Electronic Contracts and Contract Law Principles

Question: Discuss about the Electronic Contracts and Contract Law Principles. Answer: Introduction: A contract is a legally binding agreement with set defined promises which the law will enforce. Some of the essential elements of a valid contract comprises agreement, consideration, form, intention, genuineness of the consent, legality etc. Some of the guiding principles associated to consideration of contract includes the clauses like consideration must move from the promiser and the consideration must be sufficient but need not be adequate. Mistake in equity or misrepresentation in a contracts triggers remediation procedure(Fairhall, 2012). The business case refers to a situation where a contract between the seller (Sydney cbd caf) and the buyers (Bill and Jill) has signed, which essentially comprises three main statements. The first statement is about weekly taking of the outlet on sale. Second statement is related to the estimated cost of running the business while the third statement is promise on the part of seller not to indulge in the same business for next few years. After running the business for several months after signing the contract, the new buyers are in the position to validate each of the three statements as mentioned in the contract from business law perspective. The first statement on the weekly takings is turned out to be a misrepresentation given the fact that the weekly takings are far less than the stated amount in the contract. As per the business law, misrepresentation is false statement made by a party in a contract including a half-truth. Per law, a remediation action should follow the terms of the contract. In this case, before tagging the first statement as misrepresentation, we must judge whether the sudden fall in weekly takings has got any connotation with the third statement mentioned in the contract. The recommended approach in this case is to first judge the type of misrepresentation, i.e. whether it is fraudulent misrepresentation, negligent misrepresentation or innocent misrepresentation. One of three types of contrac ts void at common law includes the contracts in restraint of trades, which imposes restriction on future liberty of a party to carry out business. With anti-competitive agreement in place under one of the statements in the contract, first statement on grossly lower volume of sales could be termed as fraudulent misrepresentation in the contract given the fact that the seller have not get into the same business as promised in third statement. In this case, necessary remediation action needs to be taken in line with the terms of the contract. In case no specific remediation action has been prescribed in the terms of the contract then a lawsuit can be filed to seek remediation action seeking rescission to aim at restoring the parties to their pre contractual position(Iknow, 2014). On the other hand, if the third statement, which is a promise from the seller not to run a caf in Sydney cbd is an anti-competitive agreement. If it is found that the seller has violated this agreement, which might have resulted a deep dent in the weekly takings. This is a breach of contract and can either be referred to Competition Commission or to Court for legal remediation. What are the key areas of business law that are relevant in these facts? Hughes, who runs a pizza business, is a sole proprietor for his business. Initially the business owner has taken the service of UberEats, a logistics company, to deliver the products to the customer. The business owner continues to use the name of this logistics company even when he has discontinued their service in order to cut down the operational expense. As per business law, this can be treated as misrepresentation and as tortious liability under the law of tort. Disclosure of true owners name is mandatory for formation of business for the sole trader. In the present case the owners of the business, Huge and his son have not registered any documents to comply with the mandatory disclosure law. Also, the rule on disclosure doesnt apply for goodwill in this case as the logistics company, with which the current own had business relationship, is no longer part of this business. Hence, restriction on the choice of business name is also relevant in this context. Secondly, the business advertisement (disclosure) order provides necessary guidelines and mandates on the content, format or size. In the current case, the advertisement published by Huge and his son carries the contents, which has misled the consumers in terms of quality and freshness of the products and its ingredients. Hence, the misrepresentation of information in advertisement is very much relevant to this case(Koffman Macdonald, 2006). In order to take further cost cutting measure, the owner of the business has started compromising with the quality standard of the products. Although the advertisement demands fresh ingredients and a number of cases have been reported where the consumer have received sub- standard product from this pizza outlet. As per the business law, consumer transaction is associated to three main principles; viz. an individual who purchases goods and service; a supplier who is serving the business purpose and the goods or service associated to the transaction should be intended to be used for private use and/ or private consumption. This case spread across all the three principles associated to consumer transactions. The customers, who have ordered pizza, are the consumers, Huge and his son are the supplier who owns the business and the sub-standard pizzas are the goods which have been transacted. Sales of Goods Act is readily applicable for this type of transaction. Secondly, consumer protectio n from unfair trading regulations (CPRs) is also applicable under the purview of this transaction(MacMillan Stone, 2012). A number of other law enforcement directives given in consumer credit act, food safety act etc. is also applicable in connection of this scenario. Food Standard Agency (FSA) has become operations since long in accordance with food standards acts. To comply with the food safety and extending advice in relation to other consumer interests are the primary responsibility of FSA. As per the business law, to comply with FSA guideline is the responsibility of each business. The case in hand indicates that the owners of the business didnt comply with the FSA guidelines. Hence, the case in hand also falls under the purview of food safety act(Poullet, 2004). Who can take legal action and what remedies could be given by a court? The logistics service provider UberEats can file a lawsuit against Homeslice Pizza on accounts of using Ubers goodwill in the advertisement where the logistics service provider has no current business interest with the pizza firm. Although there is no formal binding contract exists between these two entities, however, as per the business law, even the third party has the authority to seek legal remediation against the misrepresentation in the form of using their brand name by another business entity. Although consumer protection regulations provide some defences against the innocent publication of advertisement and a provision of bypass does exist in business law, but the current case doesnt comply under the purview of this protection(Utz, 2015). A sole owner, who doesnt comply with the law is exposed to criminal offence on accounts of misrepresentation of the companys name and on account of non- disclosure of the necessary documents for conducting the business. As per the business law, the Court can execute the power to impose an order of dissolution of the business. Enforcement of regulatory statues and provision for consumer advice are the main roles of the local government to ensure consumer protection. Non-compliance with the quality standard is considered as the direct impact on consumer protection. The court has the authority to direct the local government to enforce necessary legal action in line with the direction given in consumer credit act and food safety act. Local government is also empowered to conduct sample testing to determine the quality standard of the pizzas that have been served to the consumers. Apart from the enforcement, a number of local authorities have been set up for the purpose of providing necessary advice on complaints. As an alternative, the impacts consumers can also seek legal advice to these local authorities. Administrative control under the enterprise act offers necessary protection for the consumers in the form of super-complaint, enforcement in line with fair trading act. Necessary legal action also be sough t in terms of violation of licensing of traders under the consumer credit act. The business owner, Huge and his son may have their license withdrawn in case they had obtained any license for selling the pizza(McComish Smith, 2008). General guidelines under business law are available for general safety standard and safe product. Per law, the business owner or a producer is required to furnish necessary information to the consumers so that the consumers can assess any risk associated to the products and can take necessary precaution to mitigate the risk. However, in the present case, Huge and his son have continued to claim the freshness and high quality standard of the products without furnishing necessary information or evidence of their products as no documents have been furnished to the regulatory authority. Hence, from the business law perspective, this is a violation on the basic regulation on the trading and licensing and is subjected to legal violation. The court is empowered to take necessary legal action for each of the trade violations. Reference: Fairhall, H., 2012. Australian Government Review of Australian Contract Law. [Online] Available at: https://www.lawsociety.com.au/cs/groups/public/documents/internetyounglawyers/644777.pdf [Accessed 30 August 2016]. Iknow, 2014. Legislation. [Online] Available at: https://www.iknow.cch.com.au/topic/tlp622/overview/long-service-leave [Accessed 10 September 2016]. Koffman, L. Macdonald, E., 2006. The law of contract; books.google.co.in/books?id=3WycAQAAQBAJpg=PA40dq. 7th ed. London: Oxford. MacMillan, C. Stone, R., 2012. Elements of the law of contract; https://www.londoninternational.ac.uk/sites/default/files/programme_resources/laws/ug_subject_guides/elements_law_contract-subjectguide4chapters.pdf. The real W.W.W, pp.1-52. McComish, S. Smith, G., 2008. AUSTRALIAN CONSTRUCTION LAW. [Online] Available at: https://www.allens.com.au/pubs/pdf/const/AustralianConstructionLaw2008YearinReview.pdf [Accessed 31 August 2016]. Poullet, Y., 2004. Electronic Contracts and Contract Law Principles. [Online] Available at: https://www.crid.be/pdf/public/5650.pdf [Accessed 29 August 2016]. Utz, C., 2015. Australian Contract Law - Association of Corporate Counsel. [Online] Available at: https://www.acc.com/legalresources/quickcounsel/australian-contract-law.cfm [Accessed 29 August 2016].

Analysis on Learning and Societal Pattern of Mennonites

Question: Discuss about theAnalysis on Learning and Societal Pattern of Mennonites. Answer: Introduction: The current study tends to delved into the case study presented upon the project conducted upon the Mennonites women. Moreover, discussion on how through exposing them to different sets of learning aspects their views regarding life as a whole has been evolved has been elaborated. The project comprised of introductory and intermediate course focused towards facilitating adult learning programs followed by awareness as regards to health issues and maintenance of healthier lifestyle. The control and regulations imposed upon the education system to be followed by Mennonites comprises of limited quantum of school education followed by services to the community. Despite emphasis upon education and learning for protection of the community, the Mennonites have restricted themselves of being influenced by outer societal values. Further, the approaches towards upbringing of children are orthodox and oppressive in nature owing to the fact that the interactions between children and their parent s are restrictive and devoid of environment that is conducive to learning. The project aimed towards inculcating learning amongst the Mennonites women in order to facilitate awareness regarding parental skills. The participation of women in the project resulted in showcasing the insights as regards to Mennonites lifestyle and norms. The community is on the verge of widespread economic downturn due to the orthodox lifestyle maintained by its people. However, the issues regarding orthodoxy can be amended gradually through enhancing exposure towards societal norms and transmittal learning. Evaluation of the Mennonites Society in Terms of Learning Theories: Education for the Mennonites women was limited to sixth standards thereby constraining the degree of exposure to learning. The dissemination of their way of living displays the fact that the Mennonites believed in influencing others through presenting an exemplary way of living rather than being dependent upon the external cultures for learning and educational processes. The rigidity in terms of living and lifestyle as has been laid down by the church and which are to be followed by the Mennonites impacted their education in an significant manner. The restriction upon education beyond a certain threshold- grade 6 for girls and grade 7 for boys meant that the benefits to be derived through relevant degree of exposure to education was missing for both the men and women Mennonites. The repercussions of the rigidity in showcasing affection towards children by their parents within the Mennonites were displayed aptly in the responses made by Mennonite women to some of the question s posed in the project. In terms of evaluation of meaningful existence in the context of Mennonites, there was a sense of isolation from other cultures prevalent. This can be observed from the fact that education was meant to be a tool for Old Mennonites Community in order to inculcate a culture of isolation from other communities. Moreover, in terms of selection of language for education and learning the Mennonites were exposed to High German in schools. The influences drawn out by High German were from biblical scriptures. This in turn resulted in an upbringing for the Mennonites students whereby the skills as regards to dissemination of certain facts and rationality in terms of judgments were absent. Through the description made by Candy, the different sets of Adult Learning processes are considered voluntary. In case of transformative learning, the experiences are analyzed and different sets of perspectives are developed based upon such experiences (Boud, Keogh Walker, 2013). Even though the sharing of experiences can enhance the overall sense of learning, the Mennonite women would have been able to amend their understanding for it. In terms of directed learning, the identification of objectives, necessity towards achieving those objectives as well as methods of inculcating such learning was embedded (Cranton, 2013). It can be observed that the Mennonites women were brought up in their society in such a manner that affection towards their children were hindered owing to different sets of customs prevalent in their society (Keeney, 2015). For instance, a woman respondent participating in the project commented that she was shown affection as a child only on minimal occasions. She was hugged for less than four times in all her life. However, as deduced by Candy, heightened degree of exposure towards education and self learning coupled with application of those learning onto deriving rational decision making is beneficial towards an Adults self development (Derlaga Berg, Eds. 2013). Communicative Knowledge is based upon shared interpretation and development of a particular set of perspectives derived through achieving consensus. The responses received from the Mennonite women reflect similar sense of consensus owing to the fact that majority of the participants perspectives have been dramatically changed when exposed to the learning project. The developmental stages pertaining to assimilation of knowledge by women as developed by Belenky comprised of several levels evolving from being silenced to received knower and subsequently evolving to connected and constructivist knower (Boud, Keogh Walker, 2013). The observations made in terms of Mennonite women clearly showcases a gender based hierarchy in the sense that men were allowed to study a grade higher than that of women. Moreover, the restrictions on women as regards displaying sense of acknowledgement towards their children highlight a restrictive approach. The responses received from the women after initiation of learning processes shows that they have evolved from being received knower onto connected knower. Action learning can be observed in the scenario of current project whereby the Mennonite women are influenced through impacts upon their perspective and behaviors as regards to educating and inculcating a sense of learning. Learning theories tends to emphasize t he fact that women tends to learn through interaction with others. Many of the Mennonites women were interacting for the first time with other women regarding family issues and the parenting challenges. Thereby, it can be construed that through the different sets of interactions the isolation faced by women were alleviated. The imposition of restrictions upon the Mennonite women was facilitated through limiting the interactions beyond family members. Moreover, emphasis should be towards learning outside the classroom or the application of what has been learned inside the classroom onto external issues. This can be showcased by the usage of metaphors by the class instructors to the Mennonites women seeking education in the project. The usage of metaphors in order to inculcate empathy among the women was highly effective as can be observed by some of their responses. It can be observed that the evolution of their learning in the project has been critical and in most cases can turn out to be lifestyle altering. This is in the sense that many of the women were barred from their Mennonite culture from displaying affection towards their children as the display of affection were restricted between couples seeking courtships (Hutchison, 2015). The assumptions are highly justified that adults are not self directed and that the inclusion of practicality and applicability of learning can be beneficial towards internalizing the lessons taught to such adults. The inclusion of public health issues in the project curriculum facilitated the awareness as regards to the different sets of relevant processes to be followed in order to maintain a healthy lifestyle for the Mennonite women. John Deweys treatises based upon education and particularly experience enriched education that utilizes different sets of experiences (Kolb, 2014). This is done in order to facilitate enhanced sets of learning can be applied in the context of current case. The requirements of liberal sets of education in order to inculcate as sense of equality amongst the different Mennonite members and those belonging to other communities can provide a pathway for social integration and intercommunity transactions. The testing of different sets of learning onto pract ical scenarios as deduced by John Dewey and there from deriving newer sets of insights can in turn result towards heightened degree of awareness by Mennonites women. The initiative of the project is to focus upon capacity development of the Mennonites Women. Thereby, increasing their awareness as regards to the different sets of culturally sensitive issues were in turn facilitated heightened degree of empathy and better understanding regarding their upbringing and the Mennonites culture as a whole. The dissemination of health literacy programs conducted in Low German for creating awareness as regards to the different sets of health issues that can arise in Mennonites communities is highly beneficial (Haque, 2014). It can turn out to be highly effective for the community in the sense being in charge of their families the women participants are in a better position to communicate different sets of health and safety measures to their children and families. As all the participants in the learning project are mothers with one woman having 10 children, thereby the dissemination of relevant healthcare insights onto their offspring is enabled. Other fami lies belonging to the Mennonite community can be similarly approached through the project in order to improve their standards of living. Reflective learning are derived by the Mennonites women through introducing them to metaphors. Through these metaphors, their perspective as regards to children, family and nature as a whole has been attempted at being evolved. Prior to the commencement of the program, the participant Mennonite women in the program were unaware of the fact that children require affection and encouragement in their endeavors. Transformative learning entails liberalization and empowerment, the Mennonites women were oppressed by the different sets of stringent rules and customs. The customs as regards to social conduct can be construed as highly conservative and restrictive coupled with the lack of awareness as regards to formal education. The lack of empathy towards children is a reminder of the sense of upbringing that Mennonites children are subjected to which encompasses lack of affection showcased by parents and limited exposure to schooling. As stated in the development approach to learning, the e volving of education and transitional improvements results towards heightened degree of societal integration (Kroth Cranton, 2014). The economically strained setting presented in the Mennonites communities restricted their commitments towards family life. Moreover, the lack of empathetic behavior towards their children and the absence of providing necessary encouragement can be attributed to economical constraints. The appreciation pertaining to a childs gift can be considered as rare in case of Mennonite society. Moreover, following a particular set of norms is essential for the upbringing of a child in Mennonite community and any form of deviation from norm resulted in punishment. Society in general evolves out of contradiction displayed in interpretation of learning and diversity. The diversity as regards to interpreting experiences in a certain manners was missing in the case of Mennonites. The observations made upon the upbringing of women participating in the learning project showcases the fact that majority of the women were brought up in large families under inadequate degree of parenting skills. Thereby, the knowledge in the course of their childhood such as lack of empathy and admiration from parents and lack of appreciation in case a child showcases a particular skill set has been derived by them. The derived knowledge as regards to lack of empathy and understanding were implemented onto their children when they themselves became parents. The project facilitated the development of parenting skills through assimilation of knowledge through a progressive learning process. The women were made aware of their role as parents through model behavior, resulting in them becoming aware of the implications of their languages and actions. The project entails communicative learning in the sense that the educators and instructors are providing assistance towards the learning process of individual Mennonite women thorough use of metaphors. Moreover, through referring children as gems and communicating the fact their development relies upon nurturing akin to that of other components of nature the educators provided a broader perspective. The probability of communicative learning transforming onto Emancipatory learning is high owing to the fact that communicative learning entails observation made on self and that of society as a whole. Taylor Cranton (2012) stated that in case of emancipatory learning the role of educator should be that of an facilitator enabling the students to improvise upon the experiences derived through facilitating an environment conducive to learning. However, in the context of current case study, it can be observed that the teachers and instructors involved in the project have focused upon collective development. This is opposed to individual development as can be observed from uniform learning curriculum in the project. In the context of Emancipatory Learning, the educator is seen as an reformist. The reformers role entails facilitating personal and societal changes. The observation made upon the learning project upon the Mennonite community has shown the changes with regards to softening of stance by women within the community. The softening of language with regards to Mennonite children were seldom practiced and most of the discussion and conversations were on topics that were relevant. The behavior pertaining to those children were shaped with hardening of stance. The absence of verbal affection among those Mennonite children fostered an atmosphere that is not conducive to learning. As stated by many women belonging to the co mmunity, majority of the parents had limited interactions with their children and most would either remain silent in front of their children or walk away. This is opposed to initiating a discussion of providing a word of encouragement to the children who may have displayed any form of skills or achievement. Conclusion: The above discussion on the case study upon Mennonite community showcases the prevalent sets of learning procedures inherent to the community. The influence of Biblical scriptures as opposed to scientific learning upon their education of Mennonites was derived due to the usage of High German language. The conservatism in case of formal educational policies can be observed through limitations imposed upon learning. Further, the case of fostering encouragement to children through better sets of interactions between parents and the child is largely avoided by the community. There remains a hierarchy with regards to gender in the sense that women are allowed to study until 6th grade as compared to men of the community whose education is restricted up to 7th grade. The Mennonite community is adversely affected by economic strain, which resulted in limiting the interactions between parents and children, limiting the degree of prosperity experienced by the community. The role of educators conducting the learning project can be construed as that of an reformist facilitating reforms within the Mennonite community. The usage of metaphors in order to inculcate relation between children, family, society and nature has resulted in creation of awareness as regards to the parenting skills and developing of perspectives. Learning facilitated these women with empowerment and their emancipation can be observed by their reflective responses. The Mennonites women were more conscious of the repercussions of the lack of adequate communication to their children. Moreover, as an outcome of transformative learning, the women decided towards showcasing affection towards their children coupled with encouragement in order to emulate an environment which imbibes the nature of data. Therefore, through enhancement of learning initiatives amongst the Mennonite women, the community as a whole can be benefitted. References and Bibliography: Blake, J., Sterling, S., Goodson, I. (2013). Transformative learning for a sustainable future: An exploration of pedagogies for change at an alternative college.Sustainability,5(12), 5347-5372. Boud, D. (2013).Enhancing learning through self-assessment. Routledge. Boud, D., Cohen, R., Sampson, J. (Eds.). (2014).Peer learning in higher education: Learning from and with each other. Routledge. Boud, D., Keogh, R., Walker, D. (2013).Reflection: Turning experience into learning. Routledge. Carver, C. S., Scheier, M. F. (2012).Attention and self-regulation: A control-theory approach to human behavior. Springer Science Business Media. Cranton, P. (2013). Transformative learning. InLearning with Adults(pp. 267-274). SensePublishers. Cranton, P. (2016). Transformative Learning: A Narrative. Cranton, P., Cohen, L. R. (2013). Learning through Teaching: A Narrative Analysis.Handbook of Research on Teaching and Learning in K-20 Education, 17. Derlaga, V. J., Berg, J. H. (Eds.). (2013).Self-disclosure: Theory, research, and therapy. Springer Science Business Media. Dix, M. (2015). The Cognitive Spectrum of Transformative Learning.Journal of Transformative Education, 1541344615621951. Engestrm, Y. (2014).Learning by expanding. Cambridge University Press. Erdal, M. B., Ezzati, R. (2015). Where are you fromor when did you come? Temporal dimensions in migrants' reflections about settlement and return.Ethnic and Racial Studies,38(7), 1202-1217. Haque, E. (2014). Multiculturalism within a bilingual framework: a retrospective.Canadian Ethnic Studies,46(2), 119-125. Hutchison, J. (2015). Private People in Public Places: Contemporary Canadian Mennonite Life Writing. Keeney, H. (2015). California Mennonite Historical Society: celebrating fifty years. Kolb, D. A. (2014).Experiential learning: Experience as the source of learning and development. FT press. Konopasky, A. W., Reybold, L. E. (2015). Accessing the World Adult Literacy Educators Metaphors for Learners and Learning.Journal of Transformative Education,13(3), 239-258. Kroth, M., Cranton, P. (2014). Fostering Transformative Learning. InStories of Transformative Learning(pp. 1-12). SensePublishers. Kucukaydin, I., Cranton, P. (2013). Critically questioning the discourse of transformative learning theory.Adult Education Quarterly,63(1), 43-56. Kucukaydin, I., Cranton, P. (2013). Critically questioning the discourse of transformative learning theory.Adult Education Quarterly,63(1), 43-56. Lawrence, R. L. (2014). Artful Learning: Holistic Curriculum Development.Andragogical and Pedagogical Methods for Curriculum and Program Development, 299. Mosalanejad, L., Shahsavari, S., Sobhanian, S., Dastpak, M. (2014). The effect of virtual versus traditional learning in achieving competency-based skills. Pennington, D. D., Simpson, G. L., McConnell, M. S., Fair, J. M., Baker, R. J. (2013). Transdisciplinary research, transformative learning, and transformative science.Bioscience,63(7), 564-573. Peters, A. (2015). Researching Mennonite family roots: fifty years later. Roessger, K. M. (2014). The effect of reflective activities on instrumental learning in adult work-related education: A critical review of the empirical research.Educational Research Review,13, 17-34. Stuckey, H. L., Taylor, E. W., Cranton, P. (2014). Developing a survey of transformative learning outcomes and processes based on theoretical principles.Journal of Transformative Education, 1541344614540335. Taylor, E. W., Cranton, P. (2012).The handbook of transformative learning: Theory, research, and practice. John Wiley Sons. Wang, V. C., Cranton, P. (2013). Transformative learning.Technological applications in adult and vocational education advancement, 232-240. Wilmott, R. W. (2013). Genetics of primary ciliary dyskinesia in Amish and Mennonite communities.The Journal of pediatrics,163(2), 309-311.

Essay Writing Tips For Your University Essay

Essay Writing Tips For Your University EssayWhen choosing a University of Leicester sample essay, you want one that is both challenging and interesting. You may have tried different ways to write essays and questions but have not been completely satisfied with the results. Try out a few tips to help you get a good essay.The first thing to keep in mind is that you want to start off your question with an opening statement. Writing a question does not necessarily begin with an introductory sentence. You may find that it actually begins with something like, 'In the university of Leicester, students learn to think like artists. Students often focus on the creative side of art.'Another tip to remember when writing the University of Leicester sample essay is to make it engaging and interesting. The most important things to remember when choosing a sample essay are the same as when writing a more formal paper: prompt the student to explain their own position in the essay, the text should be relevant to the work at hand, the essay should be grounded in some kind of logic, and the work at hand should be part of a larger project. You may need to add keywords or phrases to spice up the writing and the essay, but you should not simply write the essay like that. Students are human beings, and will not be able to tackle each and every question without effort.Another important part of writing the University of Leicester sample essay is to try and avoid cliches and overly simplified sentences. Often, students will end up writing an essay for school without having read the main works, so it is imperative that they use their brains to formulate their answers. Students are looking for the best way to answer the question at hand, not a one liner of a question.To help you achieve this, consider using a template for your University of Leicester sample essay. Using a template can ensure that you do not waste your time writing essays that do not follow a standard format. There are temp late programs out there, and they can be easily accessed online. They can even be copied from a standard paper.Because the University of Leicester sample essay is so important, it is important that you get a document that you feel will give you the kind of solid advice that you will be needing in order to ace the final paper. This may mean using a template, but always make sure that the format follows the norms of writing for general college courses.These are just a few tips to remember when writing the University of Leicester sample essay. Make sure that you do not completely despair of a topic, and you will be able to enjoy your learning experience immensely. By reading some sample essays and being able to write your own work, you will be better prepared for a university course than you may think.

Rip Van Winkle Essays (1151 words) - Rip Van Winkle,

Rip Van Winkle Analyzation encompasses the application of given criteria to a literary work to determine how efficiently that work employs the given criteria. In the analyzation of short stories, the reader uses a brief imaginative narrative unfolding a single incident and a chief character by means of plot, the details so compressed and the whole treatment so organized, a single impression results. To expose that impression, the reader explores the workings of seven basic criteria. One particular criterion character effectively supports the central idea in ?Rip Van Winkle? by Washington Irving. The character's type develops with the personality development throughout the story. Three types of characters: round, flat, and stock, appear in most stories. The round character displays a fully developed personality and full emotions. Flat characters, also known as supporting characters, do not develop fully or express complex emotions. A stock character, also known as a stereotype, fits an established characterization from real life or literature. With these three types of characters leading the reader through the story, the reader learns the events taking place as well as the changes in the character's lives. The author keeps the reader informed of the changes affecting the characters throughout the narrative through style. When a character undergoes a fundamental change in nature or personality during the story, the character has dynamic style. However, a character without change defines a static character. Although all characters have a style and type sometimes understanding the differences appears complicated. A chart often helps establish a better understanding of character type and style. The following chart represents the characters used by Washington Irving in ?Rip Van Winkle?: Character Location Type Style Rip (Pro) Paragraph threeLines seven and eight R S Dame Paragraph four R S Wolf Paragraph nineLine one and two F S Derrick Van Bummel Paragraph ten Line seven R D Nicholas Vedder Paragraph tenLines one, two, and three R D Rip Jr. (Son) Paragraph seven R S Judith Gardenier Paragraph forty-sixLines six through eight F S Dominic Van Shaick Paragraph eighteenLine nine S S Brom Dutcher Paragraph thirty-seven S S Strange Figure Paragraph sixteenLine nine S S Commander Paragraph eighteenLines nine and ten S S Rip (Antag) Paragraphs five and eightLines one and twoLines one and four R S Hendrick Hudson Paragraph fifty-nineLine nine S S Peter Vanderdonk Paragraph fifty-sixLines one and two S S Jonathon Doolittle Paragraph thirty S S The author uses one main character, at most, two; only the protagonist and the antagonist exist as major characters. ?Rip Van Winkle?, Washington Irving uses one main character to play both the role of the protagonist and the antagonist. In paragraph three lines, six and seven, the reader meets the protagonist. a simple good-natured fellow of the name of Rip Van Winkle? In paragraphs five and nine, lines one and two, and one and four, respectively, the reader encounters the antagonist. ?The great error in Rip's composition was an insuperable aversion for all kinds of labor.? Rip would rather starve on a penny than work for a pound.? Even though, in both cases where the reader encounters Rip Van Winkle, Rip only counts as one main character. Characterization occurs when the author draws an overall picture of the characters. Characterization happens in two ways in literature, by description and personality. The author uses the words a story to describe a character or imply the appearance of the characters through the text of the story. Introducing the personality of the character to the reader in words give or describe the personality of the characters or the words used imply certain things about the character. The protagonist in ?Rip Van Winkle? the reader first meets in paragraph three, lines seven and eight, a simple good-natured fellow of the name of Rip Van Winkle.? The reader assumes the appearance of Rip from the preceding paragraphs in which the author sets the general timeframe in the colonial era before and after the American Revolutionary war. Musclat best describes Rip because of all of the physical labor done in chores. Rip also had light hair with blue eyes. Rip's dress was that of the day: black suits with fluffy white collars, tri-cornered hats, and brass buckles on the black shoes. Good natured and helpful best describes Rip's attitude, this good faith towards all that eventually lands Rip in

Macbeth, Internal Conflicts essays

Macbeth, Internal Conflicts essays Everyday people deal with conflicts with their peers. In the play Macbeth there are both examples of external and internal conflicts. Three main conflicts were when Lady Macbeth pressured Macbeth into murdering Duncan, after Macbeth murdered Duncan and also after he murdered Banquo. An external conflict in the play was when Macbeth had decided he no longer wished to murder Duncan as seen in Act I sc. 7 ln 35, We will proceed no further in this business, following this statement, Lady Macbeth became irritated with her husband and proceeded to attack his manhood by saying, ...wouldst thou have that which thou esteemst the ornament of life and live a coward in thine own esteem... (Act I sc. 7 lns 46-48). She then went on to say in lines 56-58, ...when you durst do it, then you were a man and to be more than what you were, you would be so much more the man.... The resolution of this conflict was Macbeth trying to prove his manhood to his wife and therefore killed Duncan. An internal conflict that raged within Macbeth occurred after he murdered Duncan. He was so distraught and guilt-stricken that he began to hear voices and felt he could not be forgiven. This scene takes place in Act II scene ii lines 51-52, Me thought I heard a voice cry Sleep no more! Macbeth does murder sleep the innocent sleep... and lines 40-44 one cried God bless us! and Amen! the other, as they had seen me with these hangmans hands, listning their fear. I could not say amen! When they did say God bless us! Another internal conflict within Macbeth occurred after he had Banquo murdered. This is shown in Act III scene iiii lines 116-120. Avaunt, and quit my sight! Let the earth hide thee! Thy bones are marrowless, thy blood is cold; thou hast no speculation in those eyes which thou dost glare with!...

Concert review Essay Example | Topics and Well Written Essays - 500 words - 3

Concert review - Essay Example The emperor notes that while the sun is full of majesty and that its rays are all ablaze with ever- living glory he is not intimidated by this for he knows his worth. The emperor further compares himself with the moon which rules the night sky and which by all accounts is not ashamed of its lowly position even given that it only reflects the suns light. By declaring that he knows his worth and that of the moon, the emperor accepts although indirectly that the sun is a greater master. The song paints an ambitious emperor who would like to equal the sun in all its celestial majesty. The Mikado was set in Japan although its target audience was in Europe. At the time, contact between the Japanese and the Europeans had been properly grounded and the Europeans knew a lot about Japanese culture and were eager for more. Being very satirical and targeting British institutions in its satire, the choice of Japanese culture and themes made it easier for the opera to more harshly criticize British institution. As a piece of art however, the Mikado and as an extension The sun, whose rays stands out in many ways no wonder they are loved to this day. The lyrical composition of the song was superb and the theme and setting

Abortion Essay Example | Topics and Well Written Essays - 1000 words - 1

Abortion - Essay Example This enzyme deficiency prevents the metabolization of phenylalanine. According to medical and health ethical considerations, every child born with PKU should be placed on a special low phenylalanine diet for a period not less than five years of their life. This is thought to have happened to Martha. It was ethical to consider this when Martha was young and developing. The ideal situation Martha was placed in was to ensure that life is protected at all costs. As such, it is important for Martha to consider abortion for the sake of her life since failure to abort is likely to put the lives of both the child and her in jeopardy. The diet is a necessity in order to reduce or prevent occurrence of sever retardation. Nonetheless, the diet is actually burdensome. This is when considered that Martha is in some state of difficulty with her relationship and marriage with the father of the child. Martha has done no problem of being engaged with this situation. However, she should take caution o f Dr. R‘s emphasis and advice since she is about to care for more than one life. Martha is not exposed to limited foods. She is supposed to consider and stick to the use of the medical food, which is of bad taste and yet protects her from ill health. Considering pregnancy in such a case is another tedious thing since it has been proved that she is in a more difficult situation now that she is pregnant. Dr. R’s advice of considering abortion is deeply directed at reducing any possible thwart of life if she continuous carrying the pregnancy to birth. Yes, she is considerate of the fact that her ethics from religion does not allow her to abort. Nonetheless, avoiding aborting in such a scenario is poised at risking the lives of two people, more importantly her life with that of the fetus (DeGrazia and Jeffrey 45-56). Martha is at a point of making a crucial decision considering the fact that it is like she is fighting a fight of life and death. According to her doctor, abor tion will solve the issue of the present life, as stated by the medical ethics at hand. The fetus is yet to be given an opportunity to grow and live, though this will be negatively affecting on the possibilities of living in Martha’s point of contention. Thus, if Martha is poised to consider abortion, she will have managed to successfully limit any occurrence of life-neglect since it is well foreseeable that she is likely to risk and kill her life together with that of the child. Her continued carriage of the fetus is like an approach of difficulty pertaining life and death, something that should not be given a chance in any medical ground poised with medical and health ethics. Furthermore, Martha is up to the fact that she has been inconstant in her diet. She has failed in remunerating the proceeds of her health discipline. As such, she should consider abortion owing to the fact that if she continues to carry the fetus; she will be up for a tedious end. If Martha J is resolv ed to carry her fetus to term, Dr R will be in a huge responsibility of trying to balance between the lives of two people, who survive the ordeal of living a short and exposed life. It is the responsibility of Dr R to oversee and ensure that Martha has fully adhered to the precepts of t the diet at hand. If he fails to do so then he will be acting contrary to the ordeals of medical ethics, which requires him to do so. First, Dr R is endowed with the responsibility of ensuring that Martha has stepped up to the challenge of her ruthless medication as she had experienced during childhood. At the moment, it is not a big deal for her to metabolize phenylalanine. Nonetheless, now that she is expected to carry her pregnancy to term, she should maintain the same low-level phenylalanine diet through out the course of