Walt Disney - One of the Biggest Animators in the World - Free Essay Example

Sample details Pages: 2 Words: 498 Downloads: 5 Date added: 2019/08/08 Category People Essay Level High school Topics: Walt Disney Essay Did you like this example? Known for making magic on the movie screen, Walt Disney is one of the biggest animators in the world. Walt Disney Productions, which he co-founded with his brother, Roy is one of the best motion-picture production companies in the world. He was an avant-garde animator, and the creator of one of the most famous mice, Mickey Mouse. Don’t waste time! Our writers will create an original "Walt Disney One of the Biggest Animators in the World" essay for you Create order He won 22 Academy Awards during his lifetime and founded two popular theme parks, Disneyland and Disneyworld, both which still exist today. He was known to challenge the impossible, finding it a fun challenge, and as a result of that, he introduced several developments in the production of cartoons. Though his legacy has continued to exist, Disney died by lung cancer in December of 1966 by lung cancer. Walt Disney believed that dreams could come true for everyone, if they have the courage to pursue and work for them. He is one of the most inspiring artists to live. Born in Chicago, Illinois, Disney was the fourth of five children born to a strict abusive father, who moved them around constantly. He lived in Missouri where he worked on a farm until it failed. There, he learned to love animals and was very happy living on the farm. After the farm was a failure, he moved to Kansas city where he (Walt) began to deliver newspapers to people. Soon, however his father moved them back to Chicago, where Walt attended high school and began to take drawing and painting lessons. Soon though, this came to halt as the first world war began. Walt dropped out of high school at 16 (he had been an inattentive student but drew constantly) and, with the United States fighting World War I, joined the Red Cross Ambulance Corps by forging his birth certificate in order to meet the Corps minimum age requirement of 17 (Elizabeth Nix 2015). When he returned, he met Ub Iwerks, and they set up shop for his first real shot at becoming an animator. In truth, his business with Iwerks failed and from there, he went off to Hollywood, California in 1923. His brother journeys with them, as well is Iwerks. They pooled what money they had after having to declare bankruptcy on their failed business and began the Disney Brothers Studio. Their first big break began with New Yorker Margaret Winkler, and they created Oswald the Lucky Rabbit. A few years later, Disney discovered that Winkler and her husband, Charles Mintz, had stolen the rights to Oswald, along with all of Disneys animators, except for Iwerks (Biography.com Editors 2017). As a result of this, Disney and his brother began to create their own character. Their first of many successes began with Steamboat Willie, which was the first all sound cartoon. It featured Mickey Mouse, then known as Mortimer Mouse, who Disney himself voiced at the time. His wife, Lillian recommended he change it to Mickey. After the success of Steamboat Willie, Disney created other iconic characters in 1929 such as Donald Duck, Minnie Mouse, Goofy, and Pluto.

Essay on Social and Constitutional Development in America...

Gabrielle Kirshman Yavor APUSH – 1st January 13, 2011 1996 DBQ: Social and Constitutional Development in America (1860-1877) During the post-civil war era, America, specifically the south, was undergoing a period of reconstruction. The general goal of reconstruction was to successfully readmit the former Confederacy back into the Union as smoothly as possible, as well as enacting specific safeguards of freedmen’s liberties. The social and constitutional developments in America between 1860 and 1877 were very minor. The lack of change between pre and post civil war status could hardly be considered a revolution. After the war was over, there were many constitutional alterations in America’s government. In 1862, while†¦show more content†¦There was hardly any change in black social status between being a slave and being a sharecropper. Another example lies with the 14th and 15th amendments. Both amendments secure certain rights of freedmen, but these rights were barely taken advantage of by African-Americans. They were constantly in fear of exerting their civil rights due to angr y, racist southerners (Doc. D), and the extreme terror white supremacy groups like the Ku Klux Klan and the White League left in them, so they did not vote in order to preserve their lives and families (Doc. I). Plus the government didn’t enforce these amendments and protect the civil rights of African-Americans that way that it should have (Doc. H). Ultimately, although there were many constitutional changes between 1860 and 1877, none of them were effective enough to be looked at as a revolutionary change in the United States. The social conditions were slightly more developed, however. Organizations like the Freedmen’s Bureau worked to educate and care for African-Americans. It worked to get them land and money, as well as financial help (Doc. E). Never before were blacks educated with government permission like this. The Freedmen’s Bureau was probably the most revolutionary social feat during Reconstruction. Other than that, social progress wasn’t ver y developed. Share croppers and other black laborers were treated poorly likeShow MoreRelatedCivil War Reconstruction Dbq Essay940 Words   |  4 PagesDuring the time period of 1860 and 1877 many major changes occurred. From the beginning of the civil war to the fall of the reconstruction, the United States changed dramatically. Nearly one hundred years after the Declaration of Independence which declared all men equal, many social and constitutional alterations were necessary to protect the rights of all people, no matter their race. These social and constitutional developments that were made during 1860 to 1877 were so drastic it could be calledRead More1860-1877 Revolution Due to Social Developments1383 Words   |  6 PagesThroughout American history, many have worked to make constitutional and social equality for all Americans, slave and free, black and white. Between 1860 and 1877, America had gone through civil war and reconstruction, from destructive to constructive. Hence, there had been many factors that attributed to constitutional and social developments in America history, but the main reasons for the change could attribute to the economic rivalry between the industrial North and the agriculturalRead MoreThe Freedom And Full Citizenship Of All African Americans907 Words   |  4 Pagespresident in 1860 and because of this the south seceded and formed the confederate states of America. Shortly after, the civil war begun with the attack on fort Sumter and more southern states seceded. 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OrRead MoreA SELECTION OF PAST AP U.S. FREE RESPONSE QUESTIONS:3529 Words   |  15 Pagesthis statement in view of the political and constitutional debates of these decades. (89) 4. Throughout the colonial period, economic concerns had more to do with the settling of British North America than did religious concerns. Assess the validity of this statement with specific reference to economic and religious concerns. (90) 5. For the period before 1750, analyze the ways in which Britains policy of salutary neglect influenced the development of American society as illustrated in theRead MoreConstitutional Developments During The Period Between 1860 And 1877 Essay1671 Words   |  7 Pagesbetween 1860 and 1877, many major changes occurred in America. There were many constitutional developments in this time period, which include the Emancipation Proclamation, the Civil War, and newly added Amendments. There were also many social developments included the Ku Klux Klan and voting of black people. Some of these developments were a revolution, which is a forcible overthrow of the government or social order in favor of a new system, and some were not. The constitutional developments startedRead MoreConstitutional Developments During The Period Between 1860 And 18771671 Words   |  7 Pagesbetween 1860 and 1877, many major changes occurred in America. There were many constitutional developments in this time period, which include the Emancipation Proclamation, the Civil War, and newly added Amendments. There were also many social developments included the Ku Klux Klan and voting of black people. Some of these developments were a revolution, which is a forcible overthrow of the government or social order in favor of a new system, and some were not. The constitutional developments startedRead MoreThe Seven Objectives Of A Police Investigation1865 Words   |  8 Pagesinvestigation? †¢ The seven objectives of a police investigation are as follow: 1- Crime investigation. 2-Locating and identifying suspects. 3- Locating, recording and processing evidence while observing all constitutional consideration. 4- Arresting the perpetrator while observing all constitutional considerations. 5- Recovering property pursuant to Fourth Amendment requirements. 6- Preparing for trial, including completing accurate documentation. 7- Convicting the defendant by testifying and assistingRead MoreGerman Immigration And The Development Of The Beer Industry1291 Words   |  6 PagesGerman Immigration and the development of the Beer Industry in America Many Germany’s immigrated to the United States in 1840. Repression initiated the emigration, due to the political unrest and the failed revolution of 1848, economic distress and political aggression forced many to flee Germany. Many that fled were young, educated or skilled from well to do families seeking political freedom, opportunity, land, and the wealth that the United States offered. The largest locations of GermanRead MorePre and Post Reconstruction Period – Politics, Economic and Social Effects2107 Words   |  9 Pages History 2301-SA01 – United States History to 1877 Instructor: 18 July 2011 Pre and Post Reconstruction Period – Politics, Economic and Social Effects This research paper is intended to explain in general terms some of the political, economics and social effects America dealt with during the Pre and Post Reconstruction Period. During the last years of the Civil War, as Union forces moved closer to victory and millions of former slaves became free, Americans began to think about

Planning a Lesson Module 1 Free Essays

Course:Teaching Assistant Level1 Q1. Give examples of how you would plan activities. Under the direction of the teacher, you will discuss and fully understand your role within the teacher’s lesson plan. We will write a custom essay sample on Planning a Lesson Module 1 or any similar topic only for you Order Now The teacher will have previously completed long and medium term plans for the class. The class teacher’s short terms plan for the week can be broken down into daily plans. These will give you an idea of the number of children involved in the learning objective, previous learning, environment, resources available and a time scales. Which individuals or groups of children are to work on tasks at a particular time, taking into account individual needs and interests, grouping together children with similar abilities so that they are working towards the same targets, and give an indication of whether they are to be supported by an adult. This is a great opportunity for you the TA to get involved with the weekly plan and to contribute your own ideas to the planning session. †¢You are aware in advance of what you are required to do. There are clear roles and responsibilities for you working together with the teacher to support the pupils. †¢The work you are covering fits in with the activities and topics which have been planned for the term. †¢You are aware of where, when, what and who you will be working with. †¢The objectives of the learning activity. †¢The type and level of support the pupils may need. The above established you can start preparing and organising for the learning activity: †¢Where the learning activity is being taken place: is there sufficient space for the learning activity. What resources may be needed: are the resources readily available and accessible, do you need to bring in furniture or equipment for implementing the learning activities. †¢Who you will be supporting: individuals, groups or perhaps a SEN pupil, in the event of a SEN pupil, you may want to gather further information on the pupil for example you should be aware of the IEP’s and PSP’s Q2. Describe your role in delivering learning activities Know and understand the objectives of the learning activities and strategies for supporting pupils and ensure you share the same goals as the teacher. Example of an Individual Lesson plan for Geography Learning Objective: For pupils to be familiar with and understand the water cycle. Introduction: Find out what the children know about the water cycle. Class discuss to see how much they can remember about water from the previous lesson. Main part of lesson: Children to work in groups: Group 1: Work with teacher, using the internet and reference books to see what they can find out. Group 2: Work with TA using artwork and models to explain what happens. Group 3: Work independently to explain the water cycle, in their own words and diagrams. Conclusion: Children to discuss what they have found out and give examples. As a TA you would: †¢Prepare the learning environment to meet the needs of all the pupils. †¢Provide appropriate learning activities for the individual or group, selecting the appropriate learning materials required. †¢Maintaining pupil safety at all times. †¢Interacting with the pupils, using praise and encouragement. †¢Observe the pupils responses. Assist the teacher in the implementation of set tasks, e. g. setting up and clearing the classroom before and after activities. Assist in the production of teaching aids and preparation of work for the pupils as required, charts, displays, worksheets, etc. Provide general classroom help. Making accurate and detailed records of what has been planned and delivered. Take a pro-active role and use initiative within the classroom. Q3. Make a list of the things expected from you as part of your role in supporting an individual pupil or group of pupils. Adapt activities that will encourage independent learning and provide challenges. Ensure the pupils understand and follow the teacher’s instructions. Help the pupils to use equipment and resources that is relevant to the learning activity. Supporting the pupils in enabling them to gain independence and participate fully in the curriculum. Challenge the pupils thinking and observe individual pupils progress and achievements. Provide focused support to help pupils move to the next level of learning. Be adaptable, have empathy but also follow the school’s positive discipline guidelines. Give the pupils choices and praise. Q4. Think about your role and responsibilities as a teaching assistant. List examples of your own general and specific tasks. 1. Supervise individuals / groups of pupils during specified learning activities, as directed by the class teacher. 2. Assist in preparing and maintaining an effective learning environment for pupils. 3. Getting the classroom ready for lessons. 4. Listen to children read and reading to them. 5. Helping children who need extra support to complete tasks. 6. Taking care of children who are upset or have had accidents. 7. Clearing away materials and equipment after lessons. 8. Helping with outings and sports events. . Assist in the implementation of Individual Education Programmes for students and help monitor their progress. 10. Provide support for individual students inside and outside the classroom to enable them to fully participate in activities. 11. Assist class teachers with maintaining student records. 12. Prepare and present displays of student’s work. 13. Support class teachers in photocopying and other tasks in order to support teaching. Q5. Briefly describe the role of the teaching assistant in relation to the teacher. Teachers Role: The teacher is responsible for planning and delivering of the National / Early Years Curriculum. To teach pupils to their educational needs. Assess record and report development. They are also responsible for all adults within the learning environment. Communicate and consult with parents. Teaching Assistant: Plan and prepare work alongside the teacher Support learning activities effectively, as directed by the teacher. Assess / evaluate pupil’s work, as directed by the teacher. Report any problems / queries to the teacher Give feedback to the teacher following planned activities. Q6. Briefly outline the role and responsibilities of: Head Teacher, Deputy Head Teacher, SENCO, Key stage co-ordinators, subject co-ordinators, class teacher. The Head Teacher: The role of the Head Teacher is to manage all aspects of the school and all of those within it, as well as making sure the curriculum are being effectively taught and managed. The Head is answerable to parents, Ofsted and the local authority for the smooth running of the school. The Deputy Head: Works closely with the Head, when the Head Teacher is absent from the school, the Deputy is responsible for its management. The Deputy will usually work as a Teacher; however he will still be responsible for running the day to day arrangements such as supply staff or training courses. He will liaise with the Head on a daily basis concerning the day’s priorities. SENCO: Is responsible for the managing of children with special needs throughout the school. Keeping records on all these children as well as being responsible for the management of individual support assistants in the school. SENCO are the line of contact for any outside agency, i. e. Speech and Language, Educational Psychologist. Key Stage Co-ordinators: Employed to lead and manage either Key Stage 1 or 2. They usually also have a class teaching commitment Subject Key Stage Co-ordinators:Responsible for the leadership and management of a particular curriculum subject. Class teachers may be expected to accept responsibility for an area of the curriculum as part of their normal professional duties The Teacher / Subject teacher: Plan, prepare and deliver lessons to meet the needs of all pupils, setting and marking work and recording pupil development as necessary. Includes advanced skills teachers and supply teachers. Often work in partnership with teaching assistants Q7. Give examples of how to promote independent learning, e. g. using ICT skills. Give positive encouragement and praise – this gives a pupil a feeling of achievement and the desire to continue with the learning activity. Listen – let the pupil see that you are listening to what they are saying, that you are taking notice of their contributions, this will build confident in their own abilities. Motivate – Give them positive experiences which are interesting and can be made real for them. Resources – Ensure that the relevant resources are available to them so they don’t need to ask for help, make things available and accessible. Repetition:Reminding a pupil what the teacher has said and encouraging them to think about what they are doing, without giving them the answer. Instruction:Following steps to complete a task, asking them simple questions, â€Å"Do you think this is the best way to do it† or â€Å"Why do you think this is the best way†. Facilitating:Giving the pupils the tools to carry out a task and discover the outcome, again encourage the child to talk you through what they are doing and why. ICT: Encourage the children to access, enter, save and retrieve information independently, to research and interpret information to support work in other subjects. Encourage them to write themselves reminders for accessing different programmes. Q8. What strategies can be used to support pupils learning activities? Create a positive learning environment. Adapt learning activities to support each individuals needs. Encourage independent learning. Prompt shy or reticent pupils. Ask open-ended questions to encourage their participation, also to see their understanding of the subject. Look for and note any common problems that the pupils have or mistakes made, this will enable the teacher to address these at a future learning activity. Give pupils choices and only give further assistance if required. Check pupils work and encourage them to correct their own mistakes Translate or explain information used by the teacher, i. e. words / phrases. Organise and participate in appropriate play activities or games. Ensure that all pupils behave and concentrate Listen, respect and value the pupils. Gain the pupils trust and confidence. How to cite Planning a Lesson Module 1, Essay examples

Principal Revocation And Breach Of Contractâ€Myassignmenthelp.Com

Question: Discuss About The Principal Revocation And Breach Of Contract? Answer: Introducation A contract is a promise made, whereby one part offer another party some terms, and the other party accepts the same for a consideration value. With the intention of forming any contract, there is a need to for the contract to have certain requirements, and these include offer, acceptance, consideration, intention, capacity, clarity and consent (Clarke Clarke, 2016). The first step in contract formation is an offer being made, where one of the contracting parties has to offer certain terms to the other party. There is a need to understand that an offer differs from an invitation to treat (Ayres Klass, 2012). This is because an invitation to treat results in an offer and it shows that the parties want to negotiate. An offer, however, shows that the parties want to start a contract and create legal relations (Andrews, 2015). In case of an invitation to treat, the selling party is not obligated to go actually make the sale, as was held in Pharmaceutical Society of Great Britain v Boots [1953] 1 QB 401. In general, the advertisement which is placed in newspaper or in any other mode, is deemed as an invitation to treat and a leading example of this is Partridge v Crittenden [1968] 2 All ER 421. Though, where such advertisements constitutes to a unilateral offer, it is taken to be an offer and an instance of this is Carlill v Carbolic Smoke Ball Compa ny [1893] 1 QB 256 and in such case, it is crucial to uphold the terms of the advert (Latimer, 2012). In the given case study, the advertisement which had been placed by Harper and Associates in the local newspaper for the sale of their business would be deemed as an invitation to treat. This is because unlike Carlill v Carbolic Smoke Ball Company, this advertisement does not have a unilateral offer, which can be accepted by merely performing upon it. And so, it would be deemed as an invitation to treat, based on Partridge v Crittenden and applying verdict given under Pharmaceutical Society of Great Britain v Boots, Harper and Associates would not be liable to go through with the sale of business as per the advertised terms. When it comes to binding Ben with this advertisement, the agency law comes to play. Under the agency law, for the actions which had been embarked upon by the agent, the principal is legally responsible to the third party (Thampapillai et al, 2015). So, for the advertisement placed by Harper and Associates on Bens behalf, Ben would be liable. Had this advertisement been deemed as an offer, it would have been Bens offer. Though, this was not the case, so the advertisement placed by Harper and Associates would be deemed as an advertisement placed by Ben owing to the applicability of agency law. An agent has to work as per the authority which has been granted to him, and this authority is broadly classified into actual and apparent authority (Giliker, 2010). In this case, Harper and Associates had been given implied actual authority to arrange for business sale. And it was implied that Harper and Associates could do whatever was necessary for the sale of business, which included placing the advertisement. So, Harper and Associates acted within their authority and right placed the advertisement in the newspaper. For the actions of an agent, the principal is legally responsible towards the third party. And an agent owes definite responsibilitis to the principal which includes working with the authority which has been given to the agent. However, the principal is not liable to follow the directions or decisions made by the agent, even though it is preferable to do so, or else the purpose of giving authority to the agent is breached. Hence, Ben had the authority to make an offer to another party, without having to consult Harper and Associates and without having to follow the advertisement. This is also because of the fact that the requirement of not selling below $300,000 was contained in an invitation to treat and not in an offer. Hence, this is not a term of the contract which needs to be followed. So, Ben could right sell the business for a price lower than the advertised price. The next step in the formation of contract is acceptance of the offer which had been made. It is important that the offer is accepted by the party to which the offer was made (Lambiris Griffin, 2016). Also, it is important that the acceptance is given to the offer in the very same way in which it had been earlier made. It is important that the acceptance is properly communicated and the date on which the acceptance message gets to the offering party, is to be taken for the purpose of date of acceptance (Stone Devenney, 2017). In case any term is changed, which was made in the offer, when the acceptance is being sent, it results in a counter offer and a leading example of this is Hyde v. Wrench (1840) 3 Beav 334 case (Marson Ferris, 2015). A key point pertaining to acceptance is the date of acceptance on which the exception is of postal rules. As per the postal rules, the date of acceptance is the date on which the acceptance is sent by the sender, due to the acceptance being sent through post, and the postal office being deemed as the agent of the offering party (Latimer, 2012). The postal rules are applicable on emails, pursuant to section 14 of the Electronic Transaction Act, 1999 (Federal Register of Legislation 2011). In the case study given, it is clear that an offer had been made by Fiona Merchant after noticing the invitation to treat, whereby she offered to purchase the cafe for a price of $250,000. This offer was to be accepted by Friday 5pm. The acceptance on this offer was also attained as Ben called Fiona on Wednesday morning and told her that he accepted Fionas offer. Had the advertisement been deemed as an offer, the communication on phone between Ben and Fiona would have been deemed as a counter offer based on Hyde v. Wrench and an acceptance would still be attained on this offer, due to Bens Wednesday morning communication. Wednesday morning would be the date of acceptance for this case. An offer can be revoked only before an acceptance is obtained on it. If the revocation comes after acceptance, it is not valid as the contract is deemed to have been formed till that time. And when such happens, the parties can opt for mutual termination of contract (Gibson Fraser, 2014). Where this is not done, and the party attempting to revoke the contract does not fulfil the promise made under the contract, the contract is said to have been violated. And in such case, the party which performed the contract properly can apply for remedies, which can take form of monetary compensation, or equitable remedies of specific performance, injunction or rescission of contract (Mulcahy, 2008). In the given case study, Ben made an attempt to revoke the contract by sending an email to not consider the Wednesday morning email. However, as per the postal rules of acceptance and the Electronic Transaction Act, the acceptance was already given by that time. So, the contract could not be revoked. And by not selling the cafe to Fiona at promised prize, Ben would breach the contract and whereby Fiona can apply for specific performance or injunction to stop Ben from selling the cafe to anyone else. Conclusion Hence, it becomes very clear that a contract was indeed formed between Ben and Fiona. And by not selling her the cafe, Ben would breach the contract for which Fiona can apply remedies. References Andrews, N. (2015). Contract Law (2nd ed.). UK: Cambridge University Press Ayres, I., Klass, G. (2012). Studies in Contract Law (8th ed.). New York: Foundation Press Clarke, P., Clarke, J (2016). Contract Law: Commentaries, Cases and Perspectives (3rd ed.). South Melbourne: Oxford University Press. Federal Register of Legislation. (2011). Electronic Transactions Act 1999. Retrieved from: https://www.legislation.gov.au/Details/C2011C00445 Gibson, A., Fraser, D. (2014). Business Law 2014 (8th ed.). Melbourne: Pearson Education Australia. Giliker, P. (2010). Vicarious Liability in Tort: A Comparative Perspective. Cambridge: Cambridge University Press. Lambiris, M., Griffin, L. (2016). First Principles of Business Law 2016. Sydney: CCH. Latimer, P. (2012). Australian Business Law 2012 (31st ed.). Sydney, NSW: CCH Australia Limited. Marson, J., Ferris, K. (2015). Business Law (4th ed.). Oxford: Oxford University Press. Mulcahy, L. (2008). Contract Law in Perspective (5th ed.). Oxon: Routledge. Stone, R., Devenney, J. (2017). The Modern Law of Contract (12th ed.). Oxon: Routledge. Thampapillai, D., Tan, V., Bozzi, C., Matthew, A. (2015). Australian Commercial Law. Melbourne: Cambridge University Press.