain : undergroundUn quai : a platformUne rame : a subway trainUne voiture : a train carUne correspondance : a connectionUn couloir : a corridorDes escaliers : stairsDes escaliers roulants : escalatorsUn plan de meÃŒ tro : a subway mapUn sieÌ€ge : a seatUn strapontin : a folding seatLes rails : rails To be informed of new articles, make sure you subscribe to my newsletter (its easy, you just enter your email address - look for it its somewhere on the French language homepage) or follow me on my social network pages below. As usual, Ill be posting daily mini lessons and tips on my  Facebook, Twitter  and  Pinterest  pages - so join me there!

America Out of Iraq Now Essay Example | Topics and Well Written Essays - 500 words

America Out of Iraq Now - Essay Example Some Americans still support the president, but most of us understand that Bush lied about his reasons for going to war, and that he wanted to invade Iraq and depose Hussein before he even took office. The Iraq invasion was a mistake from the very beginning, and now the cost of this war is more than we can bear. More than two thousand American troops have died in this unjustifiable war, which is bad enough, but between thirty-five and forty thousand Iraqi civilians are dead due to U.S.-led military activity in their country (Iraq Body Count). Reservists and National Guardsmen are being sent to Iraq because we are running out of regular military troops to send, but National Guardsmen are more useful to us at home. There should have been more National Guardsmen to help Americans through New Orleans during Hurricane Katrina. Instead, they were in Iraq. Our presence in Iraq is killing thousands of people and it is depriving Americans of their loved ones and the social support that military personnel stationed on American soil can provide to their country. We can't afford the body count, and we can't afford the financial price tag either.

Control and monitoring on smart grid Research Paper

Control and monitoring on smart grid - Research Paper Example Rp, parallel resistance, is a large value which has significant effect in capacitors which have small values. Rs, equivalent series resistance, albeit a small value, is vital in capacitors which have large values as their impedance is small when compared to Rs, and they dissipate high power. Ls, series inductance, is a representation of the total capacitance and inductance higher frequencies roll-off. At low frequencies, frequency and capacitance vary due to dielectric property changes. The same parasitic elements have an impact on the capacitor’s impedance when tested at different frequencies (National Instruments, 1). Capacitance is a capacitor’s ability of storing charge in an electric field. It is a measure of stored electric potential energy. A parallel plate capacitor common is a common device for energy storage device where capacitance and the conductor’s surface area are directly proportional. On the contrary, capacitance and the plate’s separation distance are inversely proportional. Using +q and −q as the charges on both conductor plates, and V as the voltage between the conductor plates, capacitance will be given by; The farad is the SI unit. One farad is one coulomb per volt. The energy, in joules, in a capacitor equals the amount of work done in charging it. Considering a capacitor with C capacitance, holding plate charges +q and −q. To Move a small charge element dq between the plates against V = q/C, the potential difference, will require dW , the work; A capacitor’s energy storage is calculated by integration of this equation. The initial uncharged capacitance is zero (q = 0). Moving a charge from a plate to the other until and attain a charge of +Q and −Q has to require the work W; Inductors are electronic components with the capability of storing energy as a current. Inductors consist of conductive coils wrapped around a magnetic material or without a core. The cores electrical properties show