The House of Mirth by Edith Wharton Essay -- lily, society

Edith Wharton’s novel of manners The House of Mirth is a satirical representation of upper society. The personification of this satire is the character Lily Bart. The leader is led to believe that Lily is trapped by her upbringing in higher society, which is seen in Wharton’s use of characterization, imagery, and motifs throughout the novel. Wharton’s characterization of Lily Bart focuses on her beauty as the reason for her acceptance into high society. During the tableaux vivants at the Welly Brys’, Lily’s simple costume was the main focus of the men at the party: â€Å"This was the world [Lily] lived in, these were the standards by which she was fated to be measured! Does one go to Caliban for a judgement on Miranda?† (130). Wharton notes through Selden’s thoughts that Lily’s only place in high society is as a result from her beauty. The allusion to The Tempest by Shakespeare only furthers this fact, as Wharton then implies that without her beauty, Lily would not have a place in high society. Wharton’s concept of fate associated with Lily furthers the idea that Lily is trapped because of the predetermination of life and Lily’s upbringing culminate into Wharton’s trapped character of Lily Bart. The next time that Selden sees Lily again, it is on the train t o Nice when he comments on her beauty: â€Å"[At the Brys’, Lily’s beauty] had had a transparency through which the fluctuations of the spirit were sometimes visible; now its impenetrable surface suggested a process of crystallization which had fused her whole being into one hard brilliant surface†¦ to Selden it seemed like that moment of pause and arrest when the warm fluidity of youth is chilled into its final shape† (182). Wharton’s indirect characterization of Lily through Selden s... ...it to love because she still desires money and power. Wharton creates Lily with her character flaw of indecisiveness to lead her down her fated path; she is trapped by her desire of association in society and longs for the freedom that love would bring. Edith Wharton created The House of Mirth to mock the society that she lived in and gave Lily the negative traits associated with it. With these negative traits and Lily’s upbringing, Wharton creates a character that is trapped by her upbringing desire to have a permanent place in society but also yearns for love, expressed through Wharton’s characterization of Lily Bart, imagery associated with Lily, and the motif of Lily’s fatal flaw. The end result is Wharton’s fated demise of her heroine with neither love nor a position in society. Works Cited Wharton, Edith. The House of Mirth. Toronto: Bantam, 1986. Print.

Monarchial constitution Essay

Under the monarchial constitution of the United Kingdom (UK), the majority of prerogative powers are now exercised by the government in the name of the Crown. There are two principle definitions of Royal Prerogative (RP); that of Sir William Blackstone and that of Professor A. V. Dicey. According to Dicey, RP is defined as the residue of arbitrary or discretionary authority, which at any given time is legally left in the hands of the Crown. RP has several defining characteristics – RP is inherent to the Crown, derived from common law, exercised by the government on behalf of the crown, the powers are residual and RP legitimises government actions without the need for an Act of Parliament (AOP). Before the 17th century, the monarch had all three powers, the legislative, executive and judicial powers. The judiciary started gaining independence since the Case of Prohibitions 1607 and was fully independent after the Act of Settlement 1700, which effectively removed the power of the monarch to remove a judge at will. The independence of the legislature started with the Case of Proclamation 1611 and culminated in the Bill of Rights 1689, which curbed future arbitrary behaviour of the monarch and guaranteed Parliament’s power vis a vis the Crown. With these changes made to the UK constitution and as support grew for a democratic government, RP seemed out of place in the hands of the monarch and was slowly transferred into the hands of the government to be used in the name of the Crown. It is possible for RP to be codified i.e incorporated into an AOP, as can be seen from the Constitutional Reform and Governance Act 2010 (CRGA). The CRGA codified several RPs, such as the RP to ratify treaties. The codification of RP meant that it would be under Parliamentary control and not the Executive. In the UK today, the UK government makes certain decisions based on the RP if they are not covered under any statutes. However, there have been several cases regarding the use of RP brought to the courts, spearheaded by Darnels case as well as the Case of Ship Money. The fact that these cases could be judged by the courts showed that the government (on behalf of the monarch) could exercise the prerogative power granted by the courts. Therefore, the courts have the power to determine whether that prerogative power exists and the extent of the power exercised by the government. Codifying the RP ensures that courts would not have the power to determine its existence, as they are unable to determine the validity of an AOP, as directed by Lord Reid in Pickin v British Railways Board. It would also prevent conflicts with statutes, as well as promote greater certainty and accessibility in the law. However, codifying the RP would make it more rigid, which may affect the reflexes of the government in responding to situations which are time-sensitive. Nevertheless, the current practice of the UK government with regards to such RP would be to consult Parliament first. Thus, it would be desirable to codify the RP. The RP has always been a part of common law in the UK Constitution. In the Case of Proclamation 1611, then King James I declared two royal proclamations without the consent of Parliament. When the case was brought before the court, Lord Coke held that ‘the King hath no prerogative, but that which the law of the land allows him’, meaning that the King could only exercise the prerogative power granted by the courts. Following the judgment, there were several cases which involved the use of the RP which the courts upheld. In Darnels case, the Defendant was imprisoned due to a warrant issued from the King in which there was no reason for the imprisonment. The court held that the arrest was valid as this was the exercise of the monarch’s prerogative power to arrest. The Case of Ship Money also exemplified how the court could decide if use of RP was legitimate. Hampden had refused to pay taxes to the King, upon his RP to raise revenue in an emergency situation. The court subsequently upheld the power of the Crown. Lastly, the judgment in Lord Advocate v University of Aberdeen upheld the RP that things lost, abandoned or ownerless belongs to the Crown. However, the courts have also held several decisions which restricted the RP. In BBC v Johns, BBC claimed there was a prerogative to grant immunity to them so as to avoid paying taxes. This case was famous for the dictum of Lord Diplock who stated that it is â€Å"350 years and a civil war too late for the Queen’s courts to broaden the prerogative†. Some feel that the exercise of prerogative powers was outside judicial review. Lord Devlin (in Chandler v DPP) agreed, but in his obiter statement stated that the courts will not review the proper exercise of discretionary power but they will intervene to correct excess or abuse. Despite this, not all prerogative powers are subjected to judicial review, the reviewability is dependent on its subject matter and not the source of power. In the GCHQ case, Lord Roskill mentioned that â€Å"Prerogative powers such as those relating to the making of treaties, the defence of the realm, the prerogative of mercy†¦ are not, I think, subjected to judicial review because of their nature and subject matter is such as not to be amendable to the judicial process†. Thus, with RPs, courts would have the ability to judge whether they are implemented legitimately or not, dependent on the scope of the prerogative in question, but in the case regarding AOP, courts would not be able to question its validity, as stated by Lord Reid in Pickin (as above). This would be desirable as it would smoothen the relations between the Judiciary and Executive, with fewer conflicts between them. There are also situations whereby RP will be in conflict with statutes. As such, the Crown would not be able to exercise the prerogative power due to the doctrine of Parliamentary Sovereignty. In AG v De Keysers Royal Hotel, the Crown used the Royal Hotel during the First World War and the hotel later claimed for compensation under Defence Act 1842. Although the Crown argued that no compensation should be paid since there was an RP to acquire any land of the subject during wartime, the court held that when the statutory power and prerogative power co-existed, statutory power would override that of prerogative. Similarly, in R v Secretary of State for the Home Department, ex parte Fire Brigades Union, the Criminal Injuries Compensation Scheme set up under Ministerial Prerogative powers was used instead of the Criminal Justice Act 1988, so as to save money by awarding less compensation. The court held that if there is a statutory scheme, it cannot be replaced by the RP. To prevent these scenarios from happening, Parliament has taken steps in recent years to incorporate some RP into statutes. For example, the Treasure Act 1996 states that the prerogative right of treasure trove has been abolished and replaced by this Act. The Human Rights Act 1998 protects citizens against arbitrary use of prerogatives, and the Fixed-Term Parliament Act 2011 has incorporated the RP of dissolution of Parliament. Hence with these recent developments, RP will be in less conflict with AOPs and more consistent with them, enabling them to be more certain and accessible to the public. There are naysayers of codifying the RP that argue that such an act would increase the rigidity of the process to achieve the intended result. Indeed, this is true as can be seen in the prerogative to declare war on other countries. For such a result, the government would need the operational flexibility and speed of deployment that the RP provides. By incorporating it into a statute, not only will the efficiency of the government be reduced, excess publicity that the AOP will bring would undermine the success of the operation. In addition, there will be situations where the government cannot await Parliamentary approval due to time constraints. Be that as it may, in practice, the government in modern times have looked for Parliament’s approval regarding the issue of war. In 2006, then Prime Minister Tony Blair, following his own vote over Iraq in 2003, acknowledged that he could not conceive of a situation in which a government is going to go to war – except in the circumstances where immediate action is required – without a full Parliamentary debate. The Iraq war vote was a significant precedent that Parliament should give its approval regarding such matters. Following which, Prime Minister David Cameron in 2011 held a Parliamentary debate on whether UK should establish a no-fly zone in Libya after the outbreak of military action. Lastly, in September 2013, a Parliamentary debate was called to discuss the possible military intervention in Syria after chemical weapons were allegedly used on civilians. By calling a vote, the government was ensuring continuing adherence to the practice that Parliament should have a say in such issues. Hence, even if codifying the RP does increase rigidity, the process of ensuring Parliament’s approval is already established. Some might feel that codifying the RP would be sacrificing UK history as they would be forgoing part of their culture which makes their unwritten constitution unique in today’s world (inclusive of New Zealand and Israel). Nevertheless, the RP is considered by many to be an outdated power and is such an important one that it should not bypass democratic representation.

The Myth of Equal Education Essay - 1727 Words

America is often enamored of itself as the champion of equality in every aspect of its society; however, this is often not the case. This is true in every aspect of life, but is very evident specifically in the American education system. Although America claims to give an equal education to all, regardless of any external factors, economic class often plays a role in what type and how good of an education a student may receive. Since education is the basis for future success, this inequity resulting from socioeconomic status implies that this is where inequality in everyday life starts, and that the system generates this inequality. If this is true, then one might ask, what then is the purpose of education? If economic class predetermines†¦show more content†¦His desire for learning was baffling to his family. Rodriguez says â€Å"I devoted myself to my studies. I became bookish, puzzling to all my family. Ambition set me apart† (195). Even from an early age, the defi ning characteristic of Rodriguez’s unusual education displays itself. That characteristic is isolation. Isolation is what enabled Rodriguez to have such an exceptional education, and started him on the path to believing that through hard work anyone could receive a good education. Rodriguez is isolated from his family by his very desire to become more educated. At first he shunned his heritage, and isolated himself further. As his education continued, so did his isolation, until eventually he realized what had happened, and returned to his family, and found that the isolation and education had changed him in such a way that he could not relate to them anymore. He says â€Å"†¦after the early relief, this return, came suspicion, nagging until I realized that I had not neatly sidestepped the impact of schooling. My desire to do so was precisely the measure of how much I remained an academic.† (205). 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A Neo Aristotelian Analysis Of President Obama s Oval...

Diana J. Park Professor Eleanor A. Lockhart Rhetorical Criticism 2 October 2015 A Neo-Aristotelian Analysis of President Obama’s: Oval Office Address on BP Oil Spill Energy On June 15, 2010, President Barack Obama formally addresses the Deepwater Horizon oil spill to inform people of his plans to contain the oil spill and the nation s need for clean energy. The purpose of this paper is to analyze President Obama’s speech on the BP oil spill using Foss’ neo-Aristotelian method of rhetorical criticism, by which I will reconstruct the context of the speech, apply four out of the five canons (excluding the canon of memory), and evaluate the speech’s effect on the intended audience. The first step to reconstructing the context of the speech requires me to provide background information on President Barack Obama. According to Biography.com, in 2008, Obama became the 44th president, and the United States’ first African American president. It is my opinion that much of Obama’s campaign strategy which focused on â€Å"changeâ⠂¬  as a common theme in his slogans was directed at liberals, African Americans, and young voters. Biography.com highlights that in his first term of presidency, Obama passed a $787 billion stimulus bill as well as the affordable care act. President Obama has become an influential leader that is known for his liberal values and determination to act on economic and social policies, such as these. Next, I will examine the occasion: the BP oil spill. Writer Kayla

International NGOs and the Aid Industry - 1024 Words

The Article â€Å"International NGOs and the Aid Industry: constraints on international Solidarity† by Molly Kane is about the Make Poverty History campaign, which is a campaign that tried to eliminate global poverty using governmental action. It was initiated by NGOs trying to gain more aid, to help eliminate third world countries debt, and to help solve trade injustice. The campaign noticed an increase in North American development NGOs, and how all of them were campaigning for social change globally. Issues with social justice and aid depending on international politics are the most significant factors influencing African social, economic, and political life due to the fact that there is colonial ruling. The article talks about how poverty is the main problem facing third world countries, rather than rights and freedom. Increased financial dependence of INGOs has made third world countries dependent on the aid industries development. The process of decolonization was starte d to free the African nations from European colonial rule. The Article â€Å"NGOs, A Tainted History† by Firoze Manji and Carl OCoill is about how NGOs form a prominent part of the development machine in the developing world. With the thousands of NGOs that are now present in the world, their role in development is increasing every year. While their work contributes marginally to the relief of poverty, it also undermines the struggle of the African people to relieve them from economic, social and politicalShow MoreRelatedCritically Examine the Geopolitics of Humanitarian Aid Within the 21st Century.2228 Words   |  9 PagesCritically examine the geopolitics of humanitarian aid within the 21st century. How have responses to famine changed over time and what are the key challenges to famine prevention today? Geopolitics have played a huge role in humanitarian aid in the current century. 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Behaviour For Learning And Management Of Students Education Essay Free Essays

The demand to pull off behavior has long been an issue within schools. With the push on raising attainment, the development of SEN proviso and the addition in policy, to be inclusive of all scholars irrespective of their academic degree or their societal behavior, as identified that 20 % of all SEN scholars have SEBD. Current policy has adapted towards a positive attack concentrating on the ability of instructors to make a positive acquisition environment developing positive relationships in order to advance a positive attitude towards larning, maneuvering off from the one time punitory attack and non being re-active to negative behavior but more pro-active as supported by ( EPPI ) Behaviour direction is frequently flagged as an country that ITE pupils feel they would profit from holding greater support in when come ining the profession of instruction ( Buell et al. We will write a custom essay sample on Behaviour For Learning And Management Of Students Education Essay or any similar topic only for you Order Now , 1999 cited in EPPI ) . This has been met by the outlooks set by the TTA via the Qualifying to learn, the new criterions and demands for Qualified Teacher Status ( QTS ) ( TTA,2002 ) . B4L is a construct that has been developed through a reappraisal of effectual behaviour direction schemes. It has been identified that B4L is a consequence of battalion of influences and non simply the desire of a scholar to misconduct and unwillingness to larn. It is of import to place the theoretical rules behind the manner in which scholars manifest themselves in footings of behavior, as identified in the principle for the EPPI systemic reappraisal of how theories explain larning behavior in school context. Behaviour for larning ( B4L ) identifies the nexus between pupils societal behavior and behavior and the manner in which they learn. The schools policy clearly states high outlooks of pupils, â€Å" We expect pupils to reflect this in their visual aspect, attitudes and behavior. We know we are modeling the citizens of the hereafter and will promote them to care for one another, be unfastened, just, honest and merely. We want them to hold a sense of pride in being portion of our school community. † ( School Aims, Staff enchiridion ) . Further to this the school s vision is to raise accomplishment by developing a civilization where ‘learning is at the bosom of the school community ‘ . To accomplish this vision the school identifies whole school precedences for 2010/2011 including bettering behavior and attending. It besides stated that the school will concentrate on integrating SEAL pattern in the schoolroom, which has been identified as an of import key in developing scholar ‘s emotional intelligence ( Coleman, 1996 ) supplying scholars with the accomplishment set to supervise and better their behavior independently. It was clearly identified in the School Development Plan that Behaviour for larning needed to be addressed ( appendix 1 ) . This was farther reinforced as a high precedence country during staff meetings and subsequent correspondence from the Head Teacher ( Appendix 1a ) , which focused on current issues in lessons and the demand to better B4L. Two cardinal issues that arose were the usage of nomadic phones within lessons and consistence of countenances ( Appendix 1a ) . It is interesting to observe that these both encompass the instructor and the scholar. It is refering to observe that usage of nomadic phones within lessons is being flagged as a B4L issue and non a mark of detachment. Intelligibly there is a close nexus between the quality of acquisition, instruction and behavior, and hence raises the inquiry can behaviour be improved through bettering the quality of larning A ; learning? The school clearly identifies that there is a demand to reenforce their school policies on beha vior for acquisition. Through initial observation it was interesting to observe the degree of behavioral issues happening both in and out of lessons. It poses the inquiry is this a school being pro-active in pull offing behavior for larning or re-active to behaviour that had non been managed systematically? This survey will concentrate on the schools current policy on behavior for larning and how this is implemented on a day-to-day footing. Through a reappraisal of the schools current policy and issues this survey will trust to propose future recommendations to better behavior for acquisition. Recent national policy has moved off from a punitory system where pupils were punished for making something incorrect ‘reactive ‘ and are now working towards understanding what causes scholars to be off undertaking and show unwanted behaviour ‘pro-active ‘ . With the recent development of particular educational demands designation and proviso it is no longer acceptable to react in a punitory manner. National policy now promotes the inclusion of a greater diverseness of scholars in schools irrespective of degree of accomplishment or societal behavior ( Department for Education A ; Employment ( DfEE ) , 1999 ) . It is of import for schools to recognize this and develop schemes to advance B4L as over 20 % of SEN proviso are scholars with societal emotional and behavioral upset ( SEBD ) ( Department for Children, Schools A ; Families, 2008 ) . SEBD scholars by nature can expose unwanted behavior unless managed in a positive manner, and would it non be deemed una cceptable from an instruction professional ‘s position for a scholar predisposed to expose hapless behavior as the consequence of a recognized upset, to fall victim to punitory actions. It is hence of import for schools to hold a well-structured B4L policy that coincides with the SEN policy. Communication between the SEN section and the remainder of the school is besides indispensable. ( back up with research ) excessively many lessons lack challenge and make non take sufficient history of pupils ‘ single capablenesss or promote independent acquisition. Besides, quality of marker and feedback by and large varies well across the school. However, a little minority of parents expressed positions that the school ‘s communicating with parents could be better, and besides that pupils ‘ behavior was non ever every bit good as it should be. Inspectors found behavior to be satisfactory overall, but variable. In general, pupils have a high respect for their school, bask their instruction and appreciate the assortment of chances on offer to them, both within the course of study and beyond. They are developing a good scope of personal accomplishments that are fixing them good for their instruction and employment after school. Ensure that lesson activities systematically challenge pupils of all ability groups to do better advancement and develop their independent acquisition accomplishments, particularly at Key Stage 4. Behaviour in lessons is satisfactory, although someinstances of students being excessively rambunctious were seen during the review. However, there is by and large non plenty truly disputing learning across the school to guarantee that pupils make systematically good advancement in their acquisition and therefore develop the assurance and ability to work independently. Where learning is less effectual, be aftering does non take sufficient history of pupils ‘ different capablenesss and get downing points, and is excessively teacher-directed. Teachers do supply some clear, detailed and utile written feedback, but this is inconsistent across the school and does non ever give specific advice about what pupils need to make to better their work – a job which persists since the last review. How to cite Behaviour For Learning And Management Of Students Education Essay, Essay examples

Describe the Relationship Between Hatshepsut and Thutmose Iii Essay Example For Students

Describe the Relationship Between Hatshepsut and Thutmose Iii Essay Section III – personalities in Their Times 2007 Question 14 – Option A – Egypt: Hatshepsut a) Describe the relationship between Hatshepsut and Thutmose III? There are many contradicting views and interpretations in regards to the relationship Hatshepsut had with Thuthmose III. Hatshepsut had ruled with Thuthmose III for over 10 years, it is definitely evident that Hatshepsut was the senior Pharaoh in the co-regency. However, the nature of their relationship is not entirely known. Some of the perceptions are that Thutmose III was frustrated and resentful towards Hatshepsut and that she was the ‘evil stepmother’. However there is also much evidence to support the idea that Thutmose III was completely fine with the co-regency, as he knew that he would assume the throne when Hatshepsut had passed away and things were working well in the co-regency. Even though Hatshepsut was the senior partner in the co-regency, the surviving inscriptions indicate that she accorded Thuthmose III the respect to which he was entitled. Throughout the co-regency it seems that Hatshepsut was careful to show her young partner the respect he was entitled to, even though she was almost invariably shown as the dominant pharaoh. Hatshepsut and Thuthmose III appear in many reliefs and inscriptions together. In a relief on a building in western Thebes, Hatshepsut and Thutmose III are depicted worshiping Amun-Re together. Thutmose III’s private thoughts about Hatshepsut are unknown; it appears that he did not challenge Hatshepsut’s authority. Historian Steindorf believes that, â€Å"It must have been much against his will that the energetic young Thutmose III watched from the side lines the high-handed rule of the pharaoh Hatshepsut and the chancellorship of the upstart Senenmut. Surely a collision was inevitable between the maturing strength and the resentment of the young king and the waning powers of the queen†. Evidence for a hostile relationship between Hatshepsut and Thuthmose III in the co-regency is the fact that all of Hatshepsut’s monuments were destroyed some years after her death, during the reign of Thuthmose III. Many historians believe that this may be a case of demnatio memorae, however Redford describes the events of the damaging of her monuments as a political necessity as Thutmose III may have been preferred to be linked to his male ancestors for posterity rather than to an atypical woman. The exact nature of the relationship between Hatshepsut and Thuthmose III will never be known, however there is evidence for both civil, successful co-regency on both parts – Hatshepsut took care of the homeland and Thutmose III was a traditional warrior pharaoh. There is also evidence for Thutmose III as raging with anger and hated his stepmother. While the exact nature of the relationship remains unknown, Hatshepsut and Thutmose III ruled very successfully in a co-regency which some describe as the most successful and prosperous period in Egypt’s reign.