Valuing diversity in our patient population Essay

Valuing diversity in our patient population - Essay Example As an Hispanic male, I take an interest in health care issues that face Hispanic people. This population of people in the United States is growing, but many of them do not receive good health care. According to a North Carolina Center for Public Policy Research news release, the reasons have been identified as language barriers, lack of insurance or the means to pay for health care, and lack of transportation (para. 8). The same news release also identified that some Hispanics do not know all the services that are available to them. These things need to be changed in order for the health care of Hispanics to improve. First, an increase in Hispanic, or Spanish-speaking medical professionals is necessary. I can personally understand how hard it is, and how frustrating it is, to try to discuss something as important as health care with a person who doesn't speak the same language you do. Of course, there are translators in some cases, but this creates the problem of increased waiting times at appointments while a translator is located and becomes available. It can also be very embarrassing for a patient to be constantly asked if he or she speaks English, and then have a fuss made to find someone who speaks Spanish. This alone could make a patient not want to see a doctor. The news release also mentioned that many Hispanics are in "low-wage occupations" (para. 4). This could directly account for lack of transportation, and the inability to pay for health care. Most low-paying jobs do not offer health insurance. If they do, it might not be affordable. Without a sufficient income, buying a car or paying for insurance becomes nearly impossible. Until these things are changed, the lack of health care for Hispanics will continue. Hispanics, though, aren't the only race of people who don't receive routine medical care. African Americans also fall into this category. Speaking solely of prenatal care, the NCCPPR news release claims that 87.7 percent of whites, 72.6 percent of African Americans, and 68 percent of Hispanic women (para. 6) see a doctor in the first trimester of pregnancy. There is a big gap in the number of white women who get care early, and the number of Blacks and Hispanics who do. The problem with this is that routine prenatal care is necessary for the child, as well as the mom, and not receiving it can cause problems for two people, not just one. Although African-American people and Hispanic people face some of the same problems related to health care, their experiences differ, as well. For starters, most African Americans do not have the problem of language barriers. Some Hispanics arrive in this country speaking no English, and still know little of the native language, and have the challenge of trying to decipher medical language as well. Of course, not all African Americans can understand a physician who uses big words, but they can understand other staff members, and probably are more comfortable asking another qualified person to help them figure out what the doctor meant. Black people do face some challenges, though, that Hispanics might not. In "Race Affects Health Care," Rob Stein discussed the fact that Black patients who are diabetic are more likely to suffer from uncontrolled blood sugar and high cholesterol (para. 15). This wasn't noted in Hispanic patients. This essay reads that "black women receive the

Carry out a close linguistic analysis of the following texts using any Assignment

Carry out a close linguistic analysis of the following texts using any appropriate analytical approaches encountered in Part 2 o - Assignment Example And perhaps that is where the creativity of the poet comes in, the ability to draw from the entirety of the canon and yet portray it with a fresh perspective as one’s own. In turn, this is what the parody has also attempted to do. The introductory lines of Text One showcase a range of juxtapositions as a literary device. The words ‘dead’ and ‘dull’ give a contrast when read alongside the positive words such as ‘April’, ‘Spring’, and ‘lilacs’. The syntax is also prominent as we are left with various present participles which are placed at the ends of the first five lines. This gives us a feeling that there is movement which is taking place and we are part of the progression. The language is to the point while maintaining its paradoxical beginnings. The alliteration is smooth (‘Winter kept us warm’) and the action of the poem keeps us in a place which is somewhere between and within the present and the past. Another literary device used is the poet’s use of sudden sound effects. An example is the monosyllabic verse execution of line 4, and the /s/ and /l/ which dominate from line 8 onwards. The second text seems to keep none of this in mind and goes along the text as a simple conceptual guide, failing to pick up on the points of formalistic techniques. If anything, it inserts colloquial language at every given opportunity. When comparing both of these texts and attempting to dub one as more ‘literary’ then the other, I find Carter’s systematic analysis a key tool in carrying out such a linguistic analysis. Of course different levels can be used as done by Bradford but that can be done at a later stage. This may be since Carter gives a checklist to work out at the surface levels whereas Bradford’s style calls for a more layered reading of the texts. Using both methods one can achieve both a vertical as well as horizontal understanding of the level of literariness of both the texts. First off, The Wasteland can be read in itself and understood as a work of poetry but perhaps to reach the full meaning one may need an understanding of the works which are incorporated by Eliot. A way of overcoming this is by the index and notes provided by Eliot himself to the poem. The parody, by virtue of being written for the sake of comic reminiscence, requires one to know at the most basic level what it is a parody of whether one understands the parodied or not. In this way, I would place Text One as somewhat medium dependent and Text Two as highly medium dependent. Genre mixing also takes place in both of these texts. The Wasteland uses a number of other languages throughout. In this excerpt Latin and Russian is used. No translation is provided and a consultation outside the text needs to take place. Text Two on the other hand attempts to avoid this. No Latin is used and the Russian employed at the end is given a translation, showing that one need not pay attention to the sounds or the literary effects taking place in the text but simply on the new spun meaning which is accorded by it. The semantic densities of the texts need to be understood as well. There are a number of levels at work in Eliot which are carried over into the parody as well. These levels are of course linguistic levels and depend mostly on sound. Where Eliot focuses on this, the parody

Experiments with Metals and Ions of Metals Essay Example for Free

Experiments with Metals and Ions of Metals Essay Metals react with non-metals but each to a different extent. The most reactive metals are alkali metals (group1A, where group is a vertical column in the periodic table), which include lithium, sodium, potassium, rubidium, cesium and francium. All these metals have one electron in the valence electrons shell; this electron can be removed relatively easily, which means that this electron has a very small ionization energy. If we look closely at the elements of this group, we can see that they are not reactive to the same extent. This is because electrons have a negative charge and they are attracted o the nucleus, which has a positive charge. Valence shell electrons are responsible for the reactivity of an element; as the distance between valence electrons and the nucleus increases, the attractive force decreases and so the energy needed to separate the valence electron from an atom (ionization energy) decreases. So we can say that as the size of a metal atom increases, its ionization energy decreases and its reactivity increases (the most reactive alkali metal is francium and the least reactive one is lithium). An example of the reactivity of alkali metal is their reaction with water. For example: Na (s) + 2H20 †+ 2Na+(aq) + 20H -(aq) + H2 (g) + heat We can identify this reaction by the following 2- 3- 4- H2 gas emerges Disappearance of metals Heat produced The appearance of hydroxide ions (OH-(aq)) makes the solution basic, which can be identified by using phenolphthalein as the indicator. We can compare between the metals by the rate of production of H2(g) as well as by the heat produced from this reaction. Alkaline earth elements (group IA) are active metals but less than alkali metals. Since calcium is larger than the magnesium atom, its ionization energy is smaller than that of magnesium. Thus, calcium is more reactive than magnesium. The other metals as aluminum, zinc, iron, lead and copper do not react with water, so we cant use water to distinguish between their reactivity. HCl(aq) is used to put them in order according to their reactivity. We can put the most common metal in a series according to their reactivity (from the most to the least reactive one). Potassium, sodium, lithium, calcium, magnesium, aluminum, zinc, iron, lead, copper, silver . When a metal in the upper part of the reactivity series reacts with aqueous solution of other metal ions lower in the series, the more reactive metal eactive metal transfers its electrons to the less reactive metal. According to this reactivity series, we can predict what will happen when a piece of zinc metal is put in CuS04 (aq) soluti on or in MgS04 (aq) solution. Since Zn is more reactive than Cu, when we put Zn in CuS04(aq), a reaction will occur as follows: Zn (s) + Cu2+(aq) + S042- (aq) †+ Zn2+(aq) + S042- (aq) + Cu (s) However, Since Zn is less reactive than Mg, if we put Zn in MgS04(aq) there will be no reaction at all: Zn (s) + Mg2+(aq) + S042- (aq) †+ No reaction. Materials: 10 mL Cu2+(aq) solution 0. 5M 10 mL Ag+(aq) solution 0. M 10 mL Mg2+(aq) solution 0. 5M 10 mL Zn2+(aq) saturated solution Pieces of the metals: Mg(s), Zn(s), Ag(s), Cu(s) lcm x lcm each. Equipments: 16 test tubs Emery cloth Tweezers Experimental procedure In the current laboratory session you will explore some of the characteristics of certain elements. You will start by comparing the reactivity of Zn, Mg, Cu and Ag metals by their ability to release electrons. a. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube using a tweezers. b. Fill each of the test tubes with about 2 cm of the Cu2+(aq) solution. . Watch what happens and write down your observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in each test tube, and if so, write a balanced chemical reaction. zn cu2+(aq) : Mg in Cu2+(aq) : cu cu2+(aq) : Ag in Cu2+(aq) : c. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them into a clean test tube. d. Fill each of the test tubes with about 2 cm of the Mg2+(aq) solution. 2. Watch what happens and write down you observations. Wait for 2-3 minutes to determine whether a chemical reaction occurred in the test tube, and if so, write a Mg in Mg2+(aq) : Cu in Mg2+(aq) : Ag in Mg2+(aq) : Zn in Mg2+(aq) : e. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them Fill each of the test tubes with about 2 cm of the Zn2+(aq) solution. 3. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Zn2+(aq) : Mg in Zn2+(aq) : cu zn2+(aq) : Ag in Zn2+(aq) : g. Wipe the metals Zn, Mg, Cu and Ag using the emery cloth and put each of them h. Fill each of the test tubes with about 2 cm of the Ag+(aq) solution. 4. Watch what happens and write down you observations. Wait for 2-3 minutes to Zn in Ag+(aq) : . 6. Cu in Ag+(aq) : Ag in Ag+(aq) : Sum your observations in the following table (color, precipitance, other changes): List the metals in order of their ability to release electrons. Receive an unknown solution from your teacher and determine what is the metal ion in the solution 7. Describe the tests you did in order to find the unknown ion in the solution and write what it was. Reactions of chlorine, bromine and iodine with aluminium In this demonstration experiment, aluminium reacts with each of three halogens, chlorine, bromine and iodine. Spectacular exothermic redox reactions occur, ccompanied by flames and coloured smoke, forming the solid aluminium halides: 2Al + 3X2 -+ 2AlX3 (X = Cl, and l) Read our standard health safety guidance Lesson organisation This is a class demonstration that shows the spectacular reactivity of three non- metals from Group 7 with a metal. These experiments must be done in a fume cupboard as both the reactants and products are hazardous. Teachers attempting this demonstration for the first time are strongly advised to do a trial run before doing it in front of a class. Each experiment should take about 5 minutes. Apparatus and chemicals Eye protection Thick chemically-resistant gloves such as marigold industrial blue nitrile Access to a fume cupboard The teacher will require: Mortar and pestle Heat resistant mat, 30 x 30 cm Watch glasses, about 10 cm diameter, 2 Reduction tube (see note 1) Test-tubes, 3 Test-tube rack Teat pipette Filter paper Spatula or wooden splint Bosses, clamps and stands Chemicals for one demonstration: Aluminium foil, a few cm2 Aluminium powder (Highly flammable, Contact with water may liberate hydrogen), 0. 3 g Liquid bromine (Corrosive, Very toxic), 1 cm3 (see note 2) Solid iodine (Harmful), 2 g Silver nitrate solution, about 0. 1 mol dm3 (Low hazard but stains skin and clothing at this concentration), about 10 cm3 A little deionised water in a washbottle chlorate(l) solution (14% (w/v) available chlorine) (Corrosive), about 100cm3 Hydrochloric acid, 5 mol dm-3 (Corrosive), about 50 cm3 Technical notes Aluminium powder (Highly flammable, Contact with water may liberate hydrogen) Refer to CLEAPSS Hazcard 1 Liquid bromine (Corrosive, Very toxic) Refer to CLEAPSS Hazcard 15A, SRA04 The aluminium/bromine reaction Solid iodine (Harmful) Refer to CLEAPSS Hazcard 54A Silver nitrate solution (Low hazard at concentration used) Refer to CLEAPSS Hazcard 87 and Recipe card 58 Chlorine (Toxic, Irritant) Refer to CLEAPSS Hazcard 22A and Recipe card 26 Sodium chlorate(l) solution (Corrosive) Refer to CLEAPSS Hazcard 89 Hydrochloric acid (Corrosive) Refer to CLEAPSS Hazcard 47A and Recipe card 31 1 The reduction tube should be fitted with a one-holed rubber stopper fitted with short length of glass tubing and attached to the chlorine generator. Alternatively an 8-10 cm length of wide bore glass tubing with a stopper fitted with a short length of glass ubing at each end could be used see diagram. Wear suitable protective gloves (thick, chemically resistant) when handling liquid bromine. Have 500 cm3 of 1 mol dm-3 solution of sodium thiosulfate available to treat any spillages on the skin. Procedure HEALTH SAFETY: Wear eye protection and gloves Reaction of A1 + C12 a Set up the chlorine generator in a fume cupboard. Make sure it is securely clamped. b Loo sely crumple a piece of aluminium foil (10 x 5 cm) so that it will Just fit inside the reduction tube and push it into the tube. Attach the tube to the generator ith a short length of rubber tubing and clamp it in position at the end nearest to the generator, so that the aluminium foil can easily be heated using a Bunsen burner see diagram. c Generate a gentle stream of chlorine by dripping the hydrochloric acid slowly on to the sodium chlorate(l) solution, and allow it to pass over the aluminium. When the green colour of the chlorine gas fills the reduction tube, start heating the aluminium foil with a Bunsen burner at the end nearest to the chlorine supply. Once the aluminium is hot, a bright glow will suddenly appear where it starts to react with chlorine. Remove the heat. The bright glow should spread along the aluminium. If not, heat again, and increase the flow of chlorine gas. A lot of white smoke aluminium chloride is produced, some of it condensing as a white powder on the walls of the reduction tube and the rest streaming out of the hole in the end of the tube. When the reaction is over, stop the chlorine supply and remove the heat. e When the reduction tube has cooled down, disconnect it and, still in the fume cupboard, scrape a little of the white powder into a test-tube. Add a little deionised/ distilled water to the solid to dissolve it. Care: the reaction between anhydrous aluminium chloride and water can be quite vigorous an audible hiss can often be heard see Teaching Notes. f Test a drop of the solution with Universal indicator paper. It is strongly acidic. Test the remainder with a little silver nitrate solution. A white precipitate forms, showing the presence of chloride ions. Reaction of A1 + Br2 a Tear or cut some aluminium foil into several small pieces about 2 x 2 mm in size. fume cupboard. Sprinkle a few pieces of aluminium foil on to the surface of the bromine. Within a minute there are flashes of flame and a white smoke of aluminium romide is formed, together the orange vapour of bromine. Carefully hold another watchglass over the reaction to condense some of the smoke on to its surface as a solid. b Wash any aluminium bromide collected in this way off the watchglass into a test-tube using a little deionised water (Care: see Teaching Notes below). Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a cream precipitate of silver bromide is formed. Reaction of A1 + 12 a Weigh out 2 gof iodine, which should be dry, and grind it to a powder in a fume cupboard, using a mortar and pestle. Place the powdered iodine on a filter paper on a dry heat resistant mat and add 0. 3 g of aluminium powder to it. Mix the two solids together in the fume cupboard using a wooden splint do not grind them together. When they are thoroughly mixed, pour the mixture into a heap on the heat resistant mat or in a metal tray, such as a tin lid, positioned in the middle of the fume cupboard. b To start the reaction, use a teat pipette to place a few drops of water on the mixture. After a time lag, the water begins to steam and clouds of purple iodine vapour are given off, indicating that an exothermic reaction has started. After a few more seconds sparks are given off and the mixture bursts into flame. When the reaction subsides, a white residue of aluminium iodide remains. Scrape a little of this into a test-tube (Care: see Teaching Notes below), add some deionised water and filter if necessary. Test the solution with indicator paper and silver nitrate solution as above. The solution is acidic and a yellow precipitate indicates the presence of iodide ions. Teaching notes These reactions make quite spectacular demonstrations in themselves, the bromine + aluminium reaction even more so in a partly darkened room. Classroom management n semi-darkness (Practical Physics advice) The demonstrations can be used to show the reaction between reactive non-metallic elements and a fairly reactive metal to form compounds, or as part of the study of the reactions of the Group 7 elements. Here the apparent order of reactivity is not that predicted from their position in the Group (that is chlorine †+ bromine †+ iodine). This is because of the different physical states of the three halogens, and the different surface area of the aluminium as a powder or foil. This can be used to make an important point about fair comparisons of reactivity. These reactions also serve to show that aluminium is in fact a more reactive metal than it appears in everyday use. The protective oxide layer of aluminium has to be penetrated by the halogens before the reactions can start, hence the delays, and the need for water to assist the two solid elements getting into contact, in the case of aluminium and iodine. The clouds of iodine vapour released when aluminium and iodine react can stain the inside of a fume cupboard. Teachers may prefer to demonstrate this reaction outdoors, if possible. The anhydrous aluminium halides are vigorously hydrolysed (sometimes violently if freshly prepared nd hot, as here) by water, giving off fumes of a hydrogen halide and a forming an acidic solution of the aluminium salt. To dispose of the solid residues, allow them to cool completely before adding in small amounts to 1 mol dm-3 sodium carbonate solution in a fume cupboard. Wait until the reaction has subsided before adding Allotropes of sulfur Sulfur is heated slowly and steadily from room temperature, so that all the changes in colour and consistency as it melts and eventually reaches boiling point, can be observed. A fresh sample of sulfur is heated to Just above the melting point, then llowed to cool and crystallise slowly as monoclinic sulfur. A further sample is heated to boiling point, and the liquid rapidly chilled in cold water to form plastic sulfur. A separate sample of sulfur is dissolved in a warm solvent, and the solution allowed to cool and evaporate, leaving crystals of rhombic sulfur. All the observed changes in properties can be related to the different molecular structures of the three solid forms of sulfur, and to the changes in structure as the temperature of liquid sulfur is gradually raised. Read our standard health safety guidance This practical is described here as a demonstration. However, some teachers may wish to consider whether certain parts could be used as class practicals with appropriately skilful and reliable classes. A demonstration, without any accompanying discussion about the possible reasons for the changes in properties in terms of structure, would take up to 45 minutes. However, to derive maximum benefit from the experiment, more time needs to be allowed for such discussion. Apparatus and chemicals Heat resistant gloves Access to a fume cupboard Flexicam or similar camera, digital microscope, digital projector and screen or other ethod of projecting images of small crystals to the class (as available). Boiling tubes, 4 (see note 4) Test-tube holders, 2 Stands and clamps, 2 Conical flask, 250 cm3 Cork, to fit conical flask Beaker (250 cm3), 2 Beaker, 1 dm3 (see note 5) Thermometer, O 250 oc Petri dishes or watchglasses, 4 (or more) Bunsen burner, tripod and gauze Electric hotplates, 2 (optional, if available) Heat resistant mats, 2 Filter paper, about 18 20 cm diameter Spatula Paper clips Damp cloth (to extinguish small sulfur fires) Dimethylbenzene (xylene), (Harmful), 100 cm3 (see note 2) Cooking oil (Low Hazard), 700 cm3 (see note 3) Dimethylbenzene (xylene) (Harmful) Refer to CLEAPSS Hazcard 46 Sulfur (Low hazard) Refer to CLEAPSS Hazcard 96A Cooking oil (Low hazard) 1 The sulfur used must be roll sulfur, crushed toa powder. To crush the rolls of sulfur, place in a strong plastic bag on a hard surface. Use a hammer or a vice to break up the roll sulfur into small pieces, then crush to a powder in a mortar and pestle. Flowers of sulfur is not suitable because it contains a lot of insoluble amorphous sulfur. During the experiments sulfur may catch fire, releasing sulfur dioxide (Toxic refer to CLEAPSS Hazcard 97), which may cause breathing difficulties o some students. If this happens, extinguish quickly by placing a damp cloth over the mouth of the test-tube. If the combustion cannot be extinguished quickly, the test-tube should be placed in fume cupboard, and the fan left running. 2 Although other hydrocarbon solvents, such as methylbenzene, can be used to dissolve sulfur and form monoclinic sulfur, dimethylbenzene (xylene) is the least hazardous. 3 If suitable cooking oil is not available, other clear, high-boiling oils may be used, e. g. paraffin oil (Refer to CLEAPSS Hazcard 45B). 4 These are large (1 50 x 25 mm) test- ubes, and should be clean and dry. The test-tubes in which sulfur has been heated can be difficult to clean for general use. It may be worth keeping a set of such tubes from year-to-year for this experiment. 5 The large beaker containing the cooking oil functions as an oil-bath for heating the sulfur slowly and uniformly, while allowing students to see clearly what is happening to the sulfur. Other containers may be preferred for the oil-bath, provided the visibility is maintained, for example by use of a webcam and digital projector. Procedure HEALTH SAFETY: Wear eye protection. Before the demonstration: a Pre-heat the oil-bath to about 130 oc, and maintain this temperature. b Clamp one of the sulfur-containing tubes in the oil bath, so that the sulfur is below the level of the oil in the bath. c Half fill the 250 cm3 beaker with cold water. d In the fume cupboard, put about 10 g of powdered roll sulfur into the conical flask and add about 100 cm3 of dimethylbenzene. e Prepare filter paper cone held together by a paper clip and supported in a beaker, as shown below: The demonstration: a Two-thirds fill two test-tubes with powdered roll sulfur (about 20 g in each tube) nd place in the oil bath. The sulfur will melt to a transparent, amber, mobile liquid in about 15 minutes. b Remove one tube from the oil-bath and pour the molten sulfur into the filter paper cone. Allow the sulfur to cool slowly and solidify, forming a crust. c Break the crust with a spatula and, handling the filter paper cone with heat resistant gloves, tilt it so that any remaining liquid flows out of the cone of solidifying sulfur on to a piece of scrap paper or card (for disposal). Needle-shaped crystals of monoclinic sulfur will be seen inside the hollow cone.

Free Oedipus the King Essays: The Downfall of Oedipus Rex :: Oedipus the King Oedipus Rex

The Downfall of Oedipus Rex The greek playwright, Sophocles, was born around 496 B.C., and died in 406 B.C.   During his life, he wrote many plays, one of which was Oedipus Rex.   Sophocles was the first dramatist to add the third actor to the play.   Actors were able to perfrom many different parts, but the play was limited to only three actors and the chorus.   (Literature, page 1065)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The downfall of Oedipus transpired due to the tragic flaw of his character.   Oedipus was very temperamental and became easily angered. He was a prideful individual who desired to be a hero and avenge the death of Laius.   His devout need to know the truth, and have the proof that it indeed was the truth also led to his ruin.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oedipus had a very short temper.   Oedipus did not want to hear what Tiresias had to say after he begged him to tell him all that he knew.   "Am I to listen to such things from him!   May you be damned!   Get out of here at once!   Turn around and go!"   (Literature, Oedipus the King, Ln. 434-436, page 1085)   Oedipus went into a rage when Tiresias told him about the evils that Oedipus was living with.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oedipus took great pride in saving people and being seen a hero.   He wanted the death of Laius to be avenged and he had to be the one to find the murderer and punish him.   "I'll fight for him, I'll leave no means untried, to cach the one who did it with his hand..."   (Literature, Oedipus the King, Ln. 270-271, page 1081)   He did not want to let the people of Thebes down, and he wanted to show that he would be a true hero once again.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Oedipus was in pursuit of the truth   to find out what really happened with his birth and life.   Oedipus was searching for the truth and needed to know all the facts in order to convict the murderer.   "Ah!   All of it was destined to be true!"   (Literature, Oedipus the King, Ln.

Seperation of Power

The separation of powers essay | Law Teacher Latest Update >> Writing a law dissertation appendix Search site†¦ My Account Order online anytime – Need help? Tel: 0115 966 7966 Like 1. 8k We're the most liked Law Essay Writing Service! ; Home Prices Services Order Guarantees About Us Law Help Law Essay Help Contact Us You are here: Law Teacher  » Constitutional Law  » Essays  » Separation Of Powersessay Translate this Free Law Essays page ? The separation of powers essay Search all our free law essays†¦These essays have been written by students for you to use to help you with your studies. If you need your own custom law essay then we can help†¦. Get a quote for your own law essay†¦ Dissertation Help Select Language Coursework Help Search Share & Download Like 0 Don't Get Ripped Law Study Guides BVC/BPTC Guides Off Print Download LPC Letter Drafting How to avoid Law Cases getting ripped off by other essay writing companies. 0 Email Law Essay Areas Find out more Helpful Law Info ‘The Separation of Powers, as usually understood, is not a concept to which the United Kingdom constitution adheres. Discuss This essay aims to examine the reasons for and why it is important to have a separation of powers, to examine the United Kingdom's constitution, assessing our somewhat unclear separation of powers, and discussing the reasons why we do not have a strict separation, taking into account the overlaps and relationships between each limb of Government and the checks and balances required for it to operate efficiently. The political doctrine of the Separation of Powers can be traced back to Aristotle, who states: â€Å"There are three elements in each constitution .. irst, the deliberative, which discusses everything of common importance; second the officials; and third, the judicial element. † This highlights the three elementary functions that are required for the organisation of any state. Nowadays, they are defined as the l egislature, the executive and the judiciary, and are carried out by Government. The legislature is the law-making body, and is comprised of the House of Commons and the House of Lords. The legislative function involves ‘the enactment of general rules determining the structure and powers of public authorities and regulating the conduct of citizens and private organisations.Australian Law Resources Free Australian law resources to help you with your studies! Find out more Need A Law Essay Quote? Use our online calculator to get an instant quote online for your law essay. Find out more Not studying law but still need writing help? http://www. lawteacher. net/constitutional-law/essays/separation-of-powersessay. php[20-03-2013 01:11:41 PM] The separation of powers essay | Law Teacher The executive is all the institutions and persons concerned with the implementation of the laws made by the legislature.It involves central and local government and the armed forces. The role of the ex ecutive ‘.. includes initiating and implementing legislation, maintaining order and security, promoting social and economic welfare, administering public services and conducting the external relations of the state. The judiciary is made up mainly of professional judges, and their main function is ‘to determine disputed questions of fact and law in accordance with the law laid down by Parliament and expounded by the courts and .. is exercised mainly in the civil and criminal courts. The question which now arises is whether or not there should be a strict separation of each of the above functions. Locke stated: .. it may be too great a temptation to human frailty.. for the same persons who have the power of making laws, to have also their hands the power to execute them, whereby they may exempt themselves from obedience to the laws they make, and suit the law, both in its making and execution, to their own private advantage. We can also help you with essay writing in other areas of study†¦ Find out more Law Essay Writing ServiceFind out how our custom law essay writing service can help you get the grade you deserve. Find out more Similarly, Montesquieu believed that: When legislative power is united with executive power in a single person or in a single body of the magistracy, there is no liberty #46; is there liberty if the power of judging is not separate from the legislative power and from the executive power. If it were joined to legislative power, the power over the life and liberty of the citizens would be arbitrary, for the judge would be the legislator.If it were joined to executive power, the judge could have the force of an oppressor. All would be lost if the same man or the same body of principal men, either of nobles, or of the people, exercised these three powers: that of making the laws, that of executing public resolutions, and that of judging the crimes or the disputes of individuals. These statements illustrate that both academi cs felt if one, or a group of persons, controlled more than one limb, the result would inevitably be corruption and an abuse of power.Tyranny and dictatorship would ensue and this, in turn, would mean a loss of liberty for the people. However, although each emphasise the importance of a strict separation, it can be seen that in the UK, this is not the case. Parpworth states: ‘a separation of powers is not, and has never been a feature of the UK constitution. An examination of the three powers reveals that in practice they are often exercised by persons which exercise more than one such power. ‘ Why is this so? Why is there not a strict separation? Saunders explains that: ‘.. very constitutional system that purports to be based on a separation of powers in fact provides, deliberately, for a system of checks and balances under which each institution impinges upon another and in turn is impinged upon. ‘ If there was a strict separation, and we did not have overl aps or checks and balances, our system of Government would become unmoveable. A lack of cooperation between limbs would result in constitutional deadlock and therefore, ‘.. complete separation of powers is possible neither in theory nor in practice. There are numerous examples of overlap and checks and balances between the three functions of government, and these shall now be explored. The main instance of overlap, in recent years, was the position of Lord Chancellor. This role has been continually citied to support the view that there is no separation of powers in the United Kingdom. Historically, the position of Lord Chancellor was distinctive in that he was a http://www. lawteacher. net/constitutional-law/essays/separation-of-powersessay. hp[20-03-2013 01:11:41 PM] The separation of powers essay | Law Teacher member of all three branches of Government and exercised all three forms of power. He would sit as speaker in the House of Lords (legislative function), was head of th e judiciary (judicial function), and was a senior cabinet minister (executive function). After the Human Rights Act 1998 and the case of McGonnell v UK (2000) , the Government announced changes to the role of Lord Chancellor in the UK. In McGonnell, the European Court of Human Rights eld that the Royal Court Bailiff of Guernsey had too close a connection between his judicial functions and his legislative and executive roles and as a result did not have the independence and impartiality required by Article 6(1) of the European Convention on Human Rights 1950. This had implications on the Lord Chancellors role, as he performed very similar functions in the UK. It was after this that the Government enacted the Constitutional Reform Act 2005, which meant that the Chancellor was replaced as head of the judiciary by the Lord Chief Justice .He was replaced as speaker in the House of Lords by the creation of the post of Lord Speaker , and now only appoints judges on the basis of recommendat ion from a Judicial Appointments Commission . These changes show that there is a strong importance still placed upon the doctrine of separation of powers. However it is still possible to see overlaps within the three limbs. Examining the relationship between the legislature and the executive Bagehot stated that there was a close union and nearly complete fusion of these powers.This notion had been criticised, particularly by Amery, who wrote that: Government and Parliament, however intertwined and harmonized, are still separate and independent entities, fulfilling the two distinct functions of leadership direction and command on the one hand, and of critical discussion and examination on the other. They start from separate historical origins, and each is perpetuated in accordance with its own methods and has its own continuity. So let us examine this relationship. Firstly, the question to ask is whether the same persons form part of both the legislature and executive.It can be seen that ministers are members of one House of Parliament, but there are limitations as to how many ministers can sit in the House of Commons. As well as this, most people within the executive are disqualified from the Commons. These include those in the armed forces and police and holders of public offices. So it can be seen from this that it is ‘only ministers who exercise a dual role as key figures in both Parliament and the executive. ‘ The second question is whether the legislature controls the executive or visa versa. The legislature has, in theory, ultimate control as it is the supreme law making body in this country.However in reality, the executive can be seen to dominate the legislature. Government ministers direct the activities of central government department and have a majority in the House of Commons. Lord Halisham, the former Lord Chancellor, has referred to the executive as an elective dictatorship. He means Parliament is dominated by the Government of the d ay. Elective dictatorship refers to the fact that the legislative programme of Parliament is determined by the government, and government bills virtually always pass the House of Commons because of the nature of the governing party's majority.However, the legislature has opportunities to scrutinise the executive, and does so during question time, debates and by use of committees. The final question in this area is whether or not the legislature and executive exercise each other's functions. It can be seen that the executive performs legislative functions in respect of delegated legislation. Parliament does not have enough time to make all laws and so delegates its power. This is ‘convenient to the executive that ministers and local authorities and departments can implement primary legislation by making regulations. However effective parliamentary procedures exist that scrutinise the use made of delegated power which will be discussed below. http://www. lawteacher. net/constitu tional-law/essays/separation-of-powersessay. php[20-03-2013 01:11:41 PM] The separation of powers essay | Law Teacher The next relationship to be examined is that of the executive and the judiciary, and again, the questions we ask are similar. Firstly, do the same persons form part of the executive and the judiciary? Originally, the executive had the power to appoint judges and the Lord Chancellor sat in the House of Lords.However, following the Constitutional Reform Act 2005, as discussed above, the executive has less control. Judges are now appointed by the Judicial Appointments Committee. The second question is whether the executive control the judiciary or do the judiciary control the executive. Judicial independence is controlled by law. Since the Act of Settlement 1700, superior judges can only be dismissed by an address from both Houses of Parliament. But the judiciary do exercise some control over the executive. This is via judicial review. Bradley and Ewing state that this is an ‘essential function to protect the citizen against unlawful acts of overnment agencies and officials'. It involves the courts determining the lawfulness of executive power and is principally concerned with the legality of the decision-making process when delegated legislation is created. This demonstrates a definitive crossover between the judiciary and executive. However, some public bodies are exempt. For example, in R v Parliamentary Commissioner for Standards, ex parte Al Fayed (1998) the court of Appeal ruled that the Parliamentary Commissioner for Standards could not be subjected to judicial review.This was largely due to the principles of the separation of powers. The third question is whether or not the executive and judiciary control one another's functions. Once again, overlap can be seen, with the executive exercising a judicial function through the growth of administrative tribunals which adjudicate over disputes involving executive decisions. The final relat ionship to examine is that of the judiciary and legislature, and again, the same questions must be asked. Firstly, do the same persons exercise legislative and judicial functions?To honor the separation of powers, the House of Commons Disqualification Act 1975 provides that all full time members of the judiciary are barred from membership of the House of Commons. In previous years, the Law Lords from the House of Lords sat in the upper house of the legislature. As a result they: ‘took part, to a limited extent, in legislative business. ‘ However, since the Constitutional Reform Act 2005, they no longer execute legislative functions due to the newly created Supreme Court, which is separate from the House of Lords.Secondly, does the legislature control the judiciary or does the judiciary control the legislature. It is a constitutional convention that MP's should respect judicial independence and not comment on the activities of judges unless there is motion to dismiss a su perior judge. Judges, although they may examine acts of the executive to make sure they conform with the law, cannot review the validity of legislation passed by the legislature due to the doctrine of legislative supremacy. They are under a duty to apply and interpret the laws enacted by Parliament.If a Parliamentary Act is in breach of the European Convention on Human Rights, then, under the Human Rights Act 1998, judges in superior courts can make a declaration of incompatibility. However this does not mean the act is not valid, because, again honoring the separation on powers; only the Parliament can make or unmake law. The final question is whether the legislature and judiciary exercise each other's functions. ‘Each House of Parliament has the power to enforce its own privileges and to punish those who offend against them'. This once again is an example of overlap.The judiciary, when developing the common law, interpret statutes and delegated legislation. Thus, Bradley and Ewing describe them to have a quasi legislative function. They have a narrow ability to legislate, but their ‘decisions are important as a source of law on matters where the Government is unwilling to ask Parliament to legislate, and .. directly affect the formal relationship between the judiciary and Parliament. ‘ In conclusion, it can be seen there are definite relationships between each limb of government, and this shows that the separation of powers is not a concept to which the United Kingdom fully adheres.However, the view of the courts is one of absolute separation. ‘.. it is a feature of the peculiarly British conception of the separation of powers that Parliament, the executive and the courts have their distinct and largely exclusive domain. ‘ Whilst the courts remain of this view, and whilst the three limbs, although they overlap in many ways, remain distinct and largely separate, we can say there is at least a partial separation of powers in the U K.And rightly, as Parpworth points out: ‘an absolute separation would in practice be counterproductive in that it would prevent the abuse of power by preventing the exercise of power. Government could not operate if this were the case. ‘ The recent changes to the constitution as a result of the Constitutional Reform Act 2005 prove that the concept is still firmly believed in, and while not always respected, it remains something the Munro states should not be ‘lightly dismissed'. http://www. lawteacher. net/constitutional-law/essays/separation-of-powersessay. hp[20-03-2013 01:11:41 PM] The separation of powers essay | Law Teacher How do you rate the quality of the essay above? Good Neutral Poor ORDER YOUR OWN LAW ESSAY GET A LAW ESSAY QUOTE Request the removal of this law essay http://www. lawteacher. net/constitutional-law/essays/separation-of-powersessay. php like http://www. facebook. com/LawTeacherNet AVomUz8N 0 Like 1. 8k 960 readers Get a quote Order now! 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Biology of Invertebrate Chordates

The Carolingian Renaissance - 1472 Words

The Carolingian Renaissance is known for the cultural transitions and great achievements that were obtained in the 8th century under the direction of Charlemagne. Charlemagne, who was also known as Carolus Magnus and Charles the Great, was one of the greatest leaders during the Middle Ages. He was a military man, king of the Franks, and was appointed as Roman emperor in 800 AD. Throughout Europe, he was seen as a great example of an emperor and Christian king. Not only did he revive the political system but also the cultural life of Europe. His activities had a spectacular effect on education and culture in Francia, a debatable effect on artistic endeavors, and an immeasurable effect on what mattered most to the Carolingians, the moral†¦show more content†¦These changes included the incorporation of more illumination and decorations in the books and the study books contained some images, but they were not illustrated with color. This tendency grew into the Gothic period wher e there were bigger image sizes but at least one if not many decorations around the page. Foliate patterns on elaborate boarders were the common fixings integrated in the manuscript. A different artist was utilized to work on different part of the decoration. An artist had their own unique skill that they used when working on a certain piece of an image. A standardized form of Latin, which originated from Classical Latin, was used in the texts along with new-formed words. Medieval Latin was most used in that time and was a common language used by the people of Europe. In fact, this language was commonly used by businessmen and scholars for communication, learning and administration purposes. The texts were usually incorporated first when it came to constructing an illuminated manuscript. Script depended on the style that was currently being used in society and the one that were most popular. Scripts such as Uncial and half-Uncial were introduced because of the ongoing development and usage of unique texts such as insular miniscule and insular majuscule. Before these texts were established, the Roman lettersShow MoreRelatedThe Carolingian Renaissance By Kelli Floyd804 Words   |  4 PagesThe Carolingian Renaissance By: Kelli Floyd Introduction The Carolingian Renaissance was a very important time in history that had a very large impact on Western Civilization. There is no way to know how different our world would have been without it. Both written and spoken language would have likely been radically different without both Charlemagne and Alcuin of York. What is the Carolingian Renaissance? The Carolingian Renaissance was a period of history brought on by Charlemagne. 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