Practical Tools to Help You Quit Smoking

Practical Tools to Help You Quit Smoking Addiction Nicotine Use How to Quit Smoking Print Your Quit Smoking Toolbox Tools to Help You Build a Successful Quit Program By Terry Martin facebook twitter Terry Martin quit smoking after 26 years and is now an advocate for those seeking freedom from nicotine addiction. Learn about our editorial policy Terry Martin Medically reviewed by Medically reviewed by Sanja Jelic, MD on August 05, 2016 Sanja Jelic, MD, is board-certified in sleep medicine, critical care medicine, pulmonary disease, and internal medicine.   Learn about our Medical Review Board Sanja Jelic, MD Updated on October 16, 2018 Tharakorn Arunothai / EyeEm / Getty Images More in Addiction Nicotine Use How to Quit Smoking After You Quit Nicotine Withdrawal Smoking-Related Diseases The Inside of Cigarettes Alcohol Use Addictive Behaviors Drug Use Coping and Recovery Smokers dont often talk much about it, but we all worry about the damage we inflict on ourselves by smoking, day in and day out. Another thing we don’t talk about is how much time we spend thinking about quitting...but we do, day in and day out. Addiction Steals Our Right to Choose None of us started smoking thinking wed lose our right to choose, but thats exactly what nicotine addiction does to us. The associations we build up over time slowly weave their way through every activity in our lives until we cant think of doing anything without our cigarettes. This habit is insidious and tenacious, and millions of lives are lost every year worldwide to it. Thousands of people quit smoking successfully every year, breaking the chains of nicotine addiction and leaveing smoking behind permanently. You can, too. The Quit Smoking Toolbox The quit smoking toolbox gives you links to information and the support you need to build a solid quit smoking program for yourself. Learn what to expect when you stop smoking and have some faith and trust in the process. Remember: Countless others have successfully beat the addiction to nicotine, and you can too. Why Quit Smoking? Health Risk and Dangers of Smoking: All smokers harbor the secret hope that they will be spared the disease and death that follows nicotine addiction. We tell ourselves we’ll quit in time and somehow dodge the bullet that smoking is. Why Should You Quit Smoking? Making a list of reasons for quitting is a good first step towards successful smoking cessation. What are your reasons? Get Ready... How to Develop the Will to Quit Smoking: Quitting tobacco is hard for most people. It takes patience, trust, and commitment to the goal. Learn how to condition your mind to build the resolve it takes to quit smoking successfully. Understanding Nicotine Addiction: The effects of nicotine on the human body create dependency through chemical reactions in the brain. Fostering the Mindset for Success: For some people, there is that magical click where everything falls into place before quitting or just after, but for most of us, the reshaping of attitude into the “right” mindset comes gradually, one day at a time. Get Set... Preparing for Your Quit Date: Preparing yourself for what lies ahead when you quit smoking will add to your ability to make a success of your efforts. Products to Help You Quit Smoking: Learn about the nicotine patch, gum, inhaler, nasal spray, and nicotine lozenges. Youll also find information about alternatives to NRTs, such as bupropion (Zyban or Wellbutrin), varenicline tartrate (Chantix), acupuncture, and hypnosis. Gather Your Supplies: The first several weeks of smoking cessation can be difficult. Its important to have things you can do to distract yourself in mind ahead of time...before the urge to smoke hits. Go! After the Last Cigarette: What happens inside our bodies when we quit using tobacco? Have all of the years of tobacco use caused too much damage for quitting to be of any benefit? Not at all. The human body is amazingly resilient. Within the first 20 minutes of quitting, the physical healing begins. Common Symptoms of Nicotine Withdrawal: Lets review some of the more common symptoms of nicotine withdrawal and what you can do to manage them should they occur. 10 Tips to Help You Manage Nicotine Withdrawal: Most people will experience some symptoms of nicotine withdrawal, but in general, the pains associated with this phase of recovery are short-lived, especially if you have a few tools to help you manage them more easily. Tips for Fighting the Urge to Smoke: Take the time to learn which activities you associate with smoking so you can break the connection. When the urge hits, think H.A.L.T. The hungry, angry, lonely, tired checklist can help you decode your urges and move through them. Smoking Cessation Support Forum: Support from those who know what you’re going through is invaluable. Stop in and browse through our very active smoking cessation support community. You may visit as a guest and read messages, or register (free) to join the discussions and post comments of your own. Avoiding a Smoking Relapse 5 Steps That Lead to a Smoking Relapse: Understanding the psychology that leads to a smoking relapse is the best way to avoid having one. Why People Relapse Years Later: The key to lasting freedom from nicotine addiction lies in changing your relationship to smoking. If you quit smoking by sheer willpower, believing somewhere in the back of your mind that youre sacrificing something good, chances are very high that youll eventually relapse. Theres No Such Thing as Just One Cigarette: Most people who quit smoking have romantic thoughts about smoking just one cigarette now and then. Its a normal part of recovery from nicotine addiction, but failing to deal with these errant thoughts has been the cause of many a failed quit program. Believe in Yourself Dont be afraid to quit smoking. Do the work it takes to get the monkey that nicotine addiction is off of your back. The rewards are outstanding and youll love the person you become without the chains of this killer habit weighing you down. Believe in yourself and you can free yourself.

Esl Private School Teachers Education Essay - Free Essay Example

Sample details Pages: 7 Words: 2009 Downloads: 8 Date added: 2017/06/26 Category Statistics Essay Tags: School Essay Did you like this example? A dissertation submitted to the University of Bristol in accordance with the requirements of the Degree of Master of Education in the Graduate School of Education SYNOPSIS This study investigates ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions, attitudes and use of classroom assessment in Taiwan. It is aimed to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ understanding of classroom assessment and their assessment strategies; moreover, to examine whether there are any relationships between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, perceptions and use of classroom assessment in private ESL schools in Taiwan. Don’t waste time! Our writers will create an original "Esl Private School Teachers Education Essay" essay for you Create order Thirty teachers across three private ESL schools were surveyed using a questionnaire. Among 30 teachers, 4 teachers volunteered to participate in the semi-structured interviews. Data collected from questionnaire and interview provides the researcher with an insight into teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of assessment methods in their classroom. The results show that ESL program teachers were positive about the effectiveness of classroom assessment and formative assessment strategies and had a tendency to use positive feedback to encourage learners to improve their language ability. Most teachers had more than 3 years of teaching experience in teaching English and placed focus on formative assessment in order to meet schools policy, learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs, and parentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ demands. There is a need to do further research in such unique educational context, so-called à ¢Ã¢â€š ¬Ã…“ESL schoolsà ¢Ã¢â€š ¬? in Taiwan, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulties and needs; moreover, to provide support, such as teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ in-service training, which may lead to benefiting learners. Aim This mixed methods research is designed to investigate ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitude and use of classroom assessment in Taiwan. Two instruments are used in this research, including a questionnaire and semi-structured interviews, to explore teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ experiences, attitudes, and perceptions of classroom assessment and their own assessment strategies. Rationale and context This study has been motivated by two factors: first, in 2010, Dr. Rea-Dickins introduced the central characteristics of classroom assessment in Language Testing and Assessment (LTA) course, such as providing learning opportunities for learning or language awareness and nurturing language, which helped me to gain new knowledge about the concept of assessment for learning, in terms of formative assessment. After reading several research studies in relation to classroom-based assessment, I recognize the benefits of assessment, particular with formative assessment, and how teachers can monitor learner progress, inform teaching and support learning through using multiple assessment methods in the classroom. I have the desire to understand whether English teachers use various formative assessment methods, such as teacher and peer feedback, scaffolding and assessment to help learners enhance learning or they mainly focus on grading and recording learning progress. The second factor is related to the fact that we have relatively little knowledge at ESL private school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment practice and their understanding and attitude toward assessment in Taiwan; moreover, this is an area in which it appears that may have an impact on young learners in learning English. Assessment plays a central and important role both in teaching and learning. Teachers use their own assessment practices, which may have the potential influence on their learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning, to assess and improve learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability. In addition, assessment is synonymous to exams and tests for most teachers, pupils, and parents In Taiwan where traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil assessment remained as the main source informing learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning (Yip, 2005). Edelenbos and Kubanek-German (2004) also point out the assumption that formal testing is generally referred to the only assessment methods a teacher uses. McNamara (2000) noted that traditional paper-and à ¢Ã¢â€š ¬Ã¢â‚¬Å"pencil language assessment and performance assessment are two major forms of assessment. In other words, English teachers tend to use the latter to know how their learners use their existing language knowledge related in a given context and to measure learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language ability at the end of a certain period of teaching and learning through the former. As can be seen, the notion of assessment is generally associated with testing and it seems to be under-developed in fields of applied linguistics a nd general education. Therefore, the aim of this study is to investigate how English teachers perceive the concept of classroom assessment and what assessment methods they use in their classroom in Taiwan. 1.2.1 English learning environment in Taiwan In 1997, the Ministry of Education (MOE) implemented educational reform and introduced the Nine-Year Integrated Curriculum (NYIC) which has greatly influenced the syllabus and materials design of elementary and high schools in Taiwan. One of the major changes is that pupils, who used to begin learning English in junior high schools (age 11), start to learn English as a Foreign Language in grade 3 (age 9) in elementary schools. English instructions were officially incorporated into elementary school education which brought more business opportunities on English learning and teaching due to the increasing demand for English learning. Such changing situation has also impact the age of learning English in Taiwan, where children now start to learn English at an early age. In addition, according to The Guidelines of English Learning Area in Grade 1-9 Curriculum, the new English syllabus reflects a more communicative orientation and places focus on teacher-learners interactions. It also aims to create an enjoyable learning environment to motivate learners to speak English in English classroom. This appears to suggest that teachers should use more formative assessment methods, in terms of encouraging learners to improve learning and providing more language learning opportunities to them. Furthermore, learners are expected to achieve three goals in Grade 1-9 Curriculum: To equip with basic communicative competence and apply it into real-life situations. To develop learning strategies and be able to learn language effectively and autonomously. To gain knowledge about foreign cultures and be able to respect different cultures. The adjustment in English curriculum is consistent with the current trend in research studies of English as an Additional Language (EAL). Teachers are acting as supporters to scaffold and motivate learners to enhance learning during the whole learning process. In addition, Taiwanese government empowers local schools and teachers to choose teaching materials, such as textbooks, to meet learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ needs; moreover, it begins to value pupilsà ¢Ã¢â€š ¬Ã¢â€ž ¢ individual differences. By doing so, teachers may be able to choose appropriate tasks and activities for their learners and focus on individual learning. As can be seen, teachers are now generally increasing the use of formative assessment strategies to assist learners learning in the classroom in Taiwan 1.2.2 Formative Assessment in language classrooms in Taiwan Generally, English teachers in Taiwan are required to correct all the errors in all studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ work, including worksheets, textbooks and practice books, due to the pressure from the schools and parents. Such demand from schools and parents is one of major sources of pressure for teachers in Taiwan. As can be seen, teacher feedback, particularly with written feedback, appears to be seen as one major part of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ routine work. Huang (2006) reports that in Taiwan most English teachers use teacher feedback, as a formative assessment method, on learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ grammatical errors in writing. In addition, portfolio assessment is a common assessment tool used by English teachers in Taiwan. Tsai (2004) and Wang (2002) both indicate that teachers use portfolio assessment as an instrument to assess learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ achievement rather than improving learning; moreover, Wu (2007) points out that instead of using portfolios assessment in a formative way most teachers use it for summative purposes, in terms of recording each learnerà ¢Ã¢â€š ¬Ã¢â€ž ¢s achievement. Furthermore, Yip (2005) reports that traditional standardized tests remain the main source of informing and measuring learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning for most English teachers in Taiwan. As can be seen, the potential of classroom assessment may not have been identified in the language assessment literature and assessment has not reached its full potential in English classrooms in Taiwan. Organization of this research In the next chapter, literature on relevant issues involves definition and functions of classroom assessment and assessment of young learners are reviewed. Methodology of data collection and analysis and a discussion of ethical, validity and reliability issues are introduced in Chapter 3, followed by the presentation of the findings and discussion derived from the results of both questionnaire and interview data. Chapter 5 summaries the research findings and provides limitations and future research. CHAPTER 5: CONCLUSION 5.1 Introduction This research has explored teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ attitudes, perceptions, and use of assessment in classrooms. In this chapter, limitations of the study will first be discussed, followed by Implications for pedagogy and this study. 5.2 Limitations of the study There are several limitations and problematic aspects in the methodology. First, one limitation in this research is the small size sample (N=30) which may influence the reliability of the result in relation to the correlationship between teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ years of teaching experience and their assessment methods. Size of the sample is vital  for an accurate estimate of the relationship between variables. In addition, without classroom observation, it is difficult to examine teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ day-to-day assessment practice and the whole process of assessment. Observation plays a significant role in confirming teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ interview responses with their actual assessment practice in the classroom. Follow-up interviews are also important in gaining some insight into the behavioural patterns and assessment practice of teachers during the assessment process by providing explanations of their instructional and diagnostic behavior and assessment strate gies. The involvement of a larger questionnaire sample size, classroom observation and follow-up interviews may lead to increase reliability of the data and a better and completed understanding of teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ assessment practice in classrooms. 5.3 Implications for pedagogy and teacher training All 5 interviewed teachers indicate that they gain new information about assessment through meeting with teachers from the same grade, for instance, all grade 1 teachers have a meeting to discuss teaching ideas and lesson plans once a week. However, there seems to be an insufficiency level of in-service training activities for meeting the needs of ESL program teachers. Teachers recognize the importance of developing knowledge, competence, capacities and classroom assessment strategies in order to improve teaching and learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning. This may suggest that there is a need to provide continuing professional development (CPD) and training courses to update new knowledge and information, in relation to planning for teaching, practical approaches and assessment, and more importantly to reflect on their own teaching. 5.3 Implications for further research There is a critical need for more studies to investigate ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ difficulty in implementing classroom assessment strategies in schools and their diagnostic competence, in terms of their observational and interpretative ability, during classroom teaching. Due to teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ decision-making, à ¢Ã¢â€š ¬Ã‹Å"assessment cognition networkà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Yin 2005) and à ¢Ã¢â€š ¬Ã‹Å"teacher diagnostic competenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (Edelenbos and Kubanek-German 2004) are key elements in supporting and assessing learners in classrooms. Moreover, their capacities, knowledge and beliefs may have an impact on how they assess learner performance during the teaching and their diagnostic competence, including the skills they use to guess what learners want to say and the abilities to provide language samples of learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ language growth, may influence the amount of language learning opportunities they provide for individual learner d uring the teaching and learning. Furthermore, further research is needed in exploring teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ representation and implementation of classroom assessment to reveal factors which influence teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions and interpretation of assessment. In addition, ESL program teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ use of the materials, which involve standardized and teacher made tests and a set of assessment instruments, should also be examined, in terms of the reliability and validity of teacher assessment. Finally, the scope of so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ classroom assessment perceptions and strategies research should be expanded to include other Asia countries, such as Korea and China. 5.4 Conclusion The focus of this research is to investigate so-called à ¢Ã¢â€š ¬Ã…“ESLà ¢Ã¢â€š ¬? school teachersà ¢Ã¢â€š ¬Ã¢â€ž ¢ perceptions, attitudes and use of classroom assessment in Taiwan, an EFL context. A mixed methods approach is used to collect and analyze both quantitative and qualitative data, including questionnaire and interview data. This study provides a window to reveal how teachers , who aim to enhance Taiwanese learnersà ¢Ã¢â€š ¬Ã¢â€ž ¢ English ability through adopting ESL curriculum and teaching materials to teach learners in an EFL context, perceive the construct of classroom assessment, their attitudes toward assessment and use of assessment methods. The results show a strong emphasis on formative, as opposed to summative, assessment practice among 30 teachers across 3 private ESL schools; moreover, the data suggests a need for CPD courses to improve teaching and learning and to prevent teachers from suffering burnout and emotional exhaustion.

The Death Of Ophelia And Hamlet s Relationship With The...

Hamlet is a tragic play that is focused on Hamlet’s attempt to try and avenge his father s death. A huge tragedy of the play surrounds a character Ophelia and Hamlet’s relationship with the young woman. Ophelia made people concerned and uneasy during the â€Å"mad scene.† The death of Ophelia was described in the play, but the Queen did narrate on it a little. She could have been a lovesick mad woman, she may had been grieving from the loss of her father, or everything going on in her life may had just finally pushed her to her limits (Maki 1). When Laertes called Ophelia â€Å"a document in madness† he is referring to her speech, her singing, and what was emerging from this was suicidal insanity. When Laertes observed Ophelia was a â€Å"a document†¦show more content†¦Making sense of Ophelia’s songs she sang could help to understand her physical, psychological, and emotional problems she is facing (Marcus 5). Many people relate to music that is why we listen to it or sing it. We use music to help embrace problems, or to just escape and really is apart of our everyday lives. Ophelia’s performance of her singing she really dramatizes her madness. She really triggered off what Laertes had said about her being â€Å" a document in madness† it really helped to support his claim. When Ophelia sings it really draws attention to her character. By song her inner self is really expressed and communicated. She uses it as a tool of expression and empowerment to really show how she feels psychologically and emotionally. Ophelia’s songs really become her voice at this moment and they move the audience in the play. However the explicit sexual references in the song’s Ophelia’s song account for her obsession with the now absent Hamlet, he â€Å"promised her his love† earlier in the play. The lines like â€Å"Young men don t they come to’t/ By cock they are to blame† really si gnifies the meaning of man promising love or sex but backs out after time (4.5, 59-60). This is followed by the line â€Å"You promised me to wed, / So would I ‘a’ done, by yonder sun, / An thou hadst not come to my bed.† and this is part of song that likely dangs Hamlet as a cause of her mentalShow MoreRelatedShakespeare s Hamlet - Hamlet And Ophelia958 Words   |  4 PagesHamlet and Ophelia The play, Hamlet, by William Shakespeare is the perfect example of how love can not always conquer all. Hamlet may be regarded as one of Shakespeare s greatest plays. This play follows the story of a young prince named Hamlet who lost his father and had his family torn apart by the hands of his Uncle, Claudius who is now king and step father to Hamlet. Subsequently, Hamlet was also having relational problems with his love, Ophelia. The relationship between Hamlet and OpheliaRead MoreThe Tragedy Of Hamlet, Prince Of Denmark, Gertrude And Ophelia1514 Words   |  7 PagesKaaiz Rana Timothy McNeil ENG 95 S 17th June 2016 Ophelia Verses Gertrude In the play â€Å"The Tragedy of Hamlet, Prince of Denmark†, Gertrude and Ophelia share similar characteristics. Gertrude is the queen of Denmark and also the mother to hamlet, and Ophelia is the daughter of Polonius, sister to Laertes and hamlet’s love. As a mother it is a maternal instinct to be loving, kind, caring and be there for your child during times of strife and joy. In contrast, a girlfriend or partner is also someoneRead MoreA Woman s Descent Into Madness1588 Words   |  7 Pages2015 A women’s descent into madness Hamlet is praised as one of the greatest literary works ever written but unlike the title, many characters play key roles in the development of the story and his progression towards revenge induced madness. One such character is Hamlet’s lover Ophelia. 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Gertude is the queen of Denmark and the mother of Hamlet. The relationship between Hamlet and Gertrude(his mom) is rough because she marrys her husbands brother Claudius after killing King Hamlet and is now king of Denmark. She seemed not to have any guilt what so ever. The second girl in Hamlet is Ophelia, she is the girl who hamlet had a crush on, and went mad after her father diedRead More Hamlet- The Role Of Women Essay1127 Words   |  5 Pagesand do as they were told. In Hamlet, Shakespeare portrays a similar relationship between women and men. He allows men to hold the higher position in the causing, them to treat women as lesser people and believed that women should listen to them and do as they were told. amp;#9;Ophelia a young women in Hamlet, she represents how women are treated. Ophelia obeys several different men in the play. One of the men is Hamlet. 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Oil Refinery and Norwegian Petroleum Directorate Free Essays

Chartek 59, marketed the world’s first intumescent epoxy material, is a production from the Apollo Program conducted by NASA, in which spacecraft was tested in every aspect to ensure that the astronauts and the spacecraft themselves can withstand the harsh condition of space and the extremely high temperatures of re-entry into the Earth’s atmosphere. The material is used in the heat shield of the Apollo. When re-entering, the shield will burn because of the high temperature due to friction. We will write a custom essay sample on Oil Refinery and Norwegian Petroleum Directorate or any similar topic only for you Order Now However, Chartek chars, dissipates heat through burn-off and creates a protective coating which prevents the heat from penetrating anywhere further than the outer surface of the spacecraft, keeping the inside cabin at a comfortable temperature of 21oC. When exposing to high temperature heat or flame, Chartek expands in volume, acting as an insulating barriers. Although there is not yet any serious fire accident reflecting its quality, Chartek is considered an effective material used in modern fireproofing systems, based on the results of tests on stability, integrity and insulation conducted by the Underwritten Laboratories (UL) and Norwegian Petroleum Directorate (NPD). The following table shows some comparison fire endurance times for various composite panels. The black bar shows 60 minutes for the time endurance of a Chartek-coated panel, which is relatively long. It is constantly improved and recently has been marketed out in form of intumescent paints and foams; its innovations are critical fire-proofing materials in such industrial facilities as oil refineries, petrochemical plants, as well as in commercial infrastructures and such public buildings as schools, hospitals, airports and shopping malls. Chartek and one of its innovations, Interchar, contribute largely to the development of safer workplace and public buildings. In normal condition, Chartek coating provides a resilient and smooth finish to the exposed steel structure. In emergency fire events, the materials offer longer time of fire protection, slowing down the process of collapsing and providing more time for the building occupants to evacuate safely. The use of Chartek in fireproofing systems significantly benefits the economy. The infrastructures are so effectively protected in fire events that the cost of repairing the buildings is greatly reduced. The material also acts as a corrosion protection layer, increasing the durability of the inner material, which can save a great deal of money on maintaining the buildings in good condition. In addition, human damage and injury payment can be considerably cut down since the workplace is much safer. Some of Chartek innovations, such as Chartek 3, Chartek 7 and Chartek 1709, are used in the fire-proofing systems of offshore structures as in the oil refinery platform of Norwegian Petroleum Directorate and Caltex Lytton refinery in Brisbane, Australia. How to cite Oil Refinery and Norwegian Petroleum Directorate, Papers

Contract - Loan and Capital Gain Tax Law Australian Tax Law

Question: Discuss about the Contract, Loan and Capital Gain Tax Law for Australian Tax Law. Answer: 1: Income from personal exertion means income from earnings, wages, commissions, fees, bonus, retiring allowances, superannuation allowances, and gratuities which an employee receives in relation to any service provided. Such income would be included in the income of an employee as per Section 393-10 of the Australian Income Tax Act. If the contract was as such Hilary would own the copyright of her story and would ultimately sell for $10,000 then the payment would not be regarded as payment made for services rendered. In the case of Brent v FCT (1971) 125 CLR 418, payment made was regarded as the sale for copyright.[1] But this case is completely different since The Daily Terror newspaper has told Hilary to write her story and then she would assign all her rights, interests and title in the copyrights for $10,000 to the newspaper. If Hilary had a business of selling articles then such payment would have been considered as ordinary income. But in this case she has never written any story before, and now she is doing it only because a newspaper agency has told her to do so. As per these assumptions the said payment of $10,000 which Hilary received from the newspaper would not be regarded as ordinary income. It would also not be taxed under Section 15-2 of the Income Tax Assessment Act 1997 since it was the payment for giving up the copyright. Instead it would be taxable under Capital Gains. The other two incomes which Hilary has earned would be considered as income from personal exertion. She received $5,000 from the Mitchell Library for selling manuscripts. While climbing mountain she had also took some photographs which she had sold for $2,000. These two incomes are considered under income from personal exertion. If she would have written her story for her own satisfaction then it would have been considered as income from personal exertion. 2: In the present case parent has given a housing loan to her son. The amount which was given as loan was $40,000. This loan was given without any formal agreement and even without giving any security. Since it was an informal agreement, parent told her son not give any interest as well. After the end of 5 years the loan was repaid by the son including interest. It was decided that no interest should be paid but still son repaid the full amount including interest. The interest paid by the son was equal to 5% pa on the amount borrowed. There was no part payment made by the son, instead at the end of 5 years a single cheque was presented by him to his parent. As per the Australian Income tax act, the said agreement between the parent and son would not be regarded as a contract since there was no formal agreement between them. It is assumed that they had an oral agreement that no interest should be paid on the loan. But inspite of this son at the end of 5 year repaid the full amount includ ing interest. Now this is considered as an income of the parent. But this amount was not at all discussed at the time when agreement was made. Since the amount was not at all discussed and as per the Australian Taxation Law the said income received by the parent would not be considered as an income of the parent.[2] The total amount received by the parent at the end of 5 year would also not be considered as income of the parent since it was a loan which is repaid to the parent. 3: As per Australian Taxation Law capital gain tax would not apply if a capital asset is bought before 20th September 1985. In the given case Scott is an accountant who had purchased a vacant block of land in Brisbane on 1st October 1980. On 1st September 1986 he had also built a house for which construction costs $60,000. At the time of construction value of the land was $90,000. After the construction was completed the whole property was given on rent. Then on 1st March Scott sold the entire property for auction for $800,000. Now since Scott has sold his property it would attract capital gain tax.[3] Part a) Scott is an individual who has let out his property on rent and then in March he had sold his property for $800,000. After the construction of the property Scot didnt stayed there, instead he had rented out his property. In this case any capital gain arising from such situations would be exempt under the Temporary Absence Rule. But such case would only apply when the property is sold within six years. But in Scott case property is not sold within six years. But still he would be exempt from paying capital gain tax since his property was purchased before September 1985.[4] Part b) In this case Scott has sold his property to his daughter for $200,000. In this case capital gain tax would be attracted since property is sold to the relative. Amount on which tax needs to be charged would be ($200,000 - $150,000) = $50,000. Capital gain tax would be 50% of $50,000 = $25,000 Part c) In this case property was owned by the company instead of Scott. Exemption provision was only applicable on individuals and not on company. Company needs to pay capital gain tax on it. References Aussie Home Loans | Mortgages | Loan | Personal Loans Australia' (Aussie.com.au, 2016) https://www.aussie.com.au/ accessed 20 August 2016 Barnet Jade - Find Recent Australian Legal Decisions, Judgments, Case Summaries For Legal Professionals (Judgments And Decisions Enhanced)' (Jade.io, 2016) https://jade.io/j/?a=outlineid=66285 accessed 20 August 2016 Exemptions | Australian Taxation Office' (Ato.gov.au, 2016) https://www.ato.gov.au/General/Capital-gains-tax/CGT-exemptions,-rollovers-and-concessions/Exemptions/ accessed 20 August 2016 Guide G, 'Taxes Are High In Australia' (Global Property Guide, 2016) https://www.globalpropertyguide.com/Pacific/Australia/Taxes-and-Costs accessed 20 August 2016 [1] Barnet Jade - Find Recent Australian Legal Decisions, Judgments, Case Summaries For Legal Professionals (Judgments And Decisions Enhanced)' (Jade.io, 2016) https://jade.io/j/?a=outlineid=66285 accessed 20 August 2016 [2] Aussie Home Loans | Mortgages | Loan | Personal Loans Australia' (Aussie.com.au, 2016) https://www.aussie.com.au/ accessed 20 August 2016 [3] Exemptions | Australian Taxation Office' (Ato.gov.au, 2016) https://www.ato.gov.au/General/Capital-gains-tax/CGT-exemptions,-rollovers-and-concessions/Exemptions/ accessed 20 August 2016 [4] Guide G, 'Taxes Are High In Australia' (Global Property Guide, 2016) https://www.globalpropertyguide.com/Pacific/Australia/Taxes-and-Costs accessed 20 August 2016

The Life Of Madame Curie Essays - Nobel Laureates In Physics

The Life Of Madame Curie The Life of Madame Curie Madame Curie was born Maria Sklodowska on November 7,1867, in Warsaw Poland. Maria was the fifth and youngest child of Bronsilawa Boguska, a pianist, singer, and teacher, and Wladyslaw Sklodowski, a professor of mathematics and physics. Maria's accomplishments began at a young age; by the time she was sixteen she had completed secondary school and taken work as a teacher. In 1891 Maria went to Paris, while in Paris Marie attend Sorbonne University and began to follow lectures of many already well known physicists--Jean Perrin, Charles Maurain, and Aime' Cotton. It was during this time that Marie finally turned towards mathematics and physics. Within three years of attending Sorbonne Marie was already on her way to becoming the most well recognized women in science. Marie was the ideal example of hard work. Receiving her degree in physics from the Sorbonne in 1893, she was not only the first woman to receive such a degree but she graduated number one in her class. In 1894, she received her second degree in mathematics, graduating second in the class. That same year Marie met Pierre Curie, an aspiring French physicist. A year later Maria Sklodowska became Madame Curie. Marie and Pierre worked as a scientific team, in 1898 their achievements resulted in world importance, in particular the discovery of polonium (which Marie named in honor of Poland) and the discovery of Radium a few months later. The birth of her two daughters, Irene and Eve, in 1897 and 1904 did not interrupt Maria's work. In 1903, Curie became the first woman to win a Nobel Prize for Physics. The award jointly awarded to Curie, her husband Pierre, and Henri Becquerel, was for the discovery of radioactivity. In December 1904 she was appointed chief assistant in the laboratory directed by Pierre Curie. Pierre's sudden death in April 1906 was a difficult blow to Maria, but a turning point in her career: she was devoted to completing the scientific work they had started. In 1911 her determination paid off, she won a second Nobel Prize (this time in chemistry) for her discovery and isolation of pure radium and radium components. Madam Curie was the first person to ever receive two Nobel Prizes. Marie Curie was not only a scientific pioneer, but also a social pioneer (Moore 3). A citation from The Graduate Student Cookbook described Marie Curie: Overachiever who cooked, cleaned, discovered radium, and raised a Nobel Prize-winning daughter, but who never forgot how to make a good pierogi. Her many accomplishments were not only astonishing for her time but have yet to be equaled in our time. Biographies

5 Things You Should Never Put on Your Resume

5 Things You Should Never Put on Your Resume We all know how crucial a resume can be. It’s the document that gets you past the computer, through the door, into the interview. And you can’t get the job without getting through those stages. You’ve added in all the things you’ve been told are resume must-haves, but have you considered there might be a few things you should take out of your resume? Here are 5Â  things that you should delete from your resume as soon as possible. 1. ObjectiveThe Objective statement has gone the way of the dodo. To avoid being hopelessly retro, take it out. Your Objective statement probably just says that you’re looking for a challenging position in a great and growing company anyway, right? That tells the recruiter nothing whatsoever, and it undoubtedly also bores them. A Summary statement is much more effective. If you don’t have one, sub one in for your Objective. Either way, delete the Objective part.2. Laundry listDo you have a section where you merely l ist all of your skills and the key- or buzzwords you were told were must-haves for computer screening? The trouble with these sections is that a) they are usually unreadable by the very computer programs they’re aimed toward enticing, and b) this is a very transparent ploy. Throwing a bunch of keywords at a recruiter won’t convince them. Thread those keywords through the body of your resume text instead.3. Page 2Except in very specific contexts in very specific careers, a second page is never a good idea. You can probably expect that no one else but you will ever bother reading your second page. Better to edit your brains out, pack the first page full of your greatest hits and most impressive skills and work experience, and save the tree.4. Fancy formattingAgain, unreadable to most employers–especially if you’re uploading to a computer system. Anything that isn’t plain text will be scrapped. That includes text boxes, tables, bulleted lists, swanky fonts, page borders, etc. Save the creativity for the wording of your cover letter, or the interview process. Keep your resume clean, standard, and simple.5. HobbiesIt used to be in vogue to include a section on personal interests and hobbies. Unless you can make a case that these have some impact on your qualifications or work performance, skip this section- usually it ends up on page 2 anyway! Save your personal flourishes for the interview, when such things can really liven the conversation and help you shine.