Resume Professional Profile Essay Example for Free

Resume Professional Profile Essay Professional Profile A dedicated professional consultant with experience in management and business organization. Client focused, management driven, goal oriented, a team player, detail and research oriented, enterprising work ethic and solid integrity. Accountable and well organized. Skills and Certifications Primavera Software Complete MS Office package; Including MS Project, WordPerfect, Outlook Calendar, Registrar, Corel Draw, PageMaker,  Calendar Creator Plus E-mail, Internet design programs, SAVRR, CSTX System, Phoenix Typing 110 wpm, 10-key/touch Dbase III, Visio, Training Server Registration TAS Navigator Upgrade MS Access, Viewpoint   Purchasing Plus software, Blue-stake EZ-Trak P3 Scheduling Document Express Documentum Expedition IRMO RMS   Maximo Professional/Interpersonal Skills Asset Recognition Transfer – government to government, contractor to government; received recognition for leading the AFCEE Contractors in top closeouts at PMR Knowledge of Project Management Portals used by various AFCEE contractors (lap. lagunaconstruction; Ecconet; kbrconnect; URSConnect) Primavera Expedition Document Controls Administrator Contract Data Requirement List (CDRL) Experience with: JCCI, NAFVAC, AFCEE, MOE, MOD, DOD, COE Overseas Project Close-out/De-mobilization Plans (JCCI, NAFVAC, AFCEE, MOE, MOD, DOD, COE) close-out and turned over 600 projects totaling over 3 billion in revenue. SOP development and implementation Built and implemented Complete Document Control program (Halliburton ECCI) Catalogue Secure all Design As-Built drawings in accordance with SOP-206 Engineering Assistant Manage Overseas Man Camp/billets; security contracts; life support Team Development and Leadership training for Iraqi Local Nationals Manage Overseas Man Camp/billets; security contracts; life support Government Property Management for all Iraq and U.S. Area (JCCI, AFCEE, COE, PMO, NAVFAC, MNSTC-I) Task Orders, in-depth knowledge of the DD1354 and DD1149, DD250, Property Material Transfer and Supply procedures. International Logistics Manager Petty Cash Management / Payroll (maintain 100k average) Budgeting Skills Procurement Skills Contracts/Subcontracts (FAR) administration skills RFQ (request for quotes) Wrote, implemented, and manage the first AFCEE Warranty Program in Iraq Leasing skills Management and Organizational skills Facilities Management Skills ESL Instruction/Indochinese Refugees International Business Development Support (Proposal Production; Time line scheduling, etc.) Portal Maintenance; development; training and design Professional/Consulting Experience Laguna Construction Company, Baghdad, Iraq Project Manager-Task Order Contract Closeout Identify, perform QC/QA on all Contract Deliverables while interfacing with Client AFCEE/MNSTC-I for transfer of reach back and ongoing Task orders.   SME for JCCI/MNSTCI closeout processes for MoF closure of MoD contracts.   Maintain Company Database; on-site acting Contract Compliance Manager.   Set up and expedite best practices for company.   Other duties as team requires. Berger-URS-JV, PCO-GRD Baghdad, Iraq Closeout Control Manager for Facilities and Transportation Provide lead support role in project closeout activities.   Set metric-based goals, regular tracking and reporting close-out progress using computer applications.   Support transfer of facilities to owner.   Consolidate project files.   Manage electronic files, using Excel and database applications such as Maximo, IRMO, RMS and â€Å"P† drive.   Represent closeout group at weekly meetings and provide verbal and written reports.   Maintain action items and notifies designated managers of overdue items. Kellogg, Brown, and Root Services, CONCAP Program, International Locations Document Controls-Project Closeout Manager Project Closeout Specialist preparing deliverables for NAVFAC and preparing Demobilization and Closure Plan for submission.   Document Closeout – Primavera Expedition.   Implemented Documents Control sub-department and wrote SOP for Documents Control Specialist.   Delivered over 600 million in CONCAP Task Orders from Dec. 2005 thru July 2006. Document Control Manager (Procurement Materials) Serve as document liaison for Regional Baghdad PMP (Property, Materials and Procurement) operations in Taji, Camp Cooke.   Wrote and implemented theatre wide Data base program networked to encompass all PMP operations.   Reported on procurement, and contracting activities to Houston office.  Ã‚  Ã‚   Maintained records retention schedules for International/Military Documents.   Monitored quality reporting under Master Agreements as it relates contractually. Managed and reported petty cash funds between Regional offices in Baghdad Taji, Camp Cooke.   Manage logistics of office and field supplies. ECCI, AFCEE Program, Baghdad, Iraq  Ã‚   Administrative Operations Manager, Logistics Manager, Government Property Liaison Currently travel 75% of the time in Theatre, closing out Task Orders and Writing Closure/Demobilization plans for completed projects.  Ã‚   Responsible for preparing CDRL Deliverables in the form of Turnover packages on all Projects to Client.   Work closely with client on Portal management.   Manage the Iraq Post closeout Warranty program.   Tasked to write SOP’s in an effort to standardize practices within theatre. Currently work in Program Controls in a Management Capacity in the areas of International Logistics, Document Control implementation, Government Property Controls and Task Order Operations. When supporting An Numaniyah Military Base as Operations Administrative Manager, duties included the management of day to day Administrative operations. Supervised up to ten employees; maintained payroll; petty cash; timesheet maintenance and distribution for ECCI and private Consultants, set up complete file maintenance system; wrote and implemented Administrative Office procedures.   Acted as liaison between the Client and ECCI; developed and implemented first Document Control Category Classifier for Retention of Records in Iraq, handled Administrative Turn-over of a 58 million dollar project to our client, AFCEE. Implemented and closed-out Project Documents.   Coordinate with Security and Program Managers during development and implementation of the demobilization plan.   Primary point of contact for all incoming and outgoing logistics; including employees; supplies; mail; etc.   Maintained project leave schedule; including processing all forms for leave, expenses, petty cash disbursements, cash advances, and Personnel Change Notifications.   Supported the Project Cost Specialist by expediting invoices during leave; Implemented and delivered a complete inventory of Government Property. Updated six months of post dated Portal data, maintained and QC’d daily maintenance of ANMB Portal.  Ã‚   Worked with Headquarters to improve Portal delivery to AFCEE, and delivered feed-back to enhance Portal friendliness.   Continue to trained   Operations Assistants, Project Managers, and Quality Managers in all duties, focusing on Document Control; Portal Maintenance; petty cash distribution; and coping strategies of living and working in the field.  Ã‚  Ã‚   Performed all other duties assigned by Director of Operations and Program Controls. ECCI, UXO-CEA Program, Al-Taji Iraq Financial Specialist/ Logistics Coordinator Served in dual roles managing human resource documentation, employee time sheets, travel reimbursements, document control, and responsible for the following Reporting efforts:   Operations Reporting; SitRep Reporting, Weekly Corps of Engineer Reporting.   Maintained controlled file management for munitions records.   Serve as primary Dispatch for Taji Base operations.   Worked closely with Iraqi Nationals in the capacity of Contract Administrator for the Rafiadian Security force and served as the Local Labor force Liaison.   Attend Base Defense meetings, supervised two Iraqi Interpreters, and coordinated Billeting efforts with Parsons Logistics.   Developed and maintained close contact with Mayor Cell at Camp Cooke. Additional duties needed. Pierson Construction/Engineering Firm, Tempe Arizona Dispatch/Purchasing Agent Supervise company runner; Dispatch, Purchase and Coordinate 12 full crews on 15 open jobs in multi-million dollar Water and Sewer projects.   Managed various logs, purchase order preparations, price-out and award contracts for all materials and equipment.   Developed and maintain systems integrity within Company’s computer tracking system, and all other duties as assigned.   Expedited all below grade piping and aggregate from Suppliers in US and Internationally.    Dell Computer Corporation/Dell University, Austin, TX Administrative Specialist (Promotion w/in Dell Computer Corporation) Project centered position, supporting V.P. of Human Resources  Product Services Group.   Use high level of discernment and confidentiality working with employment, salary and stock option planning.      Ã‚  Ã‚  Ã‚  Ã‚   Sr. Administrative Assistant   Support three program managers and one director by managing and coordinating meetings and training events between Suppliers, Executive Offices, and lines of business.   Outlook calendar and e-mail management. Record and distribute minutes for three Global Task Forces. Process and drive Contracts, Statement of Work, Non-disclosure Agreement’s, Purchase Requisitions and Orders, by working closely w/Procurement, Legal and Accounts Payable.   Coordinate all aspects of Inter-National and domestic travel for managers/director.   Utilized Excel to manage department Budget, and monitor metrics in Road mapping projects.   Proficient in Microsoft Access for tracking logistics, confirm training and vendor records. Program Administrator responsible for team of consultants contracted under QSAT.   General Office practices.    Office of the Attorney General, Austin, TX Training Specialist II, (Promotion within Office of the Attorney General) Developed, researched, delivered the following training: Customer Service, Stress Management, Telephone Etiquette, Office Administration, Records Management Retention Scheduling, WP6.1 intro and intermediate, WP5.1, Intro to Olivetti, CPR and First Aide, Financial Collections Procedures, Introduction to logistics, Human Resource, Technical, Safety, Management Training.   Traveled 70%.   Served as a consultant to various departments and field offices to understand specific requirements needs to provide research options and solutions.    Training Media Coordinator/Conference Meeting Planner Planned statewide logistics for conference/training space, food and beverage, vendor hospitality and sleeping rooms.   Handle special conferences as mandated by Director of Child Support.   Negotiated and processed contracts and associated paperwork for out-of-agency training facilities, sleeping rooms and equipment statewide. Developed and maintained a database for statewide training and conference events. Managed and planned build-out specifications and Building Inventory for 15 off-site PC training centers statewide.   Coordinated and maintained all Media.   Designed, coordinated, maintained and distributed training calendar state wide.   Previewing hotels in-state and out-of-state for possible conference sites.   Evaluated software packages for conversion of Training Scheduling and Database.   Systems Administrator-Registrar.    Education Lamar University, Beaumont, Texas Business Administration/Computer Science 1988 Austin Community College, Austin, Texas Accounting 1980 References Letters of Recommendation are available upon request

interracial marriages Essay -- essays research papers fc

The law forbidding interracial marriage was terminated in 1967, and in the midst of rapid racial change, one fact is unmistakable: A growing number of Americans are showing that we all can get along by forming relationships and families that cross all color lines. In the past couple decades, the number of interracial marriages has increased dramatically. Interracial dating and marrying is described as the dating or marrying of two people of different races, and it is becoming much more common to do so. Thirty years ago, only one in every 100 children born in the United States was of mixed race. Today, the number is one in 19. In some states, such as California and Washington, the number is closer to one in 10 (Melting Pot). Since 1960 the number of mixed race marriages has doubled every decade (Love’s Revolution). Interracial couples only represented a surprising 2% of all couples in 1990, with interracial marriages representing only 4% (YGGDRASIL). In 1998, there were 1,348,000 interracial married couples. Today, 15% of all babies born in the Golden State are of mixed race. Between 1968 and 1989, children born to parents of different races increased from 1% of total births to 3.4%. There has also been an increase in births to Japanese and White parents. There are now 39% more births to Japanese-White parents than births to Japanese-Japanese parents (in the U.S.). Between 1968 and 1989, Chinese-White births more than tripled (from 1,000 to over 3,800). From 1970 to 1991, t...

First Year Psychology Students’ Memory for The News as a Function of Media of Presentation

7O psychology students were presented with a selection of four news stories in three different media; print form, audio form and audio visual form. Participants were tested immediately after exposure to the news to measure retention of story details, via a questionnaire. Subsequent results showed significant differences in information recall between the medium of presentation. Recall of detail was greatest from print, and worst from audio mode. It was made clear that when in print form, information is better absorbed, processed and retained than when in audio-visual mode and audio form. INTRODUCTION As the world's technology grows, and the public's demand for information is ever increasing, the news is presented in increasingly varied media. The news is a key factor in modern day society, with the vast majority of the U.K population being exposed to it at least once every day. Despite the various forms in which news can be accessed, for example radio, print and even music, it can be gathered from public opinion surveys that the vast majority of individuals endorse television as their most important source of news information. Subjective views of audiences indicate that television is an important news source, from which they learn a lot. Yet, research in the past has shown that on the whole, individuals frequently fail to remember very much from television broadcasts. One survey of people living in the San Francisco area, where respondents were telephoned shortly after the evening's main broadcast and asked, â€Å"What do you recall from tonight's broadcast?†, showed 51% could not recall any stories. On average subjects remembered just 6% of bulletin's stories.(Stern 1971) These losses of information recalled can be due to various factors concerning the viewer's motivation, attention, interest in the story and relationship with the story (Gantz 1979, Neuman 1976). For example, British research indicated that gender differences in the recall of TV news is linked to content factors. Interestingly, males recalled information from news narratives about violent incidents accompanied by violent images better than females did. Yet when these same stories were presented in sound only and print form, these gender differences disappeared(Gunter,Furnham and Gietson 1984). Also, research has questioned a variety of news presentation factors as having significant effects on learning(Berry, Gunter and Clifford 1981). It must therefore be questioned whether television is in fact the most memorable form of presentation of information, when compared with audio-only or print form. Printed media convey greater quantities of information, and also allow readers to process the news at their own pace, whereas in both visual and audio-visual modes, the pace of information presentation is set by the producer. It is also argued that people are able to process information more deeply when reading or listening to the source. This is due to the fact that when watching the news item, the viewer is given all the information at once; visual and audio. This can not only be somewhat confusing(especially if the visual information does not correlate to the audio or narrative, often due to quick cutting of visual scenes), but also means the individual does not need to pay attention as much, as no extra thinking must be done. When reading and to some extent listening to an article, the individual must think of the visual ingredient themselves, as this is not given. This additional processing of the material can result in better retention. This has been supported by various researchers(Greenfield 1982, Meringoff 1980). It should be noted that this theory is argued in research, it has been found that recollection of the same story in print and audio-visual modes is better from print(Beighley 1952; Browne 1978). On the other hand, a study using television, radio and print to present information, it was reported that retention of abstract information is far superior when from television, in turn with better memory performance from radio than print(Williams,Paul and Ogilvie 1957). Yet more recent research by Wilson (1974), which involved all three media, found that retention was better from print than audio and audio visual. It is possible that these differences in findings is because Williams tested recognition, whereas Wilson tested free re-call(Gunter,Furnham and Gietson 1984). This therefore could help argue that printed presentation of information produces better free recall performance as reading requires more cognitive effort and requires deeper information processing than television. Millions of pounds are spent on advertising and sponsorship on television, as it is presumed that information that people see on TV will be remembered and hence may lead to buying a certain product. This, therefore is an important and interesting area of research, not only due to the controversy of previous results, but due to the present day necessity for effective advertising and could also lead to future improvements in education and teaching methods. In this experiment, it is Hypothesised that- scores regarding information retention would be higher from groups who receive written material than audio, which would be higher than audio-visual material. In order to carry out this study, a similar study's framework was used as a template for the design. In this case, the study- â€Å"Memory for the news as a function of the channel of communication† (Gunter, Furnham and Gietson 1984) was replicated. METHOD Design and Materials- Random assignation of participants (a control) produced three groups (see participants subsection later) with no limitation on sex ratio in each group. These three groups were the independent variable. The groups were presented with varying media all of which gave the same narrative script (a constant throughout each item), in different forms. Group A(n=25) were presented with news in audio form. Group B(n=22) received the information in print form and Group C(n=23) received the news in audio-visual form. The news items were originally recorded from TV news bulletins transmitted by an experimental TV service, and had not been aired on mainstream networks throughout the U.K. The bulletins were originally broadcast separately over 18 years ago, therefore further reducing the likelihood of a participant having previously seen said items. Participants in were confronted with four separate news stories, which were presented in the same order for each media. In its audio/audio-visual state, each of the four stories lasted approximately one minute, with a total time of 4 minutes, 33seconds from beginning of story 1 to the end of story 4. Two items were scenes of street fighting between protesters/demonstrators and police in El Salvador and South Korea. The two other news items depicted non-violent events – Japan lifting trade restrictions and A Greek Prime Minister's visit to Yugoslavia. Each story had a common narrative voiced over by an unseen narrator, and it was this common narrative which was transcribed in the print form given to Group B. Footage presented to Group C depicted the following scenes- the El Salvador footage showed gun-fighting between individuals in the streets, with commentary from the narrator. Footage from South Korea showed rioters throwing stones at police and rioters reprimanded being clubbed and beaten by officers. The story told gave reasons for these disturbances, which were varying social groups' dissatisfaction with each Government. Japan's reduction on tariffs on certain goods due to disapproval from the U.S.A and the E.E.C was accompanied by footage of delegates at a summit meeting in Versailles concerning various matters including those mentioned previously. The last story concerning the Greek Prime Minister's visit to Yugoslavia depicted images of the visit and documented reasons for the visit. Group C were presented the stories via a colour screen with sound capability. Group A were presented with only the sound stream from the audio-visual medium. Group B were given transcripts of the narrative from the broadcasts. A questionnaire was then given to the groups, which contained twenty questions, five from each story, which questioned the groups about certain facts from the news items, hence testing the content retention of each group. The questions tested remembrance of where and why certain events occurred. The participants then were awarded two points for each correct answer, one point for a partially correct answer and zero for an incorrect answer, giving a maximum score of forty points. Participants- A total of 70 subjects were used in the experiment, all of whom were University of Bath first year psychology students, with ages ranging from 18 to 40. Group A,B and C each had three males in them, and subsequently contained 22, 19 and 20 females respectively. Procedure- Once seated, participants were given a letter which referred to their group- A,B or C. Group B were then removed from the room, and given scripts which they had four minutes to read. They remained in the building's foyer until time was up. Groups A and C were presented with a video with sound on a projected colour screen in the main room. Group A (audio only) were then instructed to cover their eyes as to only listen to the audio from the video, whilst Group C were allowed to watch the video and listen. The exposure times for each group were equated across each media. Once all groups were re-assembled, they were handed with a questionnaire which they had twenty minutes to complete. Subjects then were told the correct answers and marked their own tests. They then handed in the scripts with their group letter and total score on, from which the results were calculated. RESULTS Table 1 (shown below) shows the processed data gained from the experiment. The table presents the means from each group's results on the questionnaire, and the standard deviation of each group. Table 1 Group Number of subjects Mean Score Standard Deviation A- audio 25 7.9 4.6 B- print 22 12.0 5.1 C- audio-visual 23 8.9 4.9 The mean scores of each group are a point of interest in this study as they illustrate the extent to which each medium was recollected, as an average for each group. Group B gained the highest mean score on the questionnaire with an average of 12. Group C gained the next highest average, with a mean score of 8.9, and Group A had the lowest score with 7.9. This indicates that those who received information via print recalled the greatest level of detail, as they scored highest (on average) in the questionnaire. The comparison of mean scores also indicates the superiority of audio-visual medium over audio in terms of detail recollection. It was also necessary to include standard deviation in the data as this shows the dispersion of individual results around the mean for each group. As can be seen from Table 1, the standard deviation for each group was relatively similar; 4.6, 5.1 and 4.9 respectively for groups A, B and C. The standard deviation scores were also relatively low in each group, with group B having the most dispersed results around the mean with the highest standard deviation (5.1). Group A had the lowest standard deviation with 4.6, with group C in between with 4.9. The standard deviation indicates that scores were more agglomerated in group A than groups C and B. As the dispersal around the mean for each group were rather similar, it is indicated that the memory performance of participants in all three groups varied to a certain extent, even though averages were different. DISCUSSION The extent to which the news was recalled by participants was highly dependant upon the mode of presentation. As hypothesised, the results show that the level of detail recalled was greatest following pint presentation of the news. This was the expected outcome, and has been confirmed in previous research, for example Beighley(1952) and Browne(1976), who both found that print in the most memorable medium of presentation. There are a number of theories as to why print is the superior format for news recollection, firstly it is argued that in print form, there is a greater quantity of information offered to the reader. Although the print format was purely a transcript of the narrative of the audio/audio-visual media, the amount of information that can be absorbed and processed by the reader is greater. This can be due to the fact that when in print format, information can be processed at a self-paced speed( Gunter, Furnham and Gietson 1984), whereas in audio and audio visual formats, i nformation is presented at the set pace decided upon by the producer. This leads to a greater absorption of information from print format and hence a greater level of detail recall (as shown in the results of this report; the mean score for subjects given the print format was 12, compared to 7.9 and 8.9 for audio and audio-visual formats respectively),indeed imagery is known to act as a strong mnemonic device(Paivio and Csapo, 1973; Kosslyn and Pomerantz 1977). Printed news also necessitates the reader to conjure up his/her own images whilst reading the script, in order to get a mental picture of the scenes documented. It is this process which also may lead to greater remembrance of detail, as the reader must process the information further than participants who received the audio-visual format( Greenfield 1982 and Meringoff 1980). To some extent, this is prevalent with audio only subjects, as images are not given, so must be imagined. The experiment showed that, contrary to the hypothesis, Group C(audio-visual) scored a higher average than Group A(audio),as can be seen from the results; Group C's average on the questionnaire was 8.9 whilst Group A's average was 7.9. This determination was also made by Williams, Paul and Ogilvie (1957) in a similar study. The findings in their study showed that audio-visual media led to greater information retention than audio only. This result was unexpected, yet there are a number of reasons as to why news presented in audio-visual format was better recalled than in audio. Firstly, the structure of the audio feed was not purposefully made for audio presentation – subjects in Group A(audio) simply covered their eyes and listened to the video's audio stream. Therefore it could be argued that if the audio format was structured for audio presentation, then absorption of information would be greater, as the audio-visual format would rely somewhat on its visual imagery to present its information, therefore Group A(audio) would miss out on this extra source. Another bias in performance could be due to Group A simply having to cover their eyes so as to prevent them from watching the video. This could prove to be distracting, as the subject would to some degree focus on not watching the video footage and therefore lose slight interest in listening to the information. It could also be argued that the act of shielding the information source from oneself has subconscious implications, in that the listener subconsciously feels removed and distanced from news source due to covering his/her eyes. This would limit the amount of information processed and therefore retained. Listeners may also get bored of the blank visual stimuli, therefore making it harder to focus and retain information. There is also the possibility that those who watched the news scored more highly on average than those who listened to the news due to the violent images displayed. It is said that many individuals(especially male) recall images in the video which aid them in retaining information(Gunter, Furnham and Gietson). This is especially prevalent when concerning images of a violent nature- for example scenes from El Salvador of gun fighting. Emotionally charged images, such as war and fighting are proven to be better recalled than neutral images(i.e those with no emotional connotations)(Cohen, Wigand and Harrison, 1976). Therefore video footage may in fact aid the retention of detail. A theory put forward by A. Paivio is that of Dual Coding Theory(Paivio and Csapio 1973), which helps to explain why the hypothesis in this report was partially disproved(in that audio-visual ave rage was higher than audio). Dual Coding theory suggest two cognitive sub-systems, one which deals imagery and the other specializes in language. In this case, Dual Coding theory would assume that due to two sources of information(audio and visual) a were presented to group C, the group members had more information to gather, and furthermore, each source re-enforces the other. This means that the visual imagery would be re-enforced by the audio source, but would itself re-enforce the audio, therefore creating a circumstance in which information is easily absorbed and processed and consequently retained. The investigation could have been hindered and distorted by certain factors encountered. Firstly, Group B were kept in a seating area in a building's foyer whilst reading the transcript. This could have proved to be distracting due to events outside of the building visible through the windows and the coming and going of unrelated individuals through the foyer. Perhaps a closed room would have been more suitable to use for the reading group. The audio feed was not perfect either, as subjects had to sit with other group members and cover their eyes whilst listening to the video, this could result in distancing from the source and loss of focus hence distorting the results. The questionnaires were also marked by the subjects themselves, once told the correct answers. Therefore there was the possibility for cheating, and so the results themselves may be incorrect. This could be improved by using external markers to score the questionnaires, as they have no bias towards the result. Future research could focus on whether Dual Coding theory is a valid argument, and the extent to which it operates.

Definition of equity and development - Free Essay Example

Sample details Pages: 11 Words: 3154 Downloads: 2 Date added: 2017/06/26 Category Ethics Essay Type Narrative essay Tags: Development Essay Did you like this example? à ¢Ã¢â€š ¬Ã…“An attempt to arrive at definition of equity is bound to fail. Equity cannot be confined within some tightly drawn formula. The most that can be done is to indicate the main areas in which equity intervenes in the legal system, to estimate the value of those interventions and to try and estimate where equity may travel in the futureà ¢Ã¢â€š ¬Ã‚ . Don’t waste time! Our writers will create an original "Definition of equity and development" essay for you Create order DUDDINGTON: Essentials of Equity and Trust Law, Pearson 2006 at page 6 Discuss this statement by reference to the growth and development of modern equity. Modern equity generally refers to à ¢Ã¢â€š ¬Ã…“the doctrines and remedies that originated in the English Court of Chancery in contrast to the à ¢Ã¢â€š ¬Ã…“common lawà ¢Ã¢â€š ¬Ã‚  which is the body of rules developed by the Kings courtsà ¢Ã¢â€š ¬Ã‚ . [1] Here, it becomes necessary to inform how equity worked alongside of the common law practically. Since the common law has the drawn formula and set precedents to grant the verdict as well as to award the available remedies, people were forced to go by the decision of the court even if common law awarded none of the remedies or less of what the plaintiff actually has to be awarded. For this reason, the deserving plaintiff appeals to the king asking for a suitable just. So that Chancellor was appointed by the king and he responded to plaintiffà ¢Ã¢â€š ¬Ã¢â€ž ¢s r equest by granting available remedies to which he is entitled to. à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦..Equity was born later on, after equity had become a regular system of law, and rival to the common lawà ¢Ã¢â€š ¬Ã‚ .[2] Common law refers that à ¢Ã¢â€š ¬Ã…“in order to ensure the smooth running of society it is necessary to formulate general rules which work well enough in the majority of casesà ¢Ã¢â€š ¬Ã‚ [3] So called general rules are defined and limited to a certain extent, consequently the common law was seemed to be harsh and unjust in providing remedies and the writ system of common law. As a result of that, the world was in need of other rules and regulations which could lessen the severity of law or amendment in the existing law. Lord Ellesmere once commented in Earl of Oxfordà ¢Ã¢â€š ¬Ã¢â€ž ¢s Case[4] as à ¢Ã¢â€š ¬Ã…“menà ¢Ã¢â€š ¬Ã¢â€ž ¢s actions are so diverse and infinite that it is impossible to make any general law which will aptly meet every particular and not fail in some circumstancesà ¢Ã¢â€š ¬Ã‚ [5]. It says that it is impractical to generate a general law to rightly meet the conduct of every individual as their conducts are very different and immeasurable from each other. At this point, where the equity was ready to intrude in order to mitigate the harshness also to grant the available remedies to the claimant and impose his rights. This is where progress development of equity was taken place and observed as a separate branch of law. This case further says that in the event of conflict between common law and equity, equity should overcome. Concerning the later development of equity, it matured rapidly and compared to common law, in which evolution of trust was sooner than others. In the Court of Appeal Lord Denning attempted to put forward three developments in equity. It includes, firstly equitable rights for mutual mistakes of the parties; however it was failed, secondly rights to deserted wives. According to Matrimonial H omes Act 1967 deserted wives are aided in common law. Both these attempts failed because the common law has the resolution for those disputes. Later he attempted for a new trust that is entitled as constructive trust. Now the constructive trust is in practice. It is concerned as a recent development in modern equity[6]. Cases such as Jones v Kernott[7] and Stack v Dowden[8] established the principle of development in equity and common intention constructive trust. In equity, cases were decided based on the principle of natural justice and the conscience.[9] Private knowledge of fact of judges and defendants has to be demonstrated is called as conscience. It should be noted that in the development of equitable jurisdiction, conscience has contributed in a significant way. Lord Browne-Wilkinson explains that à ¢Ã¢â€š ¬Ã…“equity operates on the conscience of the owner of the legal interest in the case of trust; the conscience of the legal owner requires him to carry out the purpo ses for which the property was vested in him [express or implied] or which the law imposes on him by reason of his unconscionable conduct.à ¢Ã¢â€š ¬Ã‚ [10] In Gissing v Gissing[11] Viscount Dilhorne says that à ¢Ã¢â€š ¬Ã…“it would be unconscionable for the legal owner of the property to deny a person an equitable interest in the property wherever there was a common intention between the parties that they should share the beneficial interest in ità ¢Ã¢â€š ¬Ã‚ [12] Contrast to this Eves v Eves[13] and Grant v Edwards[14] were upheld because unconscionable conduct of the parties were proven since the common intention was implied. At this point constructive trust is imposed by the courts. This trust is imposed on the trustee by the courts in the absence of trusteeà ¢Ã¢â€š ¬Ã¢â€ž ¢s conscionable conduct in variety of circumstances. Edmund Davies L.J states that in à ¢Ã¢â€š ¬Ã…“a constructive trust is a trust which is imposed by equity in order to satisfy the demands of j ustice and good conscience without reference to any express or presumed intention of the parties.[15] Lord Justice Chadwick also said that à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦.with constructive trust, it was a matter of unconscionabilityà ¢Ã¢â€š ¬Ã‚ [16]. This type of trust does not require any formalities to create a trust as it is imposed by the courts. Constructive trust emerges where, à ¢Ã¢â€š ¬Ã…“the perfection of imperfect gifts, fully secret and half secret trust, breach of fiduciary duty and accessory liability for breach of trust.[17] [18] Court of Appeal came to a decision in Binion v Evans[19] not only could that constructive trust be imposed instances where the trust property sold in reduced price. Equitable maxims such as à ¢Ã¢â€š ¬Ã…“he who seeks equity must do equityà ¢Ã¢â€š ¬Ã‚ , this illustrates that the plaintiff who seeks for equitable remedy must have acted equitably, this motion was established in the case of Chappell v Times Newspapers[20] and à ¢Ã¢ ‚ ¬Ã…“he who comes to equity must come with clean hands,à ¢Ã¢â€š ¬Ã‚  this maxim means that a party seeking an equitable remedy must not himself be guilty of unconscionable conduct[21]. This maxim was mentioned in the Guinness v Saunders[22].Both these maxims speak about the conscionable behavior of the plaintiffs.[23] This is where maxims were developed as guidance to the equitable jurisdiction. à ¢Ã¢â€š ¬Ã…“Equity is no part of law, but a moral virtue, which qualifies moderates, and reforms the rigor, hardness, and edge of the law, and is universal truthà ¢Ã¢â€š ¬Ã‚ .[24] This statement portrays that equity has nothing to do with law but it is absolutely a moral virtue. In actual fact, equity is playing key task to support the common law in its absence and it looks at every individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s circumstances. Here it is advantageous to specify that à ¢Ã¢â€š ¬Ã‹Å"equity essentially does not contradict the common law, but rather it aims at securing substantia l justice when the rule of common law might see injusticeà ¢Ã¢â€š ¬Ã‚ [25]. Equity was once explained by Sir Henry Sumner Maine as à ¢Ã¢â€š ¬Ã‹Å"a set of legal principles entitled by the extrinsic superiority to supersede the older lawà ¢Ã¢â€š ¬Ã¢â€ž ¢.[26] This is a well elucidated remark concerning equity. The question demands that, even if the equity is described in numerous ways, when turning up to define equity in a substantial and constructive way, it simply fails. It is evidently revealed in the above two declarations. In other words, despite the fact that the equity is explained by several people in several circumstances, it has no collectively acknowledged definition like we do have in other branches of English legal system. It is one of the well recognized core individuality of modern equity. As said in the introduction, equity serves à ¢Ã¢â€š ¬Ã…“to prevent injustice being caused by the automatic applications of legal rulesà ¢Ã¢â€š ¬Ã‚ . This is the sole purpose of equity[27]. Thus it is comprehensible that modern equity thwarts the individual from the application of rigid rules by bringing flexible nature when deciding cases. à ¢Ã¢â€š ¬Ã…“The flexibility of the Court of Chancery was illustrated by the fact that it was not constraint by precedentà ¢Ã¢â€š ¬Ã‚ [28]. Case of Comiskey v Bowering-Hanbury [29] is a classic example for flexible nature of equity. Extra comment on this point is illustrated in the pages to come. As stated above, the flexible nature is due to the fact that the modern equity has no set precedents and drawn formula. It is clear that equity mostly goes with guidelines; hence it is unable to draw up the prescription. The major reason behind this could be, in equity, the courts do not make the judgment based on case laws and statutes. Instead, the decisions are made case by case basis by considering the maxims of equity as long as it functions as guidelines. Therefore when attempting to define equity, the experts are at utter confusion to draw up a concrete formula on equity. On the contrary, Hudson states à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦.we might argue that equity is an ancient institution. On the other hand, we must recognize that the law of trusts, while growing out of that equitable jurisdiction, has become a more rigid institution ever before providing both for big corporations and ordinary citizens to achieveà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.à ¢Ã¢â€š ¬Ã‚  [30]. This can further be explained that, he says equity is an old form. But trust has become the result of equity and it is gradually becoming more rigid institution. So the rigidity of trust can be witnessed at the creation of private express trust which has formalities to be followed. One of the formalities is statutory requirements which prevent frauds in relation to land[31] and will[32]. The other formality is called three certainties[33]. If one of them fails to serve its purpose, then the trust wo uld not be created. So it becomes automatically mandatory to follow, in which, after the Executors Act 1830 a strict approach was taken place when deciding cases to precatory words. Lambe v Eames[34] and Re Adams and the Kensington Vestry[35] are two classic paradigms intended for this approach. A trust obligation would not be enforceable and would not impose compulsion on trustee as well. Despite the fact that this is more like common law however, it reflects the nature of modern equity when the different approach which was taken place in Comiskey[36]. Although the precatory words were used in the above case, the settlorà ¢Ã¢â€š ¬Ã¢â€ž ¢s intention was clear and he directed the trustee to do what he intended to do, so that this case gives a clear demonstration in relation to the flexibility of equity. The next step taken to address the equity in the question was equity permeates in other areas of English legal system. Trust is a developed standard of equity. When a settlor inte nds to create a trust à ¢Ã¢â€š ¬Ã…“equity intervenes to protect beneficiaries where the trust assets have been mixed by the trustee with other assetsà ¢Ã¢â€š ¬Ã‚ [37]. In a broader sense, once the legal title is passed on to the trustee, the trust is automatically completed according to the common law; however the purpose of trust is to transfer the equitable title to the beneficiary. In this particular situation equity interferes to protect the beneficiary. Furthermore Duddington states that à ¢Ã¢â€š ¬Ã…“equity is not a complete system of law in itself. Take the law of contract. This deals, of course, with the law of agreement. The law tort deals with civil wrongs. It is not possible to state simply precisely what area of human behavior is covered by equity.à ¢Ã¢â€š ¬Ã‚ [38] Intrusion of equity into other areas of law was originated very considerably since it contracts with varieties of aspects. Maitland in his Selected Historical Essays said; à ¢Ã¢â€š ¬Ã…“if we were asked what is the greatest and most distinctive achievement performed by Englishmen in the field of jurisprudence I cannot think that we should have any better answer to give than this, namely, the development from century to century of the trust ideaà ¢Ã¢â€š ¬Ã‚ [39]. Trust is an advanced form of equity. This advancement is developed time to time when resolving new demands with innovative decisions. In fact, not only is trust a developed principle of equity but it was also formed by it, thus the growth in trust must have been born from the doctrine of equity. Consequently, equity has also grown on its own. The importance of equity has widely grown in the modern world because it exists not only in the eyes of law but also it includes à ¢Ã¢â€š ¬Ã…“certain probate business, patents, trade mark, and copyright, the appointment of guardians for minors, partnership matters, and mortgagesà ¢Ã¢â€š ¬Ã‚ [40]. These have become so essential in the current world. If conflict aris es for example in partnership matters they will mostly prefer for equitable remedies more willingly than common law remedies such as damages. On the other hand, the focal function of equity is to grant remedies to the deserving plaintiff when the compensations of common law are inadequate. This is another side of growth in modern equity. Modern equity includes specific performance of an obligation, injunction, recission, and rectification. These were brought forward to mitigate the insufficiency of common law remedies as à ¢Ã¢â€š ¬Ã…“the underlying principle is the inadequacy of the common law remedy of damagesà ¢Ã¢â€š ¬Ã‚ [41]. Equitable remedies are decided with the courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s discretion but common law remedies were set before hand. These interventions are inevitably and extremely important in the modern era. The reason for the intervention of modern equity was that of the rigor writ system of common law. In the absence of interventions of equity the litig ants were unable to attain justice as the juries were bribed and the judges themselves had to explain the law to the juries. Intervention of modern equity is significant not only in the eyes of law but also in the social and economic point of view as the globalization is taking place in haste. Therefore, the future of the modern equity has also to be considered. Duddington states that there could be two possibilities that modern equity may be available in the future term. First could be said as it might be merged with common law and occupies no place at all in effect of the fusion debate. Secondly equity will continue to exist as a separate system of law, but with changes of emphasis. People in general are highly impressed with the system of a developed modern equity and, unfortunately the common law is viewed by them in contrast to the equity system. It went up to the extent that people start to think the equity will exist separately as a system of law by replacing the existi ng common law. In this regard, it would be necessary to highlight the point made by Mc Ghee; he says that à ¢Ã¢â€š ¬Ã‹Å"equity is exercising the responsibility of supporting and protecting the common law from shift and crafty contrivances against the justice of the lawà ¢Ã¢â€š ¬Ã¢â€ž ¢[42]. Yet in the context of today equity and common law are not two contradicting doctrines but rather go hand in hand and has formed a superior development in deciding disputes. Here Somer J speaks again à ¢Ã¢â€š ¬Ã…“neither law nor equity is now stifled by its origin the fact that both are administered by one court has inevitably meant that each has borrowed from the other in furthering the harmonious development of the law as a wholeà ¢Ã¢â€š ¬Ã‚ [43]. At this point Maitland argues that à ¢Ã¢â€š ¬Ã…“equity cannot be explained as a different unit in law and separate body of lawà ¢Ã¢â€š ¬Ã‚ [44] which clearly states that equity cannot function separately and on its own. In conclusi on the emergence of equity was solely for the purpose of aiding and protecting the common law in the event of any deficiency. Both these are administered by one court and each has benefited from the other in extending the harmonious situation of the law as a whole. When noticed this, if equity can mingle with the rest of the procedure, an unimaginable development would be possible in the near future. 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[1999] ILp, ONLIE ARTICLES , The reasons behind the creation of equity (Law Teacher ) https://www.lawteacher.net/equity-law/essays/the-reasons-behind-the-creation-of-equity-equity-law-essay.php19 accessed 15 November 2014 Angel Versetti, Development of the Principles of Equity in the English Law System (acadamiaedu 2011) What are the Principles of Equity and why are they important? accessed 16 December 2014 George P. Kyprianides, Has Common Law and Equity Mingled Their Waters? [2014] unknown, unknown [1]Anthony J. Duggan, Is equity efficient? 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[25], The reasons behind the creation of equity (Law Teacher ) https://www.lawteacher.net/equity-law/essays/the-reasons-behind-the-creation-of-equity-equity-law-essay.php19 accessed 15 November 2014 [26]S Panesar,Exploring Equity and Trusts(2nd, Pearson, Longman 2012) 8 [27]A Hudson ,Understanding Equity and Trust(1st, Routledge Cavendish, ) 1 [28]S Panesar,Exploring Equity and Trusts(2nd, Pearson, Longman 2012) 11 [29] Comiskey v Bowering-Hanbury [1905] AC 84 [30]A Hudson 2001 [31] Section 53 (1) (b) Law of Property Act 1925, section 27 Land Registration act 2002 [32] Section 9 Wills Act 1837 [33] Knight v Knight (1840) 3 Beav 171 [34] (1871) 6 Ch App597, CA [35] (1884) 27 ChD 394, CA [36] [1905] AC 84 [37]Charles Pugh Partner, Llewelyn Zietmen, Equity and fraud à ¢Ã¢â€š ¬Ã¢â‚¬  time for an over-haul? 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