What are the special challenges and opportunities presented by working Essay

What are the special challenges and opportunities presented by working in the Third Sector - Essay Example The term third sector has currently been substituted in Government practice by the name ‘Civil Society’ or more frequently the phrase ‘Big Society’, which was invented by political consultants and which featured significantly during the traditionalist party's election campaign of year 2010. The existence of a large non-profit division is at times observed as a sign of a strong financial system within local as well as nationalized economic capacity. With an increasing amount of non-profit associations persistent on social services, the surroundings, teaching and other unmet requirements all over the society, the non-profit division is more and more essential to the wellbeing and security of society. The non-profit sector offers an outstanding channel for a range of society's labour and abilities (Peltenburg, p. 78, 2007). The third sector became the leading sector in society, as the well-informed class prevail over the effects of the private sector. This is true in a number of European nations. In accordance with a latest study, Netherlands has the biggest third sector of 20 nations across Europe. Social benefit structures are usually diverse in different nations. These systems take care of components of social defence, family unit strategy and individual dependability in a different way, and all over the Europe, a combination of these components can be found. Their individual characteristics still control nationalized social exchange of ideas, even though globalisation, altering financial conditions, progressive EU legislative and increased stress on resources appears to direct towards ‘convergence’ (Berridge, p. 62, 2010). Although in some European nations, civil society - even if the phrase itself is of current derivation - has been a venerable happening, other nations’ experien ce with them is fresh. Global commonality either has brought active establishments in Europe to start non-governmental organizations or help their counterparts in rising parliamentary governments do this, and their support is usually ongoing. There is no established description of the expression 'civil society establishment'; however, it is normally implicit to take account of the social associates, NGOs, mutual interest organizations and local establishments (Comaroff, p. 99, 2009). What all establishments have in common is their ‘not for profit’ nature, which does not indicate they cannot produce in excess, but does indicate they have to be reinvested in and utilized for the common use of the establishment. Many of them take advantage of unpaid assistants and definitely, volunteering could be their second most essential trait. In various nations, the global year of volunteers 2001 has evidently been an incentive to reorganize as well as develop volunteering directive. In all European nations, third sector organisations are present, although they vary in a substantial number of characteristics. In the United Kingdom only, they can be ‘shared interest’ establishments or philanthropic, from the subdivision or horizontal, intending at limited or broader target groups, nationalized or global, working entirely at local, provincial or nationalized level or all over them, distinct at regional level or linked, racially, conscientiously, ideologically, linguistically separated (Francois, p. 193, 2008). They can be ‘members’ umbrella establishments, associates of EU and worldwide bodies, working together with the commercial sector, providing services, moderately or completely subsidized by legislative authorities, have infrastructural sustenance establishments, be with or without

Music Therapy and Intellectual Development Essay

Music Therapy and Intellectual Development - Essay Example According to the Canadian Association For Music Therapy (1994), music therapy is the use of music and musical instruments to encourage, uphold and restore mental, emotional, physical, and spiritual health. Key object of this text is to demonstrate effectiveness of music therapy in encouraging cognitive, perceptual, social, learning, and emotional development among children in order to facilitate intellectual development. Appeals to Ethos It is important to start by noting that music therapy is an established health profession which utilizes clinical and evidenced based music intervention to accomplish personalised objectives within a therapeutic intervention. Music therapy can be taken from any place considering that there is no distinctive environment for the therapeutic environment (Green, 1994). It is advisable that before highlighting the needed treatment the qualified music therapist must first assess the strengths and needs of the client in question. Key among the treatment pro vided by the music therapists include but not limited listening to music, creating, singing, and/or moving to music. It is noteworthy that music therapy has no age restriction (Teppo, 2010). ... Additionally music plays a significant role in promoting a positive state of mind which is important in suppressing psychological disorders such as anxiety, depression, and stress. Above all music is important for improving learning abilities especially among children with speech, concentration, social and cognitive challenges. By allowing young children to engage in music therapy which in most cases will involve re-creating and listening to music these children may end up improving the intellectual prowess in varied ways particularly those relating to speech, language and cognitive development. Appeals to Pathos It is unfortunate that several students at tender age get to school with various cognitive language, emotional and language problems. Such challenges have always curtailed effective performance of such students in class exercises and general academic exams. Such students with learning disabilities always lag behind their peers with effective intellectual disabilities. Effect ive integration of music in the school curriculum at early childhood will undoubtedly promote a learning environment that motivate all the children irrespective of their deficiencies wants to engage in learning process. These children who require extra assistance in areas of socialization, motor development, speech and language, self expression, and cognition must be given an opportunity to engage in early childhood music therapy (Barbara & Ray, 2000). This exercise will enable such disabled children to improved their intellectual development and hence compete effectively. Appeals to Logos It is common knowledge that a child may not develop intellectually if he/she is experiencing cognitive,

Communication Is Art And Science English Language Essay

Communication Is Art And Science English Language Essay The definition of science is The systematic study of humans and their environment based on the deductions and inferences which can be made, and the general laws which can be formulated, from reproducible observations and measurements of events and parameters within the universe (Commonwealth, 2010). The definition of semantics is the study or science of meaning in language (Answers, 2010). Therefore, forming a sentence from one or more words is applied science. The sentence is reproducible, inferences can be made, and general laws can be formulated. The definition of art is the process or product of deliberately arranging elements in a way to affect the senses or emotions. It encompasses a diverse range of human activities, creations, and modes of expressionà ¢Ã¢â€š ¬Ã‚ ¦ (Retyi, 2010). The definition of adjectives is words that describe or modify another person or thing in the sentence (Capital, 2010). Therefore, forming a sentence that affects the senses or emotions is art. The se ntence may encompass a diverse range of activities, creations, and expressions. However, it may not affect similar emotions every time, which makes it irreproducible. ART AND SCIENCE Communication is art and science Communication is requisite for life. It allows sharing of information. It sustains businesses, schools, churches, governments, hospitals, and homes. Communication defines us, our personality, our connections, and our ability to reason. We could not survive without it. We would have limited cognitive processes. There would be no society. There would be no friendships. Marriages and families would be nonexistent and humans would not reproduce. Thus, we would not be. The earliest recorded form of communication was in 3500 BC when the Phoenicians developed an alphabet (New York Times, 2010). Communication slowly progressed through the centuries from hieroglyphics, homing pigeons, human messengers, heliographs, Morse code, books, newspapers, typewriters, telephone, photography, radio, television, recordable media, and computers. Today, communication can be instantly transmitted across the world via the internet or cellular phone. Endless hours of communication can be recorded on digital media. Languages are immediately translated between ethnicities and races via electronic devices. The technical evolution of communication from its earliest form to present day is a result of science. The relationship, feeling, emphasis, and bias of communication are art. The definition of science is The systematic study of humans and their environment based on the deductions and inferences which can be made, and the general laws which can be formulated, from reproducible observations and measurements of events and parameters within the universe (Commonwealth, 2010). The definition of semantics is the study or science of meaning in language (Answers, 2010). Therefore, forming a sentence from one or more words ART AND SCIENCE is applied science. The sentence is reproducible, inferences can be made, and general laws can be formulated. The definition of art is the process or product of deliberately arranging elements in a way to affect the senses or emotions. It encompasses a diverse range of human activities, creations, and modes of expressionà ¢Ã¢â€š ¬Ã‚ ¦ (Retyi, 2010). The definition of adjective is words that describe or modify another person or thing in the sentence (Capital, 2010). Therefore, forming a sentence that affects the senses or emotions is art. The sentence may encompass a diverse range of activities, creations, and expressions. However, it may not cause similar emotions every time, which makes it irreproducible. If communication were only science, then art would not exist. There would not be a way to describe how an individual feels. If communication were only art, then science would not exist. There would not be a way to describe science because pure scientific writing is void of art. Science and scientific writing is reproducible. It is not formed by deliberating arranging words to cause emotion. There is a way to combine science and art. The University of California at Santa Cruz has the only graduate science writing program in the nation that requires a degree in science and experience in research (UCSC, 2010). The program introduces scientists to mass media journalism. Students learn to practice science writing as a fine artà ¢Ã¢â€š ¬Ã‚ ¦ [and]à ¢Ã¢â€š ¬Ã‚ ¦ explore creative and distinctive forms of science writing (USCS, 2010). Graduates work in mass media reporting on stories in science, technology, and medicine. A well known example is National Public Radio. Several writers for NPR are graduates of the program. They have successfully alchemized science and art. ART AND SCIENCE Nonverbal communication is art. Nonverbal communication includes elements of vocal tone, somatic posture, spatial arrangements, clothing, and silence. Meaning can be changed without changing the vocabulary or structure. In addition, it is culturally specific. In the United States, thumbs up are a symbol of support and acceptance but in Iran it is considered vulgar. Also, in the United States, maintaining eye contact is important and a sign of respect but in Zimbabwe it is considered rude (Wu, 2010). The science of communication is found in its vehicle. The most primitive scientific form of mass communication was the use of clay. In 2900 BC, the Sumerians invented cuneiform writing (New York Times, 2010). Wedge-shaped impressions called pictographs were pressed in clay. Merchants used the pictograph clay tokens to document the amount of materials shipped or traded. However, record keeping became difficult because the pictographs would slowly fade from the clay (New York Times, 2010). A more permanent form of mass communication became necessary. Thus, the science of communication began to evolve. The vehicles of papyrus, parchment, and paper were made from the science of botany. Gutenbergs invention of the printing press was made from the science of metallurgy. According to Mark Twain, The whole world admits unhesitatingly; and there can be no doubt about this, that Gutenbergs invention is the incomparably greatest event in the history of the world (Project Gutenberg, 2010). The vehicle of electronic communication is possible because of computer science. The art of nonverbal communication can be conveyed perfectly via electronics. Telephone, radio, television, and computers have made possible mass transmission of the art of nonverbal communication. In addition, they have made conveying the art and science of communication ART AND SCIENCE easier, faster, and less expensive. In contrast, the art of nonverbal communication is difficult to convey in typewritten form. Recently, the science of expressing emotion the art of nonverbal communication in written typewritten form has become popular by the use of emoticons. Emoticons are not vocabulary; they are text-based representations of a writers disposition. For example, the emotion happy is symbolized by writing or typing :-). It is commonly placed at the end of a sentence or idea. Howard Gardner, framer of multiple intelligences theory, sheds light on the art and science of communication. He reveals similarities between the art and science of communication and philosophy. Gardner views the invention of cognitive science a wonderful stimulus for philosophy or the art of communication. Furthermore, philosophy is an indispensable handmaiden for empirical scientists (Gardner, 1987). Gardner writes, Philosophy enables us to define fundamental cognitive scientific questions in a coherent way, and assures the proper integration of work in disparate fields, he continues, It is thus fitting that the field of philosophy, whose initial agenda helped to stimulate the rise of cognitive science, has been fueled by that new discipline, even as philosophy can, in turn, help to reform and interpret work spawned by its recent intellectual offspring (Gardner, 1987). The art or science of communication can be dissected and presented on its own. However, it can not exist in realit y 🙂 ART AND SCIENCE

Pain :: social issues

Pain He looks through the scope of his rifle, concentrating, looking. He feels pain, sorrow. A tear streams down his face and thinks to himself that this has to happen. He feels rage rush through him, that feeling that he gets when he forgets to take his medication. Josh is only fifteen. His father bought him this hunting rifle when he was twelve. He would remember those times when his father was drunk and would beat him mercilessly for hours on end. Such rage streams through in a steady flow. He doesn’t know why he is doing this, he can’t think, all he knows is the feeling in his head. The pain is so intense. He needs to relieve it, to allow his mind to feel the normal serenity again. He aims at the school yard, such small kids so innocent. They play together; the smiles and laughter are filling the air. One of them won’t go home tonight; the parents will feel the pain that once existed in him. Anger. He feels the tears start to come in a torrent. He holds the trigger tight. At this climax of pain, as the feeling comes to the point where he can’t live anymore, he squeezes the trigger. He feels the pain go through his finger into the rifle. The bullet soars with the pain. The relief is instant. The young child of only seven years old falls to the ground. Screams, pain, suffering, enters the lives of the people in the school yard. People duck and cry. As his anger subsides, he slowly lowers the rifle. The calm serenity enters his mind. He is his normal self again. In his room he places his rifle in his closet. He feels that he can eat and sleep now, and he slowly drifts into sleep. He dreams heavily. He knows they are around him, and that he will soon be caught. The police are having their suspicions. He wakes up, sweat engulfs his body, and the wave of fear slowly subsides. His father falls into the small room in their trailer. Drunk again and looking to hit someone. He knows what’s coming and feels that new wave of frustration. So many feelings, so many feelings. His father asks where he was that day, and he refuses to respond, which is followed by the usual beatings. No one is there to protect him, or to alleviate his pain. Pain :: social issues Pain He looks through the scope of his rifle, concentrating, looking. He feels pain, sorrow. A tear streams down his face and thinks to himself that this has to happen. He feels rage rush through him, that feeling that he gets when he forgets to take his medication. Josh is only fifteen. His father bought him this hunting rifle when he was twelve. He would remember those times when his father was drunk and would beat him mercilessly for hours on end. Such rage streams through in a steady flow. He doesn’t know why he is doing this, he can’t think, all he knows is the feeling in his head. The pain is so intense. He needs to relieve it, to allow his mind to feel the normal serenity again. He aims at the school yard, such small kids so innocent. They play together; the smiles and laughter are filling the air. One of them won’t go home tonight; the parents will feel the pain that once existed in him. Anger. He feels the tears start to come in a torrent. He holds the trigger tight. At this climax of pain, as the feeling comes to the point where he can’t live anymore, he squeezes the trigger. He feels the pain go through his finger into the rifle. The bullet soars with the pain. The relief is instant. The young child of only seven years old falls to the ground. Screams, pain, suffering, enters the lives of the people in the school yard. People duck and cry. As his anger subsides, he slowly lowers the rifle. The calm serenity enters his mind. He is his normal self again. In his room he places his rifle in his closet. He feels that he can eat and sleep now, and he slowly drifts into sleep. He dreams heavily. He knows they are around him, and that he will soon be caught. The police are having their suspicions. He wakes up, sweat engulfs his body, and the wave of fear slowly subsides. His father falls into the small room in their trailer. Drunk again and looking to hit someone. He knows what’s coming and feels that new wave of frustration. So many feelings, so many feelings. His father asks where he was that day, and he refuses to respond, which is followed by the usual beatings. No one is there to protect him, or to alleviate his pain.

Criminal Law Revision Notes

Homicide †¢  ·Law: X's actions toward Y may constitute homicide, which pursuant to s 277 is unlawful killing of a person. Depending on the circumstances, under s 277 an unlawful (s268) killing is either murder or manslaughter. Killing is defined in s 270 as causing the death of another directly or indirectly by any means. Death is defined under 13C of the Interpretation Act 1984 (WA) as the irreversible cessation of circulation or brain function. A person capable of being killed is defined under s 269 as a person completely proceeded in a living state from their mother. Y is a person. Y is dead’ †¢ Variable for s269: Where an injury is done to an unborn child who then dies after birth it must be established that the prior injuries are a valid cause of death. In the case of Martin v R it was held that a causal link can be drawn between injury to a foetus and the death of that child after birth. Specific reference was made in the case to s 271 where â€Å"a child di es in consequence of acts done †¦ by any person before or during birth, the person who did †¦ such act is deemed to have killed the child. †¢ Causation – Proof of causation requires satisfaction of both factual and legal elements (Royall; Krakouer) [what you need to look at is the causation between the act and the death, so when you apply the tests, you pick a specific action of the accused. If there is no action, then you look at omission. ] ? Factual – Generally easy to establish factual causation under the ‘but-for' test (Royall). Variable: However, it does not apply in cases of an innocent agent (White v Ridley) or in cases of omission, unless there was a duty and the actions are reasonable in the circumstances (duties ss 262-267). Apply to facts by stating very precisely . ’but for Y doing specifically this, X would not have done this and hence not died] ? Legal – Royall established four tests for legal causation. In difficult ca ses the operative and substantial cause is best. (1) Operating and substantial cause (2) Natural consequence (3) Reasonable foresight (4) Common sense (Campbell) ? Variable for causation: Behaviour of accused need not be sole cause of death (Krakouer) ? Novus Actus Interveniens: (1) Section 272 and Royall: actions of escaping victim will not reak the chain if fear of death or harm is reasonable and well founded. (2) Section 275: medical treatment of victim will not break chain if reasonably proper in circumstances and applied in good faith. Treatment includes all acts and omissions in the management of the patient (Cook). Turning off life support is not novus actus; original assault is still operative and substantial cause of death (Kanish). (1) Section 23B and R v Martyr: Abnormality or weakness in victim will not break chain. Must take victim as you find them. (3) R v Hallet: natural event will not break chain if it is reasonable foreseeable. 4) R v Pagett: Actions of third party will not break the chain if actions are an obvious result of what first person did. (5) Section 261: Consent to death is immaterial to issue of responsibility. †¢ Intention: The fault element in s 279(1)(a) is an intention to kill, and under s 279(1)(b) it is an intention to do bodily injury which endangers or is likely to endanger life. Intention is not defined in the code. In R v Willmot intention is defined as having the consequence of an action in mind. The intention is inferred from the act if the immediate consequences are obvious and inevitable (Parker v The Queen). Code: ? s279(1)(a): intention to kill is murder ? s279(1)(b): Intention to cause bodily injury of a nature that endangers or is likely (Hind v Harwood) to endanger life is murder. ? s279(1)(c): (1) Death is caused by an act; (2) done in the prosecution of an unlawful purpose; (3)which is of the nature to be likely to endanger life. A ‘further' unlawful purpose other than killing (Stuart v The Queen). Li kely is define as a substantial (real and not remote) chance (Hind v Harwood). ? s280: Manslaughter is unlawful killing that is not murder (due to lack of intention). ? 281: unlawful assault (s 222) causing death: Defence against manslaughter (s 23B accident). Only 2 elements must be proved: assault (s 222) and death caused. [you only get to 281 after you have said that there is a defence of 23B. although, maybe not, it could also be lackof causation, but it’s not really correct here with murder/manslaughter]  · Defences: ? 23A: lack of will ? 23B: accident ? 24: mistake of fact ? Mistake of law should be here too, if only to state that it is not relevant ? 27: insanity ? 28: intoxication ? 29: immaturity ? 248: self-defence Stealing, s378, 371 Law: It is an offence to steal under s 378. The elements (s371) to be satisfied are that (1) taking or converting; (2) a thing capable of being stolen; (3) with fraudulent intent. ? A thing capable of being stolen is defined in s 370 . Anything which is the property of a person that is moveable (para 1), able to be made moveable (para 2), wild (para 4)and tame animals (para 3), electricity (s390), use of a computer (s440A), or any thing capable of ownership. Doesn’t matter if belongs to person who’s taking for this element ? Taking is not defined in the Code.It is defined in Wallis v Lane as moving (Clemesha) a thing from the place it originally occupied. Conversion is also not in the Code. In Illich it is defined as dealing with an object in a way that is inconsistent with the right of the owner (not a physical movement). Defence of mistake of fact can occur at this point where there is a mistake as to the identity of transferee (Middleton), identity of thing delivered (Ashwell), and as to the quantity of thing delivered (Russell v Smith), except with money where ownership passes at point of transfer irrespective of mistake (Illich). Fraudulent intent is outlined in s 371(2)(a) to (f). It is: (a) an intent to permanently deprive owner of the thing; [add: and to depreive of substantial value, caselaw] (b) an intent to permanently deprive any person who has any special property in the thing. The intent can be inferred from the circumstances and the manner in which the accused deals with the property (Foster v R). An intent to deprive the owner substantially of its value is equivalent to an outright taking (R v Smails); special property see after (f) (c) An intent to use as security.This applies only where the thing is pledged or given as security to a third party. Does not apply where accused holds property until a debt owed to them by the owner of the property is paid (Parker); (d) An intent to part with it on a condition as to its return; (e) An intent to deal with it in such a manner that it cannot be returned in the original condition – must have changed significantly (Bailey); or (f) An intent to use money at will, even though person taking may intend to repay owne r. Variable: Under s371(5) conversion of lost property is not fraudulent if, at time of conversion, person taking/converting does not know who owner is AND reasonably believes that owner cannot be discovered. †¢ Variable: Doctrine of recent possession allows a jury to draw an inference of stealing or receiving where accused is found in possession of stolen goods soon after their theft and has no reasonable explanation as to how they came into their possession, Bruce v The Queen.  · Defence: Legal claim of right (s22) means accused had an honest, but not necessarily reasonable, belief that the property was theirs ( ).Robbery, s392 †¢ Law: Robbery is a compound offence defined in s392 as (1) stealing; (2) using actual/ threatened violence at/ immediately before/immediately after time of stealing; (3) to obtain thing stolen; OR (4) to prevent/overcome resistance to its being stolen. †¢ Prosecution must prove offence of stealing (as outlined on previous page). †¢ A ctual or threatened violence only has be be small to fulfill this element (R v Jerome). It only needs to be of such nature as to show that it was intended to overpower the party robbed, not merely to get possession (R v Gnosit). At, immediately before or after time of stealing includes the use of violence to escape or overcome resistance (R v Hay). †¢ Stealing has a fault element, but robbery has the added fault element of using the actual or threatened violence in order to obtain thing stolen or prevent resistance. †¢ Circumstances of aggravation under s391 include when (1) the offender is accompanied; (2) offender does bodily harm to any person; (3) offender threatens to kill any person; or (4) person to whom violence used/threatened is over 60. Burglary, s401 Law: Burglary is defined in s401 as (1) entering or beings or is; (2) at a place; (3) without consent of the owner; (4) with an intention to commit an offence OR actually committing an offence. ? Enter or be is def ined in s400 as inserting part of body OR instrument into building. ? Place is defined is s400 as Building, structure, tent, or conveyance, or part of building etc. Conveyance in s1 means vehicle, vessel, or aircraft. [if none of these, you mustlook at statutory interpretation, eg with a garden] ? Without the consent of the owner includes beyond consent of owner (Barker v The Queen). can be implied eg where a gate is open or a door. But only implied for legitimate purpose, not to commit a crime] ? Intention to commit an offence (fault element) can be formed prior to entry, or may be formed after entering building (Barker v The Queen). †¢ Circumstances of aggravation under s400 include when a person (1) has, or pretends to have, a weapon; (2) is accompanied; (3) does bodily harm to another; (4) threatens to kill or injure; (5) knows, or should have known, that there was someone in the place. Criminal Damage and Destruction, s444 Law: Criminal damage is the (1) wilful (s443) and (2) unlawful (s441); (3) damage or destruction (s1); (4) of any property (s1). Start with 4 then 3 then 1 and 2 (4) Property is define in s1 as any animate or inanimate thing capable of being the subject of ownership. (3) Damage or destroy is defined in Zischke as being when something is rendered imperfect or inoperative. Damage that is impermanent, ie remediable, is still damage unless it’s transient like chalk on a jumper. (1) Wilfully (s443) means an act or omission with the intention to damage or destroy, OR with knowledge or belief of likelihood of damage or destruction. Likelihood is (Hind v Harwood; Lockwood) a real and not remote chance, regardless of whether it is less or more than 50 per cent. ? Omission was discussed in Miller. At the point a person becomes aware of the damage occuring, they have a duty to act. (2) Unlawfully (s441) means (1) injury to property of another (i. e. Not own and not abandoned); (2) without consent; AND (3) with no authorisation, justifi cation or excuse. †¢ Defence of person or property (s441(3)) can be used if injury is deemed on reasonable grounds to be imminent. Force used must be reasonable.Common Assault, ss222, 313 †¢ Law: There are two types of assault defined in s222 of the Code: Physical assault and threat of assault. To fulfill the requirements of physical assault there must be (1) striking, touching, moving or otherwise applying force; (2) directly or indirectly; (3) to another person; without the consent of the other OR with fraudulently obtaining consent. An assault is unlawful unless authorised, justified or excused by law (s223). Fault element †¢ According to s 23 no intention is required for an offence unless stated in the offence.However, in Hall v Fonceca it was found that an intention on the part of the assailant either to use force or to create an apprehension in the victim is an element in an assault. †¢ Unlawful: an assault is always unlawful unless authorised, justified or excused by law (s223). It may also be unlawful if the person consents to the assault. †¢ Indirect force: Includes heat, light, gas or any other substance IF applied to a degree to cause injury or physical discomfort. (1) Queen v Jacob – electrical trap (2) Martin – bar across exit (3)DPP v K – acid in hand dryer (4) Gibbon v Pepper – causing horse to run someone over †¢ Without consent: Consent can be express or implied, and it must be freely given (not obtained by fraud). (1) Boughey v R: consent to accidental physical contact of ordinary life is impliedly consented to; (2) Collins v Wilcock: ‘commonplace intentional but non-hostile acts’ are impliedly consented to. (3) Pallante v Stadiums: Sporting context: contact within rules and intention of sports game. (4) Ferguson: Teaching context: touching student to ‘encourage. †¢ Law: To fulfill he requirements of threat of assault there must be (1) a bodily act or gesture (w ords not enough in WA, but sometimes needs to be discussed anyway where there is maybe just a twitch); (2) which represents actual or apparent present ability to apply force; (3) without consent OR with fraudulently obtaining consent.. †¢ Threatening words are insufficient. †¢ A conditional threat is also not a true threat of assault because the victim can avoid the threatened act (Rosza v Samuals; Cf Turberville v Savage).  · The victim need not actually fear the bodily act or gesture (Brady v Schatzel).Fault element †¢ According to s 23 no intention is required for an offence unless stated in the offence. However, in Hall v Fonceca it was found that an intention on the part of the assailant either to use force or to create an apprehension in the victim is an element in an assault. †¢ Unlawful: an assault is always unlawful unless authorised, justified or excused by law (s223). It may also be unlawful if the person consents to the assault. Offences  · s313: common assault  · s317: assault occasioning bodily harm (unlawful assault + harm).Section 1 defines bodily harm as any bodily injury which interferes with health or comfort. No extra fault element required. ? Lergesner v Carroll: broad interpretation. Extends to, for example, black eye from fight. ? Scatchard: pain does not necessarily equate to bodily harm. ? Chan-Fook : psychological harm.  · s317A: assault with intent to: ? commit crime ? do GBH ? resist lawful arrest/detention.  · s318: Serious assault is on a public officer (while they are on duty), a person performing a public function conferred on them by law, or person helping someone in the previous two categories. s304: acts/omissions causing bodily harm require establishing an existing duty (ss262-267), a breach of that duty and resulting bodily harm. If there is no harm, the must be endangerment of another's life/health/safety. Endangering life and health Definitions  · Grievous bodily harm ? s1 – any bodi ly injury that endangers/ is likely to endanger life, or causes/ is likely to cause permanent injury to health. ? R v Tranby: permanent disfigurement that is only cosmetic does not = GBH. ? Consent is not an element of GBH, therefore unlike assault, GBH cannot be consented to (Raabe)  · Wounding ?Devine v R: occurs when injury breaks skin & penetrates below epidermis. ? Consent and wounding: Common law rule says that a person may not consent to bodily harm unless there’s a public policy justification- R v Brown. Offences with no specific intention  · Unlawfully doing GBH, s297 ? Can be direct/indirect act – R v Clark. All that must be proved is that a person negligently breached his/her duty. Proof of intention to harm is not necessary. ? ‘unlawful’ – to be given ordinary meaning of ‘prohibited by law’: Houghton v The Queen †¢ Relevance of s23A, s23B/ negligence  · Unlawfully wounding – s301(1)Offences requiring a spec ific intention †¢ s294, Acts intended to cause GBH or prevent arrest. †¢ GBH + certain intention: ? an intention to maim, disfigure or disable any person; or ? an intention to do grievous bodily harm; or ? an intention to resist or prevent lawful arrest or detention; or †¢ Administering noxious thing – s301(2) ? Cause poison or noxious thing to be administered or taken + ? Intention to injure or annoy Threats, s338 [not in exam] The definition of threat in s338 is very wide and includes any statement or behaviour that might reasonably constitute a threat to: (a) ill, injure, endanger or harm any person; (b) destroy, damage, endanger or harm any property; (c) take or exercise control over any building, structure, or conveyance by force or violence; OR (d) cause a detriment of any kind to any person. The threat must be to do one of the things in s338A:. a) Gain a benefit b) Cause a detriment c) Prevent someone doing something d) Make someone do something What doe s detrimental mean? ? R v Zaphir: ? â€Å"a threat is some sort of indication of intention to cause harm or damage or to punish. † ? Detriment means â€Å"loss or disadvantage, or damage as opposed to benefit. ? To satisfy the offence â€Å"a threat must be of such nature and extent that the mind of an ordinary person of normal ability and courage might be influenced or made apprehensive so as to accede unwillingly to the demand† Offences ? ? s338A Threats with intent to influence s338B Threats Stalking, s338D [not in exam] s338D defines: intimidate, pursue, circumstances of aggravation. Offences: s338E(1) †¢ Pursuing with †¢ intention to intimidate s338E(2) †¢ Pursuing that †¢ Can be reasonably expected to intimidate AND †¢ Does intimidate Legal Capacity (defences) Children Law: A Child is deemed to be incapable of committing a crime, irrespective of what they have done. Under s29 a child under 10 years is presumed incapable (not rebuttable). Between 10 and 14 the presumption of incapacity is rebuttable if it is proved by prosecution that at the time of the offence that child knew that the conduct was wrong according to the standards of ordinary people – M (1977). It is not clear if this test means legally or morally wrong. Child does not need to know act was against the law. They need to know that what they did was seriously wrong as opposed to just naughty. †¢ Following facts should be taken into account: Age: â€Å"the lower the child is on the scale between ten and fourteen, the stronger the evidence necessary to rebut that presumption†: B v R (1958) 44 Cr App R 1 at 3 ? Type of offence: Heinousness, Ferocity, Nature. Was there a victim? L v DPP = the more heinous the crime the easier it is to rebut the presumption. ? Statements by child: Does it really show an understanding ? Expert evidence ? Presumption of normality (what is normal? ) ? Conduct surrounding the act: Luring victim, trying to cove r tracks, running away (= not conclusive, as children will run away if have done something merely naughty). Mode of committing the act: Positive act versus omission, degree of participation, peer influence ? Home background: Abuse at home; physical environment; upbringing. (White (1964) – behaviour the result of socialisation. ? Appearance & demeanour in court ? Past criminal record: can be used if similar fact evidence ? Different culture ? The child has to know that it was wrong at time of act, not when picked up/ questioned. Corporations (look in exam question for â€Å"Pty Ltd† which should indicate whether person or corporation is being charged) †¢ Law: Corporations can commit offences.In the Code corporations come under the definition of a person. And under s69(1) of the Interpretation Act 1984 (WA) all indictable and summary offences apply to bodies corporate as well as individuals. †¢ Identification Liability: (= preferred test) : â€Å"A corporation is an abstraction. It has no mind of its own any more than it has a body of its own; its active and directing will must consequently be sought in the person of somebody who for some purposes may be called an agent, but who is really the directing mind and will of the corporation. † Lennard’s Carrying Co Ltd v Asiatic Petroleum Co Ltd. Vicarious Liability: attributing to employer what an employee does in the course of employment. Torts test, too wide. Defences: Mental Capacity Intention and motive, s23 The result intended to be caused by an act/omission is immaterial, unless intention is expressly declared to be an element of the offence. The motive for an act/omission/intention is immaterial, unless otherwise expressly declared. Voluntariness of will s23A, 23B 23A: Lack of will †¢ Law: A person is not criminally responsible for an act/omission that is independent of his/her will (not available as a defence where there is a duty of care owed under Ch 27). Act: At c ommon law an act can be defined both narrowly and broadly (both should be considered: If narrow view taken, charge under s 266 still possible. ) which ones do the court tend to follow nowadays? ? Narrow definition: any bodily action, e. g pulling trigger of gun: Kaporonovski. ? Broad definition: includes all physical conduct that caused death, e. g. from getting loaded firearm to pulling trigger: Falconer. †¢ Will: Examples of unwilled acts are:An involuntary response to external stimulus (e. g. bee sting) is unwilled. An act done whilst sleepwalking is unwilled (R v Holmes).An act done whilst asleep is unwilled (Michael Jiminez) – although D may be liable for act/omission immediately before falling asleep, eg driving while tired. †¢ Sane Automatism describes a mental state where the D lacks awareness of their actions during the commission of a serious offence. Any act occurring independent of the will of the D whilst in a state of sane automatism is unwilled. In co ntrast to insanity, sane automatism is the result of an external stimulus (eg sudden physical/ psychological trauma, hypoglycaemia). Insanity results from an internal mental disorder (Falconer). Test to distinguish SA from insanity (Falconer): ? Too complicated! ? In an exam, this would not help you, I am sure. It’s ot about who needs to prove what, as when you arguing something in the exam, hardly ever will YOU be able to meet the standard of proof as it’s always ambiguous. You need to set out some of the limbs of the focloner test, eg (and most importantly) the test of the reasonable person. What characteristics does that person have? It’s the reasonable person in the same situation as the accused, but not with their specific weaknesses (eg an additional depression). If they wold have done the same = sane automatism.Another thing you look at is whether one off event (unlikely to reoccur) or they’ve got a screw loose (= will likely do it again cos they l ack some control over their actions generally] ? 1st step: Has Crown disproved sane automatism? (Standard of proof: beyond reasonable doubt. Onus of proof: on Crown). If not, unqualified acquittal. ? 2nd step: If so, has D proved insanity under s 27? (first question is: is there a mental impairment as opposed to an external blow, before you even get to the capacities) Was one of the 3 capacities in s27 absent? Standard of proof: on balance of probabilities.Onus of Proof: on D, since s 26 presumes every person to be of sound mind). If so, acquittal with provision that accused was of unsound mind at the time of the offence. ? If sane automatism is disproved and the D does not prove insanity under s 27, jury must consider whether the other elements of the offence have been proved beyond reasonable doubt. If so, proper verdict is guilty (Falconer). 23B: accident †¢ A person is not criminally responsible for an event which occurs by accident (not available as a defence where there i s a duty of care owed under Ch 27: R v Hodgetts and Jackson). ‘event’ means the ‘result or consequence of an action’ (Van Den Bemd). †¢ ‘accident’: Kaporonovski, Taiters: an event is only an accident if it 1. was not intended 2. was not foreseen by the defendant (subjective element) AND 3. was not reasonably foreseeable by an ordinary person (objective element) Evidentiary burden: on accused. Onus of proof: on prosection to disprove 1, 2 OR 3 beyond reasonable doubt. [they only need to disprove one for the defence to fall] Causation: P must prove that D caused a particular outcome if the outcome is an element of the offence. Causation established by tests in Royall). Can be difficult to distinguish between proof of causation and obligation of P to negative accident (Jemielita). †¢ If death/GBH by a deliberate use of force, the fact that it would not have occurred but for an abnormality/defect/weakness in the victim is not a defense, e ven if the accused did not intend/foresee the death/GBH and even if it was not reasonably foreseeable. Insanity ss26, 27 †¢ Law: Pursuant to s26, the accused is presumed to understand the consequences of their actions and is capable of acting rationally.This presumption must be disproved by the accused (Falconer) on the balance of probabilities (R v Porter). Accused also carries the evidentiary burden of establishing that their mental impairment deprived them of ONE of the THREE capacities in s27 (McNaghten’s Case, approved by R v Porter): (1) understand what they were doing (refers to physical consequences of action, not moral qualities); OR (2) control their actions (e. g irresistible impulses: Moore, Soderman v the King); OR (3) know that they ought not do the act or make the omission (similar to test used to assess children). Mental impairment [comes before the capacities]is defined in s1 as an intellectual disability, mental illness, brain damage or senility. The Co mmon law helps distinguish sane and insane automatism. (1) The state of mind must be one of disease, disorder or disturbance arising from some infirmity, whether temporary or long standing (R v Porter); (2) NO need for physical deterioration of brain; (3) A defect of reasoning caused by physical disease unrelated to mind could be insanity (R v Kemp). (4) Insanity is internal, with no external physical cause (Cooper v McKenna); (5)Insanity caused by medical treatment of physical disease (eg. Insulin) will not be insanity if self induced (R v Quick). Some result are contentious. Hyperglycemia was held to be a desease of the mind (R v Hennessy). Hypoglycemia was not held to be internal (R v Quick). (6) Sane automatism is a reaction to a once-off psychological trauma, test is: Would ordinary person react the same way in the circumstances? (Falconer). Yes = sane automatism, not insanity. [see comments above] †¢ Persuasive burden on prosecution (Falconer). †¢ Variable: Distingui sh from situation where accused unfit to stand trial. Consequence: no full acquittal, but rather ‘not guilty by reason of insanity'. May mean indefinite detention in appropriate institution. Intoxication s28 †¢ Law: Intoxication (by drugs/alcohol/any other means) may be used as a basis for a defence of insanity under s 27 as long as it was not self-induced. Where intention to cause a specific result is an element of an offence, intoxication may be considered when deciding whether intention existed. Onus on prosecution to prove beyond reasonable doubt: 1. That such intention existed AND 2.That accused was capable of forming the intention, and did in fact form the intention. (R v Crump). Defences: Mistake Mistake of Fact s22 †¢ A person who does/omits to do something under an honest and reasonable, but mistaken, belief in the existence of any state of things is only criminally responsible for the act/omission as if the real state of things had been such as he believed to exist (their delusion were true). ? Mistake must be honest: (Subjective test). ? Mistake must be reasonable: Pearce v Stanton (Objective test). ? There must be a positive belief in the existence of any state of things. Ignorance/inadvertence not enough (GJ Coles v Goldsworthy). Must be present state, not future or consequences (R v Gould and Barnes). ? Evidentiary burden: on accused. ? Onus of proof: on prosecution, beyond reasonable doubt. ? Only a partial defense. †¢ Can be excluded by express or implied provisions of offences. (e. g. s 331, mistake of age cannot be a defence for sexual penetration of minor under 13) Mistake of Law s24  · Law: Ignorance of the law is not a defense to any act/omission, unless knowledge of the law is expressly declared to be an element of the offence.  ·A person is not criminally responsible for an act/omission with respect to any property in the exercise of an honest claim of right and without intention to defraud. ? They must actually believe they have the right at the time of the offence, not that they may get the right in future (R v Pollard). ? Only applies when being claimed as a defence to a property offence (Pearce v Paskov ) under the Crim Code. Defences Duress s 32 †¢ Law: Occurs when a person believes that a threat made against them will be carried out unless they do an act or make an omission. The action dictated is taken by the threatener. The act/omission must be a reasonable response to the circumstances as the person reasonably believes them to be (i. e. the accused must cause less harm than the harm avoided). Emergency s 25 †¢ Occurs when the threat of sudden harm arises from the circumstances in which a person is placed. The accused decides what action to take to avoid the harm. †¢ The act /omission must be a necessary response in circumstances of ‘sudden or extraordinary emergency’ (s 25(3)(a)(i)), and it must be a reasonable response to the circumstances as the person reasonably believes them to be. Self defence s248An act of self-defence is lawful if: †¢ the person reasonably [3: say if that’s reasonable] [objective] believes [2: state that they believed] [subjective] that the harmful act [1: define and then state what they did] is necessary [4: look at what else they could have done and if that would have been equally suitable] to defend themselves or another person AND †¢ the response is reasonable [objective] in the circumstances as the person defending themselves reasonably [objective] believes [subjective] them to be. †¢ Self-defence is a complete defence to homicide. †¢ Technically, self-defence is an excuse.Evidential burden: on accused. Onus of proof: on Crown to negative self-defence beyond a reasonable doubt (not on accused to prove on balance of probs). †¢ Does the initial act have to be unlawful? S 5 = yes, but qualified by s 6 says a harmful act is not lawful just because the person who does it is no t criminally responsible for it (so you can defend yourself against child/insane person etc. ) (s 6 also supported by case law: Zecevic). †¢ Excessive self-defence = a partial defence. Applies when accused has killed to defend self or another but either the use of force was not necessary, or more force than necessary was used.Excessive self-defence means murder will be downgraded to manslaughter. Provocation ss245, 246 Complete defence only to offences in the definition of which assault is an element (Kaporonovski). No longer a defence to homicide. Not a defence to attempted murder (Roche), or to GBH or wounding. The following elements must be proved: †¢ The offence was against a person who offered provocation that amounted to an unlawful or wrongful act or insult. (Does the ‘insult’ also have to be ‘wrongful’? Stevens v Doglione (Qld): ‘wrongful’ applies to act and insult. Stingel (in obiter): ‘wrongful’ applies only to act, not insult.Therefore, not settled). Attempts s4 An attempt is an offence that is somehow incomplete. (If an offence is complete, don’t consider attempts unless, for example, an offence is attempted on one person but succeeds on another, e. g. A tries to shoot B but instead shoots C). not always section 4, some offence, eg assault and murder, have attempted offence in the specific section in which case you don’t look at s4 3 elements: 1. Intention to commit an offence; 2. Putting that intention into action to some extent (must go beyond ‘mere preparatory acts’) AND; 3. Failure to fulfill the intention of committing the offence. . Intention – requires †¢ An intention of bringing about all the elements of the offence OR †¢ The knowledge (to the extent of virtual certainty) that these elements will occur 2. Beyond ‘mere preparatory acts’: whether this is the case is a question of fact for the jury. Don’t just look at w hat the accused did, take into account other factors in the situation (Cutter v R) to decide whether the act that was done is convincing of the intention to commit the ultimate offence. Tests: †¢ Proximity test: (R v Eagleton): How close is the accused to committing the final act that constitutes the offence? Substantial step test: Has the accused made substantial progress towards completion of the offence? Consider how much progress has been made and what is left to do. †¢ Unequivocality test: (R v Williams): requires that there be ‘no possible innocent explanation for the accused’s conduct’. (Any conduct which might have an innocent explanation cannot be brought by the prosecution as evidence). A precise test, but considered too restrictive. †¢ Last step test: (R v Chellingworth): Has the accused taken the last step towards the completed offence? Voluntary desistance (s4, par. ): If the accused does most of the acts required to constitute the off ence but then stops, it is generally no defence (although may be considered in sentencing). Impossibility (s4, par. 3): †¢ Legal: It is impossible for the accused to commit an offence only where there is no offence at law to capture the defendant’s conduct (e. g. if the defendant mistakenly believes that it is an offence to acquire a certain weapon, but attempts to do so anyway = no offence). BUT, †¢ Factual: if the offender tries to commit an offence but the offence cannot be committed for factual reasons, this is still an attempt: English. eg, the offender tries to import drugs, but the ‘drug’ is talcum powder)’ Conspiracy: [not in exam] †¢ takes place before any preparatory action. (An offender is usually not charged with conspiracy and a completed offence. , so conspiracy is not relevant if an offence is actually committed). †¢ No definition in Code, defined in common law as ‘an agreement between 2 or more persons to achieve a common objective’ (R v Campbell). (note: agreement must be reached. Not sufficient that parties were in communication). †¢ There must be an intention to do all the elements of the offence. There must be a positive intention – recklessness will not suffice. †¢ If there is no agreement, there is no conspiracy – BUT, it is not necessary that all conspirators know one another. †¢ When 2 or more conspirators are charged, the fact that A is acquitted does not necessarily mean B will be as well (R v Darby). †¢ You can’t conspire to do something that is legally impossible. †¢ You can conspire to do something that is factually impossible. Aiding s 7(b) and (c) †¢ What is the principal offence and who is principal offender?Deal with them first †¢ Then distinguish from counselling; presence, constructive presence  · Law: Aiding is providing support, help or assistance (R v Beck) to the PO. Aid is generally given to the PO during the commission of the offence, but can be before the offence (Ancuta). If a person aids another in the commission of an offence they will be liable for the primary offence under s 7(b) or (c).  · First, there must be proof of a Principal Offence actually committed, although conviction of a Principal Offender not necessary (R v Lopuszynski). There can be joint Principal Offenders (Mohan v R). define  · (b): requires proof of assistance being given for the purpose of aiding the commission of the offence. Therefore, an accused can act with the purpose of aiding but not actually aid, and still be liable (R v Arnold).  · 7(c): does not specify mental element, but has been held that ‘aids’ means ‘knowingly aids’( Jervis v R: ‘aids’ held to be a word that carries an inherent mental element).  · In both 7(c) and (d), the accessory must have actual knowledge of the future offence they are aiding, as opposed to merely a suspicion (although this knowledge can be inferred from proof of exposure to the obvious).It is sufficient that the accused contemplates the type of crime to be committed by the PO – it is not necessary that its precise details be known (Ancuta). Recklessness, however, is an insufficient mental state for aiding. (Giorgianni).  · Variable: Where the offence is one requiring fault elements, the accused must also have actual knowledge that the principal offender possessed the fault element for the principal offence (Stokes and Difford).  ·Variable: Non-interference to prevent a crime is not an offence BUT the fact that a person is ‘voluntarily and purposely present’ and offers no opposition may be grounds for a jury to find that he aided. Positive action NOT essential (Coney). Passive presence at the scene is aid, IF the accused knows his/her presence is encouraging/supporting the PO (e. g. , combination of prior aid and continued nondissociating presence may constitute implied offer of continuing aid = aid under s7) (Beck).  · Apply to facts  · Conclude Counselling or Procuring: s 7(d)  ·Law: If a person counsels or procures another to commit an offence they will be liable for the primary offence under s 7(d).  · Procure means to provide information or material assistance to the PO, and that the provisions cause or bring about the crime (R v Beck). ‘Procuring’ involves intentionally causing the commission of the offence. Humphry v R: ‘procure’ means to produce by endeavour, and one procures a thing by setting out to see that it happens. The accused must also have an intention to assist (Georgianni v R) the PO and general knowledge of the planned crime (Ancuta).  ·Counselling means advice or encouragement (Stuart v R) before the commission of the offence. The counsel does not need to cause the crime (R v Coney). Section 9 extends liability beyond s7(d). [again, not really helpful here. You need to look at 7(d) direct, and only i f that is not gven, you mention section 9] If it is established that the accused counselled the PO to commit the offence, then a jury must determine if the offence was a probable consequence of the counsel. Probable is defined (Darkan v R) as more probable than not, or of probability less than 50/50, but more than real chance.  · Apply to facts  · Conclude Common purpose, s8Liability under s8 attaches when one of the parties goes beyond the common unlawful design/ plan. (If parties are within common plan, s7 enough for determining liability).  · Law: When two or more persons together form a common intention to prosecute an unlawful purpose the court will regard them as joint principal offenders. The prosecution must establish that; (1) the accused formed an intention to prosecute an unlawful purpose (Brennan v R); (2) the PO committed the unlawful purpose (R v Phillips and Lawrence); and (3) the principle offence must have been a probable consequence of the prosecution of the unlawful purpose.Test of whether ‘probable consequence’ is objective (Stuart v R). Probable is defined (Darkan v R) as more probable than not, or of probability less than 50/50, but more than just a ‘substantial or real chance’. There is no liability if PO unexpectedly departs from the common purpose and commits an offence that was not within the contemplation of the accessory and was not a probable consequence of the common purpose (R v Anderson and Morris)  · Apply to facts  · Conclude Withdrawal s 8(2) †¢ Law: An accessory will not be liable until the PO is actually committed (s 8(2)).The accused can terminate their involvement and escape their liability if they; (1) withdrew from the prosecution of the unlawful purpose; (2) by words or conduct communicate their withdrawal from the unlawful purpose to those invloved in the PO; and (3) take reasonable steps to prevent the commission of the offence (R v Menniti).  · Apply to Facts  · Conclude Fraud (not in exam) †¢ Law: Fraud is when an owner parts with their property under false pretences. It is defined in s409 as (1) any person; (2) with intent to defraud; (3) by deceit or any other fraudulent means; (4) obtains property from another person. An intent to defraud is discussed in Balcombe v De Simoni. It requires an intention to induce, and does induce, another to act  ·  · ? Deceit or other fraudulent means are generally statements of fact that the defendant knew to be untrue (R v Carpenter). But the definition is very broad. ? Obtains is defined in s1 as obtaining possession of property. Possession without ownership is enough (Seiler v R). ? Property in s1 includes everything, animate or inanimate, that is capable of ownership. Apply to facts Cobclusion

A review of financial reporting from a range of construction industry sectors

Annual reports have changed quite dramatically between mid 1970s and today. The overall amount of information given has increased considerably, and this is equally true for the financial statements and the discussion section of the annual report.New financial statements have emerged with the funds flow/cash flow statement or more recently the statement of total recognised gains and losses, and existing statements now offer a greater level of dis-aggregation.â€Å"In addition to the basic financial statements underwriters expect to find schedules of contracts in progress and completed contracts and a reconciliation of the income and the costs of these contracts to the current year's income statement.Certain balance sheet accounts are unique to the construction industry– costs in excess of billings on uncompleted contracts (an asset) or billings in excess of costs (a liability). Using the percentage of completion method costs in excess of billing result when the billings on unc ompleted contracts are less than the income earned to date.These under billings result in increased assets. Conversely, where billings are greater than the income earned on uncompleted contracts, a liability, billings in excess of costs results. Many bonding companies request other specific information as supplementary data. A timely and detailed response can provide many answers to bonding agent's questions and increase the likelihood of a positive reaction to a request for bonding.The absence of the appropriate and sufficient information in the financial statements will give rise to scepticism and, at the very least, additional questions from the survey.As a result the TABULAR DATA OMITTED bonding agent will be seriously inhibited in his or her attempt to convince the insurance carrier that the reward outweighs the risk of providing performance bonds for the contractor.† (Dufek, 1992)2-2- Shareholders Users of annual reports are many and varied, but it is generally agreed th at investors form one of the largest and most important groups of potential users (Day, 1986). It is generally recognised that information contained in company financial reports should be useful to shareholders in their investment activities.Yet if annual reports are to succeed in being a primary means of communication between the business enterprise and its shareholders, they must contain disclosed information that shareholders need in order to take their investment decision (Lee and Tweedie, 1975).2-3- Disclosure of risk As defined by the ASB (1998) risk is â€Å"Uncertainty as to amount of benefits. The term includes both potential for gain and exposure to loss.† Risk thus is essential to an enterprise, because it is inherent in the pursuit of opportunities to earn return for its owners.It follows that in order to understand properly the potential for the future performance of any company; investors need a proper understanding of the risks it undertakes. This will be based on the following information

Oedpius Rex essays

Oedpius Rex essays In the story of Oedipus Rex by Sophocles, there are many scenes that use anagnorisis. Anagnorisis is the recognition by the tragic hero of some truth about his or her identity or actions that accompanies the reversal of the situation in the plot. The scene that uses anagnorisis is Scene I and the choral is Ode I. The city of Thebes is under attack by a plague. The Oracle of Delphi says that the city is being attacked by the plague, because someone living in the city has killed the former king, Laios. Oedipus is telling the city of Thebes that he will find the murder of their former King, his father, which he does not know and set the plague free and by finding the person who killed the former king and getting rid of him, the death of Thebes will stop. Aristotles theory of catharsis means trough pity and fear that are aroused in the viewer of a tragedy. Whereas, Fredrich Nietzsches theory of Apollonian (ideas s theory of catharsis has a much better insight into the relationship between the actors and the chorus than Nietzsches theory, Apollonian Dionysian Duality. In Scene I, catharsis, is used in a unique way. Oedipus is telling the people of Thebes, on line 294, Apollo, when we sent to him, sent us back word that this great pestilence would lift, but only if we establish clearly the identity of those who murdered Laios. They must be killed or exiled. We know that Oedipus is setting up his own exile or death. Because while no in the play knows that Oedipus killed King Laios, years ago, we, the audience already knows what is going to happen. So the audience takes great joy in watching the new king, Oedipus, make all these promises about getting rid of this person, so Thebes can be a healthy city again. Knowing along, that Oedipus is the reason why the plague i ...

The History of Satellites - Sputnik I

The History of Satellites - Sputnik I History was made on October 4, 1957, when the Soviet Union successfully launched  Sputnik I. The worlds first artificial satellite was about the size of a basketball and weighed only 183 pounds. It took about 98 minutes for Sputnik I to orbit the Earth on its elliptical path. The launch ushered in new political, military, technological, and scientific developments and marked the beginning of the space race between the U.S.and the U.S.S.R. The International Geophysical Year In 1952, the International Council of Scientific Unions decided to establish the International Geophysical Year. It wasnt actually a year but rather more like 18 months, set from July 1, ​1957, to December 31, 1958. Scientists knew that cycles of solar activity would be at a high point at this time. The Council adopted a resolution in October 1954 calling for artificial satellites to be launched during the IGY to map the earths surface. The U.S. Contribution   The White House announced plans to launch an Earth-orbiting satellite for the IGY in July 1955. The government solicited proposals from various research agencies to undertake development of this satellite. NSC 5520, the  Draft Statement of Policy on U.S. Scientific Satellite Program, recommended both the creation of a scientific satellite program as well as the development of satellites for reconnaissance purposes. The National Security Council approved the IGY satellite on May 26, 1955, based on NSC 5520. This event  was announced to the public on July 28 during an oral briefing at the White House. The  governments statement emphasized that the satellite program was intended to be the U.S. contribution to the IGY and that the scientific data was to benefit scientists of all nations. The Naval Research Laboratorys Vanguard proposal for a satellite was chosen in September 1955 to represent the U.S. during the IGY.   Then Came Sputnik I   The Sputnik launch changed everything. As a technical achievement, it caught the worlds attention and the American public off guard. Its size was more impressive than Vanguards intended 3.5-pound payload. The public reacted with fear that the Soviets ability to launch such a satellite would translate to the ability to launch ballistic missiles that could carry nuclear weapons from Europe to the U.S. Then the Soviets struck again: Sputnik II was launched on November 3, carrying a much heavier payload and a dog named Laika. The U.S. Response The U.S. Defense Department responded to the political and public  furor over the Sputnik satellites by approving funding for another U.S. satellite project. As a simultaneous alternative to Vanguard, Wernher von Braun and his Army Redstone Arsenal team began work on a satellite that would become known as Explorer. The tide of the space race changed on January 31,  1958, when the U.S. successfully launched Satellite 1958 Alpha, familiarly known as Explorer I. This satellite carried a small scientific payload that eventually discovered magnetic radiation belts around the Earth. These belts were named after principal investigator James Van Allen. The Explorer program continued as a successful ongoing series of lightweight, scientifically-useful spacecraft.   The Creation of NASA The Sputnik launch also led to the creation of NASA, the National Aeronautics and Space Administration. Congress passed the National Aeronautics and Space Act, commonly called the Space Act,† in July 1958,  and the Space Act created NASA effective October 1, 1958. It joined NACA, the National Advisory Committee for Aeronautics, with other government agencies. NASA went on to do  pioneering work in space applications, such as communications satellites, in the 1960s. The Echo, Telstar, Relay, and Syncom satellites were built by NASA or by the private sector based on significant NASA advances. In the 1970s, NASAs Landsat program literally changed the way we look at our planet. The first three Landsat satellites were launched in 1972, 1975, and 1978. They transmitted complex data streams back to earth that could be converted into colored pictures. Landsat data has been used in a variety of practical commercial applications since then, including crop management and fault line detection. It tracks many kinds of weather, such as droughts, forest fires, and ice floes. NASA has also been involved in a variety of other earth science efforts as well, such as the Earth Observation System of spacecraft and data processing that has yielded important scientific results in tropical deforestation, global warming, and climate change.

Beautiful Quotations About Eternal Love

Beautiful Quotations About Eternal Love Can there be lasting, eternal love between two people? You can look at quotes from writers and thinkers through the ages to see it is not a modern invention. It has been celebrated for centuries. One story of timeless love was an article about an old couple  who were still very much in love with each other. They had children and grandchildren who lived far away, so they were each others only companions. The man would bring his wife flowers almost every day, while the woman took care of the man as one would do a child. What made the couple unique was that the old man had Alzheimers disease. He had forgotten everything about his family. But he kept telling everybody he met that he wanted to marry that girl from the neighborhood. He was talking about his wife. Isnt it surprising that even a debilitating disease like Alzheimers that wipes out memories in the brain, could not wipe out the memory of the heart? That is true love. It may be rare, but it does exist. You dont have to be a romantic to discover true love. If you are a believer, look deep within your heart. Each one of us has been blessed with the ability to love deeply. Reach within and find the abundant love that resides in your heart. With love, you can change the world. Love helps you transcend the realm of superficiality, and achieve a spiritual awakening. These eternal love quotes are embedded with gems of wisdom that will enrich you. Share these with your dearest and set out on the quest for true love. Jeff Zinnert Love is something eternal; the aspect may change, but not the essence. Antoine de Saint-Exupery True love begins when nothing is looked for in return. William Butler Yeats True love is a discipline in which each divines the secret self of the other and refuses to believe in the mere daily self. Marcel Proust Love is space and time measured by the heart. Charlotte Elizabeth Aisse I could never love where I could not respect. Anonymous Sometimes we let affection, go unspoken, Sometimes we let our love go unexpressed, Sometimes we cant find words to tell our feelings, Especially towards those, we love the best. Voltaire Love has features which pierce all hearts, he wears a bandage which conceals the faults of those beloved. He has wings, he comes quickly and flies away the same. William Shakespeare Love is a smoke made with the fume of sighs. Being purged, a fire sparkling in lovers eyes. Being vexed, a sea nourished with lovers tears. What is it else? A madness most discreet, a choking gall and a preserving sweet. From the movie Moulin Rouge Love is a many splendid thing. Love lifts us up where we belong. All you need is love! Bryce Courtney Love is energy: it can neither be created nor destroyed. It just is and always will be, giving meaning to life and direction to goodness... Love will never die. Charles Stanley Romantic love reaches out in little ways, showing attention and admiration. Romantic love remembers what pleases a woman, what excites her, and what surprises her. Its actions whisper: you are the most special person in my life. Thomas Trahern Love is the true means by which the world is enjoyed: our love to others, and others love to us. Honore de Balzac True love is eternal, infinite, and always like itself. It is equal and pure, without violent demonstrations; it is seen with white hairs and is always young in the heart. Pierre Teilhard de Chardin Love alone is capable of uniting living beings in such a way as to complete and fulfill them, for it alone takes them and joins them by what is deepest in themselves. Lao Tzu Being deeply loved by someone gives you strength while loving someone deeply gives you courage. Sir Arthur Wing Pinero Those who love deeply never grow old; they may die of old age, but they die young. Leo Tolstoy When you love someone, you love the whole person, just as he or she is, and not as you would like them to be. William Shakespeare Love looks not with eyes, but with the mind.

Reward Systems and Performance Management Term Paper

Reward Systems and Performance Management - Term Paper Example The basic aim of reward system and performance management is to increase the overall productivity and efficiency of the organization. And to do so the organization should be ready to value its workers. In this paper all those methods will be focused which can be used to reward the employees to make them feel valuable so that they work for the organization with all their dedication and devotion (Grote, 1996). Performance Management & Reward System An effective reward system can be made by using a very simple method based on the following five steps, namely: (1) Specific, (2) Meaningful, (3) Achievable, (4) Reliable and (5) Timely. To be â€Å"specific† means that action and the rewards should be maintained perfectly in accordance with each other. The reward should be meaningful and should be beneficial for both, the employ and the organization. The targets given to the employees should be achievable and practical. The entire program should be reliable and should be operated in accordance with the rules and regulations. Last but not the least, the entire program should be managed properly and timely (Lebas, 1995). There are several methods to reward the employees based on their performances. Some of them I have discussed in this paper. Employee Empowerment The empowerment of people refers to giving authority to the employees in particular. There are two major points to be understood. First is you should know that how you could utilize your work force to get the maximum possible financial results. And the second is that you should know and search for different techniques to raise productivity, lower the costs and maximize the revenues (Dransfield, 2000). Productivity refers to the outcome and efficiency of a firm. It is actually the outcome of your work. Empowerment has a vital role to play in things related to productivity. The productivity that is being induced and provoked by stress can be regarded as a path to burning out. The development of a work envi ronment that is positive and friendly can surely help in decreasing and diffusing the stress that increases due to the demands and pressure of raising the performance. It is a universal truth that not all people are similar. They have their own diversity. Hence it is also true that their all have different working styles. It is therefore necessary that the needs and requirements of an employee should be understood, like what motivates them, so that they could give their best performance. Flexibility in working hours, a walk after lunch, may be little refreshment or sport can help employees get rid of the drowsiness and increase the metabolic rates. It is necessary to understand that employees are not school going children (Dransfield, 2000). Give Respect to the Employees It is noted that if an environment is such that it gives respect and enough space to its employees for working according to their own working styles, then the employees can easily give their best to the company. The support from the management is a must. If the sales team is given enough resources to raise the sales, then it is obvious that by the end of year your sales would have increased. Access to resources like, market data, conduction of workshops and seminars, etc all help in raising the performance graphs of your employees (Armstrong, 2002). People from every level in an organization should have good communication among them. It is no doubt true that if a person enjoys what he do then they surely give their best which

How video games affect teenagers nowadays Essay

How video games affect teenagers nowadays - Essay Example (2008) did a test concerning means changes in heart rate and respiration rate in the experimental conditions while playing high violence and low violence video games, and also the means of the average standardized electrodermal reaction into the two types of stimuli for the high- and low-violence groups. The results indicate that the higher level of violence players manifested greater aggression than the low level violence video game players. On the other hand, video games have also been found to have positive effects. For example, the study of Reinecke (2009), it was indicated that video and computer games are engaging media and are capable of alleviating players’ stress. A model has been deduced from empirical data to support this assertion, depicting the associations among recovery experience, work-related fatigue, daily hassles, emotion-focused coping, problem-focused coping, and playing games for recovery from stress and strain, with social support acting as moderator. Given these initial literature, the researcher was compelled to investigate what has thus far been found about the influence of video games on teenagers’ cognition, affect, and behaviours. The study shall be beneficial for a thorough understanding of both advantages and repercussions of playing video games, especially amongst teenagers. Both objectives shall be achieved through a critical review of related literature and interviews with teenagers who avidly play video games. Thus, both primary and secondary data collection shall be undertaken for the purposes of this study. The review of related literature has been conducted by gathering materials from online journals, newspapers, and websites. On the positive influences of video games, Reinecke (2009) pointed out that â€Å"Accordingly, as video and computer games are a very absorbing media environment, they are likely to foster feelings of relaxation and to support recovery from stress and strain.† Moreover, he had drafted out a model

Law and Management Essay Example | Topics and Well Written Essays - 2000 words

Law and Management - Essay Example The ill preparedness of the crew of the ship is a life-threatening feature, which further demoralizes the employees. Lack of effective management coupled with the lack of safety precautions in the ship are deliberate breaches of the existing International Safety Management code that requires effective redress in order to revamp the productivity of the ship as the discussion below portrays. Firstly, the ship has a crew of 14 members from different parts of the world. The engineer and the chief officer are British; the crews are polish while the other officers are Indians. This implies that the environment in the ship is a cosmopolitan society that requires an effective management structure that will succeed in creating a perfect environment for the people from various backgrounds to achieve their maximum productivity. Unfortunately for the employee on the ship, the official language for communication is English. Such is a major drawback that affects the efficiency of operations in the ship. The management does not attempt to find out the competencies of the crews in order to determine the most appropriate language to use while in the ship. Language therefore becomes a vital barrier to the communication on the ship. Numerous other mistakes arise on the ship most of which are attributable to the lack of effective medium of communication. On a voyage between Dundee and South Shields, the tanker causes a pollution incident when it spills oil from under the manifold over the main deck. Pollution is always a major concern to everyone who uses the seas and oceans among other large water bodies. Governments can always forfeit the license of ships among other vessels that pollute the sea. As such, the management of the vessels using the large water bodies must always take adequate precaution and ensure that their vessels do not cause pollutions. As such, the short voyage between Dundee and South Shields incident is a portrayal of lack of adherence to the existing codes.

Assignment Example | Topics and Well Written Essays - 250 words - 232

Assignment Example At the same time, they wanted a departmental reward whereby their departments would be praised for the attainment of the overall aim that the hotel wanted to achieve. The managers initially thought that there was going to be a solution to the problem they were facing my making the employees wear their nametags. In the assumption of the managers, the nametags would make the employees look sharp and professional. As the hotel wanted to raise its status, such a universal practice would help them attain the coveted status. They also thought that the nametags would help them identify employees whose efforts were not helping the company so these could be punished. As the ultimate goal of the managers was to engage in a departmental blame game, the motivation of the employees not to wear the nametags came from the fact that the wanted to be scapegoats. As much as the managers were finding ways to blame the employee, the employees were also finding ways to stop this from happening. The employees were also worried that there was not telepathy between the employees and the managers that would make it possible for them to get assistance from the managers. To find the real problem, a number of Power of Pause practices were used. In the first place, there was an opportunity given to the staff to explain their point. This was a very important practice to avoid the assumptions being used to determine what the problem was. What is more, there was a very healthy interaction that was free from blames and excessive complains. Even where the points of the staff were not clear, they were given the opportunity to express themselves well. The employees were willing to talk about their fears because they thought that expressing their opinions would help solve the problem. What is more, the employees were scared that the propaganda agenda in place could actually have an impact on them and thus

Feedback Essay Example | Topics and Well Written Essays - 500 words

Feedback - Essay Example nd of the first placement student social work should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions. By the end of last placement student social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision. Mimi instructed the children with clarity about the activity and how to care for it afterwards (name and brief instruction on the plastic cup) she displayed patience when reminding the children how much water/seeds where needed. Even after they had completed the task (wanted more seeds) an understanding of the differences in age and ability was reflected in her approach – giving me or less where necessary. Mimi respected the children wishes by allowing then not to participate if they didn’t want to, health and safety was adhered to by Mimi ensuring that hands where washed after the activity and area was swept clean and all traces of debris cleared. I would consider the feedback given by the professional as an apt assessment of my engagement in social work activity throughout my placement period. Indeed, I concur that the instructor guided me well through the activities. We held several close meetings with the qualified social worker, and I must confess it was quite intimate. Never have I engaged a qualified person in his/her field in a close discussion. I would confess it was the first time. Nevertheless, I composed myself and managed to participate objectively

Differentiate between the different types of cryptographic algorithms Essay

Differentiate between the different types of cryptographic algorithms - Essay Example These are secret key cryptography, public key cryptography and hash functions (Schneier, 2007). First, secret key algorithms are also known as symmetric key algorithms. The major feature of symmetric algorithms is the single key for encryption and decryption. This means that, the sender of the information uses a particular key to encrypt the plain text to cipher text sent to the receiver. After receiving information in the form of cipher text, the recipient uses the same key to decrypt the received message (Kessler, 2014). The single key used must be known to both sender and receiver of the message only. Therefore, the message sent is secret and only accessible by either sender or receiver. The second cryptographic algorithms are the public key cryptography. It is also known as asymmetric key cryptography. Public key cryptography involves two related keys although knowledge of one key cannot be used in determining the other key. The sender of the message uses one key to encrypt the plain text while the receiver uses another different key to decrypt the message. The public key can be revealed publicly while only the message owner uses the private key (Kessler, 2014). Lastly, in Hash functions, a computed based hash value of a fixed length is used upon a plain text making it secure and unrecoverable. In most cases, harsh algorithms provide a â€Å"digital fingerprint† of files to ensure that no alteration occur on the file. In addition, hash functions are used to encrypt passwords in many operating systems (Schneier,

Feedback Essay Example | Topics and Well Written Essays - 500 words

Feedback - Essay Example nd of the first placement student social work should demonstrate effective use of knowledge, skills and commitment to core values in social work in a given setting in predominantly less complex situations, with supervision and support. They will have demonstrated capacity to work with people and situations where there may not be simple clear-cut solutions. By the end of last placement student social workers should have demonstrated the knowledge, skills and values to work with a range of user groups, and the ability to undertake a range of tasks at a foundation level, the capacity to work with more complex situations; they should be able to work more autonomously, whilst recognising that the final decision will still rest with their supervisor; they will seek appropriate support and supervision. Mimi instructed the children with clarity about the activity and how to care for it afterwards (name and brief instruction on the plastic cup) she displayed patience when reminding the children how much water/seeds where needed. Even after they had completed the task (wanted more seeds) an understanding of the differences in age and ability was reflected in her approach – giving me or less where necessary. Mimi respected the children wishes by allowing then not to participate if they didn’t want to, health and safety was adhered to by Mimi ensuring that hands where washed after the activity and area was swept clean and all traces of debris cleared. I would consider the feedback given by the professional as an apt assessment of my engagement in social work activity throughout my placement period. Indeed, I concur that the instructor guided me well through the activities. We held several close meetings with the qualified social worker, and I must confess it was quite intimate. Never have I engaged a qualified person in his/her field in a close discussion. I would confess it was the first time. Nevertheless, I composed myself and managed to participate objectively

Facebook and Privacy Essay Example for Free

Facebook and Privacy Essay Objective Summary: Ex-Apple Engineer, Peter Warden, has collected public fan page data from 215 million Facebook pages, revealing current trends, such as ‘God’ being the number one most popular fan page among Facebook users in the Southern U.S., whereas ‘Barack Obama’ featured heavily for San Francisco users, and ‘Starbucks’ was number one in Idaho. Warden plans to release this data to the academic community because he sees great potential in the data that can be extracted from these sites. This process is called data harvesting. The article suggests future academic work in this area is likely to occu impacting on peoples privacy. (FACTS 100 words) Response: The ETHICAL issue central to this article is privacy and control. On one hand, Warden claims his intentions are altruistic (helpful to others) and that the data he is making visible here is a matter of public discourse. However, the FACTS are that individual users who are generating this data have neither been consulted about the data collection nor have they given permission for Warden to use it. Clearly Warden does not VALUE others peoples privacy as much as he WANTS (emotion) to create the website. The argument could be made that once a user ‘becomes a fan’ of a page on Facebook or, indeed, publishes any content to the internet, that information becomes public. User who have deployed privacy settings to carefully maintain a strong sense of control over their profiles, however, might well feel very ANGRY about this use of their data. Facebook can harvest that data (and does, for targeted advertising purposes) because they have a commitment to those advertisers (emotion )and engineers like Warden can develop data-trawling engines to collect accessible information across a massive dataset. The LAW needs to be much clearer about the rights of consumers, companies and advertisers in these situations. As Facebook is presumably bound by its own set of critically considered ETHICAL guidelines, these are neverthess underpinned by commercial VALUES and a vested interest (emotion) in keeping the data of its users from competitors. Warden claims to be operating under his own set of ethics that privilege (value) the furthering of knowledge. The issue then shifts to the academic community. Warden contends that one of his central motivations for collecting this data was so that he could share it with the academic community. Although this claim may be true, most (if not, all) Universities have clear ETHICAL guidelines for research that explicitly VALUE and therefore require consent from participants. If none of the users gave consent for their data to be collected in this way, this in effect denies them a sense of AGENCY. Thus, academically, this data is tainted. While its implications are important the trends it makes visible are crucial to understanding the localised structures of social network sites like Facebook. Personally, I would believe people should be able to tick a box that gives consent for the use of their personal material. I do not believe, either, that it should be one of those boxes you are obliged to tick before being able to use a site: that removes my personal AGENCY and I VALUE this very much. It should be up to me to decide whether other people get my data. If this sort of system was in place, everyone would know the FACTS, everyone would understand what is going on and no one would feel (emotion) betrayed or exposed unfairly.

Pros and Cons of the Quebec Separation Issue

Pros and Cons of the Quebec Separation Issue The separation of Quebec is a very controversial issue in Canada, but why? Some people, such as those who live in Quebec believe Quebec should separate from Canada. They believe that their province would be better off on its own as its own country. Others, mainly those from other parts of the country, but still some from Quebec believe that Quebec should stay, that Quebec is a big part of Canada and would not be the same without it. If Quebec stays, Canada maintains its large piece of land on the map, the history that goes along with it, and the millions of people living there, but if Quebec separates, Canada would get rid of a large chunk of its debt (which would go to Quebec). This raises two very important arguments between for and those against the separation of Quebec from Canada. There are several benefits of Quebec separating from Canada. If Quebec were to separate, there would be no more disputes over the French and English languages that are spoken in Canada. Canada could have its bilingualism, and Quebec could become its own strictly French nation with no English spoken anywhere. Canada is a bilingual country; French is even mandatory in English schools up to and including grade 9. It isnt right if Quebec is only going to offer a French education to its children. Quebec is already separate in a way from Canada. They have their own civil laws, and their street signs only read in French. In 1980 there was a referendum to separate Quebec from Canada. This referendum was defeated when 41.5% of the people voted yes and 56.5% voted no. But the Quebecers were still fed up. Many people still did not want to be part of Canada, so they decided to try again. This time, it seemby a 50.58 % to 49.42 % margin, the closest in the history of Canada.ed to have more suppor t than ever before, even from people that didnt live in Quebec (although people who didnt live in Quebec werent involved in the vote.) It took place in 1995, and the motion to pursue independence was again narrowly defeated Whenever there are pros to an issue, the cons are never far behind. There is a big downside to Quebec separating from Canada. Canada is a bilingual country, the worlds first in fact and despite the fact that Quebec likes to be called strictly French, it is still a huge part of its bilingualism. Almost every person who lives in Quebec knows some form of French, and anyone who doesnt is probably in the process of learning it. People who are visiting from French-speaking countries may be attracted to the Quebec area because of its French-speaking nature. This is good for the tourism industry and can bring in some extra bucks to help pay off Canadas debt. Canada is also country that has a population of 30 million plus, that number growing each day. We are also the second largest country in the world as far as actual land goes. If Quebec were to separate from Canada, we would lose all of this. Out population would shrink by 7.4 million people, and the size of our country would fall down almost 16 percent. And just think if you took Quebec off of the map. There would be a massive whole in Canada. Would it still be possible for Canada to survive? Would the east and the west be able to survive or would they be forced to join the United States? Quebec has flourished in Canada and proven it doesnt have to leave to achieve its needs.   It made French its official language by passing Law 101. Despite the rising increase in English-speaking, it has raised the number of Francophones in the province to the highest level ever. We sometimes fail to realize that Francophones have jumped on top of the Quebec economy to produced some of Canadas and the worlds leading technologies, companies and financial institutions like Bombardier (snowmobiles, all terrain vehicles, military aircraft, trains), Hydro Quebec, and le Cirque du Soleil. If Quebec ever separated, it would no longer be a part of NAFTA and would be forced to pay heavy duties on imports and exports of their goods. This would then cause them to raise the price of their merchandise which would eventually stop selling because of the availability of cheaper goods elsewhere. Does all of this mean something? Why does Quebec keep trying to separate? Obviously they dont want to be a part of Canada, so they should become a country of their own. Now some may say that the reason these referendums have not gone through is because people are scared of becoming independent. They are scared of the thought of their province, Quebec, not being a part of Canada. Does this make sense? Not at all. If you want to separate from something, then do it. If you want to stay with that something, then stay with it. But dont try and do both, that will get you nowhere and the fights will continue to plague the whole country. The real reason for this is that the people who vote for Quebec to stay a part of Canada are mostly middle aged people while the people that want Quebec to separate from Canada are the younger people and the older people. According to the website crave.com, Eventually, the young will be a majority and the yes vote side will win. It will end with them leaving , but not before more and more conflicts between the two sides, so they might as well go now. Another reason why Quebec should separate is that Canada has a large debt of over 150 billion dollars. This debt has been accumulating over the years, but Canada is slowly starting to come out of it. 25% of this debt would be the sole responsibility of Quebec if they were to separate which would make Canada at least 35 billion dollars further out of that debt. Although we will have lost a bit of our economy through the separation, this money would surely make up it for that loss. This would give Quebecers a nice discrepancy in their bank account to start off their country and eventually, they would have to start borrowing money from Canada. Over the years Quebec would start to pay the money back, with interest, and Canadas debt would be almost cut in half. The separation of Quebec from Canada is a very controversial issue. Should it happen or shouldnt it? Those for would like to see it happen so Canada can get rid of the French language all together, and to stop all the fighting and arguing that is constantly going on between both sides. They would also like them to separate for the sake of money that they would be paying to Canada. Others do not want Quebec to separate from Canada because they believe that it is a very important part of the Country. It connects the west to the east, the east to the west. Without it, there would be a very big hole right in the middle of the country and the rest of Canada would probably be forced to join the United States. I myself would not like to see Quebec separate from Canada for a few reasons. If they did separate, Nova Scotia would most likely join the U.S. Now although I do like to visit the country, I would never want to be a part of it. Another reason is that I enjoy shopping in Quebec and dri ving through Quebec. Its a fun place to be and the shopping never ends. Canada is just not the same without Quebec. As long as these two sides continue to fight and argue, the separation of Quebec will remain a very controversial issue in Canada. http://www.bookrags.com/essay-2006/1/30/214331/583