Thursday, January 30, 2020
Constitution of Uk Essay Example for Free
Constitution of Uk Essay As Pryor mentioned, a Constitution â€Å"is a written document setting out a system of founding principles according to which a nation is constituted and governed, and, most particularly, by which is sovereign power is located†(Pryor, 2008, pp. 4). Therefore, constitutions limit the governments’ powers, protect people’s rights, and infer the legitimacy of the state. The constitution of Great Britain hasn’t been brought together into a single document like other commonwealth countries such as France – it is not written or codified. Britain’s constitution is made up of common laws, Parliament acts, and customs and traditions. But Britain does have some important constitutional documents from the Act of Parliament such as the Magna Carta (1215): â€Å"which aimed to protect citizens against arbitrary power and guaranteed the right to a fair trial and trial by jury†(Barnett Diamantides, 2007, p.33), and Bill of Rights (1689): â€Å"the Lords and Commons, previous to the coronation of King William and Queen Mary had framed a bill which contained a declaration of the rights which they claimed in behalf of the people, and was in consequence called the Bill of Rights†(Jean Louis de Lolme, 1853, pp. 50). Britain has no written constitution because â€Å"the country has been stable for too long. The governing elites of many European nations, such as France and Germany, have been forced to draw up constitutions in response to popular revolt or war†(Morris, 2008). In addition, since the current situation has been working well for a long time, why to change it? Besides, the constitution can be changed or adjusted by acts of Parliament, or by an agreement. Since it is flexible, effective amendments in laws can be easily made. A.V. Dicey explained that a flexible constitution is â€Å"one under which every law of every description can legally be changed with the same ease and in the same manner by one and the same body†(Dicey, 1885, pp.65). It is also very valid for Great Britain not to have a written constitution so not to limit the power of the executive branch – the main executive branch being the parliament. Without the laws of the country written in a formal document where people can check them, it is very difficult to know the limits of the government. Hence, an unwritten constitution preserves the parliament’s sovereignty. Moreover, without a written constitution, the parliament is able to inspect the ministers in favor of the public. Albert Venn Dicey, who was a law professor in London School of Economics and a constitutional scientist, said that it is actually advantageous for Britain not to have a written constitution. He mentions that the people’s rights and democracy have been long respected in the constitutional arrangements of Great Britain. He called it (the respect of people) as the ‘The Rule of Law’ which is â€Å"the security given under the English constitution to the rights of individuals looked at from various points of view†(Dicey, 1885, pp. 107). Dicey summarized this rule in three main points. According to Dicey in his book ‘The Law of the Constitution’, no man will be punished except if the law allows it. Secondly, every man, regardless of his status, is subject to the law (no person is above the law). Thirdly, people’s liberty and rights are respected, and consequently, there is no need for the Bill of Rights (Dicey, 1885, pp. 110-115). A country might have a constitution, but may not enjoy constitutionalism. According to Kuper and Kuper â€Å"Constitutionalism is a political condition in which the constitution functions as an effective and significant limit on government†(The Social Science Encyclopedia, 1996, pp. 134). For constitutionalism to occur the constitution must constrain the government; hence, any government that is constitutional can be referred to as â€Å"limited government†(The Social Science Encyclopedia, 1996, pp. 134). In many regions, such as the European Union, constitutionalism is maintained by the Court of Justice, or judicial reviews. According to Kuper and Kuper, these practices aren’t required in the British system because â€Å"the most important constitutional precepts are maintained and enforced more informally through well-established popular attitudes and the restraint of politicians†(The Social Science Encyclopedia, 1996, pp. 134). Furthermore, there are countries with a written constitution such as Middle-eastern countries, but don’t practice constitutionalism. It is the executive body that rules and sets the laws, and in addition, there is no limit to its power. Furthermore, an opposition party or a judiciary, those who make sure that constitutionalism is practiced, and maintain constitutional limits are actually â€Å"not independent of government, because they are controlled by social or economic interests aligned with the government†(The Social Science Encyclopedia, 1996, pp. 134). Hence, even if there is a written constitution that can limit the government’s power, those who enforce constitutional laws may be in line with the government. A constitution might be nothing but a symbol or tool in order for governments to acquire both internal and external legitimacy, and for the public to respect the political and social rules. In the case of Britain, the people chose the anniversary of Magna Carta as the new national day, which shows that the people believe that the power of their ruler is bound. Magna Carta â€Å"didnt work in practice but it set a precedent. It advanced the cause of liberty, constitutionalism and parliamen tarianism†¦..†(The Telegraph, 2006). Reading in the news, the idea of forming a written constitution in Great Britain is being addressed by the current Prime Minister Gordon Brown in order to increase the democracy in Britain. But what must and must not be included in the constitutions? So, since this system has been working in Britain for centuries, and there is a body (the Parliament) that has some power over the prime minister, the system must not be tampered with. The well functionality of the system, the stability of the country, and the great flexibility in making and terminating laws are some of the reasons why Great Britain has an unwritten constitution. To sum everything up, Great Britain does not have a written constitution, but they do have other forms of constitutional documents. This system has been working well for a very long period of time, and even without a constitution, constitutionalism (which is limiting the government’s power) is still being practiced to some extent. Bibliography Adam Kuper, Jessica Kuper (ed.): The Social Science Encyclopedia (London: Routledge, 1996). A.V. Dicey: Introduction to the study of The Law of the Constitution (London: Macmillan, 1885). John Louis De Lolme: The Constitution of England (London: Henry G. Bohn, 1853). Judith Pryor: Constitution (London: Routledge, 2008). Hilaire Barnett Marinos Diamantides: ‘Sources of the Constitution’, Public Law. Published on 2007 by University of London, accessed from http://www.londonexternal.ac.uk/current_students/programme_resources/laws/subject_guides/public_law/public_chs1to4.pdf Nigel Morris: ‘The Big Question: Why doesnt the UK have a written constitution, and does it matter?’ published on 14/02/2008, accessed from http://www.independent.co.uk/news/uk/politics/the-big-question-why-doesnt-the-uk-have-a-written-constitution-and-does-it-matter-781975.html No author: ‘Magna Carta is favoured date for British Day’, published on 30/05/2006, accessed from http://www.telegraph.co.uk/global/main.jhtml?xml=/global/2006/05/30/nmagna30.xml
Wednesday, January 22, 2020
Death and Humor in Mark Twains The Adventures of Huckleberry Finn Essa
Death and Humor in Huckleberry Finn      Huckleberry Finn can be read as a boy's adventure novel, as a work of serious literature, as a humorous historical account, as biting social satire . . . I'm sure I could go on. This is a book that has delighted generations of readers - it's rollingly funny, rife with adventure - and hopelessly morbid. That's right. I read Huckleberry Finn and it made me think of death. The novel has a strange way of dealing with death. There's a pretty high body count, yet each individual demise becomes an opportunity for high comedy. We laugh, and the novel will laugh with us. But it won't cry. Perhaps this was a nod to time and place. As far as the poetry of the time suggests, life in America in the late nineteenth century was not exactly cheerful.  Take this poem, published less than a year before Huckleberry Finn, as just one example:  When I am gone - Say! Will the glad wind wander, wander on;                                Stooping with tenderest touches, yet                With frolic care beset, Lifting the long gray rushes, where the Stream                And I so idly dream?          I feel its soft caress; The toying of its wild-wood tenderness                On brow and lips and eyes and hair,                                As if through love aware                That days must come when no fond wind shall creep                                Down where my heart's asleep! Hast thou a sympathy, A soul, O wandering Wind, that thou dost sigh? Or is't the heart within us still That aches for good or ill, And deems that Nature whispers, when alone Our inner Self makes moan? "Longing", by Wi... ...ems, amongst others, by Walter Blair's Mark Twain and Huck Finn. (California: University of California Press, 1960). [5] Mark Twain. Following the Equator. England: Dover Publications, 1988. [6] Julia A. Moore. Mortal Refrains: The Complete Collected Poetry, Prose, and Songs of Julia A. Moore, The Sweet Singer of Michigan. Thomas J. Riedlinger, Lansing: Michigan State University Press, 1998 (5). [7] Mark Twain. The Adventures of Huckleberry Finn, London: W.W. Norton and Company, 1999 (124). [8] Mark Twain.  "Post-Mortem Poetry", The Complete Humorous Sketches and Tales of Mark Twain, ed. Charles Neider. New York: Doubleday, 1961 (156). [9] Mark Twain. The Adventures of Huckleberry Finn, London: W.W. Norton and Company, 1999 (295). [10] Mark Twain. The Adventures of Huckleberry Finn, London: W.W. Norton and Company, 1999 (194). Â
Tuesday, January 14, 2020
Family and friends Essay
Katherine had done exercise which was more than necessary. She went to the gym about 5 times a week, which had really been a waste of time, as she was underweight and there was no need for her to exercise. This is because she did not have many calories which needed to be burnt off by exercising. Her diet was mainly made up of; unnourished foods and she did not eat as much as she did not either have the time, or did not enjoy eating at all. She was anorexic and also had the eating disorder of being bulimic. Although, my client is a very clean and hygienic person; she likes working in areas which are clean, and thought this was very important. However, my client was a very heavy smoker and alcoholic. Intellectually: My client worked 6 days a week and only gets Sundays off to spend with her family and friends. Although, the Sunday Katherine sort off she did not make any use of it as she slept most of the day as she was very tired. My client was a very independent person, and did not at all try to be dependent’s he did not think she was self-worth and she had a low self esteem. Katherine was often stressing about either work or her family this made her become a very paranoid and anxious person. However she was a very hard working person. Emotionally: Katherine was always depressed because, she is always being caught up in her work. My client does have the ability to go out and socialize; but feels that she does not have the confidence to go out and make new friends. By doing this she thinks bad of herself, which makes her feel disappointed about herself. Katherine was always sad and unhappy, most of the day which did not improve her motherly skills with her children. Socially: My client had some friends but didn’t have a close nor good relationship with both her family and friends. And had a problem against talking to other people and making new friends, as she did not feel self-worth and didn’t have the self-esteem to boost her confidence. She wouldn’t organize day trips to enjoy her holidays, and whenever she tried something would go wrong. AFTER: My client- Katherine Lewis But now my client is doing more of this. Physically: Katherine now does a regular amount of exercise. My client takes part in more exercise activities; she has also widened her variety in activities, which has been really good for her physical status. She takes part in things like: swimming, aerobics, dance- for about an hour each session, and jogging, walking for about- 30 minutes each day. Katherine has improved her diet dramatically as, she now eats more than usual and has a very spread out and balanced diet plan. Her diet is mainly made up of now, more nutritious and healthy foods; she also replaced her diet of made up of mostly liquids, to fruits and nuts. On the whole Katherine has a stable weight which is really good for her body, and is slowing becoming a much healthier person from before. Intellectually: My client now gets up earlier and goes to bed quicker, as this refreshes her for the morning activities which lay ahead of her. This also gives her the opportunity to think straight, and get ready for the challenges which may come ahead of her. She has begun thinking more about the positive things in life, rather than always thinking about the negative sides of things. She has stopped stressing so much about her work and home life, so this gives her a better view upon things, such as how to go solve a problem, or how to spend more time with the family. Her intellectual thinking skills, has improved massively, as she feels more confident about herself. Emotionally: Katherine goes out more, and opens up her feelings much more than she used to. She feels that she has become a more self-assured person, so this encourages her more to go out and spend some time with her family and friends. My client, who used to feel that she had no one to discuss problems with, has now realised that her family and friends are always there to talk to and to confide with. She used to always be depressed, but now has found resolutions to that, and is happier than before. She emotionally is aware that she has many people around her, who will support and provide her with company if she ever needs it. Overall, my client is a supplementary joyful person, than before. Socially: Katherine has now started socializing more than she used to. She invites family and friends over to her house, to get to know them better. This has assisted her a lot, in her socializing skills; she goes out more and has meet many new friends; which are all from different backgrounds. She has the confidence, and the assurance to create a relationship with new people.
Sunday, January 5, 2020
Choose Project-Based Learning
In any learning process, one should distinguish between the busy work and the actual practical learning. While memorizing information and exploring the theory might seem like important activities, students learn only when they are involved and when the piece of knowledge is personally meaningful to them. The best learning mode would be to offer students working on projects that assume a tangible result, educational value and satisfaction from the process. The benefits of project-based learning are all about these things. Project-based learning, or PBL, derives from John Dewey’s idea of â€Å"learning by doing,†which was explored in late nineteenth century. By mid-2000s, there were entire schools that adopted this method of learning. The research results showed that students manifested better academic success and higher grades in classrooms where PBL was practiced, as compared to the classrooms with the traditional learning style. According to education theorists, the current goal of education is not to make students meet the curriculum requirements, but to make them creative, passionate, capable of critical thinking and collaboration. All of this can be acquired only through personal experience. Below are some of the characteristics of project-based learning that explain how this method contributes to the multifaceted development of students in the process of learning. PBL is centered on real-world projects. Each project starts with an open question that is triggered by a particular situation. Students are familiarized with an existing problem, to which they need to find or propose a solution. This motivates them to learn and participate more, as they feel involved in something truly meaningful to them and society. Personal involvement of each student matters a lot. It is a very important component and one of the main principles of project-based learning. While answering standard questions is a characteristic of busy work, in PBL, a student should not only seek answers, but ask questions as well. Students will feel really involved when they are concerned about the problem and motivated to seek the solution. While working on their projects, students decide its nature and draft its final look for themselves. Student-driven learning process suggests that the participants choose the direction of projects themselves, after they do some preliminary research on the topic. It is important that collecting information is not reduced to copying it from the printed and online resources. Conducting surveys, interviewing the experts, and exploring particular cases will provide more in-depth information on the topic and get the learners involved even more. Students develop the ability to cooperate with others and organize the activities. Students choose their project partners themselves and distribute the roles among the team members. It is important that every participant makes an equal contribution to the project, and that everybody coordinates their work with the team. Every piece of work is assessed in a complex way. The principle of right and wrong cannot be applied here. Every component of the project and every little contribution counts. Teachers often practice presentation of projects to the greater audience which can consist of parents, peers, experts, local activists, or public thought leaders. This gives students a feeling of significance of the work that has been done. Learning is a very complex process which comprises much more than acquisition of information and development of the subject-related skills. It also involves critical and system thinking, resource management, cooperation between subjects, and understanding of practical significance of the issue learned. Project-based learning is a form of the meaningful practical learning which shapes students as both individuals and functional members of the society.
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