Single Sex High Schools Essay - 2328 Words

Single-Sex High Schools Would Increase Educational Success Deborah Sarmiento Strayer University Professor Sonja Sheffield September 6, 2013 Abstract Our educational system is broken. It is struggling today not just because of the problems of undisciplined children, the pressure from legislators to raise test scores, the lack of funds, parents fears for their children’s safety, overwhelmed teachers; it is also struggling because we are graduating children that do not have the tools necessary to fill out an employment application. Single-sex high schools The single-sex format creates opportunities that do not exist in the coed classrooms. Single-sex education has been growing in popularity since the 2002 â€Å"No child†¦show more content†¦The single biggest factor Whitmire cites is literacy, and he does make some excellent points. The way schools work, literacy is taught in earlier grades but later it’s assumed. When you take high school courses the teacher does not make sure you know how to read. They simply want you to know the science, math, history, or any other subject. But if boys fail to master reading and writing early on, then the problem just gets compounded in middle school and high school. Whitmire draws a comparison between giving boys extra help with reading and configuring math and science courses to be more attractive to girls. Reading those three books gave me a great list of survey questions for my neighbors of middle school and high school children. Do boys and girls learn differently? Are boys’ and girls’ brains hardwired for different abilities? How do boys’ and girls’ brains differ? Do boys and girls respond differently to competition? What do girls and boys gain by playing together? Do sex hormones affect learning? Is there an age at which single-sex or coeducation is especially advantageous? What can boys and girls learn from each other? Can single-sex schooling be harmful? If high-income families canShow MoreRelatedEducation: Gender and Single-sex School Works1256 Words   |  6 PagesSingle-Sex Schools A time comes in every young teen s life when he or she must decide where to attend high school. As they examine which high school they want to go to, one of the factors they may come across is whether to go to a single-sex school or a co-educational school. While co-ed schools allow students to develop socially, single-sex schools have the advantage in academic success. Single-sex schools provide a conducive learning environment for students, allow teachers to teach accordingRead MoreSingle Sex Schools883 Words   |  4 Pages Single-Sex Schools Most teenagers don’t like the sound of single sex schools. Our society is so used to the idea of mixed genders in high school. The theory of high school has always been about learning and getting ready for the real world. But it almost seems that the â€Å"theory† has been thrown into the shadows and the word high school today is not the same as it once was. Teenagers today think High school is where they meet friends, party and play sportsRead MoreSingle Sex Schools : An Old Time Idea1730 Words   |  7 PagesJordan Jackson 04/18/17 Are Single-Sex Schools really the way to go? ENGL- 10300 Single Sex Schools VS. Coed The issue that is being discussed is whether or not it is more beneficial for high school students to go to single-sex schools or coed schools. In her essay â€Å" Single-Sex Schools: An Old Time Idea Whose Time Has Come,† Diane Urbina Argues that it would be more beneficial if we had single-sex schools. The myth is debunked is that boys and girls are restricted by nature in relation to whatRead Moresingle sex schools838 Words   |  4 Pages Single-Sex Schools: More Beneficial than a Parent May Think Single-sex education, also known as single-gender education, is the practice of conducting education where male and females students attend separate classes or in separate buildings or schools. It has been a topic of debate especially for parents who have to think about where to send their children to school. There are many reasons and evidence to suggest that single sex schools are more beneficial. They provide studentsRead MoreDo Same-Sex High Schools Promote Educational Success?1584 Words   |  7 PagesDo Same-Sex High Schools Promote Educational Success? By Kyle Neugebauer 3/11/2012 In this paper I am going to try to persuade you that same-sex high schools promote educational success. Single-sex education is an old approach that has recently gained new momentum. When we think about single-sex education, we tend to think just about private schools; however, there is a new push to create same-sex education in public schools as well. There are several arguments and statistics I will useRead MoreThe Issue Of Public Single Sex Education Essay1407 Words   |  6 Pagespublic single-sex education has increased in the recent years as schools are piled with more pressure to increase their grades and keep teaching method fresh. It’s an old approach to the education but its gaining momentum in public schools as it has been the method in most private schools. According to the report by National Association for Single Sex Education, over two hundred public schools across the United States offer single-sex classrooms. Most public schools are venturing into single- sex educationRead MoreSingle Sex Education Is Overall More Effective For Most People1274 Words   |  6 PagesSingle sex education is overall more effective for most people. It helps with multiple aspects of a person s personality. This specific education helps students gain confidence, feel comfortable, and lets students be themselves. It’s no surprise that boys and girls were educated separately in the colonial times (Kennedy). During the 1960s and the 1970s, the number of single sex schools began to decrease. The main reason for this decrease was out of respect for women s rights and equalityRead MoreSingle Sex School Is Not Perfect1309 Words   |  6 Pageseducation from single-sex school. Such as, Hillary Diane Rodham Clinton, Gloria Steinem and Song May-ling. They are Former US Secretary of State, the principal of Harvard University and famous political leader. Absolutely, they come from different countries, even different race, they have the same point which is from single-sex school. It is a very common phenomenon for these people who want to get success study in single-sex school. Nowadays, more and more people try to into single-sex school, and theyRead MoreSingle Sex And Co Educated Schools887 Words   |  4 PagesThe debate on utilizing single sex or co-educated schools has been arou nd for far too long. However, this controversy will come to an end today. No one should look and depend on the bright side only, because single sex schools are not exactly what everyone expects. Do people really expect for a child’s grades to improve at an instant? Psychological problems will begin to increase if students do not interact with the opposite sex. Students will lack the advantages of the co-educational elementaryRead Moreme me931 Words   |  4 Pagesquestion for parents when it comes to choosing high schools or college for their child is â€Å"Should girls and boys be taught separately, either in different classes or entirely differently schools, to improve their educational performances, or is such an approach a throwback to a teaching method that was discredited years ago† (Update: Single-Sex Education). In the past, it was more common for boys and girls to be educated separately just like most private schools today. In the 1990s, concerns over the academic

Frankenstein and Blade Runner Essay (Contexts and...

Explore the way in which different contexts affects the representation of similar content in the texts Frankenstein and Blade Runner. Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner, whilst separated by 174 years, feature very similar content which can be seen by comparing the two side by side. Coming from different contexts, they both express their anxieties about technology, which is shown through a man made creature, and they both exhibit a strong valuing of nature. However due to their different contexts, these ideas are represented differently. The medium of production is clearly different, as is the representation of the creature and whether or not they are able to assimilate into society. In both texts the responder†¦show more content†¦The grotesque appearance of this character is used to show part of Shelley’s apprehension about technology and is expressed differently to Scott’s interpretation due to the contextual influences. Scott’s depiction of the Replicants in Blade Runner is very different from Shelly’s depiction of Frankenstien’s monster as a result of its different context, however, this representation is equally sceptical about the advances in technology. Whereas Shelley created a creature that was unable to assimilate into society due to his grotesque appearance, Scott uses creatures which are described as â€Å"more human than human†. This is reflective of the unprecedented growth in technology during this period, particularly in communicative and medical fields. DNA testing was first used by Sir Alec Jeffreys in 1984 and mice were the first mammals to be cloned in 1986. Scott was clearly influenced by these advances and believed that we may definitely reach a stage in which we had to delve into a psychological test, the Voight Kampff test, in order to distinguish between human and replicant. The fear society has of them is evident in their treatment, and the derogato ry terms such as â€Å"skin-jobs†. The similarity in the way society views these creatures and Frankenstein’s creature is uncanny, despite the differentShow MoreRelatedPolitics and The English Language: George Orwell ´s Literature3705 Words   |  15 Pagessociety and to reinstate the integrity of the writer. Orwell’s essays have sparked a plethora of adverse and auxiliary opinions regarding the imperishability of his work, from those whom believe that his efforts are archaic, to those who believe that his craftsmanship of language addresses issues which had once been hidden. No matter what side of the social spectrum one categorises themselves in, it is undeniable that Orwell’s essays resonate a certain quality of genuine concern for society which

Key Work Placement Leadership and Managerial Competencies

Question: I had done work placement in Mamas restaurant located at Northfield avenue, ealing, west london. In this assignment you have to show that i had worked as supervisor for 6months and i had developed my interpersonal and communication skills. I had attached the eight qualities which you have to describe and link it with your personality and describe what you have learn so far in your work placement? Answer: Introduction The Mamas Restaurant is known to serve the finest food items from Nepalese cuisine. The restaurant is known to be the home of the most tasty and healthy food of Nepalese cuisine. The preparation of each and every dish or item is done fresh right after the order is placed from the best available ingredients for the creation of authentic dishes of the Nepalese cuisine for the pleasure of dining. The services provided are friendly and warm that cannot be beaten and this helps in ensuring that the visit of the customer is extremely memorable. The team of employment is known to be extremely home like, and is known to be adding a personal touch for the newly appointed employees (Nickson 2008). One of the branch of Mamas restaurant is on Northfields that is located on the Avenue of Northfields. The location of the restaurant can be accessed in an easy manner and is also known to be providing free parking within the proximity of the restaurant. The supervisor holds the responsibility for conducting the daily activities and operations. A supervisor is responsible for overseeing the aspects of overarching related to the restaurant that involves maintenance of cleanliness in the entire area that also include the area of dining, restrooms and kitchen. It is important to ensure that the functions of light fixtures is important to ensure the safety of the instruments and that the following of procedures is done for the maintenance of safety and the maintenance of relationships with the base of customers and the suppliers (Gregol 2001). Finally, the supervisor holds the responsibility as the owner of the specific branch of the restaurant. This contributes in understanding that the role played by the supervisor is extremely important for the success and management of the restaurant. The supervisor of the restaurant works with the staff of the kitchen for setting and designing the items of the menu on daily basis, to take up the stock for the needs of the kitchen staff for the provision of menu in a significant manner. The supervisor of the restaurant will be coming in contact with a number of suppliers, like the ones who are known to be providing productive items such as basic staples, dairy, poultry, fish and meat for ensuring that the staff of kitchen will be having the important items being available in accordance with the guests visiting the restaurant (Brownell 2004). The matters of finance are also handled by the supervisor of the restaurant. However, this cleanliness must not be limited to the setting of the work place, but the groups of employees within the work place as well. Hence, it can be stated that it is extremely important for considering the elements of motivation in a significant manner for dealing with the employees in a significant manner (Brownell 2004). Employees had been considered as being the input in order to produce the services and good. However, it is important to change this perception and treat individual personalities in accordance with individual nature and features of the employees. In context with the work placement as a supervisor in Mamas restaurant, there can be involvement of several learnings and personal development with respect to skills of communication and interpersonal considerations. This paper will be reflecting these communication and interpersonal skills and relating these with the related theories. These skills and theories will be linked with the personality and describing the learning in the duration of work placement. This paper will be covering eight main skills. The first skill is continuously assessing the changing environment at work, followed by the skills of maintaining diversity in communication. The third skill will be appreciating the systems and roles, along with maintaining respect and integrity. The skills of strategic thinking are also considered extremely important skills. These skills along with three other skills will be discussed in context with individual personality in this paper. Identification and Analysis of Skills Continuous Assessment of the changing work environment The main aspect of experiencing work placement can be considered as establishing the skill of assessment continuously. Assessment is important as being on work placement as it helps in identifying several reasons that include the motivation of students. This helps in providing an insight about individual weaknesses and strengths, enabling the students for dealing with weaknesses and using their strengths in the actual settings of work place. This is also important for determining the limit with respect to which there is achievement of particular learning objectives, and obtaining grades on learning (Eastaff 2002). This helps in providing judgment statements considering the competency of the students for practicing the key feature of feedback provided for the degree of progress. The two main principles that should be involved in the skills of assessment include the summative and formative component. These are important for reaching the point of final judgment. The formative component of assessment can be considered as being diagnostic in nature and shows concern towards developing the student with the identification of weaknesses and strengths, and with the provision of feedback to the students on the level of progress in the duration of the process of learning (Brownell 2004). It consists of continuous as well as systematic procedures for appraising the student for the determination of a degree in order to provide a task of learning and for helping the students for focusing on the specific process of learning important for the achievement of an appropriate personality required within the respective field. In general sense, the skill of continuous assessment can be considered as the source for the assessment of intermittence, but the focus should be created over the requirements personality within the students not with respect to failure or pass in marks, but with respect to the establishment of appropriate skills related to the profession (Cole 2003). In addition to this, it is important for identifying the strengths held by the performance of students and the areas of their performance, where there is an increased need for being improved in a significant manner. The nature held by the formative assessment is considered to be extremely diagnostic in nature. Even in accordance with the forum of food, students working as managers and supervisors must be embedded within the process of teaching and learning with respect to the important parts in the development of career. This contributes in understanding the goals of learning held by the students in their personality. This should help the students for understanding and recognizing the standards that should be targeted by the students. The students should be having a commitment towards improving their own personality as students and as professionals as well. There should be involvement of students as well as teachers in order to review and to reflect progress being made and performance being done (Eastaff 2002). Hence, it can be stated that the skills of self- assessment in students can be considered extremely important for the development of personality in a significant manner. This contributes in understanding that the role played by the supervisor is extremely important for the success and management of the restaurant. The supervisor of the restaurant works with the staff of the kitchen for setting and designing the items of the menu on daily basis, to take up the stock for the needs of the kitchen staff for the provision of menu in a significant manner. In addition to this, summative assessment is considered as a final assessment, the occurrence of which takes place at the final points of the experience as a supervisor of a restaurant and enhances the process of decision making within the personality of a student. This contributes in enhancing the individual personality of a student as a professional within the field and in the actual setting at work ((Bean 2010)). This involves an assessment of the limit towards which a specific student has been successful in achievement of objectives and outcomes for the work place on the whole, or a substantial role being played in the professional field. This also contributes in the enhancement of grades at the academic level. This contributes in the enhancement of standards with respect to competency that is seen within the settings at the base of employment and at the base of occupation. This refers to the fact that the outcomes of placement are defined with respect to achievement of outcomes by the students. This helps in providing an insight about individual weaknesses and strengths, enabling the students for dealing with weaknesses and using their strengths in the actual settings of work place. This is also important for determining the limit with respect to which there is achievement of particular learning objectives, and obtaining grades on learning ((Bean 2010)). This helps in providing judgment statements considering the competency of the students for practicing the key feature of feedback provided for the degree of progress. This contributes in providing an explicit statement related to the main elements and goals in the industry of retail or hospitality on the basis of evidence, expectations of customers and the most appropriate practice along with the characteristics of an individual personality. Diversity within Communication The most effective supervisor or managers should be appreciating the diversity maintained by the personalities of subordinates. The diversity in personality has contributed in making coordination and communication of activities extremely difficult at some points of time. However, the maintenance of diversity in communication is important as a professional within the field of hospitality ((Bean 2010)). Groups that follow diversity provide additional efforts for understanding and accepting the individual personalities of the members in the group that hold a significant tendency. This tendency is for the production of decisions with higher quality in comparison with the groups that can either be the ones who do not have the capability of managing diversity in a well manner, or can be homogenous in nature. Personality is referred to as the patterns of endurance in the behaviors, feelings and thoughts of an individual within each and every single situation. The traits of personality can b e considered as having the predispositions of behavior (Angelo et al 2004). A number of things apart from the effect of personalities is how one reacts to a number of situations and interacting with the other individuals. So, the traits of personality are not rules that are fast and hard for the prediction of behaviors. However, this can be considered as the tendencies of behavior. In a number of ways, increase of awareness should be done in the diversity of personality that is more the development of individual awareness. One of the most effective and efficient way of understanding the personalities of the individuals in the closest environment at work is for asking them to be filling out the inventory of personality and discussing the outcomes with the members of the group. The students should be having a commitment towards improving their own personality as students and as professionals as well. There should be involvement of students as well as teachers in order to review and to reflect progress being made and performance being done. Hence, it can be stated that the skills of self- assessment in students can be considered extremely important for the development of personality in a significant manner (Nickson 2008). Once there has been completion in the inventories of personality, one should be forming groups for discussing the results and how the individual personalities can be related with the experiences at work. In a natural manner, this type of activity can be considered as most productive when there in involvement of leadership with the facilitator of training. However, it is important for considering certain cautious precautions before the inventories of personality are shoved at the staff. This involves an assessment of the limit towards which a specific student has been successful in achievement of objectives and outcomes for the work place on the whole, or a substantial role being played in the professional field. This also contributes in the enhancement of grades at the academic level (Cole 2003). This contributes in the enhancement of standards with respect to competency that is seen within the settings at the base of employment and at the base of occupation. This refers to the fact that the outcomes of placement are defined with respect to achievement of outcomes by the students. Firstly, students as professionals must consider being suspicious regarding the inventories of personality. It has been stated that the inventory of personality should be used for the activity of development and training. In simple words, it can be stated that the skill of diversity helps in facilitating communication amongst the members of the team and with the current base of customers, and the customers with highest potentiality (Eastaff 2002). A diversified personality in communication, a body becomes capable of introducing the talent of fresh perspectives and ideas as being one of the most important ingredient for the long- term success of the business organization. There are a number of benefits of having employees with diversity in communication that contributes in providing the ability for tapping within a number of talented considerations possessed by the employees even after being from extremely different background, having different cultural values and norms (Cole 2003). All these cultural values and norms can be considered to be reflected within the tasks being performed by the members of the organization working in a team. Even in accordance with the forum of food, students working as managers and supervisors must be embedded within the process of teaching and learning with respect to the important parts in the development of career. This contributes in understanding the goals of learning held by the students in their personality. This should help the students for understanding and recognizing the standards that should be targeted by the students (Chan et al 2001). There must be a strong link created with the bottom level, particularly while exploring a number of ways for increasing the profits of corporate, looking at the base of new markets or to be in partnership with the clients in a strategic manner. In consideration within the diverse employee will contribute in enabling the business organization for meeting the goals set in advance. If the management at senior level will be advocating the workforce with diversification, the diversity must be made evident at each and every single level of the business organization. If this is not done, certain employees will be quickly concluding that there can be no future for these within the business organization. One should not be bothered by others using discriminating words or phrases and these discriminating words or phrases must not be mentioned within the setting of the workplace. It is important to provide and express respect for the issues of diversity and promoting positive and clear responses to the feedback obtained regarding individual personality. The two main principles that should be involved in the skills of assessment include the summative and formative component (Chan et al 2001). These are important for reaching the point of final judgment. The formative component of assessment can be considered as being diagnostic in nature and shows concern towards develop ing the student with the identification of weaknesses and strengths, and with the provision of feedback to the students on the level of progress in the duration of the process of learning. Appreciation for systems and roles As an effective leader and supervisor of the restaurant, performance of work is done with the suppliers, hosting and waiting staff, along with the staff of the kitchen. In addition to this, the most important role is for keeping the customers satisfied and happy for returning and encouraging others for visiting the restaurant. The supervisor holds the responsibility for conducting the daily activities and operations (Chan et al 2001) (Cole 2003). A supervisor is responsible for overseeing the aspects of overarching related to the restaurant that involves maintenance of cleanliness in the entire area that also include the area of dining, restrooms and kitchen. However, this cleanliness must not be limited to the setting of the work place, but the groups of employees within the work place as well. Hence, it can be stated that it is extremely important for considering the elements of motivation in a significant manner for dealing with the employees in a significant manner. Employees had been considered as being the input in order to produce the services and good. However, it is important to change this perception and treat individual personalities in accordance with individual nature and features of the employees (Cole 2003). It is extremely important to understand the different sources that can be used or different feelings that can be triggered for the motivation of employees in a significant and most effective manner. It is important to follow the approach of management for understanding human relations that helps in identifying the motivation and needs of the employees and this should be considered as the main focus of the managers. Ther e can be consideration of five key approaches that assists to understand the needs of motivation are the need- hierarchy theory state by Maslow, the two factor theory stated by Herzberg, the expectancy theory stated by Vroom, the equity theory stated by Adam, and the reinforcement theory stated by Skinner (Cole 2003). In accordance with the theory of Maslow, employees are known to be having needs at five different levels. These include the needs of self- actualization, ego, society, safety and physiology. It has been identified that the needs at the lower level should be satisfied before the needs of higher level for motivating the employees in a significant manner. The theory stated by Vroom is on the basis of the behalf that the effort of the employees will be leading towards the provision of rewards. Rewards can either be considered as being negative or positive (Eastoff 2002). With an increase in the positivity of the reward, there are more chances that the employees can be considered as being highly motivated. In a converse manner, with an increase in the negativity of the rewards, there are less chances that there will be motivation of employees. As stated by the theory of Adam, the employees are known to be striving on equity amongst themselves and along with the other workers. The achievement of equity must be done when the ratio of inputs in comparison with employee outcomes is equal with respect to the inputs of other outcomes from the other employees (Eastaff 2002). The theory stated by Skinner simply contributes in stating that these behaviors of employees result in the positive outcomes being repeated. In addition to this, the behaviors contribute in leading towards outcomes of negativity not being repeated in a significant manner. If the management at senior level will be advocating the workforce with diversification, the diversity must be made evident at each and every single level of the business organization. If this is not done, certain employees will be quickly concluding that there can be no future for these within the business organization (Cole 2003). One should not be bothered by others using discriminating words or phrases and these discriminating words or phrases must not be mentioned within the setting of the workplace. It is important to provide and express respect for the issues of diversity and promoting positive and clear responses to the feedback obtained regarding individual personality. The motivation of employees should be done in accordance with individual personalities. The traits of personality in employees contribute in creating goals of high order that these personalities strive on the achievement of their lives (Cole 2003). When the features of their jobs are in alignment with the goals of high order, there is a tendency of making the workers more productive in a significant manner. Integrity and Respect In order to build a future with a successful career, it has been indicated that the greatest strength of the business organization is the quality maintained by the members of the staff and managers or supervisors. Stress should be laid upon capitalizing the strength, and it is extremely important for creating the culture of the organization and creation of an environment that contributes in maintaining maximum potential amongst the members of the staff (Brownell 2007). In accordance with the experience at the job placement, it is extremely important for creating a significant culture with the enhanced capacity of the human resources. Hence, it is extremely important for ensuring that the ethical values and virtues of the employees and the managers or the supervisors are in alignment with the core competencies of the organization. This should be combining the personal behaviors, attributes and skills of the employees with respect to their individual personality. The competency of resp ect and integrity can be used for a number of purposes within the environment of work place. This can be used for holding the skills for the development of staff. The development of staff must be done in alignment with the core competencies of respect and integrity for supporting the individual development of personalities (Eastoff 2002). This skill should be providing guidance for the explanation of a number of different sources that can be used for strengthening these competencies in a significant manner. At an increasing rate, these competencies can be used as a base for the identification of organizational and individual needs and planning in order to develop. There is an increased need for providing support to the staff by support of career and provision of publications. The values being used must contribute in the demonstration of teaming, respect and integrity. People can be highly significant for the employees if there is leadership with courage, enthusiasm and energy. The values being used must be defining what can be done by the employees. These should be considered as the fundamental base of belief for the international organization. This should be providing guidance to the behavior and the actions being performed by the business organization. This contributes in influencing the way in which performance of work is being done (Eastaff 2002). The most effective supervisor or managers should be appreciating the diversity maintained by the personalities of subordinates. The diver sity in personality has contributed in making coordination and communication of activities extremely difficult at some points of time. However, the maintenance of diversity in communication is important as a professional within the field of hospitality. Groups that follow diversity provide additional efforts for understanding and accepting the individual personalities of the members in the group that hold a significant tendency. In the practical context, as the relation of competencies with what is being done by an employee, in comparison with what can be acknowledged by an individual personality. It is extremely important to understand the different sources that can be used or different feelings that can be triggered for the motivation of employees in a significant and most effective manner. It is important to follow the approach of management for understanding human relations that helps in identifying the motivation and needs of the employees and this should be considered as the main focus of the managers (Daft 2010). In order to build a future with a successful career, it has been indicated that the greatest strength of the business organization is the quality maintained by the members of the staff and managers or supervisors. Stress should be laid upon capitalizing the strength, and it is extremely important for creating the culture of the organization and creation of an environment that contributes in m aintaining maximum potential amongst the members of the staff. Strategic Thinking The skills of strategic thinking can be considered as a significantly invaluable and powerful skills that results in providing better scope of individual success at the personal as well as the professional level. This tends to be involving the need to set goals, development of plans with longer range, anticipation of unexpected consideration, analysis of the work place environment, and even maintenance of cooperation within the actions of competition. However, it has been identified that strategic thinking is something that is established and not something that comes by nature (Educating the educators in Tourism 2008). As majority of the personalities can be considered as being static thinkers who have the tendency of making decision only for the current situation, the skills of strategic thinking are something that are supposed to be learned, applied, practices and cultivated. Strategic thinking is referred to as the thinking or mental process that can be applied by an individual personality with respect to the achievement of success with other endeavor or a game (Henley et al 2004). As an activity of cognition, it helps in the production of thought. When there is application of strategic thinking as a skill in the process of organizational strategic management, the strategic thinking contributes in involving the application and generation of unique opportunities and insight of business with an intension for the creation of competitive advantage for a business organization or a firm (Holloway et al 2009). This can be done at the level of individual personality, along with collaboration amongst the main people who have the ability of making positive alterations for the future of the business organization. The strategic thinking in group can contribute in the creation of increased values in order to enable the delivery of creative as well as proactive dialogue, where the individual personalities obtain the other perspectives of people on crucial and highly complicated issues. This can be considered as a significant benefits within the scope of huge competition and the business landscapes that change at an extremely fast pace (Nickson 2008). Strategic thinking includes developing and finding the capacity of strategic foresight for the business organization in order to explore all possible futures of the business organization and imposing challenges on conventional thinking for fostering the process for the making of decision in the current era of globalization. Recent points on strategic thinking contributes in providing better clarity for drafting concluding point that the crucial strategic doubt is not the conventional element, as to what, but instead of understanding the whys or the hows. The ability of individuals for thinking in a strategic manner is extremely relevant for the purpose of strong and appropriate leadership or the ability for getting things done in a significant manner. The involvement of this particular skill helps in increasing the effectiveness of a leader. It involves certain activities in the personal context as well as in accordance with the practices of team (Nickson 2008). There can be creation of time to think in a significant manner. Each and every individual should be acknowledging the tensions that are formed in the level of demands and the appropriate time for thinking. Engagement Well management in the engagement of employer is extremely important in both, to develop and strengthen the links in the industry. This area should be creating a focus on the expansion of the work done by the students and the roles being played in the work placement and the provision of experience at work. There is an increased need to investigate the development of models for innovation in order to engage with the employers in a significant manner. The key objective is for meeting both the demands of employees and employers for the development of skills in a significant manner (Idcon 2007). This is important in order to close the gaps of skills, reduction in the shortages of skills, modes to deliver for the suitability of local employers and the input of employers within the activities of the class room. The skill of employee engagement is an approach of work place that is designed for ensuring that the commitment of employees is in alignment with the values and goals of the busines s organization. The skills of employee engagement can be considered as a significantly invaluable and powerful skills that results in providing better scope of individual success at the personal as well as the professional level (Jones 2003). This tends to be involving the need to set goals, development of plans with longer range, anticipation of unexpected consideration, analysis of the work place environment, and even maintenance of cooperation within the actions of competition. There are a number of differences amongst the outcomes, behavior and attitude with respect to engagement. A particular employee must be feeling loyalty and pride, being a huge advocate for the organization to the clients, or for making the move towards an additional mile for finishing a specific piece of work in a significant manner (Lockwood 2006). The outcomes might be including lower rates of accident, higher rates of productivity, few number of clients, increased degree of innovation, less number of leaves and reduction in the rates of success amongst the business organization. However, it is extremely important for involving outcomes, behaviors and attitudes as a significant part for the enhancement of skills related to engagement. Employees in the organization have enhanced engagement seems to be having authentic as well as strong value, with clarity in the evidence of fairness and trust on the basis of respect being mutual in nature (Lind et al 2011). The promise and commitmen t should be involved in the relationship of staff and employers. At an increasing rate, these competencies can be used as a base for the identification of organizational and individual needs and planning in order to develop. There is an increased need for providing support to the staff by support of career and provision of publications. The values being used must contribute in the demonstration of teaming, respect and integrity. People can be highly significant for the employees if there is leadership with courage, enthusiasm and energy. Mobilization of teams must be done in a significant manner. The momentum must be built for getting things done through the clarity of communication and in a consistent manner (Gregol 2001). This can be done by the utilization of skills for negotiation and the adaptability for the encouragement of the skills to recognize the joint collaboration, concerns and for influencing the success held by the outcomes. Lead and followed within the boundaries for engaging stakeholders, customers and partners on a broader base within the scope of the strategy and within the scope of the agenda. Management Excellence Developing effective skills for management and supervision helps the development of personality and the organizational success in a significant manner even in duration of challenging times within the economy. Appropriate training and experience of work placement is extremely important for having advanced and introductory skills of management in order to help the development and refinement of skills that are needed for the management of people in an effective manner and this helps in creating readiness for the management of unexpected trends in a significant manner (OShannessy et al 2007). The general skills of management are the ones that are needed by a manager or a supervisor for the management of restaurant. This has to be considered as the best ways in order to build the skills for the management of project and workplace organization in a significant manner. The skills for the management of action is the best way that can be used for acting with considering the confidentiality, ethicality, issues, in an appropriate style with the environment that is ahead of the basic consistency and necessities with the basic action plans (Powers et al 2008). This helps in bringing accuracy while arriving at an improved conclusion and solution by the visualization of new potentialities, and by the identification and analysis of issues and situations using the skills of rationality and the skills of intuition in a significant manner. Well management in the engagement of employer is extremely important in both, to develop and strengthen the links in the industry. This area should be creating a focus on the expansion of the work done by the students and the roles being played in the work placement and the provision of experience at work. There is an increased need to investigate the development of models for innovation in order to engage with the employers in a significant manner. The key objective is for meeting both the demands of employees and employers for the development of skills in a significant manner. This helps in the delivery of results by the maximization of sustainability and effectiveness in the business organization (Panwar et al 2012). This helps in ensuring the individuals must be having the tools and support that are the basic needs of the employees. In addition to this, the workplace will be having the complete diversity and capacity for meeting the present organizational objectives and the ones set for the longer term. This also helps in bringing alignment within the individuals, organizational systems and the environment a t work. Resource Management The management of resources is referred to as efficiently and effectively deploying the resources of the business organization when required. These types of resources can be including the resources of finance, stock, skills of human, resources for the purpose of production, or the resources of information technology (Vectorstudy.com 2012). As having the skills for the management of resources, it is extremely important for having the skills for the management of budget. In order to possess the skills for the management of budget, one should be having significant skills for making good judgment and conducting good analysis. Proficiency is extremely important for the utilization of data mining and the programs of spreadsheet and this is important when conducting the analysis of budget. The skills of communication and the ability of expressing the details of the budget and highly complicated facts in front of the base of the audience. The management of budget requires strong skills in order to organization, plan, and make decisions and should be having the ability for leading the team with respect to the analysis (Van der Wagen et al 2012). However, it is extremely important for involving outcomes, behaviors and attitudes as a significant part for the enhancement of skills related to engagement. Employees in the organization have enhanced engagement seems to be having authentic as well as strong value, with clarity in the evidence of fairness and trust on the basis of respect being mutual in nature. The promise and commitment should be involved in the relationship of staff and employers. At an increasing rate, these competencies can be used as a base for the identification of organizational and individual needs and planning in order to develop. There is an increased need for providing support to the staff by support of career and provision of publications (Walker 2009). The ability of individuals for thinking in a strategic manner is extremely relevant for the purpose of strong and appropriate leadership or the ability for getting things done in a significant manner. The involvement of this particular skill helps in increasing the effectiveness of a leader. Conclusion Work placement is an extremely important requirement within the framework of hospitality in order to be successful in the development of career. This process of going into work placement is important for attaining experience that can be used as a reference in the future. As this phase is extremely crucial for being successful in the development of career, it is important for making choice of the best opportunities for the work placement. The placement of work should be undertaken within the most adequate environment of the hospitality (Yusoff et al 2010). If the environment is adequate, it can be stated that the skills being established and learnt will be enhanced in a better manner within the personality as students for entering the world of professionalism. These skills have been identified within this report. In context with the work placement as a supervisor in Mamas restaurant, there can be involvement of several learnings and personal development with respect to skills of commu nication and interpersonal considerations. The first skill is continuously assessing the changing environment at work, followed by the skills of maintaining diversity in communication. The third skill will be appreciating the systems and roles, along with maintaining respect and integrity. The skills of strategic thinking are also considered extremely important skills. These skills help in making the student more employable within the industry of hospitability (Sio 2000). The main aspect of experiencing work placement can be considered as establishing the skill of assessment continuously. Assessment is important as being on work placement as it helps in identifying several reasons that include the motivation of students. This helps in providing an insight about individual weaknesses and strengths, enabling the students for dealing with weaknesses and using their strengths in the actual settings of work place (Asta 2009). The formative component of assessment can be considered as being diagnostic in nature and shows concern to wards developing the student with the identification of weaknesses and strengths, and with the provision of feedback to the students on the level of progress in the duration of the process of learning. An energetic, intelligent and versatile manager of a restaurant that brims with the business is extremely important for conducting daily activities and operations, and the complete success for the establishment of a strong customer base (Slattery 2002). As a supervisor of the restaurant, performance of work is done with the suppliers, hosting and waiting staff, along with the staff of the kitchen. In addition to this, the most important role is for keeping the customers satisfied and happy for returning and encouraging others for visiting the restaurant. This is important in order to close the gaps of skills, reduction in the shortages of skills, modes to deliver for the suitability of local employers and the input of employers within the activities of the class room. The skill of employee engagement is an approach of work place that is designed for ensuring that the commitment of employees is in alignment with the values and goals of the business organization. The skills of employee engagement can be considered as a significantly invaluable and powerful skills that results in providing better scope of individual success at the personal as well as the professional level (Aryee 2011). Developing effective skills for management and supervision helps the development of personality and the organizational success in a significant manner even in duration of challenging times within the economy. Personality is referred to as the patterns of endurance in the behaviors, feelings and thoughts of an individual within each and every single situation. References Aryee,S., 2011, Strategicpracticesinhoteloperation. Hotel maintenancemanagement.www.diva-portal.org [Accessed 9 October 2012] Angelo, R.M. and Andrew N. Vladimir. 2004, Hospitality Today: An Introduction. Michigan: American Hotel and Lodging Association. Cooper, Chris, Rebecca Shepherd and John Westlake. 1996. Bean, M., 2010, North orion your guide to smart decisions, 23 tips to improve yourquality of lide at office, https://www.northorion.com[accessed 10 September2012] Chan, K.T., Lee, R.H.K., Burnett, J., 2001, Maintenance performance: a case study of hospitality engineering systems", Facilities, 19 (13/14) pp. 494-504 Cole, G., A., 2003, Management theory and practice. 6 Th ed. UK: Thomson Learning Daft, R., L., 2010, New era of management, Human Resource management. 9Th ed, South-Western, Cengage Learning Educating the Educators in Tourism: A Manual of Tourism and Hospitality Education .United Kingdom: World Tourism Organization and University of Surrey.ILO. 2008. Holloway, T, Innes, D, Evans, K, Walsh, K Diakanastasis M 2009, Hospitality, 2nd edn, Cambridge University Press, Port Melbourne, Vic. Henley, Jr, J.A., Cotter, M.J., Herrington, J.D., 2004, Quality and Pricing in the Hotel Industry, International Journal of Hospitality Tourism Administration, 5(4 ), pp.53 Idcon, 2007, Using corrective maintenance work plans to improve plant reliability. https://www.idcon.com[Accessed 10 October] Jones, P., 2003, Introduction to Hospitality Operations, 2nd edn, Thomson Learning, London Lockwood, A., 2006, The Management of Hotel Operations, Thomson Learning, London. Lind, H., and Muyingo, H., 2011, Building maintenance strategies: planning underUncertainty, KTH Stockholm(unpublished) OShannessy, V Minett, D 2007, The Road to Hospitality: Skills for the new professional, 3rd edn, Pearson Education Australia, Frenchs Forest, NSW. Powers, T Barrows, CW 2008, Introduction to Management in the Hospitality Industry, John Wiley, New Jersey. Panwar, S., Dalal, J.S., and Kaushik, A.K., 2012, Hight staff turnover in hotel industry,due to low remuneration and extended working hours,https://www.vsrdjournals.com[accessed 10 October] Vectorstudy.com, 2012, AdamSmith-the father of economics, Influence of AdamSmith, https://www.vectorstudy.com/management_gurus, [accessed 6 September2012]. Van der Wagen, L Goonetilleke, A 2012, Hospitality Management: Strategies and operations, 3rd edn, Pearson Australia, Frenchs Forest, NSW. Walker, R., J., 2009, Introduction to hospitality.5 Th, ed. United states, Pearson. Yusoff,F., M. Abdulla,F.,S., C., 2006, What really matters when choosing a hotel?The case of middle east tourists in Kuala Lumpur, Malaysia, https://www.jthca.org/[accessed 15 October 2012].

Knowledge Management in Theory and Practice

What is the purpose of a learning history? What are its key components? Dalkir (2005) states that learning history is one of the techniques that can be used to capture tacit knowledge from individuals and groups. Continous learning is useful to those who cannot remember the past. This technique is a majorly useful method of capturing tacit knowledge, especially in a group.Advertising We will write a custom case study sample on Knowledge Management in Theory and Practice specifically for you for only $16.05 $11/page Learn More Learning history technique is a representation of tremendously prestigious occurrences in an organization, which took place in the recent past, and how it is described in the voices of the participants (Dalkir, 2005). Learning helps to capture the memory of the group. Learning history is vital in reviewing successes and failures, thus grasping the best practices and lessons acquired, as they pertain to a significant organization eve nt or theme (Dalkir, 2005). The learning history technique consists of various components. These components include, planning, reflective interviews, distillation, validation, writing, and dissemination (Dalkir, 2005). It is through planning that one establishes the magnitude of learning history that requires capturing. Learning history mainly is concerned with the scope, which is the objective of the business goal (Dalkir, 2005). Learning history should base majorly on a problem that the organization overcame. Learning history technique answers the questions that could be disturbing. Learning history describes the occurrences, reasons for occurring, the reaction of the organization, and what the current organization members should learn, based on this experience (Nonaka Toyama, 2003). In the reflective interviews process, the participants narrate the experience from their opinion (Dalkir, 2005). The participation is all about analysis, estimation, and the conclusion which they use d. As a result, insights emerge, which are evaluated and codification done. Consequently, there is an increase in the reflective capacity of the company (Dalkir, 2005). Dalkir (2005) explains that the distillation process involves synthesizing information gathered from the interview, and creating a summary format. Analyzing information makes it exceptionally easy for others to use. Key ideas, sub ideas, and quotes used are obtained from the interview text. The key themes are documented at a more abstract level, and the quotes are evaluated. Consequently, authorization is obtained in order to print them with an attribution (Dalkir, 2005). Once the authorization to print them is obtained, the content is added up, validated, and published. This ensures dissemination of learning history and anchoring in the organization’s memory (Dalkir, 2005). Learning history will help the organization review successes and failures, thus capturing best practices and lessons learned as they invo lve significant organizational events or projects (Dalkir, 2005).Advertising Looking for case study on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Define knowledge continuity management and discuss its strategic implications for knowledge capture and codification Knowledge continuity management refers to the process of passing critical knowledge from exiting employees, to their replacements (Dalkir, 2005). Nonaka and Toyama (2003) explain that there are strategic implications of knowledge continuity management to the organization and individuals, and gives the recommendable solutions (Nonaka Toyama, 2003). The organization needs to take into consideration the impact the departure will bring to the communities they belong (Nonaka Toyama, 2003). The departure could be because of retiring or other reasons. A serious gap could be left in the fabric of the community network if this person leaves as explained by Nonaka an d Toyama (2003). The company has a difficult work of ensuring that there is a knowledge continuity management since it is part of it (Nonaka Toyama, 2003). If the worker’s knowledge is complicated, it becomes difficult to pass it. However, transmitting it is vital. Important issues in regard to security and access have to be considered. Codes of ethics are obeyed as they ensure the concerned are in a professional manner (Nonaka Toyama, 2003). Nonaka and Toyama (2003) give recommendations for ensuring successful knowledge continuity management, which includes setting up a knowledge profile of all critical workers and fostering a mentoring relationship. More recommendations include encouraging communities of practice, ensuring the knowledge sharing is rewarded, protecting people’s privacy, and creating a bridge to organizational memory for long-term retention of the valuable content (Nonaka Toyama, 2003). References Dalkir, K. (2005). Knowledge management in theory an d practice. Butterworth-Heinemann. Nonaka, I., Toyama, R. (2003). The knowledge-creating theory revisited: knowledge creation as a synthesizing process. Knowledge Management Research Practice, 1 (1), 2-10. This case study on Knowledge Management in Theory and Practice was written and submitted by user Leonard Hatfield to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Ultimate ACT Math Prep Guide Strategies, Topics, and Tips

The Ultimate ACT Math Prep Guide Strategies, Topics, and Tips SAT / ACT Prep Online Guides and Tips We at PrepScholar believe in providing you with the highest quality ACT study material. We've put together a detailed, entirely free guide for your ACT math prep right here.This is the best, most comprehensive guide to the ACT Math section available anywhere.To make this article, we brought all of our top ACT Math guides together in one place. The path to mastering the ACT is challenging, but if you're dedicated to doing your best on the test and are ready to commit your time and energy to improving your score, using our guides can help you reach your greatest potential! This ultimate guide to ACT Math will start by comparing the ACTand SAT Math sections so that any of you still on the fence about which test to take can make the best decision for you. Next, we'll go through the format of theACTMath section, point you toward the bestfree ACT Mathtests and practice problems, and dive into more generalACTtips you'll need to know for the test. Finally, we'll go over the individual math topics bound to appear on test day. It's a good idea to read each guide we've linked roughly in order- at least the first time you go through this collection. Afterward, you can come back to any of the guides you need to review to give yourself a refresher. Now that we've covered the basics, let's dive in! If you'd rather skip around, here are quick links to the main sections of this article: ACT Math vs SAT Math High-Level ACT Math Section Overview Free ACT Tests and ACT Math Practice Problems ACT Math Tips and Tools ACT Math Topic Guides Strategies for Multiple Types of ACT Math Problems Individual ACT Math Topic Guides ACT Math vs SAT Math For those of you who aren't sure whether the SAT or ACT is right for you, we've broken down what each test looks like, how their sections differ, and which one better suits the type of math student you are. ACT vs. SAT: 11 Key Differences to Help You Pick the Right Test What are the main differences between the ACT and SAT? How different (or similar) are their Math sections?We'll show you how each test differs in terms of structure, style, and content- as well as what this means for you. Is the ACT Easier Than the SAT? Everyone seems to have an opinion on whether the ACT or SAT is easier, but differentpeople will find that different testssuit them best. So which is easier: ACT or SAT Math? In this guide, we help you determine which exam will be easier for you based on your own strengths and weaknesses. High-Level ACT Math Section Overview Now that you've (presumably) decided to choose the ACT Math section, let's talk big picture. These guides will lay the foundation for your ACT studies to give you an idea of how the ACT Math section works as a whole and how you can master it. What’s Actually Tested on ACT Math Section? Concepts, Subjects, and Skills The first step to understanding how to master the ACT Math section is to learnexactly what you'll be tested on. This guide takes you through all of the major math topics tested on the ACT so that you can know what and how to study for this section. How You Can Take Advantage of ACT Math Question Order Because the ACT is a standardized test, you can use its structure to predict what your own ACT will look like. In this guide, we explain how the ACT Math section is arranged and teach you how to use this information to your advantage during your studies and on test day. How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer For those of you who are already doing well on ACT Math and want to aim for perfection, this is the guide for you. Written by a perfect scorer, our article gives youexpert advice and tips to helpyou take your ACT Math score to the top. Free ACT Tests and ACT Math Practice Problems Mastering the ACT, especially the Math section,requires you to arm yourself with tons of content knowledge and take the time to practice with real ACTMath practice tests and problems. Here, we give you our picks for the best free onlineACT Mathmaterials to use in your test prep. Complete Official ACT Practice Tests, Free Links If you haven't yet taken a full ACT practice test yet, set aside some time and take one of these free, real ACTtests. This will give you a score as a starting point to work with, and will show you how your Math score fits into the larger picture of your ACT score goals. Complete List of FREE ACT Math Practice Questions In addition to full ACT tests, there are many ACTMath problems available for free online that aren't part of full-length tests. We link to all of them here and give you helpful tips you'll needto master in order to be able to solve them both fast and accurately. The 21 Hardest ACT Math Questions Ever We've compiled the most difficultACTMath problems from the past 10 years and provided answer explanations for each of them. Take a look if you're ready to test yourself against the most difficult problems the ACThas to offer! ACT Math Tips and Tools So far you've learned what the ACT Math section looks like, high-level strategies for improving your scores, and where to find high-quality ACT Math practice problems. Now, we'll look at theskills and tools you'll need to further master the Math section. The 31 CriticalACTMath Formulas You MUST Know One of the most important aspects of the testis knowing your ACT math formulas as well as how to apply them to problems. In this guide, we show you what math formulas you'll absolutely need to know, and what formulas you can get away withnotknowing on test day. How to Actually Use YourACTMath Formulas Now that you know the keyformulas, how do you make use of them on ACT Math? We show you how and when to use math formulas to their greatest effect, and take you through the formulas you'll need to know most for the test. How to Improve Low ACT Math Scores: 9 Tips From a Perfect Scorer If you're consistently scoring in the range of 14-24 on ACT Math but want to hit 26 or higher, this is the guide for you. Here, our resident full scorer gives you the motivation and essential tips needed to easily and effectively raise your Math score. How to Get the Most Out of ACT Math Practice Questions Knowing how to use your practice problems effectively is just about as important as having access to practice problems in the first place. Learn how to best approach ACT Math problems and ultimately improve your score. Guide toACTCalculators: Expert Tips A good (and pre-approved)calculatoron ACTMath isindispensable. Learn which calculators are allowed on the test and get the inside knowledge of which calculators ourACTexperts prefer. How to Guess Strategically on ACTMath When should you guess on an ACT Math question? More importantly, how can you make your best guess possible? Learn how to increase your guessing oddsand give yourself the greatest possibility of getting a Math question right. How to Stop Running Out of Time on ACTMath Running out of time on ACTMath when you practice? This section is fast paced but not impossible. Here, we take you through the steps you'll need to beat the clock and get your best Math score. How You'll Get Stuck in ACT Math Questions, and What to Do About It If you've ever found yourself stymied by a problem, this is the guide for you. We help you quickly identify when you're going down the wrongACTMath path, and how to get yourself out of it. ACTMath Topic Guides Now that you've got a solid grasp of the most important high-levelACTMath strategies, it's time to take a look at each and everymath topic on the test. We've written individual informational andstrategyguides for every ACT Math topic, and provide practice problems with answer explanations for each. Strategies for Multiple Types of ACT Math Problems Many ACTMath problems can be solved in multiple ways, and two strategies in particular can help you solve several kinds of questions. These key strategies give you the power to answer questions on math topics you aren't sure how to solve using the "traditional" way, and help you double-check that you've chosen the correct answer. Plugging in Answers: A Critical ACT Math Strategy Plugging in Numbers: A Critical ACT Math Strategy Instead of solving math problems directly, you can use the structure of the test against itself. These two essential strategies involve putting answer choices back into problems and using numbers to test equations and inequalities. They're especially helpful forcomplex algebra problems- nothing beats working with real numbers instead of variables! Individual ACT Math TopicGuides Now, let's look at each math topic on the ACTby subject. Numbers Integers (basic) Integers (advanced) Fractions, ratios, and proportions Statistics Probability Sequences Algebra Single-variable equations Systems of equations Inequalities Operations Functions Word problems Polynomials Coordinate Geometry Lines and slopes Reflections, translations, and rotations Plane and Solid Geometry Lines and angles Circles Triangles Polygons Solid Geometry Conic sections Trigonometry Advice for Using This Ultimate ACT Math Guide There's a lot of information here, so take your time as you read through it. Similarly, try to balance your studies over a period of several months. The ACTMath section is complicated, and there's a lot of content and problem-solving techniques to understand if you want to score highly on it. That said, always take to heart that it is possible for you to do well onACTMath. Getting a good Math score requires dedication and discipline, but mastering the section iscompletely doable. And don't forget that taking the time to work through these ACT Math prep guides means you're already on the right track! What’s Next? Want more guidance? Check out our other ACT sectionguides forEnglish, Reading, Science, and Writing. We've also got an ultimate guide to the ACT as a whole! Think you might be procrastinating on your ACT study plan? Then read our guide to learn how you can get your focus back and stop putting off ACT prep. If you're still feeling overwhelmed, consider working with a prep program.OurACTprep programlearns your strengths and weaknesses to tailor your study materials and lessons to the areas you need to focus on most. We also teach you how to balance your time during your studies so that you can get the most out of every hour of prep. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Every IB History Past Paper Available Free and Official

Every IB History Past Paper Available Free and Official SAT / ACT Prep Online Guides and Tips Taking a practice IB History exam before the actual exam will help you familiarize yourself with the length, style and format of the test. In this guide, we explain the IB History test format and link to the best past papers available. At the end, I’ll explain how best to use these IB History past papers for your studying. Disclaimer: these free exams should be used at your own risk. The exams are not authorized by the IBO and were most likely put up online without the IBO’s consent. IB History Exam Format The IB History course was completely revamped in 2017. Now, there are five prescribed subjects: Military leaders Conquest and its impact The move to global war Rights and protest Conflict and intervention Your teacher will choose one that you'll cover, and you'll be tested on this for paper 1 (one hour in length). There is also a list of twelve world history topics. For paper 2 (1.5 hours), you'll cover two of these: Society and economy (750-1400) Causes and effects of medieval wars (750-1500) Dynasties and rulers (750-1500) Societies in transition (1400-1700) Early Modern states (1450-1789) Causes and effects of Early Modern wars (1500-1750) Origins, development and impact of industrialization (1750-2005) Independence movements (1800-2000) Evolution and development of democratic states (1848-2000) Authoritarian states (20th century) Causes and effects of 20th-century wars The Cold War: superpower tensions and rivalries (20th century) For students taking IB History HL, they'll have a final paper (paper 3) that is 2.5 hours and will cover one of the four Depth Studies: History of Africa and the Middle East History of the Americas History of Asia and Oceania History of Europe Current IB History Papers The best source for up-to-date IB History past papers is the IBO store. Each paper and each markscheme is $3, so a full test's worth will cost you $12 for SL or $18 for HL. (While the IBO site has a sample SL/HL paper 2 available for free, it's from November 2005, predating the most recent syllabus updates.) Currently, the IB store has papers from 20 through 2018, but we recommend only purchasing papers from May 2017 tests or later, as those are the exams that match the new syllabus. Be sure to check not just the test date but also the depth-study area for each exam paper and markscheme you purchase to make sure they match up- you wouldn't want to purchase a History of Asia and Oceania exam paper but a History of Europe markscheme! Additionally, we've found these IB History past papers available for you to study from. They are from 2017 and follow the same format as current IB History exams, so you can be sure they'll be close to what you actually see for your own paper. Because they're not on the official IB site, however, we urge you to use these with caution. Paper 1 prompts and grading Paper 2 prompts Alan O'Rourke / Flickr Old IB History Papers These papers are before the IB History course was revamped in 2017, so the topics the papers cover won't be exactly what you see for your course. However, these can still be a useful way to get a better sense of the kinds of papers you'll see for IB History and the types of information you'll be expected to know. 2003 Paper 1Paper 1 Source BookletPaper 2Paper 3 2004 Paper 1Paper 1 Source BookletPaper 2Paper 3 2005 Paper 1Paper 1 Source BookletPaper 2Paper 3 2006 Paper 1Paper 1 Source BookletPaper 2Paper 3 Paper 3 Topics Chart of paper 3 topics from 2000 through 2012 How to Use IB History Past Papers Each full IB History practice exam will take you 2.5 hours for SL or 5 hours for HL, so you need to get the most out of each test. Below are some pointers for your practice. Tip 1: Take Papers 1 and 2 Consecutively (If Possible) For both IB History SL and HL, papers 1 and 2 are administered one after the other, requiring you to maintain your concentration and testing stamina for 2.5 hours. Part of practicing for the test means building up your testing endurance so that you're not making careless errors or losing focus towards the end of the tests. IB History HL includes a third, 2.5-hour paper administered on a second day of testing, which you should also try to match in your practice schedule. Having a test spread out over multiple days means that you can't just cram and then immediately forget everything after you've finished papers 1 and 2; you'll need to practice retaining information even after the 2.5-hour slog of the first day's papers 1 and 2. If you don't have time in your schedule for a full 2.5-hour session (or for two 2.5-hour sessions two days in a row for HL), then splitting papers 1 and 2 up over multiple days is OK. Just make sure that in your studying you follow this next tip: Tip 2: Time Yourself on Each Paper You must get used to the timing pressures of this exam. The time allowed per paper is: IB History SL Paper 1- 1 hour Paper 2- 1 hour 30 minutes IB History HL Paper 1- 1 hour Paper 2- 1 hour 30 minutes Paper 3- 2 hour 30 minutes Don't give yourself extra time. If you do, you will not figure out your pacing for the real exam and will likely score higher than you actually will the day of the test. I want these practice exams to give you an accurate picture of your actual test score. Stephan Baum/Wikimedia Tip 3: Review Your Mistakes! When you complete your exam (end of Paper 2 for SL or end of Paper 3 for HL), check every mistake. If you skip this step, you will not learn from your errors, and you'll keep making them. You need to take at least an hour reviewing your exam. I know this may seem like a lot of time, but you want quality practice. If you only end up taking two practice tests with detailed review, you will be better prepared than if you took six tests with no review. What’s Next? Taking IB History right now? Round out your studying with our complete IB History notes and study guide. Ready to jump into some US History topics? Learn about the Platt Amendment and Ida Lewis. If you're more interested in political history, be sure to also check out our articles on checks and balances in the US government and how the executive branch can check the judicial branch. Or perhaps you're interested in learning something that might not come up in history class? Find out more about David Ghantt and the Loomis Fargo heist, the complete history of hip hop, and the competing claims for invention of the 3-hole punch. Learn more about the IB course offerings: The Complete List of IB Courses and Classes Which IB Courses Can I Take Online? Can I Get an Online IB Diploma? Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Commercial Landlord and Tenant Law Term Paper Example | Topics and Well Written Essays - 1750 words

Commercial Landlord and Tenant Law - Term Paper Example He says that if Mr Jagger wants to take the room the shortest term he will agree is one year, and he requires Mr Jagger to sign an agreement (which he produces and gives to Mr Jagger). Mr Jagger likes the room, and says he's 'happy with a one-year deal', but also says he wants to look at the form of agreement and possibly take advice on it before signing it, but he does need to move in immediately. He offers Mr Richards a month rent 'upfront'. Mr Richards accepts this, and allows Jagger to move in immediately. He says, however, that Jagger's occupation will be on the terms of 'that agreement in your hand unless we agree something different', and they agree that in due course they will formalise the arrangement by signing an appropriate document. Mr Jagger looks at the agreement. It is headed 'Licence', indicates a 'licence period' of one year, a weekly licence fee of 75 and states (amongst other things) that Mr Richards is at liberty to require Mr Jagger to share the room with any third party whom Mr Richards wishes to put into occupation. Explain, by full reference to the background law, the status of the interest (if any) which Mr Jagger has in the room in Mr Richards' house and how such interest came to be (or failed to be) created and whether, in consequence, it is open to Mr Jagger to leave without further liability either immediately or at some point prior to the expiry of a year after he moved in. Answer In regards to common law, the licence is not legally binding because Mr Jagger did not sign it. Mr Jagger holds a licence to use the assigned room in Mr Richards home. A licence is only a personal permission, not transferable and is not binding. If Mr. Jaggar would be a tenant, he could have a legal estate which can be inherited or transferred, and is binding on third parties. A tenancy will have a great deal of statutory protection, particularly relating to security of tenure; a licence can be terminated easily (subject to any contractual agreement) and even the residential licensee has only minimal statutory protection under the Protection from Eviction Act 1977, not amounting to security of tenure. Mr Jagger's interest came to be when he and Mr Richards verbally agreed to a "one year deal". A licence is merely permission to use the premise it is not a lease. If no contract were created at all, it would still be considered a licence because the grantor obtains the right to use the entire premise. The giving and accepting of rent does not define a tenancy. Since this is only a licence to use the premise Mr Jagger has no further obligation to Mr Richards. If it is a tenancy it would be created formally by deed (unless within the exceptions under Law of Property Act 1925 S.54). If

The Use of Computer to Ones Advantage Essay Example | Topics and Well Written Essays - 1000 words

The Use of Computer to Ones Advantage - Essay Example The essay expresses the idea that computers are playing a dominant role in our today’s life. Modern technology has made a lot of jobs easier nowadays. Machines are now used to carry heavy burdens enabling fast constructions of buildings, roads, bridges and the like. These machines improved with the use of computers to manipulate them. The effects of modern technology are not just limited in such burdensome works but have affected travel and communication as well. Transportation has greatly improved from the carts pulled by horses to the manual cars, buses and trains and now, the computer-operated vehicles. This improvement brought ease and comfort in everyday travels that the world has literally become smaller. Another extent that computers have affected is the communication process. A person on the far end of the world is now able to know what is happening on the other end through television, cell phone or computer. Looking around, most people use these technologies not only to be updated with what is happening around the world but also to keep in touch with families, work and entertain themselves. Computers have become an essential part of everyday life that one cannot imagine being able to survive a day without them. Every move of the modern man now seems to be dependent on computers, from the use of alarm clocks to wake him up to the use of cell phones or computers and the internet to accomplish paper works, send and receive money as well as information, hire employees and many others.

Macbeths path to evil Essay Example for Free

Macbeths path to evil Essay In Macbeth, it is clear that Macbeth at the start of the play is a different person to Macbeth at the end of the play. During the course of the play, he changes a great deal, most obviously from a good and faithful thane of Scotland to a cruel and ruthless king. At the beginning of the play, he is at his noblest. He has shown great courage and loyalty: brave Macbeth well he deserves that name, and is considered a hero by Duncan, the king, for ending the rebellion in Scotland, and is thought trustworthy: O valiant cousin! worthy gentleman! He is a great warrior and one of the leaders of the Scottish army: like valours minion carvd out his passage. Yet he is ambitious, and this leads him to become a terrible king, moving from one act of violence to another, seeing one threat after another, so killing conscience and pity. As he is king of Scotland, his evil floods Scotland, making it horribly unnatural and filled with fear: A falcon/Was by a mousing owl hawkd at and killd. However, at the end of the play he still shows that he has not lost his courage as he dies fighting: Exeunt, fighting, but it is somewhat diminished and his fear has grown as earlier in the play he is scared of the apparitions: But no more sights! Yet at the beginning of the play he fought a bloody and gruesome battle in which a single, detached, armoured head (the appearance of the first apparition) would not have been an uncommon sight. It could be said that at the end of the play Macbeth is a villain, as Malcolm does: this dead butcher, or that he is a tragic hero, as he fought, knowing that Macduff would kill him: And thou opposd, being of no woman born, /Yet I will try the last. In order to be a tragic hero however, he needs a tragic flaw. This could either be his ambition, which causes him to be willingly swayed by the witches and risk everything, or it could be his courage, as he does not realise that courage is sometimes the ability to say no. But Shakespeares audience would more than likely consider him bound for Hell, as he at no point in the play asks for forgiveness. One of the beliefs on which Christianity is built is that no matter what people do on Earth, if they ask for forgiveness they will be forgiven by God, and Shakespeares audience would mostly have been made up of faithful Christians. No matter what people do to redeem themselves, God does not forgive them unless they ask to be. But this change from good to evil does not happen overnight. It is triggered at the beginning by the witches, who open the play in the most unnatural of ways for a Shakespearian tragedy. The scene is very short, only 12 lines long, and it is unnatural in every way possible. The three witches are supernatural beings: you should be women, /And yet your beards forbid me to interpret/That you are so, the weather is unnatural and violent, even the incantatory poetry that Shakespeare gives them is unnatural, as no one else in the play ever speaks in the same way as they do. It is a prologue to the evil events that will occur throughout the play. They have planned out everything and know exactly what will happen when they tell Macbeth that he will be king one day: There to meet with Macbeth, All hail, Macbeth! that shalt be King hereafter. Throughout the play, Macbeth tries to control the witches, yet he never can: Speak, I charge you. Witches vanish, and he tries the same with the apparitions, and is scolded by the witches: He knows thy thought: /Hear his speech, but say thou nought. He does not realize that he cannot control either Fate or such unearthly creatures as the witches. Also throughout the play, the witches treat Macbeth as one of their own, and he does not realise that he finds them only because they want him to: Something wicked this way comes. /Open locks, /Whoever knocks. Shakespeare makes this comparison between them in Macbeths very first line, by giving him almost the exact same words as he gave the witches: So foul and fair a day I have not seen. The witches are also significant to Shakespeares audience because there are three of them. There has always been an ancient superstition that the number three is a magical number, yet most of the Shakespearian audience would immediately associate it with the Holy Trinity Father, Son, and Holy Ghost. In Macbeth this has been inverted, as so many other things are. Instead, there is an Infernal Trinity; the three witches or a more elaborate one, made up of the witches, Macbeth, and Lady Macbeth. Still, there could also be an incarnation of the Holy Trinity in Macbeth, represented by Macduff, Malcolm, and Banquo. Macbeths progression to evil is chiefly marked out by his soliloquies and the murders that he performs, or orders. He starts as a mighty and noble warrior, killing rebels for his King and country. Then, once his ambition has started to take over, he goes on to kill Duncan, an innocent, defenceless, old man: Most sacrilegious murder hath broke ope/the Lords anointed temple. He puts much thought into this before performing the deed, debating with himself whether to do it or not: Hes here in double trust/his host, /Who should against his murderer shut the door/Not bear the knife myself. And once he has performed the horrific deed, he regrets it bitterly: Wake Duncan with thy knocking! I would thou couldst! His hesitation however, is not the hesitation of fear, as he has a terrible courage, but of an intimate, buried knowledge between right and wrong. Then he goes on to kill Banquo, though not personally. He gives less thought to this deed: There is none but he/Whose being I do fear; and he does not regret the deed at all, yet is petrified of Banquos ghost at the coronation banquet. Banquo, when he is killed, knows what has transpired: I fear, /Thou playdst most foully for t. He knows how Macbeth became king and that he killed Duncan, and also knows that he is behind his own murder: O treachery! Macbeth finally orders the murders of Lady Macduff and her children: give to the edge of the sword/His wife, his babes. While killing men was considered a great crime, killing a woman and her children was considered a much worse crime. This is done without second thought and never regrets it at all; he never mentions it to himself after it has occurred: The very firstlings of my heart shall be/The firstlings of my hand. As he becomes increasingly evil, so Scotland becomes increasingly unnatural. This is most obviously shown when Banquo dies to save Fleance, a parent sacrificing himself for his childs life, which is natural: Fly, good Fleance, fly, fly, fly! Later in the play however, it is clear that Scotland has become more unnatural as the Son dies in an attempt to save Lady Macduff, a child sacrificing himself for his parents life: He has killd me, mother: /Run away; I pray you! This is unnatural and fails, as both Lady Macduff and her Son die. Finally, another sign of Macbeths descent to evil is that he becomes more and more secluded. This is mainly shown by the increasing amount of soliloquies that Shakespeare gives him, but is also shown by his relationship with Lady Macbeth. At the beginning of the play they are a happy couple, who love each other intensely: my dearest partner of greatness, yet as the play progresses, especially after Duncans murder, Macbeth separates himself from his wife, and once he is king, she must ask to see him: Say to the king, I would attend his leisure. All Macbeths deeds are consequently thought out by himself, unlike the murder of Duncan, in which Lady Macbeth did most of the thinking and planning: Leave all the rest to me, and Macbeth keeps Lady Macbeth out of the murder of Banquo even when she asks him what he is planning: Be innocent of the knowledge/Till thou applaud the deed. All of these points show how Macbeth becomes increasingly evil throughout the play, eventually becoming a much feared villain, or a tragic hero.

Fate and Love in A Midsummer Nights Dream Essay -- Midsummer Nights

Fate and Love in A Midsummer Night's Dream       There are many instances in A Midsummer Night's Dream where love is coerced from or foisted upon unwilling persons. This romantic bondage comes from both man-made edicts and the other-worldly enchantment of love potions. Tinkering with the natural progression of love has consequences. These human and fairy-led machinations, which are brought to light under the pale, watery moon, are an affront to nature. Shakespeare knows that all must be restored to its place under fate's thumb when the party of dreamers awaken.    Both the play's humans and fairies try to shape love into forms that are advantageous not to the lovers, but to the leaders. Egeus insists that Hermia submit to Demetrius or die; Hippolyta must ...

Billy Budd †Foreshadowing Essay

Foreshadowing – in which a certain image or event may hint at something that becomes more significant later on in the story. Authors often use different literary devices to grab the reader’s attention, or to establish basis for plot development later on in the novel. In Herman Melville’s Billy Budd, Melville uses the literary device of foreshadowing to allow the audience to be aware of Billy’s inevitable fate before the characters in the novel, thus creating a feeling of suspense within the novel. In chapter one, the incident with the Red Whiskers (12) functions as a foreshadowing of Billy’s confrontation with Claggart. This is very similar to what happens later between John Claggart and Billy (58). Melville uses the incident to show that although Billy Budd is a gentle man, unwilling to quarrel, he can become aggressive if provoked. This makes the later incident more believable, since the reader has already seen Billy behaving in this way. The Red Whiskers is similar to Claggart in a number of significant ways. Like Claggart, the Red Whiskers dislikes Billy, and out of sheer envy he â€Å"bestirs† himself to pick a fight with Billy. Melville begins using foreshadowing early in the novel when he describes Billy Budd as a tall handsome sailor that was well adored by mostly all who knew him. Melville makes Billy seems flawless until he informs the audience using straight, matter of fact sentences that Billy has a speech impediment that only seems to rear its ugly head whenever Billy has something of importance to say (17). The fact that Billy’s speech impediment only shows when he has something significant to say helps inform the audience that something of significant importance will happen later on in the novel (57). Billy’s inability to speak during times of emotion will mean that later, he cannot speak the truth and save himself. Vere’s nickname is ironic in a second way, although the narrator does not point this irony out explicitly. The character referred to as â€Å"Starry Vere† in the Marvell poem is a severe disciplinarian (24), whereas Captain Vere is anything but harsh or brutal in his conduct. But while the name seems ironic  at this point in the story, the passage quoted from the poem provides an important piece of foreshadowing. Vere does indeed impose an unexpectedly harsh discipline upon Billy, and his commitment to principle is what prompts him to be severe (60). Without the element of foreshadowing within Billy Budd it seems almost incoherent that the events of the novel would have come together. Melville’s use of foreshadowing allows him to take the audience on an unforgettable journey through the life and troubles of Billy Budd and allows the audience to get a full understanding of the situations leading up to Billy’s tragic end.

Law of the Sea

Territorial Sea is established up to 12 miles from the baseline of the coast. This is an extension of the land and the coastal state exerts full sovereignty over the area. It is an area of national jurisdiction. Also establishes a contiguous zone where the coastal State may exercise the control necessary to (1) prevent infringement of its customs, fiscal, immigration or sanitary laws and regulations (2) punish infringement of the above laws and regulations committed within its territory or territorial sea.The contiguous zone may not extend beyond 24 nautical miles from the baselines from which the breadth of the territorial sea is measured. 1 Compare and contrast the powers of coastal states in internal waters, the territorial sea and the contiguous zone. Internal Waters are assimilated into the territory of the state. A coastal state may exercise jurisdiction over foreign ships within its internal waters to enforce its laws, although the judicial authorities of the flag state may al so act where crimes have occurred on board the ship. There exists therefore a concurrent jurisdiction. 1] A merchant vessel in a foreign port or in foreign internal waters is automatically subject to local jurisdiction unless the matter was concerning general conduct of the crew where it did not threaten peace and security it would be left, through courtesy to the flag state. In the case of a warship however the authorisation of the captain or of the flag state is necessary before the coastal state may exercise its jurisdiction. Due to the status of warships as a direct arm of the sovereign if the flag state. Contiguous Zone – Historically some states have claimed to exercise rights over particular zones of the high seas.This has diluted the principle of the freedom of the high seas. There have been numerous reasons for such extended authority including (1) prevention of infringement on customs, immigration or sanitary laws (2) to conserve fishing stock (3) to enable coastal state to have exclusive or principal rights. It enables coastal states to protect something without extending their territorial sea and is a compromise measure. These zones are not attached to the land territory in law. Concept was introduced in 1930 by French writer Gidel and it appeared in the Convention on the Territorial Sea.Sanitary and immigration enforcement is justifiable by the 1958 Convention but protection of customs has long been established. Contiguous zones were restricted to within 12 miles so a state which had claimed a 12 mile territorial sea were exempt from this. This coupled with the restriction of jurisdiction to customs, sanitary and immigration maters is the reason for the decline in the relevance of contiguous zones in recent years. However, based on the 1982 Convention a state may claim up to 24 miles in order to preserve the concept.The 1982 Convention also changed the status of the contiguous zone from being part of the high seas to part of the EEZ. Territ orial Sea comes within the sovereignty of a coastal state also extending to the airspace. These were drafted in the 1982 Convention and represent customary international law. Width of the territorial sea is set at 12 miles. Coastal state may also exclude foreign nationals and vessels from fishing within its territorial sea and, subject to agreements to the contrary, from coastal trading and reserve these activities for its own citizens.Coastal state also has extensive powers relating to security and customs matters. Jurisdiction over foreign ships when in passage through territorial sea, the coastal state may only exercise its criminal jurisdiction as regards the arrest of any person or the investigation of any matter connected with a crime committed on board ship in defined situations. These are cited in Article 27(1) of the 1982 Convention, reaffirming Article 19(1) of the 1958 Convention. (1) if the consequences of the crime extend to the coastal state. 2) if the crime is of a ki nd likely to disturb the peace of the coastal state (3) if the assistance of the local authorities has been requested (4) if such measures are necessary for the suppression of illicit traffic in drugs. If the ship is travelling through the territorial sea having left internal waters then the coastal state may act in any manner within its laws. Authorities cannot act if the crime was committed before entering the territorial sea and the ship has not been in internal waters.Article 28 of the 1982 Convention states that coastal states must not divert a foreign ship for the purpose of exercising civil jurisdiction in relation to a person on board ship, nor levy execution against or arrest the ship, unless obligations are involved which were assumed by the ship. Warships and other governmental ships are immune from the sovereignty of the coastal states altogether. 1 What rights of passage, if any, do vessels of other nations enjoy in the territorial sea or internal waters? Internal Water s – there does not exist any right of innocent passage from which the shipping of other states may benefit.The exception to this rule is where the straight baselines enclose as internal waters what had been previous territorial waters. Territorial Sea it is taken as custom that foreign merchant ships may travel unhindered through these zones. It is open to interpretation particularly that the passage must be ‘innocent'. Article 14 of the 1958 Convention said that states must make known dangers in territorial seas, must not hinder innocent passage, and may not impose charges for this passage unless in exchange for services. Passage ceases to be innocent here when it â€Å"is prejudicial to the peace, good order or security of the coastal state. Where passage is not innocent the coastal state may take steps to prevent it and may act to stall any approach to internal waters. Coastal states can temporarily suspend passage where security is threatened or at risk. Developed in the 1982 Convention Article 19(2). A key provision may have altered the burden of proof from coastal state to the ship to prove that passage is innocent. There is debate over the passage of warships in peacetime however it seems that former key protester Russia has agreed these provisions also cover warships as does the United States. 1 What are the major rights and powers of a coastal state in its EEZ?What rights do other states enjoy there? Development – developed from claims regarding fishing zones. Marks a compromise between those states seeking a 200 mile territorial sea (due to controversy over fishing zones) and those wishing a more restricted system of coastal state power. 1958 Convention reached no agreement on fishing zones and Article 24 does not give exclusive fishing rights in the contiguous zone. Still states have claimed these zones. European Fisheries Convention (1964) provided that the coastal state has exclusive right to fish and jurisdiction in matters o f fisheries within 6 miles from baseline of the territorial sea.Between 6-12 miles other parties may fish there providing they had previously. In view of the practice of many states in accepting at one time or another the existence of a 12 mile fishing zone that can be seen as customary international law. [2] 1970 Iceland claimed 50 mile exclusive zone. UK/Germany referred to ICJ and the Court did not answer the question of legality. They held that Iceland's extension was not binding as no acquiescence. Court emphasised the notion of preferential rights which it regarded as customary international law. 3] Developments took place in 1982 and Article 55 of the Convention provides that the EEZ is an area beyond and adjacent to the territorial sea, subject to the specific legal regime established under the Convention. Legal Situation Today [4] – EEZ starts from the outer limit of the territorial sea but shall not extend beyond 200 nautical miles (Article 57) from the baselines. E EZ would be no more than 188 miles when 12 mile territorial sea existed. Where distance between neighboring states is less than 400 miles then delimitation becomes necessary.Article 58 establishes rights of other states in the EEZ and are basically the high seas freedom of navigation, over flight and the laying of submarine cables and pipelines. States should have regard in this though for the laws of the coastal state. Article 60(2) provides than in the EEZ the coastal state has jurisdiction to apply customs law and regulations in respect of structures and artificial islands. The International Tribunal for the Law of the Sea took the view in the M/V Saiga Case that a coastal state was not competent to apply customs laws in other parts.ICJ declared EEZ to be part of customary law in the Libya/Malta Continental Shelf Case. 1 What is meant by the concept of exclusive flag state jurisdiction of the high seas? On the high seas the maintenance of order has rested upon the concept of the nationality of the ship, and the jurisdiction of the flag state. The flag state will enforce the rules and regulations not only of its own municipal law but of international law also. Ship without a flag is deprived of many benefits and rights. Each state must show reason for allowing a ship to register under its flag and their must exist a genuine link (Article 91, UNCLOS).To prevent people using flags for tax or wage purposes. Lotus case and then the 1958 and 1982 Conventions state clearly that the only authority exerted upon ships on the high seas is that of the flag state. What comprises a genuine link? Issue arose in the Iran-Iraq war with UK/US re-flagging Kuwaiti tankers. Held they did not violate law and the Tribunal held in the M/V Saiga Case that it was to the jurisdiction of the flag state to grant nationality to the ship. Tribunal stated here that ships may sail only under one flag and if they flew more than one were stateless and stateless vessels may be boarded and sei zed on the high seas. What are the major exceptions to it? (1) Right of visit is where warships are allowed to approach to ascertain the nationality of ships. Does not give a right to board but merely to identify. Warship must be careful as they are liable for damages. May only be undertaken if ship is engaged in piracy, broadcasting, stateless, engaged in slave trading. (2) Piracy is illegal acts committed for private ends which excludes hijacking. Any state may arrest and seize in this case and the courts of that state may decide what action to take regarding the vessel and property subject to the rights of third parties who have acted in good faith. 3) Slave Trade should be prevented in accordance with Article 99 of the 1982 Convention. Every state should take measures and punish the transport of slaves authorised to fly its flag and prevent the use of its flag for such purposes in future. Any slave taking refuge on board any ship is ipso facto free. (4) Unauthorised broadcasting stated in Article 109 of the 1982 Convention. Any person engaged in this can be prosecuted by the flag state of the ship, the state of registry of the installation, the state of which the person is a national or any state where the transmission can be received or where authorised communication is disrupted. 5) Hot Pursuit is a principle designed to ensure that a vessel which has infringed the rules of a coastal state cannot escape punishment by fleeing to the high seas. Coastal state may extend jurisdiction as stated in Article 111 of the 1982 Convention. Pursuit must begin when the ship or one of its boats is in internal waters or territorial sea and may only continue uninterrupted. If the pursuit begins in the contiguous zone then it must violate the rights of protection which the zone was established for. Pursuit must come after a visible demand to stop and can only be done by government vessels.Right to pursuit ceases when the ship enters its own territorial waters of those of a third state. Use of force in this area must be avoided if possible and if necessary be proportional and reasonable. (6) Collisions was overruled from the Lotus Case by the Article 11 of the High Seas Convention. Proceedings may only be taken against the master or other persons in the service of the ship by authorities of either the flag state or the state to which the person is a national. Reaffirmed in Article 97 of the 1982 Convention. 7) Treaty Rights often exist permitting each others warships to exercise certain powers of visit and search as regards vessels flying the flags of the signatories. (8) Pollution by Article 24 of the High Seas Convention. States had a duty to adopt measures as necessary for the conservation of the living resources of the high seas. International Convention relating to Intervention on the High Seas in Cases of Oil Pollution allows ships to act â€Å"as may be necessary to prevent, mitigate or eliminate grave and imminent danger to their coastline o r related interests from pollution or threat of pollution of the sea by oil. Developed because of the Torrey Canyon incident where UK aircraft bombed a ship spilling oil on UK/French coastline which had run aground. 1982 Convention leaves jurisdiction to the flag state but imposes mandatory minimums. (9) Straddling Stocks. Article 56(1) of the 1982 Convention provides that coastal states have sovereign rights over their EEZs for the purpose of exploiting, conserving and managing fish stocks. These are accompanied by duties as to conservation and managements measures to ensure that the fish stocks are not endangered.Where the stock exists across two EEZs the states must co-ordinate and ensure the conservation and development of such stocks. Definitions 1. Contiguous Zone – and zone near by, adjacent to or neighboring the territorial sea. 2. Internal Waters – deemed to be such parts of the sea as are not either the high seas or relevant zones or the territorial sea, are accordingly classed as appertaining to the land territory of the coastal state. They can be, for example, lakes, rivers, harbours and are waters found on the landward side of the baselines from which the width of the territorial and other zones is measured. 3.EEZ – Exclusive Economic Zone 4. Baselines – the basis for measuring the breadth of the territorial sea. The baseline is the low water mark around the coasts of the state. Traditional principle and emphasised in both 1958 and 1982 Declarations. 5. Delimitation – where states cannot have a territorial sea of 12 miles due to proximity of baselines. ——————————————————————— [1]R v Anderson (1868) the Court of Criminal Appeal in the UK declared that an American national who had committed manslaughter on a British ship in French internal waters was subjec t to jurisdiction by all three states.Wildenhus Case the US Supreme Court held that American courts had jurisdiction to try a crew member of a Belgian vessel for the murder of another Belgian national when the ship was docked in Jersey. [2] International Court remarked as such in the Fisheries Jurisdiction cases especially since the 1960 Geneva Conference. Stated that â€Å"the extension of that fishing zone up to a 12 mile limit from the baselines appears now to be generally accepted. † [3] Where the state was said to be â€Å"in a situation of special dependence on coastal fisheries. † [4] Provided in Article 55 of the 1982 Convention