English Legal System - Court Observation Visit Essay

English Legal System - Court Observation Visit - Essay Example Courts play a vital role in ensuring that justice prevails at all levels of the nation. There are various types of courts that a state installs, each of which is charged with specific duties and responsibilities in line with its jurisdiction. The Supreme Court of Justice in England is a specific law enforcing unit in the country. Dispute resolution in relation to high end cases is the sole role of the court. Cases dealt with by the court are referred to it as the court of last resort. Among all appeal courts in the United Kingdom, the Supreme Court of Justice is the highest. Middlesex Guildhall, Westminster is the location where the Supreme Court in England is situated. The building that houses the court is on the opposite side of the Houses of Parliament. The location was agreed upon after intensive deliberations that finally concluded that the court’s current location was informed by United Kingdom’s constitutional change. Court Visited and Observed The court observat ion visit took place in England, with the court visited being the Supreme Court of Justice in England. The visit took place on the 18th of June, 2012. Specifically the observation took place in court 1, from 10:30 am. Proceedings in the Court At the time of the visit, the case that was being handled was KM (Zimbabwe) (FC) (Appellant) v Secretary of State for the Home Department (Respondent) (Elliot, 2009, p.36). The case had been previously determined but KM went ahead to appeal following his dissatisfaction with the previously passed judgement. KM was seeking asylum in the United Kingdom1. He is a Zimbabwean citizen, aged 54 years. His primary reason to seek for asylum followed the belief that he would be persecuted upon going back to his home country since he had failed to be loyal to Mugabe’s regime. His claim had been previously refused, thereby being required to return to his country. Although he appealed to the decision that required him to leave the United Kingdom, the tribunal that was hearing the case dismissed the appeal. This was in the year 2009; six years after KM entered the United Kingdom. The court proceedings on the 18th of June, 2012 accounted for the above, with the Supreme Court of Justice hearing KM’s appeal following the asylum denial. The Secretary of State representing the United Kingdom’s Home Department was accounting for KM’s stay in the United Kingdom. He had been previously required to leave the United Kingdom for up to six months, with an allowance to re-enter as a visitor (Zander, 2007, p.89). KM’s claims were regarded vague and without critical evidence. The appellate court, however, did not rule out the possibility of underlying risks to KM given the fact that his son had successfully been granted asylum in the United Kingdom. The Supreme Court made considerations to have the case remitted to the tribunal for critical evaluation and assessment of KM’s case with regard how credible his a rgument was in the filed appeal. Parties Involved A number of parties were involved in the case. The first party was the appellant. The appellant in this case is KM. On the other hand there is the respondent. The Secretary of State for the Home Department of the United Kingdom (Bailey, Ching and Taylor, 2007, p.47) was the respondent, and the second party. The third party was the jury and the legal system in the United Kingdom. The case was based on some operational immigration laws that are enforced by the United

Types Of School Essay Example for Free

Types Of School Essay All children in England are entitled to a free place at school from the age of 4 until they are 16 although the law was changed in 2008. The new law states that young people, until the age of 18 if they were born on or after 1st September 1997, must stay in either: Full time education Training schemes such as apprenticeships Part time education or training as well as part time work whether that be paid or voluntary There are many different types of schools across England. Each with different working practises and different funding methods. Children are able to enter infant schools from the age of 4 until they are 7. They then move onto the junior section which from 7 until 11. From junior school they progress to secondary school at the age of 11 until the age of 16-18 depending on their birth year. Pre-schoolSame Sex School Grammar SchoolBoarding SchoolForest school Boarding SchoolSteiner School Types of School Faith SchoolAcademies Language schoolComprehensiveBehavioural Units Art/Dance SchoolPrivate School A local education authority maintained school is one that is funded by the local education authority where pupils have to follow the national curriculum and will be one of the following: Foundation school Community school Voluntary controlled school Voluntary aided school Nursery school. Early education for eligible three and four year olds may be offered in nursery schools, nursery classes or in reception classes in  primary schools. All these are examples of LEA maintained schools. Special school. Some special schools are local education authority maintained schools. These could be community, voluntary or foundation special schools. Pupils at a maintained special school usually have been assessed and given a statement of special educational needs (SEN). Some special schools are independent schools. Community schools Community schools are funded by the local education authority who also employ the staff. Pupils have to follow the national curriculum and the admissions policy is usually set out and delivered by the LEA. The governing body is responsible for the day to day running of the school but the LEA owns the school site. The local education authority is expected to provide support services to community schools such as educational needs services and psychological services. Voluntary schools There are two types of voluntary schools:- Controlled Aided Voluntary controlled schools A voluntary controlled school can also be called a religious or faith school. The local authority fund these schools, employ the staff and provide the support services. The land and buildings are owned by a charity, often a religious organisation such as a church. The charity have the authority to appoint some members of the governing body but the LEA is responsible for the running of the school. The admissions policy is set out and administered by the LEA. Voluntary aided schools Voluntary aided schools are usually called religious schools or faith schools. In a voluntary aided school the land and buildings are owned by a charity, as with voluntary controlled schools, but the governing body is responsible for running the school. The governing body employs the staff as well as determining the admissions policy in consultation with the LEA. The LEA provides the support services for these schools. Foundation schools In foundation schools the land and buildings are owned by a governing body, who are also responsible for running the school. The local education authority funds the school and the governing body employs the staff as well as providing most of the support services for the school. The admissions policy is determined by the governing body, in consultation with the LEA. There are various sorts of schools that are not maintained by the local education authority. Most of these schools do not have to follow the national curriculum. These include: Independent schools City technology colleges Academies Special schools not maintained by the local education authority Early learning organisations. Independent schools In an independent school the governing body is responsible for the day to day running of the school who also determine the admissions policy with the head teacher. They are funded by fees paid by parents and sometimes by charitable trust funds. The head teacher with the backing of the governing body employs the staff and either the head teacher or the governing body manage and be responsible for the running of support services. City technology colleges City technology colleges are independent non-fee paying schools and are situated in urban areas. Pupils follow a curriculum that is similar to the national one with the addition of an emphasis on technological and practical skills. The department for children, schools and families (DCSF) along with commercial sponsors fund the college and share the responsibility of the running of the school with the company that owns it. The governing body employs the staff as well as buy in and manage support services. The admissions policy is determined and administered by the governing body. Academies Academies are independently-managed, all-ability schools which operate outside the control of the local authority. In a city academy the government  funds the schools running costs and employs the staff. Special schools not maintained by the local education authority Some schools for pupils with special educational needs are not maintained by the local education authority. In some cases the local education authority may pay the fees so that a pupil with special educational needs may attend one of these schools if this school best meets their needs. Early learning organisations Early learning for eligible three and four year olds may be offered in independent playgroups, private day nurseries or independent schools. A part time place will be free, but a parent will usually have to pay fees if a child is attending on a full time basis.

An Analysis of Shakespeares The Tempest Essay -- Tempest Essays

An Analysis of Shakespeare's The Tempest There are many ways of interpreting Shakespeare's The Tempest. A Post-Colonialist critic, such as Stephen Greenblatt, will look at the influence of historical and political implications of colonialism on the text. Along these lines, a Reader Response critic, such as Paul Yachnin, will look specifically at Shakespeare's audience and their concerns at the time in which the play was written. Very different from these approaches, a Psychological critic, such as Bernard Paris, will completely ignore what was in the author's and audience's minds, and look at the psyche of the main character in the play. Regardless of which critical approach is used to analyze the play, all interpretations should be considered objectively for they all provide a great deal of insight for studying the text. However, I believe that it is imperative to keep in mind that the story offered in The Tempest is told from the point of view of the main character, Prospero. This has a definite impact on the interpreta tions and their validity. According to Stephen Greenblatt the preoccupation with political power was not unfamiliar to Shakespeare and his audience. In his essay, "The Best Way to Kill Our Literary Inheritance Is to Turn It Into a Decorous Celebration of the New World Order," Greenblatt argues that recognizing the presence of issues such as colonialism and slavery in The Tempest will deepen the pleasure of the ordinary reader. He explains that it is very difficult to look at The Tempest without thinking about imperialism. The play, which is set on a mysterious island inhabited by natives and taken over by a European prince, is filled with allusions to the process of colonization. For example, one can f... ...rtin's, 2000. 119-20. Paris, Bernard. "The Tempest." Contexts for Criticism. 4th Ed. Donald Keesey. New York: McGraw-Hill Companies, Inc., 2003. 235-43. Shakespeare, William. "The Tempest." The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston/New York: Bedford/St. Martin's, 2000. 10-88. Vaughan, Alden T. "Shakespeare's Indian: The Americanization of Caliban." Shakespeare Quarterly 39.2 (Summer 1988): 137-153. Willis Deborah. "Shakespeare's Tempest and the Discourse of Colonialism." The Tempest: A Case Study in Critical Controversy. Ed. Gerald Graff and James Phelan. Boston/New York: Bedford/St. Martin's, 2000. 256-68. Yachnin, Paul. "Shakespeare and the Idea of Obedience: Gonzalo in The Tempest." Contexts for Criticism. 4th Ed. Donald Keesey. New York: McGraw-Hill Companies, Inc., 2003. 34-46.

Importance of Understanding Cultural, Ethnic, and Gender Differences Essay

The United States is and will continue to be a very diverse place. More than 8 million legal immigrants came to the U. S. between 1981 and 1990, and an undetermined number of undocumented immigrants enter the United States each year. In addition, the United States includes people of many religions, languages, economic groups, and other cultural groups. In order to be a successful manager in today’s very diverse society a manager needs to be open and understanding of cultural differences, different ethnicities, and gender differences among employees. Diversity is the presence of people from a wide range of backgrounds all possessing different traits. Some possible contributors to diversity include but are not limited to differences in age, race, ethnic origin, culture, physical abilities, religion and sexual orientation. As the text book states, ‘bringing diverse workers into an organization is seldom a seamless transition. ’ People tend to prejudge and place stereotypes or generalized beliefs that all members of a group possess the same characteristics from different cultures, race, or sex; this must be overcome. To be effective, managers and employees need to recognize, respect, and capitalize on each other’s differences. By being diverse in its employees, a business has a better opportunity for new ideas and growth potential. As discussed this week in class, when the department head turned down the Jamaican friend for the position, even though he seemed better qualified, it showed stereotyping and prejudices can have a negative effect in the workplace. The situation made for an uncomfortable, even negative environment in the workplace. By the department head’s negative behavior it caused a barrier for productivity and potentially harmed working relationships. It is essential in today’s business world for managers and professionals to understand the importance of cultural, ethnical and gender differences to make a positive work environment possible. While performing the ball and sock experiment, I was put outside of my comfort zone and was forced to see what it was like in someone else’s shoes. I found the lefty experiment to be awkward and difficult. I started in the early morning as I was getting ready for work. The seemingly thoughtless tasks that I completed every morning such as showering, brushing my teeth and hair, and eating breakfast now became hard and tedious. I continued the experiment when I returned home from work. Preparing dinner as a lefty was virtually impossible and almost dangerous. Most tasks as a lefty were manageable after some time and practice, but operating a knife was not. I am sure that with a little time and patience these tasks could have become easier to me. I can see how it could be frustrating living as a lefty in a right handed world. This is the same concept as being from a different culture, ethnicity, and gender then those in your workplace. Although the transition into a new company can be difficult, with time and some adjustment it is possible. I can relate the ball in the sock experiment to the importance of understanding cultural, ethnic, and gender differences in the work place because adjusting to something that we are not accustomed to can be challenging. It is important to understand that people we come into contact with everyday come from a background that we may not know much about. It can be difficult to adjust when meeting new people or entering a new work environment. I believe an organizations success can be attributed to its ability to embrace diversity and appreciate the benefits. A workplace who supports diversity can supply an assortment of solutions to problems. A diverse workplace can facilitate a broader service range. It can allow a company to provide their service to those all around the world. I think the most significant benefit to supporting diversity in the workplace is the inspiration it gives to all of its employees to perform to their greatest capacity. Diversity allows employees to come together to accomplish a common goal as a team. Employees will feel comfortable to share their viewpoints and ideas to execute a goal or solve a problem. I believe diversity opens the door for workplaces to achieve higher productivity, result in higher profits, and benefit the community. Diversity may not be something that people are familiar with and may even have a difficult time adjusting to, which is similar to trying to using your opposite hand in daily tasks. I believe understanding diversity will show employees the importance of it in the workplace and how it can enhance the quality of work.

How French Has Influenced Old English

How French Has Influenced  English William the Conqueror won the Battle of Hastings in 1066 and for the next three centuries, all the kings of England spoke French. During the Norman occupation, about 10,000 French words were adopted into English, some three-fourths of which are still in use today. This French vocabulary is found in every domain, from government and law to art and literature.Robert of Gloucester (Robert Fitzroy, 1st Earl of Gloucester (before 1100 – 31 October 1147) was an illegitimate son of King Henry I of England) wrote in his chronicle: â€Å"Vor bote a man conne frenss me hel? of him lute†, meaning â€Å"Unless a man know French, one counts of him little†, hence French became the language of a superior social class. French dialects influenced English also. Today we have chase, guardian, guarantee and regard from Central French (or Francien), side by side with catch, warden, warrant and reward from Norman French.The present-day vocabulary o f English is approximately half Germanic (English and Scandinavian) and half Romance (French and Latin). The two types are strangely blended. Whereas some titles of nobility prince, peer, duke, duchess, marquis, marchioness, viscount, viscountess and baron are French, the names of the highest rulers, King and Queen, are English. There is still used R. S. V. P. (Repondez s`il vous plait) printed on invitation cards or Messrs (for Messieurs) in everyday correspondence.Parliament, meaning `speaking, conference`, is French, but Speaker, the title of the First Commoner, is English. Town, hall, house and home are English, but city, village, palace, mansion, residence and domicile are French. French, too, are chamber and apartment, whereas room and bower are English; justice, just, judge, jury and juridical are all French, as well as court, assize, prison, bill, act, council, tax, custom, mayor, chattel, money and rent, which all came into the language before the close of the thirteenth ce ntury.The names of the live animals: ox, swine and calf are English, whereas those of the cooked meats beef, pork and veal are French. The superiority of French cooking is demonstrated by culinary terms as: boil, broil, fry, grill, roast, souse and toast. Breakfast is English, but dinner and supper are French. Hunt is English, but chase, quarry, scent and track are French. Names of the older crafts are English: baker, fisherman, miller, saddler, builder, shepherd, shoemaker, wainwright, weaver and webber.Those of more elegant occupations are French: carpenter, draper, joiner, mason and tailor. The names of the commoner parts of the human body are English, but face and voice are French. Generally the English words are stronger, more physical and more human. We feel more at ease after getting a hearty welcome than after being granted a cordial reception. We can compare as well freedom with liberty, friendship with amity, kingship with royalty, holiness with sanctity, happiness with fe licity, depth with profundity, and love with charity.