Conservative and liberal languages

The Supreme Court Of The United States Essays - Free Essays

The Supreme Court Of The United States Essays - Free Essays The Supreme Court of the United States The Supreme Court of the United States is the highest court of the judic ial branch of the United States government. Many of the cases that make it to the supreme court are based on rights set forth by the Bill of Rights. The Bil l of Rights is comprised of the first ten amendments to the United States Consti tution, and is what this nation was founded upon. The first of these amendment s deals with freedoms given to the people, one of these freedoms being Freedom o f the Press. This freedom gives organizations the right to print and publish what they want without being told what they can and can't publish by the governm ent. There are of course restrictions to this such as "prior restraint" which i s the government's right to censor material beforehand that it does not want pub lished, because it would compromise national security (Bender, 136). Prior rest raint was found unconstitutional in the Near v. Minnesota case of 1931. In this case the court ruled that an injunction to stop publication of a newspaper with objectionable material was an example of prior restraint and therefore unconsti tutional (Bender, 136). This became known as the due process clause of the 14th amendment to the constitution. Another part of Freedom of the Press is the rig ht for people to be able to read books, and not have books removed from a public place because certain people feel they are inappropriate (Cantwell, 34). There are two cases that clearly show these two points, and how the Supr eme Court used its power to solve them. One of these cases is New York Times Co mpany v. United States in 1971 which is also k This case shows how the Supreme Court used its position as the top court to rul e against the United States executive branch (Bender, 137). Another case is Boa rd of Education, Island Trees School District v. Pico in 1982. This case had to do with book censorship in a public high school library by the school board of that school (Gold, 17). The Supreme Court has had many cases dealing with free speech, and how t he government has tried to prevent the people from seeing certain pieces of info rmation. One such example of the Supreme Court dealing was the New York Times v . United States case which took place in 1971. This case was brought up by the United States after top secret documents from the Pentagon, known as the Pentago n Papers, were leaked to the New York Times and Washington Post (Bender, 132). These documents contained information about the military presence in Vietnam tha t the U.S. government felt was a risk to national security if known by its enemi es, and therefore only 15 copies of these documents were produced. Daniel Ellsb erg, was a high level Pentagon researcher who had legal access to the documents because he was involved in compiling and editing the Pentagon Papers. Ellsberg made a photocopy of these documents and gave them to Neil Sheehan of the New Yor k Times. Once the Times had these papers, they set a team of reporters to write articles about the U.S. involvement in Vietnam based on the information contain ed in the documents. A short time later, the same Daniel Ellsberg gave parts of the Pentagon Papers to the Washington Post, and that paper wrote articles about nown as the Pentagon Papers case. The federal government objected to the publication in daily newspapers o f these documents which it had deemed top secret. The government claimed that d istribution of the material in the Pentagon Papers would be damaging to the nati onal security of the United States and to its soldiers in Vietnam. Therefore th e government brought legal action against the New York Times and the Washington Post to stop them from publishing articles about this sensitive material (ACLU). Representatives of the Times said the federal government's attempt to st op the publication of these articles about the Pentagon Papers was an example of prior restraint. The Times contended that this would be a violation of freedom of the press, which is guaranteed in the first Amendment. The federal governme nt's side of the argument was that the publication of this top secret

GLOBAL ECONOMIC Assignment Example | Topics and Well Written Essays - 500 words - 1

GLOBAL ECONOMIC - Assignment Example The other reason for the difference s in GDP per capita is differences in productivity among countries with the level of productivity in a country being depicted by high GDP per capita symbolized by Australia and UK in the chart above. China, Indonesia, and Russia have the same level of labour productivity explaining the similarity in GDP per capita. The other reason that could be the cause for the differences in the GDP per capita is the working hours of the workers in the given countries with the country that has the highest GDP per capita having high working hours compared to the other countries. Australian and UK could have high working hours compared to the working hours in China, Russia, and Indonesia depicting the difference in GDP per capita in the graph. Four reasons can explain the differences between the GDP of the five countries including amount of physical resources, quality and quantity of human resource, the size of the workforce, and the technology level (WORLD BANK, 2013). China could have been increasing the amount of physical capital, promoting highly skilled and trained human resource, increasing workforce size, and advancing technology from 1994 to 2012 as depicted by the rise in GDP over the years. The size of workforce, advancement in technology, training and equipping the human resource, and amount of physical resources seems to have been almost constant in Indonesia, Australia, and Russia due to the slight changes in GDP growth from 1994 to 2012. There are, however slight positive changes in skills, technology, workforce, and physical resources in UK showed by the increase from 1994 to 2007, but these factors may have slightly fallen to result in the down ward trend in the GDP in UK from 2001 to 2012. The possible economic effects for the differences in the GDP growth are three including the quality of governance, which are the mechanisms and institutions that aid in decision-making and authority dispensation in a

Examining Your Communitys Source of Energy Essay - 1

Examining Your Communitys Source of Energy - Essay Example Finally, this paper estimates the energy requirement for San Diego households and therefore recommends solar energy as the best feasible renewable energy to the community mainly due to low installation and operation costs and less impact on the environment. Energy is vital lifeblood of the San Diego community since it enhances business operations, used in operating machinery, moves goods and people, makes homes comfortable and powers the infrastructures that underpin the communities. In this regard therefore, the current energy supplies as well as future demand for energy are key issues in the binational region’s future. It is also important to note that the energy choices that are made today will significantly impact on tomorrow’s environment, economy and quality of life of the residents. Policy makers must therefore ensure that energy production, transmission and distribution do not impact on the environment and quality of life of the community living in San Diego. This paper focuses on the major sources of energy that powers San Diego’s community, how they impact on the environment and the alternative sources of energy that may be viable for the community. The major energy sources for the communities within San Diego ca are natural gas contributing to about 50%, coal contributing to 18% and nuclear contribution to approximately 15% of the overall energy supply (United States Power Report, 2014). The rest are large hydro electricity 10% while renewable sources of energy amount to 8% in total (United States Power Report, 2014). The major sectors that lead in energy consumption in San Diego include transportation accounting to over sixty percent followed by household, commercial and industrial sectors. As stated by United States Power Report (2014), this is a reflection of San Diego’s economy where since most residents within the community work in private automobiles with up to two occupants thus are commuters from home to work. Generally,

Society originates Essay Example for Free

Society originates Essay Kallipolis now has three classes, the producers, the Guardians and the Philosopher-Kings and each member will perform that function, and only that function, for which he is destined by nature30. To distinguish between these classes and discover to which class each person belongs Plato brings in education and also his theory of a tripartite soul. Through this education process which is a concern of the state31 , all people reach their full potential and thereby acknowledge their social position. To understand the nature of the philosopher kings we examine Platos theory of the soul. There are three types of desire in the tripartite soul which correspond to the three parts of the state32; appetitive desires (base ones for things such as food, money and sex), spirited desires (for honour, victory and reputation) and rational desires (for knowledge and truth). In each person one of the three desires rules, thereby determining their class and values. Uneducated people are ruled by their appetites and although they can be trained through physical education and a mix of reading, writing, dance and song33 they will only have acquired a level of virtue to act prudently34. This is the producer classes. For these money is the best way of satisfying their desires. Further education leaves people ruled by their spirited desires35; this is the Guardian class that want honour. They are more virtuous than the producers but not as virtuous as the philosopher kings. Those that make it right through the education system are the philosopher kings who are bound by rational desires of the soul. They are fully virtuous and knowledgeable36 and C. Reeve argues that the education process will make them distribute the benefits of this knowledge among the citizens whilst ruling. There are other proposals for the production of citizens of the right sort including restriction of the arts, the institution of mating festivals and private property is to be abolished37 (for the two higher classes so they can focus solely on their function as rulers). Plato states the philosophers are above any corruption due to their education and training which makes them designed solely to govern and it means they possess knowledge and understanding no one else in the city does. They will not be corrupted by ruling because they recognise that others, lacking their knowledge, would do a worse job than themselves. It is a duty they must perform, to spend the rest of their time doing what they really want to do philosophical research. Plato also sets down strict guidelines for the guardians way of life, especially the absence of family life and private property which he considers the greatest temptation in public life. Plato has two ways to further explain this division of class to the reader and the people within the state. The first is the allegory of the Cave. To understand this we have to understand the forms of the good38. Kraut defines them as eternal, changeless, imperceptible and bodiless objects a pre-eminent good39 which will improve our lives we if understand and love them. Those that discover these forms, the philosophers, will attain complete happiness and will have a duty to relate these forms back to society. All mankind is situated within the cave and are all initially chained to the wall, seeing shadows of the forms which they believe are the real things. Those that break free, the philosophers, are free from illusion40 and see not only the form of the good. They are able to exit the cave and see this light and have a duty to bring it back to society. The other story is the myth of the metals41, often known as the noble lie42. The tale goes that when each person was fashioned by the gods a metal was added to each person which qualifies their social class. Those with gold in them are rulers, silver in the auxiliaries and iron and bronze in the producers. Within each class however children can be born with a higher/lower metal in their souls than their parents. When this happens they are to be promoted/demoted to their proper class43. This myth was propagated to serve to increase their (civilians) loyalty to the state and to each other44 and to persuade people to accept their social class as their destiny and therefore not to challenge it. The Economic classes should therefore take this rule without demur as the relationship of classes, like everything else in the state is perfect45. It promotes the fact that there are natural differences between human beings46 and that through education these metals can be ascertained and streamlined. However as a Christian I do not believe Platos view, that the philosopher king should rule, is correct. There are several reasons for this. The first is education does not necessarily make anyone more virtuous than others. The Bible states that all have sinned and fallen short of the glory of God47 and this is shown in practise today by the fact that the educated rulers can be corrupt, unfaithful to their wives and motivated by money/involved in bribery. Since the Bible tells us that we all are selfish by nature, and education cannot remove this, we should not expect the rulers to solely put the needs of others above their own desires for power, wealth, property and status, however noble that may be. The taking away of the family from the philosopher class would also in my opinion make him a worse ruler, less in touch with society and less developed as a character. Also from a secular viewpoint it is not right to put only educated rulers from one strata of society in power when those from a less education background could be more in touch with society and its needs. Also the prospect of a state education system selecting the leaders of the city is a matter of concern as the relevant knowledge which Plato advocates is purely a matter of opinion and therefore may be biased. Also these rational desires, that the philosopher king is supposed to have, are not I believe the monopoly of the educated. They can be found at all levels of society. Also Plato denies personal advancement in his city, especially once a person has been graded. In reality however once people have met their basic needs there is a desire for more. Also it is not natural for people to forgo private property even if they are a ruler. Therefore I would conclude that Platos view, that the philosopher kings should rule, is incorrect and unrealistic in terms of any real society and its values.2,045 words. Bibliography TEXT USED Plato, The Republic, Penguin Classics 2nd edition 1987 OTHER WORKS David Reece, Plato in Political Thinkers, pp 54-72 Edward Andrew, Equality of opportunity as the noble lie History of Political Thought X, 4 (1989), pp 577-596 Rex Martin, The ideal state in Platos Republic History of Political Thought II,1 (1981) P1-30 Richard Kraut, The defence of justice in Platos Republic The Cambridge Companion to Plato, Cambridge 1992, pp311-337 Christopher Rowe, Plato: the search for an ideal form of state Plato to Nato (1990), BBC books. Timothy Shiell, The Unity of Platos Political Thought History of Political Though XII,3 (1991) pp377-390 1 Plato, The Republic, P 56 Quote of a sub title 2 Rex Martin, The Ideal State in Platos Republic P1 3 Plato The Republic P56, Quote from Editor, Desmond Lee 4 Ibid P58 5 Ibid P59 6 Ibid P60 7 Ibid P60 8 Ibid P61 9 Ibid P61 10 Ibid P61 11 Ibid P61 12 IbidP62 13 Ibid P62 14 Plato The Republic P62 15 Ibid P63 16 Ibid P63 17 Rex, Martin The Ideal State In Platos Republic, P2 18 Plato, The Republic P63 19 Ibid P64 20 Ibid P64 21 Plato, The Republic, P65. 22 Ibid P66 23 Ibid P67 24 Ibid P66 25 Ibid P68 26 Ibid P121 27 Ibid P121 28 Christopher Rowe, From Plato to Nato P23 29 Plato, The Republic P119 30 Christopher Rowe, From Plato to Nato P23 31 Ibid P70 32 Christopher Rowe, From Plato to Nato P23 33 C. D Reeve in Political Thinkers An overview of the Republic 34 C. D Reeve in Political Thinkers An overview of the Republic P3 of article 35 Ibid P3 36 C. D Reeve in Political Thinkers An overview of the Republic 37 Christopher Rowe, From Plato to Nato P24 38 Plato, The Republic, P239. 39 Richard Kraut, The defence of justice in the Republic, The Cambridge companion to Plato 40 C. D Reeve in Political Thinkers An overview of the Republic 41 Plato, The Republic, P213 42 Edward Andrew, Equality of Opportunity as the Noble Lie P 577 43 R. Martin, The Ideal State In Platos Republic P10 44 Plato, The Republic P123 45 R. Martin, The Ideal State in Platos Republic P 9 46 Edward Andrew, Equality of Opportunity as the Noble Lie P1 47 Bible, NIV Romans 3 v 23 GV100 Introduction to Political Theory, Essay No 1 Name: Sarah Pickwick Class: 7 Teacher: Mr J Olsson.

Successful Application of Theory to a Placement Case Essay -- social w

An important aspect of social work is expert knowledge (Walker, 2012) and application of theory to practice, supported through research evidence (Dunk-West, 2013). In addition, the Professional Capabilities Framework (PCF, The College of Social Work, 2012) outlines the expectations of social workers in the UK. As a student social worker, the PCF governs my development and practicing the application of theory is a critical stage in learning. To facilitate this application, I am placed with Southwark Council. Southwark has recently started an organisational restructure, incorporating Reclaiming Social Work (Forrester et al. 2013) and coining it â€Å"Social Work Matters† (Southwark Council, 2014), see Appendix A. As part of this structure, student social workers are given the opportunity to work with and reflect on active cases and apply theory to the placement work. This essay will demonstrate the successful application of theory to a placement case, which has been included in Appendix A, fully anonymised. The Walker family’s brief background and presenting needs have been outlined and will be referred to throughout. The social work process will inform the structure of this essay – assessment, deciding on outcomes and planning, intervention and finally evaluation (Howe, 2002).The relevance of the chosen theory will be considered in relation to the above steps in the process and strengths and weaknesses will be evaluated. In order to address all these points in a meaningful way within this process this essay will consider a combination of theory and method. To clarify, †Theory helps to predict or describe a particular phenomenon† (Teater, 2010: 2) hence being particularly useful in the assessment or evaluation states. The Walker ... ... the use of stimulant medications’, Journal of Child Psychology and Psychiatry, 50(1-2), pp. 180-193. Teater, B. (2010), Introduction to Applying Social Work Theories and Methods. Maidenhead: Open University Press. The College of Social Work (2012), Professional Capabilities Framework (PCF), Available at http://www.tcsw.org.uk/pcf.aspx (Accessed 20 March 2014). Ugazio, V., Fellin, L., Pennacchio, R., Negri, A. and Colciago, F. (2012), ‘Is systemic thinking really extraneous to common sense?’, Journal of Family Therapy, 34(1), pp. 53-71. Walker, S. (2012), Effective social work with children, young people and families putting systems theory into practice. London: SAGE. Woods, K., Bond, C., Humphrey, N., Symes, W. and Green, L. (2011), Systematic review of solution focused brief therapy with children and families: brief. London: Department for Education.

Goffman’s The Presentation of Self in Everyday Life Essay

Goffman’s The Presentation of Self in Everyday Life considers how people act in daily life and in different circumstances. He employs the language of theatre to show how humans are ‘social actors’ who take on different roles in different situations and circumstances. Actors have the ability to choose roles and are aware of an audience. Chapter 2 focuses on ‘Teams’. Goffman suggests that people will form teams to support how they present themselves. Like actors on a stage, it is difficult to act alone and to fulfil a desired goal. So people incorporate performance teams. A team is â€Å"a set of individuals who co-operate in staging a single routine† (69). There are 2 kinds of relationships in teams: one is that of reciprocal dependency where each member must depend on the other to achieve their goal or stage their ‘show’ and the other is that of reciprocal familiarity where ‘members are in the know’ and they work together to ‘maintain’ the appearance. A team therefore is not necessarily an organisation or social structure but a group of performers coming together to sustain a definition of a situation which tries to claim what ‘reality’ is (e. g. political parties for an upcoming election). In order to achieve something, all members must observe a ‘principle of unanimity’. Interaction between groups is always about who ‘performs’ and controls the ‘scene’; the other team becomes the ‘audience’. Thus there is always an issue of power – dramatic and directive dominance. Dramatic power is power that is visible but has little reality because somebody else is directing that actor. This person who directs someone else with dramatic power has directive dominance (e. g. Queen of England has dramatic power but no directive power; the Prime Minister has directive dominance). Sometimes a performer can hold both kinds of power. Questions: 1. Provide some examples of ‘Teams’ that you observe in the everday. Ans: Political parties, business organisations, college fraternities, fan clubs 2. In those examples, what are they ‘staging’ (i. e. what is their task / goal)? Who holds dramatic power? Who has directive dominance? Ans: College fraternities: staging masculinities, teenage identities Business organisations: usually profit gain through transactions Ans: Apple’s Steve Jobs – has both dramatic power and directive dominance