Assess the Different Sources of the Law in England and Wales. To What Assignment

Assess the Different Sources of the Law in England and Wales. To What Extent have External Sources Affected its Development - Assignment Example This paper stresses the decisions of the courts and judges are based on relevant facts and relevant law and they also take support of case law (decisions taken by prior judges in similar situations). Judges base their decisions on precedents, which can be defined as decisions taken by judges based on relevant laws. Precedents can be primarily original in which, the judge takes a new decision based on relevant law and they can be binding in which, the judgment is based on a decision that is already taken on a similar situation previously. If the judgment is taken by superior courts such as House of Lords, Court of Appeal or High court, the lower courts have to abide by the same law. Therefore, precedents are taken into consideration in common law for reaching at a decision similar to some previous one or a new one. Common law deals with innovations and newness in law. But its progress is slow. However, it is quite relevant for solving criminal cases, civil law cases, employment cases and much more. From this paper it is clear that the courts take decisions based on precedents so the decisions taken by Supreme Court can be considered as the basis of common law used in England and Wales. English law is basically formed of common law or case law, which is quite old. Common law was formed as a law followed throughout England and Wales. Because the law depend on precedents, hence, the courts existent in England and Wales are organized in a hierarchy and the cases are properly reported and saved.  

Professional Ethical Responsibilities of Career Counsellor

Professional Ethical Responsibilities of Career Counsellor Goh Peng Hng Assessments are an integral part in Career Counseling. As responsible and trained counselor, what are the professional and ethical responsibilities in conducting an assessment for career counseling throughout the process of intervention? Assessment, as quoted in the American Counseling Association states it is â€Å"the process of collecting in-depth information about a person in order to develop a comprehensive plan that will guide the collaborative counseling and service provision process† ( â€Å"Code of Ethics, † 2014. p20). It is known that assessment is an essential component in the process of counseling. If a proper assessment is not carried out, it could prove detrimental to the counseling process. But what purposes does the assessment strive to achieve that makes it so important? First and foremost, assessment serves the purpose of gathering background information for taking further action. According to the American Counseling Association, assessment is primarily utilized for the purpose of attaining information for other purposes such as client decision making or treatment planning ( â€Å"Code of Ethics, † 2014. p11). Secondly, the information gathered from assessment helps the counsel or gain a greater understanding of the client, which in turn benefits the client. For example, during counseling sessions, counselors carry out their duty while considering the clients personal and cultural circumstances ( â€Å"Code of Ethics, † 2014. p11). This ensures the counseling provided is more effective for the client. Lastly, the well-being of individual is promoted through the usage of appropriate educational, mental health, psychological and career assessment carried out by competent and qualified counselors ( â€Å"Code of Ethics, † 2014. p11). In general, what this means is that assessment provides clarity and aid in the client in understanding themselves and figuring out the steps for the future. When assessing a client, there are various professional responsibilities involved. These responsibilities which are written in the code of ethics and are the general standards of any organization consisting of counselors and other healthcare professionals who administer assessments. One example of such a responsibility includes addressing to the clients about the assessment which is being administered, including the function, usage and results of the assessment. Additionally, the client also has the rights to information such as the people who will be able to acquire the results, how the results will be kept and distributed ( â€Å"Code of Professional Responsibilities, † 1995. p6). Security is also a professional responsibility of great importance for counselors. Counselors are required to take applicable and necessary steps prior to, throughout, and following the assessment ( â€Å"Code of Professional Responsibilities, † 1995. p6). The results of the assessment are t o be strictly kept under a watchful eye and safe in a secure environment. This is to ensure that there is no breach of sensitive information as the client is promised privacy and confidentiality. It is also a responsibility of a counselor to use standardized assessments, strictly following the rules and regulations and alert the client if there are any abnormal conditions that arise ( â€Å"Code of Professional Responsibilities, † 1995. p6 ).This guarantees that the results are valid and reliable and the success of the assessing procedure. Besides professional responsibilities, ethical responsibilities are also taken into consideration when assessing a client. According to the National Career Development Association (NCDA), there are a multitude of ethical responsibilities. One of the many that are shown is the respect of the clients confidentiality, or honoring the trust placed in the counselor. It is the counselors responsibility to gather solely information that pertains to the professional relationship between counselor and client during an assessment ( â€Å"Code of Ethics, † 2007. p10). This is the respect for the clients privacy, as asking any more could be due to the counselors curiosity. Which, however, would be unrelated to the assessment and thus, unethical. Another responsibility closely related to privacy is confidentiality. Although the two terms are similar, it is worth noting that they are not the same and have a great difference in the context of ethics. Respect for confidentiality is responsibi lity which means that counselors are strictly prohibited from sharing the results of their assessment or any other classified information without the informed consent of their client. The only exception is that if the counselor has any logical and appropriate legal or ethical reasons to justify the distribution of the information ( â€Å"Code of Ethics, † 2007. p10). Being fair is also a ethical responsibility of a counselor. What this means is that counselors have to be unbiased and neutral when treating all clients. Clients must be given standardized assessments and treated as unique individuals with human rights. This responsibility expects the counselor to have the capacity to be non-judgemental and recognize the exclusive identities of each and every individual ( â€Å"Ethical Framework, † 2010. p3). The British Association for Counseling and Psychotherapy (BACP) suggests that counselors have the ethical responsibility of assessing the client without meaning any s ort of harm to the client. Any harm to the client must be prevented be it sexual, financial, emotional or any other form of client exploitation. Included in this responsibility is also to be competent and all times and not providing services when the counselor is unfit to ensure that assessments are done correctly ( â€Å"Ethical Framework, † 2010. p3). This is a vital point as ignoring these guidelines is likely to cause inaccurate assessment results, which might harm the client as a result. Prior to assessment, there are responsibilities to be upheld by counselors. One of such is the maintenance of assessment security and integrity. This responsibility expects counselors to protect the assessment materials by preventing improper use and distribution. They should stored in a secure place that can be only accessed by the staff with authorization. The few people who are allowed to have access to qualified and competent counselors who can interpret the results in the proper manner ( â€Å"Administration Practices, † 2004. p7). Reproduction of test results is also strictly prohibited. Another of one of the standard responsibilities of the counselor administering the assessment is the selection of a testing environment before assessment ( â€Å"Administration Practices, † 2004. p7). This is due to the fact that if clients are comfortable in the testing environment, they will be able to answer the questions posed more accurately. Other than the location of the as sessment, the testing period for the client brings about a similar purpose. The time at which the assessment is scheduled to take place must a time where the client is able to function best ( â€Å"Administration Practices, † 2004. p7). Counselors must judge the clients readiness and willingness to participate in the assessment and may then begin after in the responsibilities to be portrayed before an assessment. Not only are there responsibilities prior to the assessment, there also various responsibilities to be taken note of during the process of assessment. One of the main responsibilities during the assessment is the observation of the client. This ensures that the client follows the instructions given and will thus be able to provide a more valid and reliable result. The client will also be able to alert the counselor if there is any problem that arises during the midst of the assessment. For example, if a client has difficulty understanding the directions given, the counselor would be present to explain it in a brief and concise ( â€Å"Administration Practices, † 2004. p10). This comes hand in hand with reading the instructions of the assessment material. As the assessment begins, it is the responsibility of the counselor to read the instructions as written on the material. This should be done in a â€Å"natural, deliberate tone of voice and manner† ( â€Å"Administrati on Practices, † 2004. p10). At the exact moment where the assessment ends, the counselor has to gather all of the materials used. This is vital as it affirms the security of the assessment ( â€Å"Administration Practices, † 2004. p11). Failing to do so may cause a breach of confidentiality which will in turn affect the relationship between client and counselor. Counselors are obligated to give information in the event that the whereabouts of the materials are unknown. Following the end of an assessment, responsible counselors should check the assessment material in detail. The answers provided should be clear and easy to be interpreted. For example, if there are faintly marked answers, counselor should darken it for clarity. The test must be confirmed to be completely finished and checked thoroughly before the documents can be interpreted ( â€Å"Administration Practices, † 2004. p11). One of the most important responsibilities is the security of the documents ( â€Å"Code of Professional Responsibilities, † 1995. p6). The client must have full knowledge of the safety of the results. The client must be able to make an informed decision regarding the release of the results. Lastly, it is the responsibility of the counselor to judge the clients readiness before disclosing the results to the client. If the client is not ready, the results are not supposed to be released under any circumstances. This is done in the best interests of the client and it is to ensure the results will not harm them if disclosed prematurely. Overall, it is clearly shown that the assessment is a complex and crucial part in the process of career counseling. There are a plethora of responsibilities to be upheld by the counselors during assessment, be it professional or ethical. The responsibilities discussed in this paper are based upon the standard codes of ethics and responsibilities created by renowned and recognized organizations. Following these responsibilities ensures that a counselor can accurately carry out an assessment and bring the margin of error to a bare minimum.

Parallels between The Movie, The Matrix and Platos Allegory Of The Cav

Parallels between The Movie, "The Matrix" and Plato's Allegory Of The Cave In Book VII of The Republic, Plato tells a story entitled "The Allegory Of The Cave." He begins the story by describing a dark underground cave where a group of people are sitting in one long row with their backs to the cave's entrance. Chained to their chairs from an early age, all the humans can see is the distant cave wall in from of them. Their view of reality is soley based upon this limited view of the cave which but is a poor copy of the real world. In addition to the chained people, there are other people in the cave. Plato refers to them as the puppet-handlers and they are the ones holding those in the cave captive. (It is important to realize that the prisoners do not realize this--in fact, the prisoners do not even realize that they are being held captive since this existence is all they have ever known.) Walking behind the prisoners, the puppet-handlers hold up various objects found in the real world. Due to a fire that is burning the mouth of the cave, the prisoners are able to see the objects and each other only as distorted, flickering shadows on the cavern wall in front of them. Unfortunately, the prisoners can not see the actual objects or the puppet-makers because they are unable to turn their heads. From childhood, "...their legs and necks [have been] in bonds so that they are fixed, seeing only [what is] in front of them.... As Plato goes on to later explain, "the truth would be literally nothing but the shadows of the images." The movie, "The Matrix," parallels Platos's Allegory Of The Cave in a number of ways. Similar to the prisoners of the cave, the humans trapped in the matrix (the cave) only see what the machines (the modern day puppet-handlers) want them to see. They are tricked into believing that what they hear in the cave and see before them is the true reality that exists. Furthermore, they accept what their senses are telling them and they believe that what they are experiencing is all that really exists--nothing more. However, Neo is forced to face a painful truth when he is removed from the pod that has kept him trapped in the virtual reality of the matrix. Neo discovers that what he has been presented with his entire life is only reflections, or merely shadows of the truth. This theme is carried throughout the movie as we see ... ...yone to take them out of the cave. They would fight to stay in the cave because it is the only world they have ever known and it is where they feel safe. In "The Matrix," Cypher kills several people in his quest to go back to the matrix (the cave). Morpheus tells Neo the same thing in regard to the humans still plugged or trapped in the world of the matrix. "You have to understand, most of these people are not ready to be unplugged [forced out of the matrix--the cave]. And many of them are so inert, so hopelessly dependent on the system that they will fight to protect it." Society's Role In Our Lives In conclusion, Plato's story of the cave brings up many philosophical points and most importantly, addresses the issue of society's role in our lives. To some degree, we are all influenced by the thoughts and actions of others; however, at the same time, we have the ability to question, draw our own conclusions, and ultimately make our own choices. As Trinity tell Neo, "The Matrix can not tell you who you are." By being courageous enough to turn around and take the red pill, we, just like Neo and the Freed Man, are making the first step towards personal independence.

Introduction to Education Essay

1. Diagram 1: Factors contributing to a great lesson  Discuss the above diagram using the learning theory/theories.  (20 marks) Answer:  A great lesson is very important for students and teachers. How to make a  lesson perfect? Maybe different people keep different viewpoints. Here are some  criteria for a great lesson from my opinions. First of all, the quality of learning is exceptional. Students demonstrate excellent concentration and are rarely off task even for extended periods without adult direction. They have developed a resilience when tackling challenging activities. Their keenness and commitment to succeed in all aspects of school life and ability to grasp opportunities to extend and improve their learning are exceptional. Moreover, Progress is at least good for different groups of students and exemplary for some students. See more: how to start an essay Secondly, Teaching is at least good and often outstanding as students are making exceptional progress. Students are enthused which ensures they learn really well. Excellent subject knowledge is applied to challenge and inspire students. Resources, including new technology make a marked contribution to learning as does the targeted support from other adults. Teachers are aware of students’ capabilities and their prior learning and understanding and plan effectively to build on these. Marking and dialogue between teachers and other adults and students are of consistently high quality. Besides, The following factors are some of the other essential ingredients required for a great lesson: †¢ Differentiating for various groups of learners †¢ Engaging and motivating students †¢ Developing independent and resilient learners †¢ Delivering skills and content essential for passing exams †¢ Assessment as part of developing progress in learning †¢ Challenging the most able learners †¢ Using technology and tools to make an impact on learning †¢ Effective collaborative learning and peer review †¢ Effective classroom management †¢ Sharing the criteria for success In summary, To be an great lesson teaching is at least good in all or nearly all respects and is exemplary in significant elements. As a result, learners thrive and make exceptionally good progress. 2. Compare and contrast the Islamic and western perspectives of education. (20 marks) Answer: There are some fundamental differences between the Western worldview and the Islamic worldview. The Western concept of value is adopted from study of knowledge, in particular philosophy and social sciences, Islam puts the revelation as a primary source of values which make education in Islam means the value of education itself. Firstly, The difference in worldview in conceptualizing human, knowledge, religion and God, have made Islam and Western education fundamentally different. Western secular education that is valuefree results in the disattachment of knowledge and science from ethics, morality and spirituality. And as such the corruption of knowledge due to the Western materialistic educational concept impacts the Islamic world which has long adopted such concepts due to western colonialization. Secondly, The Western concept of value is adopted from study of knowledge, in particular philosophy and social sciences, which then was developed in the world of education with all its relative variants. Nevertheless it is a whole different issue in Islamic perspective. The virtue of value in Islam means a belief of choice in behavior and actions under normative guidance prescribed by the revelation (wahy) of Allah and the sayings of His Messenger. In addition, education emerged as a response to moral and existential crisis caused by the Western worldview which is value-free. Value in Western conception is relative, created by human ratio and neglects the revelation. Values and morals evolve and change from time to time as a response to the social and political situation in Western civilization. Islamic conceptions of value and moral are different from Western conceptions. The value and morality in Islam comes from the revelation which was revealed to Prophet Muhammad and written in the Qur’an. Education in Islam is not value free and could not be separated by the metaphysical elements, but includes both the physical and metaphysical reality, and contains the principles of Islam which is useful as a guide for man to find true happiness in the world and the Hereafter. In conclusion, Value education developed by the West, should not be accepted by Muslims without adequate criticism, because there are some fundamental differences between the Western worldview and the Islamic worldview, especially in the concept of truth and knowledge. 3. Secularization and modernization of education give a huge impact on the lifestyles of Muslims. From your perspective, discuss how the concept of education can be Islamized in the Muslim majority countries? (20 marks) Answer: In the Muslim majority countries, Islamization of knowledge as a methodological foundation for cultural and social reform brings the Muslim world and Muslim intellectuals and political leaders to the step of second-stage of effective and comprehensive reforms to rebuild the Ummah’s life and institutions. At this stage, the central question is where to begin rebuilding — in the economic, political, scientific, or military sectors? Indeed education lies the answer. Firstly, Education is an important factor in the development of any society. The level of development of any nation is usually determined by its level of education. Therefore, Muslims should coordinate their efforts and establish their priorities, where education comes at the top. The more Muslims give to the cause of education and development at this stage to create sound Muslim mentality and psychology, the more Muslims acquire higher capabilities in all other fields. Besides, education can be seen from three aspects: a) Individual: Human is seen to have a bunch of potentials and abilities that are unknown either to the individual themselves or to others in general. Therefore, through the education process, all these potentials and abilities will be discovered and developed to benefit the individuals as well as the societies. b) Society: Education is seen to play its role as an instrument to internalize and transmit the culture from one generation to another. c) Interaction between individual and society: Education as a process of transaction between the individual and the society that is the development of potentials of the individuals will contribute to the betterment and improvement of the societies. Finally, Islamization of education, is the Islamization of the Muslim child and the coming Muslim generation. It is the process of liberating them from a culture of fear and superstition to recapture and reestablish the Muslim spirit. In short, it should be noted that the Islamization of education or the reformation of Islamic principles in education must be pursued rigorously, and the Islamic notion that man is Allah’s vicegerent on this earth and that he should carry on his shoulders certain duties and responsibilities should also be emphasized. That being said, the whole Muslim community should support the move of the Islamization of education. 4. â€Å"Students’ academic achievement is the yardstick of the school leadership’s successes†. Discuss whether you agree with this statement or not. Answer: Effective education leadership makes a difference in improving learning. There’s nothing new or especially controversial about that idea. What’s far less clear, even after several decades of school renewal efforts, is just how leadership matters, how important those effects are in promoting the learning of all children, and what the essential ingredients of successful leadership are. First of all, All current school reform efforts aim to improve teaching and learning. But there are huge differences in how they go about it. Some reforms, for example, attempt to improve all schools in a district, state or country at the same time. Other reforms attempt to influence the overall approach to teaching and learning within a school, but do so one school at a time. Still others, focused on innovative curricula (in science and mathematics, for example), typically address one part of a school’s program and aim for widespread implementation, while innovative approaches to instruction, such as cooperative learning, hope to change teachers’ practices one teacher at a time. Secondly, There seems little doubt that both district and school leadership provides a critical bridge between most educational-reform initiatives, and having those reforms make a genuine difference for all students. Such leadership comes from many sources, not just superintendents and principals. But those in formal positions of authority in school systems are likely still the most influential. Efforts to improve their recruitment, training, evaluation and ongoing development should be considered highly cost-effective approaches to successful school improvement. Finally, Our purpose was to summarize the starting points for a major new effort to better understand the links between leadership and student learning. There seems little doubt that both district and school leadership provides a critical bridge between most educational reform initiatives and their consequences for students.

World Transformation and Lifestyle Change

Jen and I sat down in the far corner of the dinner and began talking. Everything was going fine until our order arrived. To my disgust the New Jersey native, Jen, started to eat her slice of pizza with her hands. Now, you may be asking what†s wrong with that? It is a common site to walk into a pizza parlor and see everyone handling their food, but to an Argentine native like myself anything else than a fork and knife would seem barbaric. Instances like this occur every day throughout the world because of cultural differences. Another good example by Dean Barnlund, in Communication in Global Village is when former President Nixon and former president Sato met to discuss a growing problem between the two nations. Because of poor â€Å"global communication† their words where miss under stood and as a result a new wave of Words from author Dean Barnlund, who expects that â€Å"as our world is transformed our neighbors increasingly will be people whose life styles contrast sharply with our own. Barnlund points out that this transformation-a kind of â€Å"world† blender-through our newly acquired technologies, such as the internet, jet travel, low cost phones, and the ncrease of study abroad programs will expose us to a variety of cultures and ultimately make the world â€Å"shrink†. Mr. Barnlund seems to hold a mostly positive view about a global community. I am led to believe this because his book, Communication in a Global Village, supplies us with the problems we will and have encountered, and offers us advice on how to deal with it. It seems to me that Barnlund is not so much worried about the end result of globalism, but rather with the tensions involved in its creation. Signs of globalism are sprouting all around us. A couple of months ago World Cup 98 took place in France: A world soccer tournament in which almost all countries participated (about 100 or more). The World Cup is the most watched event in human history (La Blanc and Henshaw 2), and has served as a tool to unite cultures together. Where else could one watch 11 Iranian men defeat 11 Americans with out a single act of bloodthirsty violence? The World Cup ignites a flame brighter in patriotism than the Olympics, and exposes us to people from all around. When a country (Holland) beats your maternal one (Argentina) Fairly (the blame always goes to the referee, a trait all ountries agree in ? ), the emotion proceeding the initial heartbreaking pain is that of respect. What makes this tournament so beneficial to the global village is that after you have finished cheering for your team, you look into others to carry your imagination. Other events that will serve as a great spark for globalism are those such as the new Eurodollar. A standard form of currency not only shows us that countries can agree on something, and are indeed dependant on each other, but will also help people spread more easily from country to country, ultimately breaking down cultural boundaries. One doesn†t have to look farther than the ground we stand in to see the effects that globalism would have on cultures. The United States is a prime example of globalism. 1) By having so many different types of people we are influenced in varying ways such as in, sports, religion, education, family, and in the business world. 2) Helps create a better overall society, that has â€Å"global† social skills. ) Makes a community that represents all the ideals and ways of life. 4) Helps the speed and spread of technology. 2) Often times in a desperate attempt to preserve a cultural identity, countries become inclusive. Ex. The many years it took the U. S to accept any other sports apart from Baseball, Hockey, Basketball, and American Football. 3) The lack of seclusion will create generic art, music, and ideas. Back in time cultures such as the Incas and the Egyptians-because of isolation-were vastly different. I recently flipped my television to a Japanese station and saw a â€Å"Rock† band. Not that there is anything wrong with that but the distinction between cultures is fading. Another example in the music industry is how British music influences America. (Beatles, Radiohead, Prodigy, etc. ) I personally hold a bitter-sweet look into globalism. Since I am a product of culture shock I feel I have experienced it first hand. I believe that globalism would be beneficial to humanity but it would ultimately make it a very bland world where everyone thinks the same way and does everything the same way, and being an artist that†s the last thing I would want. Gone will be the days of contrasts such as African art from Egyptian. Another thing that keeps me from being totally pro-globalist is that the education system in the U. S (one of the most crucial nations for globalism) does a very poor job educating its youth about anything but itself. Students are bombarded with U. S histories all throughout grade school and high school with very little â€Å"world† education. This self- centered mentality is also seen in our newspapers, where foreign affairs are only covered if they are directly affecting us. It seems we only hear about other nations when there is a war or we have sent them money. Opening the sport section clearly shows the lack of international coverage. Newspapers in Europe and South America not only post their sporting news, but those of other nations (including the American sports). I think it is a lot more important to know a little bit about other cultures than to have all the We already know the positive and negative results that globalism would have, however, the question remains: is it really possible to achieve globalism? In order to determine we must first clarify what is needed in order to achieve a â€Å"global friendly† community. In my previous paper, Loneliness: a national feeling? I wrote that â€Å"For the most part, good communities offer a stable and trusting environment, where freedom of choice and expression is encouraged. Little discrimination, support, protection, and success leading involvement, also constitute good characteristics. † The ey term is: expression. Every person must learn to accept, and if not possible, respect others forms of expression. Obviously, we have not done a good job which is proven by our constant racial and sexual discriminations. In order for a Global Village to succeed, there are three points that must be focused on: technology, education, and understanding. Technology has already reached a point where it is allowing people from across the world to unite with no delay time. The world overall has had an increase in literacy, but even scholars are often ignorant of the â€Å"world† language. Schools and more importantly adults have to take the responsibility and eliminate prejudice from our youths mind. And of course, education would prove useless unless we are understanding and have an open mind. Greed for power, the unwillingness to accept new ways of life (clinging to your roots), and the mentality that we are all â€Å"too different†, are the three main killers of globalism. It is because of stubbornness and an immense greed that globalism has not already taken full effect. I believe that it is possible to achieve something close to globalism. My theory is hat in the future nations will unite because of political needs, shared wealth, and military allies. Countries in Europe and South America have already began to open up their borders. The result would be a couple of different communities. I am sure that a total global community is possible, but unless our planet is being jeopardized by alien beings I highly doubt that we will ever find enough motivation. Globalism is definitely coming on headstrong with its good and bad points. But, then again, nothing good in life comes free of burdens and in the end it will be up to the people to decide whether the sacrifices Barlund, Dean.

Satire in Swift`S a Model Proposal Essays

Satire in Swift`S a Model Proposal Essays Satire in Swift`S a Model Proposal Essay Satire in Swift`S a Model Proposal Essay Jonathan Swift is an Irish writer from the 18th century and was known as a satirist, essayist and a political pamphleteer. He is the author of Guiltier s Travels, A Journal to Stella, Drapers Letters, The Battle of the Books, An Argument Against Abolishing Christianity, A Tale of a Tub and A Modest Proposal. His last work, A Modest Proposal is an occasional essay in which he gives a response to an economical problem which shatters and weakens Ireland at that time, but his response is satiric and he gives rational solutions. According to the Classic Encyclopedia, based on the 1 lath Edition of the Encyclopedia Britannic, Jonathan Swift Is a satirist struggling with a most uncongenial form of expression. HIS text Is based on solid argumentation, although Irrational and unpractical, and also well structured. He begins by Glenn a description of the city of Dublin which Is In a poor state crowded with beggars of the female sex, followed by three, four, or six children, all in rags and importuning every passenger for an alms. Only in his fourth paragraph he states his idea, his great Lana, and he does it by telling the reader that he had heavily reflected on it, his words being having turned my thoughts for many years upon this important subject, and maturely weighed the several schemes of other projectors. He ultimately suggests that Irelands greatest problem concerns him very much, and so he is obliged to come up with a solution for the love of his country. He implies that he had thought of many schemes but only one he thought to be of any help. His humbly position Is in contrasts with the end of his essay which can be Interpreted as his untouchable position, his plan cannot hurt him. Only after explaining to the reader the advantage of his scheme he tells them what It Implies, and that Is eating them while young and tender. This idea, eating young children, is given to him by an American, a very knowing American ,as he refers to him and it bears several connotations. From one point of view, a possible cause of including the Americans would be their perception that Irish, or other nation in general, is inferior to them, like savages, and Swift mocks them, and by using satire he shows them that Irish are capable of eating their children. From another point of view, Swift might show the reader that the Americans re the savage ones, due to the fact that he got the hint from one, he might imply that Americans are able to eat their children. Swift gives In the Preface to The Battle of the Books, 1704 the following definition of satire Satire Is a sort of glass, wherein beholders do generally discover everybodys face but their own, which Is the chief reason for that kind of reception it meets In the world, and that so very few are offended with It. and as a support of his theory he ends halls essay In an unexpected way. He says I have not the least personal interest in endeavoring to promote this accessory work, navels no toner motive tan ten puddle good AT my country, DAY advancing our trade, providing for infants, relieving the poor, and giving some pleasure to the rich. I have no children by which I can propose to get a single penny; the youngest being nine years old, and my wife past child-bearing. which can either mean that he bears in mind only the welfare of his country or that he cannot be touched by it, as I previously mentioned, his child being too old to be eaten or sold and his wife past childbearing. As The new Princeton encyclopedia of poetry and attics say Despite the aesthetic and often comic or witty pleasure associated with much satire , their authors incline toward self- promotion as Judges of morals and manners, of behavior and thought. a writer may use irony to Judge to set some moral guidelines. Swift uses irony to mock some of Irish habits and some common belief which were very popular at that time, a person who has authority over every one who lives in his territory. He speaks about landlords, he says that Androids, who as they have already devoured most of the parents, seem to have the best title to the children to help him sustain his theory. He mocks that the landlord is the highest authority and everyone must obey him. If the landlord would approve his theory, that would mean that all of the children from under his territory would be sold to him, whether the parents approve of it or not. Another element which belongs to the sphere of satire is the relationship be tween the title and the content of the text. Ata first reading of the title, A Modest Proposal which has a small introduction, by which the author explains the reason of his pamphlet, For Preventing the Children of Poor People in Ireland from Being a Burden to Their Parents or Country, and for Making Them Beneficial to the Public Swift may lead the reader into thinking that his proposal is fairly practical and useful; a reader may have expected an economical plan with may numbers and logical facts. Its ironic, but in a way, he did offer the reader numbers The number of souls in this kingdom being usually reckoned one million and a half, of these I calculate there may be about two hundred thousand couple whose wives are breeders; from which number I subtract thirty thousand couples who are able to maintain their own children, although I apprehend there cannot be so many, under the present distresses of the kingdom; but this being ranted, there will remain an hundred and seventy thousand breeders. I again subtract fifty thousand for those women who miscarry, or whose children die by accident or disease within the year. There only remains one hundred and twenty thousand children of poor parents annually born. and this gives the text authenticity, but his ideas are, nevertheless, immoral and unpractical. The reason of writing such a modest proposal is given by Carol Fabricate As a parody of the many fatuous proposals for dealing with the problem put forward by writers who had little understanding of the situation. According to what Fabricate says, there were created may systems to try and help Ireland overcome the economical problems, but all were proved to be useless. Swift mocks those who do not know how to write, and for that, he built with good and viable arguments an idea which is immoral, to show them that any idea can be proven, but that does not necessarily make it a good one. Carol Fabricate highlights that A Modest Proposal is an occasional essay and must be understood as a response to an economical problem. Its purpose is to mock the Irishmen, those who continue to write but do not understand what they are writing.

Free Essays on Alexander Calder

Alexander Calder’s â€Å"Ghost† in Relation to his Life and his Art Alexander Calder’s â€Å"Ghost† conspicuously hangs above the Great Stair Hall at the Philadelphia Museaum of Art. The gigantic mobile is dwarfed by its surroundings, and seemingly defies gravity as it floats and spins high above the heads of the museum’s visitors. It is surprisingly ambiguous for its size and its enormity (though it is not at all his largest work). Calder, in the early thirties, created the mobile (PBS ONLINE), an ever-changing sculpture that dances and spins by no more than a breath of air (Baal-Teshuva 5). Although he is predominately famous for his moving sculptures, in his lifetime Calder did produce more than 16,000 catalogued works (5). He primarily worked with wire and metal, but also experimented with wood, paint, gouache, paper and just about anything he could find. But it was Calder’s mobiles that changed the face of plastic art, which for centuries had been considered static and motionless. Sculpture was, consequently, the opposite of the mobile, which is fleeting and naturally changeable. Alexander Calder was a founder and a pioneer of kinetic sculpture (5). â€Å"Ghost,† the work, is as curious as the artist himself. With unlimited energy, Calder experimented with every kind of material capable of being sculpted. Working in the third dimension (with mostly primary colors or black and white) Calder was able to bring joy and fun into his artwork (6). Although his mobiles are merely metal plates attached to moving wires, he was able to create complex, endlessly fascinating kinetic sequences through the use of balance and abstraction (PBS ONLINE). In a time of relentless artistic upheaval, Alexander Calder’s vision of modern art concerned itself with a somewhat taboo topic in the world of art – fun. Calder ignored the formal structure of art, and in doing so, redefined what art could be (PBS ONLINE). His muse was the ... Free Essays on Alexander Calder Free Essays on Alexander Calder Alexander Calder’s â€Å"Ghost† in Relation to his Life and his Art Alexander Calder’s â€Å"Ghost† conspicuously hangs above the Great Stair Hall at the Philadelphia Museaum of Art. The gigantic mobile is dwarfed by its surroundings, and seemingly defies gravity as it floats and spins high above the heads of the museum’s visitors. It is surprisingly ambiguous for its size and its enormity (though it is not at all his largest work). Calder, in the early thirties, created the mobile (PBS ONLINE), an ever-changing sculpture that dances and spins by no more than a breath of air (Baal-Teshuva 5). Although he is predominately famous for his moving sculptures, in his lifetime Calder did produce more than 16,000 catalogued works (5). He primarily worked with wire and metal, but also experimented with wood, paint, gouache, paper and just about anything he could find. But it was Calder’s mobiles that changed the face of plastic art, which for centuries had been considered static and motionless. Sculpture was, consequently, the opposite of the mobile, which is fleeting and naturally changeable. Alexander Calder was a founder and a pioneer of kinetic sculpture (5). â€Å"Ghost,† the work, is as curious as the artist himself. With unlimited energy, Calder experimented with every kind of material capable of being sculpted. Working in the third dimension (with mostly primary colors or black and white) Calder was able to bring joy and fun into his artwork (6). Although his mobiles are merely metal plates attached to moving wires, he was able to create complex, endlessly fascinating kinetic sequences through the use of balance and abstraction (PBS ONLINE). In a time of relentless artistic upheaval, Alexander Calder’s vision of modern art concerned itself with a somewhat taboo topic in the world of art – fun. Calder ignored the formal structure of art, and in doing so, redefined what art could be (PBS ONLINE). His muse was the ...