The Life and Accomplishments of Eli Whitney :: Biography Biographies Essays

The emotional state and Accomplishments of Eli Whitney Historians believe that one of the greatest pioneers in the birth ofautomation, Ameri discount inventor, pioneer, mechanical engineer, andmanu pointurer Eli Whitney. He is best remembered as the inventor of the like woolgin. He made his first violin when he was only 12. Eli started collegewhen he was 23, in 1788. He left for Georgia and got his first look atcotton wool wool business. He graduated from Yale in 1792, and went to Savannah,Georgia to teach and study law. After he graduated he went south to tutorthe children of a wealthy woodlet owner. He taught school for fiveyears. Eli Whitney made and sold nails during the Revolutionary war. In1798 Eli obtained a government contract to make 10,000 muskets. In 1812 hewas given other contract for 15,000 muskets .He reinforced the first firearmsfactory to use mass production methods. When Eli Whitney built his firstfactory in 1798, he allocated a great switch of his precious resou rces toproviding housing for his workers as well as ensuring that they were welloff financially. This considerateness marked his entire career as anindustrialist. He wanted to engagement steady sober people,tied to hisfactory and part of a community of industry. He intended to create a sel-sufficient village, producing goods, and populated by well educated, joyous workers,Whitneyville. He also affected the industrial development ofthe United States , in manufacturing muskets however most of whitneys ownguns parts do not in fact interchange. Nevertheless, Eli Whitney is afigure whose history is fascinating, and whose impact in New Haven can notbe overstated. He translated the concept of interchangeable parts into amanufacturing system, giving birth to the Americanmass-production concept.Whitney saw that a machine to clean the seed from cotton could make theSouth prosperous and make its inventor rich. He organize to work at once andwithin days had drawn a draw to explain his idea 10 days later heconstructed a crude model that splitd fiber from seed. By 1793 hedesigned and constructed a machine called the cotton gin, that quicklyseparated cotton seed from the shortstaple cotton fiber. The first cottongin was a wooden box that spun around a drum and picked the cotton seedwith wire hooks.Cotton Gin, machine used to separate the fibers of cottonfrom the seeds. Before the invention of the cotton gin, seeds had to beremoved from cotton fibers by hand this labor-intensive and time-consuming process made growing and proceeds cotton uneconomical. Thecotton gin allowed the seeds to be removed mechanically and rapidly fromThe Life and Accomplishments of Eli Whitney Biography Biographies EssaysThe Life and Accomplishments of Eli Whitney Historians believe that one of the greatest pioneers in the birth ofautomation, American inventor, pioneer, mechanical engineer, andmanufacturer Eli Whitney. He is best remembered as the inventor of the cottongin. He made his first violin when he was only 12. Eli started collegewhen he was 23, in 1788. He left for Georgia and got his first look atcotton business. He graduated from Yale in 1792, and went to Savannah,Georgia to teach and study law. After he graduated he went south to tutorthe children of a wealthy plantation owner. He taught school for fiveyears. Eli Whitney made and sold nails during the Revolutionary war. In1798 Eli obtained a government contract to make 10,000 muskets. In 1812 hewas given another contract for 15,000 muskets .He built the first firearmsfactory to use mass production methods. When Eli Whitney built his firstfactory in 1798, he allocated a great deal of his precious resources toproviding housing for his workers as well as ensuring that they were welloff financially. This consideration marked his entire career as anindustrialist. He wanted to employ steady sober people,tied to hisfactory and part of a community of industry. He intended to create a sel-sufficient village, produci ng goods, and populated by well educated,happy workers,Whitneyville. He also affected the industrial development ofthe United States , in manufacturing muskets but most of whitneys ownguns parts do not in fact interchange. Nevertheless, Eli Whitney is afigure whose history is fascinating, and whose impact in New Haven can notbe overstated. He translated the concept of interchangeable parts into amanufacturing system, giving birth to the Americanmass-production concept.Whitney saw that a machine to clean the seed from cotton could make theSouth prosperous and make its inventor rich. He set to work at once andwithin days had drawn a sketch to explain his idea 10 days later heconstructed a crude model that separated fiber from seed. By 1793 hedesigned and constructed a machine called the cotton gin, that quicklyseparated cotton seed from the shortstaple cotton fiber. The first cottongin was a wooden box that spun around a drum and picked the cotton seedwith wire hooks.Cotton Gin, machi ne used to separate the fibers of cottonfrom the seeds. Before the invention of the cotton gin, seeds had to beremoved from cotton fibers by hand this labor-intensive and time-consuming process made growing and harvesting cotton uneconomical. Thecotton gin allowed the seeds to be removed mechanically and rapidly from

Motherhood Under Slavery in Tony Morrison’s Beloved Essays -- Beloved

Tony Morrisons wise Beloved, explores how slavery effects of the lives of former slaves. Morrison focuses more specifically on how the women in these situations are abnormal. One of the main areas affected in the lives of these women is maternalism. By describing the experiences of the mothers in her story (primarily Baby Suggs and Sethe) Morrison shows how slavery warped and shaped motherhood, and the relationships between mothers and children of the enslaved. In Beloved the slavery husbandry separates mothers and children both physically and emotionally.Sethe has a strong maternal instinct and sees her children as a part of herself. They rightfully belong to her. However her maternal ownership of her children is not recognized by the culture of slavery. As a slave she cannot own anything (Mock 118). Therefore while they are enslaved neither Baby Suggs nor Sethe really own their children. In the slavery culture both the mothers and the children are considered as proper ty of their white owners. As property, their rights as mothers are made void and they have no say about the lives of their children. To the owners a slave womans primary value is in her reproductive ability. The female slave is seen as giving birth to property, and therefore capital in the form of new slaves. (Liscio 34). The owner has the ability to use and dispose of this new property as they wish. Therefore children could be sold without any regards for their feelings of the feelings of their mother. In the novel Baby Suggs states she has given birth to eight children, however she only gets to keep one that she sees grow into adulthood. By the end of her life slavery has stolen all of her children from herYou lucky. You got common chord left. Three pull... ...the two of them. The Slavery culture in the novel has restricted both Baby Suggss and Sethes ability to mother their children. It has altered motherhood from the ideal and transformed it into something barely recognizable . Works CitedLiscio, Lorraine. Beloveds Narrative Writing Mothers Milk. Tulsa Studies in Womens Literature, Vol.11, No.1 (Spring, 1992) 31-46. JSTOR. Web. 27. Oct. 2015.Mock, Michelle. Spitting out the set out Ownership if Mother, Child, Breasts, Milk, and Voice in Toni Morrisons Beloved. College Literature, Vol. 23, No.3 (Oct, 1996) 117-126. JSTOR. Web. 27. Oct. 2015. Morrison, Toni. Beloved. New York Vintage International, 2004. Print.Wyatt, Jean. Body to the Word The Maternal Symbolic in Toni Morrisons Beloved. PMLA, Vol. 108, No.3 (May, 1993) 474-488. JSTOR. Web. 27. Oct. 2015.

Abortion: A Woman Has the Right to Choose Essay -- Argumentative Essay,

The right to choose what happens to YOU is an American right that every person should be allotted. Though the First Amendment clearly states that all Americans have the right to freedom of speech, the topic of abortions continues to be challenged. Abortions poses moral and ethically challenges that many Americans ponder over. The major two sides involved in this is alter issue is Pro-Life vs. Pro-Choice, pro-life being against and pro-choice supporting abortions. This research paper will examine the many different court cases touch abortions and the two different argumentsWhat is an Abortion?An abortion is the termination of a pregnancy by the removal or expulsion of a fetus or embryo from the uterus before it is viable, (Grimes, 2007). An abortion can happen for two different ways, either because of problems during pregnancy or by inducing one because of choice. Abortions ordinarily refer to the induced terminations while terminations related to medical issues are commonly call ed miscarriages. Obviously the bitterness comes into play when dealing with the induced terminations. Induced abortion has a long history and has been facilitated by various methods including herbal abortifacients, the use of sharpened tools, physical trauma, and other traditional methods. Contemporary medicine utilizes medications and surgical procedures to induce abortion. The legality, prevalence, ethnic status, and religious status of abortion vary substantially around the world. In many parts of the world there is prominent and divisive public controversy over the ethical and legal issues of abortion. Abortion and abortion-related issues feature prominently in the national politics in many nations, often involving the opposing pro-lif... ...stitution and what it means straightaway Supreme Court decisions of 1973, 1974, and 1975, page 36 (Princeton University Press 1985) The abortion cases afforded the Supreme Court another opportunity to caress the Ninth Amendment without e mbracing it.3. Chrisrs. (March 2011). Belotti vs. Baird. Bullentin For Law Students.com. Retrieved from http//4lawnotes.com/showthread.php/2613-Bellotti-v.-Baird4. Graber, hold back A. Rethinking Abortion Equal Choice, the Constitution and Reproductive Politics. Princeton, NJ Princeton University Press, 1999.5. Lowdermilk, Perry, Cashion, and Alden. (2012). Maternity and Womens Health Care. Elsevier Mosby. St. Louis, Missouri. 6. Potts, Malcolm et al. Abortion, page 347 (1977).7. Webster v. Reproductive Health Services. Wests Encyclopedia of American Law. 2005. Encyclopedia.com. 2 Dec. 2011 .

Acid Rain :: Free Essay Writer

Screaming at the Perception of DeathI definitely give always remember this cold and rainy nighttime as if I was just waking from the night before. We were young then and had no idea what this life-time had to offer us. It was careless and at the time I could have cared less...my whole world could have come crashing down at this star moment with one smash, one swerve or one scream and I could have cared less...we were on so many drugs and so many highs we couldnt have cared more or less things like life, love or family...When I thought I was dead I could non have cared more.It all started late that night. It was a freezing night and the sky was dark and gloomy. The air smelled of rain and moisture because it had been raining all day. One of my good friends, Tony, and I were staying the night at my house after a long night of drinking, partying and hanging out at The Palace, an underage dance club down the street from my house. We had already told my mom goodnight and headed off to bed. Our night was not over yet though...A friend of ours, Dana, was having a party at her house all weekend because her mom was out of town. We had asked my mom earlier if we could stay at Tonys house because we knew his dad would just let us go, but I think she had a hint already of that situation so she say no and that she thought we should just stay there. We were going to the party anyways. The telephony rang and it must have been one of the loudest most piercing rings ever because we were on our way out the door trying our hardest to get out without making a sound so that we could escape the house without my mom knowing. My moms scream, TOOONY...who in the hell is calling my house at two oclock in the morning? was all I heard as I sprinted back in the house to throw my shoes off and answer the phone knowing it was probably one of my friends being drunk and ignorant.This time the phone was for her... perfect time to leave Moooom, its for you Pick it up in there I slammed the phone down. We bailed outside as quiet and quickly as we could.

Physician-Assisted Suicide Essay - Euthanasia Should Not be Legalized

Euthanasia Should Not be Legalized It is conceivable, that life can deteriorate to the point where persons lose their dignity and self-respect and argon unable to communicate life in such a form no longer meets meets the basic criteria of human- ness. (OKeefe, A1) Under these circumstances only should Euthanasia be practiced and then only passively (pulling the plug). Dutch Death, Euthanasia, doctor assisted suicide, whatever you want to call it, it should not be legalized. People should live their lives for as long as long as it is worth living. As long as someone can still hold back experiences and communicate with others, they should go on living. Someone may have six months to live and decides to end their life rematurely, saying that they are going to die anyway, why bother with waiting. It is the same with anyone. Everyone will eventually die, so why doesnt every one just kill themselves now? It is because there are things they want to do and see, there is life they still have yet to experience. The same thing is true for a terminably ill person, they could do alot in that six months. They write an record or a novel, do a lot of reading or traveling, who knows? It has been said that trials and incommode make us stronger. Even if someone is in pain, that pain could make them mentally stronger than if they give up and take the easy way pop. Life is pain, everyone goes through pain in their lives, but most stick it out to the end, not giving up taking the easy way out. As long as a person still is able to know what is occurrent around them and can interact with the world around them it should be... ...hey deemed fit for death. Then perhaps we would become like a dog or cat and quite of bothering to heal us we would just be put down. Who knows where it would end. These examples are pretty radical, but once we take that first step there is no recounting where it will end. Sometimes change is needed in society, sometimes things mu st change to fit societies needs. Some things, however, can never change it will ever so be wrong to steal, it will always be wrong to kill, and it will allways be wrong to kill someone. Works cited Henry, Sarah. The Battle Over aided felo-de-se A Time to Die California Lawyer, January, 1996 OKeefe, Mark. Doctor Assisted Suicide Dutch Death The Oregonian, January 8, 1995. ppA1+ Shavelson, Lonny. A Chosen Death The Dying confront Assisted Suicide, January, 1994

Physician-Assisted Suicide Essay - Euthanasia Should Not be Legalized

Euthanasia Should Not be Legalized It is conceivable, that life whoremaster deteriorate to the halt where individuals lose their dignity and self-respect and are unable to communicate life in such a form no longer meets meets the basic criteria of human- ness. (OKeefe, A1) beneath these circumstances only should Euthanasia be practiced and then only passively (pulling the plug). Dutch Death, Euthanasia, doctor assisted suicide, whatever you want to call it, it should not be legalized. People should live their lives for as long as long as it is worth living. As long as someone can still have experiences and communicate with others, they should go on living. Someone may have six months to live and decides to end their life rematurely, aphorism that they are going to die anyway, why bother with waiting. It is the same with anyone. Everyone will eventually die, so why doesnt every one just kill themselves straightaway? It is because there are things they want to do and see, there is life they still have yet to experience. The same thing is true for a terminably ill person, they could do alot in that six months. They write an autobiography or a novel, do a lot of reading or traveling, who knows? It has been said that trials and pain make us stronger. Even if someone is in pain, that pain could make them mentally stronger than if they give up and take the easy way out. Life is pain, everyone goes through pain in their lives, but most stick it out to the end, not giving up taking the easy way out. As long as a person still is able to know what is happening around them and can interact with the world around them it should be... ...hey deemed fit for death. Then perhaps we would become like a dog or cat and instead of bothering to heal us we would just be put down. Who knows where it would end. These examples are pretty radical, but once we take that basic step there is no telling where it will end. Sometimes change is needed in society, s ometimes things must change to fit societies needs. Some things, however, can never change it will always be wrong to steal, it will always be wrong to kill, and it will allways be wrong to kill someone. industrial plant cited Henry, Sarah. The Battle Over Assisted Suicide A Time to Die California Lawyer, January, 1996 OKeefe, Mark. Doctor Assisted Suicide Dutch Death The Oregonian, January 8, 1995. ppA1+ Shavelson, Lonny. A chosen Death The Dying confront Assisted Suicide, January, 1994

HCS 483 Information System Briefing Essay

Information System BriefingHealth Care Information SystemsHCS 483August 25, 2013Information System BriefingProviding quality wellness look at is quick becoming synonymous with health care geological formations acquiring technology and study remainss that are the most current. Success of the health care organization depends on the capital punishment of information systems that are designed to meet the standards of quality set by the organization and the health care industry. Acquisition and implementation of new or upgraded information systems pose big challenges. Understanding the organizations goals and the roles of the stakeholders leave behind help in the demonstrate of choosing the correct information system for use by the organizations health care providers. extract and AcquisitionCreating a steering committee to start the process of selecting and acquiring is the first step for a health care organization when looking at implementing a new information system. Appointin g a project manager to lead the committee to help give the appropriate information and guide the committee in making decision. The steering committee determines the process of implementing the new information system and conducts research to help determine the best information system for the organizations needs. The steering committee must look at the needs of the organization for not only the current use but also how the system go away grow with the organization into the future. Identifying the standards of care that the health care organization will help define the objectives the committee must meet and the scope of compendium to estimate that the organization system requirements are met. ResearchResearching the vendors for products that will meet the needs of authentication and records storage is vital in acquiring the correct product. Contacting different vendors and set up product demonstrations is the best way to compare products. This will provide for hands-on research for ease of use and real-time questions to be answered by the representative. ingathering predetermined evaluation criteria from the members on the steering committee so that the selection process can begin. Collecting the individual remarks on the product must be done on the day of the presentation. Comparing the different information systems, this way will help with the selection process. Cost AnalysisThe heightened awareness in young years of the need to live within budgets in the health care sector would seem to create the perfect climate for cost-effectiveness analysis (Russell, Gold, Siegel, Daniels, & Weinstein, 1996, p. 1). Cost analysis is part of the findings that the steering committee must submit in their findings while researching the different products. Cost is a driving factor in the selection of a new information system. If the new system does not integrate into established systems within the organization, there will be more cost associated with that product. Organizat ions GoalsUpholding the health care organizations goals in every aspect of the acquisition phase is first priority. Forming strategies that identify with the mission and goals set frontwards by the organization will help guide the recommendation from the steering committee. Involving other project leads from supporting departments such as Information Technology (IT) will be necessary. IT has the knowledge on the existing systems and will have the insight that is needed when adding or combining system products. It is probable that IT has projects that will need to interface with the new information system. cartel ideas and research may help lead to a better information system choice for the organization. Roles of the StakeholdersThe stakeholders roles in the organizations acquisition of new information system are from start to finish. There should be a stakeholders presence in the steering committee to put their skills and knowledge of the plans of the organization on the table to help influence decisions. The active stakeholder on the steering committee can report to other stakeholders on the progress and changes in the process of choosing the information system. The broad range of stakeholders is identified as anyone who holds interestin the failure or success of the organization. This can range from Chief-Executive-Officer (CEO) to business managers and administrators, doctors to the nurse staff and even patients. Patients are a vital source of information because the patient is the owner of the data entered in to the information system. Stakeholders should have active excitant in the entire process of research, acquisition, and implementation of a new information system. For example, The medical user may want an easy-to-use system releasing him or her from documentation tasks, while the administrative user wants a system enforcing complete documentation (Ammenwerth, Graber, Herrmann, Burkle, & Konig, 2003, p. 5). ConclusionWhen considering the addition or expansion of a health information system the organization must conduct research with several vendors and a steering committee to make recommendations of the product that will best fit with the requirements set forth by the organization. The goals of the organization will help guide the decisions on what information system will fit the needs currently and into the future. The stakeholders involvement in the entire project gives unique insight from the different levels of stakeholders. Patients, nurses, doctors, management, and executive management are all stakeholders. Combining all of these elements will help in the process of acquiring the appropriate information system for the health care organization.References Ammenwerth, E., Graber, S., Herrmann, G., Burkle, T., & Konig, J. (2003, June 7, 2002). Evaluation of health information systemsproblems and challenges. International Journal of Medical Informatics, 71, 125-135. http//dx.doi.org/http//dx.doi.org/10.1016/S1386-5056(03)00 131-X Russell, L. B., Gold, M. R., Siegel, J. E., Daniels, N., & Weinstein, M. C. (1996, October 9, 1996). The Role of Cost-effectiveness Analysis in Health and Medicine. Journal of the American Medical Association, 276, 1172-1177. Retrieved from http//av4kc7fg4g.search.serialssolutions.com.ezproxy.apollolibrary.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=infosid/summon.serialssolutions.com&rft_val_fmt=infoofi/fmtkevmtxjournal&rft.genre=article&rft.atitle=The+role+of+cost effectiveness+analysis+in+health+and+medicine&rft.jtitle=JAMA&rft.au=Russell%2C+Louise+B&rft.au=Gold%2C+Marthe+R&rft.au=Siegel%2C+Jo

Person essay Essay

The Most Important Person in my LifeWe all throw away someone that is authentically important to us, someone that has influenced us in our spirit at some time or another and thanks to that person we are the person we are today. In my case that someone is my convey. My spawn is in reality important to me because thanks to her I exist today, she gave me livelihood .My catch is my best friend, my confident, she is the person that I trust the just about in my sustenance .I consider my produce as the most important person in my life because she has eternally been there for me, gave me all the things that I needed to keep going following my dreams. She is much(prenominal) of a earnest mother. I love my mother, even though we fight sometimes, I cant live without her, she is my role model. My mother is a hard sounds, go forive, hospitable and caring person. My mother is a beautiful woman. She is the youngest of six siblings, she is forty years older.She has light brown skin and is about five feet six inches and 160 pounds. She has shady short curly hair, which sometimes she straightens, but she usually keeps it curly. Her eyes are dark brown, like coffee. She has beautiful white teeth which shine when she smiles. On her administration she has some freckles. Her eyebrows are black and she likes to shape them square .She also has her ear pierced. My mother wears jeans and blouses most of the time, she is very simple .On Sunday night you would cast my mother sitting on the sofa watching T.V. When you low insure my mother you will think that she is shy or isnt a neighbourly person because of her character, but after you talk to her and know her well you will notice that she is a lovely person, funny, and nice person. On a Saturday morning you would enamor my mother getting ready to go the church, she usually wears long dress, or a long skirt with jacket, and she is very elegant. My mother is a hardworking woman. She has continuously worked in poi nt to bring money to our house and to give my little brother and me a better life. She also work hard at home, she evermore makes sure that everything is okay in our house, she likes to have everything organized.I remember that when I was ten years old , my father moved to the United States in come out to find a better way of life, leaving my mother , my brother and me in our country ,the Dominican Republic. After my father left home my mother had to do both roles, be the man and woman. She learned how to fix things at home, so she didnt have to call someone else to do it. Atfirst when my father arrived here in the USA he didnt have a job, so at that moment my mother was the only if one that was working and bringing money to our house, but it wasnt enough to support us. My mother was working in a company, but she didnt receive a good pay, thats why she decided to have two jobs. It wasnt easy for my mother having two jobs, plus she had to do everything at home. I remember that she woke up every day early in the morning in order to prepare something to eat for my little brother and me, and then she had to get ready to work at her first job. After my mother finished a job, she had to go to the other one, and then when she really ended up working she used to go home to help my brother and me with our homework.I dont know how she was able to do so many things at the same time, but she did .She always tried to give us a good life. Nowadays, I see my mother, and I feel very proud of her. She taught me that nothing is easy in life that we have to work hard to get the things that we want. Sometimes I feel tired because I work and study at the same time , and sometimes I think that I cant continue doing this and then I think about my mother, how hard she used to work and never gave up. She is my divine guidance and role model. My mother is such a hardworking woman, this is one the qualities that I most admire about her. How nice it is having someone that supports you in every conclusion that you make in life.No matter what, every time that I need my mothers support, she is always there for me. Most of the time when I have to make an important decision in my life, I talk to my mother before doing it. I remember that when I started working and studying at the same time, I snarl like it was too much for me , because I was working and studying total time. At that moment I did not what to do because I really needed a job to help my mother to pay the bills , but I also wanted to continues my studies in order to have a better life. So one day I decided to talk to my mother about my situation. Mommy I feel that working full and being a full time student is too much for me. So, what do you want to do? She asked me.I am thinking to precede my Job. I replied.Dawilsa whatever you think that is the best for you or you want to do, I support you. She said. After I talked to my mother, I decided to just cut some hours in my job and work part time, so in th at wayI would have more time to study, and do my homework on time. Thanks to my mothers support I got good grades, and I felt most comfortable. I also remember that when I was about twelve years old my dream was to become a famous and professional dancer. So since I knew that my mother supports me in any decision that I make in life I talked to her about it. Mom Do you know what is my biggest dream in life? I asked her. Yes, to become a famous dancer has always been your dream. She replied.Mom, fucking I go to the dancer naturalize that is in my school? I insisted. Sure, you can go to the dancer school anytime, thats your dream and I support you. She replied. After I talked to my mother I was jumping of happiness because she said yes. Few days later I started taking dance class. I felt so happy because one my dreams was starting to become true. I took one year of class on that dancer school , and then I had to leave it because I was too busy on school with my homework and did have enough time to go the dancer school .So since education comes first I decided to leave the dancer school. My mother is my support, she is like my right hand. My mother is very friendly.My mother has always been friendly with everybody, thats why she knows a heap of pile. Its nice to be a friendly person because you have a lot of friends and you are also appreciated by other people. When I was a kid I didnt like to go to the supermarket with my mother because she always found someone that she knew and then stop to talk with that person for a while. Even though I dont like when I am with my mother and she stops to talk to everybody, it is always good to meet people from everywhere. I remember that one day before coming here I needed a paper from high school in order to be able to register in college, so my mother and I went to the schools office. When we went and told the secretary what we needed she told us that to get that paper through would take a while.I really needed it right away because I was coming to the USA the day after. After a few minutes talking with the secretary, the manager arrived and since my mother knew him he came and helped us with the paper. Thanks to my mother I learned to be a friendly person and everywhere that I go I know many people. Being friendly is one the qualities that I most like about my mother. It helps to know people. Caring is part of my mothers personality. Its like she was born with this quality.My mother always takes care of myfather, my little brother and me. She is always asking me how I am doing in school or in my job. I remember few years ago, I was in the hospital because I was really sick .I stayed at the hospital for a whole week. My mother took vacation from her job because she wanted to stay with me, taking care of me, and making sure that I had everything that need. At that moment my mother showed me that she really care about me and how important I was to her.My mother is always up to me when I need an adv ice .When I am sad I go to see her and she gives me a hug and good advices and makes me feel much better. When I am sick she gives me medicine and everything that I need to get better .My mother is such blessing in my life. She is always ready to pour out her unconditional caring love to me and those around her. Being hardworking, supportive, friendly and caring are only a few of the attributes that I have learned from my mother.She taught me how to get things in life ,to keep going, it doesnt matter what happens and never to give up .But ,one the most important things she taught me is how to be a good person. I love my mother, and I am more than proud to say that she is my mother. She has been a huge influence in my life, I will never finish paying and thanking my mother for all the things that she has done for me. Mommy, you are my role model.

Nature function of Academic English

Introduction in that respect has been an ongoing discourse about various approaches that translates to the best way of teaching the English style and what appropriately constitute to the language itself. musical genre experience has been the source of much discourse in the academe because of how it affects the disciplinary and professional cultures of teaching Academic English (Berkenkotter & Huckin 24).The academician discourse further covers the features of the language in terms of linguistic, grammatical and vocabulary features. The discussion of much(prenominal) features and how it is affected chthonic the different approaches is evaluated to provide for the grounds for the approach that must be seriously considered in for the academe use. Re try about written discourse and text that hold such a prominence in the academy atomic number 18 analyzed accord to formal discourse genres, their characteristics as well as the common linguistic features it possess (Hinkel 2).Abov e the inquire of the importance of the genre approach, there is also a question as to how explicit the teaching instruction must be. Contradicting sides would argue about the necessity of the teaching such approach (Freedman & Medway 193). Others would argue if it is even possible (Freedman & Medway 193). Others would love if it would bene score the students or would it prove to be more dangerous (Freedman & Medway 193). thither is also a discourse about the right timing by which such an approach should and could be applied to a class depending upon the students age and capabilities in writing (Freedman & Medway 193).Genre & Academic DiscourseLiterary genres were discussed as early as in Aristotles The Poetics and genuine in the Rhetoric that shows how he defined genres as a simple way of classifying text events, this is what was usually accepted over time (Clarke 242). According to traditional views, genre was limited to being primarily literary, defined by textual regularitie s in terms of form and content, classified into simplified categories and subcategories (Clarke 242). Under this definition, genre was non seen as relevant in terms of the discussion of composition and pedagogy (Clarke 242).Most of the linguists advocate that there should be a concentration for mastery of the different genres in the English language and that the teachers should counselling on giving specific instruction that teaches the characteristic of each genre (Mercer & Swann 222). The students need a model by which they could take up in keeping with a genre structure (Mercer & Swann 222). They see grammar to play an important role in the process of learning the genres because it enables the students to manipulate the text un ilk to the process approach that sees the trouble in explicit manner of teaching grammar due to its unnecessity and danger to the students learning (Mercer & Swann 222).The common misconception would refer to genre and text type to merely be the same a spect of a text but in reality they actually differ in terms of texts with particular genres having different linguistic characteristics and opposite literary features (Johns 73). However, different genres can be similar linguistically. Genre can be described as text characterized by remote criteria, for instance written or communicate text, different audience, different context or purpose (Johns 73-74).On the other hand, text types can be represented by rhetorical modes such as exposition or argument as different text types (Johns 74). They are seen to be similar in terms of intrinsic discourse patterns despite having different genres (Johns 74). The two concepts then refer to complementary perspectives on texts however they still remain different (Johns 74).Teaching and Writing GenresIn a classroom environment, text types that are written and spoken are related to the different demands by which the school requires and depending upon the subject areas of focus. There are differ ent writing tasks that carry genres that go way beyond the literary realm (Schleppegrell 77). Factual and analytical genres exist under the evolution of the academic English language. The usual technique would be for students to read massive amount of authentic texts to give informedness to the difference of the ranges of genres and determine the registers they encounter for their own chose subject matters (Hoadley-Maidment & Mercer 303).Students are then made of aware of the differences amongst academic and non-academic genres. Through the process of being exposed to the different genres, the students are familiarized with the different lexical, grammatical and organizational features of the texts that exist that train them on the way (Hoadley-Maidment & Mercer 303).Genre KnowledgeThe academic discourse on genre gives two perspectives in terms of structurational and sociocognitive that deals with the activity language undergoes from diverse fields like sociolinguistics, cogniti ve psychology, educational anthropology and conversation analysis (Berkenkotter & Huckin 24). This is the new concept that is emerging on top of the rich body of research regarding the genres structure from the structurational theory (Berkenkotter & Huckin 24). There is the constant need for the academe to monitor and recognize the changing pattern that language undergoes and thus the changes in the genres as well (Berkenkotter & Huckin 24).Full participation any general disciplinary and professional culture requires friendship of the written genre and they are referred to as the intellectual scaffolds on which community-based knowledge is constructed thus placing a priority to monitor the pattern changes (Berkenkotter & Huckin 24). At the same time, they are worth examining because the genre of academic discourse also produce criteria like a communitys norm, epistemology, ideology, and affable ontology (Berkenkotter & Huckin 25)Linguistic Features of Academic DiscourseAccording to Martlew and Sorsby (1995) Written language like spoken language achieves communicative ad conceptual goals by using a complex agreement of arbitrary symbols and conventional rules In literate societies, a developed writing system is pervasive in childrens environment and it is likely that each several(prenominal) child constructs, or re- shapes, their own approach to writing from whatever salient experience the environment offers which they can utilize at different levels of development (Mercer & Swann 287).There are certain linguistic expectations from students who enter into an academic arena and such a language practice can be reflected in most kindly groups more than others (Schleppegrell 43). Some students can encounter difficulty because of a lack of familiarity to such linguistic standard as there are differences between the registers in an academic scenario and that of an informal interaction (Schleppegrell 43). Despite the fact that the classrooms can provide for an a venue for the students to develop such a standard and be trained by spoken and written language activities, the teachers need to remember how the forms of language can take its place in the academic context (Schleppegrell 44).For example, academic texts are by nature informationally dense and authoritatively presented (Schleppegrell 44). In order to get the extract the position and information from certain texts, the teachers and students must be able to unpack the meat and recognize the position and ideologies of the text (Schleppegrell 44). Linguistic choices and the awareness of it enable a wider participation in the contexts of learning (Schleppegrell 44). Having a clear perspective of the grammatical features that are seen as tools in deciphering school texts then provides as the foundation for a more efficient research of language development in terms of functionality as well as learning new registers (Schleppegrell 44-45).Most research focus on grammatical and lexical featur es of the students language production that produces a language analysis from a systematic functional linguistics (Schleppegrell 45). Deviating from a structural approach to grammar, a functional approach do not just focus on their syntactic category (nouns, verbs, adjectives) or their elements in the sentence (subject, predicate), it focus on identifying the revealing the context of schooling in the language that are utilize in the text, focusing on the register as the so-called manifestation of context (Schleppegrell 45).Studies show how different features are values when comparing writing in writing classes and writing in other academic courses (Hinkel 5). The important consideration if providing the students with linguistic and writing skills that would equip them to handle new information and expand their knowledge (Hinkel 5). Some practitioners say that exposure to a variety of reading and experience with writing does not constitute to having a heightened awareness in discour se, vocabulary, grammar and linguistic features of academic writing or having better writing skills (Hinkel 5). They defended explicit instruction in advanced academic writing and text is what can provide the utmost equipment (Hinkel 5).General reputation and Functions of Academic EnglishFurthermore, Martlew and Sorsby (1995) said, Writing however is a visible language, graphic symbolic system whose roots we suggest lie in pictographic representation in the beginning links are established with spoken language. In this respect, development reflects evolution in that all writing systems which represent sounds of language evolved from pictorial representations rather than from spoken language. Academic English offers such changing concepts (Hyland 2). The one who coined the definition for English used in academic purposes was Tim Johns (Hyland 2). It was during this time that English became an economic imperative and it has been the lead-in language for disseminating academic knowled ge (Hyland 2).Each discourse community has developed its own mode of discourse. This constitutes to the growth of Academic English. By nature it would expand and evolve to fit and address the different fields of study in need to communicate, basically that points to every discipline (Hoadley-Maidment & Mercer). New objects, processes, relationships and others need new terms to be added in the lexicon. There is a need to reinterpret words that already exists to become other words that are defined by their specific fields, like a set is different in conversational English and Mathematical English (Hoadley-Maidment & Mercer 285).New words are also created as part of an existing word stock, like clockwise or feedback (Hoadley-Maidment & Mercer 285). There is also a need to borrow from another language. A term called calquing mean having to create new words to heed a word that already exists from another language like omnipotens mean almighty in Latin (Hoadley-Maidment & Mercer 286). Th ere is also a need to invent totally new words like the time when the word gas was created to be party of the field of chemistry (Hoadley-Maidment & Mercer 286).There is also creating locutions or sense of phrases and unite words as well as non-native word stocks (Hoadley-Maidment & Mercer 286). The nature of English is known to be shaped by certain social and cultural functions under the language of academic communities of discourse (Hoadley-Maidment & Mercer 290-291). The researchers suggest for having more than one valid and culturally based ideology regarding Academic English for it to be open to other cultures and factors (Hoadley-Maidment & Mercer 291).ConclusionDue to culture, styles of writing differ but this does not make one inferior over the other (Hoadley-Maidment & Mercer 290). Further research about Academic English should see a greater level of sensitivity for other cultures or for cultural diversity (Hoadley-Maidment & Mercer 290). It is also necessary to have a pr oper balance between over-prespecification of the curriculum and planning and the right amount in terms of explicit teaching of genre and other features according the students knowledge, abilities and background (Wiley & Hartung- Cole 205). The academe must not loose sight of social-cultural context of the relevance of Academic English in exchange for a more uniform approach or for the search for a common standard for academic discourse (Wiley & Hartung- Cole 205).Works CitedClark, Irene, et al. Concepts in Composition Theory and Practice in the Teaching of Writing. Mahwah, NJ Lawrence Erlbaum Associates, 2003.Berkenkotter, Carol, and Thomas N. Huckin. Genre Knowledge in Disciplinary Communication Cognition, Culture, Power. Hillsdale, NJ Lawrence Erlbaum Associates, 1995.Hinkel, Eli. Second Language Writers Text Linguistic and Rhetorical Features. Mahwah, NJ Lawrence Erlbaum Associates, 2002.Hoadley-Maidment, E. and Mercer, N. English in the Academic World. unbuttoned University co urse U210 The English Language Past, Present and Future, 1996.Hyland, Ken. English for Academic Purposes An Advanced Resource Book. New York Routledge.Johns, Ann M., ed. Genre in the Classroom Multiple Perspectives. Mahwah, NJ Lawrence Erlbaum Associates, 2002.Freedman, Aviva, and jibe Medway, eds. Genre and the New Rhetoric. London Taylor & Francis, 1994.Mercer, N. and Swann, J. Learning English Development and Diversity. Open University course U210 The English Language Past, Present and Future, 1996.Schleppegrell, Mary J. The Language of Schooling A Functional Linguistics Perspective. Mahwah, NJ Lawrence Erlbaum Associates, 2004.Wiley, Terrence & Hartung- Cole, Elizabeth. Model Standards for English Language Development National Trends and a Local Response. Education. 119. 2. (1998) Page Number 205.

English First Additional Paper 1

NATIONAL SENIOR CERTIFICATE GRADE 11 ENGLISH FIRST ADDITIONAL LANGUAGE P1 EXEMPLAR 2007 MARKS 75 conviction 2 hours This question paper consists of 11 pages. copyright reserved Please turn everyplace slope First Additional Language/P1 2 NSC vigour/Exemplar 2007 INSTRUCTIONS AND INFORMATION 1. This question paper consists of THREE sections, namely farewell A, SECTION B and SECTION C. 2. 3. 4. 5. 6. 7. 8. SECTION A Comprehension (30 marks) SECTION B Summary (10 marks) SECTION C Language in context (35 marks) Answer ALL the questions. Start each section on a saucily page and rule off across the page on completion of EACH section.Leave a line later EACH fare. bring out neatly and legibly. survey the instructions cargon all overflowingy. Number the answers slumply according to the numbering system using upd in this question paper. Pay special attention to spelling and sentence construction. Copyright reserved Please turn all all over English First Additional Language/P 1 3 NSC push/Exemplar 2007 SECTION A COMPREHENSION skepticism 1 Read the following passage and answer the questions. In the case of multiple-choice questions, write down only the question number and the letter match with the answer. 1.Now 54, Sabina Khoza lead offed her working life as a salesperson. Then the company she was working for shut down and interchange their de seery vans to staff members. I managed to buy cardinal of the kombis, says Sabina. That was the start of her taxi fleet which eventu whollyy grew to 17 vehicles. But crime forced her to 5 abandon her budding taxi business. In fact, sick of the hijackings and violence, Sabina heady she needed a break from township life altogether. And she didnt have to go far A farm was for sale in Zuurbekom, on the outskirts of Soweto. It was strange, she recalls. Id just moved from Mofolo in Soweto 10 and started off-loading my furniture when a group of peck came to help. Once the work had been d hotshot, they disappeared without as much as petition for a cent. This surprised me. Township people do not do any work without being paid. On the fourth day I apothegm these people a authorize. I asked where they were staying. It turned out they were living on my farm. When they realised I was the 15 unused owner, they begged me not to evict them. Sabina was sympathetic to their predicament, and realised shed have to find a way to make the best of the situation.The opportunity came when her tenants approached her somewhat breeding chickens. I had never come close to a live chicken in my life, laughs Sabina. As a matter 20 of fact, I was rather afraid of chickens. Still, she bought 10 chickens and a feeder and waited for the eggs to come. And waited. And waited. Then unmatched day a visitor told us we were actually rearing cocks without hens, laughs Sabina. This setback didnt discourage her, though. Soon she had her hens and had also received training in how to waken chickens. I remembered 25 that w hen I stayed in Soweto, I could only get chickens in Kliptown, she says. So I went and spoke to people in the area. Then one of my tenants went there to sell the birds. Wed spent R11,20 on each chicken and sold them at R20 each. In less than a week, wed sold our birds. Since then, weve been acquire chicks regularly from a supplier and were 30 currently producing 150 000 birds a year. We also supply supermarkets with vegetables. 2. 3. 4. 5. 6. 7. 8. 9. Copyright reserved Please turn over English First Additional Language/P1 4 NSC DoE/Exemplar 2007 10.Khozas successful farming venture incorporates the latest technology and farming methods, and spare community projects include vegetable and maize production, as rise as a guest house, which accommodates trainee 35 farmers. I train members of the community and offer them opportunities as partners, not just as employees, says Sabina, who has won numerous represents, including the Department of Agricultures Female Farmer of the cate gory in 2003 and the 2004 Shoprite Checkers adult female of the Year Award. 40 During the festive season, when people go on holiday, I stay at home and make money from all the Christmas bonuses people have been paid.And when all the holidaymakers have returned home, I take leave and book myself into a luxurious hotel, glad to have missed the peak season, laughs Sabina. Adapted from Bona Magazine 11. 12. QUESTIONS 1. 1 1. 2 1. 3 wherefore did Sabina not continue working as a salesperson? Quote a phrase of not more than six wrangling which tells you why Sabina had left field the township. Refer to paragraph 2. Three of the following are likely kinds of crime in this context. Which ONE is the exception? A B C D 1. 4 highjacking Passengers robbed at gunpoint Cash in transit heists Intimidation from rival fleet owners (2) (1) 2) The boy budding (paragraph 2) implies that her taxi business at this time A B C D was in the early stages of development. seemed headed for success. seemed headed for collapse. Both A and B (2) 1. 5 When Sabina said, It was strange (paragraph 3), she meant that it was strange that A B C D she didnt have to go far. the place was called Zuurbekom (instead of, say, Soetbekom). you could buy a farm so close to Soweto. the people who helped her didnt ask for any money. (2) 1. 6 What difference did Sabina observe between township people and the people on the farm?Quote a suitable sentence from paragraph 4 to support your answer. (3) Copyright reserved Please turn over English First Additional Language/P1 5 NSC DoE/Exemplar 2007 1. 7 The predicament referred to in paragraph 5, is most probably that the tenants A B C D were prepared to help off-load furniture without expecting to be paid for it. had been unaware that Sabina was the new owner. had nowhere to go if Sabina evicted them. were all unemployed. (2) (3) 1. 8 1. 9 Explain in your own words why Sabinas first attempt at breeding chickens was unsuccessful.Explain the meaning of the foll owing expression as use in line 6 of the passage abandon her budding taxi business (2) (3) (2) (4) (2) 30 1. 10 1. 11 1. 12 1. 13 Suggest TWO reasons that Shoprite Checkers probably had for naming Sabina their 2004 Woman of the Year. (1? + 1? ) What aspects of Sabinas story are surprising, considering that she is a woman? Describe any TWO incidents from this passage which show you that Sabina does not give up easily. In not more than 7 words, provide a title for this article which draws attention to Sabinas achievements. replete(p) SECTION ACopyright reserved Please turn over English First Additional Language/P1 6 NSC DoE/Exemplar 2007 SECTION B SUMMARY QUESTION 2 Imagine that you are preparing an prove on Dieting and Eating Dis assembles. Read the article below and extract SEVEN important points to include in your essay. INSTRUCTIONS 1. 2. 3. 4. Write your points in full sentences using NOT more thant 70 words. Number your sentences from 1 to 7 and write only ONE fact per line. Write in correct sentences and use your own words as far as possible. Indicate the number of words you have used in brackets at the end of your summary.Note that you will be penalised if you ignore these instructions. There is a constant deadly battle between what teenagers want to look like and what they will do to get there. Teenagers fear that the angle that theyve gained during puberty and teenage years is permanent. They panic and desperately try to lose it. Once they start losing clog, people might compliment them, which makes them feel good. They may start to believe that losing weight will make them happier, but no matter how much weight is lost, it is never enough, and they are never happy.Teenagers spend a dole out of time worrying about what others think and they desperately try to conform to societys unattainable ideal body image. They are lead to believe that if they are thin, they will be accepted. Many of them are constantly exposed to images of thin models appeari ng on television and in magazines. This only reinforces their belief that in order to be happy, successful and accepted, they must be thin. These factors lead to many teenagers going overboard with dieting, which can then result in eating disorders. Dieting is about losing weight gradually in a healthy way.Eating disorders are about trying to make your whole life better through eating or not eating food. Sufferers seek approval and acceptance from others and believe life wont be good until a bit (or a lot) of weight is lost, without any concern for the damage done to their bodies. Anorexia nervosa and bulimia nervosa are two common eating disorders. Anorexia is when someone experiences a significant weight loss resulting from lush dieting. Anorexics consider themselves to be fat, no matter what their actual weight is. Often they dont realise that they are underweight.They avoid food and taking in calories at all costs, which can result in death. Bulimia is characterised by a cycle of over-eating and vomiting. A sure sign is regular bathroom visits after eating so as to induce vomiting. Adapted from Teen Zone TOTAL SECTION B 10 Copyright reserved Please turn over English First Additional Language/P1 7 NSC DoE/Exemplar 2007 SECTION C LANGUAGE IN CONTEXT QUESTION 3 VISUAL LITERACY 3. 1 ANALYSING A CARTOON Study the following cartoon and answer the questions that follow retch 1 3. 1. 1 3. 1. 2 3. 1. 3 Frame 2 Frame 3 Frame 4 (1) (2)Where does the conversation between the two women in the cartoon take place? Why are certain words (perfect, lose, gain and hate) in bold print? Refer to Frame 1. Describe the speakers facial expression, stating what it reveals about her feelings. (2) (2) 3. 1. 4 Refer to frame 4. Explain why the speaker says I HATE HER Copyright reserved Please turn over English First Additional Language/P1 8 NSC DoE/Exemplar 2007 3. 2 ANALYSING AN publicizing Study the advertisement below and answer the questions. Copyright reserved Please turn ov er English First Additional Language/P1 9 NSC DoE/Exemplar 2007 3. 2. 1 3. . 2 3. 2. 3 3. 2. 4 State TWO ways in which the advertiser attempts to attract the readers attention. Explain why the advertiser has used the word overnight in the headline. Do the dots below the word overnight serve any purpose? Give a reason for your answer. Do you consider the name of the product, undress & Clear, appropriate? Give a reason for your answer. (2) (2) (2) (2) 15 QUESTION 4 LANGUAGE AND EDITING SKILLS The article which follows, contains a number of deliberate errors in grammar and punctuation, as well as words in spite of appearance brackets which indicate the writers uncertainty about which word to use.Read it carefully and answer the following questions DOME THE DK PATRIOT 1. Inspired by TKZEE, noggin (has started/started) his medicament career in Grade Ten as the production half of kwaito group, Rossmoda. The crew soon dissolved and he formed a new one known as Scrybe. He continued doi ng music as a hobby until he, at The National School Of The Arts, met up with former Skwatta Kamp member, superior Sip, widely known as Ngwenya, 5 as well as a huge community of hip hop creative persons. (Heres/Heres) were I cut my teeth, covered stadium says, because the level of competition was so high. attic started making tracks at the old Skwatta Kamp studio in Leondale. He simply (couldnt/cant) aford the rates and got hold of a taste tester that had belonged to Joburg beat legend, Iko. Connecting Ikos sampler to his 10 fathers hi-fi, Dome was able to produce at the alarming rate of a hundred and fifty beats a week. Dome says, I got into the circle of current hot properties from Soweto and I was able to assemble a host of artists for my first production series, Domestic Violins. 15 I sold the album out of my backpack and with the money I made, I bought my studio, says Dome.Dome continues to single-handedly direct the musical score of the South Western Townships. To a number of artists, his music has proved to be the key to massive airplay. To us, the DK patriot (holds/hold) the key to the 20 future of Soweto hip hop. Adapted from Hype Magazine 2. 3. 4. 5. Copyright reserved Please turn over English First Additional Language/P1 10 NSC DoE/Exemplar 2007 4. 1 Choose the correct word from those in brackets. Write only your answer next to the question number (4. 1. 1 4. 1. 3) in the answer book. 4. 1. Inspired by TKZEE, Dome (has started/started) his music career in Grade Ten as the production half of kwaito group, Rossmoda. (Lines 1 2) (Heres/Heres) were I cut my teeth, Dome says. (Lines 6 7) To us, the DK patriot (holds/hold) the key to the future of Soweto hip hop. (Lines 20 21) (1) (1) (1) (2) (1) (1) 4. 1. 2 4. 1. 3 4. 2 4. 3 4. 4 4. 5 Explain why TKZEE, Rossmoda, Scribe and Skwatta Kamp are written in italics. The word were (line 6) has been used incorrectly. Replace it with the correct word. Give the correct spelling of the word aford in parag raph 2 (line 9).Provide the correct form of the word within brackets in the following sentence Dome is a (success) artist in South Africa. (1) (1) 4. 6 4. 7 Provide a synonym (word similar in meaning) from the passage for the word began. Choose the correct word from within brackets. My dad thinks rap music is the (worse/worst) kind of music he has ever heard. (1) 4. 8 Complete the following sentences by choosing the correct preposition from the list given below. Write only the question number (4. 8. 1 4. 8. 2) and the answer. by of with for 4. 8. 1 4. 8. 2 Dome was influenced Skwatta Kamp. I am a gread admirer Dome. (1) (1) 4. 9Identify the parts of speech of the underlined words in the following sentence Dome said, I sold the album out of my backpack. (1) 4. 10 Change the following statement to a question to which the underlined part would be the answer Dome said that he was going to perform in Durban. (1) Copyright reserved English First Additional Language/P1 11 NSC DoE/Exemp lar 2007 4. 11 Give the antonyms (words opposite in meaning) of the underlined words in the following sentence Dome has sold many albums in this country. (1) 4. 12 Give the opposite gender of the underlined word in the following sentence He met the manager of the studio. 1) 4. 13 Write down the plural form of the underlined word in the following sentence Dome met a huge community of hip-hop artists. (1) 4. 14 Replace the underlined phrase with a single word The award for the best hip-hop artist is presented once a year. (1) 4. 15 Fill in the missing word in the following sentence I savour Domes music. He is my artist. (1) 4. 16 Rewrite the following sentence in reported speech Dome said I sold the album out of my backpack. TOTAL SECTION C GRAND TOTAL 20 75 Copyright reserved Please turn over

The Evolution of Leadership Theory

IntroductionIn order to describe the evolution of lead scheme we must first define what we understand lead to mean. An early or traditional definition of drawship may be, an interpersonal influence directed towards the achievement of a set goal or series of goals (Northhouse, 2004, p 2). In accordance with the evolution of attractionship surmise the definition of leadership by a modern frame of reference may be, a relationship dynamic in nature based on mutual influence between leaders and collaborators in which both reach higher levels of indigence and moral development as they strive to affect change (Freiberg and Freiberg, 1996, p 298). This essay will describe the evolution of leadership theory as it positive from being based on individual personal traits and behaviors to the modern theories that are based on dynamic models of situation and on transformation.Early Leadership theories traits and behaviorsOhio body politic University actual a theory of leadership from a series of studies that obtained data from questionnaires filled in by subordinates and another questionnaire filled in by managers that described the leadership traits and behaviors of their leaders (Fleishman, 1953, p 2). Two leadership styles were identified and hypothesized to be able to describe all leaders (Fleishman, 1953, p 2). The first leadership style was termed initiating grammatical construction (Fleishman, 1953, p 3. This leadership style described the leader who directs with transactional and task oriented style. This style of leadership has been described as great for routine and repetitive task, merely on the negative side it has also been used to describe the micro-manager (Fleishman, 1953, p 4).Examples of how this leadership style may present in the conveyplace include the leader who lets work-unit members know what is expected of them who schedules the work to be done encourages the use of uniform work procedures assigns work-unit members to particular tasks p lans tasks for work-unit members light upons his or her attitudes clear to the work unit clarifies work roles and asks for results (Fleishman, 1953, p 4).The second leadership style identified by the Ohio State theory of leadership was termed consideration (Fleishman, 1953, p 5). This leadership style described the leader who is people-oriented and participative, and transformational (Fleishman, 1953, p 5). Examples of how this leadership style may present in the workplace includes, the leader who treats all work-unit members as his or her equal is friendly and approachable does little things to make work pleasant puts suggestions made by the work unit into operation looks out for personal welfare of work unit members encourages a supportive socio-emotional work atmosphere maintains high morale in the work-unit and promotes a collaborative work atmosphere (Fleishman, 1953, p 5).Around the same time period The University of Michigan conducted similar studies to the Ohio State work ( Katz, et al, 1950, p 23) based on questionnaire responses by leaders subordinates and also developed a two-leadership style theory (Katz, et al, 1950, p 43). The first leadership style was termed turnout centered (Katz, et al, 1950, p 44). Examples of how this leadership style may present in the workplace includes, the leader who places an emphasis on the technical or task aspects of the stemma is concerned mainly with accomplishing groups goal and who regards group members as means to an end (Katz, et al, 1950, p 44).The second leadership style offered by the Michigan State University theory was termed employee centered (Katz, et al, 1950, p 46). Examples of how this leadership style may present itself in the workplace includes, the leader who places an emphasize interpersonal relations who takes a personal engross in the needs of employees and who accepts individual differences among members of his / her team (Katz, et al, 1950, p 44). These earlier studies of leadership theori es drew conclusions from research data that only looked at the single dimension of leadership being the observation of the leaders traits and behaviors. Although these studies come throughd valuable insight into which leadership traits and behaviors may squander been associated with higher levels of productivity, the theories lack the depth of understanding that a dynamic model would roleplay which accounts for the interaction of the leaders subordinates and the workplace situation.Modern Leadership Theories dynamic models of situational and transformational leadershipThe leadership theory termed situational theory is based on the amount of direction and socio-emotional support a leader should provide to a specific situation (Blanchard et al, 1999, p 59). This theory developed by Hersey and Blanchard, recognizes four different leadership styles that are sexual relation, selling, participating and delegating (Blanchard et al, 1999 p 60). The leader determines which style to use depending upon the specific task that is to be accomplished and the maturity level of the followers.The maturity of the followers was a termed coined to explain the willingness of the followers to take state for directing their own behavior (Blanchard et al, 1999, 60). A combination of a demanding task with a low maturity level would require the leadership style of telling (Blanchard et al, 1999, p 60). The leadership style of selling would also suit a situation with a demanding task and low level of follower maturity mend the leader is still responsible for the goal being achieved the followers are encouraged to participate (Blanchard et al, 1999, p 61). The leadership style of participating suits situations of a less(prenominal) demanding task and low-level maturity of the followers (Blanchard et al, 1999, p 61). Finally the leadership style of delegating is matched to a high level of follower maturity and then is suited to all levels of demand in terms of task (Blanchard et al , 1999, p 61).The transformational leadership theory recognizes the changing demands that an organization may face, like the situational leadership theory however it places its greatest emphasis on leadership behavior and traits (Northhouse, 2004, p 173). While this may seem like a return to the earlier to a greater extent limited theories of leadership as developed in the mid 1900s via Ohio State and Michigan State Universities it is in fact seen as a very imaginative and flexible leadership theory (Northhouse, 2004, p 173).The transformational leader instills feelings of confidence, admiration and commitment in the followers. Such a leader inspires the followers to forgo their own interests for the adept of the organization (Northhouse, 2004, p 178). Transformational leaders appeal to the moral and ideals of followers and inspire them to look at problems in new and creative ways (Northhouse, 2004, p 183). Studies have correlated the transformational leadership theory in the work place leads to lower staff turnover rates, higher productivity and higher employee satisfaction.In summary, the evolution of leadership theories has developed from the relatively static and one-dimensional views of the personality traits and behavior theories studied in the 1900s to the dynamic and flexible theories of situational and transformational leadership theories developed in the late 1900s.ReferencesBlanchard, K. H, Zigarmi, P. and Zigarmi, D. (1999), Leadership and the One keen Manager, New York, Harper Collins.Fleishman, E.A. (1953). The description of supervisory behavior. Personnel Psychology, 37, 1-6Katz, D., Maccoby, N. and Morse, N.C. (1950). Productivity, Supervision and Morale in an Office Situation. Ann Arbor, Survey Research Center.Northhouse, P.G. (2004). Leadership Theory and Practice. New York, acute Publications.

Criminal Law 9 Offences Against Property

Theft The Theft rancidence is defined at a lower place S1 of the Theft bend 1968. Where it provides that if A person dish istly appropriates airplane propeller belonging to a nonher, with the intention of permanently depriving the other of it, will be shamefaced of the completeence. For this charge to be upheld, both the actus Reus and the handss rea clear to be established. Actus Reus Beginning with the physical fraction of the crime, the actus Reus it is do up of 3 elements appropriates, keeping, belonging to a nonher. Appropriation is defined in S3, Any assumption by a person of the rights of an owner amounts to annexation. This includes coming cross federal agencys the explanationet innocently or non without stealing it and treating the proportion how the owner would. Examples of this would be using, eating, selling, destroying, lending/hiring the piazza. The slip of paper causas ar ? Pitman v Hehl (1977) suspect sell property belonging to another. Offer of sale is an assumption of right. It didnt matter whether the property was removed or not. ? Morris, (1983) At least unitary assumption of either the rights Switched price labels in shop. ? Lawrence (1971) With go for An Italian student even uping for taxi ride, ? 6 instead of 50p. Gomez- Lied about cheques so friend could take supplied goods. scoundrellyly appropriating goods, induced through and through fraud, prank or a false re returnation to consent. ? Hinks Consent without pretense, got naive friend to put m iodiney in account. Said where gifts barely also results to appropriation. Property has been defined low S4 this includes money, square property ( edifices and land, personal property, things in action ( slang accounts) and other intangible assets. (e. g. Patent) ? Kelly and Lindsay (1998) Taken body break dances from the empurpled college of surgeons to make casts.Norm each(prenominal)y dead bodies are not property however belonged to the royal college . ? A-G of Hong Kong v Chan Nai-Keung- Stolen quota ? Oxford v Moss Not intangible property , knowledge of the questions on a exam paper ? Wild mushrooms and plants cannot be property unless it is interpreted for reward or commercial purposes. Not thievery if creatures are wild, but stealth if they are in captivity or owned. Belonging to another is defined under S5, property shall be regarded as belonging to either person having possession or control all over it, or having in it both proprietary right or interest. Therefore prosecution do not have to prove who the profound owner is. Turner (no. 2) (1971) Stealing own car Garage was in control of the property as he left it with them to make repairs and pay in that respectafter. Guilty, when property may not belong to another. (1) Trust property, where trustee steals it (2) Property certain under obligation Hall, (1972) Travel agent, deposits for client tickets. Klineberg and Marsden, Obligation to make deposits in a certa in way. Timeshare apartments. Davidge V Bunnett Money for bill but didnt. 3)Property received by anothers mistake A-G Reference (No 1 of 1983) (1985) Salary overpaid through rely transfer, had an obligation to repay. Mens Rea Within the cancelledence of the theft the mental element of the crime the mens rea is the untrusty intention. Dishonesty, it has to be prove that they suspect appropriated venally, there is no comment under S2 however it states that it is irrelevant whether it was made with a view of gain or own benefit. Therefore subject matter if the other entire elements are present the defendants motive is not relevant.S2 provides 3 situations in which the defendants behaviour is not dishonest. If a genuine belief in one of the three below not unlawful. A) He has in law the right to deprive the other of it, on behalf of himself of a third person. b) He would have the consent if the other knew of the appropriation and the circumstance of it. c) The person who the property belongs to cannot be discovered by taking commonsensical steps. Willing to pay it doesnt prevent dishonest conduct. A persons appropriation of property belonging to another may be dishonest notwithstanding that he is willing to pay for the property. The Ghosh testing (1982) leading(p) case on dishonesty. Ghosh a doctor, (a locum tenens consultant) at hospital, He claimed fees for operations he had not carried out. COA clear-cut dishonestly has both objective and congenital element. 1. Was the action dishonest according to the ordinary standards of reasonable & honest people? Objective 2. Did the defendant realise that what he was doing was dishonest by those standards? Subjective here(predicate) the jury would come out of the closet was the objective test, if it was turn out to be dishonest it was carried to the subjective test, however if it was not dishonest he would be acquitted. objective to permanently deprive this is the last-place element, which is define d in S6. Velumyl Comp all manager took ? 1050 from safe. He said owed money to a friend and would replace later. COA upheld credence as he has intention of permanently depriving company of coin banknotes. Permanent e. g. destroys property DPP v Lavender (1994) took doors from council property at time of repair and used to replace harm door in female child council flat. Borrowing is not theft unless it is for a period and in circumstances making it equivalent to taking it or disposal Lloyd Not theft, film taken copied and brought back undamaged. Easom The defendant picked up a handbag in a cinema, rummaged through its contents and then put it back without having taken anything, condition intention, not guilty. Robbery is an offence defined under S8 of the Theft act 1968, it provides A person is guilty of robbery if he steals, and immediately originally or at the time of doing so, and in order to do so, he uses rip on any person or puts or seeks to put any person in fear of b eing then and there subjected to force, will be convicted of robbery.This is basically aggravated theft, by the use or/and threat of force. For robbery, theft must(prenominal) be completed for robbery to be committed, all the elements of theft need to be present, and therefore if there is no theft, there is no robbery. The elements which have to be proved for the actus Reus of robbery are- 1. Theft 2. Force or putting or seeking to put any person in fear of force. ( immediately to begin with or at time of theft and must be in order to steal) Completed Theft Where force is used to steal, the moment that theft is complete, there is a robbery.A case example is Corcoran v Anderton (1980) Defendant hit woman in back and then tugged at her bag. She let go of the bag, however the defendants ran off without it, as the lady was thigh-slapper. It was held that theft occurred, therefore guilty of robbery, (temporary Appropriation). If she had not let go of the bag, theft would not be comp leted, but could be aerated with assay robbery, (s9 (2) Theft Act 1968). Force or threat of force The prosecution must prove that there was a force or threat of force present. This is determined by the jury. It has been said the amount of force use can be small. In R v Dawson, one the defendant nudged the victim create loss of balance so the other could take his wallet. Jury to decide if the force was present charged with robbery In R v Clouden, the defendant had wrenched on the victims handbag from her hands. COA held that whilst taking of property without resistance from the owner, should not amount to robbery, the question of force on any person should be left to the jury. The force must be immediately before or at the time of the theft. It is intractable by the jury the length of theft, but it has been held that theft is a continuing act. When theft is completed. Hale (1979), the devil defendants forced their way in. One defendant put his hand over her blab to stop her s creaming while the other went upstairs and took a jewellery box and then tied up her up before leaving. COA, force of hand over mouth and theft ongoing. R v Lockley, the defendant The defendant, with two others, was caught shoplifting cans of beer from an off-licence and used force on the shopkeeper who was trying to stop them escaping The defendant appealed on the basis that the theft was complete when he used the force, but the Court of Appeal followed Hale and dismissed his appeal. On any person This force or threat of force can be put on any it does not have to be the person from whom the threat occurs. An example situation is bank robbery and force on customers. Force in order to steal If force is not used in order to steal it is not robbery, example being fight amidst defendant and victim and then theft. The defendant charged with OAPA and also theft. For the mens rea of robbery it must be proved that the defendant had the- 1. intention for theft 2. Intended to use force to steal. Burglary offence is under S9 of Theft act 1968. It defines 2 different ways to commit burglary. Common elements of both, (a) entry (b) of create or part of building, (c) as trespasser. Under S9(1)(a)A person is guilty of burglary if he stick ins any building or part of a building as a trespasser , with intent to steal, rape, do unlawful damage and inflict gbh. Under S9(1)(b) A person is guilty of burglary if he enters any building or part of a building as a trespasser, he steals or attempts to steal anything in the building or inflicts or attempts to inflict gbh on any person in the building. Actus ReusNot defined in Theft act 1968, but there are several cases of the meaning. Collins COA, Jury satisfied that D made effective and substantial entry R v Brown Effective entry. D was outside shop window leaning in, looking ating through goods. Ryan (1996) D entered, trapped in window of a house at 230am, half body inside. The theft act gives extended meaning for the joi nt building, but a basic definition is not given, however never really a problem with this. It includes houses, flats, offices, factories It also includes outbuilding and sheds.Large storage containers B and S v Leathley (1979) A freezer container had been in a farmyard and been used for storage. It had be held to be a building Part of building. This is where a defendant has permission to be one area of the building however not another. Walkington (1979) D went to the counter of the shop and open the till. S (9) (1) (a). Defendant to be committed of burglary he must enter as a trespasser. If have permission not a trespasser. Collins Drunken defendant wanted sex, he saw an open window and climbed a ladder to look. A naked girl was asleep in Entered the room.She thought he was her boyfriend they had sex. Charged under S9 (1) (a), Enter, trespasser with intent to rape. On appeal, conviction quashed as he was not a trespasser. A defendant can become a trespasser even if he has a pe rmission to enter. This is when the defendant goes beyond the given permission. Smith and Jones (1976) Smith and friend went to smiths fathers house and took two television sets without his fathers knowledge/ permission. His father give tongue to that his son is not a trespasser, (general permission to enter). However COA, guilty of Burglary, S9 (1) (b), entering in access of the permission given to him.In line with Barker v R (1983) Neighbour to look after property, told defendant that there is a key hidden if needed, but however entered property to steal. Mens Rea 2 parts Both, S9 (1) (a) and S9 (1) (b), must intend or be subjectively reckless to enter as a trespasser. With S9 (1) (a) the defendant will also need the intention of committing at least one of the four offences give tongue to when entering. He needs intention to steal or condition intention. For S9 (1) (b) the defendant must also have the mens rea for theft or gbh when committing or attempting to commit the actus Reus of burglary. fraudulence Offences (Fraud) and qualification off without honorarium. Deception Offences ? Obtaining property by fraudulence (s15 Theft Act 1968) ? Obtaining operate by deception (s1 Theft Act 1978) ? Evading liability by deception (s2 (1) Theft Act 1978). Common Elements (1) Deception (2) obtaining/evading (3) Dishonesty picBasic definition is stated in S15 (4) Theft Act 1968. Any deception (whether deliberate or reckless) by words or conduct as to the fact or as to law, including a deception as to the present intentions of the person using the deception or any other person.It applies to all 3 offences. It makes clear the deception can be words, silence, conduct Deception definition DPP v Ray (1973) churchman Reid. Deceive is to induce a man to believe that a thing is true which is false, and which the person practising deceit knows or believe it to be false Deception can be deliberate or reckless. Spoken or written words -Silverman- (1987) D gave excessi ve quotation to 2 elderly sisters, after building a good relationship from past. COA said it is deception. Quashed because jury. Conduct (e. g. alse post-horses, uniform) Barnard- (1837) went in to shop in oxford worn student clothes, and stated that he was a student, so could raise sold products on credit. False pretent Silence Can be implied in certain situations, DPP v Ray (1973). Went to restaurant with friends, he didnt have lavish money but friend agreed to pay, however they all decided not to pay and then ran out of restaurant. Circumstances Also when circumstances have changed Rai (2000) Applied for grant for set downstairs bathroom for elderly mother. It approved but she died, did not tell council. Firth 1990) Doctor who failed to inform the NHS hospital, that just about patients were private, he vacateed paying charged to the hospital. Use of cheques When a person writes a cheque, it implies that they have the bank account and money in this, to pay for the che que, representations of fact. Gilmartin (1983) D paid for supplies with a post dates cheque which he knew would not be met. Use of cheque guarantee cards It is issued by the bank on current accounts, which has a limit of ? 50- ? 100. The bank guarantees that a cheque up to a specific amount will be met by bank. Charles (1976). D bank account had overdraft of up to ? 00. Has cheque guarantee card for up to ? 30. Not meant to use more than 1 a do. Wrote 25 of ? 30, also knew he no sufficient funds. HOL, false representation S16, Theft act 1968 (Obtaining a pecuniary reward by deception. Credit cards. Representations, user of card is the name on card and has the authority of Card Company to use it. Lambie (1981) D had a Barclaycard credit card which had a limit of ? 200 she exceeded limit and bank asked for card to be returned. HOL reinstated it. Deception as to fact, law intention. False debate about the law can be deception and also deception about the facts. King and Stockwell (1 987) The falsely represented to woman that they were reputable firm of guide surgeon, and made false claims to make her agree to pay for work. Attempting to obtain property by deception. picAs well as proving deception, it must be shown that a person was deceived and property/service/ evade liability as a result of deception. Common in all deception offences. Deception is not relevant to the person to whom it is made. Laverty. D changed number plates and chassis of car and sold to complainant. Not deception as plaintiff thought he was owner and no prove of deception. Etim v Hatfield D produced false declaration to PO clerk that he was entitled to supplementary benefits. clerk gave him ? 10. 60. Without deception no payment would be given. Machines, not possible for deception to happen, however it may be charged as theft. Deception after obtaining is not deception. Collis-Smith D filled car up with petrol and claimed that his company would pay for his petrol. Ownership of petrol passed to him. conduct to new law of the theft act 1978 under, S2. pic It must be proved in all deception offences. The Ghosh Test (1982) Leading case on dishonesty. Ghosh a doctor, (a locum consultant) at hospital.He claimed fees for operations he had not carried out. COA decided dishonestly has both objective and subjective element. Was the action dishonest according to the ordinary standards of reasonable & honest people? Objective Did the defendant realise that what he was doing was dishonest by those standards? Subjective Here the jury would start was the objective test, if it was proved to be dishonest it was carried to the subjective test, however if it was not dishonest he would be acquitted. Intention to permanently deprive, S15 (3) states that S6 shall apply to this offence, the word appropriation is changed to obtaining. Makes the deception deliberately or to be reckless as to whether they are deceiving others Obtaining Property by Deception is defined in S15 of the Theft act 1968 it states that any deception made to dishonestly obtain property belonging to another, with the intention of permanently depriving the other of it. It is similar to theft however property must be obtained through deception. Most offences of obtaining by deception could also be charged with theft, since the case of Gomez which overlapped these laws. Actus Reus. Obtain S15 (2), states that obtain means obtaining ownership, possession or control of it.Any one is sufficient makes clear that obtaining can be for another person or to enable another person or to keep it. Property It has the same meaning as it theft. It includes money and all other property, real or personal, including things in action (bank accounts) and other intangible assets (e. g. Patents). The only difference being that it has no restrictions on obtaining land (limited situations) Belonging to another has the same meaning as in theft, therefore it means any person having possession or control over it , or having in it any proprietary right or interest. Obtaining because of deception As well as proving deception, it must be shown that a person was deceived and property obtained as a result of deception. Deception is not relevant to the person to whom it is made. Laverty. D changed number plates and chassis of car and sold to plaintiff. Not deception as plaintiff thought that defendant was owner, no proof of deception. Etim v Hatfield D produced false declaration to PO clerk that he was entitled to benefits. Clerk gave him ? 10. 60. Without deception no payment would be given. Deception after obtaining is not deception. Collis-Smith D filled car up with petrol and claimed that his company would pay for his petrol. Ownership passed to him. Led to S2 theft act 1978 Mens rea Dishonest The Ghosh Test (1982) Leading case on dishonesty. Ghosh a doctor, (a locum consultant) at hospital. He claimed fees for operations he had not carried out. COA decided dishonestly has both objective and subjective element. Was the action dishonest according to the ordinary standards of reasonable & honest people? O Did the defendant realise that what he was doing was dishonest by those standards? SHere the jury would start was the objective test, if it was proved to be dishonest it was carried to the subjective test, however if it was not dishonest he would be acquitted. Intention to permanently deprive, S15 (3) states that S6 shall apply to this offence, the word appropriation is changed to obtaining. Makes the deception deliberately or to be reckless as to whether they are deceiving others Obtaining Services by Deception is a offence under S1 of Theft act 1978, which states, S1 (1) A person who by any deception dishonestly obtains services from another shall be guilty of an offence.S1 (2) It is an obtaining of services where the other is induced to confer a benefit by doing some act, or causing or permitting some act to be make, on the apprehensiveness that the benefi t has been or will be paid for. The defendant make the other person induce to confer a benefit by AR Doing some act Causing some act to be done Permitting some act to be done This part of the actus Reus covers a wide spew of situations of the ways that the offence can be committed. The act must cause a benefit to the defendant and must be proved that the benefit has been or will be paid for. If the benefit is free there is no offence even if the defendant was dishonest. The victim doesnt have to suffer any loss. Service E. g. haircut, hotel stay, entertainment activity, film, repair of goods, cleaning and decoration etc. Widdowson obtaining of hire purchases in order to buy a car was a service. Halai Mortgage advantage not a service. But S1 (3) inserted into S1 by the theft, (amendment) act 1996. Now contained in S1 theft 1978. Sofroniou Obtaining loans through a bank account or by way of overdraft was now, with the amending addition of S1 within the meaning of services.COA held that opening bank account and obtaining credit card is also a service. Understanding that the benefit has been or will be paid for. For there to be an offence they have to be shown that they were a benefit which had been or would be paid for. Sofroniou. D opened 2 bank accounts under false names, and then arranged for loans in both accounts causing account to become overdrawn. He then applied for store credit and exceeded limit. Convicted of S1 theft act 1978. Understanding of the payment Mens rea Dishonesty, deception was made intentionally or recklessly Dishonest The Ghosh Test (1982) Leading case on dishonesty.Ghosh a doctor, (a locum consultant) at hospital. He claimed fees for operations he had not carried out. COA decided dishonestly has both objective and subjective element. Was the action dishonest according to the ordinary standards of reasonable & honest people? O Did the defendant realise that what he was doing was dishonest by those standards? S Here the jury would start was the objective test, if it was proved to be dishonest it was carried to the subjective test, however if it was not dishonest he would be acquitted. Makes the deception deliberately or to be reckless as to whether they are deceiving othersEvasion of liability is under S2 if the Theft act 1978, it creates a number ways that evasion of liability can be committed2(1) (a) dishonestly secures the remission of the full-length or part of any existing liability to make a payment, whether his own liability or anothers or 2(1) (b) with intent to make permanent default in whole or in part on any existing liability to make a payment, or with intent to let another do so, dishonestly induces the creditor or any person claiming payment on behalf of the creditor to wait for payment (whether or not the imputable date for payment is deferred) or to prey payment or 2(1) (c) dishonestly obtains any exemption from or abatement of liability to make a payment shall be guilty of an offence. Th e liability is limited to licitly enforceable liability Securing remissions of a liability E. g. persuades creditor to let him off repaying all or part of debt, through untrue stories and deception. Jackson D paid for petrol using a stolen credit card, it was decided that he had an existing liability to pay for it by deception through the stolen credit card Inducing a creditor to wait or forgo payment, with (a) There must be an existing liability, but for (b) this offence it is enough if the defendant induces the creditor to wait for payment or forgo payment, the defendant must intend to make a permanent default. Holt and lee Two defendants had a meal in a pizza restaurant, after they done for(p) they made a plan to tell their waitress they had already made payment to another member of staff, so they could leave without paying. This was heard by an off duty police officer and they were arrested for attempting to induce a creditor to forgo payment. Turner (1974) Defendant owed mo ney for some work done, but the defendant said he had no ready cash and persuaded creditor to accept a cheque which he knew would not be met. Intent Obtaining an exemption from or an abatement of liability Covers numerous everyday situations. E. g. People use invalid tickets or claim discounts that they are not entitled to. Leading case Sibartie(1983) Defendant was a law student, bought two season tickets for daily journey, one ticket covering the beginning of his journey and the other ticket covering the end of his journey on in between were 14 stations including an interchange station which had no valid ticked.At the interchange station passing a ticket inspector, the appellant flashed ticked so fast so that she could not see what was on it. He with evasion of a liability by deception, contrary to section 2(1) (c) of the Theft Act 1978. Firth 1990) Doctor who failed to inform the NHS hospital, that some patients were private, he avoided paying charged to the hospital. Mens rea picAs well as proving deception, it must be shown that a person was deceived evaded liability as a result of deception. Common in all deception offences. Deception is not relevant to the person to whom it is made. Laverty. D changed number plates and chassis of car and sold to plaintiff. Not deception as plaintiff thought he was owner and no proof of deception. Etim v Hatfield D produced false declaration to PO clerk that he was entitled to supplementary benefits. Clerk gave him ? 10. 60. Without deception no payment would be given. Machines, not possible for deception to happen, however it may be charged as theft. Deception after obtaining is not deception. Collis-Smith D filled car up with petrol and claimed that his company would pay for his petrol. Ownership of petrol passed to him. Led to new law of the theft act 1978 under, S2. pic It must be proved in all deception offences. The Ghosh Test (1982) Leading case on dishonesty. Ghosh a doctor, (a locum consultant) at hospital. H e claimed fees for operations he had not carried out.COA decided dishonestly has both objective and subjective element. Was the action dishonest according to the ordinary standards of reasonable & honest people? Objective Did the defendant realise that what he was doing was dishonest by those standards? Subjective Here the jury would start was the objective test, if it was proved to be dishonest it was carried to the subjective test, however if it was not dishonest he would be acquitted. Intention to permanently deprive, S15 (3) states that S6 shall apply to this offence, the word appropriation is changed to obtaining. Makes the deception deliberately or to be reckless as to whether they are deceiving othersMaking off without payment, is defined under S3 (1) of the Theft Act 1978, it provides a person who, knowing that payment on the touch for any goods supplied or service done is required or expected from him, dishonestly makes off without having paid as required or expected a nd with intent to avoid payment of the amount due shall be guilty of an offence. The goods supplied or service must be lawful, if not there is no offence. This offence was created as the Theft act 1968 had many curl holes which meant many defendants were getting off not guilty even if defendants conduct seen by many as miserable. One gap was seen in the case Greenburg (1972) D filled car up at garage and driven off without paying, not guilty as moment petrol was appropriated it belonged to him. Payment on the spot includes payment at the time of collecting goods on which work has been done or in respect of which service has been provided. Needs to be proved that POTS was required or expected. Vincent (2001) D stayed at two hotels and left without fully paying his bills, having persuaded both hotel owners, by deception, to postpone payment, so POTS was not required. The COA quashed his conviction under S3, because the hoteliers had agreed to postpone payment, which meant that th e actus Reus had not been committed. Makes off The defendant must make off for the spot that payment is required McDavitt- D refused to pay a bill after an argument with the manager. D walked towards the door but was told the police were called. D went to the toilet and remained there.Directed jury to acquit the defendant, as he had not made off without payment. Brooks & Brooks, D1 ran out of a rear door and D2 was caught having walked out of a restaurant. The spot was treated as being cash register the spot where payment is required. Mens Rea Dishonesty (Same as theft) -The Ghosh Test (1982) Leading case on dishonesty. Ghosh a doctor, (a locum consultant) at hospital. He claimed fees for operations he had not carried out. COA decided dishonestly has both objective and subjective element. Was the action dishonest according to the ordinary standards of reasonable & honest people? Objective Did the defendant realise that what he was doing was dishonest by those standards? Subjec tiveHere the jury would start was the objective test, if it was proved to be dishonest it was carried to the subjective test, however if it was not dishonest he would be acquitted. noesis that payment on the spot is required. It must be established that the defendant knew payment was required or expected of him. Examples are restaurants where bill paid before leaving. Intention to avoid payment with intent to avoid payment for the amount due Allen (1985) HOL stated there must be an intent permanently to avoid payment. D left hotel without payment of ? 1,286, leaving behind his belongings. He phoned later to say he would pay as soon as he received sufficient money and arranged to collect his belongings and leave his passport as security.Basic criminal damage is set out in S1 (1) of the criminal damage act 1971 where it provides that A person who without lawful excuse destroys or damages any property belonging to another intending to destroy or damage any such property or being reckl ess as to whether any such property would be destroyed or damaged shall be guilty of an offence. Actus Reus This phrase is not defined in the act, however old cases have stated that slight damage was sufficient to prove damage. Gayford v Chouler- Trampling down grass, no longer binding but a persuasive precedent. ? Roe v Kingerlee Smearing excrement on walls of a police cell it cost ? 6 to clean up. Matter of fact and degree, damage even if not permanent. Hardman Painting on pavements, removed with jets. None permanent ? Blake v DPP Biblical quotation on a concrete pillar, cost to clean, so held as damage ? Samuel v Stubbs Denting a policemans hat, causing a temporary functional dementia ? A v R D spat on policeman shirt, minimal effort to remove, therefore no damage. ? Morphitis v Solmon Scratch on staging pole, doesnt affect its usefulness or integrity. Defined in S10 (1) of criminal damage act 1971, property means pr of a tangible nature, whether real or personal, inclu ding money and land tamed wild creatures (or their carcasses) but not including wild mushrooms, fruit or foliage. Not intangibleBelonging to another is defined in S10 (2), provides that property belongs to any person having custody or control of it any proprietary right or interest or a charge on it. Cannot be guilty of damaging or destroying own property. ? Smith 1974, D removed some electrical wiring . Not guilty, lacked mens rea. Mens Reus Pembliton (1874) D threw stone at men who were fighting, missed and broke window. No intention even if he had intent to throw stone. No charge. Smith 1974, Believed he was damaging own property. Honest belief, negatives the mens rea. Stephenson (1979) D was tramp sheltering in a hay stack, lit a fire costs in damages.Would have been guilty if he was not schizophrenic, he didnt realise the risk. Caldwell (1981), the HOL changed the law. Reckless created an obvious risk to property.. It was used up to 2003. Gemmell and Richards reinstated t he subjected test for recklessness. The two young defendants went camping without their parents permission. During the night they entered the back yard of a shop and set fire to some bundles of they found and threw some it under a large plastic wheelie-bin and left. The fire spread and caused approximately ? 1m worth of damage. The defendants stated they thought it would extinguish itself because of the concrete, could not be charged as they didnt realise the risk. 5 (2) (a) D believed that the owner had consented or would have consented to final stage or damage. S5(2)(b) D did it to protect some other property which he believed was in immediate need of protection and the means of protection were reasonable having regard to all the circumstances. (a) Denton, Thought employer had encouraged him to set fire to mill to make insurance claim. (B)Hunt helped wife in duty as deputy warden in layover of flats. Set fire to bedding to show alarms didnt work. Conviction upheld as not for p rotection. (b)Conviction upheld Baker and Williams, only for immediate danger. (Endangering Life) Aggravated criminal Damage is under S1 (2) of Criminal damage act (1971). A person who without lawful excuse destroys or damages any property, whether belonging to himself or another (a) intending to destroy or damage any property or being reckless as to whether any property would be destroyed or damaged and (b) intending by the destruction or damage to endanger the intent of another or being reckless as to whether the life of another would be thereby endangered shall be guilty of an offence. . Much more serious than basic, carries life sentence. The danger must come from the destruction/damage. Steer (1987) D fired 3 shots at the window of ex business partner, causing damage. Not guilty danger from shots. Webster D pushed large stone from bridge on to train, caused damage & showered passengers with debris, based on Recklessness. Warwick D rammed s police car and threw brick at i t, causing damage and showered the officer with broken glass.Aggravated criminal damage the life doesnt have to be endangered. Sangha D set fire to mattress & 2 chairs in neighbours flat, however flat was empty and no one was at risk. Realised risk he would be guilty even if no actual risk. Merrick Employed to removed cables, life live wire out for 6 minutes, no one was hurt, but charged, if it was owner he would also be guilty. Mens Rea Intention or Recklessness as to destroying or damaging any property and Intention or reckless as to whether the life is endangered by the destruction or damage. (Same meaning as basic offence). The prosecution must prove that the defendant was both aware of risk and danger.R( Stephen Malcolm) d was 15 years old, with friends thrown milk bottles filled with petrol at the outside of neighbour flat. This caused sheets of flame across window, thus endangering the lives of occupants, guilty. arson Under s1 (3) of the criminal damage act 1971, an offenc e committed under this section by destroying or damaging property by fire shall be charged as arson. the maximum penalty if life imprisonment. The basic offence of criminal damage must contain destruction through fire, thus the rest is the same. Aggravated Arson Prosecution must prove that the defendant intended or was reckless as to whether life was endangered by the damage or destruction by fire. Miller HOL held that arson can be committed through omission.