R.C. Sherriffs Journeys End :: Sherriff Journeys End Essays

R.C. Sherriff's "Journey's End" 'Journey's End' was written in 1928, ten years after the end of the First World War. The author, R. C. Sherriff, was injured during action in World War 1 and therefore got a ticket home. Sherriff was trying to raise money for a new boat club and so decided to write this play and perform it. The other club members refused to act out this play because it was too like the World War. There had been a tendency for men returning from the front not to discuss their experiences as they were too horrific and they did not wish their womenfolk to know the truth. So Sherriff went to the 'Incorporated Stage Society'. They agreed, after a while of asking, to have one Sunday performance at the Savoy Theatre in London. They were to judge the play and see if it was successful. It was very successful and then ran for another 600 shows. Sherriff then became a full time writer and died in November 1975. After 'Journey's End', many other books and plays were written and performed about World War 1, but Journey's End had been the first. In the play Sherriff uses many ways to portray the horrors of war and because it is set in a dugout the audience is brought right to the front line for the entire play. The conditions are conveyed in great detail and they are introduced at the very beginning of the play with Hardy trying to dry his sock out over a candle in a dugout. Sometimes the men could not get dry for days and the condition known as trench foot took its name from an infection of the feet resulting from being constantly wet. Lice affected the soldiers very badly in the trenches. The soldiers were on duty at the front for six days and then got time off to rest and be de-loused. The lice would be everywhere and even if the soldiers were clean they would be re-infested very quickly. Stanhope said the dugout 'reeked of candle-grease, and rats - and whisky' and like 'cess-pits'. During the play it was said by Hardy that there probably is over two million rats in and around No man's land. Hardy advised Osbourne not to sleep with his legs hanging too low 'or the rats gnaw your boots'. During the six days at the front the soldiers very rarely took their uniform off, not even for bed, except their shoes and wet items of clothing. They slept on beds sometimes with no bottoms, in the dugouts. They were bunk beds and had a frame and a few cross bars.

Financial Ratio Essay

â€Å"If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence is not an exception, it is a prevailing attitude.† – Charles R. Swindoll Please use this template to produce the Bi-MTRs by filling the spaces provided. This should be submitted by the 28 th  of the relevant month, to your Placement Tutor’s e-mail address and to the Business School Employability Office (busemployability@gre.ac.uk). Please make sure you keep copies of your report, for submission at the end of your placement year. An email confirmation of receipt will be sent to you. If you have not received this confirmation within 5 working days of sending your report, please accept this as the BSEO did not receive your Bi-MTR. Date of MTR: 28 th of August 2013 Student ID: 000751077 Student Name: ADAMS OLALEKAN DOSUNMU Student Email: Da225@gre.ac.uk Work Telephone number: 07424525695 / 07850263416 Placement Tutor: DERYN GRAHAM Company Name: MARKS AND SPENCER Supervisor/Line Manager: JULIANA IRORO * Compulsory response Work Experience*: Set out your main duties undertaken during the month(s) and critically appraise your own performance in relation to those duties The first phase of my placement at Marks and Spencer, Edgeware Road. As a customer service assistant, which role is to ensure that diligent services are giving to customers at the right time in a well behave manner. I also have the responsibility of a section coordinator whose duties is to ensure that proper documentation of duty task and activities are achieved and recorded. Such roles includes: 1. Preparation of duty roster 2. Stock / inventory recording 3. Ensure proper team work among member of staffs and also team coordination 4. Act as a line manager in the absence of the manager. 5. Other functions Roles at work As a section coordinator assigned to the Hot food on the move /bakery section in the store, which duty is to make sure that desired target of sales, customer feedback and TSL audit preparation of my unit is to the store level of satisfaction. Roles within the unit Preparation of weekly duty roster for the staff working in the unit which explains the description of work, working hours, that is the start of shift to the end of the shift, and hour worked weekly. This is very important as staff will have knowledge of when and where are required to work. Due diligence A delegated paper work as a guideline to all members of staff as the service offered to customers on the tills, foods, coffees and other customer enquiry are of standard and also ensure that customer satisfaction are met. Making sure that all delegated tasks is in progression and also completed before staff finishes Bi-Monthly Training Report Template (Bi-MTR) Appendix 4: Bi-MTR â€Å"If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence is not an exception, it is a prevailing attitude.† –Charles R. Swindoll their shift, and in turn giving feedback to the line manager for proper check. Key Skills Development*: Outline the key skills that you have acquired as a  result of the work that you have done e.g. communication skills, working with others, IT skills, time management skills etc. I have possess unique skill of team spirit in relation to service excellence and also team coordination ,such skills includes 1. Interpersonal skill: My interpersonal skill has improved and this has helped me to gain more confidence and possess more unique skill on the job and relating to others both the staffs, suppliers, customers and the society at large. 2. Communication skill: Constantly improved in my communication skills, such as expressing my feelings, ideas, concept and exchange of information, as I learn to understand people’s accent concurrently by the day, both at work and out of work. Proper understanding of people’s culture, customs, norms and traditions. 3. Managerial skill: Techniques and business knowledge has also improved, having the opportunity to work with a reputable organisation with a versatile style of management, from value chain management to supply stream of income and supply chain management. 4. Time management skill: More timely conscious, time constraint and adherence to time management for every task to be completed at a particular point in time. What need to be done hourly, daily, weekly and monthly are been specify for the appointed time. 5. Information technology skill: InfoTech skill improved ability to use Microsoft Excel more efficiently and other applications such as SPSS. Critical Incidents: Outline any significant events, both positive and negative, that took place during the month(s) and had an impact on your work either directly or indirectly â€Å"If you are going to achieve excellence in big things, you develop the habit  in little matters. Excellence is not an exception, it is a prevailing attitude.† –Charles R. Swindoll If nothing to declare, please write â€Å"I have no critical incidences to declare† At the beginning of my placement with Marks and Spencer, I find it too much demanding, due to the work load and cultural differences, among colleagues such as styles, accents, customs and traditions. And also some of the staffs are difficult to manage and relate with, but with my interpersonal skills and style of on the job skill which has helped me to see things as it come, I never give fear a chance on me. So I learn all the system and style of work within a very short period of time and I applied what I have learnt as a business student to interprets and relate with the situation. In other to excel in my internship and becoming a successful manager. Employer Feedback: Give details of any formal or informal feedback on your performance received from the employer during the month(s) If no feedback given, please write â€Å"I have no feedback to give† I have no feedback to give Contact with Placement Tutor *: Please give details of your contact with your placement tutor in the past 2 months. This can either be via email, telephone or face to face. ADAMS OLALEKAN DOSUNMU 000751077 Da225@gre.ac.uk BSc BUSINESS STUDIES University of Greenwich Second Year. Tel: 07850263416 / 07424525695 Presently on a placement with Marks and Spencer, situated on Edgeware Road. Duty roles: customer service assistant in a role of a section coordinator. â€Å"If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence is not an exception, it is a prevailing attitude.† –Charles R. Swindoll Final Year Project (if applicable): Include any information you may have  gathered for final year project RENUMERATION: A major source of motivation. A case study of Marks and Spencer in remunerating its employees such as : Employees benefit and incentives Wages and salaries Bonuses and pension scheme. Other Information: Include any other information that you consider to be relevant to the traineeship e.g. .training courses attended, social activities, cultural differences for overseas placements Not Applicable Workshop / Training Days, Change of Address or Travelling Please include any days which you are scheduled to be away from your desk at the address provided on your contract. Not Applicable â€Å"If you are going to achieve excellence in big things, you develop the habit in little matters. Excellence is not an exception, it is a prevailing attitude.† –Charles R. Swindoll If you would like to add any further information about your placement, please feel free to continue on a separate page (however make sure it has your name, student number, Placement Tutor and placement company included). If you are unable to e-mail your MTR, please send it to Business School Employability Office via email on busemployability@gre.ac.uk. If you cannot send it via email, please send using FAX +44 (0)20 8331 8120 or via post to the address below. For more information, contact: Business School Employability Office Queen Mary 245 * the University of Greenwich * Greenwich Campus * Park Row * SE10 9LS

French revolution Essay

Before the French Revolution, France was ruled and governed by the king, his Grand Council of ministers, and 13 courts called parliaments. King Louis XVI ruled by â€Å"divine right,† believing that he had been put on the throne by the grace of God. France then was one of the most powerful and wealthiest countries, and had a strong army, and even stronger cultural influence. (Plain, 5) Louis XVI and his wife Marie-Antoinette were shielded from the daily lives of the ordinary people in France. When Louis XVI inherited the throne in 1774, he also inherited many problems left behind by the previous king, King Louis XV. The country had been involved in the Seven Years War, also known as the French and Indian War, and was left with many debts of the war. France was divided into three groups, or estates with their own status and role to play in the country. The First Estate involved religious people in the country. The Second Estate involved all the nobles. These two estates had many privileges, and were the wealthiest group, but were only a small piece of the entire population. The Third Estate was everyone else in the country: the peasants, poor city dwellers, and the â€Å"middle class†. The Third Estate was the largest group, and had little to no power, even though it was the largest group. (Connolly, 8) In order to pay off national debts, Louis XVI increased taxes in the Third Estate, which impacted many of their lives. Because of the taxes, industry started to lag, and there were bread shortages in many places. People of the Third Estate relied on bread as their primary source of food, and when the bread ran out or the price increased, many people went hungry and riots broke out. (Plain, 19) Louis XVI shocked many people when he declared war against the British, even though they were already in massive debt because of the Seven Year’s War. King Louis XVI wanted to increase trade with America, and wanted revenge against the British for beating them in the Seven Year’s war. After the American Revolution, many Parisians were fascinated by Benjamin Franklin, the American Ambassador to France. Franklin told of the new American Republic, where representatives obeyed the will of the people. Talk about similar change spread through France. Louis XVI tried to make reforms by ending the corvà ©e in many provinces, and  outlawed the use of torture to gain information. He also granted more rights to Protestants and Jews living in France, and allowed more freedom of press. However, it was becoming harder and harder to govern with a stubborn parliament. In order to pay off debts, Louis tried to impose a tax on all landowners, not just the Third Estate. The parliament of Paris claimed that only a special assembly could approve a tax, an assembly that hasn’t been called in over 170 years, the Estates-General. (French Revolution ², 2) The Estates-General was an assembly where representatives of the three Estates could discuss what to do. Through May and into June 1789, the representatives argued about how many votes each Estate should have. The First and Second Estates bent the rules to their advantage, saying that each Estate should have only one vote, ensuring that they would win any conflict two to one. The Third Estate wanted a system of majority votes, since it would give it the most say. On Jun 17, the Third Estate broke away and declared itself the National Assembly, which was a direct offence to the people in power, including King Louis XVI. (Connolly,12) The National Assembly created a new law that gave only it the power to decide on taxes. Louis XVI banned the National Assembly from its meeting hall upon hearing this. However, on June 20, 1789, the National Assembly responded by moving to the Versailles tennis court across the street and swore the â€Å"Tennis Court Oath.† The representatives swore that they would not break apart until they had drafted a constitution for the people of France, guaranteeing rights to the French people. Many lower-ranking clergy and a number of nobles broke away from the First and Second Estates to join the National Assembly. Louis feared the combined strength of this group, and could see that people were rising up against him. (Connolly, 14) In order to show the French his power, Louis hired foreign soldiers to go to Versailles and Paris, and fired the popular minister Jacques Necker. However, with the public and numbers from the other two Estates on its side, the Third Estate stood strong. The king, not wanting an outright revolt, ordered the representatives from the First and Second Estates to join the National Assembly to show that he accepted the change in mood, which then changed its name to the National Constituent Assembly. The French people wanted complete victory for the representatives of the Third Estate. They were mad that the king brought foreign soldiers in to France and fired Jacques Necker. On July 12, 1789, full scale rioting began, with symbols of the king’s power the main targets. Crowds of people gathered at the Hà ´tel Invalides, the place where the army stored their guns, and demanded arms to fight with. They rioters were able to get about thirty-thousand muskets and several cannons. However, they obtained very little gunpowder and few bullets. Upon hearing that the gunpowder and ammunition have been moved to the fortified prison, the Bastille, for safekeeping, thousands of people went to swarm the Bastille. The Bastille was originally built as a fortress, with walls five feet thick, but was now used as a political prison, but held very few prisoners. The crowd attacked shortly after noon on July 14, and Bernard de Launey, the man in command at the Bastille, agreed to surrender to the crowd if he was not harmed. But, the crowds took Launey prisoner, and soon after cut off his head and mounted it on a pike. (Corzine, 44-46) When Louis XVI was informed of the fall of the Bastille, he exclaimed, â€Å"But, this is a revolt!† The official who informed him told him, â€Å"No, Sire. It is a revolution.† (Plain, 29) In August, the National Assembly wrote the Declaration of the Rights of Man and Citizen, influenced by America’s Declaration of Independence. The Declaration of the Rights of Man and Citizen called for political power to be shared by every individual, for the right of religious freedom, and the rule of law. (Plain, 30) On October 5, 1789, thousands of women gathered at the city hall in Paris demanding bread. They disarmed guards and collected weapons and set out to Versailles to see the king. Along the way, a number of men and women joined them armed with scythes, heavy sticks, pikes, pitchforks, and knives. After the king was led back to Paris, he was literally held under house-arrest as a hostage. Louis XVI was convinced by his advisors and the queen to flee Paris and the entire royal family fled under the cover of the night. Many deputies feared that, with the king gone, foreign armies could invade France. The family’s flight was thwarted when they were recognized, a nd were led back to Paris as a prisoner in disgrace, and to many, a traitor. (Corzine, 63-65) By August 30, 1792, France was in a state of terror. The stronghold of Verdun was under siege by the Duke of Brunswick’s armies, which would give the enemy an open road to Paris if it fell. On September 2, news reached Paris that Verdun had fallen. On that September afternoon, terrible massacres occurred. Priests were dragged from their coaches and killed. Mobs stormed the Carmes prison and killed the priests imprisoned there. They were brought to a mock trial, and then executed. The killings lasted for five days, and over fourteen hundred people were killed. Nearly all the prisons in Paris were attacked and the prisoners murdered. (Corsine, 79-81) By 1792, members of the Jacobin club had taken control. The Assembly declared war on Austria and Prussia, but were easily defeated. As the enemy armies marched towards Paris, the people panicked. On August 10, about twenty thousand French revolutionaries stormed the Tuileries palace, forcing the royal family to flee. By then, many of the Revolution’s former leaders had left the country. In September, the French army defeated the Prussians. The National Assembly then voted and renamed itself the National Convention, which adopted the slogan Liberty, Equality, Fraternity. The Convention then immediately abolished monarchy, and, on January 15, 1793, the Convention found the king guilty of â€Å"conspiring against liberty.† The king was escorted to the guillotine on January 20, 1793, and was quickly executed, becoming a symbol of the Revolution. (Connolly, 32) Following the death of Louis XVI, France was waging war with nearly every European power, including England, the Netherlands, Spain, Austria, and Prussia. There was also a small civil war in France, with the Royalists and the pro-Church people against the Revolutionaries. To help France through the war, the National Convention created the Committee of Public Safety, led by Maximilien Robespierre, the leader of the Jacobin Club of Paris. Robespierre stressed the need for a center of opinion and was enemies with many members of the Convention. The Committee of Public Safety tried to de-Christianize France, and created a completely new calendar. The Committee of Public Safety soon led the country into what is now known as the Reign of Terror. During the Reign of Terror, possible enemies of the Revolution were executed. Over sixteen thousand people from all classes were sent to the  guillotine, and flags now had the phrase Liberty, Equality, Fraternity, or Death! But, in July 1794, Rob espierre was sentenced to the guillotine, and his followers followed swiftly. (Plain, 35-38) The National Committee created a constitution that gave power to a five-member Directory, and two legislative bodies. The Directory had serious problems it had to face, such as supplying France with food and goods. Much of France’s population was starving. A little-known officer, Napoleon Bonaparte, supported the Directory and was able to help France in times of need. Several politicians overthrew the Directory on November 9, 1799, and created a new constitution which supposedly gave power to the Consulate, but actually gave all the real power to the First Consulate, which Napoleon Bonaparte was elected into. (Connolly, 44-45) Napoleon Bonaparte established the Bank of France, strengthened the school system, made government jobs, and established a code of justice known as the Napoleonic code. France also conquered many European countries, and by 1806, France controlled much of Western Europe. Napoleon soon became more and more powerful. He changed the constitution in order to give himself even more power, and declared himself Emperor of France soon after. The French believed that their lives were better under Napoleon, even though this was not the ideas of the Revolution. The French Revolution and the American Revolution were similar and different in many ways. The American’s wanted to break away from Great Britain, while France just wanted to get rid of the monarchy. During periods in the French Revolution, over seventeen thousand people were sent to the guillotine to be beheaded. During the war, America had France and Spain on its side and was against only Great Britain. France, however, was on its own, and had to fight against five countries. The French sent the king and queen of France to the Guillotine, but the Americans did not harm physically harm the royal family in any way. After the war, America had two forms of government. One was the Articles of Confederation, which gave too much power to the states, and another one was the Constitution of the United States. The French had four forms of government. The first was the National Assembly, the second  was the Committee of Public Safety, the third was the Directory, and the fourth was t he Consulate. For the French, their lives were better after the Revolution and once Napoleon was the First Consulate. The French Revolution was truly a revolution. The French Revolution was a real revolution because there are political changes, social changes, and economical changes. After the war, the French have overthrown the monarchy, and replaced it with the Directory. However, the Directory then fails, and is replaced with the Consulate. The people’s lives improved after the Revolution. The school system was better, and there were more jobs for people who could qualify. Napoleon established the Bank of France and improved the economy. Napoleon had improved the areas of education, justice, and business after the war, making the French Revolution a real revolution.

American Revolution Essay

? The Northern Native Americans were known as â€Å"savages† by the European settlers, but actually they created some of the greatest civilizations in history. The lands and social cultures that European explored thought they â€Å"discovered† had in fact been developed way before they had arrived. When the European settlers arrived in North America they found an unknown continent largely populated by around 350 Native American civilizations. The Northern Native Americans ways of life may have differed but they were all able maintain and create advanced civilizations with an effective use of land and agriculture, a well-organized social structure and adequate living arrangements . One of the main reasons why Northern Native Americans were able to create such strong civilizations was due to their effective use of land and agriculture. With different native societies being located in the Southwest, South and Northeast of America, they all had to overcome different climatic and geographical hardships to survive. The Pimas and Papagos had to deal with the overwhelming fact of Southwest dryness and find a way to create an effective civilization that would thrive. The Pimas and the Papagos were able to make irrigation farming possible with narrow bands of vegetation in wet sands found along rivers to the Gulf of Meixco and Californina for nearly 3,000 years before European colonization. The Natchez and the Indians of Florida in the South lived in a climate that was perfect for farming with wide-ranging fertile plains and rich bottom land which made farming even more possible. Since agriculture is such a large part in all Native American civilizations, with the perfect climate and geography for farming enough food and plants were grown to support thousands of people. The Native Americans of the Northeast were blessed with varied geographical features but not as blessed with having to deal with growing seasons since it got very cold in the winter. In the Northeast cultivation became strongest support of the Native American economy. The Iroquois women were able to grow and harvest food to support 50 longhouses. Due to the way the Native Americans were able to adjust to their geographic and climatic hardships farming became prosperous. Along with agriculture, social structure is also a key factor in a successful civilization. The Pimas settlements were located a large distance apart and were governed by assemblies of men with one headman to manage the irrigation works. The Pueblo people had a strict code of behavior to abide by along with a government system and ceremonies of rituals. The Natchez had their own leader they called the Great Sun and they lived in a class based society where public torture and human sacrifice was common. The Indians of Florida had a similar social structure living in chiefdoms that were characterized by a class system. The Iroquois nation founded a confederacy that was able to control the period of persistent violence. This confederacy became one very powerful as it suppressed violence and outlawed warfare among member nations. By forming some sort of government, each Native American civilization were able to control their people and reach stability. The advanced civilizations would not have been stable if ample living arrangements for the large population of Native Americans did not exist. In the Southwest, the Pimas and Papagos lived in detached settlements that were separated up to a mile apart which allowed limited interaction with other people. The Pueblos lived a communal village life, living in dwellings of interconnected apartments. Due to the commitment of communal village life, the Pueblos populated the oldest continuously occupied towns in the United States. In the South, the Indians lived in villages of twenty to large towns of thousands; depending on their ways of life. The Iroquois of the Northeast lived in 400ft long homes called longhouses that housed dozens of families. Their villages were surrounded by wood walls which was evidence of conflict between groups. Algonquian communities consisted of smaller independent villages than those of the Iroquois people. The statement â€Å"By the eve of European Conquest, North Native Americans had constructed good civilizations† is true because way before the European settlers believed they found a â€Å"new world† the Native Americans were advancing and establishing strong civilizations on their own. When the Europeans came to settle, they encountered hundreds of Native American communities that were highly advanced for the time period. Even with limitations of their homeland due to geographic and climatic hardships, the North Native Americans were able to create livable and advanced civilizations. These civilizations thrived due to the Native Americans being able to adjust to their surrounding allowing great use of land for agriculture, strong social structures and organized living. .

Construction contract Essay Example | Topics and Well Written Essays - 750 words - 1

Construction contract - Essay Example This allows individuals to possess the goods on site in case the employer becomes bankrupt. This also denies the insolvent employer or appointed practitioner ownership of goods until when all the payments are completed (Philip 149). The contractor should prepare an account and submit to the employee in duration of not more than two months. The employee is then required to make the payments within twenty-eight days from the date he/ she receives the statement. The contractor should also submit the same to the bank in case there was a contractual link between the employee and the bank. This allows the bank to pay the contractor on behalf of the employer. On the other hand, a contractor has the right to sue the insolvent employer for the amount due to him after the twenty-eight days. The payment claimed may include the cost of equipments and materials the contractor bought or any expense incurred when removing the materials from the site. The contractor may also seek compensation on any damage caused to him or loss of profit (Philip 108). The way an employer is entitled to dissolve a contract if the contractor becomes insolvent; similarly, the contractor who finds out that the employer has become bankrupt may have the right to terminate the contract. However, the contractor is required to first notifying the employer or the employer’s representative. The contractors’ continuation with the contract is termed null and void from the moment an employer declared bankrupt. The employer will therefore not liable be for the expenses incurred at this point. In other words, the contract has to be outline even if the service provider dissolves the contract or not. This will help put off contractors responsibilities under the contract to carry out and finish the assignment. The contractor has an obligation to inform the sub contractor in a situation where he decides to terminate the contract. This could do this in writing indicating the

Wonderful Adventures of Mrs. Seacole in Many Lands Assignment - 1

Wonderful Adventures of Mrs. Seacole in Many Lands - Assignment Example as an adventuring business woman in London, Jamaica, New Granada, Haiti, and Cuba, and as a woman who, undisturbed by the horrors that were experienced at the battlefields she deployed herself to the Crimean war, her heroine was extraordinary by any standards. In addition to her bibliographical significance, her works are invaluable means of espying how the female subject fashioned her identity, from the socially, racially, and more so the economically disempowered position. The text describes how she exploited historical moments in order to realize and construct a new social identity. The writer has used double coincidence so as to challenge contradictory and conflicting ideas in her identity. When the location shift from Jamaica to England; she finds this site less predictable, unlike the colonial one. She illuminates what she reveals as the psychological migration of colonialism and migration. In the wonderful adventures, the cultural hybridity of Seacole surrenders to the imperialism of Britain as a civilization strength; however, this surrender is not absolute. Seacole’s constant revolt against the marginalization that was imposed by gender and race qualifies her hold for the civil ideals; she even portrays herself as the champion of the English values (Seacole 45). She claims that the British Empire has become a sacred value in her life, and it does not matter whether it represents cultural and social legitimacy at home or abroad, or maybe the much desired protection from the Yankees of New Granada (Seacole 73). The narrative celebrates her single status of being a Jamaican woman. At the age of forty-five, she chooses to defy the English –derived social conventions (Seacole 60). Instead, she decides to carve out of the new life for the sake of adventure, entrepreneur, and professional healing. While telling her story, we realize her attempt to explain the meaning of a true woman based on her individual accomplishments as a Jamaican woman, where color

Legal case study memorandum Example | Topics and Well Written Essays - 500 words

Legal memorandum - Case Study Example 2. Forestland and Ecoland is both signatory of GWA that requires reduction in carbon emissions. The two states have devised measures to deal with the issue. Forestland have built on dams and Ecoland have introduced ECTR, patent and labeling regulations. 3. ECTR levy tax depending on the level of carbon emissions with the higher the carbon the higher the tax. ECTR classify RecycloFuel as carbon-neutral manner („BCNs‟), while ForestFuel as non-carbon-neutral manner (BCs‟) on the grounds that forest fuel powered by hydroelectricity emits carbon emission. Nevertheless, there is no conclusive evidence that this is true (Prezi, 2015). 4. Eco-labeling mandates the labeling of the products depending on the fuel used. Products made from RecycloFuel are labeled using a â€Å"happy marmot† label, product made from ForestFuel have â€Å"unhappy marmot† label and products made from fossil fuels have â€Å"furry marmot unfriendly† 5. Section 66. 6 requires no patent to inventions directed in prevention of commercial exploitation in which it is necessary to protect the public or morality comprising of animal and plant life or health, humans or to avoid grave consequences on the environment. 6. Ecoland in this case wish to protect, a special species, marmot that helps in distribution of Ecolandian Fir tree, the main source of biofuel. The climate has changed in the last five years with a drop in ski slopes and global warming that has consequently saw a reduction in Fir trees. In this effort, Ecoland is trying to have eco-label to protect the environment. The Indonesia government brought the case forward to the panel in respect to clove cigarette labeling regulations. US in this case had prohibited production and sales of cigarette with cloves. The panel ruled out that the aimed at improving public health to smokers. Canada and Mexico brought a case the TBT panel in regard to the action of US on labeling regulation. The