Essay About Me Essays - DraftThe Fact I Can Get It Right

Essay About Me This is my Life Well I guess this is an autobiography about me, written by me, so I will try to make it as boring as I can so you don't get to interested in my overly exiting life. Well, I was born in Greensburg, Pennsylvania at approximately 3:05 in the afternoon and I was 5lb. 3oz. The doctor said I would always be a small, quiet kid, but boy did I disappoint him. I guess you could say I was a little wild when I was small, but not very. (Lolololol, ya right.) I have lived in many different places in my exiting life, and have visited many as well. Hear are some of the places I have been to: Egypt, Saudi Arabia, Venezuela, Canada, Pennsylvania, New York, L.A., San Francisco, London, England, Spain, France, The Netherlands, Idaho, Oregon, San Diego, Florida, Utah, Ohio, Georgia, Grease, ext. ext. ext. Though out my life I would say I was a pretty fun going and humorous guy. I always wanted to play and have fun, hell what can I say I still always do! But when I was 7-8 years old I was the devil. I would hit people and yell and through things. I was just not a pleasant one to be around. But as I grew older I got a lot better. When I started to do badly in school it was around the beginning of second grade. Think the fact that I was young and had a racist teacher was part of it. There were 4 dark skinned kids besides me and believe it or not we were the 4 best in the class, but the teacher didn't think so. She would put us down and get us in trouble like there was no tomorrow. She would give every one 30min. to do an assignment, and for the same assignment she would give us four, only 5min. to do it and if we weren't done we would get sent to the office, which was practically every day. Our parents' complained and blah, blah, blah, and us four got moved to a non-racial school. Nothing special in 3rd grade, or 4th, or even 5th. Then there was 6th my most hated year I was not liked by anybody I was made fun of constantly to my face and pushed around I was a total loner and loser. That is one of the reasons I don't make fun of people that much because I really know how it feels. In 7th, things did not improve much I was still hated by mostly every one, but things cooled down with the teasing. Then 8th grade, the year I would say, of my resurrection! This is my most loved year and will always be my most loved year for the rest of my life. This is the year I became the king of Kennewick, and then on to soon became the king of the tri-cities. Till now I don't know what I did for every body to love me so much, but what ever it was I must have done it pretty damn good! Lol. My life now is excellent thank you very much, and I enjoy every thing about it, and I enjoy where I am in life, and my status in life, and I am also pleased to have met a very beautiful girl named Jessica which I am going to lunch with this Wednesday, and I also promise to strive to do better in life and in general, good bye. Biographies

Job Hunting While Employed Dos and Donts

Job Hunting While Employed Dos and Donts Sophie Deering over at TheUndercoverRecruiter knows about the delicate dance of looking for another job while you’re still employed by your last one. You have to keep your search below the radar, which flies in the face of the typical advice to advertise your job-hunting status everywhere for networking purposes! DOUpdate your LinkedIn profile. Check your privacy settings first to make sure you’re not broadcasting each update to your entire network. An up-to-date profile is one of the first things a recruiter’s going to look for.Schedule interviews during non-work hours. There are only so many â€Å"doctor’s appointments† or â€Å"work from home† days you can fit in without attracting suspicion. When scheduling your interview, request beginning or end of day slots- your prospective employer should understand, and even appreciate your discretion.Network! Get in touch with past colleagues and supervisors to let them know you’re searching for something new; the last office job I held I got after reaching out to former coworkers who had somehow all relocated to the same company. We got two more years of working together, and are all still in touch as freelancers today.Give appropriate notice in writing. Once you’ve passed the interview phase and gotten that job offer, give necessary notice. Be a team player as they find and train your replacement.Leave in a professional manner. Unless your industry is so vast you may never need to see these people again, you should be professional and dignified until the very last minute. You may need your former colleagues as references or want to approach your old boss for a future collaboration. Storming out might feel great in the moment, but being gracious and poised will take you further.DON’TTalk to colleagues about your job hunt. If you have one or two close colleagues who you know are well-connected, it may be a good idea to let them know you’re looking so you have a reliable reference at your current gig, but you definitely don’t want your business becoming water-cooler conversation. It’s counterproductive for morale and productivity.Don’t dress differently than normal. If your current workplace is pretty casual, you don’t want to suddenly show up in a suit or more formal outfit- take a change of clothes with you and change somewhere en route to avoid suspicion.Don’t job search while you’re at work. This should be a no brainer, but unless you want your job search financed by your severance pay, keep your Monster.com searches confined to your evenings, lunch hour, and weekends.Don’t post your resume on job boards. The odds of someone from your organization seeing your info there are higher; apply for jobs that have submission processes, not the ones that require a job-searching profile.Don’t mention the job search on social media. I don’t think this one is fair, but as an employee you’re always representing your employer in some capacity- if you’re kvetching where anyone can see it or openly ready to move on, your employer may decide to take care of the conflict of interest in a way you won’t like.  The Do’s and Don’ts of Finding a Job When You Are Already in a Job  Read More at theundercoverrecruiter.com

Reading and writing Essay Example | Topics and Well Written Essays - 250 words

Reading and writing - Essay Example News about the 9/11 attacks became incredibly sensational, this clearly goes to show that sensational news has a place in our ever changing society. Wouldn’t we get bored if there is no sensational news on channels? The obvious answer is yes. Ordinary people become heroes overnight if they become a part of sensational news, for instance Anna Hazare gained immense popularity in India when he launched an anti-corruption movement which shook the government of India. The movement is aimed at eliminating corruption at the grass root level in the country. â€Å"Two weeks ago, a TV news channel here broadcast an exposà © alleging that a math teacher at a local school had forced young girls into prostitution. The public reaction was swift and harsh: Within an hour, hundreds of enraged parents had stormed the school and a crowd had found the teacher, ripped her clothes and beaten her.† (Nation and World) This is a fine example of how ordinary news becomes sensational

Recombinant Art Essay Example | Topics and Well Written Essays - 500 words

Recombinant Art - Essay Example 23 Mar. 2009 ). From oulipo to recombinant poetics Interaction with different forms of generative production enables one to dynamically explore emergent meaning. New forms of computer-based art can make it possible for participants to actively become engaged in aspects of the production of the work. Each "user" of a specifically authored computer-mediated system may have a quite different experience emerging through interaction. Yet, emergent systems can also be analogue in nature. There is an interesting commonality to generative literary, artistic, and musical production that is relevant to the OULIPO, Recombinant Poetics, as well as techno-audio remix culture. In the following, I will compare and contrast approaches to combinatorics from the perspective of each of these fields of research. OULIPO (Ouvroir de litrature potentielle - The Workshop for Potential Literature) "does not want to be considered a literary school, or to overtly advance specific ideologies or theories, its goals portray an understanding of literature that merits outline and critique". In his illuminating book entitled OULIPO - A Primer of Potential Literature, Warren F. Motte, Jr., outlines the history of OULIPO, which was conceived at the initiative of Raymond Queneau and Franois Le Lionnais: It was born...

Environmental Literacy and Sustainability Essay

Environmental Literacy and Sustainability - Essay Example However, many economists disagree with this approach, claiming that constraints on the use of natural resources will inhibit the advancement of modern and creative societies (Allen, Tainter, & Hoekstra, 2003). It has been commented upon that the current discourse may be confounded by political biases, which serve only to limit the ability of societies to plan for a sustainable future (Allen, Tainter, & Hoekstra, 2003). It is generally conceded within the ecological community that there are limits to the human ability to produce and consume of the natural environment. Present research concerns are oriented at global unsustainable development and the threat to human survival within the 'earth household' (Allen, Tainter, & Hoekstra, 2003). From the research findings has arisen an emphasis on sustainability education, both at the academic level, and at the level of the every-day consumer or the corporate executive, all of whom are inter-connected systems of the global ecosystem called Earth. Hence, it is anticipated that this paper will; provide the reader with a reflective review of past and present human activities impact within ecological systems; extend the reader's insight into the core elements of biophysical ecology; inform teacher/researchers about ways to enhance sustainability education; and to contribute toward raising the awareness of consumers as to the critical need for sustainable lifes tyles, industry and economic-political institutions.First, this paper will review the definitions of terms common to sustainability discourse, such as environmental literacy and sustainability. Secondly, three popular theories of sustainability will be outlined. Next, the implications of these theories in regard to ecological education will by highlighted. Finally, a conclusion will synthesize the main points of this paper, present recommendations for future research directions, and emphasize the importance for ecological education in 21st century living. Landscaping the Discourse Environmental literacy Gaining momentum during the early 1970s, the concept and application of environmental literacy has achieved depth and comprehensiveness, and has been adopted into education systems of many industrial and developing nations (Goodland, 2002). In North America, over 1.5 million primary to secondary teachers deliver and participate in environmental education (EE) courses. As such, numerous models of how best to present new information regarding environmental behaviors have been developed. An emphasis is placed on positive engagement of the student will novel forms of new knowledge about ecosystem energetics and the value of biodiversity. However, it had been pointed out by Golley (1998) that, in general, North Americans are unable to articulate environmental knowledge that could be put to practical use such as protecting community health and natural resources, empowering people to live for a sustainable future. Ironically, the discrepancy between public support for EE, and actual sustai nable behaviors, has occurred for over three decades (Golley, 1998). Humans have been remiss in the application of environmental knowledge and some attribute this to a deep believe within industrial cultures that nature is an object to be used, exploited and profited from. Unfortunately, this mindset appears to be embedded across academic

Need and Implementation of Change in General Motors

Need and Implementation of Change in General Motors The ever lasting truth of the universe is change. People, organizations, markets change every second. This change is stimulated by the environment. On individual level people manage change by changing there routines and habits, which is relatively simple. Change in an organization is complex but follows the same rules, organizations like an individual have to change there habits and routines. The organizations who have failed to cope with the change have crumbled under the feet of time either disappearing or being acquired by other companies. For example skybird, tucker corporation, wirgin, tohatsu, clover, British satellite broadcasting, world champion wrestling, archandor, and most recently general which filled chapter 11 bankruptcy. These organizations were unable to recognize the change in the environment and were rejected by the environment. The organizations that have been proactive and managed change have been success stories .i.e. Microsoft, 3com and us robotics, Cadbury and Kraft etc. these organizations have changed there strategies at the right time, they were the leaders of market change. Introduction to General Motors General Motors Corporation (GM) is the worlds largest full-line vehicle manufacturer and marketer. Its arsenal of brands includes Chevrolet, Pontiac, GMC, Buick, Cadillac, Saturn, Hummer, and Saab. Opel, Vauxhall, and Holden comprise GMs international nameplates. Through its system of global alliances, GM holds stakes in Isuzu Motors Ltd., Fuji Heavy Industries Ltd., Suzuki Motor Corporation, Fiat Auto, and GM Daewoo Auto Technology. Other principal businesses include General Motors Acceptance Corporation and its subsidiaries, providers of financing and insurance to GM customers and dealers. In the early 2000s, struggling under the weight of escalating healthcare and pension costs, GM sought to shed some of its less profitable activities. Toward that end, among other moves, the company sold its stake in Hughes Electronics, phased out production of the Oldsmobile, and discontinued the Chevrolet Camero and Pontiac Firebird. Facing a tough economic climate, GM has nevertheless retained its position as the worlds leading automaker. Models of change management Now companies have realized the need for change and change management. That is the reason many scholars came up with different models of change management. There are some simple models of change and then there are some complex models. simple models are helpful but do not identify the needs of current economy Simple models which follow the approach that one size fits all Lewins model Unfreeze the current paradigm of the organization. This involves understanding the need for change. Then communicating that need to the people. People should be open to change in structure, behavior and thinking. Change the organization paradigm by introducing new theories in the organization. This is a lengthy process as the new method will take time to sink in. people will question the new method thus it is important that there is a strong channel for feedback. Refreeze the changed paradigm. This is the stage where the change is inculcated into the organization and people followed the changed methods as a part and parcel of the organization. Kotters 8 steps creating a vibe of change into the members gather supporters to guide change create a vision explain the vision to the supporters empower people to follow and spread the vision create shot objective or milestones improvements and feedback Inculcation of change by making it a part of structure and system. Complex model which recognize the need of individual organizations. Johnson Scholes and Whittingtons model identifies the variables that the organization faces. Time is how quickly change is needed. This can be identified by the Balogun and Hailys model. Scope is the degree of change that is necessary. Continuity what is the incremental factor History is the past experience of change Skills what capabilities are required and what do we have. Resources which are available for change management. Readiness is the willingness of people to accept change. Power is where the of the organization lies i.e. with management employees, stakeholders etc. McKinsey 7S framework identifies the areas that management need to focus on in order to manage change effectively Structure is the hierarchy and the departmentalization of the organization before and after the change. Strategy is the plans that organization makes i.e. when to compete? Where to compete? And when to compete? System is the alignment of the strategy with the business objective and at what level evolutionary stage the organization stands. Shared values is what type of culture prevails in the organization Style is the leadership style of the management. How are decisions made? Staff is the human resource of the organization. How trained they are and what staff is needed? Skill is the organizations ability to use its resources. Thus measure of the efficiency of the organization. Need for strategic change in General motors General motor is a fallen giant. Glory of the past from being a great market leader to bankrupt company General motors has come a long way. In 1980s GM was the top car manufacturer in the USA until the arrival of the Japanese cars. The Japanese sold cheap and better cars. GM failed to realize the change in the industry and technology and constantly lost market share to the Japanese companies. Even with government support the company filled chapter 11 bankruptcy in 2009. The strategies of the Japanese and GM can be compared with each other and get to what GM needs to do in order to get its former glory. The strategies that have been used by GM are heavy discounting to capture or retain market share. Strategic intervention techniques The purpose of intervention techniques is to improve the efficiency and the effectiveness of the organization. Strategic intervention techniques focus on improving the processes through which ideas are generated and then gain feedback on the ideas. These techniques make some thing happen and also focus on what is happening French Bell Jr (1994). The reasons for interventions can be To gain feedback To educate people To invoke rapid change in the organization. Rapid and sudden change in the external environment Intense competition Driving forces for change in GM Driving forces are the reason that GM requires to change its strategy and align itself with the environment. Few of the forces that pressure Gm to change are as follows Low economic growth in the car manufacturing business has stumped most of the manufacturers. Car manufacturers on government support are making cars at a loss but yet there cars are in the market and cutting the market share of other companies. Japanese car manufacturers are making better cars at low price which is the main competition for GM. Change in technology in the industry has been an issue. Honda and Toyota have advanced in technology at a higher rate than GM. Rising oil prices have also caused the industry to rethink there strategy. Resource implications for GM GM CEO Rick Wagoner has put in a lot of effort to turn around GM since 1992.but his response to change in the environment was too slow. The resources of GM can be evaluated using 5 Ms model Money has been the problem for GM for sometime now but government is ready to help them but they do not have a turn around strategy. Manpower of GM has not been able to generate new ideas which show dulled motivation, and poor creativity skills by the management and other employees. Also GM is stuck in contacts with employees with huge pensions. Minutes time frame for adaptation has always been short for GM and it has always lagged behind the need of time. Material has very special item oil which has sky rocketed. So the price of car manufacturing is rising as well as the price of maintaining a car. Machinery has been the major issue for GM as its competitors have acquired new machinery and processes which are better than that of GM. Due to these factors GM has not been able to change. These are the forces that create resistance for change. Change and stakeholders Stakeholders are an integral part of the organizational paradigm. To bring change in the organization, stakeholders should own the change. The process of change should start from within the stakeholders. To change the culture stakeholders should realize that there is a need for change. Then they should be directed into the right direction. In Kotters 8 steps model for change the role of stakeholders can be incorporated. The model pushes the organization to make its own decision and define its process of change. Kotters model for change for GM Kotter gives a model of change in the organization in which the stakeholders are empowered to make change for themselves. I shall use this model to explain how GM can bring about change in the organization with the help of its stakeholders. Step 1: Create urgency For change to occur it is necessary the whole organization realizes the need for change and puts its effort in making the change. For this purpose managers can paint a grim picture of the future if continued on the same path. Explain to the shareholders the increase in ability of the organization to exploit its resources. There should be feed back from the stakeholders and there ideas should be incorporated in the change process. In case of GM it is not very difficult to paint a grim picture because the next step to bankruptcy is liquidation. The decline in the performance of the company has been a question mark for a long time now. So in GM people are ready for change and stakeholders support the management. Now there is need for discussions so that the ideas and the wills of the stakeholders can be incorporated in the change process. Step 2: Coalitions This is the point where the leadership emerges; people among the stakeholder should take charge of the groups. It is necessary that to identify the key leadership and make them commit to the change in the organization. This is necessary that people who are selected for the leadership believe in the change. In case of General Motors they have to find leaders in order to bring change. Recognition of the people who will help GM to evolve and to accept the changed processes is necessary, if it wishes to make any type of change in its strategy. Step 3: Vision for change When the process of change starts there are many idea of floating. All these ideals need to be linked together if in order to form a vision. This vision needs to be simple and understandable. The vision gives people a sense of direction; they understand the purpose of the change. For change to be successful you need to know the main idea behind the change. For this purpose prepare a summary of the future endeavors of the company. Knowing about the future helps people to support the organization. In case of General Motors the mission statement is quite clear G.M. is a multinational corporation engaged in socially responsible operations, worldwide. It is dedicated to provide products and services of such quality that our customers will receive superior value while our employees and business partners will share in our success and our stock-holders will receive a sustained superior return on their investment. But unfortunately General Motors has not been able to deliver. The vision of the General Motors needs to be communicated effectively through the organization. Every stakeholder needs to believe in the mission statement of General Motors. Step 4: Communication of vision Every person in the organization needs to know the objective of the change. The previous paradigm of the company will produce resistance against the new method. The New Mission statement needs to overcome the resistance and unite the organization on a single path to success. For this the management needs to address all the doubts and problems of the people. Divide the vision into smaller objectives and tie the performance of individual with the achievement of these objectives. In General Motors the management should take responsibility of communicating process of change through the organization. A process of change developed from the input of stakeholders is easier to communicate back. Step 5: Remove obstacles In the process of change, there will always be resistance. The objective of the management is to minimize this resistance and bring the stakeholders to a common platform on which everybody can express their opinion. As the process of change moves forward, there should be constant checks for any barriers to change. In General Motors the inner management has failed to provide change in the organization. The change in GM can be induced from the outside; perhaps a change agent will help GM over come change barriers. Another good way to bring about change is to award the people who embrace the change. Step 6: Create short term objectives For the process of change to work people need to know that it is working. For this management can divide the main objective in to simpler objectives. The management should thoroughly analyze the short term objectives such that they are achievable and motivation. For the achievement of every objective the employees should be rewarded. In General Motors that management need to step up and divide their long-term objectives into the short term goals. The management should make the stakeholders believe that they are capable of changing the business for the better. The most important stakeholder of GM is the government. The government needs to know that that GM can stand on its feet, for it to bail out the company. Step 7: Build on the change The process of change is not complete he unless and until the change culture has inculcated into the organization. Changes in many organizations fail because they do not fully implement the changed processes. The changed processes should become part and parcel of life in the organization. The people of the organization need to build on the changed processes and achieve even more success. The management of General Motors should not stop at making the government believed that they deserve a bailout, but should make efforts to build on the changed processes. Step 8: Change in corporate culture The most difficult thing to do in bringing about change into the organization is to change the culture of the organization. In history many of the mergers in companies have failed because they unable to merge the culture of the companies. Changing the culture of the company is a very long and hard process. General motors will need to change the culture and introduce a fresh method to succeed in an unattractive industry. At this point the employees of General Motor will not be motivated; the management needs to bring faith back into the employees. Monitoring progress and conclusion The final step in the management of change would be to monitor the performance of the company. For this purpose appraisal of each of the activities of the company will be performed. The justification of activity will provide grounds by which the productivity of the activity will be measured. The idea of kaizen should become a part of the activities of the business. The process of change is very lengthy; it takes years for change process to become part of the culture. The management of the organization needs to be very patient and need to prioritize their objectives. In General Motors it is necessary that people accept the change and once the changed processes have settled in there should be continuous evaluation and revaluation. The U.S market has become very saturated thus not allowing the companies to grow as fast as they would like. For the companies to survive they need to use there resources with utmost efficiency.

The Life-Span Developmental Approach to Counseling Essay -- essays res

The life-span development approach addresses the basic nature versus nurture debate by allowing for both. Just as our physicals selves are determined by both genetics and lifestyle, so are our emotional selves. As a Licensed Professional Counselor, I plan to consider life-span development to specialize in counseling a specific type of person with hopes of becoming well-versed, and therefore more helpful, in the types of experiences that group faces. â€Å"Personality can be better understood if it is examined developmentally† (Santrock, 2006, p. 45). Considering cognitive, biological, and socioemotional development throughout life will provide context, guideposts, and reasonable expectations for counselors. Life-span development theories also provide a useful place to start when offering emotional support as a counselor. Understanding an individual’s previous stages of development and environment can give a counselor and individual a common place from which to start counseling. Most of the developmental theorists discussed in section one of Santrock—Sigmund Freud, Jean Piaget, Lev Vygotsky, Konrad Lorenz, and to an extent B. F. Skinner—focused mostly on early or childhood development. Early development, when considered in a life-span context of development, can give an LPC insight in an individual’s personality. Regardless of specialization, a counselor can weigh early behaviors against his or her contemporary observations, giving them a fuller context. â€Å"Actual development requires more [than genetic loading]: an environment† (Santrock, 2006, p. 98). Two cognitive developmental theories support Santrock’s assertion of environmental influence on early development. First, Piaget’s cognitive developmental theory defines how a person behaves as how a person adapts to his or her environment. An individual’s behavior is an adaptive process driven by a biological drive to obtain balance between schemes and the environment (Huitt and Hummel, 2003). This theory states that development is a byproduct linking and relating our experiences to each other, starting with general environmental knowledge, until a person’s cognitive ability is composed of more abstract reasoning. The second cognitive theory emphasizes social and cultural environment. Vygotsky’s theory points to our relationships with others as the definitions of ourselves (Nicholl, 1998, par. 13). Two other theo... ...span development is a multi-faceted approach to counseling. Using these and other theories gives a licensed professional counselor a variety of tools for counseling. I expect these theories to help me determine a specialty in my future practice, relying on the overlap and complexity of working in terms of an entire human life. References?Boeree, C. George. (1997). Erik Erikson: 1902 to 1994. Shippensburg, PA: Shippensburg University. Retrieved 21 June 2005 from http://www.ship.edu/~cgboeree/erikson.html. Huitt, W. (1997). Socioemotional development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 22 June 2005, from http://chiron.valdosta.edu/whuitt/col/affsys/erikson.html. Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved 21 June 2005 from http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html. Nicholl, P .M. (Trish). 1998. Vygotsky. Palmerston North, NZ: Massey University. Retrieved 21 June 2005 from http://www.massey.ac.nz/~alock/virtual/trishvyg.htm. Santrock, John H. (2006) Life-Span Development. New York, NY: McGraw-Hill.

Qingdao- Report on our school trip Essay

The trip to Qingdao was perhaps the most successful I had been to and one the students all expressed satisfaction with, despite the numerous problems given the rushed nature of the trip and the disastrous first day spent at the airport. I felt that this was more due to the fact that we only had to spend three days. and anything more in such a small coastal resort would have stretched students’ patience to breaking point. Over 80% of the students were of the opinion that this trip â€Å"- was more organised† which, given the fact it had been completely unplanned and students had been unprepared (wearing clothes suited for the beach in Hainan and not for three days of heavy rain), is remarkable. One student did later email me to offer his opinion that â€Å"the last minute change to Qing Dao made the trip much less pleasant† although of those asked, nearly all agreed that there had been â€Å"good last minute planning.† Many expressed amazement that there had been no contingency plan given the fact most knew of the threat of a hurricane the week before. It was also a matter of concern that whereas we were told not to make such a trip due to the danger, the Chinese section by 17.00 were still waiting for an aeroplane to that very location. Students also felt that the â€Å"hotels were better than last year†, although at the same time expressed dissatisfaction with them and the first hotel in particular. Personally I felt the hotels were satisfactory, although the first one provided food that was universally disliked, with students using adjectives â€Å"bad† and â€Å"horrible† to describe it. The breakfast we had on that first morning certainly did not help to motivate the students. As a result of the singular nature of this trip, many recommendations and comments simply would not valid for the next such trip. For example, the lack of preparedness both in the itinerary and provisions for students (food and clothing) was simply due to the timing. I do wish to offer a recommendation that was made last year and judiciously ignored; that of tour guides. I was shocked to see that the tour group responsible for our disastrous trip to Chengdu last year (reminder: forcing students to endure 28 hours on a train, and an entire day on a bus to have less than an hour to visit a museum) was AGAIN put in charge of this one. I can only conclude that this was due to economic considerations, this group no doubt being the  cheapest. However, again I wish to ask the school to reconsider using such groups which to my mind are only motivated by money, have no concern about engaging students, and offer more obstacles than solutions in the obscene belief that they, and not the people paying them, are in charge. To be told they we are not welcome to change our itinerary without their agreement is deeply offensive to me. As one student informed me, ISB has done away with such groups, suggesting Never, EVER use a Chinese tour guide. They cut deals with restaurants and tourist traps and take you places that seem like huge Chinese amusement parks. You can’t get a decent tour there because the Chinese don’t really value what we value or think things are cool that we think are cool. For example, no one in China thought that the pictures I took were of any value. Their take is, â€Å"why would he want to take a picture of that alley or that market or that man; why doesn’t he take a picture of the Pearl Tower?† Tours these groups ‘organise’ are done so without any apparent thought given to the participants, in our case 15-16 year old teenagers most of whom are laowei. An incompetent guide with poor language abilities and an inability to engage the attention of teenagers all too often sacrifices what could be a golden opportunity for real bonding between students and staff. Indeed, these tours are run to make money, not to educate and encourage the development of students. Hence time is spent travelling to factories and markets to gain money for the guide, breeding resentment between students who are forced to waste their time travelling to and staying in such areas. Another student told me that tour group leaders are somehow required to take their tour groups to at least one market a day, even for Chinese tour groups that she had been on. She said the tour group leaders get a percentage from the merchants on what was spent by the group. Our students are a cynical, world-weary bunch for the most part and see this for the exploitation that it is. Specific problems were encountered at the airport, where two students had managed to organise a 14.00 flight to Qingdao only to have the tour organisers (neither of whom seem to be in charge) tell us to wait until  after lunch, only after which an attempt was made to arrange a flight four hours later. Upon arrival and for the duration of the trip, both tour organiser and the local guide argued between themselves in front of us which did nothing for morale or to reassure us. The most striking example during this trip that illustrates the problems of relying on tour guides was when we had visited the Taiqing Temple in southeast of Laoshan Mountain. Like so many other ‘historical’ sights in China, such places we are taken to are new, tour-group friendly replicas and frankly uninteresting. It is the largest and the oldest Taoist temple in China but, instead of discussing the historical significance of the site, the guide spoke only of simplistic ideas in Daoism and repeated the usual mantra â€Å"this stone looks like this and therefore is called the†¦.† As a result students paid no attention and began wondering off. Students were left without any appreciation or insight into what they had seen, and Paul was left with little time for his planned lesson with his students on Laoshan Mountain that had been completely overrun by tours so as to have been useless. What had been most important to me to visit was the German legation area as I actually teach this part of history to my class. Instead of seeing such architecture, we went only to the German governor’s house where no attempt was made by the guide to explain anything apart from dwelling on the fact that Mao had spent a month there as a guest in the 1950s. As one student remarked upon arriving back in Beijing, â€Å"the tour guides were annoying and knew little.† Of course we visited the Tsingtao Beer Museum, China’s first such facility. So quickly and dispassionately did the guide lead us through that I myself missed most of what was said and understood nothing about the history and process involved. I ended up feeling sorry for the chemistry teacher for whom this tour was especially important. The guides encouraged students to drink at the end of this tour, actually arguing with me in front of them to  let them drink pitchers of beer after I had limited each student to a glass. This I found unacceptable behaviour and unforgivable as it was I, not them, who would be left responsible and put under account once we returned. The last place we visited was the Chinese Naval Museum, which is apparently China’s largest. The main exhibits are souvenirs of Chinese navy history and de-commissioned Chinese navy weapons, warships and submarines including the destroyers used in the Second World War. I was especially bitter as an history teacher not having a guide to walk us through these remarkable exhibits but left students on their own to wander ignorantly. Some of us did venture onto a destroyer (by now it was raining heavily and we were wearing clothes for Hainan) but again, it was not until after the trip I discovered the importance of such a Soviet-built ship, which had actually shot down an American plane. As I am currently teaching this stage in history to this very class of IB1 students, I consider it to have been a tremendously wasted opportunity. Qingdao is famous for its rich historical and cultural resources and yet we saw little. I would recommend the next trip to Qingdao having students visit The Catholic church which is the largest of its kind in Qingdao. It is a Gothic style church designed by German architect Alfred Frederic Pohl and completed in 1934. This would help students gain greater cultural awareness as is the IB’s mission. Another church would have been the Lutheran, a Byzantium-style church completed in 1910, which was the first facility constructed by German settlers in Qingdao. I doubt the majority of our students have ever seen a Lutheran church before. Students next time could also visit the television tower on Mt. Xinhaoshan Park with its revolving top floor where they could view the coastal scenery and visit the exhibition of human communication history. This would have been far more useful to our students than simply depositing them on a forlorn beach for two hours. Also on this site is a park where two pavilions has been constructed overlooking the beaches. Besides the German legacy, Qingdao is useful for other cultural sites from Russian to Japanese buildings. Next time I would recommend students go past the Huashi Building, which was designed by a Russian architect and completed in 1932.The building incorporates Greek and Roman as well as Gothic architectural styles and is believed to be a typical castle construction combing Western architectural arts. Such a building cannot be seen in Beijing. I had wanted to take students to Xiaoqingdao lsle because in 1890German colonists erected a beacon to assist navigation before he Sino-Japanese war, but was not allowed by the tour guide due to fears about making the short journey by boat. Instead we spent another day on the shore. We had never been taken to Zhanqiao Pier, which is the symbol of Qingdao (as I know from the Tsingtao beer logo) and which had originally been completed in 1891 to be used as a dock and expanded by German colonists in 1897.At the end of there is a traditional two-story Chinese style pavilion, Huilan’ge with overhanging eaves and an octagon roof. Finally I think that students should also be taken to Qingdao Underwater World with its three sections of an intertidal zone, an underwater tunnel and a 4-story underground aquarium displaying marine species and marine science, if only for something to break the monotony. Perhaps the best way to end this necessarily brief report would be to allow the students themselves express their views. When asked at the end of the trip what the students felt, they all agreed that the likes: -â€Å"freedom to do what we wanted.† Admittedly this had been limited given the weather; such freedom too did not mean that they had not been under supervision throughout. -â€Å"coolness of the teachers.† I feel we all worked together very well as a  group. -â€Å"the fact that the opinions of students mattered.† Again, in my experience this has always been the case in the trips I had been to, although perhaps students were encouraged to help organise everything from alternative flights to beach activities and therefore felt particularly valued. -† was more organised.† â€Å"enjoyed being able to â€Å"hang out† with friends† -â€Å"enjoyed the sea/beach.† † the beach, teachers, seafood was good.† â€Å"got to know classmates much better.† They disliked: -â€Å"the curfew.† This is a strange point to me as it was only truly enforced the first night; on other nights teachers stayed up with them and played cards or Playstation. -â€Å"the food.† As always, we had to endure the same monotonous hotel food. Again, when breakfast is poor as was the case on the first day, it makes a difference to the morale of the students for the rest of the day). One Muslim student suffered the first dinner despite the guides knowing her restrictions. -â€Å"the tour guides.† I suggest we do as ISB does and plan such trips 5-6 months in advance, and have students come up with their own itinerary. Guides should be there to book hotels and buses and provide knowledgeable advice (not propaganda); they serve to assist teachers, not override and replace them. -† Lao Shan and the first hotel were horrible.† â€Å"12 hours at the airport was not fun at all.† Nevertheless, they were informed and asked for their opinions and advice throughout, so it was manageable. -† Wanted more beach activities and more fun activities†. This was a problem simply given the weather. â€Å"Hotels could have been better.† For this main point I perhaps should add that many felt embittered that they had replaced 4 star hotels in Hainan with swimming pools and the like for cheaper 3 star hotels in Qingdao with absolutely no facilities at all; not even a ping pong table. Nevertheless, the cost throughout was the same as it would have been for a week in Hainan.

How to Use French Double Negatives

How to Use French Double Negatives Grammarians insist that two negatives make a positive. While this may be true in English, in French two negatives usually make a stronger negative. Double negation is very common in French, particularly informal French. However, there are some rules and regulations when using double negatives in French. Double Negation With N e... Pas When ne... pas is used in a double negative with rien, it negates rien so that the meaning is not nothing:Ce nest pas rien.Its not nothing Its something.Ne... pas cannot be used with aucun, jamais, or personne.Wrong: Je nai pas aucun ami.Right: Je nai aucun ami.I have no friends.Wrong: Je ne veux pas jamais grandir.Right: Je ne veux jamais grandir.I never want to grow up.Wrong: Je nai pas vu personne.Right: Je nai vu personne.I didnt see anyone. Double Negation With​ ​Ne... Jamais and Ne... Plus Jamais and plus can be used with one another and with the negative words aucun, personne, and rien.On ne voit jamais aucune perfection.One never sees any perfection.Literally, One never sees no perfection.Je nai jamais blessà © personne.I have never hurt anyone.Literally, I have never hurt no one.Je nai jamais rien volà ©.I have never stolen anything.Literally, I have never stolen nothing.Je nai plus aucun argent.I dont have any money any more.Literally, I dont have no money any more.Je ne peux plus jamais lui parler.I can never talk to him again.Literally, I cant never talk to him again.Je ne vois plus personne.I dont see anyone any more.Literally, I dont see no one any more. Ne... Pas Que Ne... pas que is a special case. The negative adverb ne... que means only, so ne... pas que means not only:Il ny avait que des hommes.There were only men. vs.Il ny avait pas que des hommes.There werent only men.Je ne regrette quune chose.I regret only one thing. vs.Je ne regrette pas quune chose.I dont regret only one thing.

Laboratory Report - Recovery of Grip Strength Following Cold Water Immersion The WritePass Journal

Laboratory Report - Recovery of Grip Strength Following Cold Water Immersion Abstract Laboratory Report Recovery of Grip Strength Following Cold Water Immersion AbstractIntroduction Methods ResultsDiscussionConclusionsRelated Abstract The research here has looked at the impact that cold water immersion has on the physical performance of athletes and the way in which this immersion can impact on fatigue. The results showed that cold water immersion has a direct impact on the level of fatigue with those that have used cold water immersion will show less fatigue and will perceive themselves to be using less energy in achieving the same grip. Introduction The purpose of this practical experiment is to look in more detail at the use of cold immersion as a means of dealing with a variety of problems such as pain and trauma. The aim of this research is to look at how cold immersion can be used as part of the treatment of athletes (Bell, et al 1987). Issues associated with cold immersion have many potential applications both in terms of dealing with injuries, rehabilitation as well as encouraging recovery from exertion in a relatively quick manner. The background literature will be drawn upon in relation to this issue, in order to focus on the precise information that is expected to be gleaned from the chosen laboratory report. However, it is important to note, at this early stage, that the main aim of the experiment undertaken here is to focus is on looking at the recovery of grip strength when an individual has their hands immersed in cold water. The subjects involved were not those with injuries and therefore the primary focus is on the impact that cold water immersion has on the grip of an individual where there is no injury present; the principle, however, could potentially have a broader application in the context of recovery following exertion, or where there is an injury present (Halvorson, 1990). Sports related injuries have increased, in recent years, as more people are participating in recreational sports as well as an increase in opportunities to enjoy sports on a more competitive basis. With this in mind, the possible treatment of injuries or indeed the prevention of injuries is of increasing concern, not only to those who participate in sporting activities, but also to the National Health Service itself which is allocating an increasing amount of resources to treating those with sporting injuries which could have potentially been prevented or at least treated more immediately, without the requirement for medical intervention. The treatment of cold water immersion is therefore seen as particularly relevant to this discussion, as it is a self-help treatment which could be undertaken by any individual, without the need for medical intervention. Furthermore, where there are particular signs of success in using this treatment, it may be possible for injury to either be prevented, or the impact of these injuries diminished, to such an extent that savings are made within the Health Service. The experiment here looked at whether or not there is an effect on muscle fatigue, as well as considering the subjective impression that the individuals had over their fatigue, with the individuals undertaking handgrip contractions with cold immersion happening in between effective exercises (Johnson et al 1990). Not only is the actual physical level of the grip looked at as part of the experiment, but also the perceptions of the individuals, as this is also thought to be an important aspect of treating sports’ injuries. By looking at the perceptions that an individual has about their own strength and ability to maintain a strong handgrip, as well as measuring the physical level of strength they are displaying, any discrepancies can be identified. This, again, presents a potential argument that individuals who have been treated in a certain way will perceive themselves to be in a better place, or more able to undertake sporting activity, even when it may not necessarily be reflected in their physical status. In order to gain the relevant information from the experiment being undertaken here, it is first necessary to look at previous literature in the area of cold water immersion, with reference to both recovery time and recovery from injury. Much of the previous research which has focussed on sports rehabilitation has considered the success of various different sports rehabilitation programmes in relation to one particular area of injury, such as tendonitis related injuries. Moreover, when focusing on the ability of an individual to recover from such a sports injury, the literature typically takes a broader view than simply looking at one technique such as cold water immersion. For example, in the paper undertaken by Levy et al., in 2009, the focus is placed on five areas that would be relevant to recovery from a sports injury, namely confidence, coping, social support, motivation and pain, indicating that an individuals ability to recover from a sports injury or to fend off fatigue woul d depend as much on surrounding factors and emotional issues, as it does on physical treatment (Levy, et al 2009). In this context and applying this to the current research, it would be expected that looking at the perceived level of exertion being displayed by the subjects would offer information as to whether or not the general emotional strength of the individual has a bearing on the level of fatigue experienced and the reaction to cold water treatment (Halvorson, 1990). Distinctions have been found in previous literature in this area in relation to the way in which professional athletes or those with a particular affiliation with a sport will undergo a recovery period, in comparison to individuals who simply participate in sports activities, from a recreational perspective. This would suggest that those primarily involved in rehabilitation from a recreational point of view will be focused more on the reduction of pain, rather than from the standpoint of enhancing performance. Bearing this in mind, it could be argued that the reaction to cold water immersion may well vary, depending on the underlying goals of those involved. For example, a professional athlete may be more motivated to ensure consistently strong athletic performances and will therefore be less likely to experience fatigue, whereas those who are more recreational in their attitude may be less likely to push themselves in terms of the level of exertion that they display. Methods All specific procedures were followed according to the Coventry University laboratory manual. The experiment involved 20 maximal handgrip contractions with a rest period of 20 seconds between each exercise, followed by 2 minutes of the hand being submerged in water which was either 5 ° or 20 ° temperature; then a further 20 maximal hand grips were used. A 20 minute rest period was then had while another group would undertake their exercise, before completing the exercise all over again. Throughout this process, the force being generated with each contraction was recorded, in order to gain an understanding as to whether the immersion treatment would improve the situation, or not. All of this is done without physical intervention from the tester at any point. By undertaking twenty separate periods of exertion and taking the average of each individual participant, it will be possible to gain an understanding of general trends associated with cold water immersion and the impact that this type of treatment can have on the regular activities undertaken by the individuals. Using both water immersion at 5 ° and 20 ° will also enable a meaningful comparison between cold water immersion and warm water immersion. Indeed, it could potentially be argued that any form of treatment may have an impact on the perceptions of the individual patient. In this case, averages were taken in order to allow for a meaningful analysis to be completed; however, it may be necessary to look at any instances of individuals who show unusual results, so as not to have the effect of skewing the overall results. It is also noted that a different set of individuals needed to studied, in the context of the impact of immersion in both cold and warm water and again this may have an impact on the results. Although both sets of individuals were subjected to the same test conditions and were asked to perform the test, both prior to and after exertion, so that the differential could be compared i n a meaningful manner, this may be particularly relevant when it comes to the rate of perceived exertion, as perceptions are clearly more of an individual factor that will vary from person to person. RPE (Rating of Perceived Exertion) was also recorded to identify any difference between actual and perceived levels of fatigue). RPE was obtained for each individual, both before and after immersion in cold or warm water, depending on the individual being questioned. This was done as an overall figure, rather than after every individual immersion, as there were concerns that if the individual was asked several times about their perceived level of exertion, they would begin to answer without careful thought and simply respond based on their previous response, rather than as a meaningful assessment of the level of exertion displayed.    Results The results of the experiments are discussed here with graphical and quantitative representation included in the appendix. A total of 16 individuals (in 2 groups of 8) were used as part of the experiment involving both warm and cold water, with the level of exertion recorded throughout. When looking at the average level of exertion across all 20 grips and eight individuals (in total 160 results), the average before being immersed in warm water was not significantly higher than the average after being immersed in warm water, with a difference of just 0 .12; interestingly, the perceived level of exertion actually increased by a not particularly substantial 0.6. When looking at the level of force being displayed by the eight individuals who immersed their hands in warm water, prior to the immersion, it could be seen that there was a relatively wide variance even among the subjects themselves, with one person showing an average force of 23.5 and another showing an average force of 50.05. However, when looking, in more detail, at the individual 20 different tests taken by these individuals, there was a relatively high level of consistency across each of the 20 grip tests. For example, the subject who showed the low average of 23.5 displayed the highest force of 27 and the lowest of 20, showing that the average of 23.5 was in fact a fair reflection of their own grip, albeit substantially less powerful than the other subjects in the experiment. In contrast, the position in relation to those who had immersed their hands in cold water showed an increase in the level of the average force which increased by 1.7. There was also a trend in the perceived level of exertion, indicating that those individuals who had been immersed in cold water and who had a higher level of force after the immersion did not actually perceive themselves to be working any harder a statement which is supported by the earlier research undertaken by Tomlin and Wenger in 2001.   This suggests that the immersion in cold water showed more consistent results when it came to the perception of exertion being used, with the subjects on average showing no fatigue. Despite this, only one of the subjects stated that they found no difference in the level of exertion between before and after immersion, with all other subjects showing either a slight increase or a decrease. On average, however, when looking at all of the subjects, there was no difference in the over all level of perceived exertion. As was the case with those subjected to warm water immersion, all subjects showed generally a higher level of force, with one of the individuals showing an average force of 48.1, prior to immersion, and another showing 24.55, prior to immersion. This indicates that there were substantial variations amongst the subjects and, as such, taking averages was perceived as being the most appropriate method when looking at the overall impact of immersion, without having to take account of individual strengths and weaknesses. Discussion The results produced during this laboratory experiment indicate that the use of cold water immersion can decrease the level of perceived effort, to such an extent that greater strength can then be displayed by individuals when completing a handgrip (Halvorson, 1990). This is despite the fact that the individuals undertaking the experiment did not perceive themselves to be using greater exertion, after their hands had been immersed in cold water. It also became readily apparent that immersion in cold water had an impact on the level of fatigue experienced and the ability of the subjects to recover from exertion. Despite the fact that the respondents said that they, on average, experienced no difference in the level of perceived exertion, there was a clear indication that they were able to display more force after immersion in cold water than they were beforehand which supports the findings of Sanders in 1996. Similar results were not shown in the case of warm water immersion and very little change was experienced in the actual level of exertion, and the perceived level of exertion actually increased. Applying this to the background literature and understanding, it could be seen that the main result ascertained from this laboratory experiment is that cold water immersion decreases the â€Å"normal† levels of fatigue and allows for quicker recovery, post exercise (Johnson et al 1979). These results suggest that there is merit in the argument that the use of cold water immersion can improve athletic performance, as individuals are able to show greater strength and force, without increasing their level of perceived exertion. With this in mind, it is suggested that cold water immersion be explored, in greater detail, as a means of improving athletic performance. It is also suggested from these results that cold water immersion could have broader applications for the treatment of injury or pain, although the experiment here is focussed on the level of strength and impact on fatigue. Applying these findings, alongside the background understanding, allows this report to suggest that cold water immersion could be used as a means of treating sports injuries, or those suffering from muscle fatigue following sporting activity. As cold water immersion would ultimately allow an individual to recover from exertion at a quicker rate, it would then be possible to argue that the same physical benefits could be obtained during the use of the cold water immersion when dealing with the recovery from injury or, indeed, the prevention of injury, by reducing the level of fatigue experienced. Conclusions The laboratory experiment undertaken during this research looked specifically at the impact that water immersion has on an individuals ability to grip forcefully, by looking at a set of individuals who immersed their hands in warm and in cold water. Through comparing the level of force that they were able to display, it was possible to ascertain whether or not any trends are emerging in terms of the level of fatigue experienced and how cold water immersion would have an impact on this. It was found that those who had immersed their hands in cold water experienced less fatigue in their grip and, importantly, their own perception of exertion being exercised, thus indicating that it is not only the actual level of grip that increases, but also the fact that they perceived that their level of exertion had not changed during the test. It was concluded, therefore, that the use of cold water immersion can not only offer solutions for those experiencing fatigue, but also for those looking to increase the sustainability of athletic performance, over a longer period of time. The results of this experiment also need to be considered in the context of the literature presented previously, which suggests that the level of recovery and reaction to fatigue may depend on the motivations of the individuals involved, with professional athletes being more likely to react positively to such activities. References (other research looking at this issue is detailed below): Bell, A.T., Horton, P.G., 1987. The uses and abuse of hydrotherapy in athletics: a review. Athletic Training 22 (2), 115–119. Byerly, P. N., Worrell, T., Gahimer, J., Domholdt, E. (1994). Rehabilitation compliance in anathletic training environment. Journal of Athletic Training, 29, 352-355. Halvorson, G.A., 1990. Therapeutic heat and cold for athletic injuries. Physician and Sportsmedicine 18 (5), 87–92 Johnson, D.J., Moore, S., Moore, J., Olive, R.A., 1979. Effect of cold submersion on intramuscular temperature of the gastrocnemius muscle. Physical Therapy 59, 1238–1242 Levy, A., Polman, R, Nicholls, A and Marchant, D (2009) Sports Injury Rehabilitation Adherence: Perspectives of Recreational Athletes. ISSP 7: 212:229 Sanders, J. (1996). Effect of contrast-temperature immersion on recovery from short-duration intense exercise, Unpublished thesis, Bachelor of applied Science, University of Canberra Tomlin, D.L., Wenger, H.A., 2001. The relationship between aerobic ï ¬ tness and recovery from high intensity intermittent exercise. Sports Medicine 31 (1), 1–11

Not Just Entertainment Assignment Example | Topics and Well Written Essays - 1000 words

Not Just Entertainment - Assignment Example A main topic of colonization seemed to be a dominant issue in several of the films. Female oppression and gender categorization was another situation discussed in several of the films. Cultural traditions and beliefs were intertwined throughout many of the films as each group practiced traditions in various ways from Western culture and traditions. Some cultural traditions have made their way into Western society as people have immigrated to Europe, America, Canada, and South America. Traditions that seemed acceptable by the mainstream society were openly practiced, while others were kept confidential because of their unacceptable practices (WHO, 1996). The film Keita carried the issue of education by the government to be the most important part of a young person’s life (Kouyate, 1995). In comparison to mainstream cinema, Brooks (1955) depicted how education is handled in an inner city all boys school in the film titled Blackboard Jungle. In La Bataille d’Alger the rule s the government were placing on the people were portrayed as the only acceptable way of life, even though the people of Algiers had their own traditions and beliefs that they had been practicing for generations (Pontecorvo, 1966). The comparison to how the Indians were treated by the government in the film titled Dances with Wolves is not much different. One group is trying to coerce the other group into something that is not wanted (Costner, 1990). The traditions in the film Moolaade that had been carried out for generations were being questioned and dismissed by some, while completely supported by other members of the community (Sembene, 2004). The oppression of women was depicted in a similar fashion, but not to the extreme in the film Maid in Manhattan (Wang, 2002). In each of these films, one group was trying to force another group to accept something that was different from the other group or individual’s belief. The similarities and differences can be determined in th e opinion of the viewer. Many mainstream films are created for and considered entertainment, while African cinema seemed to expose oppression, injustices, and real world experiences that may have remained hidden knowledge from the rest of the world. The function and art of the traditional griot portrayed in the film Keita was the teaching of the youth of the community through stories passed down through generations (Kouyate, 1995). It was the griot’s responsibility to make sure that everyone learned the history and origin of their family and community. A comparison between the African filmmakers and the griot could be that both have a job to disseminate the truth about the history and traditions of a community according to the culture and beliefs of that people. The difference between the filmmakers and the griot is that the filmmakers try to provide different opinions of the situation and allow for the view to decide how to interpret the outcome of the film. A griot taught t he story from knowledge passed down from generations and allowed the person being told the story to choose their own beliefs, without providing any other scenarios or versions of the story (Kouyate, 1995). A good example of the opposing views of a story from a filmmaker is provided in La Bataille d’Alger. In this film, the police were shown as one way and the script was written to

Contract Law-Commercial Purpose assignment Case Study

Contract Law-Commercial Purpose assignment - Case Study Example Who is responsible for the payment of the crew of the Boat Is it included in the charges negotiated with Mary Who will decide on the correctness of the amount payable to the crew Will Nile's concurrence be obtained for the charges payable to crew (This is important as this will affect the net earnings from the whole venture) Whether the boat will be made seaworthy by completing the defouling and painting the hull before the cruises start Who will pay for the charges for such defouling and painting Has it been agreed that "the boat will be made seaworthy by the owner before the cruises start" will form part of the contract Has the boat been insured If so what are the obligations of the insurer Till what date the insurance is valid Does the insurance cover the third party claims in case of accidents If currently there is no insurance, who will pay for the insurance coverage Has Mary a right to rescind the contract If so what are the terms (Notice period requirements, compensation for premature terminations are to be decided, as the tickets for such cruises will be sold in advance by Mr. John Nile and any unexpected withdrawal by Mary from the contract will put Mr. Nile into difficulties of facing the claims of the proposed passengers.) Has it been made known to Mary that pursuant to entering into a contract for the charter of t... Nile into difficulties of facing the claims of the proposed passengers.) Has it been made known to Mary that pursuant to entering into a contract for the charter of the boat, she will become binding for all legal obligations arising out of the contract whether expressed in the contract or implied by common usage in the charter of boats for cruises commercially 3. What are the rights and obligations of Mr. John Nile under the proposed arrangement Has Mr. Nile ensured that the boat is capable of carrying 40 passengers ( Since his commercial calculations are based on this assumption it is important that this point should be cleared) Can Mary produce a certificate to the effect that the boat can carry 40 passengers at a time In case if a certificate cannot be produced, is she agreeing for the legal consequences of the boat being capsized due to overweight of the passengers Is she aware of this eventuality Does Mary have a say in the fixation of the charges for the passenger fares for the cruises Does it need to form part of the contract while specifying the consideration payable to Mary What is the agreement relating to the provision of other amenities in the boat other than food and wine For Example provision of clean toilet facilities, provision for the clean maintenance of the deck and the retiring rooms- whose responsibility is this Who will bear the cost of the maintenance materials and maintenance crew Has this been included in the costs payable to Mary Has Mr. Nile discussed with Mary or her son about his withdrawing from the contact, in case he is not able to mobilize enough passengers to carry out the venture If not what are his ideas on this (The contract should mention a notice period and penal clauses for both the parties in case the