Finicail management Essay Example | Topics and Well Written Essays - 750 words

Finicail management - Essay Example The proposed orthopedic unit will offer integrated and comprehensive services covering the entire gamut of orthopedic and spine injury treatment, and total joint replacement programs. The elements will include pre-surgical education, diagnosis, elective surgical and non-surgical treatment, post surgical care and rehabilitation, and assistance in ongoing management of the condition. This unit is being mooted as a unique center that will provide comprehensive treatment and services through the joint efforts of a team of competent medical and paramedical staff, in a manner that no other hospital in the area provides. The center will be recognized as one that provides a continuum of these services with a focus on safety, comfort, and predictable outcomes. Orthopedic and spine disease and injury treatments involve a number of initiatives that include pre-operative education, diagnosis, surgical and non-surgical treatment, post operative rehabilitation, and ongoing management of illnesses and injuries. Englewood Hospital and Medical Center has most of these elements, which at present are not integrated. Integrating these services and offering a comprehensive program will help patients receive comfortable, safe and complete care and treatment. Such integration will also help EHMC to offer total joint replacement programs. The proposed center – the joint center of excellence – will integrate therapies and introduce a new marketable program in the community that would provide unique advantages to those requiring orthopedic and spine disease treatments and joint replacement. With proper promotion, such a program is expected to generate substantial interest, and result in increase in volume of in-patient cases. The advantage to the patients will be the availability of a state-of-the-art center that will meet all their needs related to orthopedic treatment, and ensure maximum comfort and

Fail to Plan, Plan to Fail Essay Example for Free

Fail to Plan, Plan to Fail Essay Those who fail to plan, plan to fail, or at least plan not to improve, according to the management literature. Look at school improvement, and there’s similar agreement pretty much across the literature that the schools that improve are the ones that plan. They establish a clear educational vision and consequent shared mission; identify goals or objectives that enable them to achieve that mission and thereby realise that vision; audit themselves, thereby identifying areas for improvement; and develop and implement educational programs on the basis of leadership 57 that audit that address areas for improvement n ways that help them achieve the mission. That process, much of the literature suggests, is recursive or cyclical. The key in the school improvement literature seems to be that there’s a first step, identifying your vision and shared mission, that then informs the next step, the planning process of identifying goals or objectives aligned with the vision and mission. Whether you look at the management literature or the school improvement literature, at its simplest, goal setting is a way of asking what do we want, do we have what we need so that we can develop and implement what we plan, do our various goals elate to one another or are any in conflict, and is there anything we’ve overlooked, including internal and external blockers? There, in 200 or so words, you have the whole easy-peasy school improvement planning story, and can stop reading and go and get that coffee right now. Or not. The problem, if you’re still reading, is that planning and goal setting can sometimes lead to fragmented, uncoordinated programs with conflicting objectives that actually work against one another. Yes, setting specific, challenging goals, and developing and implementing educational programs to meet them can drive school mprovement, but as Adam Galinsky, author with Lisa Ordonez, Maurice Schweitzer and Max Bazerman of ‘Goals gone wild,’ in the 58 teacher june/july 2009 Journal of the Academy of Management Perspectives, told the Boston Globe’s Drake Bennett, goal setting ‘can lead to crazy behaviours to get people to achieve them. ’ ‘We contend,’ write Ordonez, Schweitzer, Galinsky and Bazerman in ‘Goals gone wild,’ ‘that goal setting has been over- prescribed. In particular, we argue that goal setting has powerful and predictable side effects. Rather than being offered as an â€Å"over-the-counter† salve for boosting performance, oal setting should be prescribed selectively, presented with a warning label and closely monitored. ’ Tunnel vision To be fair, Ordonez, Schweitzer, Galinsky and Bazerman have their eyes set on performance management, and its tendency to an outcome orientation like a defined sales target, say, or reduced time spent on a process, rather than school improvement, and its tendency to the systemic development and implementation of programs. Nonetheless, people in a school who want to improve it will end up setting, or having set for them, some kind of performanceoriented goal. The message from Ordonez, Schweitzer, Galinsky and Bazerman is that they should pursue that goal with care. Let’s consider why goals, as Ordonez and colleagues put it, go wild. The first reason, they argue, is that a goal might be inappropriate or so specific that in pursuing it, people ignore important elements of their behaviour, and maybe even their attitudes and values, that are not specified by the goal. ‘Suppose that a university department bases tenure decisions primarily on the number of articles that (academics) publish,’ they write. ‘This goal will motivate (the academics) to accomplish the narrow objective of publishing articles. Other important objectives, however, such as research impact, teaching and service, may suffer. ’ Worse, say Ordonez and colleagues, referring to Barry Staw and Richard Boettger’s ‘Task revision: A neglected form of work performance’ in the Academy of Management Journal, goals can give us tunnel vision. In their study on the effects of goals, Staw and Boettger asked students to proofread a paragraph that contained both grammatical and content errors. They found that those asked simply to ‘do your best’ corrected both grammatical and content errors, while those who were asked specifically to correct grammar gnored content, and those who were asked specifically to correct content ignored grammar. The reason? Goals ‘inform the individual about what behaviour is valued and appropriate,’ argue Staw and Boettger. The goal-setting problem, Ordonez and colleagues add, is that when we plan we tend to latch on to specific, measurable standards rather than complex sets of behaviours, and the attitudes and values that underlie them, precisely because specific standards are easy to measure and complex sets of behaviours are not. Command performance The goal-setting problem, essentially, depends n whether a goal is set by command or by consultation, negotiation or – horror – genuine collaboration. Goals set by command are, by definition, set by those with the power, whether you like it or not, to set them. The risk of such goal setting is that, first, it may lead to goals that are inappropriate or overly specific and, second, that leaders and their followers can be prone to what could be called target fixation or what Christopher Kayes, calls ‘destructive goal pursuit’ in Destructive Goal Pursuit: The Mount Everest disaster, to which Ordonez and colleagues also refer. As they note, ‘Kayes identifies warning signs of leaders who have become excessively fixated on goals. These occur in leaders who express narrowly- defined goals, associate goals with destiny, express an idealised future, offer goal-driven justifications, face public expectations and attempt to engage in face-saving behaviour. ’ It’s a useful checklist to use to audit yourself or a leader in your institution, but remember, we tend to latch on to specific measurable things rather than complex sets of behaviours, and the attitudes and values that underlie them, precisely The goal-setting problem s that when we plan we tend to latch on to specific, measurable standards because specific standards are easy to measure. leadership 59 because the specifics are easy to measure and complex sets of behaviours are not. Performance anxiety Of course, one of the main planks of the education policy of this and the previous Commonwealth government is the standards agenda – the benchmarking of student achievement outcomes, which educators and schools then strive to achieve, and which at their worst could end up as ‘league tables. ’ Whether you’re a fan of the standards agenda or not, it’s clearly the mother of all oals in Australian education, and worth considering in terms of goal setting. Ordonez and colleagues have some interesting observations to make, particularly about what they call the serious side-effects of setting challenging or so-called stretch goals. These, they argue, can lead people to choose riskier strategies and to cheat, and can create a culture of competition that erodes cooperation. On ethics, they argue, ‘The interplay between organisational culture and goal setting is particularly important. An ethical organisational culture can rein in the harmful effects of goal setting, but at the same ime, the use of goals can influence organisational culture. Specifically, the use of goal setting, like â€Å"management by objectives,† creates a focus on ends rather than means. Goal setting impedes ethical decision making by making it harder for employees to recognise ethical issues and easier for them to rationalise unethical behaviour. Given that small actions within an organisation can have broad implications for organisational culture, we postulate that aggressive goal setting within an organisation will foster an organisational climate ripe for unethical behaviour. That is, not only does goal setting irectly motivate unethical behaviour, but its introduction may also motivate unethical behaviour indirectly by subtly altering an organisation’s culture. ’ Handle with care If the bad news of the government-mandated standards agenda is that there’s a risk of a form of goal setting that creates a focus on ends rather than means, the good news for schools is that the school-improvement literature puts a premium on one thing that’s evident in the first 200 words of this story: collegiality. With any luck, your school- improvement planning process and the goals that you consequently set are the result of onsultation, negotiation and collaboration, not command and, if they are, chances are yours are learning goals, not performance targets. As Ordonez and colleagues observe, performance goals inhibit learning. ‘When individuals face a complex task, specific, challenging goals may inhibit learning from experience and degrade performance compared to exhortations to â€Å"do your best. † An individual who is narrowly focused on a performance goal will be less likely to try alternative methods that could help her learn how to perform a task. Overall, the narrow focus of specific goals can inspire erformance, but prevent learning. ’ As Edwin Locke and Gary Latham recommend in ‘Building a practically useful theory of goal setting and task motivation: A 35-year odyssey’ in American Psychologist, we should be setting ‘learning goals’ in complex situations rather than ‘performance goals. ’ The problem, as Ordonez and colleagues note, is that, ‘In practice, however, managers may have trouble determining when a task is complex enough to warrant a learning, rather than a performance, goal. The goal of setting the right goals is itself a challenging affair. ’ Perhaps it’s time for a new axiom: those ho fail to plan carefully, plan at their peril.

Ludwig Van Beethoven :: essays research papers

Ludwig van Beethoven was, and remains today, an Olympian figure in the history of classical music. His influence on the last 150 years of music is unequalled; while generaly a member of the Classicist fold, he was in fact the first Romantic, and pre-figured virtually all music that followed the Romantic era as well. Perhaps no other composer in history wrote music of such exhilarating power and expressiveness; certainly no other composer did so against greater odds. Beethoven was born in Bonn in 1770. His father, a music enthusiast, dreamed of molding his son into the next Mozart. Beethoven never exhibited the astonishing prodigy characteristics of his predecessor, but he was unusually talented, learning the piano, organ and violin at an early age. At 14, he was already proficient enough on the organ to receive a professional appointment. His family life was chaotic; his father was an alcoholic, and his mother died suddenly when he was only 17. After that tragedy, his domestic situation declined even more, and this condition - combined with support from Haydn - compelled him to leave home in 1790 and travel to Vienna to study composition. In Vienna, Beethoven first studied with Haydn, but eventually became frustrated with that great composer's teaching methods, moving on to study with other composers. He performed frequently in salons of wealthy nobility, but strangely enough, did not perform in public until he was 25. But from this point onward, he was embraced by both the common folk and the aristocracy of Vienna, so much so that he never had to rely on court appointments or private patrons for his livelihood. He did receive stipends from admirers and friends, but he remained independent of the shackles of conditional patronage that frustrated so many of his contemporaries. Beethoven was lucky in one sense; he rose to prominence in the musical world at a time when social strata were becoming more flexible, and the emerging power of the middle class provided him many opportunities for performances of his music for public audiences. This, combined with lucrative publishing arrangements, allowed him to live relatively well. He was not ignorant of the benefits of aristocratic support, however; throughout his career, he cultivated a romantic, moody and mercurial image with the upper class and leveraged this persona to achieve a social status equal to the Viennese nobility. Beethoven was a master symphonist - the master symphonist in the eyes of most musicians and composers. His compositions for orchestra were revolutionary in his day; while he adhered to Classical musical forms, his melodies and orchestration were of such unprecedented power and beauty that they astonished even the most hardened listeners.

Teenager’s Lifestyle

Teenager’s lifestyle Nowadays, teenagers have changed in comparison with the teens in the past, taking into account eating habits, an active way of life, spending free time and clothes. They are a â€Å"technology† generation. For teens in todays’ world mobile phones, internet, music, movies, television and video games are very important. Most teenagers prefer watching TV and playing computer games to reading books. They don’t like reading because watching TV is easier and they don’t have to use their own imagination. Computer games teach but they are also harmful to health.Teenagers prefer to spend free time in front of a computer rather than to walk, play football or go to a swimming pool. Moreover, games transfer them into the world which doesn’t exist. It is very exciting for the youth. They meet with friends in such places as McDonalds. Teens eat there unhealthy food. They eat too much fast food. Every teenager needs a balanced diet, app ropriate personal hygiene and physical activities in the fresh air, for example, playing a ball, going running, swimming, driving on the bicycle, playing in tennis or walking.This should be for them more interesting than sitting for hours in front of a computer or TV because such a mode of life leads to the improvement of mood, health and physical shape.. Young people choose less healthy kinds of entertainment than sport, putting away bicycles in the corner. They eat too much fast, unhealthy food, which is very fatty and drink too many sugary drinks. This leads to obesity. However, nowadays young people, especially girls, allow themselves to grow fat, or torture themselves with diets, which leads to various diseases with physical basis like anorexia and bulimia.Young people must not give up food, especially breakfasts because skipping breakfast is a frequent cause of fainting which can cause frequent complications and even leads to death. It is crucial to limit the amount they eat, but only in a reasonable way, if at all possible after the consultation with the dietician. Young people have to remember, that a healthy lifestyle requires appropriate nourishment, but they also must not forget about personal hygiene.Personal hygiene plays a very important role in healthy lifestyle. It should be an indispensable element in the life of every young man. Its task is the maintenance and strengthening of health. Notable part of young people think that taking a shower once a week, wearing sweaty clothes and splashing over them with a deodorant is proper, but it is not. For example, before a young man goes to bed, he should develop a habit of not being able to fall asleep without having a bath first.Everyday toilet will prevent skin diseases as complexion of every person requires systematic nurturing: washing in soft water, abrasion, creaming and protecting before diseases. Therefore personal hygiene institutes an important part of healthy lifestyle and it cannot be skipp ed, just like physical activity. Physical activity has a large influence on young people lifestyle. Physical activity improves health condition in various ways. It helps the organism to utilize the calories better, which helps to maintain a desirable weight.Physical activity reduces the appetite and helps in the reduction of the fatty mass of the body. The beneficial influence of physical activity on health mood does not raise any doubts any more. The research reveals that regular training among the youth( and not only, but also by people at any age) is an important factor improving the health. However, too little popularity of psychical activities among the young people is a huge problem. It is a frequent and more and more general problem and causes various diseases such as: heart failure, lungs deficiency, spine problems etc.Here is a list of advantages of physical activity: †¢ reduces the risk of heart diseases †¢ protects before the osteoporosis, †¢ burning the ca lorie intensifies, †¢ favours the masses of the body to lowering and maintenance of the desirable weight, †¢ leads to the growth of the basic transformation of the matter, †¢ reduces the appetite †¢ helps in the reduction of the fatty mass of the body. Thanks to these useful tips, we can easily build the whole strategy of the healthy lifestyle in order to effectively fight with overweight and obesity.To get rid the excess of fat, we can cultivate different kinds of the sport, depending for age, sex or interests. However you should remember about warning of several principles so that our effort brings desirable results and does not harm our health. Another aspect worth mentioning is communication via the Internet, especially instant messaging, has become an essential feature of teens’ social lives. Teenagers say, that this can be very helpful to communicate, learn and can be fun.Through the Internet they can download music and other files and play on-line g ames, for example, with their real or virtual friends. What is more, cellulars are very popular among teenagers and can be used to do a lot of things: we can communicate with friends using them, have a nice time playing games, listen to music and also watch films. For a lot of young people mobile phones are indispensable and they simply cannot imagine life without them. Teenagers’ clothes in the twenty-first century have also changed a lot.The clothes they wear depend on current trends since it is important to follow fashion. School uniforms aren’t so popular today like in the past. Girls more often wear jeans than skirts, boys wear wide sweatshirts and trousers. The fact is that nowadays teens get dressed in clothes which are comfortable for them. All in all, it can be stated that the lifestyle of teenagers depends on many factors. It is connected with the constant development which is taking place and as a result is different from the lifestyle of young people in the past.Every young man should lead a healthy lifestyle independently of age or interests. This should be one of the things that you do every single day. According to many scholars that is the liability of every man, and everyone should try to take the advantage of this life the best he or she can. Young people should be aware of positive influence of healthy lifestyle on health and mood. This in effect would give them better results in studying and what is more important they would be pleased with good health much longer.

Idea/Expression Dichotomy

INTRODUCTION There is hardly a single principle of copyright law that is more basic or more often repeated than the so-called idea-expression dichotomy. The doctrine is followed dutifully as an unquestioned principle in hundreds of cases: the â€Å"ideas† that are the fruit of an author's labours go into the public domain, while only the author's particular expression remains the author's to control. This principle, sometimes described as having constitutional origins, was developed by the common law, and has now been incorporated into the copyright act itself.Copyright confers on the owner the right to make copies of their work whilst prohibiting others to do the same. The Copyright system gives the owners exclusive rights with regard to the exploitation of their works. However, the copyright doctrine does contain limits on copyright holders’ rights designed largely to mitigate copyright’s burden on creative appropriation. According to Barrett (2008), â€Å"Cop yright gives rights only in the author’s particular means of expressing ideas and facts, never in ideas and facts themselves†.Thus copyright does not protect the ideas but the manner in which they are expressed. Although this statement can be made seemingly without effort and with great ease, its application is not an easy undertaking and thus requires much effort. This is so because copyright law does not provide a clear distinction between the unprotected idea and the protected expression. For many years, the courts and indeed Intellectual Property Law practitioners put in enormous effort to establish and therefore draw a clear distinction between an idea and an expression but to no avail.Copyright law has till present failed to establish a clear demarcation between the boundary of an idea and that of an expression. As Justice Brenman said â€Å"this distinction between protected expression and unprotected ideas is at the essence of copyright. † This was compou nded and highlighted in Sheldon v Metrogoldwyn Pictures by Judge Learned Hands when he conceded that the line between idea and expression â€Å"wherever it is drawn, will seem arbitrary†.Courts consider this idea/expression dichotomy to be the central axiom of copyright law to use when determining what is protected in infringement cases. IDEAS What is an Idea? The answer to this question is central to the attempt to draw a distinction between idea and expression and hence the subsequent resolution to the idea/expression dichotomy. As observed by Lord Hailshaw in LB (Plastics) Ltd v Swish Products Ltd, the distinction depends on what one means by ‘ideas’. Ideas, procedures, principles, discoveries, and devices are all specifically excluded from copyright protection.As stated in the Copyright Act: In no case does copyright protection for an original work of authorship extend to any idea, procedure, process, system, method of operation, concept, principle, or discov ery, regardless of the form in which it is described, explained, illustrated, or embodied in such work. This specific exclusion helps maintain the distinction between copyright protection and patent law. Ideas and inventions are the subject matter for patents, while the expression of ideas is governed by copyright law.If copyright were extended to protect ideas, principles and devices, then it would be possible to circumvent the rigorous prerequisites of patent law and secure protection for an invention merely by describing the invention in a copyrightable work. With respect to the statement by Per Lloyd in Michael Baigent ; Richard Leigh v The Random House Group Ltd (The Da Vinci Code case), Ideas lie on the left side of the line between idea and expression, and therefore are not protected by copyright.Copyright infringement cannot result from copying an idea. The reasons why copyright law does not protect ideas is that; if the first person to produce a work based on an idea has a monopoly over it, the spread of knowledge and invention and innovation would be greatly impeded. This reason is shared by Fishman (2011) who states that, â€Å"if authors are allowed to obtain a monopoly over the ideas, the copyright law could end up discouraging new authorship and the progress knowledge – the two goal copyright is intended to foster†.The Copyright doctrine assures the authors the right to their original expression, but encourages others to build freely upon the ideas and information conveyed by a work. According to Barrett (2008), â€Å"the law must ensure that the basic building blocks of expression (ideas, facts ; elements that are standard or routine in connection with a given kind of work) remain in the public dormain free from copyright owners control, in order to ensure a continuing flow of new authorship in future†.The courts have in several cases highlighted that copyright right law does not assure authors protection in ideas. In Michae l Baigent v The Random House Group Ltd where an allegation had been made that the novel Da Vinci Code infringed the copyright in the work entitled the Holy Blood and The Holy Grail (HBHG), Mummery LJ said â€Å"Original expression includes not only the language in which the work is composed but also the original selection, arrangement and compilation of the raw research material.It does not however, extend to the clothing information, facts, ideas, theories and themes with exclusive property rights, so as to enable the claimants to monopolise historical material. Theories propounded, general arguments deployed or general hypotheses suggested or general themes written about†. The foregoing statement points that the subsistence may extend to the way in which facts, ideas and theories are expressed by the author but this does not mean that facts and ideas are themselves the subject matter of copyright protection (Bainbridge, 2010).EXPRESSIONS Mummery LJ in Michael Baigent v The Random House Group Ltd describes an expression as follows, â€Å"Original expression includes not only the language in which the work is composed but also the original selection, arrangement and compilation of the raw research material†. Expression constitutes the part of work that is protectable under copyright under copyright law. Article 2 of the WIPO Copyright Treaty provides that â€Å"Copyright protection extends to expressions and not to ideas, procedures, methods of operation or mathematical concepts as such†.Copyright laws were enacted to encourage originality by regulating creative expression. The subject matter of copyright protection is ‘original works of authorship fixed in any tangible medium of expression’ (Dratler, 2006). Copyright gives authors rights in particular means of expressing ideas and facts, never in ideas and facts themselves. According to Netane (2008), copyright law prevents others from copying only the copyright holderâ€℠¢s particular â€Å"expression†, not ideas that are expressed.In the case of University of London Press Ltd v University Tutorial Press Ltd, Peterson J stated that â€Å"Copyright Acts are not concerned with the originality of ideas, but with the expression of thought, and in case of a ‘literary work’, with the expression of thought in print or writing†. This was also highlighted in two other cases; Feist Publication, Inc v Rural Telephone, and Michael Baigent v The Random House Group Ltd. In the former case, it was held that copyright infringement may lie only in the copying copyrightable expression.In the latter case, it was held that copyright subsistence may extend to the way in which ideas, facts and theories are expressed by the author. IDEA/EXPRESSION MERGE DOCTRINE It is clearly stated that copyright law grants rights in the author’s expression of ideas, and that protection will be given as long as the expression of the same ideas are distin ct. However, there are times when there is one way, or only a few, to adequately express a particular idea. Ideas pretty much dictate the form of expression as highlighted in Landsburg v Serabble Crossword Game Player.This results in the idea and its expression being considered to be one. According to Fishman (2011),† In such cases, the idea and its particular expression are deemed to merge and the expression-the author’s words- is either treated as if it were in the public dormain or given very little copyright protection†. The effect of this is that protection may be lesser than when idea and expression are not merged. This is demonstrated in Kenrick v Lawrence were effective protection was denied to a drawing showing a hand holding a pen and marking a ballot paper.The intention of the person commissioning the drawing was that it could be used to show persons with poor literacy skills how to vote. It was held that a similar drawing did not infringe because it wa s inevitable that any person who attempted to produce a drawing to show people how to vote would create a similar drawing (Bainbridge, 2010). SUBSTANTIAL TAKING Section 2 of The Copyright and Performance Rights Act 1994 provides that substantial part includes any part of the work which on its own can be identified as part of the work of someone who is familiar with the work.Therefore substantial taking is the copying of the substantial part of a given work. However, it is difficult to determine what a substantial part is as no standard measure exists Plastics Ltd v Swish Products Ltd. The courts determine substantial by reference to the quality of what was taken and not the quantity. This was also highlighted in Ladbroke (Football) Ltd v William Hill (Football) Ltd where it was held that substantial must be decided by its quality rather than quantity, and that the significance of the part taken is a matter of fact and degree.This means that even a very small part of work can be subs tantial if it is the most valuable or memorable piece in the work. The principle of substantial taking displaces the earlier notion that ‘any’ copying of a protected work will automatically translate to infringement. The principle of substantial taking stipulates that copyright infringement will only result from the copying of the substantial part of a protected expression not the unprotected idea. Therefore, the determination of infringement depends on the quality of the work portion used in relation to the copyrighted expression as a whole.In the Harper v Row it was held that the determination of substantiality should not only the proportion taken but also on the â€Å"the qualitative importance of the quoted passages of the original expression† (Alces, 1994). CONCLUSION Ideas are building blocks of expression. An Idea is anything that when absent will result in no formulation of any work. Ideas are like ‘materials’ used in the construction of what results in copyrighted works. Expression refers to the unique and distinct manner in which unprotected ideas are presented.Expressions are ideas organised in a particular way, the organisation of which requires the use of skill, labour and judgement. It is such an expression that is protectable under copyright law. Richard (1990) postulates that, two important dichotomies lie at the foundation of copyright: (1) the subject matter of writing versus protectable expression of that subject matter, and (2) unprotectible versus protectable expression. The idea/expression dichotomy does not clearly articulate either of these distinction under the guise of its baseless distinction between ideas and their expression.The dichotomy further complicates infringement cases by relying upon a notion of â€Å"abstracting† ideas from expressions. Only the basic copyright requirements for original works of authorship and the infringement of such works must be considered. For the proper axiom o f protectability is not that expressions of ideas are protectable while ideas themselves are not, but merely that original and creative expressions alone are protectable. Though an expression is protected, copying it does not automatically result in infringement.Substantial taking is what ultimately determines whether or not copyright has been infringed. The protection of an expression hence rests on the quality of the portion of the expression copied. Infringement will only result from the copying of the substantial part of a protected expression not the unprotected idea. REFERENCES 1. Fishman S (2011), The Copyright Handbook: What every writer needs to know, 11th edition, NOLO 2. Bainbridge D. L (2010), Intellectual Property, 8th edition, Pitman London. 3. Barrett M (2008), The Emmanuel Law outlines series: Intellectual Property, 2nd edition, Aspen Publishers 4.Netane N. W (2008), Copyright Paradox, Oxford University Press 5. Dratler J (2006), Intellectual Property Law: Commercial , Creative, ; Industrial Property, Volume 13, Library of Congress 6. WIPO Copyright Treaty (WCT), adopted in Geneva on December 20, 1996. 7. Alces P. A (1994), Commercial Law of Intellectual Property, Aspen Publishers 8. Richard H. J (1990): The Myth of Idea/Expression Dichotomy in Copyright: Pace Law Review: Vol. 10. No. 3. 9. http://www. edwardsamuels. com/copyright/beyond/articles/ideapt1-20. htm