Case Study: Ethics and the Origin of Law Introduction: Business ethics and the origin of law are inextricably linked. Ethical principles can provide guidance to business owners and managers in creating and adhering to the laws they must abide by in the workplace. This case study will provide a look at the history and evolution of law, and how ethical considerations have altered its development in modern society. Case Facts: Jeffrey, the owner of a small business, is aware of the number of laws and regulations that his business must comply with in order to stay in operation. He also knows that these laws vary vastly depending on the country, and that they often vary by region within a country. As Jeffrey investigates more deeply, he begins to wonder, “Where did all these laws come from, and what do they mean in terms of business ethics?” Discussion: The origin of the law is complex and diverse, and is the result of a variety of sources. The earliest laws were developed over thousands of years in Ancient civilizations, many of which recognized the ethical principles of justice and fairness in the consequences for certain types of behavior. For example, in Ancient Babylon, the Code of Hammurabi recognized the punishment for certain offenses as based on what was considered just or fair based on the circumstance. In more modern times, many democratic societies have evolved to require legislative and executive branches of government to establish laws for their citizens to abide by. These laws are written to help ensure fairness, ethical business practices, and protection of individuals’ rights. Business ethics, then, must be thought of in the context of the larger ethical considerations of a society. Many nations have laws governing workplace practices, ranging from wage and hour requirements to discrimination and health and safety standards. All of these may be based on ethical considerations, such as the fairness of pay, protection of vulnerable members of the population, and providing safer workplaces. Conclusion: Business ethics and the origin of law are deeply intertwined. The laws that govern business practices come from ethical considerations within a society and have evolved over time. As such, it is important for business owners to consider these laws in their operations and to consider the ethical implications of their actions. It is also important to recognize that the laws that apply to their businesses may change from region to region, and over time, and it is the business owner’s responsibility to stay informed of the applicable laws and to adhere to them.

1. Why is Jessie so sad when she and her parents first arrive in the mountains? Answer: Jessie is so sad when she and her parents first arrive in the mountains because her parents are constantly fighting and arguing with each other, and she is worried about their relationship. She also fears the intense physical challenge of the climbing expedition, and is aware of the deep financial strain the trip is putting on her family.

Objective: Students will be able to identify, create and analyze op art designs. Materials: - Drawing paper - Colored pencils or markers - Example op art designs Procedures: 1. Explain what op art is. "Op art is a style of art that uses geometric shapes and bright contrasting colors to create abstract optical illusions. It can make a simple design look complex and use techniques like color, line and perspective to create the illusion of movement." 2. Show a few examples of op art designs to the students. Ask them to analyze the artwork and look for the specific techniques used in the design. 3. Ask the students to choose a simple geometric shape, such as a triangle, square, or circle, and draw it on a piece of drawing paper. 4. Ask the students to use bright contrasting colors to fill in the shape with a pattern, using different colors for each line. 5. Ask the students to draw around the shape multiple times, using a different light color each time. (Optional: Ask them to add some white or black dots inside the shape). 6. Ask the students to analyze their artwork, looking for specific techniques used, such as color, line, and perspective. 7. Ask the students to talk about their artwork and explain the specific techniques they used. 8. Ask the students to share their artwork with the class.

I'm standing before a grand castle, it's towering walls reaching up towards the sky. It's quite large, with four tall towers at each corner, and a deep moat surrounding it. It's quite a unique looking castle with thick walls and a lovely courtyard in the center. Inside the walls live a King, his Queen and their four loyal knights. The King and Queen have their own rooms, plus a beautiful garden room, a great hall and a magnificent dining room. There's also a kitchen, storage rooms, stables, and a chapel where the King and Queen say their prayers. Inside the castle walls, you will also find soldiers quarters, guard rooms and a restricted area. Outside the castle, one will find a number of small buildings - a bakery, a market and some shops. The castle is protected by a great wooden gate, kept closed at all times, with a drawbridge for when visitors are expected. I love visiting this castle with its grand history and its beautiful surroundings. Each time I visit I learn a bit more about the castle and the people who live inside its walls.

LESSON OBJECTIVE: To gain an understanding of the history of football, from its European and global origins, to its current prominence in UK tournaments. LESSON OUTLINE: I. Introduction (5 mins) - discuss what football is and its global appeal. - introduce short video about History of Football II. Understanding football's roots (15 mins) - Introduce powerpoint exploring origins and spread of football - explore European origins and global developments III. UK Football (25 mins) - focus on the key UK tournaments and their respective histories - look at the Premier League, FA Cup and League Cup - activity - students debate which tournament they think is most important IV. Quiz & review (5 mins) - introduce powerpoint with a short quiz - review student's answers & discuss any areas of difficulty V. Summary (5 mins) - summarise key points from the lesson - ask students to write a short reflection on what they have learnt about football's history

The sun had long since set and the sounds of war could be heard in the distance. It was my duty as an air raid warden to ensure that all the families in the neighbourhood were taking necessary precautions to be safe from the bombs being dropped. I had seen why this was so important; I had seen the destruction that could be caused. This particular night, however, was dark and turbulent. I could hear the screeching of fighter planes in the sky, with the thumping of bombs following not long after. Everyone was ordered to stay inside, so my assistant and I patrolled the streets, ensuring that all the houses were secure. The air was thick and humid, like warm molasses. I could taste the gunpowder in the air, and my senses were heightened with each step I took. The street lights were all dimmed, ensuring that no one was visible to the enemy. As I walked, I could feel the dust collecting on my skin, tiny pieces of mortar interweaving their way into my shirt. The sky was lit up with flickers of orange, red and yellow. The bombs were coming in thicker and faster, one after another. It felt never ending, and even from miles away, I could feel the shockwave of each blast. The ground seemed to shake beneath my feet, walls and windows trembling with the impact of the bombs. I could smell the smoke, like a thousand pieces of burnt wood. I remember looking around, desperately praying that no one was out in the streets in danger. After what felt like an eternity, the bombings stopped, and the air became deathly still. Though I breathed a sigh of relief, I knew there were always more battles to come. It was my job to make sure that everyone was safe. This, I was sure of. No matter how dark the night, if I was there, then those in my care would be safe.

Introduction Welcome the students to the class, explaining what the lesson will involve. Tell the students that you will be reading and discussing stories from the book “Short Stories in Spanish for Beginners” by Olly Richards. Explain that the stories are great for their level, as they are written entirely in simple Spanish, perfect for beginner learners. Lesson Outline 1. Read and discuss the story “Los vecinos” (The Neighbours). The story provides a great example of basic Spanish dialogue and can be used as a starting point for learning more about Spanish grammar and sentence structure. 2. Make a list of new vocab from the story as a class. 3. Watch a short video about Spanish grammar and sentence structure that relates to the story. Here is an example: https://www.youtube.com/watch?v=7OuUD12Oy00 4. Complete the accompanying worksheet activity, with each student developing their own answers. Here is an example: http://discoverinmexico.com/docs/ESL/Los%20Vecinos/worksheet.pdf Questioning 1. Ask the class questions about the grammar and sentence structure seen in the story. 2. Ask questions about the characters, setting, and plot. Assessment 1. Assess each student’s individual work on the worksheet activity. 2. Assess their understanding of the video content and their ability to apply it to the story. Differentiation To differentiate the learning, offer more difficult grammar questions and activities for those who are progressing faster, and easier options for those who need extra help. Plenary Provide a brief plenary at the end of the lesson. Have students summarise the main points, share their understanding and ask any questions about what they covered.

1. What is the main theme of the book Warrior’s Don’t Cry? 2. How does the narrative of Warrior’s Don’t Cry shape the reader’s view of desegregation? 3. How does the juxtaposition between Little Rock Central High School and Alfred F. Smith serve as a battleground for racial equality? 4. How does Melba’s faith help her during the struggle of desegregation? 5. What significance does the title of the book, Warrior’s Don’t Cry, have in the novel? 6. How does author Melba Pattillo Beals use language to create atmosphere in Warrior’s Don’t Cry? 7. How does the hate and racism encountered by the Little Rock Nine lead to a new realization in Melba’s life? 8. What did Melba Pattillo Beals gain from speaking out against racism and bigotry? 9. Describe the changes in Melba Pattillo Beals between the beginning and end of Warrior’s Don’t Cry? 10. What are the main events that take place in Warrior’s Don’t Cry? 11. What is the impact of Melba’s friendship with Louise on their struggle at Little Rock Central High School? 12. What role did the media play in the battle between the Little Rock Nine and their opponents? 13. How did Melba Pattillo Beals’s experiences reflect the views of oppression from the 1950s? 14. What lessons does the reader gain from Warrior’s Don’t Cry? 15. What are some of the major decisions that Melba takes throughout the book?

Objectives: - Understand why and where more solar and wind farms are located in the UK - Analyze the advantages of having solar and wind farms Materials/Equipment Needed: - Computer/projector - Access to internet Step 1: Introduction (5 minutes) Start the lesson by introducing the concept of renewable energy and why it’s becoming an increasingly popular energy source in the UK. Explain that solar and wind farms are two such renewable energy sources and the focus of this lesson. Step 2: Explanation (15 minutes) Explain the reasons why the UK has more solar and wind farms than other renewable energy sources. - Solar and wind farms are seen as the most cost effective renewable energy sources in the UK. - The UK is in a prime location to reap the benefits of solar and wind energy. It's estimated the UK receives between 10-15% more sunshine than the rest of Europe. - The UK has relatively consistent and strong wind speeds, making it ideal for capturing the wind’s energy. - Solar and wind farms are easy to set up and are less disruptive to the local environment. Step 3: Discussion (15 minutes) Now that the students understand why and where more solar and wind farms are being set up, lead a discussion about the advantages and disadvantages of having more renewable energy sources in the UK. Ask the students to think about the economic impact, job opportunities, and environmental impact of renewable energy. Step 4: Conclusion (5 minutes) Before the end of the lesson, summarize the main points and review any questions the students may have. Conclusion: Solar and wind farms are becoming more popular in the UK due to their cost effectiveness, access to sunlight and wind, and minimal disruption to the environment. They also create economic and job opportunities while reducing our dependence on fossil fuels.

1. Mount Everest is the tallest mountain in the world, with a height of (8,848 metre) above sea level. 2. Mount Everest is located in the Himalayan mountain range between Nepal and Tibet (China). 3. It was first officially measured and given its name in (1865) by the Royal Geographical Society. 4. Mount Everest is named after the surveyor General, Sir George Everest, who was head of the Indian Trigonometrical Survey (1790-1823). 5. The very first successful summit of Mount Everest was by Sir Edmund Hillary and Tenzing Norgay in (1953).