Social Work and Empowerment Assignment

The reason for this article is to investigate social work hypothesis and practice. The exposition depends on a situation of a dad (Mathew), who after numerous long stretches of thinking about his impaired child (David), and having endured a stroke assault multi year prior, discovers he is battling to think about himself or the child. Comparable to working with the old, the exposition will talk about the jobs of a social laborer, the act of strengthening, conceivable moral problems and an enemy of abusive practice. The sort of organization picked for this article is Learning Disability Partnership (LPD) in Cambridgeshire. LPD is an association, which incorporates multi-disciplinary groups of Social Care Services and Health experts. LPD commits administrations which help learning crippled individuals have ordinary existences and life in bounty. Completely mindful of the strain and stress welcomed on via mindful, LPD attempts to offer types of assistance which help individuals with learning inabilities, and their carers, to adapt to these weights. The assorted variety of social work jobs in this association incorporates support, direct change operator and official. These jobs can be utilized independently, or as a mix of two jobs. The job of backing is about individuals supporting themselves legitimately or in a roundabout way (Beckett, 2006: 9). In spite of having correspondence issues, and assumning a positive mental limit method of reasoning on David, a social laborer may advocate for David by giving master correspondence hardware that empower him to legitimately impart without undue impact by his dad. So also, to the greatest advantage of David and Matthew backing is met through arrangements for administrations and assets inside the office or through multi-disiplinary groups, this is a blended job of an arbitrator and a co-ordinator. The social laborer is obliged to evaluate the necessities of Matthew and David for network care administrations and execute benefits in like manner, job of a consideration supervisor. All the while, qualification models are checked (job of a specialist) after which expenses and administrations accessibility are checked before authorizing assets. For viability, a social laborer must have adequate information, aptitudes and qualities to direct great expert practice. Strengthening implies â€Å"working in a manner planned for expanding individuals' feeling of intensity and power over their lives† (Beckett, 2006:126). The British Association of Social Workers (BASW) remembers for their meaning of social work the advancement of â€Å"†¦ social change†¦ and the strengthening and freedom of individuals to upgrade prosperity. † (Thompson 2001) refers to strengthening as a progressing â€Å"process† and a â€Å"goal† that takes quite a while. Cooper (2000:15) refers to the four significant standards of strengthening as â€Å"entitlement which incorporate enactment, rights and arrangements; social model which takes a gander at social, monetary and culture; needs-drove evaluation which takes a gander at needs throughout everyday life; and advancement of decision and control which moves standardization to free living†¦ In perspective on this current point's decent variety I will address every rule quickly. As far as privilege law, rights and approaches offer direction and backing, genuine model been the 1990 Community Care Act and the Chronically Sick and Disabled Persons Act 1970 which puts an obligation and prerequisite on neighborhood position to offer types of assistance, assets and financing for administrations and assets for the penniless individuals in the network (Brammer, 2003:304). To engage David and Matthew rights to live in own home qualification administrations like home carer furnish individual consideration and help with shopping. David may likewise be qualified for commonsense home help to enhance security and portability. Nonetheless, in spite of been qualified for administration, because of restricted assets administrations may not be handily actualized by nearby power. The principle goal of need's driven appraisal is to focus more on singular needs and inclinations as opposed to the administrations accessible. Needs decide the degree of evaluation required dependent on strengthening and decision (Parker, Bradley, 2007). Opposite, characterizing the significance of ‘need' definitely prompts procedural predisposition and limitation of administrations because of monetary imperatives. On the off chance that the administration client fulfills the neighborhood specialists qualification rules, at that point they have a legitimate obligation to give the vital help. For instance requirements for both Matthew and David fluctuate and may change after some time. Matthew's point of view may be need of restoration and home assistance to improve his physical prosperity while David's needs may be continuous prologue to socialization and correspondence needs. Decisions for freedom targets administrations for people in danger for systematization. The Kantanian approach of individualisation (rights and regard for David and Matthew to be treated with individual contrasts) and client self-assurance (freedom to settle on educated decisions or choices) advance decision and autonomy (Banks, 2003:31). Direct Payments, underpins self-coordinated consideration. This empowers David and Matthew to select, arrange and pay for their own administrations, empowering them to practice decision and authority over their lives. The crusade for genuine decision by gatekeeper paper cites that â€Å"the development of direct installments is causing for festivity, close by pilot plans for singular financial plans which give crippled individuals more independence† (www. gatekeeper. co. uk). Social model is worried about encounters of defenseless individuals at a danger of mistreatment and social downgrading, trying to hold defenselessness. Clinical terms have been utilized to standardize individuals, for models marking David as extreme learning handicapped and Matthew as experiencing stroke is incapacitating in itself, and prompts absolute loss of rights. Anyway these terms are utilized to check edge standards for appraisal of their needs empowering strengthening. Thusly, on meeting the rules, neighborhood authority must offices for administrations, which now should be brought up that they may not really be needs driven as proposed, yet asset drove because of constrained assets. All the while, this prompts David and Matthew relying upon the state government assistance as opposed to empowering autonomy and dynamic support (Oliver, 1996:25). Additionally, decisions support strengthening. David communicating his desire to remain at home demonstrates that his psychological limit can get, hold and decide. (Adams, Dominelli and Payne 2002:196) states limit and capacity to follow up on choices achieves balance, in any case, this backings decision making more than administrations that best suits David. Conceivable moral situations experienced include: Choice and limit: Because of correspondence issues with Matthew his father may need to interpret his musings communicated. Predicament happens as father's understandings may not be precise with the Matthew's needs; this may prompt a social laborer actualizing incorrectly benefits. Correspondingly off-base administrations may likewise be offered if in the past Matthew has had practically no experience of picking. Care and control forced because of constrained assets, social laborers are committed to assess David and Matthew against other assistance clients who are out of luck. Following the utilitarian methodology, the situation here is whose requirements exceed the other? On what requests would these necessities be organized? On the off chance that David and Matthew's need are of low, at that point assets will be assigned to those in most huge hazard. Thus lead to two corrupt issues: (a) Societal doubt in social work calling as the vast majority dread being chosen for penance regardless of their needs, (b) David's and Matthew's wellbeing may deteriorate as they possess to sit tight a long energy for care bundles to be actualized. Strengthening process shifts power away from social laborers and given to support clients. This dependence to make the conditions for strengthening and recognize qualified for strengthening would seem to negate this proposed move of intensity. Irreconcilable situation emerges on who the essential customer is. When a referral has been made, a social laborer will deliberately be going in to survey whoever is out of luck. Anyway it before long becomes visible that both the administration client and the carer are out of luck, conflicted between two individuals in need a social specialist thusly needs to work with the entire family making irreconcilable situation. The Mental Capacity Act 2005 states that: â€Å"a individual must be expected to have limit except if it is built up that he needs capacity†. In accordance with this, difficulty happens on the most proficient method to evaluate limit and to what broaden would limit be quantifiable? A social laborer is obliged to make a worth critical call, and on the off chance that an inappropriate move is made, at that point the results lie with the social specialist. To defeat these quandaries mindfulness preparing and hostile to prejudicial practice would give a parity. From learnt speculations it is clear that some social specialists may have constrained assets and absence of mindfulness. On the off chance that a social laborer doesn't know or educated regarding these variables, at that point they won't have the option to accomplish enabling practice and that they will discover their training may spin more around issues of strengthening and control are clearly overlooking help clients and carers self-assurance. Indisputably, Social laborers are utilized in changed social settings requiring assorted variety of social work jobs. Strengthening improves and upgrades human anguish, consequently ought to consistently be connected with hostile to separation. The subject of strengthening is wide, it requires specialized capability as well as characteristics of respectability, genuiness and mindfulness.

Malcolm Hendrix Essays - African-American Muslims, Black Power

Malcolm Hendrix Since the beginning there have been numerous individuals who have stuck out and made an sway in the manner we think and fathom things. During the late 1950's and mid 1960's, Malcolm X was no exemption. His activist perspectives that Western countries were innately supremacist and that dark individuals must combine to manufacture their own general public and worth framework had a significant effect on dark patriot and dark dissenter developments of the 1950s and 1960s. At the start of the film, Malcolm X was conceived Malcolm Little. He was a small kid attempting to adjust to society's changes. He was looking so hard that he fell into an inappropriate group. Malcolm caught a man named Archie who was a hotshot cheat. Archie ran a numbers framework in the boulevards and he persuaded Malcolm to go along with him. Malcolm turned into a knave with an abhorrent manner. Malcolm's business accomplice, was a white lady by the name of Sophia. They were on drugs and even looted a house. In view of their jokes, the law was following right after them. They in the end got and sent to jail. Malcolm was condemned to 8 years in jail while Sophia was just condemned to 2 years since she was white. This relates to the social association of capture, which recommend that police capture blacks at a higher rate than whites. While Malcolm was in prison, he was notable to the watches. Once he was approached to express his number, however rather he said he overlooked his number. The watchmen beat the damnation out of him and sent him to the darkroom. In the darkroom he met Brother Baines. Baines was a man everybody regarded counting the watchmen. He was know as the genuine man and gave discourses about Islam. Malcolm would not like to hear him out from the outset, yet Baines' cool style made a difference Malcolm understand that Islam is for him and that the white man is the fallen angel. While in jail, Malcolm read broadly and built up an enthusiasm for the Nation of Islam, a Black Nationalist strict development whose individuals were known as Black Muslims. Malcolm considered the lessons of the pioneer of the Black Muslims, Elijah Muhammad, who supported a free dark state. The Nation of Islam depended on a religious philosophy adjusted from a few models: customary Islamic lessons standards of Black Nationalism, and monetary self improvement programs that tended to the necessities of African Americans living in urban ghettoes. Not at all like customary Islam, which dismisses all types of bigotry, the Nation of Islam announced that whites were the demon naturally, and that God was dark. Be that as it may, the Black Muslims anticipated that sooner rather than later a Great War would occur in which whites would be demolished and dark individuals would run the show the world through the altruism of Allah, their maker. To get ready for this new request, the Nation of Islam focused on close to home patience, restricted the utilization of medications and liquor, and sorted out monetary self improvement ventures that in the end included homesteads, food stores, cafés, and independent ventures. The Dark Muslims selected vigorously among the least fortunate of urban blacks and in penitentiaries, where Malcolm Little was changed over to the confidence. Rather than squandering his time in jail and stumbling into more difficulty, Malcolm chose to change his way of life and devise an arrangement to better himself. He experiences a gathering stage. He started to guess what and grow him might be thinking. As he did this, a universe of information opened up to him. He likewise attempted to develop himself in different manners. He dealt with his social abilities and his physical appearance. He chooses not to relate himself with previous companions he got in a tough situation with and frames new connections with individuals who need to roll out an improvement. One of the changed over men, Brother Johnson was in a squabble with the police. The police said he was not brisk enough to escape the way so they beat him nearly to death on account of his race. This is another case of racial clash. Malcolm was incensed. He raced to the police headquarters to see Johnson, however the police denied Malcolm consent to see Johnson. Malcolm said that he would see Johnson and that he wasn't leaving until he did. After a long battle he got wish. While Malcolm was inside, his siblings were arranged outside the station like a military. A large number of the police said that Malcolm had a lot of intensity. The police attempted to utilize that as promulgation against Malcolm. They were attempting to persuade the individuals from Islam that

Reg Day collisions

Reg Day collisions I had a really interesting Reg Day. Okay, yeah, I know, that was over a week ago, and the last time I blogged was last year, but I never claimed to be any good at this updating thing, okay? (But for real, I have so many awesome entries planned, and I have to write them, because then I graduate and dont get to be a rockstar blogger anymore. Ack!) So. About my Reg Day. The thing about Reg Day, is that you run into every single person you ever knew, I swear. While walking around campus I passed a handful of old acquaintances, one of my problem solving partners from 8.02 (electricity and magnetism), a couple of people from the best 2.009 team ever (Go Yellow!), and every single one of my ex-boyfriends that happens to be on MITs campus. Which is only 2. But still. 100%! Also I just wanted to through that in there to prove that MIT students do in fact date, because seriously, people somehow think that because no one except Mollie (who is now actually married to Adam) feels the need to be all Sooooo, Id just like the thousands of prefrosh who read this to know about the really cute thing my boyfriend/girlfriend did for Valentines Day! that means that were all huge nerds who have no social lives and never get involved in romantic relationships. Well, we are huge nerds, but we do have social lives and relationships. Its just that Valentines Day serenades are more likely to go a little something like this: (A friend sent me that and I had to share. Tensor! Ha! Get it? Dont worry if you dont, a lot of it was way over my head too. Apparently its a lot of topology. Who understands topology? Not me, I practically went certifiably insane taking 18.02 and 18.03 at the same time.) Um, so I was talking about Reg Day. The thing is, it was my 8th and final Reg Day at MIT, and despite how eventful it was.everything was sort ofboring. I woke up early and went downstairs to get some breakfast. (Wait, downstairs? Check it out: after all this time, I finally decided to move to Conner 4 but hadnt moved my food yet. 3 years later, and my kitchen has traded places. How ironic.) I went to the MISTI building for a wrap-up meeting from my IAP adventures in Italy (which I still havent told you about, man Im bad at this!) and chatted with Serenella, the MIT-Italy coordinator for awhile. I wanted to poke my head into Alicias office (shes the director of MIT-Spain) but she was in a meeting. On my way to my advisors office I waved to a couple more friends and grabbed a Concentration Completion Form, which I knew would be due in a few days. I got my forms signed, chatted with the student volunteer who stamped my white and pink copies of the carbon paper, and took the LSC schedule theyre always handing out on Reg Day. I met up with Adelaide and Mason and we grabbed some coffee (or hot chocolate, in my case) and ran into another one of my 2.009 teammates in Lobby 7. We sat in the corner of the lobby, enjoying our drinks and chatting about the upcoming semester. Then I headed off to another meeting I had scheduled, waving an awkward hello to the first of the ex-boyfriends as we passed in the Infinite. I just went through the whole day, greeting the many people Ive come to know and working through the system of the school Ive gone to for three and a half years. And the thing is, Im over it. Ive got it figured out. Thats not to say that I would ever consider the stuff Ive learned here to be easy, but if I look at MIT as a whole, its completely solved. I know where everything is, I know lots of professors and even a couple of administrators, Ive been involved in what must be a couple dozen student groups at various points, I know how to reserve space on campus for events, I know how to apply for funding from a half dozen different departments, I know the best place to eat lunch on campus, I know which forms need to be turned in to which offices by which deadlines, I know all the best shortcuts and how to use the tunnels when the weather isnt any good, I know my way around the office where I work and as a result I probably can actually fix your computer, I know some pretty nifty ninja commands on Athena Ive justcracked it. Ive got it figured out. Its not that there isnt anything left here for me to learn (because seriously guys, its still MIT you know) but Im satisfied and comfortable in my understanding of the inner workings of the Institute. Its not a challenge anymore. So thats how I know Im ready to move on. Ill enjoy one last semester. Ill finish out my requirements taking a few interesting classes and writing a thesis. Ill keep working at my campus job, and go to study breaks on my new floor. Ill enjoy the company of all the many people Ive already met and became friends with. But I wont be that person frantically waving her arms in the air, volunteering to take that story for The Tech, or to be Rush chair for the second time in a row, or to organize a 150 person CPR class. Ill sit back and let the underclassmen have their turn working it out. Because Im busy getting ready for the next step. You know, whatever that is.

Jazz the Roaring Twenties Essay - 645 Words

I. Introduction a. A testament to the United States unprecedented prosperity in the Roaring Twenties, jazzs growing popularity sparked a grave controversy, with many viewing the appeal of jazz as either an annoyance or a threat. b. Should the testament to the United States’ prosperity in the Roaring Twenties about jazz’s growing popularity be viewed as an annoyance or threat? c. Jazz’s growing popularity in the United States in a time known as the Roaring Twenties, was a dramatic turning point in the American life. The growing of this musical industry meant jazz would be thrived in adversity and come to symbolize a certain kind of American freedom, and would be called upon to lift the spirits and raise the morale of a†¦show more content†¦Not all whom listened to the music, will agree. The statement whereas jazz was a â€Å"moral disaster† to young girls is inaccurate because teenagers will choose to do whatever they want if it is m orally wrong as a result of growing up and experiencing life. Regardless of what kind of music is playing, young teens will go as they please. As for the origins issue, people need to stop believing everything they hear. That issue was developed by a music critic of the New York Herald Tribune. How can everyone be so sure what that critic is saying is entirely true? III. Conclusion d. Both arguments of this catastrophic impact that jazz has had on all American people are very strong. Unfortunately, one side being stronger than the other. Opponents that opposed this argument had some valid points. Their strongest being- a moral disaster on young women. When they say young girls and guys have been spiraling out of their bodie’s sexual or emotional control, they are correct. The love of the genre might be pulling all types of different people together, that including of boys and girls. A girl and a boy find that they both have the same interest in jazz music, so they mig ht get to know each other and so on. But, is that argument really an entire convincing explanation as to jazz being an annoyance or threat to the American people? This time period being the Great Depression, people struggleShow MoreRelatedThe Roaring Twenties And The Jazz Age1766 Words   |  8 PagesThe Roaring Twenties Daily Life The 1920s were called the â€Å"Roaring Twenties† or the â€Å"Jazz Age† in North America, the â€Å"Golden Age Twenties† in Europe and â€Å"Annà ©es folles† by French speakers all because this era was a period of sustained economic prosperity with emphasis in each name of the era’s social, artistic and cultural change. A time when there was a revolution in almost every part of daily human life where more and more people were moving from the countryside to the city in search of wealthRead MoreThe Roaring Twenties And The Jazz Age981 Words   |  4 Pagesencouraged to marry at a young age and if they chose to go into the work force their options were limited to domestic jobs such as becoming a secretary, teacher or salesclerk. (The Changing Role†, 2014). The 1920 s are referred to as The Roaring Twenties† or the The Jazz Age† and during this time an author by the name of Anita Loos produced the novel Gentlemen Prefer Blondes. This novel is told from a first person perspective and uses a theme of satire to expose the absurdities of men s views of womenRead MoreThe Roaring Twenties, the Jazz Ages and the Age of Paranoia Essay537 Words   |  3 Pagesthe roaring twenties, the jazz age, and age of paranoia. Flappers and bootleggers were found at this time. They smuggled rum in small f lasks inside their boots; this is where they get the name bootleggers from. All of the men who smuggled the rum in their boots had a run-in with the cops; this is how the sport NASCAR came around. Flappers were women who cut their hair short and wear skirts about their knees. The well known things of the 1920s were the roaring twenties, the jazz ageRead MoreThe World Of The Roaring Twenties : A Decade Of Jazz And Gin, Invention And Discovery, And1182 Words   |  5 PagesPlace yourself in the roaring twenties. A decade of jazz and gin, of invention and discovery, and of conformism and materialism. The American man believed America could be going in no other direction but forward, with the advent of radio and television broadcasting, various household appliances, and important medicines like Penicillin and Insulin, among others. Renowned author, Aldous Huxley, lived during this roaring age and saw something different. He feared for America’s future. Although he hadRead MoreMusic in Annie in 1920-1930 Essay1541 Words   |  7 PagesMusic in Annie in 1920-1930 ​The Roaring Twenties was a decade absorbed with the growth of the music industry thanks to the radio being born in 1920 (Tyle). The excitement of the war being over brought the Roaring Twenties forth. The American people hungered for change, and the new music of the era, jazz, satisfied their great hunger (100 Favourite Songs). Jazz was a brand new type of music drastically different from anything the American people had heard before. Unfortunately, the Great DepressionRead MoreRoaring Twenties in American Society After World War I. Essay645 Words   |  3 Pagesbecome involved until 1917. After World War I, American society changed greatly. A new era, the Roaring Twenties, found its way in America along with the arrival of the flappers (Roaring). Americans were introduced to new fashion styles, the prohibition and the Jazz Age (Fashion, Jazz). Controversy proved to be very prominent with the Scopes Trial (Scopes). As the war came to a close, the Roaring Twenties made its way into America. This time period brought many changes that were new to AmericansRead MoreAdvancements During The Roaring Twenties Essay527 Words   |  3 PagesThe twenties in the United States are thought to be full of prosperity, music, dancing, and happiness. The 1920’s are often referred to as the â€Å"roaring twenties,† but many histories purpose that this is not a correct interpretation of this time period. America may have not been good for the some of the lower class in this time period, but the 1920’s were fantastic for most of the middle and upper class living in urban cities. The advantages of this time period did outweigh the bad, which is whyRead MoreThe American Dream And The Roaring Twenties1336 Words   |  6 PagesDream and the Roaring Twenties The 1920’s was knows as the Roaring Twenties or the Jazz Age because of all the dramatic political and social change, more people lived in cities rather than farms, and the nation’s wealth doubled between 1920 and 1929. There were many new technological innovations and many factors that made the United States the place to be to find the â€Å"American Dream†. The 1920’s were known as the Roaring Twenties or The Jazz Age because of many things. The roaring twenties was a differentRead MoreThe Roaring 20s Essay examples655 Words   |  3 PagesThe Roaring Twenties In the 1920’s, America was evolving into a fun, carefree, and entertaining country – or so many people thought. On the outside, many people observed Americans with prosperity, lavish lives, and new opportunities through new technology and inventions. However, although America seemed to be well off at the time and enjoying life, it was only a slight cover up. Inside the country, there was turmoil which included debt and war. For this reason, America earned the reputationRead MoreThe United States Of America Hit An All Time Low During The Roaring 20 s With The Presence Of954 Words   |  4 PagesCinevert 1 Outline The United States Of America hit an all-time low during the Roaring 20’s with the presence of prohibition and organized crime. I. The Jazz Age Jazz Music Dance Appliances II. The New Women KKK Flappers 19th Amendment III. Mass Culture More Spending Money .First Radio Affordable Consumer Product ( Automobile)

The Mockingbird Theme in To Kill a Mockingbird, by Harper Lee

This novel by Harper Lee has a seemingly curious title to a reader who looks at it in a literal way. Someone may argue that there are no mockingbirds in To Kill a Mockingbird but I beg to differ. An actual mockingbird may not play a large role in this story however the idea and connotation of a mockingbird becomes evident throughout the story in many characters. This is a major theme in the story and is shown through the characters Boo Radley, Mr. Raymond, and Tom Robinson all connected in the fact that they are innocent good hearted people corrupted by the evil surrounding them. Scout and Jem Finch are introduced to the novel as well as the small town of Maycomb. â€Å"There was no hurry, for there was nowhere to go, nothing to buy and no†¦show more content†¦She also says that most of the rumors about him are false, but that if he wasnt crazy as a boy, he probably is by now. Boo even leaves chewing gum for Scout and Jem in an Oak tree outside his house. The children one day find an Indian head penny in the same tree. Boo’s father then puts cement in the knothole where the children played the type of leaving and finding game, preventing Boo with any outside contact at all. Boo, like a mockingbird, did nothing besides entertain, whose innocent fun was destroyed by his evil father. Boo continues his good-hearted deeds putting a blanket around Scout in a later chapter and even rescuing Scout and Jem from Bob Ewell an enemy of their father. In this act of courage Boo the childhood phantom of Maycomb then becomes Boo the human being, no longer s hrouded by the evil rumors and away from his evil father. Mr. Dolphus Raymond is a peculiar character who lives on the outskirts of Maycomb County with his black wife and mulatto children. In chapter 20 during the trial of Tom Robinson he sits with Scout and Dill.Mr Raymond offers him a drink in a paper bag. Dill drinks it and tells Scout that the drink isnt alcoholic its only Coca-Cola. Mr. Raymond tells the children that he only pretends to be a drunk to provide the white people with an explanation for his lifestyle, when, in fact, he simply prefers black people to whites. This may seem an insufficient reason but that is however also the white people of Maycomb’s explanation asShow MoreRelatedThemes Of Kill A Mockingbird By Harper Lee939 Words   |  4 PagesSharon Yin Mrs. Reynolds English 9H 8 March 2015 Themes Foreshadowed in the First Chapter The first pages of a novel often introduce the major topics of the work, which is exactly what author Harper Lee did. The first chapter of To Kill a Mockingbird creates a basis and foreshadows the major themes that play out during the rest of the novel; themes such as prejudice, childhood and growing up, small town southern life, and bravery. One of the most crucial motifs in this novel is prejudice. TheRead MoreTheme Of Kill A Mockingbird By Harper Lee2681 Words   |  11 PagesHonors III 01 June 2015 Independent Novel Project To Kill A Mocking Bird Knowledge Section Significance of Title The title of the book is â€Å"To Kill a Mocking Bird† which is a bird that Atticus told Jem not to shoot at, and Ms. Maudie has described as the one type of bird that shouldn’t be killed because it sings beautifully (119). Also Atticus told Jem that it’s a sin to shoot a mockingbird, and so the title â€Å"To Kill A Mockingbird† means to kill innocence (119). There are several characters in theRead MoreMajor Themes in To Kill a Mockingbird by Harper Lee989 Words   |  4 PagesIntroduction To Kill a Mockingbird by Harper Lee takes place in Maycomb, Alabama in 1903. This novel is basically a coming of age story for a young girl named Scout and her older brother named Jem. Who grows up in a time where racism is normal. They soon learn to stand up for what is right, just like their dad, Atticus. The Coexistence of Good and Evil The most important theme of To Kill a Mockingbird is the Coexistence of good and evil. The novel approaches this theme in many ways throughoutRead MoreAnalysis Of Theme Of Kill A Mockingbird By Harper Lee1765 Words   |  8 PagesAnalysis Of Themes In To Kill A Mockingbird The novel To Kill A Mockingbird, by Harper Lee, published in 1960, comes out during a flourishing time of tremendous segregation and injustices in the United States. In fact, during this time in America, Civil Rights Movement are at their peak; also, some residents are pushing for equality for all, during this time period. One of those United States citizens who is exposing the South for what it truly is, is Harper Lee. Harper Lee, born on April 28, 1926Read MoreMaturation Theme In To Kill A Mockingbird By Harper Lee1609 Words   |  7 PagesMaturation Theme To Kill A Mockingbird â€Å"Maturity is not measured by age. It’s an attitude built by experience.† This quotation says of how you don’t mature by aging and growing older but maturing by understanding situations and events you are found in and how you deal with those challenges or problems. The definition of maturity is to â€Å"have attained a final or desired state.† This means that although some don’t mature ever in life it is of something every human being must do to properly work inRead MoreThemes in To Kill a Mockingbird, by Harper Lee Essay627 Words   |  3 PagesTo kill a mockingbird written by Harper Lee. Themes are the subject of a talk, a piece of writing or a persons thoughts. There are many themes present in this great American classic such as courage, racism, prejudice, morality and of course coming of age. Lee communicates these themes with characters, events that unfold and the scenarios that Jem and Scout have to face. One of many themes that is evidently present throughout the book is prejudice. The main action is of Atticus defending the innocentRead MoreTheme Of Kill A Mockingbird By Harper Lee1013 Words   |  5 Pages1. Jean Louise Finch is a young tomboy who lives with her father and brother in Maycomb County, Alabama. 2. To Kill a Mockingbird sets in Maycomb County, Alabama, and takes place during the Great Depression Era. 3. After Bob Ewell accuses Tom Robinson of raping his daughter, Mayella, Atticus is chosen to represent and defend Tom at his trial. 4. The theme of To Kill a Mockingbird is that we should not judge people by their appearance, nor pick on people who don’t cause any harm, because it wouldRead MoreThemes Found in Harper Lee ´s To Kill a Mockingbird843 Words   |  3 Pages 20160752 To Kill A Mockingbird James P. Krehbiel once said â€Å"Inevitably, if we are to grow and change as adults, we must gradually learn to confront the challenges, paradoxes, problems and painful reality of an insecure world.† In Harper Lee’s book, To Kill A Mockingbird, Harper lee sends many messages to the reader. Set in a fictitious town in Alabama in the 1930’s, one obvious theme is racism. However, while racism was the most obvious theme, it wasn’t the only one; other themes included innocenceRead MoreDiscrimination Is A Dominant Theme Within The Film Of Kill A Mockingbird By Harper Lee1342 Words   |  6 Pagesoccur to anyone, but is prevalent in groups such as race, social class, and gender; throughout American history, the discrimination of these groups was commonplace and a widely accepted behaviour. The reality of these are told through Harper Lee’s To Kill a Mockingbird which depicts the childhood of a girl in 1930’s America who experiences first hand disc rimination and observes prejudice towards others in her community. Within the town, residents generate morbid stories about a local simply becauseRead MoreHow Does Harper Lee Present the Theme of Courage in to Kill a Mockingbird1048 Words   |  5 PagesHow Does Harper Lee Present The Theme Of Courage In To Kill A Mockingbird Harper lee presents the theme of courage through several of the characters within TKAM, such as Scout, Atticus, Calpurnia, and Mrs Dubose. Within the book courage is shown in different ways such as Scout’s innocence and naivety or Atticus’ reluctance to carry out an action but still having to carry it out. One character to show courage is Atticus who shows courage twice as he shoots Tim Johnson and stands up to the lynch

Tefl Teaching English to Young Learners Free Essays

string(309) " and depending on the level of English\)â€Å"Mary, What’s your favorite farm animal\? † Patrick says â€Å"My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal\? † Emma replies; â€Å"Me, I like dogs â€Å"woof, woof† This activity gets all the young learners actively involved\." Teaching English to Young Learners with GO TEFL Result: 81% Assignment Answer the following questions based on your course readings for this module. (100 marks) Part 1: This section covers multiple choice type questions. Choose the correct answer from the possible answers provided. We will write a custom essay sample on Tefl Teaching English to Young Learners or any similar topic only for you Order Now 1. What is one of the main differences between children and adult EFL students? (1) 1. Children are more likely to be forced to attend the classes. 2. Games are effective for children but not effective for adults. 3. It is more important to create the need to learn in adults than in children. . Which of the following is true? (1) 1. Teaching children should be based on improvisation. 2. Children should be taught only through games. 3. It is essential to plan your lessons thoroughly when teaching children. 3. What is important to do in the first class where you teach the letter ‘o’? (1) 1. to associate it with one sound and a word, for example ‘orange’, through the use of flash cards 2. to associate it with at least two sounds and at least two words, such as ‘orange’ and ‘open’, through the use of flash cards 3. o teach the name of the letter ‘O’ in the alphabet and get the students to repeat a word with ‘o’ after you, for example ‘orange’ 4. Which of the following is a phonic: (1) 1. the sound  as in ‘jet’; 2. the letter ‘j’; 3. ‘jay’ Choose one answer. 1. a. both 1 and 3 2. only 1 3. only 2 5. You are introducing the letter ‘i’. Y ou have just drilled the word ‘lip’. When will you drill the word ‘bike’? (1) 1. immediately 2. later in the same class 3. in a later class 6. You have just finished teaching single-letter vowel sounds to your students. Which of these sounds is a suitable choice to focus on in your next lesson? 1) 1. ‘ea’ as in ‘eagle’ 2. ‘th’ as in ‘thing’ 3. ‘s’ as in ‘sand’ 7. What is the double-letter sound in the word ‘headline’? (1) 1. he 2. ea 3. in 8. When is the best time to introduce the plural form of nouns? (1) 1. together with the singular form 2. in students’ second year of studying English 3. together with numerals 9. What is the best way of teaching children to pronounce the word ‘road’? (1) 1. first drill ‘r-r-r’, then ‘o-o-o’, then ‘a-a-a’, then ‘oa-oa-oa’, then ‘d-d-d’, finally drill the sounds together ‘road-road-road’ 2. irst drill ‘r-r-r’, then ‘oa-oa-oa’, then ‘d-d-d’, then drill the sounds together ‘road-road-road’   3. first drill the letters ‘ar-ar-ar’, then ‘ou-ou-ou’, then ‘ei-ei-ei’, then ‘dee-dee-dee’, then drill the word ‘road-road-road’. 10. Francis has asked her colleagues some advice on how to teach writing to her young students. Here is the advice three of them gave: (1) Fenton: â€Å"Get them to imagine that the whiteboard is a page from their exercise-books and demonstrate to them on the board where to begin writing letters/words and how to write them. Deon: â€Å"Teach them two ways of writing each letter but not at the same time – first teach all the letters in upper case, then all the letters in lower case. † Kate: â€Å"Show them how some letters fit between two lines while others reach the higher line or the lower line. † Whose advice is incorrect? 1. Fenton’s 2. Deon’s 3. Kate’s 11. You are a little frustrated because your students speak too much native language in class. They know that you understand their language, so you realise they do not feel motivated enough to speak English. How can you encourage them to speak only English in class? 1) 1. introduce a punishment for using the native language 2. do drilling for most of the lesson; as they repeat after you, they won’t get an opportunity to use their native language 3. introduce a puppet to them, tell the students that the puppet can only speak and understand English and use the puppet throughout the lesson   12. It will probably be impossible for you to keep young learners enthusiastic about learning English if you: (1) 1. don’t give them any praise. 2. don’t let them use their native language. 3. don’t use any gap-fill activities. 3. If you have a student who repeatedly misbehaves and disrupts lessons, which of the following courses of action could be reasonable and effective? (1) 1. discourage the other students from associating with him/her both during and after classes 2. talk loudly and angrily to the child 3. meet with the child’s parents 14. Annette has selected t hese three structures to teach 5 year-old children in their first year of learning English: (1) 1. ‘Which do you like better, †¦ or †¦? ‘ 2. The past simple of regular and irregular verbs 3. ‘Have you ever been to†¦Ã¢â‚¬â„¢ Are all those structures suitable for learners of that level? 1. Yes, they are. 2. Structures 1 and 3 are suitable but structure 2 is not. 3. None of the structures are suitable as they are above the students’ level. 15. What is the recommended duration of each activity in a lesson with young learners? (1) 1. 2 minutes 2. 5 minutes 3. 10 minutes Part 2: In this section, questions are generally more open-ended and require a lot of thought. In your responses, particularly those requiring extended writing, please feel free to write more than is required. 1. Think of a game or activity which could help young learners develop their speaking skills (do not use those already mentioned in the module) and describe, step by step, how you would play it with your class. Note: in this game/activity the learners should talk to each other using sentences rather than single words. (Write about 100 words. ) (15) Circular group talking with a ball The young learners get into a circle of four in order to pass the ball to each other. Everyone gets a turn to communicate their name, age, favorite animal†¦ a) Sarah says Hello, What’s your name? b) Patrick says; â€Å"Hello, My name is Patrick! passes the ball to Emma, â€Å"What’s your name? † Emma replies; â€Å"My name is Emma! † c) â€Å"Sarah, How old are you? † Sarah replies; â€Å"I am six years old! † d) (If there is time and depending on the level of English)â€Å"Mary, What’s your favorite farm animal? † Patrick says â€Å"My favorite farm animal is the cow moo, moo! Emma, What’s your favorite farm animal? † Emma replies; â€Å"Me, I like dogs â€Å"woof, woof† This activity gets all the young learners actively involved. You read "Tefl Teaching English to Young Learners" in category "Papers" They practically sing the sentences to each other (drilling). 2. Describe, step by step, how you would teach the following structures. Include any visual aids you would use, what drilling (repetition) you would do and what your instructions would be. You don’t have to write a full lesson plan or activities. Write about 100 words for each structure. 1. Structure 1: Where is it? It’s on/in/under†¦ (15) By using Realia For example: playing hide and seek with a ball while simultaneously using the appropriate phrases and demonstrating their meaning. a) (Teacher hides the ball under the table) â€Å"Where is the ball? It‘s on the chair, in the bag or under the table†¦Ã¢â‚¬  Students reply; â€Å"The ball is under the table, Teacher† ) The young learners repeat the phrases and then take turns hiding the ball. c) Patrick (hides the ball); â€Å"Where is the ball? † Sarah replies, â€Å"It’s in the bag†. d) Sarah (hinds the ball) and asks â€Å"Mary, Where is the ball? † Mary replies, â€Å"it’s on Patrick’s chair†. By playing hide and se ek (repetitiion/drilling) this enables the children to have fun while learning. 2. Structure 2: How many†¦ are there? There are†¦ (15) a) Again with Realia, I start by demonstrating with sweets (amusing item for sweet tooths) â€Å"How many sweets are there in my hand? Students reply â€Å"There are three sweets in your hand teacher†. Repeating these actions until they become familiar with the phrases. b) And then, I send a bag of sweets around the class so each young learner gets a turn (to correct themselves). c) Every student offers some sweets from the bag to his/her classmate. Each student takes a handful of sweets and counts them. Then asks his/her classmate: â€Å"How many sweets are there in my hand, Sarah? † â€Å"There are two sweets in your hand Patrick. .† d) And so on around the classroom until all the students are comfortable (drilled) with these expressions. 3. Structure 3: Can you†¦? Yes, I can/No I can’t. 15) a) First of all, I give the class an example-context: Realia with a cell phone as children enjoy imitating adults on the phone. â€Å"Hello Mary, It’s Sarah, Can you come to the Cinema on Saturday? † â€Å"Yes I can come to the cinema on Saturday Sarah† Or â€Å"No I can’t Sarah† . b) I ask the students to repeat these phrases a cou ple of times-drilling. c) And then, I ask them to get into small groups of 3/4 d) And ask them to use other examples of what they like to do on Saturdays: play tennis, football etc. â€Å"Can you come to football on Saturday? † â€Å"Yes, I can come to play football on Saturday† No, I can’t. † e) Then back within the whole group, I check the comprehension with more questions around the class to make sure everyone can say and understand (drilled) these phrases. Teacher says; â€Å"Brendan can you ask Sarah can she come to class tomorrow? † â€Å"Sarah replies, yes I can come to class tomorrow, Brendan! † 3. Read the section (2. Planning an interesting lesson) at the end of the module and imagine you are giving the next lesson to the same class. Your aim is to teach the following set of new double letter sounds: (25) ai as   in sail ay as in tray ir as in girl a as in boat Write a lesson plan according to the same model. The time and level are the same and your aims will be to teach a new set of double letter sounds. Please use as much as you can from the different parts of this module and include a varied range of activities. Total  [100 marks] Using Presentation Practic e Production (PPP) as my teaching model. IntroductionStagePresentationSetting the context| First of all, I briefly revise and verify that the students have understood the previously learnt single letter sounds to get them into the context for today’s lesson. In order to set the context (double letter sounds), I show the students a set of flashcards –the students are given the time to name the noun (teamwork) and learn new vocabulary. ai – sail ay – tray ir – girl oa – boat Demonstrating these nouns with flashcards allows me to keep my Teacher Talk Time (TTT) low and can prompt the students when they do not know the pronounciation of the double letter sounds. This way I can identify the level of the different students. | Eliciting the target| I send the flashcards around the class so each member gets a chance to attempt to say the words. Sail†, â€Å"tray†, â€Å"girl†, â€Å"boat†The students become more confident when they repeat the nouns individually. This will help them realize that they are capable of pronouncing double letter sounds and encourage them to learn new vocabulary. And then as a whole class we repeat together once again. I encourage the students to feel free t o communicate within the group and participate in each others learning. | Concept checking| Once the double letter sounds have been drilled, I ask Concept Checking Questions (CCQs) to make sure that the students have understood the targeted word meaning. I continue to incorporate drilling during this stage. Examples:Is Sarah a boy or a â€Å"girl†? What does a sailorman do? â€Å"Sails a boat† In a restaurant we serve with a â€Å" tray†| Drilling and furtherconcept checking| Using different interactions and teamwork with the aid of the flashcards Examples: All the boys please : â€Å"Sail† All the girls please: â€Å" boat†All the boys, what is the girl holding? â€Å"the girl is holding a tray†All the girls please, What does a Sailorman do? â€Å"Sails a boat†Ã¢â‚¬Å" All the students beside the window please? boat â€Å"etcThis enables me to check the level of the pronunciation that the students use so that they can use them in the following activities. | Board work| The students are invited up to the board in groups of four to form the words. The double letters are in red: ai, ay, ir, oa and they must find the other letters (previously learnt) from the alphabet to build the spellin g of the words sail, girl, tray and boat. We all correct the board work together as a class and then, I add the phonetic script next to the noun on the board. PracticePractice Activity (1)| Now that the class feels comfortable with these double letter sounds, the students can work in small groups. I randomly ask members of the class that need more practice to fill in the gaps. Pictures from a book shown to the class, randomly the teacher asks questions like â€Å"What is the girl holding student replies (with help from another classmate if needed): â€Å"the girl is holding a tray†Ã¢â‚¬Å"Can you describe the image you see here? †Reply: â€Å"The boat is sailing in the sea†I make sure to praise the students that make efforts to communicate. I then give each person a page from the book and individually ask them to describe the image with the nouns they have just learnt. | Practice Activity (2)| First, I explain that they are going to get into groups of three and think of a song with the nouns. I double check that the students understand the activity. I give them three minutes to complete the task. Using Realia: each group are given an objet: boat, Barbie doll girl, boat with a sail, a kitchen tray and they must try and think of a song with the item (noun) they have chosen:boat, girl, sail, tray I stay available to help each group if they need more motivation or ideas. When time is up, I ask one person out of each group if they want to be a team leader and present briefly their ideas of their song with the noun. The feedback involves the students reading out the answers. And then I use self and peer correction to drill the words that the students had problems with during the task. | Language Review| In order to continue drilling the double letter sounds and revise the songs they just imagined. The children then listen and sing along to the following songs on a CD player. This allows them to revise their pronunciation and the meaning of the nouns that they have just learnt. â€Å"The big ship sails on the ally ally oh†Ã¢â‚¬Å"I’m a Barbie Girl†Ã¢â‚¬Å"Little Gingerbread Men (lying on a tray)†Ã¢â‚¬Å"Row, Row, Row Your Boat†(If time and the young learners are still quite energetic they can line up sitting behind one and other on the floor and demonstrate â€Å"the row, row, row your boat† while singing the song)- drillingAn enjoyable ending to the class! | How to cite Tefl Teaching English to Young Learners, Papers

Jaidyn Leskie Case Essay Example

Jaidyn Leskie Case Paper I. The Main Facts of the Case The main facts of the Jaidyn Leskie case are as follows: ?Jaidyn Leskie disappeared while in the care of Greg Domaszewicz on the night of 14 June 1997. ?Mr. Domaszewicz said that Jaidyn went missing after being left asleep at his house while he went out to pick up the child’s mother. ?On the night of Jaidyn’s disappearance a pig’s head and rocks were thrown at the windows of Greg Domaszewicz’s house. ?Senior Constable Evans said he could find no evidence that anyone entered the windows. A teenage boy discovered the boy’s body on 1 January 1998, at the Blue Rock Dam. A small sleeping bag with a crowbar tied to it and a plastic bag containing baby’s clothes, a bib, elastic-sided boots, a baby’s bottle and an apple were found in the dam. ?Dr Shelly Robertson, a senior forensic pathologist who performed an autopsy on Jaidyn, said that the boy probably died from a direct blow to the head while he was in extreme pain from a fractured left arm. II. Outline the Law relating to murder/manslaughter. Explain who has the burden of proof in a trial and outline in general terms what is required to get a conviction in a murder trial. You will need to point out the law here and list and explain the recognised defences available to the accused. In the law, the killing of another person could fall under two categories, one could be murder or it could be manslaughter. Murder is when a person kills another person with malice aforethought. Malice aforethought is one of the six principals of criminal liability that the prosecution must prove for someone to be convicted of murder. We will write a custom essay sample on Jaidyn Leskie Case specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Jaidyn Leskie Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Jaidyn Leskie Case specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The principals of criminal liability are as follows: ?The killing was unlawful: this is about if the killing of the person was lawful or not, such as a soldier killing an enemy soldier in battle which is lawful. ?The accused was a person over the age of discretion: this means that only a person over the age of discretion (10 years of age) can commit the crime of murder. ?The victim was a human being. ?The accused was of sound mind: this means that for the crime to be murder, the accused must have been sane at the time of committing the act. The victim’s death was caused by the accused: there must be a causal link between the action/s of the accused and the death of the victim. ?Malice Aforethought: malice aforethought is where the accused must have had the intention of committing the crime (mens rea). For malice aforethought to exist, the accused must have had one of the following states of mind when committing to the crime: ? An intention to kill. ?An intention to assault a p erson making a lawful arrest, which resulted in their death. ?An intention to cause Grievous Bodily Harm (GBH). Or, ?Reckless indifference. On the other hand manslaughter is when there is, in some situations which result in death, but where there was no intention to kill or cause GBH. A person may be charged with manslaughter if their actions fall into one of the following categories: ? The accused intentionally inflicts harm. ?The accused’s actions/inactions fall below the expected level of care ? The accused’s actions were unlawful. In defence to the charge of murder the accused could use one of the following defences: ? Self-defence: to be acquitted of murder the accused must prove he/she: ? ad the belief that it was necessary to act to defend themselves or another person. ?had reasonable grounds for this belief. ?Duress: duress is where a person committed murder while under the impression that if they did not commit the crime they or someone else would be seriously harmed. ?Mental Impairment: the accused was unable to understand the consequences of their actions or was beyond reason. III. In the Domasze wicz trial, outline the role of the police throughout the whole episode. Detail the key arguments/evidence of the defence and of the prosecution. The role of the police throughout the Domaszewicz case was as follows: ? To investigate the suspicious death of Jaidyn Leskie. ?To question Mr. Domaszewicz, the prime suspect. ?Breath-test Mr. Domaszewicz when he was pulled over. Evidence/Arguments for the Prosecution. ?Greg Domaszewicz collects Jaidyn from his mother Bilynda Murphy early in the afternoon. ?Ms Murphy calls Mr. Domaszewicz at his house about 4. 00 p. m. and is told Jaidyn is about to be showered. ?Between 5. 30 and 7. 40 p. m. telephone calls to Mr. Domaszewicz’s home are not answered. At 12. 30 a. m. neighbours who live opposite Ms Murphy allege they see Mr. Domaszewicz’s car stop outside her house. ?At 2. 00 a. m. Ms Murphy calls Mr. Domaszewicz and asks him to collect her from Ryan’s Hotel in Morwell. ?Around 2. 00 a. m. a severed pig’s head and stones are thrown at Mr. Domaszewicz’s house. ?Between 2. 20 and 2. 40 a. m. Mr Domaszewicz picks Ms Murphy up in his car and they drive to his house. On the way he says Jaidyn is in hospital with burns. ?At 3. 20 a. m. Mr. Domaszewicz drops Ms Murphy at her home. ?At 3. 35 a. . Mr. Domaszewicz is breath-tested by police and says nothing about an abducted child. ?At 5. 00 a. m. Mr. Domaszewicz drives to Ms Murphy’s home and tells her Jaidyn has been abducted. Evidence/Arguments for the Defence. ?A time, place, manner or reason for the death of Jaidyn had not yet been established. ?Jaidyn’s body was found on New Year’s Day 1998, in a sleeping bag, weighted down by a crowbar, almost six months after Jaidyn’s disappearance. ?DNA testing of the sleeping bag suggested that it was in the dam for no more than two months. According to senior defence counsel at the trial, Mr. Colin Lovitt QC, there was insufficient time for Mr. Domaszewicz to take Jaidyn’s body to the Blue Rock Dam where he was found, and return in time to inform Ms Murphy of the disappearance. ?The police maintained that he had fallen in the water when he dumped the body, which explained his wet wallet and money found by the police. If this were the case, he would have had to return home and change his clothes before going to Ms Murphy’s home. ?Jaidyn’s blood was not found in Mr. Domaszewicz’s house or car. A concern to the police was Mr. Domaszewicz’s statement to Jaidyn’s mother that Jaidyn was in the hospital. Mr. Domaszewicz claimed that this was a joke. ?Mr. Lovitt said that he was known for his practical joking. IV. Do you think the accused should have been allowed to remain silent at the trial? Explain. The right to silence is a right that everyone has that will help some people from saying things that they shouldn’t, when being questions by the police the only question that you have to answer are, â€Å"what is your name? † and â€Å"where do you live? other than that you do not have to answer anything. The police are supposed to tell you that you have to right to remain silent along with the other right that you have. No, I do not think that the accused should be have been able to remain silent at the trial, because at the trial that is where all the truth should come out and if the accused is able to stay silent during the trial then there is no chance to get the totally truth, and in trial the accused is sworn in and must tell the truth and in statement they may lie and only tell the truth if found out. V. Why do you think bail was not granted in this case? When a person is charged with a serious offence, the police have two choices, one is to release the accused on bail until the time of the trial, or if there is too much of a risk that the accused will not turn up for the trial then the police can ask a bail justice and/or the Magistrates’ Court to remand the accused in custody. Bail is the release of a person from legal custody on the understanding that they will appear at their hearing or trial. Bail can be granted by a senior police officer, a bail justice, a Magistrates’ Court registrar or a court (usually the Magistrates’ Court). A bail justice is a person who has been appointed to deal with bail applications. Bail is usually granted because of the fact that the legal system says that everyone accused of a crime is to be perceived innocent until proven guilt. Bail may be refused: ? Where the accused person is charged with murder, treason or drug trafficking ? If the accused person is in custody for some other offence ? If the accused person is in custody for failing to answer bail ? If the court is satisfied that there is an unacceptable risk that the accused person, if released on bail, would: ?Fail to answer bail ?Commit an offence whilst on bail ?Endanger the safety or welfare of members of the public ?Interfere with witnesses ?Obstruct the course of justice, either in relation to him/herself or to others. Bail was not granted to Mr. Domaszewicz because he was charged with murder and because of the type of crime that he was accused of. VI. Explain the process of a committal hearing. Committal hearings are held in the Magistrates’ Court before a case is tried in the County Court or Supreme Court. Their purpose is to find out if a prima facie case exists, that is, whether the police evidence is of sufficient weight to support a conviction. If there is enough evidence to support a conviction then the accused then goes to trial. Under the amendments, preparation of a hand-up brief (where evidence is presented in written form) is the norm. Committal hearings can have a number of stages. ?Special Mention hearing In the hearing the court sets a timetable for the proceedings. If the accused pleads guilt to all charges then the magistrate commits the accused to trail in the County or Supreme Courts based on the evidence in the plea brief (a summary of charges and evidence). If the defendant does not plead guilt or does not enter a plea, then the prosecution must prepare a hand-up brief containing all the evidence, including witness statements, interview transcripts, documents, photos and a list of exhibits. ?Committal Mention Hearing The defendant receives the hand-up brief prior to this hearing and both parties then submit a direction notice indicating their intention to question witnesses or seek an adjournment. VII. Do you think the double jeopardy rule should be abolished? Discuss In my opinion the rule on double jeopardy should be abolished because although it protects the innocent from being prosecuted, it also protects criminals that have been let of for that crime from being tried again if new evidence has come up linking them to the crime. The double jeopardy rule should only be abolished with strict guidelines which ensure that the reason that it was first installed for still applies (to protect the innocent). One way that we could do this is by not completely abolishing the double jeopardy rule, instead just change it so that the double jeopardy rule still applies but with one small change, that a person acquitted of an indictable offence can only be re-tried if there is new evidence that connects the accused to the crime unquestionably. VIII. Discuss the outcome. Was justice done? Give your opinion on the events and point out any inconsistencies/problems surrounding the case. In my opinion justice was not done, because after the trial Bilynda Murphy, the mother of Jaidyn, ask for a full inquest to be held into the death of her son, to try and find out what happened to him, and in this inquest it was found that Greg Domaszewicz, although found innocent of his murder, was said to have played some part in the child’s death, if not being to direct cause of it. Being the last person to see Jaidyn alive, and to have left Jaidyn alone in his house, and then saying that he had been abducted, Greg Domaszewicz should have been able to help police find out what happened to Jaidyn. Mr. Domaszewicz while taking Ms. Murphy home from the Ryan’s Hotel, he tell her that Jaidyn is in hospital burns, which was played off as joke by Mr. Domaszewicz and his lawyer, but what person in their right mind would make a joke like that to a mother who is clearly intoxicated, that statement was not a joke, that was Mr. Domaszewicz trying to make up a plausible story to use as a cover-up for his crime, but when he saw that that story wasn’t a plausible one, he decided to make up another story, about Jaidyn being abducted. And the Pig’s Head group was a likely group to set up, since they, on the night of the crime, threw a pig’s head through the window of Mr. Domaszewicz’s house. But although the story might have been good in theory it was not so good in real life, because when they were questioned about the disappearance of Jaidyn Leskie they admitted completely about throwing the pig’s head through the window but strong denied that they had anything to do with the disappearance of Jaidyn, and said that they only threw the pig’s head through the window of Mr. Domaszewicz’s house but did not enter the house at all, and this was supported by the evidence, because no evidence was found that suggest, even in the slightest, that someone entered the house through the broken window. The defence argued that Mr. Domaszewicz could not have made it to the Blue Rock dam to dump the body, and then come back to tell Ms. Murphy that he son was missing, but how does that defence argue about his pants being wet from the waist down and his wet wallet that was handed to police when Mr. Domaszewicz was pulled over for a breath-test. All the evidence was there but was not acted upon. Although the case was weak, the was still evidence linking Mr. Domaszewicz to Jaidyn’s death and after the inquest it showed that he did play a part in the death of the child, he was the last to see Jaidyn, he was left in his house, if this was not murder then he should get charged with something because, he may not have been the direct cause of the child’s death but he most likely played a part in it.