Equity History Essay Example for Free

Equity History Essay Equity was used to refer to the laws that were followed in the English judicial system which supplemented the strict rules that were used on top of the already existing common laws to pass judgments. The conflicts between law and equity can be traced back to the time when England was ruled by kings. At the start of the 14th century, the courts of law in England could only pass sentences to certain cases and disregarded others that according to the system ‘were not suitable’. On top of this, law officials changed the court procedures of listening to claims. Since the legal claims were based on set restrictions, it made the judicial process unfair to the individuals who were denied justice. Remedies however, could be got when petitions were drafted for the king to consider with the hope that he would have mercy on them. The Court of Chancery The Court of Chancery was one court in England and Wales that followed the Equity system. It was formed under the Lord Chancellors jurisdiction who administered cases on behalf of the King; therefore, he served as the judge. During this period, the rules of equity had become more acceptable in solving cases and that is why they were incorporated in the Court of Chancery. In these courts, decisions were made following stare decisis and since they were based on equity, they did not rely on the law doctrines. These courts however, were not trusted with most people to pass correct rulings because of its inconsistency. The courts concentrated on what the defendants had done and what they were supposed to do so as to be right with the law other than what the plaintiff might have wanted. Therefore it was upon the courts to pass the decision that would make the defendant put matters right. Equity therefore, lightened the strict laws. The jurisdiction of the courts of equity is different from law courts because the methods used to distinguish from what is right and what is wrong are differentiated into two such that what is used in the Courts of Law are legal and were enforced using the common laws while those in the Equity based courts were equitable. The Courts of Equity are based on mercy and justice therefore have helped the poor people to fight for their rights especially in certain suits where they are unable to file suits such that a counsel will be assigned to them by the courts and they can get certain favors such as they are exempted from paying ordinary fees. Differences in Common Law and Equity The difference between the common law and equity ranges from the way they deal with solutions and alternatives used in solving legal matters. In Equity, there is no jury as it is the duty of the judge to decide if a person is guilty or not guilty. Another distinction between law and equity is that there are differences in the rules are used to pass decisions. In law, decisions made will be based upon the documented legal guidelines while in equity, general guidelines are followed that will ensure that the sentence passed is fair and just. Equity therefore has no fixed rules as sentences can be passed by using doctrines that were used in prior similar cases. But as time progressed, the equity laws changed rapidly to become more rigid hence becoming a system that was used in the English courts.

Courage Shown In The Book To K :: essays research papers

Courage Shown In The Novel   Ã‚  Ã‚  Ã‚  Ã‚   Do you think that courage is an important part of a novel? Well in the book, To Kill A Mockingbird, much courage was shown. Courage is standing up for what you believe in, or doing something that is hard and takes many obstacles to overcome, or can be as little as saying, â€Å"No† to someone. Atticus, Jem, and Boo showed much courage in the novel.   Ã‚  Ã‚  Ã‚  Ã‚  First, one of the main characters, Atticus, showed much courage. The first thing in the book that shows it is what he did to a tradition in his family. For many years the Finch family had a custom that the oldest one would stay on the land. Atticus didn’t want to and broke a family tradition that was kept for a long time. I know that I wouldn’t be able to have that much courage to break a tradition that was kept in my family for that long. Another way that Atticus shows courage is by defending Tom Robinson. No other man in Maycomb would defend him. Atticus stood up for what he believed in, and did the right thing.   Ã‚  Ã‚  Ã‚  Ã‚  Also, Jem shows a lot of courage throughout the novel. He was the one that touched Boo’s house and also went to his house late at night to go to the Radley’s house. He also read for one of the meanest people in Maycomb, Mrs. Dubose. Even though it was a punishment to make him read to her, he could have been miserable about it. After a while though he thought it wasn’t to bad. He was reading to the meanest person, and doing it with no complaints, after a little. He also shows a lot of courage by going to the trial of Tom Robinson with Scout and Dill. He knew that he wasn’t supposed to go to it but did anyway, because he wanted to see what it was like.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, Boo Radley showed the most courage, in my point of view. When he went out that night to save Scout and Jem from Bob Ewell, it was the first time in a long time that anyone has saw his face. Also, I think that he

Employment Rights and Responsibilities Template Essay

Information about Employment Rights and Responsibilities ERR is a compulsory part of all Apprenticeship programmes to show that the Apprentice has had a full induction to the company or training programme, and are aware of those right and responsibilities that are essential in the workplace. Apprentices may be in the first job or be experienced in their role or industry, but this does not affect their ability to cover the knowledge required. How should it be delivered? The ERR knowledge has been presented in a similar format as the NOS and NVQ units so that it has the same flexibility as the NVQ. There are a number of evidence sources for ERR and these can include: †¢ Referencing evidence showing knowledge of the in-house company induction against the ERR requirements (e. g. Copies of induction handbook, with explanation from the apprentice where necessary) †¢ Collecting a portfolio of evidence, integrated with NVQ and Key Skills portfolios to prove knowledge. †¢ Some technical certificates include an externally tested ERR module, which will cover the ERR. How much evidence should I provide? We advise that the Apprentice should provide evidence showing their understanding of the company procedures and how these relate to the laws and regulations. However, the Apprentice should not be expected to provide large paper documents regarding any parts of legislation; we, therefore, suggest that evidence (e. g. company procedures, websites etc. ) should be sign-posted wherever possible and practical. What is included in this document? The document includes the required standards in the same layout as the National Occupational Standards are produced. This can then be re-formatted in to the same delivery method used by providers for the relevant NVQ. This also includes helpful resources, mainly in the form of website addresses for apprentices and employers to research any information that is not currently included in the company induction. What proof is required by e-skills UK? Once the candidate has completed the ERR, then the candidate, employer and training provider should sign the final page, and send with the Certificate Request form to e-skills UK. Please be aware that while this Unit appears in the same format as an AOC or Unit, it does not need to be assessed or verified in the same way as the NVQ part of the Apprenticeship. Anyone with the appropriate technical knowledge on the subject can be responsible for judging the evidence provided by the candidate. What is the difference between Apprenticeship and Advanced Apprenticeship ERR? While the knowledge requirements are the same for both levels, the Advanced Apprentice will be expected to have a broader knowledge of the ERR, and the employer’s responsibility in this. This should be in line with the greater depth of knowledge required for both the NVQ and Technical Certificates for Advanced Apprentices. Links to qualifications in the Apprenticeship frameworks The Employment Rights and Responsibilities links to other parts of the Apprenticeship frameworks and can be delivered alongside the other qualifications in an integrated approach. For example: †¢ The ERR includes areas that can be cross-referenced with parts of the NVQ, varying depending on qualification and units chosen †¢ Areas of the Technical Certificate will also cover parts of the ERR †¢ Key Skills can be integrated with an area of ERR or the NVQ to show knowledge of the subject (this will be particularly applicable to the Communication Key Skill) Employment Rights and Responsibilities These are the rights and responsibilities required for Apprentices, covering the relevant areas of employment law and workplace practices and procedures. There will be rights and responsibilities standard to all job roles and industries, and in addition, industry specific requirements. |The competent person can: |This will involve applying knowledge and |Evidence reference: | | |understanding of: | | |Rights |What should make up a contract of employment |During my induction into the course I was | |Show knowledge of your rights as an| |made aware of the terms and conditions of | |employee, and work in accordance | |working at Zenos and I signed a contract | |with them | |to accept and agree to the conditions. | | | |There is also a description at | |Responsibilities | |www. acas. org. uk which states | |Show knowledge of your | |†A contract of employment is an agreement | |responsibilities as an employee, | |between employer and employee and is the | |and work in accordance with them | |basis of the employment relationship. † | | | |This must conform to the The Employment | | | |Rights Act of 1996 | | |Anti-discrimination laws and the bodies that |I have written about the EO presentation | | |enforce them |and test in Induction and explained how I | | | |have discussed anti-discrimination/EO in | | | |formal progress reviews. | | |Your working hours and holiday entitlement. |Found in learners handbook (9 to 5 Monday | | | |to Friday, fixed holiday period). | | |Your company’s policy on Sick and Maternity Pay |Sickness is covered in the learner | | | |handbook. Issues discussed in progress | | | |reviews. Not entitled to maternity pay. | | |Your rights as an Apprentice |Detailed in learner handbook. Turn up on | | | |time, wear appropriate clothing, follow | | | |contract of employment. | | |Your company’s grievance and disciplinary |This was detailed in the learner handbook,| | |procedures |covered in Induction | | | The health and  safety legislation relevant to your|Received a health and safety presentation | | |role, and your role |covering the main health and safety points| | | |and concerns. | | |Your roles and requirements in maintaining health |This was detailed in a health and safety | | |and safety |presentation covering the main health and | | | |safety points and concerns. (i. e. ensure | | | |my own safety and others, report incidents| | | |to first aider). | | |Your responsibility in adhering to data |The importance of data protection was | | |protection. |covered in presentations and tasks (also | | | |covered in learner handbook). | | |Knowledge of industry laws and guidelines |The main laws and guidelines are covered | | | |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |NOS and external sources of representation in your|The main laws and guidelines are covered | | |industry |in my learner handbook, available on the | | | |internet and were detailed in a | | | |presentation. | | |Your role in your team and effective team-working |I have taken part in a few tasks involving| | | |a team. So I am familiar with the | | | |essentials of team work. | | | | | Knowledge and understanding components |Health and safety rights and responsibilities | |What your rights are and what you must do to follow company procedures | |Rights |What employers should do in order to protect you at work | | |What responsibility a training provider for your Health and Safety (including the Safe Learner project) | |Responsibilities |Your responsibilities in maintaining health and safety in your workplace | | |The laws and company procedures that you must be aware of at work (including Health and Safety at Work | | |1974, Manual Handling, DSE and any other laws relevant to your role) | |Contract of Employment | |What a contract of employment must include and the laws relating to them. | |Rights |When you should be issued with a contract of employment | | |What the contract should include (e. g. Salary, annual leave, working hours etc. ) | | |What should be done when changes in the contract are needed (e. g. changes in salary, job role, working | | |hours) | | |The relevant areas of the Employment Law Act, particularly Statement of Particulars (Contracts) | |Responsibilities |Adhering to the Contract of Employment | | | The differences for self-employed workers | |Anti-discrimination laws | |What discrimination (e.g. gender, race, disability and age) is and the laws that protect against it. | |Rights |Your right to not be discriminated against on any grounds (e. g. gender, race, disability and age) | | |The laws that protect you from discrimination, such as: | | |Equal Pay Act 1970 | | |Race Relations Act 1976 | | |Disability Discrimination Act 1995 | | |What to do if you are being discriminated against, (including internal and external procedures) | |Responsibilities |Examples of what would constitute discrimination against others | | |The difference between direct, indirect and positive discrimination. | | |How to avoid discriminating against potential employees when recruiting. | |Working hours and holiday entitlement | |Your working hours and holiday entitlement, and the regulations and procedures that control these. | |Rights |What the Working Time Regulations 1998 are and the maximum working hours allowed, particularly for Young | | |Workers (aged 16-17) | | |Any exceptions to the Working Time Regulations 1998 (e. g. Seasonal workers in busy times, such as | | |Christmas) | | |. What your  working hours and holiday entitlement are (see also Contracts of Employment) | | |Who enforces the Working Time Regulations | |Responsibilities |Your company’s procedure for booking holiday (annual leave) and why it is important that you follow it. | | |What to do if you need to change or adjust your working hours. | |Sick and Maternity Pay | |Your rights to Sick and Maternity Pay and your responsibilities in communicating with your employer regarding these. | |Rights |What Statutory Sick Pay is and your company’s sick pay policy | | |The right to Maternity Leave, and the minimum number of weeks of entitlement under Ordinary Maternity | | |Leave (OML) | |Responsibilities |The company procedures for reporting sick days. | | |Procedures to follow regarding Maternity Leave. | |Rights and responsibilities of an Apprentice | |As an Apprentice you have some specific rights and responsibilities | |Rights |Your role as an Apprentice and the similarities or differences from other employees in your company | | |How the National Minimum Wage applies to Apprentices. | |Responsibilities |Your commitment to the training and qualifications in the Apprenticeship | |Grievance and disciplinary procedures | |The laws and internal procedures relating to grievance and disciplinary procedures | |Rights |The process that employers must follow for disciplinary procedures. | | |Your rights during the disciplinary procedures. | |Responsibilities |The procedures you must follow to report a grievance | | |The procedures to follow to appeal a disciplinary decision. | |Data Protection | |The key areas of data protection and how they affect you as an individual and an employee | |Rights |Your right to personal information held by an organisation (either your employer or another company) | | |Who has rights to your information and how it can be used. | |Responsibilities |What information you can and cannot give out, and who can have access to that information | |Team working | |Working effectively as part of a team (from Develop Personal Effectiveness Unit) | |Rights |See responsibilities | |Responsibilities |communicating effectively in a team setting | | |contributing to team activities |. |Industry laws and guidelines | |The laws and guidelines that affect your industry (IT, Telecoms or Contact Centres) | |Rights |None | |Responsibilities |What and how different industry activities are affected by laws and guidelines, such as storing names and| | |address, downloading images from the Internet or sending inappropriate e-mails. | | |The laws that are relevant to your role in ICT or Contact Centres, for example: | | |Telecoms: The Wireless Telegraphy Act; IT: The Computer Misuse Act and the Electronic Communications Act | | |2000 |. |NOS and external sources of representation | |The information relating to IT that is relevant to your job role | |Rights |The organisations that represent you and your employer (e. g. e-skills UK, trade unions, Intellect, | | |British Computer Society, Call Centre Association) | |Responsibilities |What National Occupational Standards are, how they can be used and who sets them for your industry. | Useful Resources |Organisation |Role/ Areas covered |Website | |ACAS (Advisory, |Advice on employment matters |www. acas. org. uk | |Conciliation and | | | |Arbitration Service) | | | |Citizen’s Advice Bureau |General source of advice on a range of topics |www. adviceguide. org. uk | | |covering your rights as a citizen | | |Department for Education |Overall responsibility for education in England |www. dfes. gov. uk | |and Skills | | | |Directgov |Website covering almost all areas of employment |www. direct. gov. uk | | |rights and responsibilities, contracts etc. | | |Disability Rights |Disability Rights and Disability Discrimination |. www. drc-gb.org | |Commission |Act 1995 | | |e-skills UK |Sector Skills Council for IT, Telecoms and Contact|www. e-skills. com | | |Centres | | |Equal Opportunities |Equal Pay. Sexual Equality. |www. eoc. org. uk | |Commission | | | |Federation of |Trade association for the mobile and |www. fcs. org. uk | |Communication Services |telecommunication services industry | | |Health and Safety |Regulators of Health and Safety |www. hse. gov. uk | |Executive | | | |Information | Data Protection and Freedom of Information |www. informationcommissioner.gov. uk | |Commissioner’s Office | | | |Learning and Skills |Responsible for funding 16+ training in England |www. lsc. gov. uk | |Council | | | |Safe Learner |Specific Health and Safety information for |www. safelearner. info | | |Apprentices | | |Trade Union Council |Information about trade union and search for you |www. tuc. org. uk | | |trade union | | |The Commission for Racial|Race Relations Act and racial equality |www. cre. gov. uk | |Equality | | | |Tiger |National Minimum Wage and Maternity Leave |www. tiger. gov. uk |. If you have any comments or queries regarding this workbook, please email ben. sweetman@e-skills. com. Declaration This declaration should be completed by the Apprentice, the employer and the training provider and then attached with the Apprenticeship Certificate Request Form. |Apprentice | |Name: | |Date of Birth: | | |Signature: | |Date: | | |Employer | |Name: | |Organisation: | | |Signature: | |Date: | | |Training Provider | |Name: | |Training Provider: | | |Signature: | |Date: | | Please record details of any alternative knowledge specifications below:

The Epic Of Gilgamesh Essay - 1721 Words

Many texts, both ancient and modern, explore the possibilities of living forever. The Epic of Gilgamesh is just one of the stories examining this theory. The Gilgamesh tablets discuss many such issues pertinent to much of today’s population: what is the meaning of life? How will I be remembered? This age old topic is explored through many popular mediums today such as graphic novels and in the film industry. Additionally the immortal question is further studied in some scientific industries, to the disdain of some of the more theologically minded, with the advent of cloning systemic cell systems. The focus of this essay is whether or not it is actually possible to become immortal, and if so, then, how can such longevity be achieved. Immortalisation, spirituality and memory are the exploratory themes throughout this essay in relation to both the Gilgamesh Epic and in part the Bible. The Sumerian narrative poem ‘The Epic of Gilgamesh’, is printed in cuneiform characters on clay tablets. It was found in Nippur, Mesopotamia and dates back to around 2,000 BCE. The actual tablets were lost for thousands of years. However countless stories of Gilgamesh have circulated, told in the archaic Hittite, Elamite and Hurrian languages, over the centuries throughout Asia and Europe. Even the Greeks and Roman continued in their oral narratives to refer to ‘King Gilgamesh’ at as late a date as 200 AD. Over time though these oratories came together as one story. Although ancient thisShow MoreRelatedEpic of Gilgamesh Essay1021 Words   |  5 PagesEpic of Gilgamesh . Mesopotamia, current day Iraq, derived its name from words meaning, the land between the rivers, which refers to the Tigris and Euphrates. This land was inhabited during the fourth millennium B.C.E. and throughout time transcended into political and military organizations. The significance of these cultures revolved around important warrior figures and their impact on society. The most important figure that will be discussed is the protagonist from The Epic of GilgameshRead MoreThe Epic Of Gilgamesh Essay998 Words   |  4 PagesThe Epic of Gilgamesh has many important female characters, and from them we can learn how females were viewed in ancient Sumerian society. The women are not typecast with simply one personality and role but instead are shown with many facets. In the Epic of Gilgamesh, women are shown as essential beings who can be either loving and nurturing or incredibly powerful and scary. Ways to combat mortality is a main motive for Gilgamesh and he could do it simply through his children as most men do withRead MoreEssay on Epic of Gilgamesh971 Words   |  4 PagesTitle: Gilgamesh Type: Epic Author: Anonymous Theme: The central idea of Gilgamesh was the greed that he had to receive eternal life. Gilgamesh was a selfish person who was half god and half man and wanted to keep his youth after seeing Enkidu die. Gilgamesh knew his destiny was not to receive eternal life because he was half man. He decided to go against the odds to fight against not having eternal life searching for the secret despite what the Gods told him. Exposition: The storyRead MoreEssay The Epic of Gilgamesh905 Words   |  4 PagesEgypt and Gilgamesh, king of Uruk, were such rulers. They were powerful and cunning individuals, yet they let their own selfish nature ruin the ability to be a great leader. Gilgamesh was said to be the spawn of a god and a human woman. His handsome features, great strength, and cunning intelligence were supposedly the best in the land. Yet, he did not rule his kingdom with justice. He often took advantage of his citizens for his own personal pleasures. The following quote, â€Å"For Gilgamesh, the KingRead MoreThe Epic of Gilgamesh Essay1245 Words   |  5 Pagesfantastical places, lies the narrative of a profound friendship between two men. In The Epic of Gilgamesh, an ancient Mesopotamian literary masterpiece, all of its events are centered around the development of the friendship between Gilgamesh, the tyrannical and stubborn king of Uruk, and the man created by the Gods to both complement and challenge his nature: Enkidu. Each of the three dream sequences in the epic represent different stages of Enkidu’s life – one portends his birth, another foretellsRead MoreThe Epic Of Gilgamesh Essay Essay982 Words   |  4 PagesThe Epic of G ilgamesh is an epic poem from four thousand years ago, from ancient Mesopotamia. It was written on clay tablets, and even if some part of sentences were not able to be recovered, the tale is understable. It is the oldest Epic found, and still one of the most famous too. While the stories are made of different Gods, cows talking, King with perfect strength, giant monsters, it seems hard to find similarities between the Epic and the 21st century. Yet by reading closely the passage fromRead MoreThe Epic of Gilgamesh Essay1139 Words   |  5 Pages nbsp;nbsp;nbsp;nbsp;nbsp;In the epic of Gilgamesh, Gilgamesh embarks upon a quest seeking immortality as a means to peace, meaning, and joy in life. He tries to reach it in many different ways, each as unsuccessful as its predecessor. The two main types of immortality are physical and through the actions or achievements of ones life. Gilgamesh tries first through his actions, but then undergoes a transformation which leads him to next attemp t physical immortality. He eventually comes back toRead MoreEpic of Gilgamesh Essay915 Words   |  4 PagesThe Epic of Gilgamesh is one of earliest known pieces of literature. Through years of storytelling and translation, The Epic of Gilgamesh became a timeless classic. This story is believed to have originated from Sumerian poems and legends about the king of Uruk, Gilgamesh. Throughout the epic, many themes arose about women, love, and journeys and the one I would like to discuss is the theme of death. Also, I will discuss if Gilgamesh accepts morality at the end of the story and the development ofRead MoreThe Epic of Gilgamesh Essay1522 Words   |  7 PagesThere are many vices and virtues displayed in the Epic of Gilgamesh. The Epic of Gilgamesh is a tale from ancient Babylon. Its hero, Gilgamesh the king of Uruk, is two-thirds god and one-third man. Throughout the epic, which consists of three stories, the character of Gilgamesh is developed. This is accomplished by changing the vices he possesses at the start of the epic, and replacing them with virtues he receives by its completion. â€Å"A virtue is a quality of righteousness, goodness, or moralRead MoreThe Epic Of Gilgamesh Essay991 Words   |  4 Pages The epic of Gilgamesh is a tale that displays multiple didactic messages throughout the course of the story. These morally oriented instructions that shape the epic’s characters are very much applicable to our current lives. Messages like: the importance of perseverance, that drive that pushes you to excel, the down side of sexual passion when not tempered, and how we need to keep our pride under control, not letting it cloud our judgement. These principled themes, among others, are clearl y visible