An analysis of the Feminism Theory

An analysis of the Feminism Theory Belief in the social, political and economic equality of the sexes, the movement organized around this belief. Feminist theory is an outgrowth of the general movement to empower women worldwide. Feminism can be defined as a recognition and critique of male supremacy combined with effort to change it. Simply saying: Feminist fights for the equality of women and argue that women should share equally in societys opportunities and scare resources. Goals of Feminism: To demonstrate the importance of women. To reveal that historically women have been subordinate to men. To bring about gender equity. Historical Perspective: Three Waves of Feminism First Wave (19th through early 20th centuries). Second Wave (1960s-1980s). Third Wave (1990s-Present) First Wave Feminism: First-wave feminism refers to a period of feminist activity during the nineteenth century and early twentieth century. It focused primarily on gaining the right of womens suffrage. The term, first-wave, was coined retrospectively after the term second-wave feminism began to be used to describe a newer feminist movement that focused as much on fighting social and cultural inequalities as further political inequalities. Second Wave Feminism: The second-wave of the Womens Movement began during the early 1960s and lasted throughout the late 1970s. Whereas first-wave feminism focused mainly on overturning legal (de jure) obstacles to equality (i.e. voting rights, property rights), second-wave feminism addressed a wide range of issues, including unofficial (de facto) inequalities, official legal inequalities, sexuality, family, the workplace, and, perhaps most controversially, reproductive rights. Third Wave Feminism: Third-wave feminism began in the early 1990s, arising as a response to perceived failures of the second wave. and also as a response to the backlash against initiatives and movements created by the second wave. Feminist leaders rooted in the second wave like Gloria Anzaldua, bell hooks, Chela Sandoval, Cherrie Moraga, Audre Lorde, Maxine Hong Kingston, and many other feminists of color, sought to negotiate a space within feminist thought for consideration of race-related subjectivities. Types of Feminism: Liberal Feminism: All people are created equal and should not be denied equality of opportunity because of gender. Liberal Feminists focus their efforts on social change through the construction of legislation and regulation of employment practices. Inequality stems from the denial of equal rights. The primary obstacle to equality is sexism. Marxist Feminism: Division of labor is related to gender role expectations. Females give birth. Males left to support family Bourgeoisie=Men Proletariat=Women Radical Feminism: Male power and privilege is the basis of social relations. Sexism is the ultimate tool used by men to keep women oppressed. Women are the first oppressed group. Womens oppression is the most widespread. Womens oppression is the deepest. Socialist Feminism: Views womens oppression as stemming from their work in the family and the economy. Womens inferior position is the result of class-based capitalism. Socialist believes that history can be made in the private sphere (home) not just the public sphere (work). Feminism and the Media: The mass media have played an important role in the dilution of feminist goals and ideals. They often ignore, trivialize, or belittle the principles of feminism. The media employs several techniques or strategies that contribute to the negative representations of women and feminism, which are also damaging to the central goals of feminism. Women are often represented as sexual spectacles, as being on display for men. Patriarchal society dictates that women be constructed as an object for the gaze of the male spectator. Women are positioned as the passive object of the male gaze, rather than the subject in mainstream media and come to internalize this view (Dow, 1999; 1997; Wahers, 1992). Wahers (1992) describes the male gaze as the idea of men determining the specific vantage point of media depictions of women, as occupying a privileged space in the process-of contacting ways of seeing. Ways of seeing remains an important text for feminist cultural theorists who contend that women are forced to identify themselves within in a visual society constructed for male pleasure (Walters, 1999; 1992). Wolf (1992) suggests that womens attempts at achieving equality are negatively affected by images of women portrayed as sex objects. She discusses the concept of the beauty myth, which refers to how womens societal worth is based on physical appearance and youthful beauty. Walters argues that objectification of women is not an added-on attraction, but rather endemic to the very structure of image-making (Walters, 1999, p. 235). This is exemplified in media advertisements where women are frequently represented in what Wahers (1999) terms a fragmented way. Women are often signified by their specific body parts; their lips, legs, hair, eyes, etc., instead of being represented as a serious whole or subject. In advertisements women are urged to think of their bodies as things or parts that need to be molded and shaped into a male conception of female perfection. The fragmentation of the female body into body parts that women should then improve often results in women having self-hating re lationships with their bodies. Media Feminism in Pakistan: Muslim women form a highly diverse and complex group and assumptions about them are often ill-conceived, miss-informed and grossly miss-represented. This is often reflected in images of them, particularly in the West, as oppressed, powerless and victimized. The voices of Muslim women, striving to keep their religious identity in Western contexts, are seriously under-represented within academic research. In recent years there has been an increasing interest in Islamic culture as a fundamentalist and sensationalist phenomenon. Media coverage and Western scholarship often views Muslim women as an oppressed mute victim and asserts or implies that Islam itself oppresses women. Islamic Feminism and Its Role in Cinema is a study derived to counter react the portrayal of Muslim women by the media. Feminists and Muslim women activists have sought to determine the cause of discrimination against women by examining the effects on Muslim women of patriarchy, kinship and norms within Muslim and non-Muslim societies. 6 Overall trends in the published material focus on colonialism, Orientals and the media as the cause of discrimination against the Muslim womans identity. An extensive study of the research literature has failed to identify how Muslim women filmmakers represent Muslim women and whether they support feminist agenda. Critical Analysis: Movie Name: Dragon Seed (1944) Dragon Seed is co-directed by Harold S. Bucquet and Jack Conway. It received two Academy Award Nominations for Best Supporting Actress, Aline MacMahon, and for Best (Black-and-White) Cinematography, Sidney Wagner. The freewheeling plot has a heroic young Chinese feminist woman, Jade (Katharine Hepburn), who goes dressed as a man to lead her fellow peaceful farmer villagers in an uprising against the Japanese invaders. It opens in the spring of 1937 with patriarch Ling Tan (Walter Huston) and his family planting rice in the valley of Ling, China. The farmers are concerned about the recent Japanese invasion of the north, and take out their anger on Wu Lienas an angry student mob insists that he stop selling Japanese merchandise or else. When he refuses their demands, they destroy his store. Soon after the farmers observe Japanese airplanes bombing the nearby city. The pacifist Ling is shocked by the attack, but along with Lao San and eldest son Lao Ta (Robert Bice) decide to remain on their farm despite the anticipated dangers of a Japanese invasion. While Lao Er and Jade join a resistance group of refugees in the hills. Upon their departure the Japanese Army takes over the valley, and Lao Tas wife Orchid is raped and killed by the invading soldiers, who also kill Wu Liens elderly mother. Ling and his wife remain secure as they go into hiding. This cruelty drives the remaining sons of Ling to join the resistance. In the conclusion, Ling must accept that he must destroy his land so that he can sacrifice his present gains to ensure the future of his grandson. When Jade and hubby rejoin the resistance fighters in the hills to ensure a Free China, they leave their son the, seed of the dragon, in the care of his loving grandparents. The story of this movie showed that how the brave women struggles and fight for their country, she appears as a caring mother, a loving and trustworthy wife and a true patriot. The movie shows that how the heroic young Chinese woman leads her fellow villagers in an uprising against Japanese Invaders. This movie truly reflect the feminism theory.

Possible Effects Of Global Warming Essay

If the global temperature swells by another 7 degrees, then it may result in melting of polar ice which may result in about a 3 to 4 foot increase in sea levels. If such thing happens, then many low lying areas in the world especially Bangladesh, Netherlands, Guam, Indonesia, Maldives and Sri Lanka could be engulfed by sea waters. Increase in global temperature may trigger the spread of dreadful diseases like Malaria, Virus fever, dengue fever and other sub-tropical diseases. Ever increasing temperature may upset weather patterns all over the world , causing starvation due to drought in prime food –producing regions namely South Asia , sub-Saharan Africa and tropical Latin America. Due to unprecedented increase in temperature, the whole gamut of species of animals and plants could be wiped out. 7. MAJOR PLAYERS OF GLOBAL WARMING: U. S. A is not only a foremost economy of the world but also the largest consumer of fossil fuels and naturally, it is the biggest producer of greenhouse gasses, comprising of more than 20% of the world’s carbon dioxide emission which is about 5 billion metric tons. Being the most industrialized economy, U. S. A is heavily depending on coal, oil and natural gas for its energy needs and hence U. S. A government is rather reluctant to initiate any appropriate steps to limit the greenhouse gas emissions and charges that Arrhenius theory is only a myth. U. S. A is averse to initiate any immediate action restraining the use of fossil fuels or to limit such use as they fear it would have long term effect on its economy. According to Global Climate Change Coalition, an industry group which is vehemently opposing prescribing mandatory limits on greenhouse gas emissions as it would result in the ruining of economy. Further , a study pursued by the coalition group forecasts that if U. S. A pursues some measures on restricting its greenhouse gas emission , then it would result about a 3% decline in U. S gross domestic product by 2010, resulting in a fall of 25% in the growth rate of American’s standard of living. Fig 1: Source: Pew Centre on Global Climate Change, December 2004. 8. PREVENTIVE MEASURES: An international treaty namely ‘The Kyoto Protocol ‘was adopted in Kyoto, in Japan in 1997 mainly to curb the emissions of greenhouse gasses. The Kyoto Protocol has prescribed mandating limits on carbon emissions which took effect in 2005 nearly after eight years of it was introduced. Regrettably, U. S. A, the world’s top carbon emitter has yet to ratify the Kyoto Protocol. Some Energy companies and economists have proposed to introduce taxing carbon as an enticement to tempt both the industries and consumers to use low carbon emitting fuels. Gases like Chlorofluorocarbons [CFC] are man made ones and this gas was used as propellants in aerosol containers, as refrigerants and also being used as a solvent in the manufacture of computer chip. It has been discovered that CFC were mutilating the stratospheric ozone layer thereby permitting majority of the sun’s destructive ultraviolet radiation to reach the Earth. The World CFC manufacturers have agreed to phase out their production of CFC by signing 1987 Montreal Protocol on Substances that deplete the Ozone layer. It is to be observed that the man made gasses like CFC is damaging the Ozone layer only very little and the major culprit is the carbon dioxide. Further felling the trees also contribute the level of CO2 high in the atmosphere as green trees helps to remove the gasses from the atmosphere or to maintain equilibrium. During the May 2005, New Zealand had introduced â€Å"carbon taxes’ mainly to dissuade excessive use of carbon oriented fuels. Thus, New Zealand had imposed about 6% to home electricity consumption and 9% for business energy cost. By 2012, all signatories to Kyoto Protocol should reduce their GHG emissions to less than 5% which is below 1990 levels. Likewise, The European Union had introduced a regional cap –and-trade policy to make it convenient for high emitting EU countries to oblige. 9. ADVANTAGES OF LIMITING THE EMISSION: Some U. S industries, though initially opposed to prescribe caps on emission, later considered that the stricter policy as not only environmentally essential but also potentially advantageous to economy since it will push for the invention of new technologies. Further, Title IV of the 1992 Clean Air Act demanded industries and utilities to minimize their sulfur dioxide emissions which are released by burning coal. Many companies who have exceeded their target sold their excess allowances to some companies that fall short of complying the above provision. Thus, a market in sulfur dioxide allowances materialized. The trading of these excess allowances is being conducted on the Chicago Board of Trading along with the markets for agricultural products and pork belly futures. 10. THE METHODOLOGY OF GREENHOUSE WARMING EARTH’S SURFACE: The greenhouse phenomenon is nothing about carbon dioxide and other greenhouse gases discharged into the Earth’s atmosphere will trap solar heat and such trapping will warm the earth’s surface and earth’s lower atmosphere. The greenhouse gas emission effect has been explained in the following diagram: FIG 2: EFFECT OF GREEN HOUSE GAS EMISSION: Source: National Aeronautics and Space Administration. 11. CRITICS ARGUMENT AGAINST FINDINGS: Some critics like Sallie Baliunas who is Harvard University’s astrophysics argue that in the past century alone, there was an increase of just 0. 5 degree Celsius and not more than a 10 to 20 % of a degree could have been caused by human-made greenhouse gases. According to Baliunas, the 0. 5 to 1. 5 degree Celsius warming foretold by the computer simulations overstates the greenhouse effect created by the equivalent 50% buildup of carbon dioxide. Some critics argue that IPCC disclosure that there is a perceptible human influence on global climate† tosses the finding itself into air. Some critics vehemently lament that sea-level surge predictions are embellished as the temperature in polar region would still remain below freezing. Some points out those supporters have projected an illusion that global warming would result in the spread of malaria and mosquito oriented diseases. Supporters of global warming have forgotten to take into account the advanced technology available as on date like air-conditioning, mosquito repellents and mosquito coils and modern medicines have completely eradicated Malaria from the soil of U. S. A and substantially in other countries. Likewise, critics assailed a report forecasting that algal blooms amplified by warming waters would cause cholera was disparaged as unfounded one by the evidence. 12. IPCC’s FINDINGS ON GLOBAL WARMING: United Nations’ Intergovernmental Panel on Climate Change [IPCC] has made the following revelations about global warming; ? There will be an increase of 15 to 90 centimeters in sea levels or by 6 inches to 3 feet by the year 2100. This mainly due to raising global warming which will melt polar ice sheets and the glaziers and there will be an expansion of water due to its getting warmed. ? Global warming will result in increase of extremely hotter days and there will be shrinking of cold days in general. ? There will be drastic change in weather pattern causing havoc floods like Katrina and some provinces will be engulfed by famine or droughts. ? There will be an intensity of rainfall as scientists would not predict whether severe storms and tropical cyclones would transform the intensity and location. If the sea level increases from half –foot to three feet level , then that would extensively flood the areas like parts of south Florida and southern Louisiana and would create an wide-ranging infrastructure changes in cities like Texas , Dallas , S. C , Charleston and some extent New York City. Further, regional warming trend over the past five decades has made ice shelves along the coast of Antarctica to crumple. Some supporters of the global warming argue that people would be benefit from climate change. According to World Climate Report, warmer climate will pave the way for opening up Siberia and northern Canada suitable for agriculture production, increase the rainfall globally and minimize the perils of winter driving. According to World Climate Report magazine that global warming would usher more advantages and these advantage will overtake its disadvantages. Imagine a warmer climate in poles, Siberia and in Netherlands. It would drastically reduce the energy consumption on heating, reduced clothing expenses, transportation will be less problematic and overall death rates would be at a lower level. Plants absorb the carbon dioxide through their leaves, employ it in the process of photosynthesis and then emit oxygen. Thus, the oxygen released by plant is taken up by the animals for their existence. Thus, carbon dioxide released by animals is returned to atmosphere and once again taken up by the plants as well as by oceans that envelop the Earth’s surface. 13. FUTURE ACTIONS TO BE PURSUED: United States, China and India are the three countries which have to be involved for the long-term reduction and these countries are not part of Kyoto’s Protocol first round. Since United States is not a signatory to the Kyoto’s Protocol, cutting emissions below 1990 level would be impossible to achieve. 14. ALTERNATE ENERGY: Wind energy is being employed in a large capacity in Germany and in a substantial way in countries like India, Denmark U. S, and Spain. As of today, wind energy is growing in a fast space due to technological advancement. It is to be observed that wind energy does not harm the environment and does not generate any greenhouse gases or atmospheric emission. Wind energy is named as renewable energy as it is replenishable and depends upon the sun as it is a form of solar energy. Hence, as long as sun is there, wind energy can be harnessed without any limit. Tidal energy is being harnessed to manufacture electricity also. A tidal power plant is in operation on the Rance River, an estuary of the English Channel in northwestern France since summer 1966. Tidal power plants will be most effective if the difference between high and low tides is enormous, as in Rance estuary, it is estimated that the difference is around 8. 5m or about 28 feet. Nuclear energy is a clean, competent and cost effective energy of the future. Some argue that though the nuclear energy is costly but it can be tolerated as it is a very efficient form of energy. For example, when set of uranium fuel rods is fitted in a nuclear reactor, it needs not to be replaced for many years. Further, uranium is available in plenty and its supplies are assured for many centuries ahead. As compared to fossil fuel based power plants , nuclear power plants does not emit toxic gasses in the atmosphere which ultimately responsible for global warming. It is to be remembered that a nuclear power plant does not pollute either the atmosphere or the water as compared to a coal-fired power plant.

Die Opvoeder as Leier, Bestuurder En Administrateur

Question 1 1. 1. Write a paragraph in which you discuss the role of communication in creatinga sustainable positive atmosphere in your classroom. Communication is the transmission of an idea by someone, thesender, and the understanding thereof by another, the receiver. Communication is important to the success of any relationship,without it the relationship is doomed to fail. In order to increase thequality of the relationship the communication needs to be effective.Effective communication between the educator and the learners Inhis/her class is essential in order to create and maintain a positiveatmosphere in the classroom. 1. 2. Write a paragraph in which you discuss the importance of establishingpositive educator-learner relationships in the creation of a sustainablepositive atmosphere in your classroom. A positive educator-learner relationship is important as it enablesboth the educator and the learners to risk being honest with eachother, care about each other, it promotes inter dependence, ensuresmutual needs are met and allows each individual to develop their  own individuality.The creation of the above leads to trust between the educator andlearners and as such will result in a positive classroom atmosphere. Creating a good educator-learner relationship involves the following(Coetzee 2010:87): ? Creating open, professionally appropriate dialogue with learners. ?  Ã‚  Systematically building better relationships with learners. ?  Ã‚  Maintaining a high rate of positive to negative statements. ?  Ã‚  Communicating high expectations. ?  Ã‚  Creating opportunities for personal discussion.Guidelines that can be used to avoid the negative effects of educator  expectations are as follows (Coetzee 2010:87): †¢ Use sensitive information on learners carefully. †¢    Be flexible in your use of group strategies. Be careful how you respond to low-achieving learners duringclass discussions. ? Use materials that show a wide range of ethnic group s. Be fair inyour evaluation and disciplinary procedures. ? Communicate to all learners that you believe that they can learn. ? Involve all learners in learning tasks and privileges. ? Monitor your non-verbal communication. . 3. Discuss how you would promote learner participation in a multiculturalclassroom by creating a learning environment that supports socialising andintercultural interaction . ? I would first read through all the learning materials for that givensubject in order to determine if there is any aspect of the work or  activities which may be culturally insensitive to any of thelearners in the class. ? I am aware that cognitive learning styles are culturally dependentand therefore will use a variety of teaching styles, methods andstrategies in my teaching of the class. ?In order for the learners to participate and actively cooperate witheach other it is necessary to be aware of any instances of  cultural insensitivity immediately and take action, a way to avoidthe se situations, I could allow those members of differentcultures to explain about certain aspects of their culture to theother members of the class. This way I as the educator and theclass will learn about other cultures. ? I expect all the learners in my class to achieve to the best of their  ability as all people are able to learn provided they put in the timeand effort to do so.I am also aware that the academic andlearning ability of learners differ, so they at the beginning of theacademic year are required to set their own personal goals whichthey then work towards. These goals set are at levels slightlyabove what each learner believes they can achieve in order tochallenge them. When checking work done in activities the class needs to assistthe learner who is answering the specific question if they makean error in order to correct it, if they are unable to detect or  correct the error, I as the educator assist in guiding them to thecorrect answer. Question 2 2. 1.Name five wa ys in which educators can improve learner motivation in theclassroom . a) Make the learning task more challenging. b) Place less emphasis on teaching and grades. c) Move from extrinsic to intrinsic motivation. d) Have high expectations of each learner. e) Increase the learners ¶ perception that they control the learningsituation. 2. 2. Draw up the following of a classroom policy: 2. 2. 1. Aims and objectives of our class . Class Aims: To achieve our academic and intellectual potential through hardwork as a cooperative group, while promoting the acceptance of  others and respect for others.Individual Objectives: Each individual sets their own goals to achieve at the end of theyear (long-term) in order to contribute to the overall class aim. In order to achieve their own end of year goals the learners setshorter term goals in order to assist them in achieving their long-term goals. 2. 2. 2. Rules for our classroom . 1) We must respect ourselves, others and the educator. 2) We must be on time. 3) We must enter the class quietly, and get ready to work. 4) We need to bring all our stationary and books to class. 5) We must raise our hands to ask questions in class. ) We must not eat nor drink in class7) We must never disrupt another learner ¶s work. 8) We don ¶t leave litter on the floor, we put it in the bin. 2. 2. 3. Task division . Educator: ? Always prepared and punctual. ? Provide assistance to learners. ? Manage the classroom appropriately. ? Discipline learners fairlyLearners: ? Ensure all work is completed on time. ? Maintain a clean learning environment. ? Respect one another. ? Make sure all learning materials are brought to class. 2. 3. Define the following concepts: 2. 3. 1. L eadership The ability of an individual to influence other individuals or a groupto achieve goals. 2. 3. 2. C ntrol Assessment of work done and where necessary to realign andcorrect work done which is incorrect or not up to standard. 2. 3. 3. I ntrinsic motivation An inner d esire to be successful at a certain task (self-motivation) 2. 3. 4 . C ommunication The transmission of an idea by someone, the sender, and theunderstanding thereof by another. Communication can be verbal or  non-verbal. 2. 3. 5 . Co-operative learning A team approach to learning where each member of the group isdependent on the other members to accomplish a specific learningtask on an assignment. 2. 4 . Describe the autocratic and democratic styles of classroom management .Autocratic leadership style: Autocratic leadership is an educator-centred approach to theclassroom which is characterised by the strong leadership role of theeducator. The main focus of this type of leadership is on thecompletion of tasks and the learners ¶ ability to listen, work and do. Theadvantages of this type of leadership include the promotion of goodorder and an established routine in which some learners feel moresecure. The drawbacks of this type of leadership include one-waycommunication, rigid disc ipline, passive learner participation, a morereserved and unapproachable educator and little room for creativethinking.Democratic leadership style: This leadership style is characterised by educators that have goodsubject knowledge, who are good natured, helpful, fair, and warm. Educators who practice this management style encourage learner  participation. The advantages of this type of leadership include learner  confidence to participate in classroom activities, a relaxed positiveatmosphere and learners constantly being involved in learningactivities. 2. 5 . Explain how a message is conveyed by referring to the communication processmodel . In order for there to be communication there first needs to be apurpose for communication or a message to be conveyed.Thismessage is then encoded by the sender and passed onto the receiver  via a communication medium. The message is then decoded by thereceiver. This results in a transfer of meaning from the sender to thereceiver, who then may give feedback back to the sender. Question 3  µ A delict is an unlawful, culpable (intentional or negligent) act (or omission)committed by a person, which infringes the rights of another or causes himor her harm.  ¶ (Coetzee 2010:188) ? To constitute delict, one person must have caused harm or damage to another byhis or her action or conduct .The conduct must be voluntary human action and maybe either a positive action or an omission .  µ In terms of this element of delictual liability the school can be held liable asthey failed to remove the piece of steel or at least clearly demarcate thearea around the piece of steel, in order to make people aware of it. Thecoach, knowing that there is a possibility that players could fall during thewarm up due to the nature of the sport, could also be held responsible asthe teams were responsible for choosing a warm up area and the coachshould as such have checked the area for any objects that could causeharm to team members. The act w hich causes harm must be wrongful, that is, it must be legallyreprehensible or unreasonable in terms of the legal convictions of the community . To test for unlawfulness, the boni mores principle is applied . The question here iswhether the harm caused was unjustified in the circumstances . I n the absence of  wrongfulness a defendant may not be held liable .  µ The school can be held liable as they should have taken all precautions tohelp to prevent an injury of this nature to any person on their schoolgrounds.Knowing that they were hosting a basketball tournament theyshould have removed any objects that could cause injuries to any playersor clearly demarcate the areas where there could be concerns over theplayer ¶s safety. The coach in being responsible for the safety of his teamshould have thoroughly inspected the area chosen for the warm up for anydangerous objects. ? The act must be the result of fault in the form of intent (d  olus) or negligence(culpa) . Fault refers to blameworthy attitude or conduct of someone who has actedwrongfully .  µThe coach of the team was negligent as he should have inspected thearea for any danger to the players, if he had done so he would have seenthe piece of steel and then either have chosen a different warm up area or  at least warn the players to either avoid that area or be careful around it. The school could be seen to be negligent for failure to remove the piece of  steel or clearly demarcate the area around the piece of school. ? There is a casual relationship between the conduct of the perpetrator and the harmsuffered by the victim . I general, it should be shown that the person ·s injury didresult from the actions of the person charged with negligence . I n other words, theremust be a clear casual relationship between the act and the injury . A person cannotbe held liable if he or she has not caused any damage .  µ The school ¶s negligence in not removing the piece of steel or demarcatingthe are a around it resulted in the injury to the player, as such they can beheld liable. The coach for not thoroughly inspecting the area in which theplayers would warm up could also be held liable. ?A delict is a wrongful and culpable act which has harmful consequences . Damagesin the form of patrimonial loss or non-patrimonial loss must be present . There mustbe a connection between the negligent conduct and the injury (physical or mental ) . To receive an award for damages, a plaintiff must have suffered an injury as a resultof the defendant ·s negligent conduct . The plaintiff must prove that some damageoccurred . Although the injury or damage does not need to be substantial for anaward to be ordered, the injury must be real rather than be imagined .The courts aregenerally reluctant to award damages where there is not some form of injury .  µ Damages are present which are due to the negligent conduct on the partof the school, not removing the piece of steel or demarcating the areas urrounding the piece of steel, and coach, for not thoroughly inspectingthe area on which his players will be using to warm up. Contributory fault is where a learner does not show the degree of carenormally expected form someone of his or her age, knowledge andexperience.If this is present the educator will not be solely liable for anydamages resulting from an injury by his or her act. In the case in question,if the basketball tournament is for a junior age group (ie. under 15 ¶s) or asenior age group (ie. under 18 ¶s) will determine if there is contributory faulton the part of the learner ¶s. Under 18 learners ¶ can reasonably beexpected to be responsible enough to check themselves for any danger onthe warm up area chosen. Whereas the under 15 learners ¶ cannotreasonably be expected to check for any danger.

Electron Domain Definition and VSEPR Theory

In chemistry, the electron domain refers to the number of lone pairs or bond locations around a particular atom in a molecule. Electron domains may also be called electron groups.  Bond location is independent of whether the bond is a single, double, or triple bond. Key Takeaways: Electron Domain An atoms electron domain is the number of lone pairs or chemical bond locations that surround it. It represents the number of locations expected to contain electrons.By knowing the electron domain of each atom in a molecule, you can predict its geometry. This is because electrons distribute around an atom to minimize repulsion with one another.Electron repulsion is not the only factor that affects molecular geometry. Electrons are attracted to positively charged nuclei. The nuclei, in turn, repel each other. Valence Shell Electron Pair Repulsion Theory Imagine tying two balloons together at the ends. The balloons automatically repel one another. Add a third balloon, and the same thing happens so that the tied ends form an equilateral triangle. Add a fourth balloon, and the tied ends reorient themselves into a tetrahedral shape. The same phenomenon occurs with electrons. Electrons repel one another, so when they are placed near one another, they automatically organize themselves into a shape that minimizes repulsions among them. This phenomenon is described as VSEPR, or Valence Shell Electron Pair Repulsion. Electron domain is used in VSEPR theory to determine the molecular geometry of a molecule. The convention is to indicate the number of bonding electron pairs by the capital letter X, the number of lone electron pairs by the capital letter E, and the capital letter A for the central atom of the molecule (AXnEm). When predicting molecular geometry, keep in mind the electrons generally try to maximize distance from each other but they are influenced by other forces, such as the proximity and size of a positively-charged nucleus. For example, CO2 has two electron domains around the central carbon atom. Each double bond counts as one electron domain. Relating Electron Domains to Molecular Shape The number of electron domains indicates the number of places you can expect to find electrons around a central atom. This, in turn, relates to the expected geometry of a molecule. When the electron domain arrangement is used to describe around the central atom of a molecule, it may be called the molecules electron domain geometry. The arrangement of atoms in space is the molecular geometry. Examples of molecules, their electron domain geometry, and molecular geometry include: AX2 - The two-electron domain structure produces a linear molecule with electron groups 180 degrees apart. An example of a molecule with this geometry is CH2CCH2, which has two H2C-C bonds forming a 180-degree angle. Carbon dioxide (CO2) is another linear molecule, consisting of two O-C bonds that are 180 degrees apart.AX2E and AX2E2 - If there are two electron domains and one or two  lone electron pair, the molecule can have a bent geometry. Lone electron pairs make a major contribution to the shape of a molecule. If there is one lone pair, the result is a trigonal planar shape, while two lone pairs produce a tetrahedral shape.AX3 - The three electron domain system describes a trigonal planar geometry of a molecule where four atoms are arranged to form triangles with respect to each other. The angles add up to 360 degrees. An example of a molecule with this configuration is boron trifluoride (BF3), which has three F-B bonds, each forming 120-degree angles. Using Electron Domains to Find Molecular Geometry To predict the molecular geometry using the VSEPR model: Sketch the Lewis structure of the ion or molecule.Arrange the electron domains around the central atom to minimize repulsion.Count the total number of electron domains.Use the angular arrangement of the chemical bonds between the atoms to determine the molecular geometry. Keep in mind, multiple bonds (i.e., double bonds, triple bonds) count as one electron domain. In other words, a double bond is one domain, not two. Sources Jolly, William L. Modern Inorganic Chemistry. McGraw-Hill College, June 1, 1984. Petrucci, Ralph H. General Chemistry: Principles and Modern Applications.  F. Geoffrey Herring, Jeffry D. Madura, et al., 11th Edition, Pearson, February 29, 2016.