Contractual Problems for Kent and Sussex Ltd- myassignmenthelp

Question: Discuss about theContractual Problems for Kent and Sussex Ltd. Answer: Introduction: The principle regarding the two terms of the report is related to the company law. It is to be stated that the phrases of this report have been important in nature regarding the legal nature of the company and it is necessary to define the provision of the terms practically so that it is possible to understand the scope of the two terms. Discussion: Directing Mind and will: There is no particular definition provided in any of the legislation regarding the essentiality of the terms directing mind and will. It can be stated literally that the term denotes the person who are generally directed the mind and will of the company (De Wet 2017). It is a well principle of law that company has a separate legal entity and the company will not be held liable for the wrongful acts of the directors or the shareholders of the company. It is a fact that though the company is a separate legal entity and it is not liable for any acts of the member of the company, it is not a person (Flint 2016). It is not possible for the company to work alone without the help of the directors and stakeholders. In certain case law, it has been observed that the directors will be held liable if there is any discrepancies happened regarding the company matter. The same principle was adopted in the case of DPP v Kent and Sussex Contractors Ltd [1944] KB 146. The necessity regarding the directing the mind and will was followed in the case of the Lennards Carrying Co. Ltd v Asiatic Petroleum Co. Ltd [1915] AC 705. The directors of the company are usually engaged with the company affairs and take all the important decisions. It was observed by the court in Tesco Supermarket v Nattrass (1971) UKHL 1 that if the Board of Director of any company had made any such breach, the affected party has the choice to sue the company under the provision of directing mind and will. Piercing the Corporate Veil: The doctrine regarding the piercing the corporate veil is a general defence that support the separate legal entity of the company. It has been proved by the court in several occasions that a company cannot in any way be held liable for the wrongful acts of the management. Therefore, it can be stated that the rights and liabilities of the company is quite different from the rights of its corporal body (Lipsitt 2013). It is a well principle of law that company has a separate legal entity and the company will not be held liable for the wrongful acts of the directors or the shareholders of the company. One of the essential cases regarding the matter is Salomon v Salomon Co Ltd [1897] AC 22. The doctrine has helped to standardised the role of a company and conceptualise the fact that the directors of a company could not hide himself behind the legal veil of the company. If there is any chance, law will restrain them to do so. The word corporate veil prescribes the duty of a corporation as the duty of the shareholders. Piercing the corporate veil is antonym to the word corporate veil. In this case, the director of the company will be held liable for their own acts. It has been regarded that if any allegation made against the company regarding the wrongful acts of the management, it is the duty of the court to find out the offender without inking the legal character of the company (Yadav 2017). Conclusion: Therefore, from the above-mentioned grounds it can be proved that both the principles are important regarding the company affairs and certain provisions have been imposed on the directors of the company for their wrongful acts. Reference: De Wet, M., 2017. Directing'The Absolute': towards destabilising the victim/perpetrator binary in Sam Shepard's A lie of the mind (1985) (Doctoral dissertation, University of Pretoria). Flint, D., 2016. Incentives, Employers, and the Corporate Veil: Should Domestic Corporations Be More Accountable for the Actions of Their Overseas Subsidiaries?. Ariz. St. LJ, 48, p.833. Lipsitt, L.P., 2013. impression of outside objects, whether agreeable or offensive; but the mind, possessed of a self-directing power, may turn its attention to whatever it thinks proper. It should, therefore, be employed in the most useful pursuits, not barely in contemplation but in such contemplation as may. Early Influences Shaping The Individual, 161, p.207. Yadav, P.K., 2017. Lifting of Corporate Veil.

Culture, Nature Freedom Treating Juvenile Offenders. Essay Example For Students

Culture, Nature Freedom: Treating Juvenile Offenders. Essay Culture, Nature Freedom: Treating Juvenile Offenders. GronemanArgiro, T. W. Civ. 205December 12,1996In Kansas, Juvenile offenders are sent to Youth Centers. These are merelyChild prisons, lockdown facilities for kids. This style of treatment goesagainst every idea of growth put forward in this class. In this paper I will tryto justify the use of residential treatment schemes through the ideas found inseveral of this semesters authors; including T.Huxtley, Rousseau, DuBois, Freud,A.Huxtley, and Mill. The Ideals set forth by these intellectuals should be thebasis for all treatment, to better the individuals and society. First, We can look to DuBois. He believes that people can change their ownconsciousness. He shows this through his Immersion narrative. This cant workin a youth center. The only cultural ideal here is the Master/slave dialecticbetween staff and youth. The sides work apart. The two cant join because onedoes not experience the other. There is no way to be above the veil of theirstatus. In a residential treatment modality, Relationship building is key tosuccess. The youth need to feel the veil has been lifted. It allows them toexplore safely and see the world in a greater view. The view as other is removedand a true balance displaces the master / slave one. Next, we can look at Mills Ideas on culture. He would like to elevate themorals of the human mind. To do this, we must continually test the standard. Newideas must be able to circulate freely. We must weigh how all actions effectothers.This can not be done in these Youth centers as well. They have veryspecific codes and any questioning is reprimanded. Cultural influx is at astandstill and Censor ship is at its highest possible level. A residentialtreatment modality gives all ideas a free shot. Self Government, A system usedby the youth assures a safe environment to share all feedback and new ideasopenly, to non judgmental ears. it looks at how ones action are related toothers and provides a safe place for all expression. Allowing ideas to stayfresh and moral stability and growth to flourish. This leads us directly to the dehumanization described by T.H. Huxtley. First,we have the effects of Social-Darwinism. We are using our own projections ofnature for a model. These children are being culturally pushed aside forprogress, stuck in mini prisons. Where, rather than fix problems, we push theminto suffering so that we may achieve gains. Then there is the idea of thegospel of wealth. Why help these kids? My money is a product of an evolutionaryforce, so is there placement. Helping would only interrupt their punishment. These Youth Centers also rob them of their ability to meet the goals of oursocietys Protestant work ethic. They have no contribution! These three thingslet us dehumanize these children and put their responsibility off on others. Residential treatment, on the other hand, removes the gospel of wealthmentality; earn as much as you want, monetary forces are not evolutionary. Intervention is key to Residential Treatment, no punishment of lower classes. This system makes everyone equal. This flows into the work ethic removal as well,everyone contributes and the group benefits. No individual benefit is given out. If one is good, then all are good. Finally, it erases the mask of Social-Darwinism. The youth work to meet goals for each other. No one wants to be abovethe rest. A strong whole help everyone individually as well. A week whole causesresentment and jealousy. .u3a0e3e0b1c90f4b60e815a4b62c48477 , .u3a0e3e0b1c90f4b60e815a4b62c48477 .postImageUrl , .u3a0e3e0b1c90f4b60e815a4b62c48477 .centered-text-area { min-height: 80px; position: relative; } .u3a0e3e0b1c90f4b60e815a4b62c48477 , .u3a0e3e0b1c90f4b60e815a4b62c48477:hover , .u3a0e3e0b1c90f4b60e815a4b62c48477:visited , .u3a0e3e0b1c90f4b60e815a4b62c48477:active { border:0!important; } .u3a0e3e0b1c90f4b60e815a4b62c48477 .clearfix:after { content: ""; display: table; clear: both; } .u3a0e3e0b1c90f4b60e815a4b62c48477 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3a0e3e0b1c90f4b60e815a4b62c48477:active , .u3a0e3e0b1c90f4b60e815a4b62c48477:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3a0e3e0b1c90f4b60e815a4b62c48477 .centered-text-area { width: 100%; position: relative ; } .u3a0e3e0b1c90f4b60e815a4b62c48477 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3a0e3e0b1c90f4b60e815a4b62c48477 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3a0e3e0b1c90f4b60e815a4b62c48477 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3a0e3e0b1c90f4b60e815a4b62c48477:hover .ctaButton { background-color: #34495E!important; } .u3a0e3e0b1c90f4b60e815a4b62c48477 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3a0e3e0b1c90f4b60e815a4b62c48477 .u3a0e3e0b1c90f4b60e815a4b62c48477-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3a0e3e0b1c90f4b60e815a4b62c48477:after { content: ""; display: block; clear: both; } READ: Human Rights Violations EssayA look at Wiesel gives us insight to the effect of the political institution onthese Centers. Are these kids a product of our culture? If so how do we keepthis from occurring? The answer is not to lock them up. What family bonds wereavailable? Instead of locking the kids up, we need to find our mistake!Rationality has an opportunity to fail here. Residential treatment letseveryone be separate and define their own meanings of life, between being andlife itself. This helps each youth find meaning in life virtue of their ownexperiences. From here we can move to A. Huxtley. His views show what would happen if culturecompletely displaced nature in society. This translates to the society of ayouth Center. Youth Centers are completely denaturalized, almost to the point ofbeing sterile. The futures of these youth should not be predestined, and mappedout as in a youth center. Here progress is mapped. In a residential styletreatment setup the social control is through self government and peerinteractions, not a cultural controlling body. Also the myth of progress isdismantles. Residential treatment looks for change not progress. These ongoingchanges allow for humanness. There is an availability of true human values, notjust the pop culture presented in the prison center. Finally, we can look at Freud. His ideas link the behaviors exhibited to innerproblems with family and society. He brings into question the moral andcultural values instilled by other institutions such as church and school. Hetrys to place things in several different categories. First, The Eros andThantos Dialectic. Agressivity hang in the balance here. Our family structureshould let us put the primary agressivity we have in check. Regardless, Freudlooks to the person and the cultural venue for answers. A youth center is only astorage facility. There is no therapeutic gain achieved in these Child Prisons. They merely use reactive measures to stop behaviors, instead of looking forantecedents proactively. Once again residential treatment has an edge. Throughthe self government, relationship building process, and cultural challenges, theyouth in these settings work on the exterior antecedents that may be effectingtheir behaviors . This ,in addition to clearing the distorted cultural view,also provides a venue for problem solving and rational discussions of ideas. Itprovides a vehicle for the youth to begin the self searching required to lookinto some of these ideas and find a better reality. Growth and gain for all isthe key. For Freud, this is achieved by keeping drives in check between thepleasure principle, our moral super ego, and the authoritative I in the ego. Again, this is only done in residential settings. Youth Centers only housechildren, hampering all these abilities spoken about above. I believe that the question of how to rehabilitate Juvenile Offenders is simple. We must Fix kids instead of locking them up. The Ideas presented here are themost sound way to do that. These theories allow for mental growth, equality,change and freedom from censorship to new ideas. This is exactly what theseyouth need. Their culture has limited them and placed a veil over them insociety. Residential treatment is the only way to remedy this. The safety ofidea exchange and the freedom of growth allow for each youth to develop thepersonality needed to question the right things and put the cultural puzzletogether. Youth centers only let them sit, and ponder the only culture they know. This makes the group Fester and fall further down the rungs of the societalladder. This setup only hardens the veil of separation between the troubledyouth and society. As you can see residential treatment is the only alternativeto give these youth a chance to gain the skills needed for life today. .udf1460ed121ac8245350dff36af5866e , .udf1460ed121ac8245350dff36af5866e .postImageUrl , .udf1460ed121ac8245350dff36af5866e .centered-text-area { min-height: 80px; position: relative; } .udf1460ed121ac8245350dff36af5866e , .udf1460ed121ac8245350dff36af5866e:hover , .udf1460ed121ac8245350dff36af5866e:visited , .udf1460ed121ac8245350dff36af5866e:active { border:0!important; } .udf1460ed121ac8245350dff36af5866e .clearfix:after { content: ""; display: table; clear: both; } .udf1460ed121ac8245350dff36af5866e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udf1460ed121ac8245350dff36af5866e:active , .udf1460ed121ac8245350dff36af5866e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udf1460ed121ac8245350dff36af5866e .centered-text-area { width: 100%; position: relative ; } .udf1460ed121ac8245350dff36af5866e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udf1460ed121ac8245350dff36af5866e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udf1460ed121ac8245350dff36af5866e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udf1460ed121ac8245350dff36af5866e:hover .ctaButton { background-color: #34495E!important; } .udf1460ed121ac8245350dff36af5866e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udf1460ed121ac8245350dff36af5866e .udf1460ed121ac8245350dff36af5866e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udf1460ed121ac8245350dff36af5866e:after { content: ""; display: block; clear: both; } READ: The civil rights movement black panther party Essay

How to Find a Great Amcas Sample Essay

How to Find a Great Amcas Sample EssayA Amcas sample essay, therefore, is best understood as a tool to help you take the education to the next level. Even if it is not designed for college admissions, it will still help you in your final decision making process. When looking for an Amcas lesson, there are a few things that you should keep in mind.First, the easiest way to find a lesson from Amcas is to search the Internet. There are several sites that offer samples of essays that Amcas has offered. You can use this opportunity to start building your portfolio by completing their sample essays.Second, when choosing a sample essay, you should always compare it to other essays that you have heard about. The best way to do this is to read the letters and essays that you like best, and then type them into the site.Third, when looking for a variety of essay topics, it is best to choose a topic that interests you. After all, your purpose is to write a truly original essay. It is best to cho ose a topic that you really care about.Fourth, when looking for good examples, look at sample essays with a critical eye. Look for writing styles that you may not think are your own. For example, some students may appreciate the way that Amcas discusses religious values.Fifth, when writing a good essay, you need to remember that grammar and punctuation are very important. Before you begin writing, you should check and make sure that the sentences that you write are flowing correctly. The grammar should flow as smoothly as possible, and the spelling should be clear.Sixth, before you begin writing, schedule some practice times. Practice until you feel comfortable with the writing style. Also, do not forget to use spell check and proofread.Overall, the best way to find a great essay is to browse through a large number of Amcas sample essays. Then, when you are ready to begin writing, schedule some time to practice the words and sentence structure.

King Lear by William Shakespeare and Things Fall Apart by Chinua Achebe Essay Example

King Lear by William Shakespeare and Things Fall Apart by Chinua Achebe Paper Tragedy is based on human flaws and the struggles which build up among passionate beings. What characterizes mankind is not solely the virtue of each, but the complexity of psychologies, the failure to stand with reason. Tragedy, in fact, is able to capture the essence of the being in his inconstant nature, by putting forth the many obstacles in accomplishing virtue. It takes the dilemma of a common individual to the extreme point, in order to unveil the ultimate prowess of the soul humanity. What the reader or audience then admires are the things man does to achieve human goodness; we admire the hero. If men were gods, tragedy would become simple melodrama in the eyes of such an easy quest for truth. It is exactly the opposite in reality. A hero becomes a hero by the endless effort he puts forth the noble side of living ignorants. This is clear in all tragedies, as in King Lear by William Shakespeare and Things Fall Apart by Chinua Achebe. Achebes novel is set in the Igbo tribe, in what we would today call Nigeria. Okonkwo, a respected member of the tribe, is the epitome of a self-made man, well anchored in his values of manliness and tradition. We will write a custom essay sample on King Lear by William Shakespeare and Things Fall Apart by Chinua Achebe specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on King Lear by William Shakespeare and Things Fall Apart by Chinua Achebe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on King Lear by William Shakespeare and Things Fall Apart by Chinua Achebe specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He made his own fortune through hard labor, is known to be a brave warrior, and cares about the strength of his world: capable of feeding his family, good status within the tribe. These characteristics are no less virtuous than his faults are great, namely the rage and intolerance for what he considers weak and woman-like. This outlines the series of peripeteia which lead to his downfall, throughout the second half of the book. One can admire Okonkwo for the very same reasons another can despise him (which is true for any great hero Napoleon). It is this dichotomy which makes him human, and which makes tragedy even possible. In his relationship with Ikemefuna, for whom he bears great love and respect, the virtues of Okonkwo are quite clear. He has pride in seeing the dynamic enterprise of his sons at farming and growing yams. He enjoys seeing Ikemefuna as a role-model to Nwoye. However, when the time comes to kill the adopted child, Okonkwos weakness the fear of being considered weak grows on him as he does the dirty job himself. This is a harsh blow to the reader, but it helps build up our knowledge of wild passions which make all men condemnable. It is also interesting to note the complicity he feels towards Ezinma, his daughter, to whom he also bears much love and respect, saying that she should have been a man. He admires her strong character, cares for her when shes sick, follows her through the night to assure himself of her safety. Okonkwos disregard for his fathers life and life-long struggle to be different from him all falls to pieces in the end (which is the major theme of the book). We can feel in Okonkwo a deep disregard for the sheer goodness of people, their bear humanity, arguing that the main thing is strength, to feed ones family, to be successful It would be too far fetched however to say that he is devoid of humanity himself. In the harmony of the tribe, Okonkwos values and accomplishments make him great and admirable. His intolerance only contributes to seeing in him what Unoka had, a human flaw, a fatal one for Okonkwo. Had he not killed Ikemefuna, shot at his wife, rejected Nwoye, the reader would have no concept of the Roaring Flames true soul which lies in the midst of chaos and ashes an admirable warrior. In King Lear, the audience tends to condemn Lear for his actions in the beginning. It is hard to forgive him for banishing Cordelia and Kent, who appear most noble and just, in contrast with the two evil flatterers Goneril and Regan. Shakespeare puts the emphasis right from the beginning on Lears misjudgment, to grasp the man in all his flaws. We nonetheless understand his reaction as he feels solemnly betrayed by his daughter. This first mistake is the trigger to all the horror which follows; his initial mistake (giving up his responsibilities and leaving full responsibility in the hands of his evil daughters) is what defines him as a human and will later build him into a hero. We admire Lear because he is noble and has the countenance of a kingauthority. He knows how to give orders and make things happen. However he is not heroic to the point where the audience idolizes him or turns him into a god-like stature. Like any man, he makes mistakes. Furthermore, we feel his growing human goodness towards others as his pains grow stronger. he is able to care for others he depends on. Art thou cold, Fool? (As a king he was widely praised and followed by sycophants and servants. He is also admirable in taking his fate into his hands when confronted with a dilemma (which differentiates him from Gloucesters weakness); he is responsible and charges into life consciously until the moment he goes mad. In the end, when Lear comes out with Cordelia in his arms, howling to the skies and to the world, we reach the climax of the admiration towards Lear. His pain appears so great that the audience identifies with the human feeling of despair. The crash, like a thunderbolt of lightning, hits us straight to the heart and Lears tears, which he tried to hold in the whole play, drip on everyones laps. In conclusion, the author of a tragedy must create a compelling character in goodness and sin. It must become a heroic struggle which imples both sides of the spectrum a persons most condemnable side and most beautiful side. A tragic hero could neither be Hitler or DArtagnan. They are filled with too much of one and the other. The hero must be someone the reader can identify with in reality, to accompany his struggle and find a better truth.

Mendels Law of Independent Assortment

Mendel's Law of Independent Assortment In the 1860s, a monk named Gregor Mendel discovered many of the principles that govern heredity. One of these principles, now known as Mendels law of independent assortment, states that allele pairs separate during the formation of gametes. This means that traits are transmitted to offspring independently of one another. Mendel discovered this principle after performing dihybrid crosses between plants that had two traits, such as seed color and pod color, that differed from one another. After these plants were allowed to self-pollinate, he noticed that the same ratio of 9:3:3:1 appeared among the offspring. Mendel concluded that traits were transmitted to offspring independently. The image above shows a true-breeding plant with the dominant traits of green pod color (GG) and yellow seed color (YY) being cross-pollinated with a true-breeding plant with yellow pod color (gg) and green seed color (yy). The resulting offspring are all heterozygous for green pod color and yellow seed color (GgYy). If the offspring are allowed to self pollinate, a 9:3:3:1 ratio will be seen in the next generation. About nine  plants will have green pods and yellow seeds, three will have green pods and green seeds, three will have yellow pods and yellow seeds, and one will have a yellow pod and green seeds. This distribution of traits of typical of dihybrid crosses. Mendel's Law of Segregation Foundational to the law of independent assortment is the law of segregation. Mendels earlier experiments led him to formulate this genetics principle. The law of segregation is based on four main concepts. The first is that genes exist in more than one form or allele. Secondly, organisms inherit two alleles (one from each parent) during sexual reproduction. Thirdly, these alleles separate during meiosis, leaving each gamete with one allele for a single trait. Finally, heterozygous alleles exhibit complete dominance, as one allele is dominant and the other is recessive. It is the segregation of alleles that allows for the independent transmission of traits. Non-Mendelian Inheritance Some patterns of inheritance do not exhibit regular Mendelian segregation patterns. In incomplete dominance, for example, one allele does not completely dominate the other. This results in a third phenotype that is a mixture of those observed in the parent alleles. An example of incomplete dominance can be seen in snapdragon plants. A red snapdragon plant that is cross-pollinated with a white snapdragon plant produces pink snapdragon offspring. In co-dominance, both alleles are fully expressed. This results in a third phenotype that displays distinct characteristics of both alleles. For example, when red tulips are crossed with white tulips, the resulting offspring sometimes have flowers that are both red and white. While most genes contain two allele forms, some have multiple alleles for a trait. A common example of this in humans is ABO blood type. ABO blood types have three alleles, which are represented as (IA, IB, IO). Some traits are polygenic, which means that they are controlled by more than one gene. These genes may have two or more alleles for a specific trait. Polygenic traits have many possible phenotypes. Examples of such traits include skin color and eye color.

A Strategic Plan to Involve School-Family-Community Partnerships via Essay

A Strategic Plan to Involve School-Family-Community Partnerships via Service Learning - Essay Example An example of this is when students in a math class volunteer to tutor younger students in a poor community, they are able to harness their mathematics skills and improve on it. If they impart the lessons that they have learned and teach it to younger kids who have no knowledge of the skill, they tend to repeat it and eventually master the skill. The mastery comes from practice rather than just having examinations or drills inside the classroom. Their retention rates also improve. Service-learning fosters social growth. Students can contribute to their community by actively participating in community projects. This could be illustrated when a group of students who just studied about recycling wastes to protect the environment initiate a project in the community and collect wastes, segregate them and recycle those which are recyclable. This project will promote the students’ social growth because they are able to interact with the members of the community and at the same time h elp make their environment clean. Students are not only the ones benefitted by service-learning. Even their parents can take part in the service-learning activities to show their support for their children. It then becomes a collaborative effort between students, school administrators, parents, community leaders and members. A specific activity where parents can show their support is by assisting their children collect old clothes, books or shoes among the affluent members of the neighborhood and distribute them to the underprivileged ones. These types of projects will foster community involvement. For those who participate in the activity, it gives them a sense of self-fulfillment because they know that they are sharing their time and effort to the poor members of the community. Students use their skills in real-life situations rather than just learning about them in the classroom. They become critical thinkers and may even suggest solutions regarding problems in their communities. One important advantage of incorporating service-learning into the curricula of students is that it hones the leadership skills of students. Students do not have to rely on their teachers to take the lead in partaking in community activities; they themselves can think of projects which they know can benefit the community. There are several service-learning activities that have been undertaken by students from different schools. One worthy project which may serve to supplement a middle-grade school class in biology is the setting up of vegetable gardens in vacant lots within the community near the school. Since the students learn how plants grew, they can try their hands at planting. What better way to practice what they learn but through creating their own vegetable gardens. In that way, they are able to put into productive use the vacant lots that are just idle. The vegetables that will be produced will then be distributed among the poor people in the neighborhood for their own co nsumption. Truly, in this type of activity, students become involved in the community and at the same time they get to learn their biology in a more interesting approach. â€Å"From Coffee to Compost† is another worthwhile project implemented by students in Bozeman, Montana (United States Environmental Protection Agency,

East and West Essay Example | Topics and Well Written Essays - 1250 words

East and West - Essay Example It is then that Jesus named Simon his chief disciple, giving him the name Peter meaning â€Å"rock†. At the point of the naming, Jesus blessed Simon and made his promise of building an everlasting and Holy Church upon the â€Å"rock† that was Simon Peter. Upon the death of Jesus Christ, Simon Peter became the Chief priest and head of the other disciples to spearhead the apostolic era spread of the Gospel. It then happened that Simon Peter became the first person among the disciples to establish the very first church in Rome (Dowley 195). As believed by many Catholics, the murder of Peter took place in Rome, where he also served as the head of Christians in the region and across the world. Guettee notes that many Christian believers and particularly Catholics believe that the Roman bishop received Peter’s mantle to lead the Christian flock across the world. Catholics also believe that before Peter died, he entrusted the bishop of Rome with the responsibilities of building and caring for established Church. With the existing belief and honor granted to the bishop of Rome as the leader and head of largest section of the Christian Church, and as an attribute to Peter, Adrian I declared himself as the Pope, a trend matured by Nicholas I and upheld further by King Gregory VII. Episcopacy is a form of government organization developed to rule the church (Dowley 196.). The rise of episcopacy in Christianity in the early Church attaches to the presbyter. Presbyter was a priest and overseer in the various churches and believed to develop from the Apostles of Jesus Christ during the spread of the Gospel. Papandrea explains that the concurrent growth and increase in population of Christians facilitated the formation of higher position of bishop of Rome, also considered as father bearing the great responsibility of exercising control of the Catholics in Rome and beyond (23). As the churches grew with characterization of multitude of followers, it became hard for the bishop to manage the churches single handedly, thus, the need to develop some other positions and offices to help manage the churches. The newly formed positions comprised the priests who were still presbyters and deacons, all of whom had the responsibilities of serving various divisions of Christians. Both the priest and the deacons were answerable to the bishop. It is worth noting that the deacons were assistants of the priests and, therefore, every church or congregation had the two dignitaries. Bishop of Rome enjoyed exclusive rights to appoint, dismiss the priests and deacons, approve church members and even baptize church members. Bishop of Rome also exercised absolute control over the finances of the various churches under his control and settled disputes among the church members. The Bishop of Rome also headed other bishops serving in other cities and countries. The entire system was what entailed the episcopacy. The bishop of Rome, otherwise known as the Pope, played various functions, center of which was the unification of the Christian religion (Dowley 200). Bishop of Rome mediated between Christians upon emergence of any conflicts and differences. For instance, Leo the Great met with the barbarians of Hun in 452 and the barbarians of Vandal in 455 to negotiate the modalities of restoring peace in Rome through withdrawal of the threats posed by the barbarians. Pope Gregory 1 also led negotiation with the Lombard barbarians in 592 to ensure withdrawal of the