Land Law Assignment Example | Topics and Well Written Essays - 3000 words - 1

Land Law - Assignment Example The entire cost for this work was worth  £ 110,000. Ali unduly influenced Ben to signed mortgage forms that lead to release of some security in Valiant Villa to cover the costs. Ideally, not all mortgages are utilized to buy property. As in this case, it is apparent that Ali who also worked as a model scout and agent committed himself to fund Cait. However, since Ali had no sufficient money, he decided to use his right to the villa to take a mortgage with Cantander bank. According to the common law, Cantander bank has the right to repossess Valliant Villa in the event that any liability within which joint owners are liable is not honored. In National Westminster Bank v Skelton, the court held that the mortgagee has unqualified right to repossession in the event that the mortgagor defaults in mortgage repayment.2 Cantander bank has the right to repossesses the villa and either uses it to generate income or sell it to recover unpaid mortgage amounts. Surprisingly, Ben was not fully aware of the whole deal as he thought the second mortgage was a form of mortgage repackaging. Unluckily, Cait Miss was embroiled in a drug scandal which dented her image making it difficult to continue working in the model industry. Indeed Ali’s reputation as her agent was also shattered and could no longer earn revenues to cover mortgage repayments. Cantander bank is now seeking repossession of Valiant Villa which has indeed caught Ben unaware. Ben should understand that mortgage as a contact is primarily based on contract law in regard to formation, terms and termination. As such, a mortgage differs from an ordinary loan since the mortgagee has equal rights to the property as the mortgagor. A mortgage has a proprietary interest since a mortgagee has rights over the property and can therefore take possession of that property in the event of non

How the fashion industry adapted to these restriction and shortages Research Paper

How the fashion industry adapted to these restriction and shortages during WW2 - Research Paper Example But this was short-lived, because America entry to war in 1941 saw Government restriction on civilian access to food and critical materials due to the needs of the armed forces and war production. The adoption of restriction rules in America was different from other countries, the responsibility of clothing rationing was on manufactures rather than civilian, Stanley Marcus was the head of the textile division of the WPB and he essentially froze the silhouette of the time by restricting the amount of fabric that could be used to create garment to its 1941 amount. Rules for clothing industry were created such as Limitation Order-85(L-85). The following are some of the restriction imposed by the L-85 order. 1. For blouses. No hoods, If tucking or pleating is used, ruffling could not be used and vice versa. There was to be no more than one pocket, inside or out, and no patch pocket using more than 25 inches of material. 2. In relations to coats, There was to be no bi-swing or Norfolk typ e backs, No epaulets or tabs on the shoulders, Sleeve circumference is limited to 16.5 inches. 3. Skirts/ suits and play suits. Hem circumference reduced from 81 inches to 78 for misses’ size 16 made non-wool fabrics of 9 ounce weight or less. No culottes, reversible skirt, quilted skirts or skating skirts. 4. Dresses. No more than 2 buttons were allowed and 2 buttonholes for each cuff, No quilting using more than 300 square inches, People were limited to only 3 pairs of leather footwear per year. This was in order to regulate the uncontrolled demand as there was shortage of leather and manpower as well as military demand. Items of clothing such as shoes came under direct rationing; others fell under indirect rationing as a result of strict restriction being imposed upon manufacturers and wholesalers by the War Production Board, (WPB) program for conservation of strategic materials. Nylon production for instance was directed to military use in February 1942. It was used in pa rachutes. Rubber and leather was reserved for the military use. Cotton was not restricted immediately but the heavy military demand and changing of cotton fields into crop production and the poor cotton crop later during the war affected greatly its supply. Silk materials that came from the east became scarce due to cessation of overseas shipping. Rubber controls were significantly tightened during the war due to the high military demand. By February 1942, U.S had been cut from 90% of its natural rubber supply. However, the American fashion industry adopted measures, companies like Sears, Roebuck & co, offered shoes for other rationing coupons, other companies like Lane Bryant advertised â€Å"Non-Rationed Shoes) which were non- leather and were also wedge style or combination of the two. The ‘Wedge Shoe’ gained popularity during World War 2; it was originally created by Salvatore Ferragamo in 1935, it was made from cork sole and natural fiber for the upper part. The s hoe utilized such materials as hemp, felt, and raffia plaited cellophane and crocheted. Silk was substituted with nylon but later on, it became needed for making parachutes. Shortage of stockings made women to resort for trousers which were adopted by the young and the working classes. The L-85 restriction order made American designers who were eager to make a place in the fashion world, not being allowed a large margin for their originality. Modifications were made to shorten the length of skirts,

Functions of Management Essay Example for Free

Functions of Management Essay Great managers are fair and respectful to employees. They don’t ask employees to do anything they would not do themselves. They show up on time, and they are a good role model who leads by example. Great managers are honest and accept their faults, and they are able to publicly admit when they are wrong. Great manager is someone who is a good listener and is proactive in dealing with issues and not afraid to get in the trenches with his or her coworkers. A great manager leads workers, but at the same time does not generate resentment by being too bossy. A great manager builds close connections with the people they supervise. A great manager recognizes employees for their contributions at work. This is one of the surest ways to secure employee loyalty and earn the perception that you are smart enough to understand that you don’t know everything. Recognition and rewards do not typically need to be monetary. In most cases, simple public recognition is all that is required. Recognition nurtures the soul, it feels good, and it stimulates a desire to repeat positive behavior at work. great manager is approachable and possesses a likeable personality. Moreover, a great manager has a sense of humor about the world and themselves. And a great manager understands that they need to manage systems, but more importantly they need to manage the way they relate to their employees. I haven’t seen nor work for an ineffective manager. An ineffective manager can make workers of all levels miserable, which can result in low employee morale, stress, and turnover. Why are some managers ineffective? It could be because these managers define themselves only as a manager, and not also as a leader because managers try to plan, organize, and coordinate, and leaders aim to inspire and motivate. They may view leadership and management as two different entities, when in reality leadership and management need to go hand-in-hand. The management does meaningful work in a culture of respect, camaraderie and teamwork. They begin by analyzing the culture to establish a benchmark, then measure progress regularly. Determine what matters most to your employees; Meaningful work, Recognition, Respect for management, Communications, and Empowerment. Acknowledging individual differences, they maximize individual strengths. They commit to continuous improvement. Management must place as high a priority on employee satisfaction as it does on customer satisfaction, quality, financials and other strategic performance measures.

Special Needs Education In India

Special Needs Education In India Special Education or special needs education refers to the education of physically or mentally challenged students whose learning needs cannot be met by a standard school curriculum. Special instructional methodology, techniques, materials are provided. But because is education, it helps students reach a superior level of personal self-sufficiency. It is not easy to find reliable data about the number of children with disabilities in India. The lack of data available reflects the poor policies implemented by the Indian government for those children with disabilities and their families as well. Moreover, some families hide their disable children for fear of shame. Thus, this report relies on the projected figures made by surveys. Estimations show that about 40 million children in India, from the age of 4-16 years old, are disabled. India measures disability in five categories: hearing, sight, speech, locomotors and metal- excluding others such as autism. Taking this measure into account, surveys rely that 35 million children are physically challenged and 5 million are mentally ones. But what is worst is that 90 percent out of those 40 million are out of school- majority of them living in rural areas- which means that 9/10 children are not provided with education. And this is what the government should look at. The educational facilities provided to children with disabilities have grown gradually in the past years. These ones range from special schools to Inclusive education. Special Schools are apart from the General Education System. In early times, special schools in India were a voluntary program. By 1950s, there were around 10 special schools in India. In the year 1960s, the government began awarding grants to NGOs for the creation and upkeep of special schools. By this year, 39 special schools were created. Thirty years later, in the 1990s, there was an incredible growth. Around 1100 special schools were created and spread all around the country. This growth was mainly due to the creation of Acts (e.g. Equal Opportunities, Protection of Rights and Full Participation, 1995), polices and the availability of more number of professionals trained to teach in special schools. It is hard to estimate the exact number as some NGOs who created such schools havent been included in directories. Moreover, most of them are register as Societies or Trust. Therefore, there is no recognition of such special schools due to poor documentation. Moreover, in the past years, much parent organization in India established special schools for children with intellectual disabilities in different parts of the country- this reflects the involvement of parents. Latest surveys estimate that there are more than 3000 special schools in India but only few of them, those in urban areas, have the needed resources, or trained teachers. Now, where is the money for special schools in rural areas?. Until the 1970s, the policy encouraged segregation. It was believed by educators that children with intellectual and physical disabilities couldnt take part in activities of common schools because they were different. Over the time, this policy of segregation was dissolute. They started to believe that if the child was ready to make a shift, this one should be transferred to a general school. And here is when the idea of inclusive education was introduced. In the year 1974, the government implemented the first program Integrated Education for Disabled Children (IEDC). But the government didnt work alone. Some NGOs partner and participated in the implementation of it (e.g. SYSS). These provided the training for teachers to practise inclusion, ensure that children with disabilities enrol in common schools and provided with the resources and materials needed. Inclusive Education is a part of the General Education System. The program aimed to integrate the children with disabilities in the general schools and so in the community. By doing this, they create an inclusive culture. Disabled children will be now ready for a normal development and able to face life with self-confidence. There are two kinds of Inclusive Education: part time and full time. Part time education refers to disable students attending general classes for less than half a day. They generally attend the less difficult subjects with children without disabilities and the others with students who are facing similar disabilities. Full time education refers to disable students attending general classes along with students without special needs. These students are more likely to have mild disabilities. I conclude by saying that in a country so big like India, which the worlds second largest population (1.22 billion) and with the second largest education system, there is large number of children with disabilities and a big number of them who are out of school. And the major responsibility of any government is to provide basic education. This one is a powerful instrument of social change. There is definitely a strong link between poverty and disability in the country. Most of the people with disabilities are seen as part of a fifth castle-below all others- reinforcing their marginalisation from society. As a result these are discouraged to go to school and end up being vagabonds. But what is even sadder is that in some cases families make their children disable somehow by cutting arms, legs, others so that they can beg for money in the streets. The government needs to understand that these children are highly productive and contributing citizens. So their education cannot be ignored. Despite the efforts of the NGOs and the government, it is clear that the national objective Education for all has not being achieved yet. Clear examples are the private schools in some urban areas of India, which have voluntarily implemented special education. This doesnt show anything more than the geographically inequalities in the country where are the schools that offer special education in rural areas? Additionally, because they are private schools require the payment of fees, making it not accessible for all. There is an important need to make easier the access of disable children to education. Because of the size and diversity of the country, the government should take the responsibility of implementing a central policy and have as priorities improve the educational system and therefore improve the childrens quality life. Networking with NGOs across the country is essential because of their proximity to people and the innovation into educational programmes. The government should provide grants in aid. Despite, there is a factor to take in consideration- Corruption. India is a very corrupted country. The government gives grants and you never know where it goes. So, when the grants are given to the NGOs, these ones should use it for the implementation and development of educational programmes and the provision of the necessarily resources- such as the infrastructural facilities, educational materials and equipments, training teachers to practise inclusion and respect disabilities, others. To measure the right use of it, a third body should control what is done. Moreover, the government together with the NGOs should adopt strategies and improve the accessibility for educating children with disabilities, primarily I believe through the Inclusive Education System. Why not through special schools? I believe special schools are medical interventions which promote somehow isolation, segregation and social exclusion. Thus, by integrating disable children into normal classrooms, a culture of inclusion will be created; a model of desegregation will be built, benefiting all children, achieving equality in education and so contributing in the long-term goal of Education for all. But not leaving special schools aside. A bridge should be built between both practices. Classrooms should be representative of the society in which we live. There is no society without people with disabilities. Therefore, why shouldnt classrooms include disable students to reflect the society?.

The Green Mile by Stephen King :: Movies Film

The Green Mile by Stephen King is the story of man with god-given powers of healing sentenced to death and the change he cause in the prison guards. The themes of compassion and sacrifice can be seen in this novel. The theme of compassion is very much a part of this book. One part especially shows this truth. Percy, a prison guard, crushes a death row prisoner's pet mouse, which the prisoner loved more than life itself. This cruel act displays Percy's extreme lack of compassion and how little he cares about other people. Also, this action blazes the way for another heartless act of ruthlessness. When Percy is scheduled to be the executioner on death row, he "accidentally" does something wrong. Instead of taking the standard precautions to make death by the electric chair swift and painless, his mistake makes the death of Eduard Delacroix go slowly and painfully. After causing this agonizing death, Percy gets what he deserves and is never mentioned again. When a towering black man named John Coffey is sentenced to death by the electric chair, the prison guards assume that he was as guilty as any death row prisoner. But later, they start to believe that he is being punished for a crime which he did not commit. They learn that he was found holding two dead girls and thought to have killed them. The truth was that he was trying to use his god-given gift of healing to save the murdered children. The prison guards made it their mission to keep John Coffey from experiencing the cruel death which so many before had faced. They had a plan for Coffey's salvation all worked out. Surprisingly, when they asked Coffey if he wanted to escape, he replied that he could not stand all the misery and hate going on in the world, and that he wanted to die.

Essay --

â€Å"Washington the General, the President and the Abolitionist† On a cold, frosty day in Westmoreland County, Virginia a baby boy was born to Augustine Washington and Mary Ball on February 22, 1732. This baby was named George and was their first child of five to come. From the age of three he lived at many different plantations on tributaries of the Potomac river. At the age of 11, George tragically lost his father and was under his mother’s management which he did not like. Living with many relatives he eventually found a sanctuary at his half-brother Lawrence’s plantation known as Mount Vernon. After the age of approximately 15 he began showing a deep interest in mathematics and eventually through Lawrence’s influence became a successful surveyor. In 1751 Washington made his first and last trip outside the colonies to Barbados with Lawrence to cure him of tuberculosis. When they were there George very quickly contracted smallpox. Although he survived the illness he was left with permanent facial scars and immunity to a dis ease that will ravage his troops in the near future. In 1752, Lawrence, who had served as Washington's mentor, tragically passed away. Washington eventually inherited Lawrence's estate, Mount Vernon, his militia office and there Washington learned how to become an officer and a farmer. In 1753 Virginia Governor Robert Dinwiddie sent 21-year-old Washington to warn French troops stationed north of modern day Pittsburgh Pennsylvania that they were trespassing in territory that was claimed by Virginia. The French ignored the warning, and the flopped. On the brighter side, when Washington returned, Governor Dinwiddie told a Williamsburg printer by the name of William Hunter to publish his report as The Journal of Maj... ...per his request Washington was remembered from then on as the â€Å"Father of the United States† because of his incredible leadership and his ability to bring an entire country together after a war of independence. In Washington’s farewell address he said that his successors should keep the highest standards for domestic policies and minimally involve in foreign policies. To this day in memoriam the document is read in the U.S. Senate for his birthday in February. In the House of Burgesses Thomas Jefferson Spoke of Washington and said, â€Å"On the whole, his character was, in its mass, perfect, in nothing bad, in a few points indifferent; and it may truly be said, that never did nature and fortune combine more perfectly to make a man great, and to place him in the same constellation with whatever worthies have merited from man an everlasting remembrance.† (Thomas Jefferson)

Ap Us History Essay

Thesis Sentence: The lives of the Plains Indians in the second half of the nineteenth century were affected by technological developments and government actions politically, economically, religiously, socially, intellectually, and geographically. Body Paragraph #2 Background Paragraph – How the Indians were treated before the second half of the 19th Century. Body Paragraph #3 The technological developments and government actions affected the Indians in the second half of the 19th Century politically because: †¢ They did not have a say in government very much even though they were more â€Å"civilized† Body Paragraph #4 The technological developments and government actions affected the Indians in the second half of the 19th Century economically because: †¢ Transcontinental Railroad – Indians lost their food sources, such as bison, due to the rapid constructions of buildings and technological things that did not let the bison roam free Lots of bison caused hunting -> they almost went extinct Body Paragraph #5 The technological developments and government actions affected the Indians in the second half of the 19th Century religiously because: †¢ Indians that changed left their culture and spiritual practices behind Became Christians – only a few Were allowed in churches †¢ Indians that did not changed were being forced to change Body Paragraph #6 The technological developments and government actions affected the Indians in the second half of the 19th Century socially because: †¢ Indians who changed left their practices and became more â€Å"civilized† according to the white Americans They were more accepted than the non-changed Indians Body Paragraph #7 The technological developments and government actions affected the Indians in the second half of the 19th Century intellectually because: †¢ Indians who changed got the same education white Americans did Went to better schools †¢ Indians who did not change were not as well educated as the other Indians †¢ All Indians were better equipped when it came to hunting because they had guns instead of bows n’ arrows Death rate while hunting went down Body Paragraph #8 The technological developments and government actions affected the Indians in the second half of the 19th Century geographically because: †¢ Were given crappy land Were kicked out of them when the Americans found out that there was gold in that area Homestead Act/ Dawes Act Conclusion: During the second half of the 19th Century, the Indians were affected by the technological developments and government actions in many ways more than one. They were still not accepted politically. They lost a lot of economical resources in the process of the technological progression. The Indians were forced to change their religion to Christianity in order to become â€Å"civilized† in the eyes of the white Americans. They were socially accepted in some ways by the white Americans if they converted to Christianity. The Indians became intellectually smarter when they grasped new technological developments like the gun (new for them) so that they could hunt properly. However, they lost a lot of land to the white Americans geographically. The second half of the 19th Century gave the Indians more problems than happiness.