ENGLISH LAW

English Law Assignment 2

English Law Assignment 2

QUESTION 1

Twelve-year-old May was a pupil at Hogwits School. She was climbing a rope in the gym when it came away from the fixture in the ceiling. The rope had only recently been installed by Neville, a local contractor.

Olivia, a parent of a Hogwits pupil, went to the school to speak to a teacher. A notice by the path stated:

'Please keep to the footpaths at all times.'

Olivia took a shortcut across the hockey pitch, caught her foot in a hole and broke her ankle.

Fifteen-year-old Peter and his friends, who lived near Hogwits School, frequently climbed over the locked gates in the evenings and played football on the school pitch. They were chased away by the caretaker a number of times. One evening, when Peter was playing on the pitch, one of the goalposts, which was rotten, collapsed and Peter suffered head injuries.

Advise Hogwits School of its liability, if any, in respect of May, Olivia and Peter.

Answer 1) In school liability case we consider the case of May, who is a twelve years old pupil at Hogwits School. She was climbing rope in school gym when it came away from the fixture in the ceiling. This rope had been recently installed by a local contractor. In this case school has accountable for this accident as they fixed that rope in ceiling by a local contractor which wasn't properly fixed by him. The school administration should fix that rope through expert contractor.

As the children enjoy the rope jumping exercise so it should be fixed properly for their safety. Exercises and jumping rope help to strengthen the muscles of the body, have a beneficial effect on respiratory and cardiovascular systems of the body, improve posture, and develop good balance and coordination.

Professional rope jumping instruction often focuses solely on the technical elements of the sport, leaving the mental and emotional components unaddressed. This paper addresses these elements and approaches jumping instruction from a holistic perspective. The author has created of series of lessons that integrate mental training into preexisting rope jumping curriculum. These lessons offered structured opportunities for students to practice mindfulness, personal awareness, and introspection. To most effectively create these lessons the author researched in detail the topics of rope jumping instruction, mental training, and texts that integrate the two.

In this rope jumping lesson, students were taught about process-driven and end-point goals. A process driven goal is oriented towards process rather than achievement, while an end-point goal is focused on the end rather than the means. Students were then asked to set a process-driven intention for a specific route they would climb that day. Students could, for example, choose to be aware of their breathing while jumping, or more intentionally place their feet. Students were also asked to spend time outside of class making a list of goals for their jumping, both process and end-point driven. Before the end of class, having climbed the route with their goal in ...