Coraline Essy Essay

In response to the school boards request for student feedback, I am writing to express my panorama about which should be used to thatched roof about the Fantasy genre, Coraline the book or Coraline the celluloid. In my opinion, I believe that Coraline the movie should be used in schools to teach the Fantasy genre. This is because the sounds, animations, and new characters all show much elements and examples of the Fantasy genre than in the book. By the time you finish reading this, you will for sure end up being persuaded that Coraline the movie has to a greater extent elements and examples ofFantasy than in the book. The first detail that corrects Coraline the movie have much elements of Fantasy is animation. The animations in the movie were cartoon people, which means the characters dont necessarily have to do things real people can do. A nonher element of animation that makes the movie much fantastical is that you can see exactly what the character is doing but in the book it is Just your imagination. Also, in the movie, special effects can be added to make the scenes look more fantastical. Overall, the animations from the movie show more elements of fantasy than in the book.Secondly, the new and different characters in the movie make Coraline the movie have more elements of fantasy than the book. In the movie, the other mother turns the other dad into a pumpkin instead of a blob. This is more fantastical because pumpkins are plants and the fact that a pumpkin is alive and speaks is very fantastical. The second example of new and different characters is Wybie Lovat. He is a new character that is in the movie but not the book. He adds more fantasy because he finds a doll that looks Just like Coraline and gives it to her.The new and different haracters is the second detail that makes Coraline the movie have more elements of Fantasy. The third detail that makes Coraline the movie have more elements of Fantasy is sound. The sound from the movie can let yo u hear the characters tone of voice while mouth which lets you know if what they are saying sounds fantastical. The second thing is that you can hear background sounds and noise. This adds to Fantasy because it lets you hear strange sounds in the background that make it more fantastical. The third thing is that in the movie you can hear how loud the character is speaking.This can let you know how the character feels which adds on to the fantastical elements. I have now expressed my opinion on which to use to teach the Fantasy genre. Coraline the movie has many elements and examples of Fantasy. Coraline the movie should be used in schools to teach the Fantasy genre because the sounds, animations, and new or different characters all show more elements and examples of the Fantasy genre than in the book. Now that you have taken a look at many examples and elements of Fantasy in the movie, I hope that you consider using Coraline the movie to teach Fantasy in schools.

Learning Contract template Essay

We have provided this guide to back up you to build up and structure your erudition contract. You testament move up an introduction to the learning contract in Activity 1.6 of the Study Guide and you provide mother detailed guidance in the encyclopaedism quash Guidance. This entrust have been sent to you as a printed booklet and is also open on the Study Resources branch of the Module web-site.For severally of the five classs of this template there is a corresponding section in the Learning Contract Guidance (from page 10 onwards). You should work through and make notes on to each one section of the Learning Contract Guidance, to help you to develop your ideas, before you start to complete the relevant section of this template. We suggest you keep your initial notes and reflections on the activities in these sections of the Learning Contract Guidance in your Learning Journal these testament help you to develop your thinking close to your learning contract and to deci de what you fatality to write in each section.You can, of style, change the text you have written in this template document as often as you like. This is an important foretell beca social function you atomic number 18 likely to find that your thinking changes as you work through the activities in the Learning Contract Guidance and that you will want to revise the cloy several times. For this reason, we suggest you to start drafting your learning contract well before week 10 when you will submit it as eTMA02.You may of course prefer not to use this template or to use it as a starting point and then to amend it and this is fine. You atomic number 18 not control to using exactly the structure we have suggested here, as long as you clearly cover each of the five elements. If you do use this template, you will find indicative word limits in each section which will help to give you a sense of how much you need to write but you ar free to alter these as long as you remain within the overall limit set out for eTma02 (1,600 row) .You will, of course, need to delete the instructions which are given in italics in each section before you submit it. This will leave you with the headings (in bold) and your own content.Template fraction 1 Possible Learning TopicsRead pages 10- 13 of the Learning Contract Guidance from the heading Section 1 Possible Learning Topics to the end of the section headed wrench together your thoughts about Section 1. Make notes in your Learning Journal of your thoughts about the questions and illustrative cases in this section.When you are ready write here your thoughts about the topics you would like to subject field to make improvements in your performance at work. You will study these in the work-based learning inquiries which you will carry out from week 11 of this module.Remember that you are strongly advised to make one of your topics time dealment and to choose at least one of your topics from those covered in the Topic Guide s (you will find further guidance on this in Activity 1.6 of the Study Guide). If you are a BUXS130 student one of your topics must be Customer care in the public sector. You should have two topics plus one reserve (in case either of the first two proves too difficult to study in practice). rationalise in brief why you want to learn about these topics and why you want to make the changes to your working practices that you have determine.Suggested word reckoning approximately 200 wordsSection 2 You and Your Learning ContextRead pages 13-17 of the Learning Contract Guidance from the heading Section 2 You and Your Learning Context to the end of the section headed Pulling together your thoughts about Section 2. Make notes in your Learning Journal of your thoughts about the questions and illustrative cases in this section.When you are ready, use the notes you have do to write a short summary of how your learning experiences and work environment have influenced the choice of topics w hich you identified for your work-based learning inquiries in Section 1, and the way you will learn about each of them. Remember that your learning context includes your work environment and you will need to bear in mind how much license you will have to make changes to the way you carry out your work, as this will obviously influence the way you will be able to manage your learning.Suggested word count approximately 200 wordsSection 3 Your Learning ObjectivesRead pages 18-21 of the Learning Contract Guidance from the heading Section 3 Your Learning Objectives to the end of the section headed Pulling together your thoughts about Section 3. Make notes in your Learning Journal of your thoughts about the questions and activities in this section.When you are ready, use the notes you have made to help you to draw up one learning objective for each topic area that you identified for your work-based learning inquiries in Section 1 above. Remember to try to make each objective SMART (Speci fic, Measurable, Aspirational, Realistic, and Timely/Time-bound) as explained on pages 18-19 of the Learning Contract Guidance. You should also explain briefly why you have chosen each objective this includes why you think the learning in each objective is important and how your work practice powerfulness be improved as a result.Remember to include your reserve objective (although you can comment on this more briefly than the other objectives). If you are a BUXS130 student, remember that one of your objectives must relate to Customer care in the public sector.Suggested word count approximately 350 wordsSection 4 Learning Strategy and ResourcesRead pages 21 -30 of the Learning Contract Guidance from the heading Section 4 Learning Strategy and Resources to the end of the section headed Pulling together your thoughts about Section 4. Make notes in your Learning Journal of your thoughts about the questions activities and illustrative cases in this section.When you are ready, use the n otes you have made to help you to develop a plan for each of your learning objectives (again, you can do this more briefly for your reserve objective than for the first two). For each objective you should demowhat steps you will take to carry out your work-based learning inquiry. This should include a plan of action which shows what you will be doing in each week from week 12 of this module. You may find it helpful to include some interim targets and/or a table format to outline your strategy.an overview of the resources which are available to you and which you expect to use in carrying out your work-based learning inquiry. These might include Topic Guides, other online or printed articles and books, your mentor, your line managers and your colleagues. You should indicate your reasoning in selecting these resources and how you will choose, access, and make use of them. Where you identify people as a resource you should say what specific help will you seek from each of them,Suggeste d word count approximately 500 wordsSection 5 Demonstrating Your LearningRead pages 30 -40 of the Learning Contract Guidance from the heading Section 5 Demonstrating your learning to the end of the section headed Pulling together your thoughts about Section 5. Make notes of your thoughts about the questions, activities and illustrative case in this section in your Learning Journal.When you are ready, use the notes you have made to help you to explain how you will demonstrate your learning in relation to the objective you have decided on for each of your work-based learning inquiries. In each case you should explainhow you will show what you have learned about the topic which is the focus of your work-based learning inquiry (and which you identified in section 1 of your learning contract). how you will know whether you have achieved the objective you set for each work-based learning inquiry (and which you identified in section 3 of your learning contract). You should be able to ident ify measurable evidence or indicators for each objective. You should also be able to identify sources of evidence which will indicate that you are making progress at interim stages as well as evidence of achievement at the end of your work-based learning inquiry.As in previous section you should deal only briefly with your third objective.Suggested word count approximately 350 words

Swan Lake Comparative Essay

The timeless sustain Lake is directly prized as one of the worlds greatest and most renowned guiltlessal ballets to constantly exist. For over one hundred years jog Lake has been performed, adapted and rewritten innumerable times to enthrall a wide range of auditions all across the world. Whilst the foundation garment of how Swan Lake began and came to be is still, to some extent, unknown, it is widely believed that the production was originally choreographed by Julius Resigned with the accompaniment of celebrated Russian composer Russian Tchaikovsky for the musical score.It was first resented as The Lake of the Swans by the Ballet of the Moscow Imperial Abolish Theatre in 1877 in Moscow, Russia. Brash Judgment and calamitous reviews were passed upon this production and in unit of ammunition, most ballet companies today now establish their staging both choreographically and musically on the revival created by Marcus Petite and Level Vivian, which opened in 1895. Seen through the eyes of millions, interminable variations of Swan Lake have been created since its original formation in 1877.One of the most recognized recreations is the Swan Lake modernized by the hieroglyphic genius Grange Murphy and presented by the renowned Australian Ballet Company in 2002. A spiraling love triangle between the changeable Prince Siegfried, a delicate Dotted and an alluring Baroness von Rotate, Grange Murphys reading of Swan Lake is one to rival most others around the world. Although rewritten countless times, the original plot of Swan Lake follows the tale of the young Princess Dotted, who, under the spell of an evil star interchanges between a swan and a splendid young woman.Prince Siegfried, a young man of 21 and soon to e married, stumbles across a lake of beautiful swans whilst on a hunting trip. He discovers through the Swan Queen, Dotted that the evil sorcerer had cast an enchantment on many beautiful girls to turn them into swans, and the tears of their griev ing parents had formed the lake. Soon after, Prince Siegfried falls madly in love with Dotted. She reveals to him that the only way the spell could be broken is if a man, clear in heart, pledges his everlasting love to her.This angers the evil enchantress Baroness Von Rotate, and she manipulates Prince Siegfried into infesting his love to Doodle, a girl posing as Dotted and so happens to be Von Rotators daughter. Dismayed and with a broken heart, Dotted throws herself into the lake, followed by Prince Siegfried who was horrified by his mistake. Together their spirits ascend into the heavens above Swan Lake. Grange Murphys adaptation breathes new life into the classic Swan Lake by taking a realistic and modernized approach, twisting it in with sensual fantasy and warped spectacle.These themes, combined with others such as betrayal, instability, imprint and confusion deviate room the fantasy world seen in the original production and take precedence over the linear narrative of Swan Lake to redo a realistic representation that is relatable to audiences all across the world. Murphys variation of Swan Lake revisits the story of Dotted the young and naive lover of Prince Siegfried who she is to be married to. later on a series of events, Dotted is driven insane by his overpowering infatuation with Baroness Von Rotate.She is then committed to a sanatorium where her emotional damage is irreversible. This is sensed through a range of striking, fragmented events that are seemingly impulsive and uncontrollable. A number of visions are seen through the eyes of the mentally unbalanced Dotted, including a heart shattering pas De deuce between herself and Prince Siegfried, where she appears as a feeble, broken swan and tries to escape his grasp. This is soon followed by an encounter with Baroness Von Rotate, who walks past the window of her wrap room, arm in arm with the Prince.After much deceit and changeability, the Prince realizes his heart truly belongs to Dotted a nd tries to find her once more, but it is all n vain as Dotted has committed suicide, descending gracefully into the lake, clothed in a long dress. This modern variation, through exploiting the themes of love, loss and desperation maintains an emotional connection to the audience while still fabricating a strong production to be an escape for the audience to enjoy.Grange Murphy made further alterations to the conventional Swan Lake to push the boundaries of present-day(a) ballet, a style of dance that has recently arisen in the 20th century, incorporating both modern dance and classical ballet. This was flawlessly achieved y Murphy through his amour in the Sydney Dance Company. The movements apply are fundamental to the storyline of Swan Lake as Murphy has staged it to be predominantly driven by romance. He utilizes elements of daring floor work, suspenseful lifts and fluid motions to create a ministering and expressive work of art.In appreciation of classical ballet, many grace ful leaps and lifts are used, indicative of the traditional swans fragility. In contrast to this, the scene where Dotted becomes is driven insane wing for the attention Prince Siegfried wild, harassing movements are used, strongly channeling contemporary dance. This is again seen in the imagined fantasy bracing between Dotted and Prince Siegfried, when she is locked in the sanatorium. This duet includes variations of movements associated with classical ballet by upside-down grand rondo De Jamb, parallel retires pirouettes and large, sweeping movements.In recognition to the original Swan Lake, Murphys adaptation still follows the vital elements of the production, including the corps De ballet of graceful swans and a number of unchanged repertoire pieces. The tagging of Grange Murphys Swan Lake is an astounding construction of visual and aural components to be the driving force behind his modern interpretation. He gives his story a fresh edge by using the original Tchaikovsky score, as save by Richard Bonged, rather than the well-known Richard Dried arrangement that most ballet companies use today when performing Swan Lake.This was a subliminal device used to link the contemporary production back to its foundations. The sets used in Murphys production are unrivalled. The lake is always present, either in full view or scantily beyond a foreground interior. In Part 1, it is a fragile, natural spectacle, in Part 2 it is a pool of brooding tranquility and in Part 3 it finishes as a black receptacle of ultimate heartbreak and tragedy. The sanatorium is a minimalist environment- cold, intimidating and antidemocratic.The space used for this scene is subtile and enclosed limiting movement and in turn, making them more effective. The impeccable costuming influenced by Edwardian times creates a contrast between the traditional Swan lake that focuses its costuming around the middle ages and drives the narrative forward with repeated motifs. Deists enormous flowing whit e wedding dress is one of the most memorable costume devices used, with it hinting at a division between Prince Siegfried and Dotted.

Benefits of Playing Team Sports

Thesis OUTLINE Benefits of playing team up sports 1. traveling 2. Working Together 3. tuition New Techniques 4. School Scholarship THE FIRST THESIS We dictate that playing team sports are something intelligent for us to keep us the youth of Belize doing the positive things in life. Belize has a existence of 333,200 persons and of that amount 232,700 are of under the age of 35 where at the age of 35 you are inactive call a youth. This represents approximately 70%. Some benefits of playing team sports are by Traveling around the world, operative together as one, Learning New Techniques and to be able to get a Scholarship to go to any inform of their choice.So do you think that playing team sports is superb for the youths of Belize? PARAGRAPHS Paragraph one lead be talking about how sports can piddle you travel around the world and making new-fashioned friends. Paragraph two is talking about the youths working together as one to be a good sports team. Paragraph three will be telling you about how team sports can make you learn new techniques. Paragraph four tells you about getting a school scholarship to go to any school of our choice. REWRITE ThesisBelize has a population of 333,200 persons and of that amount 232,700 are under the age of 35 where at the age of 35 you are still call a youth. This represents approximately 70%. We say that playing team sports are something good for us to keep us the youth of Belize doing the positive things in life. Some benefits of playing team sports are by Traveling around the world, working together as one, Learning New Techniques and to be able to get a Scholarship to go to any school of their choice. So do you think that playing team sports is good for the youths of Belize? OLD THESISWe say that playing team sports are something good for us to keep us the youth of Belize doing the positive things in life. Belize has a population of 333,200 persons and of that amount 232,700 are of under the age of 35 where at the age of 35 you are still call a youth. This represents approximately 70%. Some benefits of playing team sports are by Traveling around the world, working together as one, Learning New Techniques and to be able to get a Scholarship to go to any school of their choice. So do you think that playing team sports is good for the youths of Belize?

Group Observation Essay

The group I observed was a teen dating violence prevention group. It was held at A High School. The purpose of this group was to train adolescents close domestic violence. The facilitators goal was to t apiece the adolescents just intimately healthy relationships, unhealthy relationships, types of abuses, various inflammation flags of an abuser, and provide important resources for those who may be going through a domestic violence relationship. In the group, there were ab stunned ten members. They were altogether males and sophomores in high school.Their age ranged from 15 to 17 age old. The population in the group was primarily Hispanics. The group was held in a classroom during 5th period, which lasts about 50 minutes. Every Tuesdays, cardinal facilitators from X Agency would go to the high school and teach two different class academic academic terms. One facilitator would leave all the females in integrity room and the former(a) facilitator would take the males in ano ther room. In the male group that I observed, the teacher was always present in the classroom.This was the facilitators first session with a new group of students. The facilitator, Kim, first started off introducing herself to the class. She spoke soon about the types of services that were provided at X Agency. She discussed about the different topics that the students would be learning throughout the 8-week session in the political weapons platform. Then, Kim wondered the group if they had any rules that should be applied within the group. Many students were very responsive to Kims read/write head. She then talked a little bit about confidentiality.She discussed about how everything the group talked about stays within the group, unless the person disclosed that he or she was going to hurt or soone, someone was hurting him or her, or he or she is being abused. Kim told the students that she would be mandated to report those three things. Kim did an natural action with the st udents where the students would have to come up with a food name that had the same letter as their first name. Kim brought in a descriptor of colored idea and the students were to choose one colored paper of their choice.On the paper, the students were to write their food name along with their real name and draw some things that represented themselves. Kim walked around the room and created conversations with some of the students. many of the students were unable to come up with a food name. When this happened, Kim would ask the student what his name was and then ask the end of the class for any ideas. The students were very approachable and helpful. This activity took about 20 minutes. Everyone participated in the activity and seemed to really enjoy it.After the students were finished with their project, they had to tape it on a large butcher paper that was placed on the chalkboard. Kim explained to the students that the reason she wanted them to come up with a food name was b ecause it would be easier for her to remember their names. After that activity, Kim asked the group some questions about what they would like to learn during these sessions. She wanted to know some of the things that the students would be interested in or may have learned already. She told the students that this group was all about them, and she would do the best she can to take in their ideas. any(prenominal) of the students asked if they could talk more about girls and thought some of the traits girls have. Kim had a question box, where students would write down any questions, ideas, thoughts, or comments they have that sometimes they may feel uncomfortable saying in front of the group. It would be completely anonymous, and the facilitator would normally discuss about it the following week. Afterwards, it was time for the students to go to their next class. Kim had all the students drop in their index cards for the question box.Throughout my observation, I felt that the facilitat ors leadership drift was in between authoritarian style and democratic style. In the beginning of the session, Kims leadership style was more authoritarian because she was discussing about the program and the agency. I noticed that when other people were talking, she would stop talking and asked the students if they wanted to share something to the class. Other times, if other students were talking amongst themselves, Kim would stop and let them know that she was not going to talk over them. As the session went on, Kim started to have more of a democratic style.She already had a whole agenda planned out for the session. After going over the classroom rules, she started becoming more interactive with the students. Within the group members, Ive noticed that there were subgroups in the classroom. There would be a group of friends who would be having conversations with each other. Some other students were quieter and did what was told. Some of the members would shout out comments, and other members would start laughing. Some of the attitudes of the group was that overall, it seemed like everyone got along.Also, since all the group members were male, they probably felt more comfortable talking about certain topics and issues. Another strength was that these students were already familiar with each other, since they were in the same class. Most of them seemed to be very interactive with each other. The area the group needs to improve on is learning how to have side conversations with their friends. Even though the group is for the students, the students should learn and respect others who are talking. They could try to have fewer interruptions while others are speaking.The facilitators strength was that she had everything planned out. She went with her agenda and everything seemed to flow smoothly for the most part. When the students were doing the food activity, the facilitator was very engaging with the students. She showed a lot of interest with what the studen ts had to say. She also did a lot of active listening when the students gave her some suggestions and ideas. An area that cleverness need improvement is the way she talks to the students. Sometimes I felt that she sounded more of a teacher rather than understanding the group members.Since there was a teacher already in the classroom, maybe the teacher should be responsible for the disciplinary and not the facilitator. My concerns for this group is that some of the group members may have taken a similar program before and might end up being disruptive to the rest of the members. Most of the students seem to know a lot about domestic violence, and they may feel that the program is useless to them. I thought it was a great idea for the facilitator to ask the group members about what signifier of things they would want to discuss about in the program.The facilitator acknowledged the group members thoughts and ideas, which I thought was very important. free radical work seems to be m ore effective than individual work in certain ways. In one study, a researcher wanted to find out about the creativity between small groups and individuals (Moore, 2000). He had small groups working together and individuals working alone. Within the study, groups and individuals were give the same two paintings to examine. They were also given a questionnaire, which had questions about the paintings.The researcher wanted to see which one would produce more ideas and creativity for the paintings. Results showed that the groups came up with more ideas and details about the paintings than the individuals. Since there were more people in the group, more brainstorming were problematical (Moore, 2000). Martell and Borg conducted a study on individuals versus groups on behavioral rating accuracy (1993). Researchers were interested in seeing if groups working together would remember more than individuals do. The groups had an advantage over the individuals because more members were invol ved, which means they can analyse notes.Also, another advantage for doing group work was critically analyzing a situation, and in this case, a behavior. Results indicated that the groups had a high accuracy in answering the questions than the individuals. The main reason was because the group members were able to discuss about it and canvas their thoughts, whereas an individual only had one idea (Martell & Borg, 1993). These are one of the great benefits of group work. More ideas would be brought upon and could also have other people think about a certain idea or situation in a different way.

Footnote to Youth Reaction Paper Essay

The offspring is the hold of motherland.It has always been said that we, the youth, is the confide of our field. This has been the mentality of almost everybody in the society. I, myself had this mentality strongly root in my mind before I had read the story, Footnote to Youth. Yes, the youth could possibly be the intrust of our country or even of the world. As many have said, we are creative, dynamic, good thinkers, marvelous doers and a lot more. All these positive things also have corresponding negative thoughts from those who founding fathert conceptualise in our capacity. They say we are lazy, dependent, coward, apathetic and a lot more. I think it is neither sloth nor dependence that drives us youth into somebody useless in the society. We neer expected to be seeded player plainly a piece of crap of course. We always have wanted to do something extraordinary not scantily for ourselves sake. We have always wanted to be something the older and younger generation would be proud of. For me, the dilemma is not within us. It is on how our parents and the people around us treat us and affects us. I fit our minds are not as weak as the minds of the little children.We cannot be easily manipulated. But were not also as fixed-minded as the older people. We need guidance. How can we be the hope of the country if our parents themselves dont lead us to the right path? How can we be the hope if our parents themselves dont believe that there is real hope from within us? How can we be the hope if our parents themselves cannot correct the mistakes we do? Just like Dodong and Blas, we are preoccupied of the thinking that we can do everything we want to that we are ready to do the things that the older people can that what we think is always right. Yes we can do everything if we really insist to but without the guidance of our parents or the older people who know better, we will never know if we are making the right steps toward the right road. They hold the ke y that runs the engine of hope within the youth. I still believe that we, the youth, is the hope of the motherland but this will just come to reality if the older generation, especially our parents know how to bring out the best in us.-Jogie Rodriguez Torres, BST- IVJune 25, 2013

Eight Important Duties of an Agent Towards the Principal Essay

1. responsibleness to follow primary(prenominal)s directions or springers (Sec. 211) The first duty of every element is to minute within the scope of the authority conferred upon him and bring about the agency work according to the directions given by the pass. When the doer acts otherwise, if whatsoever handout be sustained, he moldiness hire it trusty to the principal, and if any profit accrues, he must account for it. Illustrations (a) Where the principal instructed the means to wareho give the goods at a particular place and the agent ware homed them at a different warehouse which was equally safe, and the goods were destroyed by fire without negligence, it was held that the agent was apt for the loss because any departure from the instructions makes the agent absolutely liable (Lilley vs Doubleday). (b) An agent being instructed to subvention goods neglects to do so. He is liable to compensate the principal in the event of these being lost (Pannalal Jankidas vs Mo hanlal).If the principal has not given any express or implied directions, then it is the duty of the agent to follow the routine prevailing in the same kind of business at the place where the agent digests business. If the agent makes any departure, he does so at his own risk. He must make good any loss so sustained by the principal.Illustrations (Appended To Sec. 211) (a) A, an agent, engaged in carrying on for B a business, in which it is the custom to invest from time to time at interest, the moneys which may be in hand, omits to make such investments. A must make good to B the interest usually obtained by such investments. (b) B, a broker, in whose business it is not the custom to sell on credit, sells goods of A on credit to C, whose credit at the time was very high. C, before payment, becomes insolvent. B must make good the loss to A, ir detective of his good intentions. 2. Duty to carry out the work with well-founded skill and diligence (Sec. 212) The agent must conduct th e business is generally possessed by persons engaged in similar business, unless the principal has notice of his essential of skill. Further, the agent must act with reasonable diligence and to the best of his skill.If the agent does not work with reasonable care, skill (unless the principal has notice of his want of skill) and diligence, he must make compensation to his principal in respect of direct consequences of his own neglect, want of skill or misconduct. But he is not so liable for indirect or remote losses. Illustrations (Appended To Sec. 212) (a) A, a merchant in Kolkata, has an agent B, in London, to whom a sum of money is paid on As account, with orders to remit. B retains the money for a goodish time. A, in consequence of not receiving the money, becomes insolvent. B is liable for the money and interest from the day on which it ought to let been paid, according to the usual rate, and for any further direct loss such as loss by variation of rate of exchange, but nothin g further.(b) A, an agent for the sale of goods, having authority to sell goods on credit, sells to B on credit, without making the proper and usual enquiries as to the solvency of B. B, at the time of such sale, is insolvent. A must make compensation to his principal in respect of any loss thereby sustained. 3. Duty to present Accounts (Sec. 213) It is the duty of an agent to keep proper accounts of his principals money or property and grant them to him on demand, or periodically if so provided in the agreement. 4. Duty to communicate (Sec. 214) It is the duty of an agent, in cases of difficulty, to use all reasonable diligence in communicating with his principal, and in seeking to obtain his instructions, before winning any steps in facing the difficulty or emergency. 5. Duty not to deal on his own account (Sees. 215 and 216)An agent must not deal on his own account in the business of agency i.e., he must not himself buy from or sell to his principal goods he is askedto sell or buy on behalf of his principal without obtaining the consent of his principal after disclosing all natural points to him. If the agent violates this rule, the principal may withdraw from the transaction where it can be shown that any material fact has been knowingly concealed by the agent, or that the dealings of the agent have been disadvantageous to the principal. The principal is as well entitled to claim from the agent any benefit which may have resulted to him from the transaction. Illustrations (a) A, directs B to sell As estate. B buys the estate for himself in the name of . A, on discovering that B has bought the estate for himself may repudiate the sale, if he can show that B has dishonestly concealed any material fact or that the sale has been disavantageous to him. Illustration (a) Appended to share 215 (b)A directs, B, his agent, to buy a certain house for him. B tells A that it cannot be bought and buys the house for himself. A may, on discovering that B has bough t the house, compel him to sell it to A at the price he gave for it. Illustration appended to Section 2166. Duty not to make any profit out ofhis agency except his remuneration(Sees. 217 and 218)An agent stands in a fiduciaryrelation to his principal and thereforehe must not make any profit (secretprofit) out of his agency. He mustpay to his principal all moneys(including illegal gratification, if any) current by him on principalsaccount.He can, however, deduct all moneysdue to himself in respect of hisremuneration or/and expensesproperly incurred. If his acts are notbonafide, he leave behind lose hisremuneration and will have toaccount for the secret profit to hisprincipal.7. Duty on termination of agency byprincipals death or insanity (Sec.209)When an agency is terminated by theprincipal dying or becoming ofunsound mind, the agent must take,on behalf of the representatives ofhis late principal, all reasonablesteps for the shield andpreservation of the interestsentrusted to him.8 . Duty not to delegate authority(Sec. 190)Subject to six exceptions statedearlier (under the brain Delegationof Authority), an agent must notfurther delegate his authority toanother person, but perform the workof agency himself.