Short Guide to Answering Exam Questions free essay sample

Such questions are usually very straightforward. You would usually be asked to â€Å"discuss†, â€Å"explain† or â€Å"write short notes†. However, the examiner may sometimes ask you to â€Å"compare†, â€Å"identify the difference: or â€Å"explain the difference†. This type of question would expect you to list out what the respective characteristics of the terms are and then identify the differences. Just be careful of overconfidence. Hypothetical questions Look first at the question the examiner wants you to answer. It is usually found in the last sentence(s) of the question. This will influence the way you look at the hypothetical facts given. If you look at the facts before you look at the question, you may form your own question and this may result in the inappropriate answer. 1. 1. 2. Identifying applicable law (applicable to all questions) Once you have identified the question, this also narrows down the principles you have to use to answer. The applicable principles can be very wide or very narrow. We will write a custom essay sample on Short Guide to Answering Exam Questions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A contract question is obviously about the law of contract. But the law of contract covers many different sub-topics. Even these can be very general. For example, you have misrepresentation, mistake, lack of capacity etc. Under mistake, you have unilateral or bilateral mistakes. And the list goes on. Once you identify the appropriate legal principle, you should quickly write down the key points. Being able to narrow down the specific law being asked also means that you can elaborate more on the specific point. This will mean less time wasted on unnecessary points. 1. 1. 3. Identifying the key factors for liability (applicable to all questions) As you study, you would realize that the law is very much like a mathematical formula. To establish liability under a principle, you would usually have to establish certain factors exist. The hypothetical usually requires you to discuss one or more of these factors. Before you are able to proceed further, you should therefore identify the key factors. Example is that for a contract to be formed, you must have the factors of offer, acceptance of the offer, an intention to create legal relationship and consideration. Once you identify the appropriate key principle, you should quickly jot down the key words as well as the key case to be used. Identifying the key facts (not applicable to pure theoretical questions) Once the key points have been identified, you are now ready to look at the facts of the case. As you read the facts, you will be now looking to see how many of the factors actually exist in the problem. You have to carefully identify the â€Å"missing† or â€Å"contentious† facts. For other questions, you have to identify what the examiner wants from you. If it is similarity or difference, then you look for the similarities or differences in the principles you are expected to compare. For one thing, a lot of students think they if they cover everything, they are bound to hit something. The problem often is that you do not discuss enough about the relevant issues and much about the irrelevant ones. The student also runs out of time and this is often the reason why students find that they have not enough time. †¢ Criticizing the law. Students sometimes feel it necessary to criticize a legal principle. The mistake is that you spend all the time criticizing the principle without solving the problem. Focus on solving the problem first before criticizing the law. Ignoring the law. Sometimes the legal answer seems wrong from a practice point of view. The student then decides to give â€Å"practical† advice instead of focusing on the legal aspects of the case. Again, give your legal solution first before embarking on the â€Å"practical† solution. †¢ Confusing the solution. Students try very hard to solve the entire problem at the same time. This o ften leads to convoluted and incomprehensible answers. In short, no one (including the student) understands the answer. Solve one problem at a time and then give the overall view at the end.

persian war essays

persian war essays A long time ago Croesus the king of Lydia took over the Greek colonies on the east coast of Asia Minor (Turkey). Croesus was a kind and fair ruler so the Greeks did not really mind. But around 546 BC King Croesus and his empire was overthrown by Cyrus the Great About fifty years later Asia Minor revolted against Persia. The rebellion was assisted by Athens. The rebellion was successful. After the rebellion had stopped Darius I took complete control over Asia Minor. Darius sent tyrants to rule over all Greek city states except Athens and Sparta refused to accept the tyrants. After Darius took rule the Ionian city states rebelled another time. Darius took this as a personal insult and sent troops in to destroy Athens. Athens beat the Persians whose army was almost three times the size of the Athenian army at the famous Battle of Marathon. The battle was fought on the Plains of Marathon outside of Athens. Darius' successor Xerxes I brought together the largest army of ancient history. In 480 BC Xerxes led his troops to the narrow passes of Thermopylae. In this battle several thousand soldiers led by the Spartan leader Leonidas I fought against the Spartans. A Greek traitor told the Persians a way to get around the Greek forces and enter the pass through their flank. The Persians did so and annihilated the Greek forces from the rear. There was nothing left between the Persians and Athens so the Persians plundered and destroyed the abandoned city. The next battle that took place was when the Persian fleet tried to pursue the Greek fleet at the Battle of Salamis. The Persians did not stand a chance in that battle and lost. All the Persian forces left in Greece were defeated a year later at the Battle of Plataea and Greece won ...

En - French Preposition

En - French Preposition The French preposition en is nearly always used directly in front of a noun with no article, or after certain verbs. Uses of en Before a Noun En can mean any of the following: Location il est en prison - he is in jailjhabite en banlieue - I live in the suburbs Time  (en vs dans) en aoà »t - in Augusten trois jours - in three daysen semaine - during the week To do something like or as Je te parle en ami - Im speaking to you as a friendIl agit en enfant - Hes acting like a kid Means voyager en train - to travel by trainrentrer en taxi - to return by taxi Condition or appearance à ªtre en bonne santà © - to be in good healthà ªtre en guerre - to be at warà ªtre en pyjama - to be in pajamas Transformation traduire en franà §ais - to translate into Frenchse dà ©guiser en... - to disguise oneself as...transformer une salle en bureau - to change a room into an office Material un pull en laine - wool sweaterune maison en brique - brick house Verbs with en The French preposition  en  is required after certain verbs when they are followed by a noun. agir  en  Ã‚  Ã‚  to act  like / asavoir  confiance  en  Ã‚  Ã‚  to trustcasser  en  (morceaux,  trois)  Ã‚  Ã‚  to break in(to) (pieces, two)se  changer  en  Ã‚  Ã‚  to change intoconvertir  (quelque  chose) en  Ã‚  Ã‚  to convert (something) intocouper en  (deux, cinq)  Ã‚  Ã‚  to cut in (two, five pieces)croire  en  Ã‚  Ã‚  to believe inse  dà ©guiser  en  Ã‚  Ã‚  to disguise oneself asà ©crire en  (franà §ais, ligne)  Ã‚  Ã‚  to write (in French,  on line)mesurer en  (mà ¨tres)  Ã‚  Ã‚  to measure in (meters)se  mettre  en colà ¨re  Ã‚  Ã‚  to get madse  mettre  en route  Ã‚  Ã‚  to set outpartir  en  (guerre)  Ã‚  Ã‚  to leave for (war)partir  en  (voiture)  Ã‚  Ã‚  to leave by/in (car)traduire en  (franà §ais)  Ã‚  Ã‚  to translate into (French)transformer  qqch  en  (qqch)  Ã‚  Ã‚  to change s.t. into (s.t.)se  vendre  en  (bouteilles)  Ã‚  Ã‚  to be sold in (bottles)voyag er en  (train, taxi)  Ã‚  Ã‚  to travel by (train, taxi)

Control Essay Example | Topics and Well Written Essays - 250 words

Control - Essay Example In addition, the system indicates if teaching is meeting the needs of the students. Lavigne (96) argued that implementing diagnostic control system is through giving out anonymous online evaluations and surveys so the professor will be able to understand which area he or she can improve on. I support the diagnostic control system since it is confidential and free from external influence. The system gives the best judgment and evaluation of the professor by the students. It is, however, prone to students’ personal prejudice and attitude towards the professor. Many students tend to rate highly those professors whose courses perform well (Lavigne 100). The diagnostic control system, as a result, favors exam based learning where students mainly learn how to pass exams. However, I argue that a good professor should not only teach but also be instrumental in his or her students’ excellent performance in class. It is only through the excellence in class and a mastery of the course by the students that the same students can measure a professor’s

What is Nursing Theory and why do we need it Article

What is Nursing Theory and why do we need it - Article Example It can also be a set of principles based on a subject (OAD 1980). When we put it together with the nursing field, theory is a set of ideas and principles by which a nurse determines how to view the patient and determine the best solution for the patient. However, there are a number of theories in nursing and all of them are relevant to some aspect of the nursing field and how one can make decisions. Ultimately, while these are meant to be meaningful and relevant, they must also be understood in how they affect the practice of nursing as well as aspects of nursing research, management and administration, and also in nursing education (McEwan and Wills 2010). Initially, nursing was considered more as a series of functions and tasks that were assigned initially by a doctor dictating what needed to be done to a patient, rather than a careful series of thought processes conducted by the nurse in regards to the state of the patient. As more people, usually women, became involved in nursing whether through a concentrated study of medicine, or through environmental circumstances (war), the idea of nursing became more of a career calling or profession which is now well-respected in nearly every community because of the good outcomes from what nurses do for society (McEwan and Wills 2010). It wasn’t until the 20th century that those in nursing began thinking more about the structures of the nursing profession and the principles behind how nurses operated and approached their work with patients. Hildegard Peplau was one of the first writers to publish her theory work Interpersonal Relations in Nursing in 1952. Her work was initially delayed because she was not publishing in conjunction with a medical practitioner which was standard at that time (Lakeman, 1999). This work was influenced by Harry Stack Sullivan’s theory of interpersonal relations

Frankenstein Essay -- essays research papers

The story Frankenstein or the Modern Prometheus made different feelings to me. I read it first time about five years ago, and when I read it now, I understood the concept differently. The story has a from of letters from Mr. R. Walton, the traveler, to his sister Margaret. Walton wanted to reach the North Pole and wanted to discover new parts of the World. In the land of ice his ship found a man, Victor Frankenstein. He told his story, why he was there and what happened to him, to Mr. Walton in order to warn him from doing something ‘bad’. Mr. Victor Frankenstein was a scientist who wanted to discover something new. His desire for it was so strong that he put all his efforts and life to it. He studied chemistry, anthropology and other nature science. He made researches with death body and he wanted to alive it. One day he was successful and he created a man. It was ugly Creature with a man body shape, but very big and strong. Frankenstein was shocked by his work and he run away from his laboratory. When he went back, the Creature was not there. From that time the Frankenstein’s life changed dramatically. After that accident his best friend Henry Clerval arrived to visit him and took him back to the home. His young brother William was killed and his sister Justine Moritz was suited to be guilty from that crime. Frankenstein knew that she was not murderer; he know who was it, but he did not have enough power and courage to said it. He was afraid that people would find out what he created. He felt he should protect his family from the Creature. Frankenstein was depressed and ill. He wanted to find the Creature and revenge William’s and Justin’s death. He wanted to correct his mistake and kill the Creature. Once Frankenstein went to the trip and in the mountains a he met the Creature after long time. The Creature told him about his life. About how he was happy when he knew only feelings such hunger, thirst, cold and warm. Then he was confronted with people’s fear. He helped to safe child from the river and his reward was shot by child’s father. The Creature started to think about pleasure from saving the life, about pleasure from love and about pain of loneliness. Then Creature observed one family for a long time and learned to speak and started to think about it existence. Creature did not... ...in and the Creature when the creature said, “ I am malicious because I am miserable. Am I not shunned and hated by all mankind? You, my creator, would tear me to pieces, and triumph; remember that, and tell me why I should pity man more than he pities me? Shall I respect man when he contemns me?'; The Creatures desire to be affiliated with a men was very strong, but was refused mostly because of body-shape. We can see the same principle in the society. One example could be racism. Other idea is how strong individual’s desire can be. Frankenstein did not thing about others, about consequences, while he was fulfilling his own desire. Should the person put at risk a group of people in order to fulfil the desire? Is personal pleasure more than group’s pain? While reading this book these questions came to my mind. Even though the story is about irresponsible behavior of individual, I still think that and individual should do what wants. But he/she should be responsible for the act and not to harm others. The story also strengthens my opinion that we do not have right to judge person before we analyze him/her. Prejudges could cause big evil in the society.

Unit 208 Support Children and Young Persons Health and Safety

Level 2 Certificate in Supporting Teaching and Learning in Schools Unit 208 Support children and young people’s health and safety Written Questions 1. 1 Give examples of how current health and safety legislation, policies and procedures are implemented in your school The Health & Safety Act 1974 – Under this act individuals in any organisation are required to ensure that they report any hazards, follow the schools safety policy, make sure their actions do not harm themselves or others and use any safety equipment that is provided. There are posters that explain the employers and employees responsibilities throughout Longford Park Primary School to remind everyone how to comply with the act. My school complies with the act by ensuring any hazards are reported to Mr Provaker, the caretaker. By having cleaners coming in daily to ensure all areas of the school are clean and tidy. All equipment is stored in a locked cupboard. Fire evacuation procedures are displayed throughout the school in each classroom. Safety equipment is used by staff, for example staf on playground duty wear high visability vests and carry first aid kits. Food Hygiene Legislation 2006 – Covers the safe preparation and storage of food. All of the cooks, kitchen and serving staff at Longford Park Primary School comply with this by holding an up to date food hygiene certificate and having annual re-tests. There are posters in the kitchen reminding staff of good practice – i. e which colour chopping board to use for which food and how to store food in the fridge correctly. Risk Assesment – This is to identify potential hazards to staff and children, the risks are evaluated and steps to minimize the possibility of the situation arising are set out, Theses are done for day to day activities in all areas of the school and for new activities such as school trips. My school complies with this by carrying out risk assessment for activites during lesson planning and recently when all the children at Longford Park Primary School went to the local theatre to watch a pantomime, a through risk assessment was done before hand. COSHH 2 Regulations 2002 – Longford Park Primary School complies with this by keeping all COSHH items in a locked cupboard by the staff toilets. Data Sheets for all the chemicals are displayed on the wall in the cupboard. Al items are stored out of reach of the children and in its original packaging. Protective clothing such as gloves, masks and goggles are provided when nessecary. The key for the cupboard is kept with the caretaker, Mr Provaker. Every Child Matters – This has 5 outcomes: 1 – Be Healthy 2 – Be Safe 3 – Enjoy 4- Postive 5 – Economic Longford Park Primary school promotes these outcomes by promoting healthy eating; the children had a piece of fruit during their morning break, by teaching children how to keep themselves safe from accidents and harm i. e – An assemble to inform about the dangers of fireworks, no running in corridors, how to safely carry scissors. They children do an exercise video called Activate first thing in the morning whilst the register is being taken and a cycling proficiency course is offered to all children in year five. Fire Procedures – Longford Park Primary School has procedures tor evacuationg all areas of the school during a fire, the escape route and assembly points is displayed on an Action Plan in all classrooms, corridors and other areas of the school. The schools fire alarm system is checked weekly and a fire drill is carried out every term, the fire drill is recorded and then evaluated to detertime if it could be done better. Emergency exits are clearly marked, in my classroom the fire exit is the door that leads directly out to the play ground. Health and Safety (First Aid) 1981 – Longford Park Primary School complies with this by keeping well stocked first aid boxes on the teachers desk in each classroom and are carried by playground supervisors. Designated first aiders are appointed and suitably trained with a list of all first aiders on display in the staff room so that all staff know who to refeer to if a child has an accident, all accidents are recorded in the accident book. 1. 1 continued ————————————————- 1. 2 How is health and safety monitored and maintained in your school? (Describe) The Health and Safety representative, Mrs Walker carries out regular checks by walking around the school and outside areas * Weekly staff meetings are used to address and health and safety concerns * Equipment, material and the environment are checked and any hazards are identified and removed * Lunchtime supervisors m onitor health and safety in the dining hall and in the playground looking out for risks and removing or minimising them or reporting them. * Hand washing facilities are available outside every classroom and children wash their hands after being outside. Boxes of tissues on each table help to the the spreading of germs when coughing and sneezing. * All electrical and fire extinguishers are checked annually by a qualified person and a label is stuck on the checked equipment with the date it was tested. Only equipment that has been checked and has a label should be used. * Food hygiene procedures are in place for cooks, kitchen and serving staff. 1. 3 How people in my school are made aware of risks & hazards and encouraged to work safely (Describe) ————————————————- 1. Identify the lines of responsibility and reporting for health and safety in your school. Head Teacher, Mandy Walker or Deputy Head Mina Provarker has ultimate responsibility for Health and Safety in school. The Health and safety officer at Longford Park Primary School is Mr Provarker and is responsible for monitoring Health and Safety by carrying out routine inspections or equipment and premisis and for ensuring everyone is aware of the procedures for reporting and recording hazards. The Caretaker; Mr Provarker is responsible to dealing with and removing any hazards. All staff and students are responsible for reporting health and safety issues such as hazards and accidents. Students would report issues to a suitable member of staff according to the nature of the issue. 3. 1 Outline the importance of taking a balanced approach to risk management Children should learn to be able to take some risks and most activities will carry some element of danger but they should be given the opportunity to assess risks for themselves by exploring and by challenging themselves and by discussing risks and safety. Childrens safety is important but we need to be careful not to be over protective or they may be prevented from assessing risks, exploring and learning, discovering the world around them or recognising their own limitations. If childrens experiences are limited due to an adults anxieties they are more likely to find it difficult to asses and manage risks as they develop and may not feel confident when trying new things. Think of 2 examples of activities in your placement where there is an element of measured risk. How does the risk involved balance with the learning experience? Example 1 Example 2