Zodiac Signs Lesson Plan for ESL Classes

Zodiac Signs Lesson Plan for ESL Classes Whether students believe in the Zodiac or not, working with Zodiac sign descriptions provides a great opportunity to widen their vocabulary about personality and characteristic adjectives. Use these Zodiac signs to get students talking about themselves and their friends. Youll all have a good laugh, and students will improve their active vocabulary beyond the standard happy, funny, sad, and lucky. Aim: Improve personality adjectives vocabulary Activity: Reflections on yourself and a friend Level: Upper Intermediate to Advanced Outline: Make sure the students have access to a good dictionary.Cut the Zodiac sheet up into strips and pass them out based on their birth dates.Ask students to find their own Zodiac sign and read through the description making sure they understand every descriptive adjective or phrase provided on the sheet.Once students understand the adjectives, they are asked (on the worksheet) to choose three traits they agree with and two they disagree with. Students should provide a reason and/or an example for each of these chosen traits.Have students share their descriptive adjectives with each other in a group discussion, citing the reasons why they agree or disagree with their chosen traits.Ask students to pair up, this time distribute strips based on the birthday of the students partner.Repeat exercise. Your Zodiac Sign Aries / March 21 - April 20 Aries is the first sign of the Zodiac and is associated with fresh vigor and new beginnings. Individuals born under this sign are said to have an enthusiastic, adventurous, aggressive, humorous, passionate, and pioneering character but one which is also prone to selfishness, boastfulness, intolerance, impulsiveness, and impatience. Positive Adventurous and energeticPioneering and courageousEnthusiastic and confidentDynamic and quick-witted Negative Selfish and quick-temperedImpulsive and impatientFoolhardy and daredevil Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Taurus / April 21 - May 20 Taurus is the second sign of the Zodiac and associated with material pleasure. Individuals born under this sign are thought to have a calm, patient, reliable, loyal, affectionate, sensuous, ambitious, and determined character, but one which is also prone to hedonism, laziness, inflexibility, jealousy, and antipathy. In terms of anatomy, Positive Patient and reliableWarmhearted and lovingPersistent and determinedPlacid and security loving Negative Jealous and possessiveResentful and inflexibleSelf-indulgent and greedy Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Gemini / May 21 - June 21 Gemini is the third sign of the Zodiac and associated with youth and versatility. Individuals born under this sign are thought to have a sociable, fun-loving, versatile, lively, communicative, liberal, intelligent, mentally active and friendly character but one which is also prone to moodiness, inconsistency, superficiality, restlessness , and laziness. Positive Adaptable and versatileCommunicative and wittyIntellectual and eloquentYouthful and lively Negative Nervous and tenseSuperficial and inconsistentCunning and inquisitive Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Cancer / June 22 - July 22 Cancer is the fourth sign of the Zodiac and associated with family and domesticity. Individuals born under this sign are thought to have a kind, emotional, romantic, imaginative, sympathetic, nurturing, and intuitive character, but one which is also prone to changeability, moodiness, hypersensitivity, depression, and clinginess. Positive Emotional and lovingIntuitive and imaginativeShrewd and cautiousProtective and sympathetic Negative Changeable and moodyOveremotional and touchyClinging and unable to let go Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Leo / July 23 - August 22 Leo is the fifth sign of the Zodiac and is associated with the keywords magnanimous, generous, hospitable, caring, warm, authoritative, active and open. Leos are typically pictured as very dignified and regal. They are hard-working, ambitious and enthusiastic, however, they are prone to laziness and can often take the easy way out. They are known to be exuberant, extroverted, generous with a natural dramatic flair and very creative. They are typically very self-assured and love taking center-stage in every arena. Positive Generous and warmheartedCreative and enthusiasticBroad-minded and expansiveFaithful and loving Negative Pompous and patronizingBossy and interferingDogmatic and intolerant Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Virgo / August 23 - September 22 Virgo is the sixth sign of the Zodiac, a set of astrological signs, and associated with purity and service. Individuals born under this sign are thought to have a diligent, analytical, self-sufficient, controlled, orderly, and modest character but one which is also prone to fussiness, perfectionism, harsh criticism, coldness, and hypochondria. Positive Modest and shyMeticulous and reliablePractical and diligentIntelligent and analytical Negative Fussy and a worrierOvercritical and harshPerfectionist and conservative Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Libra/ September 23 - October 22 Libra is the seventh sign of the Zodiac and associated with justice. Individuals born under this sign are thought to have a pleasant, articulate, charming, charismatic, fair, artistic, social, refined, diplomatic, even-tempered and self-sufficient character, but on the negative side, are also thought to be indecisive, flirtatious, extravagant, lazy, analytical, frivolous, impatient, envious, shallow, aloof, and quarrelsome. Positive Diplomatic and urbaneRomantic and charmingEasygoing and sociableIdealistic and peaceable Negative Indecisive and changeableGullible and easily influencedFlirtatious and self-indulgent Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Scorpio / October 23 - November 21 Scorpio is the eighth sign of the Zodiac and associated with intensity, passion, and power. Individuals born under this sign are thought to have a complex, analytical, patient, keenly perceptive, inquisitive, focused, determined, hypnotic, and self-contained character, but one which is also prone to extremity, jealousy, envy, secretiveness, possessiveness, cruelty and cunning. In terms of anatomy, Positive Determined and forcefulEmotional and intuitivePowerful and passionateExciting and magnetic Negative Jealous and resentfulCompulsive and obsessiveSecretive and obstinate Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Sagittarius / November 22 - December 21 Sagittarius is the ninth sign of the Zodiac and associated with travel and expansion. Individuals born under this sign are thought to have a straightforward, dynamic, highly intelligent, extremely clever, ethical, humorous, generous, open-hearted, compassionate, and energetic character, but one which is also prone to restlessness, impulsiveness, impatience, recklessness, and childishness. Positive Optimistic and freedom-lovingJovial and good-humoredHonest and straightforwardIntellectual and philosophical Negative Blindly optimistic and carelessIrresponsible and superficialTactless and restless Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Capricorn / December 22 - January 19 Capricorn is the tenth sign of the Zodiac and associated with hard work and business affairs. Individuals born under this sign are thought to have an ambitious, modest, patient, responsible, stable, trustworthy, powerful, intellectual, perspicacious and persistent character but one which is also prone to coldness, conservatism, rigidity, materialism, and dullness. Positive Practical and prudentAmbitious and disciplinedPatient and carefulHumorous and reserved Negative Pessimistic and fatalisticMiserly and grudging Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Aquarius / January 20 - February 18 Aquarius is the eleventh sign of the Zodiac and associated with future ideas and the unusual. Individuals born under this sign are thought to have a modest, creative, challenging, inquisitive, entertaining, progressive, stimulating, nocturnal, and independent character, but one which is also prone to rebelliousness, coldness, erraticism, indecisive, and impracticality. Positive Friendly and humanitarianHonest and loyalOriginal and inventiveIndependent and intellectual Negative Intractable and contraryPerverse and unpredictableUnemotional and detached Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: Pisces / February 19 - March 20 Pisces is the twelfth and last sign of the Zodiac and associated with human emotions. Individuals born under this sign are thought to be tolerant, modest, dreamy, romantic, humorous, generous, emotional, receptive, affectionate, and have an honest character, but are also prone to exaggeration, fickleness, passiveness, hypersensitivity, and paranoia. Positive Imaginative and sensitiveCompassionate and kindSelfless and unworldlyIntuitive and sympathetic Negative Escapist and idealisticSecretive and vagueWeak-willed and easily led Which three traits do you think are true about you? Please list and give a reason for each. I am:I am:I am: Which two traits do you think are false about you? Please list and give a reason for each. I am not:I am not: This exercise is based on the Zodiac resource page at Wikipedia.

Global Warming Threats and Solutions

Global Warming Threats and Solutions Introduction There is little doubt that our earth is undergoing a gradual increase in temperature: global warming is real. Baffling statistics by the Intergovernmental Panel on Climate Change (IPPC) indicate that the earth’s temperature has risen by roughly 0.6 degrees Celsius, the highest since the mid 1800s, further reports indicate that the duration from 1997-2003 were the hottest years ever recorded.Advertising We will write a custom report sample on Global Warming Threats and Solutions specifically for you for only $16.05 $11/page Learn More Worst is yet to come as the United Nations committee on climate has predicted a temperature rise of between 1.8 to 6 Degrees Celsius by the end of the century which enough to melt all ice and polar caps (IPPC, pg. 2). This would spell disaster as many countries, cities and towns will be submerged, including the Netherlands and New York City. The threat is real and unless we act appropriately, almost half of a ll earth will be under the sea at the turn of the century. Natural or man-made? In the past few years, the threat of global warming has appeared real and this has led to debates over who or what was responsible for the condition. The media, politicians and the general population have been divided on this topic. Skeptics argue that human activities man is not the leading cause of global warming, they assert that climate will change continuously, as it has in the past, human activities not withstanding (Singer, pp. 1). However, to understand the actual cause(s) of global warming, we need to understand how the process occurs. Global warming is mainly contributed by Greenhouse gases, this consists of water vapor, carbon dioxide (CO2), methane (CH4), and Ozone. The highest contributor of these gases to the atmosphere is man. The Industrial Revolution had greatly increased the amounts of CO2, CH4, chlorofluorocarbons (CFC) and nitrous oxide in the atmosphere with levels of CO2 and CH4 inc reasing by 40% and 150% respectively since the mid 18th century. These values are the highest during the last 650,000 years, the last time CO2 levels were higher than this was roughly 20 million years ago (IPPC, pg. 1). The high levels of CO2 have been caused by burning fossil fuels and de-forestation, man is the cause of both (Simon et al, pp. 79). A recent study examined more than seven million studies of temperature, salinity, and other factors that affect the world’s water systems collected by the US National Oceanic and Atmospheric Administration and compared them with predictions from computer simulations.Advertising Looking for report on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The study found out that natural occurrences in the atmosphere, such as volcanic eruptions and the sun’s activities, could not sufficiently account for global warming. Simulations based on human activities, h owever, exactly corresponded to the observations (Henderson, para. 6). The study eliminated all possible causes of global warming and was left with one culprit: man. The study also simulated past and future consequences of global warming and the findings were nothing to be admired and cannot be merely dismissed. Global warming could cause disastrous effects in the future, for example, a study undertaken by a team of scientists led by Ruth Curry of Woods Hole Oceanographic Institution found out that 20,000 square kilometers of ice in the Arctic melted between 1965 and 1995 (Henderson, para. 10). Continued melting at this rate could destabilize the ocean currents that keep Britain warmer than other European countries. Solution The evidence that man is responsible for global warming is admissible, therefore, solutions to global warming lies with us. The solution to global warming is quite simple, one does not have to make long journeys or spend large amounts of money, rather, implement ation of the strategies that are outlined below will assist in averting this menace (Pearson, para.4). The first step is energy efficiency. This is a very large topic and covers almost all facets of energy use contributing to global warming. Energy efficiency involves adoption of energy forms that limit global warming, also referred to as alternative or renewable energy. The three main sources of these energy forms are the sun, tidal and wind energy. Other forms include hydroelectric, geothermal, diesel and biodiesel energy forms. Solar and wind energy present us with a greener and more environmentally friendly energy options, besides being renewable, they can be harnessed from almost anywhere on earth. Another simple process of keeping global warming in check is to plant trees around the house, school or in any open field. As simple as it may sound, this goes a long way to eliminating the Greenhouse gases from the atmosphere, making the earth cooler. Other outdoor activities such a s using bicycles or walking over short distances instead of using a car are very pivotal in reducing the levels of Greenhouse gases. We should strive to recycle materials around the house, especially non-biodegradable types such as packaging material. Plastic packaging bags can be re-used to reduce the environmental damage related to these materials. The manufacturing process of plastic bags also leads to an increase in CO2 in the atmosphere.Advertising We will write a custom report sample on Global Warming Threats and Solutions specifically for you for only $16.05 $11/page Learn More Conclusion If everybody follows these rules, we would be helping ourselves and even the future generations by preserving the earth. If all of us take a role in preserving the earth, the cumulative effect would be significant to cause a drop in the level of Greenhouse gases, hence the earth’s temperature. Henderson, Mark. New proof that man has caused global warming. Ti mes Online.  Web. IPCC. Summary for Policymakers. Climate Change 2007: The Physical Science Basis.  Contribution of Working Group I to the Fourth Assessment Report of the Intergovernmental Panel on Climate Change. Cambridge: Cambridge University Press, 2007. Pearson. Mastering biology. 2010. Web. https://www.pearsonmylabandmastering.com/northamerica/masteringbiology/ Simon, Eric, Reece, Jane, Dickey, L. Jean, and Dickey, Jean. Campbell Essential  Biology. San Francisco: Pearson, Benjamin Cummings, 2010. Singer, Fred. Global Warming: Man-Made or Natural? Imprimis. Vol 36, No. 8, August 2007.

Pagan Arabia and Islamic Monotheism Essay Example | Topics and Well Written Essays - 250 words

Pagan Arabia and Islamic Monotheism - Essay Example The physical world is all that existed, and there was no hereafter and no accompanying punishment or reward. Their concept of man's role in the universe was one of hedonistic indifference toward the weak, economic and emotional greed, as well as abusive powers and control of the marginal members of society. It was a world gone mad. Fortunately, Muhammad was charged with shifting this wicked paradigm. Allah instructed Muhammad to spread the message the Divine Essence was One sovereign Lord over all creation. After this life a Hereafter awaits what ones hand puts before them in this life will be their reward eternally. This life is temporary. Our ultimate existence lies in the hereafter. As such, human beings should act in a way that is fair toward his fellow, protective toward the disenfranchised, and obedient to the One True God. The cosmological characteristics of pre-Islamic Arabia differ starkly from the transcendental features of Muhammad's message. They differ in the basic concept of the divine, the existence and nature of the hereafter, and role of humankind in the universe. Further study would demonstrate how Muhammad's contemporaries diverged from the traditional tribal ethics codified in the Qur'an and Sunnah.

AMERICAN HISTORY TEXTBOOK ANALYSIS AND COMPARISONS Dissertation

AMERICAN HISTORY TEXTBOOK ANALYSIS AND COMPARISONS - Dissertation Example Particular emphasis in the course of the research study shall be based on the perspective of the Southern American dwellers and that of British perspectives regarding the African-American Civil Rights Movement (1955–1968). These perspectives shall be taken from textbooks from these two locations namely South United States of America and Britain. The researcher is therefore interested in finding answers to the following specific objectives at the end of the current research study: 1. What were the causes of the African-American Civil Rights Movement (1955–1968)? 2. What are the specific events that were recorded during the African-American Civil Rights Movement (1955–1968)? 3. Who are the major protagonists who led the African-American Civil Rights Movement (1955–1968)? 4. How do the British educational curriculums through its textbooks perceive the African-American Civil Rights Movement (1955–1968)? 5. How does the American educational curriculum th rough its textbooks perceive the African-American Civil Rights Movement (1955–1968)? 6. What were the eventual results of the African-American Civil Rights Movement (1955–1968)? 7. ... This assertion is the general hypothesis underlying the current research, which the researcher is going to compare and contrast ten different textbooks from America and Britain to draw a conclusion on the assertion. Most often than not, the kind of ideas that people from these two setting have of the African American depends on the encounter that they have personally had with them in history. The researcher’s goal for the research will therefore be accomplished if at the end of the day a conclusion is drawn on whether or not Americans and British perceive the African-American Civil Rights Movement (1955–1968) from the same perception. Significance of the Study There are major academic and practical justifications that back the importance of the current research and why it is worth undertaking. In the first place, the successful conclusion of the present research work is going to be a major tool for the establishment of historical accuracy. This said against the backdrop that different textbooks from different setting such as America and Britain seem to portray the same case from different perspectives. In some cases, such a practice tends to distort and bend some of the facts behind history. With this text analysis research, a line will be drawn between the contrasting facts to establish historical accuracy. Another importance of this research work will be to enhance personality awareness creation. This will be done from the viewpoint where the true identity of the African American will be understood through their history. Indeed, the history of the African-American Civil Rights Movement (1955–1968) establishes a lot about the identity of the African American population because it brings to bear their dreams and

Irish Weddings Essay Example for Free

Irish Weddings Essay Ireland is one country, which is part of the larger United Kingdom (UK). It is a blessed country with numerous greens, which range from the rolling green hills of sheep pasture to the gorgeous gardens as well as ancient castles. Romance is so much embraced by the Irish culture with a lot of passion. The Irish culture allows one to lie in a meadow with his/her love, track down four leaf clovers, or to dance night long to the favorite Irish band. The culture is rich since the Irish is a blend of the old Celtic mythologies and the Christianity brought in by St. Patrick (Haggerty Bridget http://www. irishcultureandcustoms. com/). Therefore in a relationship both backgrounds have a great influence and tradition asks the lovers to be rational and to respect each other as well as their families. The culture demands that Lovers run bare feet through rugged terrain while tumbling in the grass in show of Irish’s love of nature. Irish Church Weddings St. Patrick was an Irish and his most cherished color was blue and until recently the national flag of the Ireland was blue in honor of him. In addition to the love of green, anyone who wishes to do a church wedding must have blue as a theme (Goodwin Audrey, p128). Considering the fact that the Irish are very patient and religious, the names of the bride and bridegroom are first read in church for three consecutive Sundays prior to the wedding day so as to allow the couple to reconsider their decisions as well as also gives others a chance to file an objection for the same. A couple registers in church for marriage three months prior to their wedding day. Irish Claddagh Ring The claddagh ring is very popular among the Irish and was given to the woman by the man as a show of love and faith. (Fielding, p268). This was especially when a man was going away for sometime, either to war or in pursuit for greener pastures to improve their living standards. The ring was worn by the woman to show that she is somebody’s and could be made more personal by using the birthstone of the person to show that it is specifically meant for her. Irish Hand Fasting Before St. Patrick brought Christianity to Ireland, the inhabitants of Ireland believed in paganism and Celtic traditions that was attached with hand fasting. Hand fasting is a form of â€Å"trial marriage† which lasted for a year after which the couple are allowed to decide whether they are compatible to continue or to part ways. Sir Walter Scott as a betrothal day first introduced this day (Fielding, William J. p263). There was no attachments or commitments in hand fasting. Even today hand fasting has been incorporated in marriage ceremonies where the bride and the bridegroom have their hands bound together with ribbons. Irish Wedding Days Of The Week Ladies and gentlemen as you have realized the Irish are very religious and always put God before everything. The days of the week are lanked whereby Saturday is seen as no day. According to their traditions, Weddings cannot be done on Christmas day since it is Jesus birthday nor on Sunday as it is the lords worship day. They argue that the events that occur in wedding ceremonies, which include dancing and partying, are not appropriate during these special days. Some other days of the week like Friday and Saturday are also seen as inappropriate for weddings since the ceremonies can go for 2-3 and can stretch to Sunday. Irish Wedding Months For every situation the Irish have their sayings and concerning wedding months the Irish have the following myths: (Irish church wedding, http://www. romanceclass. com). They believe that the marriage that occurs in the start of the year is loving, kind and true. If one marries during the month of February his/her fate is on the balance but march weddings ends up with both joy and sorrow while those in April bring joy for both the bride and bridegroom. They further believe that to marry in May is a waste of time, To marry in June means that you will be away from each other a lot of time whereas July weddings are linked to struggling so much to make a living. Those marriages in the month of August are associated with many changes in the couple. September weddings on the other hand are linked with both wealth and comfort, whereby love and dynamic riches are for October weddings. In addition, only joy will come in November wedding but deficiency of other things and December is the best month for marriage since they belief that true love will manifest. Irish Love Charms Like the saying goes â€Å"the way to a man’s heart is true the stomach† a woman says the Irish traditional charm as she prepares food for her man. The charm is aimed at bringing the man and the woman closer to each other and makes their love grow each day. The woman longs for everlasting affection from her husband and wishes that her man could give her total attention. Irish traditional songs and lyrics The Irish are known to love songs and dance and this is more pronounced during courtship and marriage ceremonies (Mumphy et al, p126). Locals play flute and drum, fiddle as well as harp while singing helping music, which is full of fun in praise of the bride and bridegrooms. They have a proverb that says â€Å"the most beautiful music of all is the music of what happens† and hence all the music and dance is dedicated to the event of that day. Works cited. Fielding, William J. Strange Customs of Courtship and Marriage. The New Home Library, New York. 2005. P. 263. Goodwin Audrey, Irish-wedding traditions El Cajon, Ca. United States. March 2001 p128. Campbell Georgina, The Best Irish Breads and Baking. Georgina Campbell’s Ireland. 2007. p65 Mumphy, Colin and Donal O’Dea (2006), The Feckin’Book of Everything Irish. NewYork, Barnes and Noble. (2006) p126. irish church wedding accessed online 0n 1st October 2007 http://www. romanceclass. com/weddings/ireland/churcweddingasp. Haggerty Bridget, Irish culture and customs; the humor is on me now. Music for an Irish Wedding reception. jan, 2007. accessed online on 1st October 2007 http://www. irishcultureandcustoms. com/wedding/musicreception. html.

Gender inequality in Education

Gender inequality in Education This report has been written because the main aim of this research project is to investigate if there is a gender gap between boys and girls achievement in schools. Whether the education system was biased to one gender? If so what are the factors which cause this? Are there any possible solutions that can be used to solve this? The reasons behind why boys do not achieve as well as girls in school. The objectives of this report are to discuss, to discover and investigate why there is gender gap also why boys lack behind girls. This report examines to discuss the causes of this gender gap in schools for girls and boys. The issues that will be discussed in this report are as follows: the history behind the gender gap in achievement in schools because boys were once doing better than girls. The reason for this was that girls had to stay home has housewives also girls had to gain more marks in 11 plus exams than boys. Another aspect that will be looked at are schools too feminised which m ay give an advantage to girls. Other ideas which will be argued are how the curriculum is implemented and how subjects are assessed in schools. Other factors that may affect boys achievement in schools are peer pressure from friends if they worked hard in school they may be stereotyped as a geek also learning styles may affect attainment. But does social class and ethnicity affect the achievement of children in schools. However there are subjects that favour boys than girls and vice a versa such as boys do better than girls in maths and science but on the other hand girls do better in English. This report will evaluate factors that can improve this gap by having single sex classes and single sex schools. The report will contrast the for and the against arguments of having single sex classes and single sex schools. Definitions of the word gender differences Literature review There has been a lot of work done on boys and girls achievement in schools: narrowing down the gap. In 1960 young boys were 21 times more likely to attend university than girls. It can be suggested that the changing world is having an impact on boys achievement in terms of boys attainment in schools and that of girls success in schools. It was suggested that the equal pay act and that of the sex discrimination act (1970) changed the emphases of education policy and that can be noted as a key period of history that changed the objectives of girls in terms of careers and attainment. Girls had to achieve higher marks in their 11 plus examination than boys. Elwood J et al (1998, p.5) states that 11 plus examination à ¢Ã¢â€š ¬Ã‚ ¦ children used to be selected for secondary schooling, were deliberately skewed so that girls had t achieve better results than boys. The period 1950-1960 found the reasons behind this was because boys matured later than girls which would not have been fair to l eave out boys from attending grammar schools. But in 1990 their was concern over boys achievement in schools. It has been suggested that in societies such as the UK the socialisation process as it operated at least up to the 1970s meant that many parents socialised their daughters to show dependence, obedience, conformity and domesticity whereas boys were encouraged to be dominant, competitive and self-reliant. Also when young children saw their parents acting out traditional gender roles many would perceive these roles as natural and inevitable leading girls and boys to imagine their futures as fulltime housewives and mothers and as fulltime paid employees respectively. In schools teachers praised girls for feminine qualities and boys for masculine qualities; boys and girls were encouraged to opt for traditional male and female subjects and then for traditional male and female careers. Furthermore in certain sections of the mass media [and especially perhaps in teenage magazines] girls were encouraged to recognize the all importance of finding Mr. Right and settling down to a life of blissf ul domesticity in their traditional housewife-mother roles. Cole (2006, p.26) suggests that even before children go to school their parents will treat a boy and girl very different. Even in society throughout history this has occurred. A lot of research has gone into this; your gender is an issue from the minute you are born. Automatically society will say how a girl will behave and how a boy will behave. If it is a boy, oh hes like that because hes a boy and boys always take longer to grasp it. Girls, even in the late 1960s were more likely than boys to gain 5 or more GCE Ordinary Level pass grades. From the 1960s to the 1980s the percentages of girls and boys gaining 5 or more GCE Ordinary Level pass grades gradually increased but the so-called gender gap in educational attainment increased especially once the GCSE was introduced primarily because girls have maintained their traditional higher attainment levels in Arts and Humanities subjects but also reduced [and in some years overturned] the traditional attainment gaps in favour of boys in Mathematics and Science subjects. The GCSE was introduced in 1988 and from then onwards the female- male gender difference in educational achievement at GCSE level widened as differences between the [ higher] female pass rates and the male pass rates in Arts and Humanities widened and females narrowed or sometimes reversed the traditional higher male pass rates in Mathematics and science subjects. It has been claimed that the relative improvement of female educational achievements can be explained partly by the nature of the new GCSE courses .This has been disputed, however, on the grounds that several factors have contributed to these trends. By the late 1980s females were more likely than males to gain two or more Advanced Level passes and during the course of the 1990s they also became more likely to gain 3 or more A level passes. Females also soon became more likely than males to gain A grades in almost all Advanced Level subjects Nevertheless gender differences in examination performance at Advanced level are smaller than at GCSE level. In 2007-2008 69.3% of girls and 60.1% of boys achieved 5 or more GCSE Grade A*-C passes; 51.3% of girls and 42.0% of boys achieved 5 or more GCSE Grade A*-C passes including English and Maths. The gender difference in examination success varies considerably from subject to subject. For example girls in 2007-2008 girls outperformed boys by 14% in English, 16% in Design and Technology, 9% in Modern Foreign Languages, 17% in Art and Design and 12 % in English Literature but by only 1% in Mathematics, 2% in Core Sciences, 1% in Chemistry and 2% in Classical Studies. Although the data are not presented here Girls are now more likely to gain A* and A grades in most but not all GCSE subjects. Other areas the research will focus on are schools too feminised, advantage for girls but disadvantage for boys. Hutchings (2002) states the phrase feminisation is used simply to refer to the fact that there are more female teachers than male, especially in the primary sector. (Biddulph, 1997 cited in Skelton et el, 2007) state that the current situation is often presented as one which is detrimental to the educational experiences and opportunities of boys with the implication that boys do better when taught by men teachers. (Skelton et el, 2007) suggest that Another use of the phrase feminisation of schools is in relation to the idea that the predominance of females has led to the delivery of the curriculum, assessment practices and the management and organisation of the classroom becoming more feminine in nature. Female teachers are more lenient on boys than male teachers also male teachers can be role models for pupils which will enable the child to be motivated to learn and succe ed in education. Findings have suggested that it is vital to keep the subjects taught in curriculum interesting for children to learn about in class. This may enable children to be motivated to learn and gets rid of the label of boringness of lessons. Jackson (2006, p.127) states that if students find the curriculum boring, it provides little incentive for them to counter the uncool to work discourse. Methods of assessment have been identified particularly frequently as a key factor in this bias against boys. An increased amount of assessed coursework has been suggested to explain boys doing less well at GCSE and A levels, with the argument being that boys do less well at coursework because of their preferred learning styles (Skelton et al, 2007). Girls do less well at sudden death exams (timed exams previously unseen by the candidate) which rely on last-minute revision and require self-confidence. This latter form of assessment has been argued to favour boys, and was the basis for O level exams (the exams that preceded GCSEs in Britain). Bleach, 1998, cited in Skelton et al, 2007 In fact, however, girls results were already improving before the GCSE assessment model was introduced. And further, Arnot et al. (1999) discuss how a reduction in the coursework component in public examinations in the 1990s did little to alter the pattern of gender achievement (Skelton et al, 2007). Another issue could be masculinity peer pressure from friends Jackson (2006, p.74) states that the uncool to work this statement is suggesting that if boys work hard at school they will not be cool. (Jackson, 2006, p.84) Those who seem to be most disadvantaged as a result of the discourse are those who attempt to balance academic work and popularity but can not manage to do both successfully. This is a powerful predictor in a lot of schools, this is seen as social status of pupils needs to be popular and be part of a group. A lot of pupils will feel being unpopular is not as good as anything else. Also it will lead to negative impact. Both girls and boys have to act as they are chilled, relaxed, laid back when it comes to the academic side of work. As the relative rate of female educational improvement increased it came to be argued that this might be explained to some extent by biological factors. Experiments investigating the brain activities of male and female babies suggested that differences in the structures of female and male brains respectively may mean that females have genetically determined linguistic advantages which would explain females especial facility with language based subjects. It was also suggested that girls earlier maturity means that they can concentrate more effectively and are better organised especially in relation to course work. This was considered to be a significant point because the relative improvement in female GCSE results was associated especially with the introduction of coursework-based assessments which had been absent from the GCE Ordinary Level examinations which the GCSE replaced. However in relation to these theories it should be noted that male-female differences in Advanced level lan guage examination results are small, that the relationships between physical and intellectual maturity are uncertain and that gender differences in examination results cannot be explained only by the presence or absence of coursework. Other factors that may affect attainment are different learning styles, both boys and girls learn differently, but we need to be careful we do not stereotype on gender. When looking at the gender debate it has been suggested by Coffield (2004) that consideration to learning styles is important when establishing the link as to why there is a gap between boys and girls due to peer pressure for the boys what their friends may think if they achieved well in school, the way boys are assessed in schools for instance boys do better in exams than coursework. Examples of these could be boys would prefer to learn kinaesthetically by doing things such as experiments or activities and girls would learn well visually by seeing. Interest in learning styles has grown rapidly in recent years and perceived differences in the learning styles of boys and girls are one of the most frequently expressed explanations for the gender gap in achievement. This argument is also based on the presumption that if boys are naturally different to girls because of their biological make-up, then it follows that they will have different approaches to learning (Noble and Bradford, 2000; Gurian, 2002). Studies have shown that the vast majority of boys and girls prioritise a teachers individual ability as a teacher, and their level of care for their students, rather than a teachers gender. Skelton et al (2009), Francis et al (2008). Boys to better in maths than girls research by Hargreaves et al into pupils stereotypical attitudes to mathematics and English has shown that stereotypes succeed among pupils, with most believing that maths is a boys subject where boys do better, and English a girls subject where girls do better. DfES (2007, p. 3) Boys outperform girls in Maths at Key Stage 2, and continue to outnumber girls at higher level maths. But there is a large gender gap favouring girls in English. On the other hand girls do better in English than boys On the other hand women do better on reading comprehension and vocabulary than men do. APA report state that some verbal tasks show substantial mean differences favouring females. Whitepaper on gender differences in achievement Social class and ethnicity according to Cole (2006, p.29) states that Gender is not the strongest predictor of attainment. Social class attainment gap at key stage 4 is three times as wide as gender gap. DfES (2007, p.3) Analysis of the attainment data shows that other factors or a combination of factors, such as ethnicity and social class, have a greater bearing on educational achievement than gender considered on its own. Gender differences in educational achievement are far smaller than social class differences in educational achievement. Students of both sexes who are eligible for free school meals are far less likely than students of both sexes ineligible to be successful at both levels of the education system. Some ethnic differences in educational achievement are also greater than gender differences in educational achievement. Statistics on the gender gap between boys and girls Attainment at each end of the distribution of grades also varies by gender. Girls are more likely than boys to gain an A* grade at GCSE. Boys are a little more likely to gain a G grade at GCSE or to gain no GCSEs at all. The largest gender differences (a female advantage of more than ten percentage points on those gaining an A*-C GCSE) are for the Humanities, the Arts and Languages. Smaller gender differences (a female advantage of five percentage points or less) tend to be in Science and Maths subjects. Some of these achievement patterns have been relatively stable over six decades of exam results, particularly in English Language and Literature, French, Art and Design and Religious Studies. There have been changing patterns over the years. In Maths, there has been a shift from a male advantage averaging 4 percentage points prior to 1991 to a slim female advantage of 1-2 percentage points in recent years. In Geography, there has be en a widening of the gap in girls favour, and in History, there has been variation but with girls now doing much better than boys. This research will explore possible solutions we can use to solve this gap such as single sex schools which may help girls to speak out. Times online (2004) Girls in mixed classrooms refrain from speaking up and answering questions. Another way of solving the gender gap is by having single sex classes in mixed schools so that teachers can meet different learning styles for boys. Research has shown that girls obtain better results in single sex schools in comparison to mixed schools Curtis (2009). Odone (2004) conversely, that boys do not want to study foreign languages or shine in English literature in case they are mocked as poofs. Garner (2008) Differences in how male and female brains work mean single-sex schooling will make a comeback leading head mistress in the Independent. However the disadvantages of sex schools Blair (2006) Girls schools feature highly in the league tables because they are highly selective, their children come from particular social backgrounds and they hav e excellent teachers. BBC News (2006) While both single-sex and co-education have passionate advocates, half a century of research has so far revealed no striking or consistent differences one way or the other. Odone (2004) Children, will inhabit a mixed society later, so let them start young, with mixed classes. Younger et al (2005, p.89) found that boys and girls may feel more at ease in single sex classes, feel more able to interact with learning and feel free to show interest in the lesson without inhibition. It was felt that there can be positive effects on achievement for boys in modern languages and girls in science and maths. (Dcfs (2007) Methodology The methods that will be used to gather research for this project will be as follows: the use of books to get information on issues affecting gender differences in achievement at schools and what theorist have already found around this agenda. The internet will be useful for this research project because you can research recent and up to date statistical information on the gender gap and get government published on this debate. Journals will be useful for the research project to collect recent data and changes in the debate around boys and girls achievement in schools and narrowing down the gap. These methods of researching are called secondary research. Secondary research is the use of material, which has been researched by someone else. The different research methods for secondary research are as follows: technology based research is to do with researching from the computer to get your information, which has a lot of benefits such as the internet provides online libraries; e-books, journals and encyclopaedias such as infed. The main electronic databases that will be used for this research are as follows education research complete, education online and SwetsWise. The key read that will be used will be based on gender differences and achievement in school also how the search found a number of journals, but some were irrelevant, to the research topic. Search engines help you through the mass of information on the internet two most popular search engines are Bing, google advanced search and google scholar also on the internet you can search for newspaper articles. However web sources may not always be reliable so researchers need to find out how accurate the information there are number of ways to assess the accuracy of the sites. According to Walliman and Buckler (2008, p.92) compare the data with other sources and is it biased many use the web to promote ideas. The reasons for choosing to do the research project as a desk study were as follows: to find out what has already been researched in this field and arguments that have already been produced around this agenda. However the reasons for not choosing the fieldwork approach method were because it will be time consuming and availability of schools to carry out the research is limited and difficult to get a place in schools to do observations. The advantages of the desk study approach are as follows; able to collect, understand and interpret data also to limit costs such as travelling costs. The disadvantages of desk study may be the availability of books from the library In contrast the advantages of the interview approach (structure and unstructured) advantages of structured interviews are time management can be controlled, results are simple to gather and the questions are securely set in advance. the disadvantages of structured interviews are there might be other questions to ask and you cant develop on questions. The advantages of unstructured interviews are there is a lot of time, you can develop questions and it is a relaxed method. Disadvantages of the interview approach are as follows: The disadvantages of unstructured interviews are the interview can simply be a chat, not all the participants are asked the same questions and only some of the questions are asked. Indirect observation is when a participant gets their information from viewing from far. Direct observation is when a participant obtains information by combining with the circumstances they are watching. Advantages of the observation approach (direct and indirect) the advantages of observations are actions can be seen in the normal surroundings and observations can both be direct or indirect. Disadvantages of the observation approach (direct and indirect) the disadvantages of observations are they are lengthy and not consistent. Qualitative vs. quantitative Analysis There was clear evidence that in the era of the 11+ pass marks were set higher for girls than for boys so as to prevent girls from taking a disproportionate share of Grammar School places. From the early 1950s until the late 1960s girls were less likely than boys to be entered for GCE Ordinary Level examinations. In any case in the 1950s and early 1960s many pupils left school at age 15 having taken no official national examinations. The candidate pass rate in GCE O Level examinations was higher for girls than for boys from the early 50s to the late 1960s so that despite the higher entry rates for males the percentages of male and female school leavers actually passing 5 or more GCE O levels were fairly similar although females did usually outperform males by 1-2% each year. This overall statistic masked the facts that girls outperformed boys by considerable margins in Arts and Humanities subjects and that boys usually outperformed girls but by smaller margins in Mathematics and Scie nce subjects. In order to analyse the relative educational improvement from the 1980s onwards we must distinguish between factors accelerating the rate of female improvement and factors restricting the rate of male improvement. Females and males educational achievements have improved but the rate of female improvement has been faster and this widened the female-male achievement gap especially at GCSE level. Remember, however, that gender, social class and ethnicity are interconnected. Girls are more successful than boys in all ethnic groups but middle class boys are still more educationally successful than working class girls in all ethnic groups. Gender differences in educational achievement are smaller than social class differences in educational achievement and some ethnic differences in educational achievement. Research has shown that Of the 71,286 girls who sat GCSEs in single-sex schools over the three-year period, on average all did better than predicted on the basis of their end of primary SATS results. By comparison, of the 647,942 who took exams in mixed-sex schools, 20% did worse than expected. This means that girls in single sex schools can be expected to do better in their school, in comparison to girls in mixed schools. Studies have shown that girls in mixed sex classes tend to refrain from speaking up and boys dont want to study English to avoid being mocked as poofs', therefore single sex schools would help to resolve this issue as they will remove this pressure between the genders and allow both boys and girls to participate freely. Also Single sex schools will benefit students as male and female brains work differently. Girls can relate to emotions more and are seen as caring and talkative they can sit and talk about emotions whereas boys are more likely to do practical things instead of talking of emotions, hence why boys fail in English. So perhaps, as this leading head mistress, quoted in the Independent suggests, single sex classes need to be implemented to meet the learning strategies of the different sexes. Mainly English and foreign languages is where I believe that pupils need a gender based curriculum as was suggested by the DFES (2007) report it remarks that of the core subjects, the gender gap is widest in English; overall, the differences in language and literacy skills are given as the main cause of the gender gap in attainment. It is suggested that there is around 10% children leaving education with 5 Cs and above girls since 1968 have been slowly achieving better than boys according to Dcfs report into gender. It is a step towards the well researched idea that genders learn differently therefore it is possible to suggest that gender specific learning amongst boys and girls will close the statistical gap of attainment. Although the dfes report suggest that is no substantial evidence to back this up I believe that children will benefit from this approach. Another issue that I found is that boys tend to do better on spatial skills; they find mathematics and science more interesting to learn about. But on the other hand girls to better on verbal, comprehension and vocabulary skills than boys do. This table shows the gap in 1989 was just 6% but 10yrs later it had increased to 10%. It is suggested by S. Ball (2008) that this gap is an overall statistic and not subject specific he suggests that in 2004 the deviations of this gap was just 1% and that in some subjects boys achieve better results than girls therefore it is not valid to say that all boys or all girls achieve less in GCSE levels Conclusions In conclusion doing this research project on boys and girls achievement in schools and narrowing down the gap. The research found that there is not as big as a gap as people thought. The main factors that affect boys achievement are peer pressure and schools too feminised. The research also found that single sex schools and classes do not make that much difference but it found that girls have more confidence to participate in class discussion. In conclusion, the history of the gender gap shows that the gender gap itself has always been present in education, but was hidden by the advantage given to boys in 1960s, and it was often harder for girls to progress into further education, since it was not expected of them, therefore affecting the gender gap in the sense that there were lower numbers of girls then boys progressing. Over the years boys have improved and so have girls, maintaining the gender gap but showing that boys are adapting to the changes and are working harder to keep up. The gender differences in boys and girls does show that they learn in different ways, and these differences are, now more then ever, taken into account in teaching methods, lesson planning and assessment methods, and there is evidence showing that Boys are fighting back at A levels, with their results improving more rapidly than girls (BBC, 2004),however, it is important to recognise that there are girls and boys who wont fit into these gendered patterns and therefore focus should still be placed on the individual and not the biologically predisposed expectations, (Phoenix, 2004, pg 34). We could also conclude that this improvement could be the first sign that boys are now realising they will have to fight to maintain their place in the workforce, as history shows women have been seen as servants to the state (Steedman, 1 985, cited in Arnot and Ghaill, 2006, pg 19). This oppression of women, like other cases where parts of society have been repressed (e.g. repression of the afro-Caribbean population), resulted in women fighting or rebelling for their place in society, which is not something the male population has had to do. Therefore acting as a source of motivation for women to make sure they are treated as equals and to progress in life, where as men have missed out on this and until recently, have lacked the motivation to fight for their place. Now men are in a place of competition with women and are now beginning to see that its not particularly clever to under-achieve (BBC, 2004).

Law in Business

On 15th October 2010 East Midlands Airways (EMA) advertise a second-hand Airbus 321 for sale in an aviation industry trade journal for ? 12. 5m. Later that same day, Colvin, the Chief Executive Officer of Houston Aviation Ltd, phones EMA’s Managing Director Patricia. Colvin says that his firm would very much like to view the Airbus 321 but that he is off on a 5 day business trip to Dallas, Texas and will not be able to view the aircraft until he returns.Patricia says that if another buyer comes forward she will have to sell the Airbus 321 to that buyer. Colvin then says he will pay ? 100,000 if EMA promises not to sell the Airbus 321 to another buyer for the next 5 days. Patricia agrees to this. Analyse whether any contract has been made between the parties and if so, what are its terms? Refer to the facts briefly and discuss the relevant case law that supports the conclusions you arrive at in your answer. Also advise on any practical implications for the parties.In legal term s a contract is defined as ‘Any legally binding agreement voluntarily entered into by two or more parties that places an obligation on each party to do or not do something for one or more of the other parties and that gives each party the right to demand the performance of whatever is promised to them by the other parties. ’[1] In this essay I am going to look at whether a contract has been made by the two parties, I will then look at the elements of this contract, what this contract means, whether it has been breached and the results of this. I will use relevant case law to support my findings.The first thing to consider is that the advert placed in the industry based journal is an invitation to treat. They have advertised a price in the journal of ? 12. 5m however this is not an offer so they are not obliged to sell at this price. An invitation to treat is an invitation to negotiate, or an invitation to make a deal. [2] We can be sure that this is an invitation to tre at and not an offer if we look at the case of Partridge v Crittenden (1968). In this case the defendant was advertising in a magazine for sale of a bramblefinch for 25 shillings. Under the Protection of Birds Act 1954 it was illegal to offer for sale a bramblefinch.A customer then posted a cheque asking for the bramblefinch. The defendant was held not guilty as the advertisement was an invitation to treat not an offer. After the invitation to treat Colvin contacted Patricia and made an offer to her that he would give East Midlands Airways ? 100,000 if they agreed not to sell the Airbus 321 in the next five days. Patricia agreed to the terms of this offer and therefore a contract was made They both agreed to the terms of the contract voluntarily. There are two types of contract unilateral and bilateral. Almost all contracts are bilateral because both sides make a contractual promise to the other. 3] In this situation the contract is bilateral this is because Colvin has made an offer of ? 100,000 and Patricia has accepted it, therefore there are two parties involved. A contract will only come into existence if the offer which is accepted contains all of the terms of the contract. A court must be able to obtain with certainty exactly what was agreed. [4] They take an objective view asking whether the reasonable person would have thought that the agreement was sufficiently certain. In Sudbrook Trading Estate Ltd v Eggleton (1983) a lease gave a tenant an option to buy land at a price above ? 12,000 as agreed by two valuers.The tenant wanted to buy the land however the landlord refused to appoint a valuer as it said he must in the contract. This was held as the contract was certain and the landlord should have appointed a valuer. In this situation Colvin offered to give EMA ? 100,000 in return for them not selling the plane for five days. The five days is a set period of time, however there is no set period of time for the paying of the ? 100,000. This could be con sidered evidence for lack of certainty of the product. For an offer and acceptance to become a contract, the parties must have had an intention to make the agreement legally binding.The view the courts take is that they don’t look into whether the parties actually intended to create a legal agreement but whether they appeared to the reasonable person to have that intention. [5] In Parker v Clark Lord Devlin said ‘ the question (whether or not there is a binding contract) must, of course, depend upon the intention of the parties, to be inferred from the language they use and from the circumstances in which they use it’ In this situation Patricia isn’t legally bound to sell the plane to Colvin however she is legally bound not to sell the plane for five days, as Colvin is to pay EMA.An agreement can also not amount to a contract unless each party gives some ‘consideration’ to the other. In bilateral contracts the consideration of both parties tak es the form of a promise to do something in the future. [6] In Currie vs Misa the definition of consideration was made ‘ A valuable consideration, in the sense of the law, may consist either in some right, interest, profit or benefit accruing to on party, or some forbearance, detriment, loss or responsibility, given, suffered or undertaken by the other. ’ Colvin is offering to give ? 00,000 in the future and Patricia is offering to not sell the plane for five days. This also fits Sir Frederick Pollocks definition of consideration as being ‘the price of promise. ’[7] Consideration must be sufficient but need not be adequate, it must have some economic value and consideration must move from the purpose. [8] When looking at whether consideration is sufficient we are looking at whether that which has been provided relates to the value of that which is being contracted for. When looking at this situation ? 100,000 does not seem a lot compared to ? 12. m for the plane, however Colvin isn’t buying the plane just the right that it not be sold for five days, so the amount does appear to be sufficient. In Thomas v Thomas (1842) the executors of a will promised the deceased’s widow that she could live in the matrimonial home if she paid ? 1 rent and continued to maintain the property. The court held that the widow had provided something of value in exchange for the executor’s promise despite the fact it was in no way adequate in relation to the price of the property. However, it was legally sufficient. When looking at this case it is clear the Colvin’s ? 00,000 is sufficient. Colvin’s consideration obviously holds economic value. Patricia’s consideration of not selling the plane for five days may hold economic value for Colvin as he will make money out of the plane if he gets the chance to purchase it. The consideration in this situation is executory as Colvin has promised to give Patricia ? 100,000 in t he future. Another example of executory consideration is in Nicolene Ltd v Simmonds the consideration of both parties is executory as the defendant promised he would deliver the 3000 tons of steel bars, and the claimants promised that they would pay for them.Colvin’s consideration will become executed when he pays the ? 100,000. We must then consider whether both parties had the capacity to make any contract they please. In this situation from the information we are given there is no reason to suggest that both Colvin and Patricia didn’t have the capacity. A contract is made up of express terms and implied terms. Express terms of the contract are contained in the offer [9]. Sometimes it can be very difficult to tell what are the express terms in a contract, assurances and promises are often made over a period of time.However in this offer it is clear that the express terms are that Colvin gives EMA ? 100,000 and in return Patricia will not sell the plane for five days. Both parties are in the Aviation Industry with Colvin the Chief Executive Officer of Houston Aviation Ltd, and Patricia is the Managing Director of East Midlands Airways. This means that both parties will have a similar level of knowledge on the subject of the contract, the plane, so we do not need to consider that one party has more knowledge that the other.This happened in Oscar Chess Lt v Williams (1957) when the defendant sold a car to a car dealer saying it was a 1948 model, it turned out to be a 1939 model. The defendant was not found liable as the dealer had considerably more knowledge about cars, and what the defendant said was a representation rather than a term. If Patricia breaches the contract by selling the plane within 5 days then Colvin is within his right to refuse to pay the ? 100,000. If Colvin breaches the contract then EMA can take action for that amount of money.In conclusion, I think that there has been a verbal contract made between East Midlands Airways and Houston Aviation. This resulted from the invitation to sell by EMA which led to Houston Aviation making an offer of ? 100,000, not for the plane, but for EMA not to sell the plane for five days. This was accepted by EMA. The agreement would have been considered sufficiently certain by the reasonable man. Then it was established that both parties did intend to enter the agreement, and both showed consideration making promises for the future. References Macintyre, E (2010). Business Law. 5th ed.Harlow: Pearson Education. 77,79,88,103,108,134 Murray, R (2008). Contract Law The Fundamentals. London: Thomson Reuters. 48,49 http://law. yourdictionary. com/contract Partridge v Crittenden (1968) 1 WLR 1204, 2 All ER 421, (1968) 112 SJ 582 Sudbrook Trading Estate Ltd v Eggleton (1983) AC 444, (1982) 3 WLR 215, (1982) 3 all ER 1, HL Parker v Clark (1960) 1 WLR 286, (1960) 1 All ER 93, (1960) 104 SJ 251 Currie vs Misa (1875) LR 10 Exch 153, 44 LJ Ex 94, 23 WR 450, Ex Ch Thomas v Thomas (1842) 2 QB 851 Nicolene Ltd v Simmonds (1953) 1 QB 543, (1953) 2 WLR 717, (1953) 1 All ER 822, CAOscar Chess Lt v Williams (1957) 1 WLR 370, (1957) 1 All ER 325, (1957) 101 SJ 186, CA Bibliography Macintyre, E (2010). Business Law. 5th ed. Harlow: Pearson Education Murray, R (2008). Contract Law The Fundamentals. London: Thomson Reuters. http://law. yourdictionary. com Denoncourt, J (2009) Business Law. Oxon: Routledge Cavendish ———————– 1. http://law. yourdictionary. com/contract [1] Macintyre, 2010, p77 [2] Macintyre, 2010, p79 [3] Macintyre, 2010, p88 [4] Macintyre, 2010, p103 [5] Macintyre, 2010, p108 [6] Murray, 2008. p48 [7] Murray, 2008, p49 [8] Macintyre, 2010,p134