Different Aspects Of Love Essay Example

Different Aspects Of Love Essay A tragic love story of two star cross lovers which reveal many aspects of love. The impetuous Romeo certainly demonstrates different responses as love develops.In the opening scenes, Romeos mother, Lady Montague, asks Benvolio, Romeos friend if he knows his where abouts. Dramatically the audience learns of Romeos troubled mind. From this you can see Romeo is love sick and depressed. (I i 11) Shuts up his windows, locks fair daylight out and makes himself an artificial night. His sadness, tears orgmenting and deep sighs. You can see this when Romeo enters the scene. Benvolio is asked by Lady Montague and Montague why Romeo is so depressed and the reason for his mood.Romeo is in love with a lady called Rosaline but is out of favor with her. Romeo has never been in love before and hasnt experienced the emotion in which he is feeling. Romeo is enjoying being in love, never before has he felt this way about anyone. The language reflects Romeos confusion and is obvious from the metaphors t hat Romeos view of love is imaginary and not real. How would he know if this feeling he got was love, he hasnt had any feelings for anyone else! Later during the scene, Romeo is still wallowing in unrequited love. Rosaline does not love Romeo back and Benvolio suggests to Romeo that there are plenty of beauties out there. Romeo does not want to hear this at all.Romeos friends persuade him to go to the Capulets party. They gathered that Romeo might find someone fairer than Rosaline. Romeo agreed to go the party because of the fact he read that Rosaline would be attending the party.The convention of the ball was Masks and this would allow easy entry for Romeo and his friends into their enemys house. Romeo sets out to find Rosaline but immediately falls in love at first sight, with Juliet. Oh she doth teach the torches to shine bright (I 5 45). Romeo uses religious imagery which is symbolic that love is deeper, and suggests the idea of meeting with great passion. It is written as a son net which makes the event much more important. This is a form of poetry which reflects the language, especially love poetry in Shakespeares time.Juliet feels the same way for Romeo as he does for her, and they both realize they have fallen in love with the enemy. Romeos love for Juliet means him risking his safety to be with his love. Romeo is prepared to risk everything, even his family name for Juliets sake. The marriage must remain a secret and Friar Lawrence agrees to help the young lovers. Romeo must make practical arrangements with the nurse for the wedding nightAfter the success of the secret marriage, Romeos attitude towards his enemies, the Capulets changes. Tybalt challenges Romeo to a duel and Romeo refuses. Mercutio especially and Romeos other friends are angered and insulted with his refusal to fight. Tragedy occurs when Romeo tries to prevent Mercutio and Tybalt fighting. For a moment in time, Romeos friendship for Mercutio overcomes his love for Juliet and his marriag e, guilt and sorrow at his friend death vanishes his intensions to be loving towards his in laws, killers of his friend. In revenge Romeo kills Tybalt and is vanished.Romeo is distraught in what he has done; Juliet is his love, his soul mate, being without such love, unimaginable. This will destroy her. Friar Lawrence tries to comfort Romeo, but Romeo ignores his attempt to stop him weeping and tries to stab himself. The friar tells Romeo to be a man and to comfort his love, his wife.The nurse brought a ring from Juliet to Romeo which makes him realize that this tragedy has not destroyed what they have- each other and their love for one another. To send a ring in Shakespeares time was a token of love. Some people might do that today, where others use it as a sign of friendship. Romeo would not physically do anything to hurt Juliet and cares more about Juliet than his own sorrow. The poetry of the lovers wedding night reflects the emotion of their love.That night, Romeo has a dream t hat his lady found him dead. This is a sense of dramatic irony (5 1 6).Back with the nurse at Juliets house, she has been proposed to by a rich young man, and is to marry him this coming Thursday. Juliet panics and doesnt know what to do. She tries to send a message to Romeo to tell him of her death, but it fails to get there. Juliet has everything planned, she is willing to give up everything, her life, well nearly, to be with Romeo and so she swallows the poison.Balfazar hears of Juliets death and at once tells Romeo, but Balfazar does not know that Juliet will wake from her long sleep, to make a new start with Romeo.Romeo cannot live alone; his word also suggests his eternal quality of his love and defies even the stars to join his lady in death. Here once again, Romeo is willing to give up his life as he can not bare not to be with his love, Juliet. Love is consuming as Romeo found out.

Core Knowledge and Skills for Primary Mental Health Care Practice

Core Knowledge and Skills for Primary Mental Health Care Practice Free Online Research Papers Depression has been described as the common cold of mental health problems (Hotopf, 1996) and 90 % of depression is managed in primary care (Mann, 1992). The National Service Framework (NSF, DoH, 1999) identifies cognitive behavioural therapy (CBT) as a major component of primary mental health care services, as it has a strong effectiveness research tradition (Salkovskis, 2002). CBT is a short term, structured form of therapy that provides clients with a rationale for understanding their problems (Blackburn Davidson, 1990). CBT requires a sound therapeutic alliance; the therapist should demonstrate warmth, genuine regard and competence (Beck, 1995). It follows the premise that psychological problems arise as a direct consequence of faulty patterns of thinking and behaviour (Maphosa et al, 2000). In mild depression the person ruminates on negative themes and CBT examines the effects of people’s thoughts on how they feel and what they do (J. Williams, 1997). It is now com mon to draw out the central elements of CBT to offer a more condensed intervention (Teasdale, 1985). Self-help materials are usually given to clients as homework (Richards et al, 2003). Bower et al (2001) found that self-help techniques can have considerable impact on a broad range of mental health problems. Guided self-help should be considered for clients with mild depression. It is a collaborative form of psychotherapy; the client learns new skills of self-management that they can put into practice in their daily lives (DoH, 2003). The following analysis examines the role-play of a primary care graduate mental health worker (PCGMHW). These workers were part of a government plan to enhance mental health services in primary care (DoH, 2000). Throughout this analysis strengths and weaknesses of the therapist will be discussed and what improvements can be made to the demonstrated clinical skills. Introduction to the session The objective of assessment is to find out about the difficulties that are impacting upon a client’s life and to inform decisions of interventions to be offered, taking into consideration the client’s own perceptions of the nature and cause of the problems (Maphosa et al, 2000). The referral letter can lead preliminary decisions about the assessment; usually the information provided in the letter is quite restricted so an assessment is necessary to build on this (Maphosa et al, 2000). The initial meeting is a critical part of the session as this is when the therapeutic relationship begins (Newell, 1994). The therapist began the role-play by greeting the client and introducing herself and then ascertained by what name the client preferred to be known. She immediately gave an overview of the session, as small talk may prolong the client’s anxiety around divulging personal information to a stranger (Newell, 2000). She proceeded to explain her role though only briefly and did not explain comprehensively the nature of self-help and in what way she would act as a facilitator to these sessions; this is a crucial part of acquainting the client to the sessions, as the client may be unaware of why his referral was made and what is to be expected throughout the session. A therapist would want to remove uncertainty in this situation as it detracts the client’s attention away from the session ( Newell, 2000). Session length was clarified; this helps to reduce anxiety and to give the client the opportunity to prioritise the issues to be discussed (Newell, 2000). An agenda was touched on at the start, though the therapist ought to have outlined the procedures to be followed during the process and exactly why the information was needed and to what purpose it would be put. This helps motivate the client to cooperate and improves trust (Purtilo Haddad, 1996). Within primary care the number of sessions a client should expect is six, recent studies have illustrated that this had comparable outcomes to 12 sessions (Newman et al, 1997). However, this, and how often future sessions would be was not made clear to the client. In forthcoming sessions the therapist will incorporate this information, as Barkham et al. (1996) determined that improvements were more rapid when limits were placed on the number of sessions. An essential part of initiating the client to the session is establishing the rules around confidentiality. The client should feel that their privacy is respected but also understand that confidence needs to be broken if theirs or someone else’s safety is at risk (Davies, 1997). In this role-play the client was advised of issues in relation to confidentiality, he was made aware of when confidentiality may be broken and why notes were being taken and assured they would be kept locked away. Note taking should not interfere with the communication process (Munro et al, 1989). The therapist demonstrated good verbal interaction while note taking. Information Gathering and Questioning Style The body of the interview is aimed at attaining the objectives. In this role-play the therapist is interested in learning the causes of the client’s presenting depression and how it is affecting his daily routine. The interview is more than an information gathering process: it is the first stage of active management. This may be the first opportunity for a patient to tell his full story or to be taken seriously, and the experience should be cathartic in itself (Davies, 1997). Open questions are used at the beginning to get a general idea of the client’s difficulties at that time, these encourage clients to talk and to concentrate on the present situation and help establish a rapport (Davies, 1997). This was demonstrated when the therapist asked for the client’s view on how he sees life at the moment and if he thought the term depression â€Å"fits† with how he feels. Such questioning allows the client free rein to discuss issues of relevance to him. The therapist should proceed to specific open questions (Newell, 2000). These include the 4 Ws, the core essentials for a structured interview. These are questions used to identify ‘what’, ‘where’, ‘with whom’ and ‘when’ does the client notice his problems becoming worse or easier (Briddon et al, 2003). In this role-play they are not laid out in such an obvious, rote manner. For example, â€Å"do you have a good relationship with your manager?†, â€Å"how’s everything with your partner?† are used to identify if he is having any social or personal relationship difficulties. Questions relating to support networks give an understanding of how the patient organises his life and whether he has close confiding relationships. While knowledge of his occupation gives an insight into his life style, financial security and network of relationships. Lack of these has been found to be vulnerability factors for depre ssion (Brown Harris, 1978). In this situation the therapist asked about these issues to determine if anything else was impacting on the client’s depression. Throughout the role-play the therapist used the client’s answers to form the next question; this makes the session more interactive and not too formal. Clients with depression do not want to have to answer lists of questions but want an opportunity to talk comfortably, and the therapist needs a chance to listen carefully (American Psychiatric Association, 2000). Sessions delivered within a cognitive behavioural framework aim to elicit the client’s difficulties in terms of the autonomic, behavioural and cognitive (ABC) aspects surrounding depression. At this stage the therapist incorporates closed questions. These are used to elicit specific information and form a checklist of symptoms often found in depression (Davies, 1997), such as poor appetite, sleep, concentration (France Robson, 1997). The effect these have on his work and home life and any other problems which may be contributing factors to the overall picture (France Robson, 1997). The triggers for depression vary, for some there will be a clear reason but for others the reasons are less clear (Briddon et al, 2003). During the role-play the therapist asks questions about â€Å"talk of redundancy at work†, this is done in a circuitous way, e.g., â€Å"so it’s problems at work, that feeling of stress, would that be right?†, rather than directly asking the client if he thinks this is the trigger. In future situations it would be preferable to do so as it would further integrate the client into the session. Garland et al (2002) highlight key questions to establish the presence of reduced and unhelpful activity. The therapist in this role-play asks, â€Å"is there anything†¦you’ve stopped doing?† â€Å"have you started doing anything†¦more than you would have before?† Asking such questions helps the client begin to identify his own vicious circle of depression (Garland et al, 2002). This process of starting with open questions, then asking specific open questions and then closed questions is described as ‘funnelling’ (Briddon et al, 2003). To get to the key thoughts that the client is having about his present situation the therapist introduces Socratic questioning, which is aimed at guided discovery (Padesky, 1993). The client mentions that he feels useless and a failure, the thera pist pursue this thought and asks, â€Å"if people did think you were a failure what would that mean for you?† In future sessions the therapist would examine these thoughts further with a view to helping the client challenge his negative thoughts, however, that was out of the scope of this role-play. At times the therapist was leading the client in his answers, e.g., â€Å"so it could be possible you’re feeding off everyone else’s fears?† rather than guiding him to his answers, she could be more mindful of the Socratic technique in further sessions. In this role-play the therapist asks about suicide and self-harm utilising a frank approach, while letting the client know that these thoughts are common. Dexter and Wash (1995) advocate considering all clients with depression as potentially suicidal. Such thoughts are common in people with mental health problems and can be frightening, sufferers are often relieved to find someone to share with and to learn that these thoughts are common (Davies, 1997). The therapist could have pursued this area further, although she asked the client if he felt he had a good support network, this does not necessarily mean that he had someone he felt he could confide in. Problem Formulation When the therapist was satisfied that the relevant areas had been covered she ‘recapped’ what she considered to be pertinent information. The aim of the interview is to pull together the idiosyncratic components of the problem, to identify problem triggers and the overall impact so that the therapist and client are able to consider the next steps (Maphosa et al, 2000). Giving the client a clear conceptualisation of their problem has been associated with beneficial clinical outcome (Power Brewin, 1997). At this point the therapist asked â€Å"do you think that’s everything, is there anything else that’s causing you stress?† and â€Å"do you think that fits with how you feel at the moment?† This allows the client to reflect on the information he has given the therapist and confirm whether the therapist has accurately captured it. Once formulated the effects of the client’s problems should be illustrated to the client using a simple experiment (France Robson, 1997). In this role-play the therapist introduced the client to the ABC model using a diagram (see appendix 1). The ABC model presents a visual representation of the meaning of emotion for both therapist and client and imparts a depiction of the client’s individual experience of emotion. It illustrates the ‘vicious circle’ of depression (Briddon et al, 2003). In the role-play the therapist explained to the client in what ways the different aspects impact on each other. This association crucially enhances the client’s self-esteem and removes a sense of exclusion (France Robson, 1997). The rationale of how depression comes about and how it can be treated can bring a feeling of control and hope (Blackburn Davidson, 1990). Explanations of psychological symptoms and problems likely to be useful to clients include explanation of feedback mechanisms between thoughts, emotions and behaviour (Cape et al, 2000). In the role-play the therapist also looks at the effects the environment has on the model, as something in the environment is quite often the trigger for depression. Decision Making Once the links between A, B and C had been established the therapist introduced possible service options as a way to break the cycle of depression. However, these were only briefly introduced, e.g., â€Å"a good place to start would be your behaviour†¦maybe phone a friend.† In future sessions the therapist will explain why behaviour is a good place to start, as a rationale for interventions enhances greater client involvement and understanding of their difficulties (Newell, 2000). One of the main reasons that therapists’ instructions are not followed is due to inadequate communication skills (Sanson-Fisher Maguire, 1980). Sleep hygiene, looking at negative thought patterns and problem solving were also offered as interventions. These are technical terms that could have been clarified further. Clear problems evolve from this; if the client cannot understand what is being explained to him important information may be missed (Purtilo Haddad, 1996). It also ex cludes the client from the collaborative process of his own therapy. Furthermore, the client may feel his situation is not being taken seriously (Cassell, 1982). The therapist can further confuse the client by jumping from one topic to the next and failing to summarise or to ask the client to do so (Purtilo Haddad, 1996). Anti-depressant medication had been discussed earlier in the session, further consideration was not given to this as an intervention as the client had decided not to pursue that option and NICE guidelines (2004) do not recommend anti-depressant medication for mild depression. While outlining the service options in future sessions, the therapist will give the client more time to consider each one as thinking processes are slowed and negatively biased in depression (Garland et al, 2002); and give the client an opportunity to feedback on each option. In the role-play the client was given a copy of the ABC-E model and the different service options available, this augments what has been discussed in the session, as it is unlikely that the client will have retained in detail what had been discussed (Garland et al, 2002). At the end of the session the therapist gave the client self-help booklets on sleep problems and information on depression, it was not within the scope of the role-play to discuss these booklets in detail, however, information in this format helps the client focus on issues discussed in session and areas of his life that he would like to prioritise. Use of self-help materials is helpful in enhancing suggestions for change (Kupshik Fisher, 1999). Interpersonal Skills Rogers (1967) posited that the fundamental therapist manner of empathy, congruence and unconditional positive regard are both necessary and sufficient for implementing therapeutic change in clients. Empathy signifies to the client that the therapist has understood the feeling the client is experiencing. Balint (1969) described patient-centred medicine as â€Å"understanding the patient as a unique human being†. Concepts such as ‘user involvement’ and ‘patient empowerment’ became active in health policy during the late 1980s and 1990s (e.g., NHS Executive, 1996). Patients are considered to be active ‘consumers’ who have the right to a certain standard of treatment with access to information and should be actively involved in their treatment (Mead Bower, 2000). In patient-centred care developing a therapeutic alliance is a prerequisite instead of an ’extra’ and enhances the sense of partnership and increases client perce ption of the relevance or potency of an intervention (Mead Bower, 2000). Throughout the role-play the therapist makes reference to therapist and client collaboration when identifying the different service options available, she continually emphasised that the options would be something worked on together. Engaging in a positive therapeutic relationship allows the client to feel free to discuss emotional problems; an association of positive therapeutic relationship with clinical outcome is one of the most robust findings in psychological treatment research (Horvath Luborsky, 1993). Interpersonal skills are a crucial way of building on the therapeutic relationship. Therapist factors are active listening, empathy and a genuine concern for the client (Horvath Luborsky, 1993). There are a number of ways of doing this. Reinforcement throughout the session is a beneficial way of ensuring relevant information. The therapist used such remarks as ‘yes’, and minimal prompts, e.g., head nods; this lets the client know that a particular piece of information is important (Burnard, 1999) and that the therapist is listening (Krasner, 1958). Reflection is a useful way of prompting the client for more information. The therapist used this process of repeating back the last few words or phrase that the client had used. Such remarks should be highlighted straight away and not kept for later on in the session as they may have lost their relevance (Burnard, 1999). The therapist maintained good eye contact throughout the session. Eye contact has a role in regul ating and controlling the course of communication and is an important signal for turn taking in conversation. It is also a further way of indicating that the therapist is listening (D. Williams, 1997). Structure to interviewing style is intended as a guideline, it can be confusing for a client if they cannot continue on a certain topic but are asked about a number of topics (Dillon, 1990). During this role-play the therapist got side tracked on occasions, e.g., she asked about his work situation and sleep at different points in the session instead of following through at the time these problems were mentioned. Throughout the interview process the therapist should ask for feedback from the client; it shows respect for the client in addition to making sure the therapist has all the relevant information, client understanding and reinforces the therapeutic relationship (Newell, 2000). Interviewing clients involves asking about feelings, thoughts, beliefs and behaviour, and relating the responses to the difficulties (Maphosa et al, 2000). These are quite complex issues and the therapist should ensure she has an idea of timings for each section so that some points aren’t discu ssed in a rushed manner, in this role-play the client didn’t leave enough time to discuss the service options, this is something to consider for subsequent sessions. It is also important to highlight to the client that the way he is feeling is quite common, to remove feelings of isolation. The therapist utilised this approach throughout the session. Information gathering should represent sufficiency and necessity. There should be sufficient information to glean necessary information from the client to ensure relevant client details are collected in terms of maintenance of their difficulties if interventions are to be successful (Newell, 2000). In the role-play the therapist was able to elicit key factors surrounding the client’s depression, such as stress at work. However, she lost sight of the structure at times, and although structure is used as a general guide, problems could arise if key ideas aren’t followed through, leading to inaccurate information and, therefore, inaccurate interventions. Awareness of using leading questions will also be something to take on board in the future, no one knows the client’s problems better than the client and the therapist doesn’t want to speak for the client, as this would not be beneficial for either the client or therapist. The importance of not using tec hnical language can’t be emphasised enough, this can seriously hamper the therapeutic relationship and the client may disengage from the process. The relationship between the autonomic, behavioural and cognitive aspects of depression was illustrated well. It is essential that clients understand the maintaining factors of depression or they will not appreciate how the vicious circle of depression can be broken. In future sessions the therapist could go into more detail of how depression is maintained as it is very common for client’s to misinterpret situations in ways that undermine their coping, as summarised by Epictetus, â€Å"Men are disturbed not by things, but the views they take of them† (Enright, 1997)}. Research Papers on Core Knowledge and Skills for Primary Mental Health Care PracticeThree Concepts of PsychodynamicInfluences of Socio-Economic Status of Married MalesThe Project Managment Office SystemMarketing of Lifeboy Soap A Unilever ProductAnalysis of Ebay Expanding into AsiaArguments for Physician-Assisted Suicide (PAS)Relationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalGenetic EngineeringTwilight of the UAW

How to Recognize the Signs of Burnout and Stay on Fire

How to Recognize the Signs of Burnout and Stay on Fire Don’t be the one who face-plants on the conference table because you failed to see the signs of your own exhaustion- or start to hate your job because you need a break badly, but never thought to take one. Get your energy and motivation back before you’re totally overwhelmed. Keep an eye out for these symptoms, learn to recognize them, and prepare yourself to stave off burn-out before it burns you.1. DisaffectionYou’re getting snarkier and more sarcastic with every passing meeting. Little things you would have shrugged off last year are suddenly sticking in your craw. A few eye-rolls at the absurdity of corporate speak are fine, but if you’re catching yourself venting your annoyance more frequently than usual, that might be a sign you’re almost at the breaking point.2. FatigueYou’re not just sleepy after the spaghetti you ate for lunch. You’re sleepy all the time. You wake up tired, get to the desk tired, go home too pooped to enjoy yo urself. You’re never â€Å"in the zone† anymore.3. StagnationYou’re not getting any pleasure out of minor victories or completed projects. You feel like you’re working tirelessly, but nothing seems to go anywhere.4. BoredomYou’ve got a billion tasks on your to-do list and projects on your plate, but you just can’t get past the boredom. You have a hard time engaging with your work.5. ProcrastinationWell, more procrastination than normal. Procrastination can actually be productive. But if you’re catching yourself not working more than you’re concentrating on your work, this may be a sign that you need a breather.6. Mystery Ailments and/or StressYou have a sudden onset of medically unexplainable headaches, stomach aches, or insomnia. The doctors say you’re fine, but you feel terrible. Often these symptoms can be stress-related- your body telling your brain you need a break!  These aren’t the only signs you might be close to burn-out, but they’re a good start. Do yourself a favor and take a step back to evaluate. Take stock of which parts of your job are satisfying or annoying- what tasks you like and what is causing you stress. Take a bigger look at whether you’re on track, not just in your job, but in your career. See if there are any steps you can take to be more engaged.Then, implement a plan for change. But don’t forget to take some time off first! You’ll need the extra energy to push you through. Schedule a vacation, take a few more breaks per day, delegate tasks that aren’t holding your attention, and try and focus on the parts of the job that you still love.It’s possible to work hard and relax hard; you just have to plan ahead.How to Recognize the Signs of Burnout Before You’re Burned Out

Philosophy Essay Example | Topics and Well Written Essays - 1250 words - 3

Philosophy - Essay Example Also the character’s downfall raises pity and fear and eventually a tragedy provides catharsis or release of these emotions. Aristotle composes ‘Poetics’ about 50 years after Sophocles’ death in 345 BC. His admiration for Sophocles’ â€Å"Oedipus the King† is well-known. Since he considers the play as a perfect tragedy, it is not a surprise that his definition of a tragedy fits the play most perfectly. But the underlying flaw to which Aristotle makes himself vulnerable to is to establish his entire premise for a tragedy on a single example of his choice and then to proceed further inductively to define tragedy depending on this single example. Aristotle’s induction is somewhat as following: ‘Sophocles’ â€Å"Oedipus the King† is a perfect tragedy and it has some essential features. Therefore all perfect tragedies should incorporate these particular features that this play has’. But Aristotle is apparently obli vious to the risk that such induction poses. If Aristotle faces with another example of tragedy, having different features, that seem to appeal him as tragic, most likely he would change some of the requirements of his supposed tragedy to make it more embracing. Though some of Aristotle-induced features of a tragedy are Sophocles’ play-specific, most of them are universal. They are essentially the universal dynamics of a tragedy. For example, if Aristotle would have been allowed to watch the plays like â€Å"Hamlet† or â€Å"Death of a Salesman†, most likely Aristotle would expunge the doctrine of the downfall of a person of noble status or high rank. Aristotle considers drama as an essential medium of tragedy. According to him, a tragedy must not be a narrative. That is, it will not tell anything, rather it will show. For him, tragedy deals with an elevated or philosophical theme through dramatizing what may happen. It is different from history, since it can dr amatize the law of probability or what is possible according to the law of probability or necessity† (Aristotle 13). But history cannot deal the law of probability, since it deals with particulars. Why history cannot be dramatized lies in the fact that the cause-effect relationship between any two events is a subject to interpretation. Therefore, it does not allow an author to arrange the events in a cause-and-effect chain. But in a tragedy, the author is endowed with the freedom to manipulate the events in a universal cause-and-effect chain that create the possibility of an event as an effect of any preceding event. The tragic hero who undergoes these cause-and-effect chains of events are supposed to arouse both pity and fear, since the audience can envisage themselves in the same chains, but with different events. Since Aristotle is mostly concerned with the dramatization of the events and actions according to the laws of probability, plot occupies the central place among th e features of a tragedy. For Aristotle, plot is not the story itself, rather the â€Å"arrangement of the incidents† in a story. Indeed the incidents in a story should be arranged

Legal system and method Essay Example | Topics and Well Written Essays - 1000 words

Legal system and method - Essay Example Four Judges heard the case as there were two appeals heard together. They were heard together as they both involved interpretation of section 3 of the Homicide Act 1957. 3. Which judge chaired the bench and handed down the judgment? Write a brief biographical note on this judge, including his later career. What controversial statement did he make about Sharia law, in 2008? Name and date three out-of court-speeches made by this judge. How would you summarise his views on human rights? Lord Phillips CJ chaired and delivered the judgment. Nicholas Addison Phillips was born in 1938 and had his education at Bryanston School, Blandofrd, Dorset and Kings College, Cambridge. He served in Royal Navy. He was enrolled into the bar in 1962 and started his judicial service as a Recorder in 1982. After his stint as a High Court judge in 1987 and an appeal court judge in 1995, he became a Lord of appeals in 1999 and Master of the Rolls at the Court of Appeal, Civil division in June 2000. During his tenure, he heard appeals of General Augusto Pincohet, former dictator of Chile and ruled that he was not entitled to immunity from extradition. He presided over well known trials including the appeals from Maxwell brothers and Barlow Clowes, an investment company. He also conducted the BSE enquiry and concluded that a timely action by the government would have prevented the spread of the disease. Known for his simplicity of cycling to court, he is married to Cristylle Marie-Therese Rouffiac and has two children.1,2. During his speech before the London Muslim Council on 3 July 2008, he expressed that he was in favour of Sharia law being introduced in England and Wales provided it did not conflict with the laws of the country or did not result in severe punishments being imposed. Adding that there had been widespread misconception about Sharia law in England, he advocated that it could be used for alternative dispute resolution forms such as mediation and arbitration besides applicat ion of the Sharia law to marriage formalities. He also welcomed introduction of Islamic financial products. 3. Lord Phillip’s three out of court speeches: 1) â€Å"The Supreme Court And Other Constitutional Changes In The UK† before â€Å"Members Of The Royal Court The Jersey Law Society and Members Of The States Of Jersey â€Å" at The Royal Court St Helier Jersey 2nd May 2008. 2) â€Å"Lord Mayor’s Dinner for the Judges† at the Mansion House on 15 July 2008. 3) â€Å"Equality before the Law† at East London Muslim Centre on 3 July 2008. Lord Phillip has said that Human Rights are not hampering the efforts of the government to fight against terrorism. He reminds that Britain has welcomed refugees from all over the world after the World War II to guarantee them protection from violation of their human rights. â€Å"The so called 'war against terrorism' is not so much a military as an ideological battle. Respect for human rights is a key weapon in that ideological battle.†4 4. Who was the second ranking judge in the case? What was his role at the time? What is his job now? Write a brief biographical note on him. What is his special relationship with Kingston University? Name and date three out-of-court speeches made by this judge. What is his reputation on sentencing? Second ranking judge was Justice Poole. Sir David Anthony Poole was born on 8 June 1938 and died on 18 June 2006 shortly

At universities and colleges Essay Example for Free

At universities and colleges Essay In today’s society, a large number of the students in universities and colleges have less physical exercise than ever before and hardly go out of the campus to have some social activities. Many people argue that students pay more attention to the study than their health which may because they[SQQ1] do not get enough financial support. As to this problem, I hold the opinion that sports and social activities are just the same significant as classes and libraries and receiving equal financial support can have many benefits though it still has some shortages[SQQ2]. In what follows, I will illustrate my point of view. First of all, today’s students need to face more challenges which means they specially should have a better body[SQQ3] to fight for their future. Enough sports and social activities can help them become healthy not only physically but also mentally. As we can see, some of the students in universities choose to end their own lives because of their pressure on scores or other things and we can easily find most of these students hardly do exercise and even never go out to do social activities such as volunteer work. If this part of the students can regard sports and social activities quite important, they may have a healthier psychology and may not end their own life[SQQ4]. Secondly, if the universities can give sports and activities equal financial support as classes and libraries and build up enough gyms and exercise areas, it can be more convenient for students to keep fit. Because of the schools’ support, the students do not need to go out of the school to do social activities and they can find more chances in school campus like joining the school’s Red Cross to visit the local welfare center for children. Also, the increasing sports place can even bring students the convenience to do any sports any time they like. However, it can still have several disadvantages. For example, the schools  may have less money than before to support students’ study which means the school may invite less famous professors from all over the world to make speech for students. In conclusion, I hold the view that sports and social activities should be regarded as important as classes and libraries and should also get the same large amount of financial support which can help the students have a healthy body physically and mentally. These two facto

White Noise :: essays research papers

Hoop Dreams pages 130 through 240   Ã‚  Ã‚  Ã‚  Ã‚  In these chapters the two boys lives separated greatly. William had hurt his foot, and he had a baby girl. Arthur was playing very bad at basketball, and his family was becoming more poor then ever.   Ã‚  Ã‚  Ã‚  Ã‚  The way that this book is organized is a very simple one. The book is divided into two different parts. One of the parts is about the life of William, and the other part is about the life of Arthur. Both boys know each other, and sometimes their lives mix together. The chapters also include the stories about the families of each individual person. The story moves on with time, and each players life is documented. Sometimes the thing that can be confusing is how the two boys get mixed together. I mean I could be reading about one person and get it confused with the other person. Also sometimes the chapters go into too much detail about the family members of the two kids. I think that the book would be easier to read if the book was just one big story. If it didn’t feel like I was reading two books at once it would be much easier to read.   Ã‚  Ã‚  Ã‚  Ã‚  The book had one point that extremely interested me. That point had to do with Arthur’s dad Bo. Bo had to lower himself to robbery to try to support his drug habit. Bo used to be a good man and he had everything going for him. He had a family, and for a while he even supported his family. But when the drugs came he lost all hope. While he was robbing he was caught, and eventually he was sentenced to jail. In jail he found god, and decided to devote his life to god. This was interesting to be because, this incident changed Bo’s life forever. After finding Christianity Bo changed around completely. Eventually he stopped doing bad things, and importantly he stopped doing drugs ( â€Å"I don’t get high no more,† Bo said â€Å"I don’t sell cocaine.† You just poisoning yourself†). Also he got back to his family, and he stopped being a deserter of his family. To me this was important because religion saved his life. Before religion he was on the road to death and destruction. I believe that many prisons should try to spark religion back into the peoples lives, because right now Bo is a good man.