College: A Sound Investment Essay

Cost is consistently about misfortune. Whenever we consider opportunity cost, we consider what misfortunes an open door brings us. One of the most suffering â€Å"opportunities† people get is training. Society is submerged in messages about the advantages of instruction, yet shouldn't something be said about the expenses? Any significant choice ought to include a sound money saving advantage examination. Do the advantages exceed the expenses? This is the fundamental inquiry of choice makingâ€of venture. Is school worth the speculation? With regards to this inquiry, I would initially require a gauge of the expense of school. To start with, I would count the essential, clear expenses. Educational cost, books, food and lodging, travel costs (for workers): every one of these parts would deducts from my funds. Assume these costs mean around fifteen thousand dollars for every year. Presently, in the event that I deducted around 5,000 dollars for grant, I would be left with a net obligation of ten thousand dollars for every year. Toward the finish of my school understanding, the cost of school would associate with forty thousand dollars, right? Incorrectâ€I have neglected to consider the â€Å"hidden† expenses of school. Specifically, I have not aken into account the wages I have lost since I decided to be in the study hall instead of in the workforce. With a secondary school instruction, I may have expected a vocation that pays maybe fifteen thousand dollars every year. Four years of this compensation would leave me with a gross benefit of sixty thousand dollars. In this way, what is my general expense of school now?†¦ 100,000 dollars. What was I thinking? For one, I was imagining that without an advanced education I could have anticipated that my wages should ascend by all things considered 5,000 dollars, on the off chance that I was being liberal. No progression in my nowledge or ranges of abilities would have related with no activity development openings and subsequently no noteworthy pay development. Thusly, shy of winning the lottery, my wages would remain generally stale. I was likewise feeling that with a professional education as my support, I would have the influence to situate myself into a passage level employment that would pay at the base twenty-thousand to twenty-5,000 dollars. Further, I was imagining that passage level positions lead to headway. Section level positions lead to circumstance. With a time of solid ork ethic, I have a good possibility of breaking the forty to fifty thousand dollar obstruction, if not more. With only two years of such a pay, I would make up for the one hundred thousand dollar venture I made to guarantee my vocation. I was believing that I would much rather resign with a total assets of in the several thousands as opposed to the possibility of a retirement where the number 100,000 is still as mysterious and subtle as that triumphant lottery number. Generally significant, I was feeling that I would readily pay the â€Å"opportunity cost† today to understand the â€Å"opportunity†Ã¢â‚¬for myself and for my future familyâ€tomorrow.

Discussion Questions Essay Example | Topics and Well Written Essays - 500 words - 9

Conversation Questions - Essay Example As indicated by Maslow, â€Å"each level of need must be fulfilled before an individual is prepared to take a stab at fulfillment of the following more significant level of need.†(Milliken, 1998) The drive for accomplishment has regularly superseded the drive for fundamental needs. In some cases in a careless way, as with Picasso’s need to make causing him to overlook every other need, or once in a while it is finished with reason so as to accomplish an objective that fulfills one of different needs. The imaginative psyche will concentrate so eagerly on its creation that every other need are overlooked in the quest for the articulation that is planned to be communicated. The inquiry at that point becomes, is the focal point of the craftsman ready to characterize the person in question as intellectually solid, or by righteousness of the all devouring center is psychological maladjustment present? Accomplishment doesn't generally demonstrate great emotional well-being. With the assumption that Maslow’s progressive system is a case of a sound brain, at that point disregarding essential physical and social needs that should precede the need of innovativeness would show mental incapacity. In any case, not just a craftsman may neglect to eat or rest. Numerous callings may block the necessities of the body for the need to achieve an objective. A researcher very nearly revelation could undoubtedly neglect to eat or rest while concentrating on that objective. Any objective that has need in the psyche of the person who is wanting to accomplish that objective may meddle with the essential needs. To disregard the D-needs, or insufficiency needs for the necessities at the self-realization level is a circumstance that originates from a the idea of drive. That drive that forces those of extraordinary ability or astuteness to seek after the focal point of that blessing is excluded from the reasonable thought of Maslow’s hypothesis. The idea of higher reason for existing is likewise not mulled over in Maslow’s hypothesis. Penance for a more prominent need regularly will be taken by a person who accepts that the reason for their activities out way the

Missing Pieces

Missing Pieces As you may have read on the front page of mitadmissions.org, our fabulous Records Office team has processed all of the mail we have received. This is a good time for you to check your application tracking on MyMIT. It will show what materials we have processed for you. We should have the following: Application Part 1, Application Part 2, Secondary School Report and Transcript, Evaluation A, Evaluation B, Testing Requirements, and, if applicable, Interview Report. What happens if the tracking system is missing something? First, do not worry. We do not assign blame on why we dont have it, we just know that we have not processed it. We will not look at your application unfavorably because it is missing an application component at this time. There are still more weeks of reading to be done, so as long as you get us the copies in a timely manner, well be able to evaluate it before selection committee begins. The best way to get us a missing piece is by fax. Our Records Office fax number is (617) 258-8304. If we are missing an evaluation, the teacher may fax a copy to us. If they need another copy of the evaluation form, you can get a PDF from the tracking system. If you had an interview more than two weeks ago and we havent yet processed it, you should fill out the Conducted Interview form on the MyMIT Application Tracking Detail page. We will follow up with your Educational Counselor. If we have not processed standardized test scores that that you had the testing agency send us, then you may fax us a copy of an official score report. We will follow up with the testing agency. As mid-year grades are not yet available for most students, we do not expect that most students have sent in the Mid-Year Grade Report. You should send this in as soon as possible after your grades are available. Bottom line: do not stress if we are missing pieces. It happens every year for reasons usually beyond your control. No worries.

How Could One Not Feel Guilty When Looking Into A Test

How could one not feel guilty when looking into a test animal’s eyes and seeing all of the pain and suffering that they have endured? Over 75-100 million animals are used for scientific and medical research per year. (Baumans) Animals should not be used for scientific and medical research because it is unethical, humans and animals are not genetically identical resulting in failed tests, and there are other techniques to conduct research. â€Å"Killing by carbon dioxide asphyxiation, neck-breaking, decapitation, and other means† (qtd. ProCon) are all results of what happens to the animals after they have fulfilled their purpose in biomedical research if they are not killed during experimentation. Using animals for scientific and medical†¦show more content†¦While some may say that animals can help find cures for diseases, humans and animals react differently to many substances because theirsince the genetics are very different. Many tests have turned out to cau se more harm than good. For example, aspirin is harmful to animals but because of human research, it was found to not be harmful for humans. The sleeping pill thalidomide caused birth deformities and the arthritis drug Vioxx caused thousands of heart attacks and deaths with many thousands of people. (ProCon) Both of these drugs were previously tested on animals and had positive or no effects. Many differences are found between the species including anatomic, metabolic, and cellular differences with the genetics. Everyday, both humans and animals are exposed to different surroundings in the environment which may influence a disease or ruin a test group. Humans influence their risks of diseases with everyday decisions so animals should not be used in testing with their different mindsets. Some people say that animals are extremely similar to humans. However, if this is the case, theny shouldn’t animal captivation and research be compared to the enslavement of human beings? (Goo dwin) With the genetic differences among humans and animals along with all of the harm that they have suffered through, other methods of research should be used. If organizations are worried about the costs so much then animal testingShow MoreRelatedThe Trials Of The United States932 Words   |  4 PagesThis test states the defendant is only liable if he had done the very last act before the crime (College Law 2010). The concept of the task is to show and ensure the defendant’s intention was serious. However this also provides the defendant an opportunity to avoid liability right up until the last moment. Most courts would be very reluctant to use this method, as it does seem too strict. For example if the defendant follows his victim with a gun and takes aim he could not be charged with attemptRead MoreUse Of Gibbs Reflective Model ( Gibbs.1998 )1688 Words   |  7 Pageswant her father sat out of bed unless he was given one to one care. She argued that even though she had repea tedly told nurses on the EMAU that he had fallen at the nursing home, after being left in a chair, unattended, they ignored her and he fell again after being left alone. For several days, she harangued the doctors and nurses at every opportunity about the poor care the NHS had given her father. She continually wanted information and test results from the nursing staff and the doctors, insistingRead MoreMy English Teacher During My Junior Year777 Words   |  4 Pagesfive times every class period. I never fully understood what she meant until about half way through my junior year when I was emailed a link from one of my friends. This link had all the history tests with all answers that we would be taking that year. My friend said he had found the website after Googling some questions that were on the old tests. He stated that he didn t want to feel stingy so he decided to share the website with me and a few other close friends that he knew were determined to getRead MoreAmanda Knox : The Film Analysis Of Amanda Knox1575 Words   |  7 Pagesdeserves a fair trial, not everyone receives one, such as Amanda Knox, an American student studying overseas who was twice convicted of the 2007 murder of another student, Meredith Kercher. A documentary was made about her and her boyfriend’s, Raffaele Sollecito, trial and situation titled Amanda Knox, directed by Rod Blackhurst Brian McGinn. The film has changed the minds of many viewers, many of which go into the documentary believing Knox is guilty, and come out thinking she is innocent. AmandaRead MoreThe Insanity Defense : Is It Insane?969 Words   |  4 PagesIs It Insane? There are a total of fifty one different types of insanity defense in the United States. One for federal law and one for each of the fifty states in the US. Of every one hundred insanity defense cases, less than one is successful every year. The success rate is about .26% annually (â€Å"Insanity Plea Statistics† OccupyTheory.org). The insanity defense has been a subject for debate for quite some time due to the fact that criminals found not guilty by reason of insanity â€Å"escape punishment†Read MoreEthical Issues of Standarized Testing 1322 Words   |  6 Pagesresulted in a monumental shift in the classroom to a focus on extensive test preparation, as well as a large influx of instructors cheating and alternating their students tests; both can be seen as a direct consequence of the heightened incentives and punishments placed upon teachers. Many teachers have taken acceptable measures in improving their students’ scores, such as simply â€Å"teaching to the test†, and taking class time to teach test taking techniques and procedures often resulting in a significantRead More Standardized Testing and Teacher Cheating1640 Words   |  7 Pagestesting has resulted in a focus on extensive test preparation, as well as a large increase in the numbers of teachers cheating by alternating their students test scores. Both these phenomena are a direct consequence of the incentives and punishments directly linked to standardized test results. Many teachers have taken acceptable measures in improving their students’ scores, such as simply â€Å"teaching to the test†, and taking class time to teach test taking techniques and procedures often resultingRead MoreFalse Confessions to a Crime: The Central Park Jogger1101 Words   |  5 PagesThe Central Park Jogger case is one of false confessions to a crime, with a little help from police, which the defendants did not commit. Evidence taken at the crime scene did exclude the defendants, however, because of videotaped confessions they were sentenced to prison for a crime they admitted to committing even though they did not. It was not until many years later did the original perpetrator step forward from prison to admit he was the one who committed the crime with evidence (DNA) and firsthandRead MoreLawmakers Create Crimes to Prevent Crimes Essay1159 Words   |  5 Pagesof criminal activity. Attempted murder is the incomplete act of trying to kill someone. It is a serious criminal offense that in all but a few cases of mitigating circumstances can result in substantial prison time (www.attorneys.com). Attempt is when a person, with the intent to commit an offense, performs any act that constitutes a substantial step toward the commission of that offense. There are three element to all attempts, the defendant must intend to commit a crime, the defendant must actRead MoreThe Journey Of Becoming A Prosecutor Essay1707 Words   |  7 Pagesprosecutor to review the evidence and tells whether the criminal is innocent or guilty. The Grand Jury also puts their opinion out and sometimes they all do not agree if the criminal gets prosecuted or not. A criminal prosecutor is also a type of lawyer. Becoming a prosecutor has multiple steps from going to college and achieving a law degree, from clearing the bar examination, and achieving the dreams of being a prosecutor. When I start college I have to start with my basics first of course. Also, going

Wedding Speech My Office At Night - 1078 Words

Setting: my office at night, everyone has left but me. You come to have dinner with me because it will be a late night. Outfits: Me: khakis, dress shirt, tie, undershirt, boxers. You: white button up tucked in a short navy blue skirt, with dark pantyhose, and a pink thong, and also a sexy hot pink bra. You walk in and I greet you with a kiss and hug my babygirl. I tell you how much I love you and how thankful I am that you came to bring me dinner. You say that it s all for me, but secretly inside its because you ve been horny all day and need me to fix that for you. We go to my couch in my office and start to eat, we eat fast because I have to get back to work because I have a huge presentation in the morning, however after dinner you†¦show more content†¦You decide that you are going to spend the night with me as I work and fall asleep on my couch for about 30 minutes. When you wake up you feel the urge to cum again, however I m not able to because I m on the phone with the other person in presenting with. So in your horny state, you start to masturbate on my couch. At first I do not notice you as I m so wrapped up in my call, but then you start to moan. Once I hear it I quickly hang up the phone and try to figure out what you re doing. As I go over to you, I stop by your head and ask what you are doing, and instead of saying anything you sit up and unzip my pants and take out my semi erect penis and start to suck it. At first I try to stop you from blowing me, however feeling your wet tongue lick all around my hard dick I decide to let you keep going. After a couple of minutes, I cum my big load into your mouth and you swallow it all at once telling me how good I taste, and how you wanted to do more. At this point I have given up on my presentation and decide that I m going to spend the whole night doing you. So I decide that you ve been a bad girl and need to be taught a bit of a lesson, so I clear off my desk and put you on top. You start to giggle cause you know that you re about to have my hard dick inside you soon, however I m going to make you cum without it first. So I start to kiss your neck as you re on my desk and your breathe starts to change. After a

The Missouri Compromise Free Essays

The Missouri Compromise is one of the agreements that would eventually lead to the shaping of the United States as it is today. The controversy that has arisen prior, upon and after the institution of the Compromise is based upon the principles of the Constitution and the principles underlying the Declaration of Independence. While the Constitution of the country during the Missouri Compromise allowed for the use of slaves, the validity and morality of holding slaves have been heatedly debated upon. We will write a custom essay sample on The Missouri Compromise or any similar topic only for you Order Now The United States have declared and fought for their independence on the principle that â€Å"all men are created equal. † That the United States continues to tolerate and use slavery is a paradox to the principle from which they have gained their independence. The Northern States have been fighting to abolish slavery. However, the Southern states’ economy depended on their use of slaves, from which they have been relying upon for the past two centuries and has become an integral part of the Southern life. Slavery is an issue critical of the Missouri Compromise. For decades, the United States Senate has maintained a balance of power by having equal representatives from â€Å"free† Northern states and slave-holding Southern states until the application for statehood by the Missouri territory in 1819 as a slave state. If Missouri is allowed to enter as a slave state, slave holding states would have more representations in the Senate. Even if they were allowed to enter as a free state, the territory at that time have about 2,000 slaves and the representation would more likely to favor slavery. Simply put, the future of the country, whether it will predominantly be composed of slave-holding states or of â€Å"free† states is at stake. New York Representative James Tallmadge proposed to admit Missouri into the Union provided that the further introduction of slavery is prohibited and that all children born in the state shall be freed at the age of 25. However, the proposal was met with fierce opposition in the Senate. Fortunately, Maine has petitioned to enter as a â€Å"free† state in 1820. While Southern states refused to allow Maine into the Union without allowing Missouri to enter without restrictions and the Northern states refused to allow Missouri in to the Union without allowing Maine to enter without restrictions, the petition would resolve the balance of power in the Senate. Admitting Missouri and Maine at the same time as â€Å"slave† and â€Å"free† states respectively would result into an equal number of representations in the Senate. However, there is still the question of whether to allow future petitioners to enter the Union as â€Å"free† or â€Å"slave† states. Eventually, the Missouri Compromise was agreed upon, allowing Missouri to enter as a â€Å"slave† state and Maine as a â€Å"free† state, with provisions that all future Louisiana Purchase territories that petitions for statehood north of the 36 °30’ parallel would be prohibited to enter as â€Å"slave† states. Unfortunately however, debates regarding slavery continued to persist until the Missouri Compromise have ultimately been repealed by the Kansas-Nebraska Act in 1854. The Act provided for the settlers in the territories of petitioners for statehood whether to enter the Union as â€Å"free† states or as â€Å"slave† states. This is in contrast with the restrictions imposed upon by the Missouri Compromise. Furthermore, the United States Supreme Court in their decision in the Dred Scott case ruled that the Congress did not have the authority to prohibit slavery in the territories, implicating that the provision held in the Missouri Compromise to be unconstitutional. The debates regarding slavery would divide the nation and eventually lead to the Civil War. How to cite The Missouri Compromise, Papers The Missouri Compromise Free Essays Coming back to the beginning of the American history, when the United States consisted of only thirteen states, the representatives of the northern (lets call them as â€Å"free†) and southern (lets call them as â€Å"slave†) states had almost the equal rights in the Congress. Also, it should be pointed out that slavery problem didn’t arise during that period of time. However, the situation was completely changed, when the boundaries of United States approached to West. We will write a custom essay sample on The Missouri Compromise or any similar topic only for you Order Now Both the northern and southern parts were worried about the advantages in the parliament, which, as it is known, was formed on the basic of the following principles: the members of House of Representatives and two deputies from each state – the Senate. In fact, just the Senate became the main reason of the â€Å"battle† between the North and South later. It should be emphasized that in the first half of the nineteenth century two main tendency or saying in other words two main ways of bourgeois development took place in the U.S.: one – in the North, other – in the South. So, the main questions of the second American Revolution were the following: Would the further development of capitalism in the U.S. be provided with a way of slavery destruction and would the victory of a free farmer over the slave-owning system take place in the future? Firstly, the main reason of mass contradictions and conflicts became customs tariffs. The point is that, the Northern bourgeoisie was interested in selling the production and therefore demanded high customs for the manufactured goods which were brought from abroad. Slave-holders didn’t support them. So, Legislative Assembly of the South Caroline state in 1832 demanded the complete cancellation of customs tariffs, threatening to disconnect from the U.S.A. The main its argument was so-called â€Å"nullification† doctrine, according to which, states can ignore the decisions of the federal authority if they didn’t correspond the constitution. It is clear, that such kind of explanation was very profitable for the separatism representatives, especially in the South of the country. In general, collisions of interests of industrial bourgeoisie and slave-owners led to the unavoidable conflict, which afterwards caused the civil war.   It is obvious that, the given conflict became the beginning of the very tense fight between the following economical systems:   strengthening bourgeois system and weakening slave-holding one.   On the background of the given fight, the political history of America at the period between the independence and civil wars was more visible. Also, at the beginning of the 19-th century various disagreements arose between the representatives of the following political parties: the party of federalists and the party of democrat-republicans. The first party was established by Hamilton. So, focusing on the huge bourgeoisie and successful planters, federalists didn’t want to support the democratization of the constitution. As to the Republican party, at the head of Jefferson, it was highly supported among the industrial bourgeoisie, small planters, farmers and craftspeople. The main purposes of the given party included: the development of bourgeois-democratic freedoms and restrictions of the huge planter’s activity. The beginning of the long conflict was considered to be raising a question on Missouri State. Coming back, we can see that when the territory of Missouri applied for admission to statehood, the Congress and the nation were confronted with a unique substantive question that had far-reaching implications both for the settlement and for the future political status of all the states that might be carved from the vast area acquired from France in the Louisiana Purchase of 1803. Nevertheless, despite all faced difficulties and problems Missouri managed to become a state in 1818   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  (Bartelby, 2006, p.1). However, the settlers from Missouri also wanted their state to be a slave state. So, the question: â€Å"Should slavery be allowed in the new state of Missouri?† was suggested to be the most important for the citizens of that state at that moment (Blaustein, 1968, p.16).   The fact that southern slaveholders had already migrated into the Missouri territory made the question more than academic. The Congressmen from the North did not want another slave state. Also, at the same time Maine asked to be admitted to the Union ( p.17 ).   The discussion on the given problem was very dangerous for the U.S. because it could lead to the split of the country into two enemy sides. Planters tried to create the special law, according to which, the state would have to receive slave status, however they faced mass protests from the delegates of free states. Nevertheless, the given conflict was finished by the Missouri Compromise in February of 1820. As a result, the new agreement was reached, according to which, Missouri had a slave status, but the new Maine State was simultaneously accepted to statehood as a free one. Also, the territory north of 36†² 30†² north latitude was considered to be free ( p.17 ). Afterwards, the act of March 6, 1820 took place, according to which, fugitive slaves could be apprehended north of the compromise line and returned to their owners. As the American history showed, Missouri Compromise was regarded to be the most long-lived, because no states applied for admission to the statehood of the U.S.A. during the next thirty years. Coming to the conclusion, we can say, that obviously the acceptance of free states undermined the positions of the slave-holders in the Senate. In fact, the Missouri Compromise managed only to suspend the open battle between two economical systems. Later, it was broken when the question, which was connected with the future of such states as California, New Mexico and Utah, was raised. In 1854 the dispute over two states Kansas and Nebraska, which were located north of   Ã‚  Ã‚  36†² 30†² north latitude touched upon the Missouri Compromise again. As the result, the 36 °30 ´ proviso held until 1854, when the Kansas-Nebraska Act repealed the Missouri Compromise completely. References Bartelby, Inc. The compromises of 1820 and 1850. Retrieved July 20, 2006 from http://www.bartelby.net/65/mi/MissrComp.html    Blaustein A.P. (1968). Civil Rights and the Black American. A Documentary History, 9, 16-19                         How to cite The Missouri Compromise, Essay examples

Consideration is one of the Elements of a Valid Contract Sample

Questions: 1.Based on the above Provision, discuss the Consideration as one of the Elements of a valid Contract under the Malaysian law. By referring to the Statutes and decided cases, Compare the Position of Consideration between the Malaysian law and the English law. 2.Choose ONE Insurance Company and ONE takaful company in Malaysia. Compare and Discuss the Principles related to Insurance Contract Offered by both Companies. Support your Discussion with relevant Provisions from the Statutes. Answers: Introduction 1.Consideration is one of the elements of a valid contract. Generally, consideration is the price that a party pays pursuant to the contract. In order to understand what consideration is, a party to a contract should ask himself or herself what benefits he or she derives from the agreement or the promise. The courts in trying to establish an existence of a valid contract will establish whether there was a consideration or not. The courts will not be looking at the adequacy of a consideration since it does not matter how small it could be. Under s.2 of Contracts Act 1950 (My), the definition of a consideration is a price which a party gives in relation to a promise made to him. Such a promise is for doing something or not to do an act pursuant to the terms therein. A consideration would, therefore, be payable where a party has done something as agreed. There are two requirements that form a valid consideration. First is the legal sufficiency, in other words, the value of the performance ought to be equivalent to the value of the consideration. Secondly, the consideration must be bargained by both parties. Parties should agree on the consideration that would be payable in such an instance. Again, a party to a contract cannot rely on what he ought to statutorily do in establishing a consideration. A party to a contract should act beyond what he is ordinarily supposed to be doing. A promise by an individual or a performance of a duty that such a person is obligated to do not amount to consideration. On the aspect of bargained for, there is an exchange of promise between the contracting parties, both parties benefit from the contract or they get a detriment in accordance with their agreed terms. Under Malaysian contract laws, there are several rules relating to consideration. I have here below discussed the rules relating to both Malaysia and England and made a comparison. Past consideration Under Malaysian law of contract, it is considered that past consideration is good enough to establish a valid contract. The court applied this rule in the case of Kepong Prospecting Ltd Ors v. Schmidt (1968). A past consideration generally entails an act performed before the contract came into place. In many jurisdictions, a past consideration is not usually relied upon and is unenforceable in the court of law since it entails an act or a promise made in the past before the contract came into place. Subject to s.2 (d) and 26 of Contracts Act 1950 (My), a past consideration is valid. It has been argued by the proponents of past consideration that the courts should not be concerned whether the consideration was made earlier or not. They argue that provided there is a consideration the courts should endeavor to give effect to that consideration. As stated here above, past consideration is not enforceable in other jurisdiction, especially under common law jurisdictions. The court in the case of Re McArdle (1951) the court of appealed re-emphasized that a past consideration was unenforceable. This was in relation to a promised made after the performance. Natural love and affection as a consideration The Malaysian case of Re Tan Soh Sim Ors v Tan Saw Keow (1951), defined what natural love and affection are. In this case a mother who was about to die wanted her property to be given to her adopted children, however, the court held that since there was no natural love and affection, such a promise would not be enforceable. The promised was also unwritten. Therefore, there are instances where a valid contract would be held to be existing even though a consideration might be lacking. Natural love and affection is such an instance where consideration needs not be provided. Under Malaysian Contract Act 1950 (My) s.26 (a) natural love and affection ought to be in writing in order for it to be enforceable in Malaysia. Natural love and affection are however not a valid consideration under common law jurisdictions. In the case of Brett v JS Wife[1600] 79 ER 9 7 (2003), the court was of the view that natural love and affection does not constitute a valid consideration hence cannot be enforced by the courts. Who provides a consideration? Under common law, a consideration is ordinarily made by the promisee. The promisor ordinarily makes a promise where the promisee must provide a consideration in accordance with the promise made. However, under Malaysian, any person to a contract may enforce that contract even though he has not made or advanced any consideration. The consideration is not also always given by the promisee as is the case in common law jurisdiction. What stands out under Malaysian Contract law is the fact that a third party to the contract can provide the consideration. Pursuant to s.2 (d) of the Contracts Act 1950 (My), a third party can provide consideration. This principle can be dated back to the case of Venkata Chinnaya v Verikatara Ma'ya (1881), where the court gave effect to an instance where a third party had given the consideration. Consideration Need Not Be Adequate but Sufficient Generally, a consideration under contract law does not need to be adequate. The courts will not inquire into the adequacy of a consideration but would simply establish whether there was a consideration in place. The reason for such a decision by the courts is that parties are free to contract on whatever terms they agree on even if they are absurd or inadequate in the eyes of a reasonable person. The House of Lords in Chappel Co v Nestle (1960), held that where the economic value of the consideration is so trivial, the court would still hold a to contract to be valid. Under the Malaysian Contract law section 26, the consideration provided need not be adequate unless consent was given out of duress. In the case of Phang Swee Kim v Beh I Hock (1964) the court held that what is important is for a consideration to be present. The adequacy of the consideration is irrelevant. As I have highlighted here above, as an exception to this instance, a party to an agreement cannot claim to have provided a consideration where statutorily he performed that which he ought to have done Part Payment of Debt As a general rule, part payment of the debt does not discharge a party from payment of the outstanding balance. Therefore, part payment is not a good consideration for a discharge of the debt. However, as an exception to this principle, when parties to a contract agree that part payment is or would be for the satisfaction of the full debt, the creditor would not again sue for the outstanding balance. This principle was established in the In Pinnel's Case (1602). Where a third party is supposed to partly pay the debt as agreed for the satisfaction of the whole debt, the creditor would not sue for the outstanding balance. The court in the case of Hirachand Punamchand v Temple (1911), reiterated this principle. The court held that part payment by a third party is a valid consideration. Performance of a public duty The performance of an existing duty entails a situation where one of the parties in consideration to the promise made offers to perform what ordinarily he is supposed to do. The question that arises from here is whether in such an instance there is a good consideration. The court in the case of Currie v Misa (1875), expounded what a consideration is, and it stated that a consideration is a form of profit, benefit or advantaged gained from the agreement by a party. Consideration can also be a detriment, disadvantage or a loss occasioned under that agreement. Therefore, a consideration ought to be more than what a party is ordinarily supposed to do. The court in the case of Balfour V Balfour (1982) also held that a consideration is invalid if it entails a duty to perform what a party is ordinarily supposed to do. An existing contractual duty As a general rule, an existing contractual duty does not constitute a valid consideration. The court in the case of Stilk v Myrick (1809) held that where there is a pre-existing contractual obligation a valid consideration would be deemed to be lacking. However, if a party performs beyond his contractual duties there would be a valid consideration. The court reiterated this in the case of Hartley v Ponsonby(1857). In conclusion, from my discussion here above, it can be evident that Malaysia and English laws vary in some few rules relating to a valid contract. For instance, the issue of past consideration, a party who is advancing the consideration and natural love and affection in relation to consideration are examples of principles that vary between the two areas of jurisdiction. However, both jurisdiction share principles such as the performance of a public duty, pre-existing contractual obligations, consideration being adequate and not sufficient and part payment. 2.For purposes of our study herein, I will take Berjaya General Insurance Bhd and Great Eastern Takaful Berhad insurance companies. These companies are operational in Malaysia and they run insurance businesses. Great Eastern Takaful Berhad, which is a Takaful insurance company, offers insurances in many areas ranging from health, wealth, business and including savings. On the other hand, General Insurance Bhd which is a general insurance company offers insurance covers for traveling, for health and accidents among others. It is important to highlight the difference between the two companies in terms of their constitution. Takaful companies are Muslim related insurance companies. These companies must be compliant with Sharia law. In terms of its operation, it does not allow investment in income related fields. The other distinguishing feature between the two insurance companies is that for general insurance when a policy is bought the risks are pooled together and transferred to the insurance company. However, for Takaful participants and insurance companies, the participants generally do not transfer risks but they rather pool together their risks and share between each other (Jaffer, Ismail, Noor, Unwin Ajayi, 2010). Finally, the other distinguishing feature relates to shareholders fun. For insurance companies, this fund is owned by the company itself, since ordinarily all risks are transferred to the insurance company. For Takaful companies, however, the participants and operators in these companies own the shareholder's fund. Whenever a member encounters health issues or otherwise as provided under the policy, the donations made by the company are used to compensate. Now, let us turn to the principles of insurance that relate to the two insurances companies that I have referred to in the above paragraphs. The principle of utmost Good Faith Generally speaking, insurance law emanates from the law of contract. In contract, the parties to the contract ought to contract from utmost good faith (Kirke La Shelle Co. v. Paul Armstrong Co., 1933). The principle of utmost good faith is a fundamental principle in insurance law too. For insurance companies, the insured is supposed to provide true information within his knowledge on the subject matter to be insured. If wronged information is given, the insurers liability would be void and hence the insurer would not be compensated. In Takaful companies, this principle of insurance is also present. Its been resolved that this principle should be applied in Takaful companies (Thanasegaran, 2016). For these companies, whenever it is discovered that the terms of insurance were fraudulently given by the insured, he is not supposed to be compensated at whatsoever cost. The participant would, however, be given what he contributed to the shareholder's fund. The principle of utmost good faith has been thought to be in consonance with the Islamic Sharia law since it emphasizes on honesty in whichever activity that a person indulges in (Aziah, 2012). Principle of Insurable Interest For most insurance companies, this principle must be there. An insurer must have an insurable interest in a property that he or she seeks to insure (Insurance Act 1996 s. 186.2 (My). The above principle simply means that a property that you are seeking to insurer should either belong to you or you have an interest in the said property since you cannot insure what does not belong to you or in other words that which you have no pecuniary interests in. Insurance companies have this principle at hand. The only question that an insurer should ask himself is whether he would suffer if the said property or subject matter of insurance is affected. Therefore, for Malaysian insurance companies, a person seeking to purchase a policy must prove that they have an insurable interest. For Takaful companies, this principle has been incorporated too. During its 52nd meeting, the SAC has established that this principle does not offend Sharia law and hence it should be applicable to Takaful insurance companies. Principle of Contribution The principle of contribution is the same as the principle of indemnity (Insurance Act 1996 s.191 (My). Under this principle, the insurers are not supposed to profit from the transaction. Insurance companies are only supposed to get a compensation of what they lost and not anything or amount above. That would be contrary to the principle of contribution. Such a situation arises where an insured has purchased a policy in more than one insurer. Ordinarily, he would not be compensated above the amount that he lost. For Takaful companies and participants, an individual is only supposed to get a compensation of the amount that he lost (Takaful Act 1986 s. 16 (My). One of the principle elements in Takaful is also the contribution (s. 25). These companies only seek to indemnify and not profit a participant of in the scheme. Principle of Subrogation The principle of subrogation provides that an insured loses his right in relation to the subject matter after he has been compensated by the insurer (Soe, 1987). An insurer, for instance, would not go to a court of law to try to enforce his right in relation to the subject matter in which he has been compensated. The right in relation to the subject matter shifts to the insurer. In the above scenarios, the insurer is the one who usually pursues the interests of the insured, for instance, in claiming the amount that he paid the insured. It should not worry the insured the amount that would be payable since his claim would have already been settled by the insurer. The above principle is also applicable to Takaful insurance companies (Rose, 2013). Once the contributor has been paid the amount that he lost, the Takaful company would ordinarily take up the contributors interests and rights and seek to obtain the amount that is payable therefrom. Principle of Loss Minimization Under this principle, the insured should endeavor to ensure that the insured subject matter is well taken care of. There should be no negligence on the part of the insurer in handling the subject matter or else he faces the risk of not being compensated. The principle of loss minimization is used in many general insurance companies in Malaysia. For Takaful companies in Malaysia, this principle though silent, it is present. There is a committee in Takaful companies whose advice and opinion is to key to the operations relating to compensation. In these companies, elements of gambling, negligence or uncertainty established whether they exist or not (Mahmood, 1991). Therefore, an individual who is not sincere in relation to the subject matter in question cannot successfully claim for compensation. Principle of nearest cause The principle of the nearest cause (Giampietro, 2011), majorly applies to general insurance companies in Malaysia. It provides that where there are two or more likelihoods of causes of a loss, it is the nearest cause that would be assumed to have caused the loss. The above principle is essential to the insurer in trying to prove the cause of the loss and therefore who would pay the insurer. Distinguishing insurance principles behind Takaful There are few principles that distinguish Takaful insurance companies from other insurance companies. This paper discusses these principles here below. Risk Sharing Risk sharing is one of the key principles behind the formation of these companies. As I highlighted here above, participants in Takaful voluntarily contributes to forming a pool of resources that cover their risks. For conventional insurance companies, there is payment of premiums while in Takaful there is a voluntary contribution. At the end of the financial year, any surplus amount of loss occasioned is shared amongst the contributors. There is no such sharing in conventional insurance companies in Malaysia. Mutual responsibility and protection Takaful companies are meant to help individuals in the society that encounter misfortunes which were obviously unforeseeable. Takaful would help restore such persons to the position they were prior to the misfortune. They do not exist to make a profit, unlike conventional insurance companies. Mutual protection (Mahmood, 1991) is the consequence of mutual responsibility. Individuals are protected from losses that would obviously take them down. Risks that are otherwise not out of their fault are insured against and hence their future is taken care of. Solidarity Whenever the participants contribute to Takaful, they foster their solidarity (Takaful Act s. 4.2 (My). Takaful seems to bring Muslims together, this is especially because Muslim Sharia laws form part and parcel of the law that governs the insurance policies. Conclusion From my discussion here above, we have seen the differences in terms of the principles that govern both Takaful insurance companies and General insurance companies. To begin with, we should note that Takaful companies are Muslim related, seeking to insure them against health related incidences and generally their welfare. However, for general insurance companies in Malaysia, they are not based on religion and generally they operate general insurances running from travel related to personal insurance among others. There are several principles of insurances that are common between the two companies. They include the principle of utmost good faith, the principle of insurable interest, the principle of contribution, the principle of subrogation and principle of loss minimization. For Takaful companies, however, we should note all principles related thereto were supposed to be in consonance with Sharia law. A principle to which Sharia law is against cannot form part of the principles of insurance. Finally, what distinguishes Takaful companies is their solidarity. Their contribution is meant to foster their unity and to insure them from risks that might be occasioned. They also do not make a profit, a surplus amount is supposed to be shared by the contributors. Conventional companies are different since there is no contribution but instead there is payment of the premiums. References Aziah Abu Kasim, N. (2012). Disclosure of Shariah compliance by Malaysian takaful companies.Journal of Islamic Accounting and Business Research,3(1), 20-38. Balfour v. Balfour, 413 So. 2d 1167 (Ala. Civ. App. 1982). Chappell Co Ltd v. Nestle Co Ltd, 1960 A.C. 87 (1960). Contact Act (1950). Currie v. Misa, 10 Ex. 153 (1875). Giampietro, A. (2011). Proximate cause in Maritime Insurance. Hartley v. Ponsonby, 7 E. B. 872 (1857). Hirachand Punamchand v Temple[1911] 2 KB 330 In re McArdle, 1951 Ch 669 (1951). Insurance Act 1996 (My). Jaffer, S., Ismail, F., Noor, J., Unwin, L., Ajayi, D. (2010).Takaful (Islamic Insurance): Concept, Challenges, and Opportunities. Milliman Research Report. Kepong Prospecting Ltd Ors v. Schmidt, 1968 M.L.J.1 170 (1968). Kirke La Shelle Co. v. Paul Armstrong Co., 263 N.Y. 79, 188 N.E. 163, 188 N.E.2d 163 (1933). Lawrence v. Texas, 539 U.S. 558, 123 S. Ct. 2472, 156 L. Ed. 2d 508 (2003). Mahmood, N. R. (1991). Takaful: The Islamic system of mutual insurance: The Malaysian experience.Arab Law Quarterly, 280-296. Myrick Case, 2 Camp. 317 (1809). Phang Swee Kim v Beh I Hock[1964] MLJ 383. Pinnel's Case, 5 Co. Rep. 117, 77 Eng. Rep. 237 (1902). Rose, F. (2013).Marine insurance: law and practice. CRC press. Soe, M. (1987). Law of Insurance. Takaful Act (1986). Tan Soh Sim Ors v Tan Saw Keow(1951) Thanasegaran, H. (2016).Good Faith in Insurance and Takaful Contracts in Malaysia: A Comparative Perspective. Springer. Venkata Chinnaya v Verikatara Ma'ya (1881) 1 LR 4.

To Kill A Mocking Bird By Lee Essays - English-language Films

To Kill A Mocking Bird By Lee Racial categories are created in the film To Kill A Mockingbird through a complex societal hierarchy founded in difference. Although all of Macon county lives in poverty, the town does not unite on the basis of this shared experience, but instead focuses on their differences, both real and imagined, to segregate themselves. The town operates under a general assumption that wealthier whites hold the most power and prestige, followed by poorer whites, while all blacks, regardless of financial station, are considered to be the lowest citizens. General depictions of black men and women in the film are of household servants and ignorant, docile farm workers. The only slight indication that there were any educated blacks in Macon comes from the appearance of the preacher at Tom Robinson's trial. Held on charges of raping and beating a poor, white woman, Mr. Robinson is portrayed as a meek and nearly helpless man. The fact that he can barely speak in his own defense, relays both the idea that black men were uneducated, as well as the idea that blacks were afraid to step over the boundaries of their society. Attics Finch, a kind and fair white lawyer, is the only person to speak up for Mr. Robinson. This demonstrates the idea that the lowly black man needs a benevolent white man to "save" him and direct his life along the right path. Black men and women in the film are unable to make their own decisions. Clearly, there were obvious lines drawn in Macon, delegating specific roles to the various groups of citizens. The dark pigment of Mr. Robinson's skin placed him on the bottom rung of society, forcing him into a subservient position. It is difficult to discern whether the film is attempting to garner sympathy for the oppressed black community, or reinforce stereotypes of ignorant and complacent black men and women. While the initial depictions of the black community center around the Finch's maid, Calpurnia, the respect with which the family treats her is far from the norm. Ranging from the callous indifference of several of the white law-enforcement officers, to the blatant racism of the group of country farmers, much meaning is assumed from difference. The racism of Macon seems to stem from the Southern history of slavery. Blacks continue to be classed as servants, and not equals, to the white townspeople. With no other opportunities available to them, the black workers attempt to make the most out of what they have. They are faced daily with the stigma attached to the color of their skin, a difference which assigns the entire black community an inferior status. Especially evident in the treatment of blacks by the poor, white farmers, is a desire for dominance over the blacks. Bob Ewel, the father of the victim, expresses his distaste by referring to black men as "boy," a term we have seen is weighted by heavy historical significance. This racism most likely stems from the substandard treatment these farmers receive from the wealthier population of Macon. In the blacks, the farmers are looking for a place to vent their own frustration and exert power over another group. The idea of ethnic identity as an illusion opened my eyes to the fallacy of a single identity for every group. Using only the basic elements of family life for example, it is clear to see that the Finch family is very different from the farming Cunningham family, despite the fact that they are both white. This illusion shows up again in the lumping together of all of the black men and women of Macon into a single category, at the expense of any individual identities. Even Tom Robinson, the man held on (false) charges of raping a white woman, is never developed as a character. The audience is left to imagine that he is "just" another poor, black farmer. I chose this film because of the use of difference as a foundation for social hierarchy. Throughout the film, there is much lumping of various ethnic groups. A group identity is favored over the individual identity, and all assumptions are based on the idea that each member of a group shares the same thoughts, values, and identity. Seeing the various episodes of the film through the eyes of the young narrator, Scout Finch, also offered a unique perspective to the film. The questioning eyes of a child are often as critical as any educated outsider looking in on Macon could be. Through this course I have

Definition and Examples of Correctness in Language

Definition and Examples of Correctness in Language In prescriptive grammar, correctness is the notion that certain words, word forms, and syntactic structures meet the standards and conventions (that is, the rules) prescribed by traditional grammarians. Contrast correctness with grammatical error. According to  David Rosenwasser and Jill Stephen, Achieving grammatical correctness is a matter of both knowledgehow to recognize and avoid errorsand timing: when to narrow your focus to proofreading (Writing Analytically, 2012). Examples and Observations It is in vain to set up a language police to stem living developments. (I have always suspected that correctness is the last refuge of those who have nothing to say.)(Friederich Waismann, Analytic-Synthetic V. Analysis, 1952)Concern with correctness, whether mechanical, logical, or rhetorical, is in no way illegitimate or suspect. Virtually all educators evaluate student writing for correctness of spelling, grammar, or logic. What generates the distinctive pedagogies of clear and correct writing is not a concern with correctness that no one else shares, but the rather less widespread notion that rules are somehow context-neutral, that they can be taught by themselves and then applied elsewhere.(Dennis McGrath and Martin B. Spear, The Academic Crisis of the Community College. SUNY Press, 1991)School Grammar and CorrectnessIn nearly every instance, school grammar is traditional grammar. It is concerned primarily with correctness and with the categorical names for the words that make up sentences. Thus, students study grammatical terms and certain rules that are supposed to be associated with correctness. Grammar instruction is justified on the assumption that students who speak or write expressions such as He dont do nothin will modify their language to produce He doesnt do anything if only they learn a bit more grammar. . . .Although most teachers in our public schools continue to prescribe language, linguists dropped prescription long ago, replacing it with the concept of appropriateness conditions. This expression signifies that language use is situation specific and that there is no absolute standard of correctness that applies to all situations. People modify their language on the basis of circumstances and dominant conventions . . ..(James D. Williams, The Teachers Grammar Book. Lawrence Erlbaum, 1999) Three Kinds of Rules Most of our attitudes about correctness have been encouraged by generations of grammarians who, in their zeal to codify good English, have confused three kinds of rules:A few date from the twentieth century:But since grammarians have been accusing the best writers of violating such rules for the last 250 years, we have to conclude that for 250 years the best writers have been ignoring both the rules and the grammarians. Which is lucky for grammarians, because if writers did obey all their rules, grammarians would have to keep inventing new ones, or find another line of work.(Joseph M. Williams, Style: The Basics of Clarity and Grace. Longman, 2003) Some rules define what makes English Englisharticles precede nouns: the book, not book the. These are the real rules we violate only when we are tired or rushed. . . .A few rules distinguish Standard English from nonstandard: He doesnt have any money versus He dont have no money. The only writers who consciously follow these rules are those striving to join the educated class. Schooled writers observe these rules as naturally as they observe the real rules and think about them only when they notice others violating them.Finally, some grammarians have invented rules they think we all should observe. Most date from the last half of the eighteenth century: Dont split infinitives, as in to quietly leave.Dont use than after different, as in This is different than that. Use from.Dont use hopefully for I hope, as in Hopefully, it wont rain.Dont use which for that, as in a car which I sold. Freshman Composition and Correctness Composition courses provided a means to teach larger numbers of students at once, assessing their success by measuring their adherence to prescribed standards. . . . [M]any schools [in the late 19th century] began instituting Freshman Composition classes that focused more on correctness than invention. For example, Harvards course English A, initiated in the 1870s, focused less on traditional aspects of rhetoric and more on correctness and formulaic responses. The concept of discipline had changed from moral and religious discipline, codes of conduct and virtue, to mental discipline, means of working with repetitive drills and exercises.(Suzanne Bordelon, Elizabethada A. Wright, and S. Michael Halloran, From Rhetoric to Rhetorics: An Interim Report on the History of American Writing Instruction to 1900. A Short History of Writing Instruction: From Ancient Greece to Contemporary America, 3rd ed., edited by James J. Murphy. Routledge, 2012)

Applied Econometrics Assignment Example | Topics and Well Written Essays - 750 words - 1

Applied Econometrics - Assignment Example causes a reduction of median housing price by 0.028 in the first variant, a reduction of 0.027 in the second variant, and a reduction of 0.027 in the third variant. In the third variable, nitrogen oxide concentrations in parts per hundred million (NOX), the coefficients are 1.479 and 1.529 in the second and third variants respectively. These figures suggest that 1 percent change in nitrogen oxide concentration increases the medium housing price by 1.479 in the second variant and by 1.529 in the third variant. Beta coefficient is the measure of the sensitivity of the estimates in influencing the median housing price. In the estimates, the beta coefficient is the slope of the model summarized into ÃŽ ²0, ÃŽ ²1, ÃŽ ²4, ÃŽ ²3, and ÃŽ ²2. Normally, the coefficients would imply 1 percentage change in the estimate 1 and 2 would cause an increase of 0.566 and 0.0261. However, using the beta approach, the two coefficients are below, suggesting that they are below the median housing price. 6. Suppose in model (3) I added in the variable NOX DCHAS, resulting in ln(MVi) = ÃŽ ²0 + ÃŽ ²1RMi + ÃŽ ²2 ln(DISi) +ÃŽ ²3NOXi + ÃŽ ²4DCHAS;i + ÃŽ ²5 NOX DCHAS +Æ i . How would the interpretation of Æ 3 change in model (3) after the inclusion of this variable? What is the interpretation of Æ 5 in this model? 9. Given that the BP and White tests yield the same conclusion regarding the presence of heteroskedasticity, does this imply that the BP test is as good as the White test? Explain your reasoning in detail. Heteroskedasticity implies to the circumstance when the variability of a variable is unequal across the range of values of a second variable that predicts it. In this circumstance, it means that the Bp test is as good as the white test since in the presence of heteroskedasticity, it is expected to be different for variability, which is not the case. Heteroskedasticity does not necessarily imply an error, but only imply variableness, i.e. variability of a variable is unequal across the range of

Hofstede Analysis ( Mexico) Essay Example | Topics and Well Written Essays - 750 words

Hofstede Analysis ( Mexico) - Essay Example It is, therefore important to make a comparison between one culture and another. This paper describes the culture of Mexico by using Hofstede’s five primary dimensions that include power distance, individualism, uncertainty avoidance, career success/quality of life, and long term/short term dimensions. Power distance refers to the extent to which the less powerful members of organizations or institutions within a given nation anticipate and accept that power is unequally distributed (Harorimana 28). This dimension focuses on the fact that all people in all societies are not equal. It, therefore, analyses the attitude of culture with reference to these inequalities amongst us. Using this dimension, Mexico score is 81 while US score is 40, and this means that it is a hierarchical society (Hofstede & Hofstede 142). With hierarchical structure, it means that Mexicans accept hierarchical order where everyone has a place, which also requires no further justification. Hierarchy within an organization or an institution is perceived to reflect that centralization is popular, inherent qualities exist, and the subordinates are expected to receive orders from their employers, which they should not defy at all costs (Lee Y et. al. 106). Any foreign investor planning to venture into Mexican mar kets should expect that various interferences will characterize daily running of their businesses from the Mexican authorities. This dimension majorly focuses on addressing the extent to which interdependence a society maintains among its people (Harorimana 28). It deals with issues such as whether individual’s self-image is defined in terms of â€Å"We† or â€Å"I†. People living in individualist societies are expected to look after themselves and their families only (Harorimana 28). On the contrary, people living in collectivist societies are supposed to depend on groups, which take care of them in exchange for commitment

Factors that Influence Communication

Factors that Influence Communication There are many ways of communicating and the way we communicate is key factor of what we really are trying to put across. Factors that may influence our communication are; eye contact, body language (i.e. posture), tone of voice, gesture, and facial expression. Here are examples of how each of those would influence the way we communicate. Eye contact allows us to guess another persons thought and feelings by just look at their eyes. For example if I was talking to someone and they were looking away Id get the feeling that they are bored and not interested. Also if I was talking to someone and during the conversation I raised my eye it suggest that I am listening and excited or either shocked depending on the topic. Body Language. Posture is part of our body language. For example if I was talking to a boy I liked Id be facing towards him and chatting, however if my body was not facing towards hom this suggest that I am not really interested. Also if when sitting down chatting to a person if they are leaning back this can send the message that they are either relaxed or bored, however if they are leaning forward this implies that they are interested. Tone of voice Our tone of voice is really important when conversing. For example if you talk really fast and loud this may suggest that you are angry. However if you talk in a slow calm voice then this shows that you are rather being friendly. Gesture Gesture is the movement of the arm, hand and head used to help us understand what a person is trying to say. For example when trying to communicate but speech is not possible people use hand gestures. The common hand gestures are the peace sign (the index and middle finger raised and apart), okay gesture (closed fist held with the thumb extended upward) and the not okay (closed fist held with the thumb extended downward). Face Expressions Our face usually shows our emotional state. Our facial expression shows whether we are sad, angry, happy ,surprised scared etc. For instance, if someones facial expression was a big smile and wide eyes this may suggest that they are happy. P4: Explain strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions. M2: Review strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions. P4: There are many communication barriers. The message the sender is sending may not be understood by the receiver in the correct way and for that reason there is a communication breakdown. There are the communication barriers; Deafness Blindness Dumb/Muteness Language Slang Environment M2: I will also review the strengthens and weaknesses of the strategies used in health and social care environments to overcome barriers to effective communication and interpersonal interactions. Blindness Blindness is the loss of sight/vision. To overcome the barrier of blindness, braille and speech can be used to communicate. Braille is a writing system used by blind people to be able to read, Braille characters are small rectangular blocks called cells that contain tiny palpable bumps called raised dots. For example in a care home, the lunch menu can be written in braille for a person who cant see the menu. Also another way to overcome this barrier is by either having a big print menu or spectacles for the client so that its clearer. In addition using language to describe things is a very useful way to communicate to a blind person for example when meeting a blind person it is effective to make them aware that you are there and who you are and also what you may look like? The advantages of using braille is that braille allows the visually impaired to understand quicker and get things done easily and faster as well as allowing them to be more independent . The disadvantages are the not all visually impaired people know how to use braille also not all peoples fingers are sensitive enough to use it. I believe that braille is effective as it makes the visually impaired very independent and makes life a lot easier. I believe that braille could be more effective if it had been taught in schools to everyone not just the mainstream students. This will not only benefit the visually impaired but someone who is not visually impaired because in life if they do come across a blind person they will be able to still communicate with them. Deafness Deafness is the loss of sound. To overcome the barrier of deafness sign language can be used to communicate. Sign language is using gesture and signs to communicate to a deaf person for example at a hospital a deaf patient can communicate with their doctor using sign language .Another way to overcome the barrier of hearing disability are by using clear speech so that the person can lip-read, this will involve using a lot of eye contact because you would need to make your face visible for the person trying to lip-read. Also using technological aids to communicate is also very effective, these are facilities to help with communication for example hearing aids are small devices that goes behind ones ear which strengthen a persons hearing. The advantage of using sign language is The disadvantage of using sign language is that light is always need, people cannot communicate with each other in the dark also not all hearing impaired people know sign language Dumb/muteness Dumb/Muteness is the inability of speech and is often associated or linked with deafness. However, the technological aid of text-to-speech can overcome this barrier .Text-to-speech is computerised equipment that allows a muted person to type what they want to say and then it will translate into speech form. Also makatons can be used to overcome this barrier. Makaton is a language programme for developing language using speech, signs and symbols. For example in a childcare centre Makaton is used a lot with pre-speech babies and toddlers like picture cards and gestures. Environment: (Space. Noise. Location. ) Space- The space between people is very important when communicating because little space between two can make a person uncomfortable .For example if à ¢Ã¢â€š ¬Ã‚ ¦.wanted to talk to..and the space between them was 1 finger away from each other and its someone you arent close to then the person may feel very uncomfortable and may not be listening probably or is not giving the right responses back or even too much of a distance can lead to misunderstanding. Noise- If there is a lot of background noise it will be harder for people to hear each other when communicating and mixed messages may be received. Language: Language can become a barrier as the person you may be trying to communicate with may not be able to speak the same language so therefore the communication is received but not understood. However, to overcome this barrier interpreters/translator are people who will translate and forward your message to the person who you are trying to communicate with by talking to them in their language. For example if the doctor only spoke English but his patient would only be able to speak Turkish a Turkish interpreter would translate to her what the doctor is saying to her or if the doctor does know how to speak Turkish he should use his patients preferred language. Slang Slang is an informal way of speaking which consists of words and phrases that may not be found in the standard dictionary. Slang is mostly used by the younger generation within specific social groups and communities. It consists of words shortened as well as words such as piff which would mean good looking or sick which means cool/awesome. Jargon is quite similar but it is not informal, it is technical terminology words and phrases used by particular professions. For example a doctor uses the scientific terminology for DNA which is deoxyribonucleic acid rather than DNA. To overcome this barrier it is best to avoid using slang and use the formal standardized English.

Real education outside the class Essay

â€Å"Learning cannot be simply equated to a mark, grad, degree or job. It is a life-long process.† Getting a good education and qualification is just a key to enter society, and it does not ensure success in one’s life. To be successful, one must experience the real world outside the boundaries of a school environment, as one’s schooling day are just a small chapter in one’s life. I believe that one can learn more in the real world and society, than in the comforts of a school. However, it is essential that everyone in the world attends at least a few years of formal education in schools. Being literate is important to both the individual and society —– as it ensures that the individual is well prepared to face challenges in their future, particularly in their careers. Education for its citizens also makes industrialisation and growth possible for a country. In schools, teachers help to impact knowledge and skills to students, ensuring that they have foundation in languages, and basic skills in mathematics and science. Teachers also emphasize life values, like honesty and respect, which are valued to be important for one to be successful in the future. Moreover, people will only learn the realities of life when they join the workforce in society. This is because schools are sheltered environments, as students are repeatedly given a second chance when they commit an offence like theft in school. Furthermore, students are given opportunities in schools to experiment in various examinations and projects. However, this is not the case in a real working environment; most employers do not give their employees a second chance when they commit a minor error in their work. In schools, people are taught life values, whilst in a working environment, people have to practice these values in their daily lives in order to survive in the world today. The world outside the school environment is much bigger and more diverse than the school environment. Reading history books and travel guides on various countries worldwide is insufficient to learn more about different cultures and religions. One will certainly learn more about the history and cultures of different people around the world if he is given an opportunity to travel and experience li fe in another country and culture. Furthermore, he could even learn to appreciate and respect others’ lifestyles, and hopefully, also learn to respect and feel proud of his own culture and history. He can also be motivated to gain more knowledge and be more proactive when he sees a more developed city than his own, and learn to  help the less fortunate and not to take things for granted when he visits a country suffering from poverty. People can gain more valuable lessons from challenges in the unpredictable world. In a classroom scenario, tasks and events are usually based on routine and hence are more predictable. Students are hence spared from changes, particularly from world events and problems faced by many working adults. Students can readily read about such problems from various mass media like newspapers and the Internet. However, most students do not understand the extent of such problems faced by their parents or around the world, even though they are well aware of it. This is because they have not experience these problems in their lives. One example is the worrying trend in the world that many youths today are spending money excessively. These youths will only learn to appreciate the efforts of their parents more when they start their careers and realise the hardships of work and society. Learning is a life-long process, and things learnt in schools are just a small part of what we learn in our entire lives. For one to be successful and be able to survive in the harsh world today, one has to be proactive to learn new skills and gain new knowledge through experiences in every single day we lead. Knowledge and skills learnt in schools usually get outdated within a few years, due to the nature of today’s world —– which is fast-paced, competitive and ever-changing. By continuing to learn throughout one’s life, he will be more matured, independent and more confident in handling future changes and challenges. Schools are the places where people begin their learning journeys and these journeys will only end at the last day of our lives. Schools are just a microcosm of the real world, as the real world is bigger and more diverse. Matthew Swift Watching a sporting event on television can be enjoyable, but actually seeing it live, surrounded by cheering fans, provides a much more encompassing experience. While the television provides the viewer a visual play-by-play of what each team or athlete is doing, actually sitting in the stands gives the fan the real experience that images can’t replicate. On many levels, the same can be said for learning. A student can read about the Italian Renaissance or watch a video about the ocean, but it does not have the same impact as seeing the sculptures and paintings in Italy or enjoying the marvels at an aquarium. This can hold especially true when it comes to  learning and experiencing science. Most schools don’t have the equipment or means available to show students what can be accomplished using science. And, in recent years, interest has waned in the topic as more students decide to pursue careers in other fields. Therefore, field trips might help spark an interest in science and possibly inspire students to pursue a deeper knowledge of the subject. â€Å"I think that before students start laboratory-based learning in science, they are greatly excited by it. However, this excitement all too often pales. Students complain that the classroom science lessons lack ‘relevance’,† says Michael Reiss, a science education professor at the Institute of Education at the University of London. â€Å"I feel this criticism should be taken seriously. Out-of-school activities can be very motivating for students.† In 2004, Reiss and Martin Braund, an honorary fellow at the University of York and an adjunct professor in Cape Town, South Africa, published a book about the importance of out-of-school learning called Learning Outside the Classroom. Research from the book was later published in the International Journal of Science in 2006, which highlights several arguments on why science classes should go on meaningful field trips. â€Å"One of the things we’re trying to do is to promote field work as a way of getting [students] interested,† says Braund, who notes that students are generally more interested in animal li fe than plant life. He suggests taking students to a botanical garden where they can be exposed to unique plant life and engage with the various scientists who work in this field. â€Å"It’s not just a question of knowing what it is they are interested in†¦ as science teachers, we also want them to know all the other things. It’s promoting an interest in these things and using the outdoor environment. That is important to us.† The research Braund and Reiss conducted concludes that it is highly important to take students on field trips and promote informal learning, out-of-classroom work, and learning at home, in order for students to fully grasp what is happening in modern science. The pair looked at research from around the world to draw these conclusions. They recommend taking students to botanical gardens, science museums, zoos, and places where they can get hands-on experience and see how science interacts with many other fields that students might have an interest in. â€Å"Field trips are remembered by students for a very long time,† said Reiss. â€Å"They can provide instances of learning and be motivating in  ways th at school-based learning rarely can.† â€Å"Science education really seems to be rooted in the 19th century version of science, which is more concerned with lab work and work in the classroom,† Braund says. â€Å"We wanted to promote field work as an example†¦ that there are more opportunities for mathematics, science, and technology to come together.† In the United Kingdom, field trips and out-of-the-classroom work has been embraced and the Manifesto for Learning Outside Classroom partnership is widely supported. The partnership and its website offer ideas, resources, and research to educators to help make these trips safe and educational for students. If the trips are organized properly, then the partnership says students can â€Å"improve academic achievement, develop skills and independence in a widening range of environments, and nurture creativity,† among other benefits. This partnership is just one of many organizations, educators, and government officials that push for field trips and other similar activities. â€Å"I am glad to say that in the U.K. the last four years have seen a real effort by the national government to see more learning outside the classroom,† said Reiss. â€Å"It is too early to be sure how sustainable this is but such an attitude is to be welcomed.† â€Å"There’s been a rea l push to try and increase the amount of field work,† Braund says of recent progress. â€Å"Not just in science subjects, but outdoor learning related to history, geography, mathematics, English, all subjects in the curriculum.† While there is substantial support for outside learning experiences, Braund and Reiss are still waiting to see the results. They feel that despite the push, some schools are not taking advantage of field work. Braund said the manifesto was created to encourage schools to go out more, but the economy, safety issues, and classroom constraints have hampered this. â€Å"When you take a class out on a biology field trip, that class is probably not just missing the biology time, it’s missing geography, math, or something else,† offered Braund as an example. â€Å"Those other teachers then begin to say, ‘Hey, wait a minute. It’s all very well you’re taking your pupils out to these situations, but they’re actually missing essential learning time in my subjects and that’s going to affect my exam results, on which I am judged’.† â€Å"For one thing, there is increasing pressure on schools to maximize student attainment in examinati ons. Yet such examinations often do not reward learning in out-of-school settings,† added Reiss. â€Å"A second reason is that there is a perception—and often it is a  perception rather than a reality—that today’s stricter health and safety considerations mean that it’s all too bureaucratic taking students out of the classroom.† Many educators instead take their students on â€Å"virtual† field trips, which may include using interactive technology, watching videos, or using computer programs as a means to take students out of the classroom. These have their benefits, but Reiss and Braund agree that they cannot take the place of the real thing. â€Å"Virtual field trips can be a great preparation for and follow up to a field trip, for example for learning about the organisms that might be seen, were seen (or were not!), but they can’t replace a real field trip,† says Reiss. â€Å"I always think [virtual field trips] are the second best,† says Braund. He adds that sometimes the only way schools have access is through a virtual trip, which can prove very educational for students. â€Å"It’s better to do the real thing, but we realize some schools can’t’. †¦ I just think there are lots of things that happen on field work, almost incidentally, that you can never replicate on a virtual trip, website, DVD, whatever it might be.† Learning Outside the Classroom (LOtC) is the use of places other than the classroom for teaching and learning. It is about getting children and young people out and about, providing them with challenging, exciting and different experiences to help them learn. Learning outside the classroom can happen at almost any time and almost anywhere The ‘places’ where learning happens can have a significant effect on how a young person engages with a subject or an idea. Learning outside the classroom can happen at almost any time and almost anywhere – outdoors or indoors: in the school grounds, on the high street, in the local park, in museums and art galleries, on mountain tops and rivers, in Britain’s remote places, or elsewhere in the world. As an essential way of learning it should not be restricted to the summer or as an ‘add-on’ after examinations. Learning outside the classroom should be built into planning forall learners, every week and all year round. It is a powerful tool that is proven to raise attainment, bolster social, emotional and personal development and contributes to the health and well being of children and young people. What comes to mind when you think of education? School buildings? Lib raries? Textbooks? Curricula? Teachers? Most of us probably  associate education with at least one of these things, and surely many more could be added. But does education take place outside of such formal settings? Can curricula be found beyond that of the normal course of study? And can teachers be found who are teaching outside of the classroom? If we simply consider the amount of time students spend outside of class the answer to these questions would surely be a resounding â€Å"Yes!† And if we add the strong probability that many of the hours spent outside the class are consumed by various media, for example, we can see another strong reason to answer in the affirmative. Students are virtually suffocated with ideas when they leave the confines of the school building. For many their education has just begun when the last bell rings each day. In fact, many students use whatever mental energy they have to learn only those things that interest them outside of school. Educational Sources: Parents What are some of the sources from which students learn? Let’s begin with parents. After years of ministry among youth I am convinced that students want to learn from their parents. In fact, some are desperate for their parents’ wisdom. Thankfully, I have seen the wonderful effects of respect between parents and children. The children are taught the most important truths of life in the home and those truths are accepted because there is a large measure of respect for the parents. Such an atmosphere is patiently developed through the parents’ concentrated, time-consuming dedication to their children. And I hasten to add that I have observed this in single parent as well as blended families. The result is that children who are raised in such a home will usually compare what they are taught outside the home with what they are taught in the home. And the lessons they learn from parents outweigh other lessons. Unfortunately, though, this situation is much too rare. Man y students, including those raised in Christian homes, are left alone to discover what they can without the guidance of parents. When we realize that â€Å"true, meaningful communication between parent and child †¦ occupies only about two minutes each day†(1) there should be reason for concern. That amounts to slightly more that 12 hours per year. If that is compared to the amount of time spent in school, for example, what the parents teach in that brief time can be overwhelmed with contrary ideas. Students spend much more time learning at school per week than they do with  parents per year! This situation should be seriously considered by Christians when evaluating the current educational climate. If Christian parents are not willing to educate their children there may not be much room for complaining about what is learned outside the home. Children have always needed parental guidance and they always will. One of the most important directives for the ancient Jews applies to parental responsibility for the education of their children. Deuteronomy 6:4-7, the revered Shema, states that â€Å"(5) You shall love the LORD your God will all your heart and with all your soul and with all your might. (6) And these words, which I am commanding you today, shall be on your heart; (7) and you shall teach them diligently to your sons and shall talk of them when you sit in your house and when you walk by the way and when you lie down and when you rise up.† This strategic passage was reemphasized by the Lord Jesus (Mark 12:28-30). What a student learns outside of class should begin at home. Educational Sources: What is Heard, Read, and Seen Where and by whom is a student educated outside the school and home? Actually the question should use both past and present tenses. Since we are concentrating on education outside the classroom, it’s important to realize that students are constantly being educated, whether they are aware of it or not. Education does not just apply to some type of formal education; it is very much a part of daily life. The Christian student who is attempting to think God’s thoughts after Him is profoundly aware of this. He lives in a world of ideas, and ideas have consequences. Those ideas are so much a part of life that it’s as if they’re a portion of the air we breathe. Students should be conscious of this, but the same is true for all of us. All of us are students. So where do we find the teachers? There are at least three other sources: what is heard, what is read, and what is seen. First, what is heard? One morning as I went to the front yard to get the newspaper I hea rd a loud, repetitive noise that sounded as if it were a woodpecker hammering on metal. When I located the source I realized to my amazement that indeed it was a woodpecker pecking on a metal light covering near our house. My curiosity was aroused so I pursued an answer to my crazy woodpecker question. It turns out that the bird could have heard his prey inside the covering, but couldn’t distinguish for the moment the difference between  wood and metal. The point of this illustration is that the wondrous nature of nature had provided a teachable moment. God’s creation abounds with such opportunities to observe the variety He has given us. And such moments are part of our daily lives. But most students hear from more obvious sources: peers, radio, television, movies, music, etc. These sources provide a profusion of ideas. They are teachers. And just as in the formal classroom, the student should be listening carefully to see if the lessons should be considered, discarded, or believed. The second source focuses on what is read. Some studies indicate that people are not reading any longer. This is curious in light of the growth of enormous bookstores filled with many obscure and weighty titles. Be that as it may, the printed word still has an impact. Most students give some attention to reading. Words still have meaning, in spite of the efforts of those who would use words to say that words are meaningless. This is especially true for the Christian student. If he doesn’t revere the Bible to the point of reading and understanding it as the foundation of his education, he is like a ship without a rudder. The ship is afloat but it’s at the mercy of the sea and its currents. The last of our sources concerns what we see. Since a large percentage of students spend an enormous amount of time viewing television, movies, magazines, and other media, this is a major educational element. Images abound in their lives. This challenges the Christian student to be especially alert to the multitude of ideas that come through her eyes and into her mind. Educators beyond the classroom are continually vying for the minds of students. Let’s do what we can to lead our studen ts through this maze of ideas. The Curriculum One of the major elements of a formal education is the curriculum. This curriculum is usually set for students in the primary grades, it contains some flexibility in middle school, more flexibility in high school, and significant flexibility in college. Regardless of the educational level a student attains, his formal education includes variety. The same is true outside the classroom. The education he receives there includes a varied curriculum. And that curriculum can be found in varied places, from conversations with those with whom he works, to his magazine subscriptions, to the movies he rents. Let’s consider several ideas that generally are  found in the educational curriculum outside the classroom. Man is the Measure of All Things First, man is the measure of all things. That is, man is the focus of what is taught. This course is called naturalism. God either doesn’t exist, or He may as well not exist because He has nothing to say to us that has meaning. Thus man is left alone to create meaning, value, morality, religion, government, education, and all other aspects of life. This is probably the most influential way of thinking in this country. Think, for example, of the television programs you may have seen lately. Now consider whether or not those programs included the presence and guidance of a deity, whether the God of the Bible or not. With rare exceptions, the education one receives through such sources doesn’t include any concept of God. Instead, man deals with all problems in his own way, through his own ingenuity. Of course the student usually isn’t able to see the long term results of such decisions. As wonderful as the resolution may appear at the end of a program, the ultimate consequences may be disastrous. Pleasure is the Highest Good The second portion of the curriculum is based upon the idea that pleasure is the highest good. This course is called hedonism. Perhaps one of the more obvious places to find this is in your local grocery store. The â€Å"textbooks† that are found in the magazine rack near the checkout island contain this message in abundance. The articles, advertisements, and pictures emphasize the supremacy of pleasure above virtues such as self-control and sacrifice. Take a moment sometime just to scan the articles and emphases that are highlighted on the front covers of these magazines. For example, the contents of a recent teen-oriented publication for girls include: â€Å"Look Hot Tonight,† â€Å"Stud Shopping Tips,† â€Å"Love Stories: Secrets of Girls Who Snagged Their Crush,† â€Å"Hunky Holidays: Meet the 50 Most Beautiful Guys in the World,† and â€Å"The Ultimate Party Guide.† All these titles revolve around the idea that pleasure is the highest go od. True Spirituality Has Many Sources Third, true spirituality has many sources. This course is called syncretism. Current spiritual emphases have led many students to believe that it doesn’t matter what path you take as long as you are on a path. A trip to a large  book store will demonstrate this. For example, you can find many books that contain many ideas about angels, but most of them have nothing to do with biblical doctrine. Or you can find a section dedicated to an assortment of metaphysical teachings, none of which align with biblical teaching. When confronted with such variety the student can be tempted to believe that true spirituality can be found in many places. The Christian student must realize this isn’t possible if his allegiance is to Christ as Lord of all. What Works is Good The fourth idea is that what works is good. This course is called pragmatism. This is a particularly attractive part of the curriculum for Americans. And this certainly includes the American Christian student. But it’s a deceptively attractive course. It may lead to results, but at what cost? I think of a revealing scene in the disturbing Academy Award- winning movie A Clockwork Orange. A young British hoodlum in a futuristic England is programmed to abhor the violence that he continually practiced with his gang. This abhorrence is brought about by forcing him to watch scenes of horrible violence while his eyes are forced open. When he is brought before an audience to demonstrate the change, his programmer tempts him with several opportunities to do violence while the audience watches. He resists the temptations. After the demonstration a clergyman protests by saying that the â€Å"boy has no moral choice.† He was manipulated. The programmer scoffs at this claim and states that the result of the experiment is good because â€Å"the point is that it works.† â€Å"It has relieved the ghastly congestion in our prisons.† These first four parts of the curriculum are naively optimistic. They describe either present or future existence positively because of supreme confidence in man and his abilities. Other portions of the curriculum are not so optimistic. In fact, they can be frighteningly pessimistic at times. There is No Meaning A fifth aspect of the curriculum denies meaning. This course is called existentialism, and sometimes nihilism. The â€Å"big† questions of life are asked, but no answers are found. Then the response is either total denial of hope, which should logically lead to suicide, or living by simply acting in the face of absurdity. These perspectives can be found, for example, in some  contemporary music and movies. The songs of Nine Inch Nails, the moniker for a musician named Trent Reznor, sometimes contain ideas that are indicative of this. The movies of Woody Allen often contain characters and scenes that depict a search for meaning with no conclusions other than individual acts. There is No Truth The last portion of the curriculum is closely connected to what we have just discussed. This course can be called postmodernism. We are living in a culture that increasingly denies an encompassing paradigm for truth. This can be demonstrated by considering what Francis Schaeffer meant by the phrase â€Å"true truth.† That is, there is no â€Å"big picture† to be seen and understood. We only have individuals and communities who have their own â€Å"little truths.† And nothing connects those truths to something bigger than themselves and more lasting than what might work at the moment. This can be heard, seen, and read incessantly. There are too few teachers in the culture’s curriculum who are sharing ideas that are connected to or guided by â€Å"true truth.† The ultimate outcome of such thinking can be devastating. Chaos can reign. Then a sense of desperation can prompt us to accept the â€Å"truth† of whoever may claim to be able to lead us out of the confusion. Germany experienced this under the reign of Hitler. We should not be so smug as to think it could not happen to us. Responding to the Curriculum Man is the measure of all things! Pleasure is the highest good! True spirituality has many sources! What works is good! There is no meaning! There is no truth! These are the ideas that permeate the education a student receives outside the classroom. How can a Christian deal with such a curriculum? Some suggestions are in order. First, the student should be encouraged to understand that God is the measure of all things, not man. God is an eternal being who is the guide for our lives, both temporal and eternal. Thus we don’t first ask what man thinks, we ask what God thinks. So this means that the student must decide on his primary textbook. Is it the Bible, or some other text? Second, the student should be led to realize that God’s will is the highest good, not pleasure. This is very important for the contemporary Christian to understand in light of the sensuous nature of our culture. A student easily can get the idea that God is a â€Å"kill joy† because  it ma y seem that everyone is having a good time, but he can’t because of God’s restrictions. If he can understand that God’s ideas lead to true freedom and joy, the student can more readily deal with this part of the curriculum. Third, the student should be challenged to realize that true spirituality is found only through a relationship with the risen Jesus. Jesus lives in us through the indwelling of His Spirit. And this indwelling is only true for the reborn Christian. Yes, there are many spiritual concepts alive in this culture. Many people are searching for something that will give meaning beyond man’s ideas. There is a spiritual hunger. But if we try to relieve that hunger through ideas that come from man’s perceptions of spirituality, we are back where we started: man is the measure of all things. Fourth, the student should be taught that what works is not always good. Satan can make evil work for a time, but he is the father of lies, and lies lead to spiritual and moral decay. Fifth, the student should be led to believe that life has meaning. The Christian can see the world around him with the eye of hope because God is in control. As chaotic as things may appear, there is a purpose, there is a plan. People have meaning, past events have meaning, present events have meaning, and future events will have meaning. Christ has died to give us salvation, and He has risen from the dead to give us hope for the present and the future. A student whose mind is infused with meaning will be able to handle the despair around him, and he can share his secure hope in the midst of such despair. Sixth, the student should be guided to think in terms of the big picture. Imagine a puzzle with thousands of pieces. Now think of attempting to assemble the puzzle without having seen the picture on the box top. That would surely be a frustrating experience. You would have individual pieces but no guide to fit the pieces together. Many attempt to live this way. But the Christian student has the box top. He can begin to put the puzzle of life together with God’s picture in mind. So, does education take place beyond the classroom? C ertainly! May God guide us to help students learn the proper lessons. Notes 1. J. Kerby Anderson, Signs of Warning, Signs of Hope (Chicago: Moody, 1994), p. 136.  © 1996 Probe Ministries International