Contemporaneity Rule Essay Example for Free

Contemporaneity Rule Essay It is a principle of English law that the actus reus and mens rea must coincide. That is they must happen at the same time. This is sometimes referred to as the contemporaneity rule or the coincidence of actus reus and mens rea. However, the courts often apply a flexible approach in holding that the actus reus is a continuing act. Thabo-Meli v R [1954] 1 WLR 228 Privy Council The four appellants were convicted of murder. They had planned to kill a man and then make it look like an accident. They took him to a hut and beat him over the head. Believing that he was dead, they then took his body to a cliff and threw it off. Medical evidence showed that the deceased died from exposure of being left at the bottom of the cliff and not from the blow to the head. They appealed against their convictions on the grounds that the actus reus and mens rea of the crime did not coincide. That is to say when they formed the intention to kill, there was no actus reus as the man was still alive. When they threw him off the cliff, there was no mens rea as they can intend to kill someone they believed was already dead. Held:Convictions upheld. The act of beating him and throwing him off the cliff was one continuing act. Lord Reid: It appears to their Lordships impossible to divide up what was really one transaction in this way. There is no doubt that the accused set out to do all these acts in order to achieve their plan and as parts of their plan; and it is much too refined a ground of judgment to say that, because they were under a misapprehension at one stage and thought that their guilty purpose and been achieved before in fact it was achieved, therefore they are to escape the penalties of the law. Fagan v MPC [1969] 1 QB 439 A policeman was directing the defendant to park his car. The defendant accidentally drove onto the policemans foot. The policeman shouted at him to get off. The defendant refused to move. The defendant argued at the time of the actus reus, the driving onto the foot, he lacked the mens rea of any offence since it was purely accidental. When he formed the mens rea, he lacked the actus reus as he did nothing. Held:The driving on to the foot and remaining there was part of a continuing act. R v Hale [1978] 68 Cr App R 415 The two defendants broke into a womans home. One went upstairs and took some jewellery from her bedroom. After taking the jewellery the two of them tied her up. They were convicted of robbery and appealed on the grounds that the force came after they had appropriate the jewellery and thus did not come within the requirement of being immediately before or at the time of stealing. Held:Convictions upheld. The appropriation of the jewellery was a continuing act. Eveleigh LJ: To say the conduct is over and done with as soon as he laid hands on the property is contrary to common-sense and to the natural meaning of the words. The act of appropriation does not cease. It is a continuous act and it is a matter for the jury to decide whether or not the appropriation has finished. The Law of Robbery The offence of robbery is contained in s.8 of the Theft Act 1968. In criminal law, robbery is a form of aggravated theft, in that it involves the offence of theft plus force or threat of force on a person. The maximum sentence for robbery is life imprisonment. Under s.8 of the Theft Act 1968 a person is guilty of robbery if he steals, and immediately before or at the time of doing so, and in order to do so, he uses force on any person or puts or seeks to put any person in fear of being then and there subjected to force. The principle of all the cases above will be : Actus reus and men rea must be coincide in the point of time for the accused to be guilty

Inter Professional Education Reflective Account Nursing Essay

Inter Professional Education Reflective Account Nursing Essay Throughout my time on the Year 1 Inter Professional Education (IPE) programme, I have compiled this portfolio consisting of a reflective account on my performance in throughout the programme. Included in this file are a number of secondary resources utilised in constructing the account as well as in aid of assembling the team presentation. My IPE group consisted of 4 medical, 2 pharmacy and 3 nursing students. As a multidisciplinary team, we collectively produced a presentation regarding clinical communication and ethical considerations in patient centred healthcare. Our theme was based around the growing issue of underage pregnancies throughout the capital. The wider issues of this topic ranging from the ethical, psychological, and moral implications as well as the great variety of healthcare professionals involved in managing such incidences. We chose this topic as it was something the whole group had differing views on and wanted to explore further. A copy of the article, Policy disaster as teen pregnancy rate rises to its highest in 10 years, is included for the benefit of the reader. This article from the Times Online was the key inspiration behind our choice of topic as it outlines the huge extent of the problems posed by teenage pregnancies. According to the article Britain has the highest incidence of teenage pregnancies in Western Europe. Despite the highly sensationalist tone and the incomprehensive survey of the contributing factors of teenage pregnancy, the article does offer a fascinating introspection into the ethical issues regarding pregnancy among girls below 16, the age of consent. The slideshow utilized during the team presentation, Yvonne at the clinic, is included for the benefit of the reader. As one can see it contains the key concepts the team touched upon during the presentation which was interspersed with a model role-play featuring a consultation at a sexual health clinic. Moreover, the script for the role-play has also been enclosed to help the reader appreciate the teams corroboration in conveying current issues integrated in a model scenario. Please find enclosed further evidence highlighting our effective teamwork comprising of emails, peer review forms and a diary of progress which had been logged between the IPE sessions. The essential features of a team and how it develops have been explained by Tuckmans summary of team development (1965). The model was used as a reference point for the groups progress, evaluate the teams development and to contemplate the next stage of action. The reflective account further vindicates how Tuckmans summary is clearly not exhaustive in describing the great spectrum of team behaviours. Instead, the IPE programme has enlightened the view that group dynamics are variable and so mechanical. Therefore the unpredictability arising amongst different teams, especially multi and possibly more vast amongst inter-disciplinary teams reinforces the belief that there are many contributors which affect group work. To conclude, I hope the reader finds the following account and secondary sources beneficial. In the time that has been allocated, I have tried my utmost to submit an honest account of my contribution to the IPE programme. Sincerely, Reflective Account In this reflective account, I will evaluate and analyse my performance as a team member throughout the IPE programme using the Kolb (1984) cycle1. David Kolb argues that experience is the source of learning and development. The cycle constitutes the following four stages; Concrete Experience, Reflective Observation, Abstract Conceptualisation and Active experimentation. Kolbs cycle suggests it is necessary to reflect on an experience, evaluate it and formulate concepts, which can then be applied to new situations such as working in a multidisciplinary team (MDT) 2. CAIPE uses the phrase interprofessional education (IPE) as a generic term which occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care CAIPE (2007)3. Our team consisted of nine people (four medical, three nursing and 2 pharmacy students). The application of an inquiry based learning (IBL) technique, would allow us to enhance our problem solving and communication skills. Over a period of five weeks, the team managed to present an ethical case study conveying the importance of communicative efficacy and ethical considerations within MDTs in providing patient centred care. In this paper I incorporate theoretical principles to the teams performance4-7 in a bid to divulge a deeper understanding of how and why I improve specific areas of my performance as a team member. Concrete Experience In the first IPE session, our objective was to decide the focus of our inquiry. Right from the onset, to my disbelief, the group was extremely focused and driven to the task at hand. Initially I was hesitant mainly due to the exposure of so many strangers with varying personalities but equally eager to think aloud4. This threatening situation meant that any early communication was difficult and for a considerable amount of time I found myself very quiet8. The reason for this was that my views towards this task were initially sceptical because of previous prejudices held against other disciplines. However, as the meeting progressed, I learnt that such presumptions had no basis and had arisen due to a lack of contact between the disciplines. A consensus was reached within the group to carry out our task along the lines of teenage pregnancy among girls below 16 and the wider implications it acquires. The session also included a simulated patient interview, which proved very informative and clearly highlighted the fundamental concepts of a consultation; rapport, empathy, body language, active listening and question styles. By the second session the group had conducted some research on loosely related material regarding the growing problem of teen pregnancies in the UK. In this student led session, we made a decision to commence the planning of the actual task. This was a very time consuming step to achieve as fellow members failed to comprehend the purpose of the goals we had set, since our task had a large scope and appeared vague. I felt it was my duty to urge the group to clear any misconceptions at this early stage and to channel our broad research into three specific concepts which are imperative to portray to our aud ience. I put particular emphasis on the current NHS guidelines, ethical issues and relevant multidisciplinary team approaches concerning the scenario5. Our concrete material which would provide the foundational premise for the duration of the course was provided by an article claiming Policy disaster as teen pregnancy rate rises to its highest in 10 years9. This article presents great scope for discussion including the ethical issues and the role of MDTs in managing such a growing problem. According to Bruce Tuckman (1965) there are a number of key issues relating to effective team discussion and behaviour10. Stage 1 is the forming phase and it depicts a teams natural instinct for guidance. Therefore, the premise for advancement for a particular group resides in the election of a leader. When discussing and deciding the topic for our presentation it became clear that certain individuals were more confident than others and my substantial contributions during the second session5, led me to assume leadership. Although my position involved delegating specific tasks to individuals, the group as a whole was very diplomatic and hence there was no need for an autocratic leader. As a result of this, the storming phase, which Tuckman described as the episode where decisions are most challenging, was a much rapid and unproblematic phase. This was because we all had a genuine interest in the topic and felt we each could contribute to the issue. The allocation of roles was carried out based on prior research. For instance, the individual whom had researched the healthcare team had the task of producing their own slide for the PowerPoint presentation. In addition the norming process of Tuckmans model was also coming into the fore as our keen actors6 were making great progress in their role-play of a consultation at a sexual health clinic. My contribution to the presentation consisted of a brief explanation of the importance of consent and whether a minor can consent to their own treatment (i.e. Gillick case, Fraser guidelines) 11, 12. Overall, continual discussion and communication between members mainly via emails enabled the presentation to evolve into the polished product which portrayed the efficient performing (final) phase of Tuckmans model. The team worked in an efficient manner after a sluggish start. The initial reservations were quickly diminished which helped us to progress towards our goals. During the days leading to the final presentation, I and a colleague realised some discrepancies in the script and the issue of a dress code for the team presentation was brought up6. Such concerns were clarified by email communication13, but unfortunately such enthusiasm was only shared amongst a few peers. Nevertheless, it was very satisfying to see that everyone had contributed something to the final presentation which was a sentiment to my effective delegation of roles14. I felt that a certain member had not contributed much throughout the course and was continually seeking a minimalist approach which could have been detrimental to the teams performance. I voiced my opinions in her peer review form so she could improve in the future as the potential adverse consequences of a breakdown of communication within the MDT can be damaging to the patients care. The roles conducted by the team members varied from communication, ethical issues and the role-play. Margerison and McCann (1995)15 constructed a teamwork model stating a successful team encompasses individuals with a variety of skills, hence fulfilling diverse roles. All the team members were, to differing extents, creators innovators as we each contributed something constructive. I believe certain members whom had thought of the idea of a role-play were more creative and others whom had continually produced their contributions on time were deemed concluders. Another individual whom had taken the responsibility of merging the slideshow together expressed her practical skills as an assessor, whilst another member helped to support me in my leadership role. Her efforts were invaluable in making by duties more proficient and constantly reminding me to book the library rooms for scheduled meetings. She was classified, according to the teamwork model, as an upholder. Finally, the indiv iduals involved in the role-play were concluders due to their quality standards and reporters because they were capable of incorporating prior knowledge to help answer questions following the presentation. I feel that I was a thruster because as a democratic leader it was my duty to organise and motivate other members, whilst continually involving them in the decision making process. Reflective Observation After the presentations, we took part in a peer review exercise, where our observations of each others performance throughout the course had to be reflected. The irony of teamwork is that a team is made up of individuals. These individuals will have different experiences, knowledge, expectations and priorities. Thus it is important that our team developed a keen interest in the performance as a whole, as this will influence individual contributions. Amongst the majority of peer review forms, I noticed many positive comments ranging from being knowledgeable on the subject of consent8, good at arranging ideas and has good delegation skills ensures everybody has an equal role to play14. This was extremely pleasing to learn because it illustrates that my fellow team members fully appreciated the effort that I put into the project. Also, my contribution to the presentation as a team player was also acknowledged stating I had contributed the knowledge and understanding of capacity and cons ent which helped to explain the patients rights in our role-play helped the nurses learn about the Gillick test, which until then we had no understanding of16. I believe this statement portrays my effective communication amongst the team throughout the programme enabling the group to maximise our potential to work in an MDT approach. Amongst the very few negative comments, a team member justifiably observed that I was a bit quiet at the start of the IPE session8. In retrospect, I believe I should have been more expressive and honest with my group and have confidence in making alternative suggestions ultimately benefiting the group. Furthermore, another team member felt I could have taken more control/been more decisive so that people were clear of what to do17. It was interesting to note that he/she had also written that I was good at sorting out the details i.e. what exactly each person was going to go away and research17. Nonetheless, I felt that I delegated the tasks suitably because I had ensured that each member understood and had ownership of their tasks for the next session. Although the issue had never been brought up nor had I been emailed of any confusion in the allocation of roles, I believe that I should have utilized the luxury of emailing each member clearly what they had to do. Abstract conceptualisation From this experience, I have gained a lot of knowledge both on the issues regarding underage pregnancies as well as the skills required to work effectively in a team. My fellow members had enlightened me of the growing problem of teen pregnancies in certain boroughs around the capital and we all felt the government was failing this young generation. According to the article mentioned earlier, The expansion of confidential contraceptive services for young people under 169 was the main causal factor. I learnt through an inquiry based learning approach the importance of effective clinical communication and ethical considerations in managing the issue. Furthermore, a fellow member also enlightened the group on the vital role of the sexual health centres in providing education and advice for the younger generation. I have also discovered the challenges associated with controlling large teams of varying disciplines. Apart from the logistical constraints, each member of the team had their own schedule and hence the proposition of extra sessions was difficult to attain. However, many challenges and complications were dealt with very effectively via email13, thus eliminating the scheduling and logistical constraints in place. Coordinating nine members of a team demanded good organisational and most importantly time management skills. This is enormously beneficial for me because as I progress through my medical career, there is an increasing demand for efficient teamwork. Active experimentation On reflection it is clear that our team worked very well together and expressed ourselves to construct an effective presentation of the chosen scenario. The Egalitarian atmosphere during the meetings was admirable, where every decision involved a vote of confidence. Nevertheless I feel as group leader I should have struck a balance between collective decision making and being more abrupt, as well as ensuring that all the tasks are being conducted well. Also in the future, fewer people could have presented the final task. A solution could have been to make a video for the role play, thereby freeing up more space for other members of the team on the stage. Overall, the IPE programme has been an incredible learning curve which has provided an insightful experience as well as an understanding of the significance of effective communication between professionals. Lastly, this experience has emphasized my weaknesses, but I have appreciated that others may have different ways of working; different skills and knowledge, which in practice contribute to the patients healthcare.

Comparing And Contrasting Christianity And Buddhism :: Comparison Religion Christian Essays

Comparing And Contrasting Christianity And Buddhism Christianity and Buddhism are different religions, yet compare and contrast greatly. Though founded at different periods of time, Christianity and Buddhism have shaped cultures and have had a great influence on people all around the world with origins, customs and beliefs. Siddhartha Gautama was born about 563 B.C. He left his wealthy lifestyle when he was about 29 to seek wisdom. For years, he found not wisdom but only pain. After meditating for several days under a tree, enlightenment finally came to him. He would now be known as the Buddha or "enlightened one." Buddha and Jesus, the founder of Christianity, are alike and different in many ways. Jesus of Nazareth was born about A. D 6. He claimed to be the son of God, but was disliked by those who practiced other religions. When he was about 33 years old, Jesus was tried and prosecuted for heresy. He was then sentenced to be crucified. After his death, Paul continued to spread Christianity throughout the world. More than a thousand years later, it became one of the most widely known practices in the world, just as Buddhism has. Christians and Buddhists have their own customs and beliefs. Followers of Christianity are to love thy Lord first and love thy neighbor as thyself. Jesus gained large crowds and followers by performing miracles. Since Christians are only to worship the Lord, they are monotheist. Buddhism, however is quite different. Buddha taught his followers the Four Noble Truths, the main ideas of seeking enlightenment. In addition to seeking enlightenment, people could reach nirvana, or a "release from pain and suffering". Buddha taught all his followers to treat all other living things with love and respect. Throughout both their lives, Jesus and Buddha spread the teachings they taught, Christianity and Buddhism. After the resurrection of Jesus after his death in A. D 33, the disciples began to spread the word about Jesus. Paul, one of the disciples of Jesus, spent the rest of his life preaching and spreading Christianity to Jews and non-Jews alike. Just like Jesus, Buddha spread his teachings throughout his life.

The Kite Runner Essay -- Literary Analysis, Khaled Hosseini

"There is a way to be good again". By putting this quote at the very first beginning of the book, "The Kite Runner", Khaled Hosseini has introduced a theme that goes throughout the story of the book, redemption. Everything has a path that leads to the final destination, sometimes there are more than one path to go. It depends on people to choose which one that suitable for them. In the book, by telling the story, the author has shown a road to redemption. Baba, Sanaubar and Amir, different characters in the book represent different types of people in reality, stories of how they would do to redeem their mistakes. Redemption, the definition of this term is a controversial subject. Through the book, the author shows his side of understanding the word. Redemption is an act of goodness from the regretful heart, from guilt of the past. A person who had made a mistake before would be corroded slowly by his regret and the pain that haunts him days by days. However, "there is a way to be good again", he may have killed a life, but he can save another life to pay back for the sin. That's how redemption simply works. People could not change the past; therefore, they would do a good thing that brings to a better future, which makes them become better people than the ones in the past. The road to redemption is not from when the person makes up for his guilt, but it starts when he feel regretful, a difficult start, and ends with a relief of redemption. The author puts characters into different situations of sins and how they try to resolve problems, as examples for his ideas of road to redemption. For instance, Baba is always an honorable man in people's eyes. They admire him for his power, they are jealous with his wealth and they love ... ...uilty feeling inside people. It is pointless for doing thousands of good things in the present when they could not change a sin in their past. Redemption can be considered as a comfort, that gives people "the illusion", a feeling of believing that they could pay back for their sins. However, it is not true; what has been done could not be inversed again. For example, Amir may have saved Sohrab's life by rescuing the boy from Assef, but that is what he does for Sohrab, not Hassan. His half-brother had still been raped by Assef, he got shot and already died. That truth is unchangeable. In fact, redemption is an action that may be kind of selfishness because most parts of redemption are all about sinners, when they try to make themselves feel better. Therefore, the author's statement of the redemption, "there is a way to be good again", is not always true.

The Fantasy of Out of Africa vs. the Reality of Ngugis A Grain of Whea

The Fantasy of Out of Africa vs. the Reality of Ngugi's A Grain of Wheat Both the film and the book versions of Out of Africa portray life in Africa as being a haven for European colonists. In these works, Africa was a beautiful land to move to where the Europeans could live like â€Å"royalty† in a sense. Their money went a lot further, and they could have African servants do all the work and chores for them. These African peoples adored the white settlers, and would peacefully work for them for very low wages. However, this view of Africa during colonial times is not accurate. The Africans did not always adore the Europeans; they were not happy to have their lands taken from them; and they did not usually accept the exploitation peacefully. This point is illustrated, for example, in Ngugi's A Grain of Wheat which reflects on the Mau Mau rebellion which led to the Kenyan independence in 1963. The film Out of Africa creates an Africa where a white person, such as Karen Dinesen, could move to and live happily, for a while anyway. Granted this is a movie, but it is based on the autobiography of Karen Dinesen. The film shows Karen moving to Kenya in about 1913 where she was happily greeted by her many African servants who were awaiting her. With her she has all of her lovely, expensive possessions that go well in her beautiful farmhouse. Karen and the rest of the white colonists are shown to have lives that are all play and no work. They sit about while the servants wait on them hand and foot, or they go out on safaris to see the countryside and wild animals. The image that the audience receives creates a dream world for them. It does not have any indication of violence between the colonists and the Africans. The book Out of ... ...r, it is not entirely realistic in its portrayal of colonialism. Karen Dinesen wrote her story how she wanted to see it. I am sure her life was as she wrote it to be, but I do not think that she took in to account the treatment of the Africans. I do not think that she intended to write of those aspects of colonialism. In my opinion, she want to share with the world the greatness of Africa as she saw it. A Grain of Wheat was written to share with people the violence of the colonialism. The hardships endured by those colonized was meant to be brought out to the audience. These two pieces of literature were written for different reasons: one to show a wealthy white woman’s life in Africa as she saw it, and the other to show the violence brought about by the colonization of Africa. Works Cited Fanon, Frantz. The Wretched of the Earth. (New York: Grove Press)1963.

Compare the ways in which William Wordsworth and Williams Blake Essay

Compare the ways in which William Blake and Williams Wordsworth describe London and its effects on them in their poems â€Å"Composed upon Westminster Bridge† and â€Å"London† Both â€Å"Composed† and â€Å"London† are pre 1914 romantic poetry however differ on how they are influenced by romanticism. Romanticism was a fairly new type of poetry and was developed in the 18th century and used mostly in late 18th and early 19th centuries; ideas of romanticism include: the celebration of the lower class, an idyllic world, the importance of nature, faith opposed to organised religion and freedom of expression. Blake was known as the father of romanticism and his writing is both dark (when talking about society) but beautiful (when talking about nature). Wordsworth on the other hand saw romantic ideas and beauty everywhere (including society). Life in the 18th century was all about change and revolution; some people were being more open on their views of organised religion and other areas of society – thus influencing romanticism. â€Å"Composed† is a poem about Wordsworth’s positive appreciation of London; Wordsworth grew up in Yorkshire – a land full of nature and beautiful countryside: the romantic idea of an idyllic world. This could be why Wordsworth can see the beauty and romantic views in London because he has grown on seeing so many around him. Blake however grew up in London itself therefore allowing him to see its darkness and allowing him to experience a structured and strict society. Wordsworth was an enthusiastic romantic who wrote the poem â€Å"Composed† from what he saw standing â€Å"Upon Westminster Bridge†. Wordsworth expresses his own personal view points on London; we see this as he writes in first person Wordsworth also never refers to other people suggesting that he wants London to be his own and no one else’s. Wordsworth sees freedom and innocence within the city: this can be seen when he writes that the city is â€Å"fair:† using â€Å"fair† suggests that Wordsworth sees an innocent beauty in London. Also Wordsworth uses a colon after the word â€Å"fair:† meaning that the city isn’t just beautiful but has other elements also. â€Å"Fair† is also used often in love poems, showing Wordsworth’s love of the city. Wordsworth’s love of the city is also seen when he uses personification such as â€Å"The River glideth at his own sweet will.† The use of personification identifies that Wordsworth classes the River as an equal or even higher and also shows how personal the city is to him. Differing to Wordsworth sitting and watching the city go by Blake is walking the streets at night: a time when evil is allegedly revealed, Blake choosing this time to write suggests that the poem will be negative and also dark. Blake reveals London’s late night deceptions in his poem â€Å"London†. Blake appears to see nothing in London except deception, oppression, death and depression. This is shown multiple times such as â€Å"And the hapless soldier’s sigh Runs in blood down the palace walls.† The â€Å"soldiers sigh† being the oppression and depression, the â€Å"blood down palace walls† being the death and deception. Wordsworth seems to be the opposition to these negative views, shown in his explicit positive imagery: â€Å"Never did the sun more beautifully steep†. This quotation basically means that the sun has never looked as beautiful as it does now, sunshine symbolises a fresh start and purity. Therefore suggesting the city is pure as the rays of the sun are shining on it. Purity is also suggested when Wordsworth writes that the air is â€Å"smokeless† even in the industrial city, London. The frequent use of positive imagery throughout the poem creates ideas that Wordsworth has seen London as a cathartic experience and has been enlightened by the city. Through out the poem it would appear that Wordsworth wants the reader to feel at peace with London and shows his calm and blissful visit to the city; seen in Wordsworth’s use of language: â€Å"touching†, â€Å"silent† and â€Å"asleep†. All of these words give a harmonious and peaceful atmosphere; this implies that Wordsworth feels at one with the city. Wordsworth was influenced by many different things whilst writing â€Å"Composed†; one of these influences may have been that Wordsworth was on his way to visit his daughter in France, this may have given Wordsworth positive emotions and allowing him to see London as a stepping stone on the way to see his daughter giving him hope. Hope is indicated as Wordsworth writes in the morning, a time for fresh starts and new beginnings, Wordsworth then goes on to say that the morning is â€Å"silent† and â€Å"bare† suggesting that anything can happen. All poets have reasons for writing a per civic poem â€Å"Composed† is no exception to this; Wordsworth writes the poem to show people that romantic ideas and hope can be found anywhere and that London is the heart of this. Both the language and punctuation in the poem shows hope and freedom. The purpose of the poem can also clearly be defined from the quote â€Å"This City now doth like a garment, wear The beauty of the morning; silent bare,† This quotation shows both honesty and innocence; by the words â€Å"silent bare† – both of these words suggests that the city is not hiding anything and possesses no hidden deception. Innocence is shown as the city â€Å"doth like a garment, wear they beauty of the morning;† As the morning is new and innocent and is around the city: reflecting its innocence back upon the city. The poem â€Å"London† by Blake however has a completely different purpose and is written to show that society does not express hope, romantic ideas and is in fact corrupted and full of deception. Blake uses the poem to show how society manipulates nature and faith as shown in the quotation â€Å"Every blackening church appals;† This represents how religion has been manipulated by society and is now evil unlike faith that is true and honourable. The romantic view of organised religion is that it toys with people to make them believe that they believe in God, taking away their freedom and the purity of faith and religion. Blake has always lived in London and craves freedom and an escape from what he perceives a political and oppressed society. The differences between the purposes can be clearly defined and explained, as it is not solely the views of the poets that make their poems it is also, their positions in life and London; their state of mind; experiences and previous encounters with the city and the time of day. Wordsworth uses the structure of â€Å"Composed† to further replicate freedom in London: as the poem is a sonnet (representing society and London – what most believe as ruled and structured) however uses punctuation to break up the rules and structure to enforce freedom and constant flow of life, suggested by Wordsworth’s use of only one full stop. However significant usage of the semi-colon, colon and comma in varied places rather than just at the end of a line thus creating fluency; relating to the river in the city which is free and powerful. Wordsworth’s use of enjambments is also an indication to this much like in the lines â€Å"Open unto the fields, and to the sky; All bright and glittering in the smokeless air.† The enjambments allow the reader to think about the true meaning of the line and language, encouraging them to visualise the scene. Wordsworth uses positive language when talking about London, he also uses straight forward imagery of London opposed to hidden deceptions (like in Blake’s â€Å"London†), and this reflects honesty onto the city. Wordsworth writes of freedom in London this creates hope for the people of London – giving them something to admire and aspire for. This is shown in the quotation â€Å"The river glideth at his own sweet will:† â€Å"glideth† indicates peace and harmony as gliding is a constant non aggressive pace also suggesting freedom and nature, much like a bird gliding through the air – creating hope and showing Wordsworth’s admiration for the River. Although Wordsworth writes about London in a positive way parts of his language suggest that he knows there are parts of London that are not as romantic and peaceful as he sees now. Shown in the quote â€Å"And all that mighty heart is lying still!† this last line indicates that Wordsworth believes the city can be aggressive by referring to it as â€Å"mighty heart† (mighty heart also suggests a busyness as the heart is centre of everything) however sees the city at peace so writes that the city is â€Å"lying still†. Blake also uses the river as a symbol of freedom, however Blake suggests that the river’s freedom is corrupted and restricted – still the river maintains a glimmer of hope being the cities only freedom (according to Blake’s â€Å"London†). We can see Blake’s views on the river in the line â€Å"chartered Thames does flow† First it can be suggested that Blake respects the river as he refers to it by it’s name â€Å"Thames† instead of just calling it â€Å"river† (like in â€Å"Composed†) this suggests that Blake still sees hope in the river and partly wants to be like the river. However restrictions can also be seen in the word â€Å"chartered† suggesting that someone set Thames out that way and that it can not do anything but follow the set out path. There is not only restriction but also freedom within this quote as the river â€Å"flows† this shows freedom and hope. Generally Blake’s language is very morbid and negative, which suggests constrainment leading to the Blake’s view on politics. Blake is very critical of London is the poem the complete opposite to â€Å"Composed† however just like â€Å"Composed†, â€Å"London† is made personal as Blake writes in first person and refers to some of his senses: sight and sound. â€Å"And mark in every face I meet† And â€Å"through the midnight streets I hear† both of these quotations show Blake using his senses, showing that Blake takes in everything that is happening around him. Industrialisation versus romanticism is a key theme throughout the poem; Blake is very traditional and romantic and does not fit into London because of this. Through his poem Blake suggests that the industrialisation that has consumed the city only creates depression, oppression and distinctively destroys happiness and honesty. This is made apparent by the â€Å"chimney sweepers cry† symbolising the depression of the people of London by the â€Å"cry†; however showing that they are trying to clean up the state of society as they are cleaning the dark, dismal and black ashes in the city. Blake does not just blame the city itself Blake also blames the people inside the city – people who influence industrialisation. During the fourth stanza Blake suggests that the actions that people are making now will create problems for the next generation. â€Å"Youthful harlot’s curse† symbolises the sins of the youth creating a â€Å"curse†: a word this is often used in association with witches. These sins cause â€Å"the newborn infants tear† which further exemplifies future problems the next generation will have to deal with and fix due to mistakes made by the youth of the time. The curse in stanza four is also shown by the â€Å"plagues† and the â€Å"marriage hearse† which indicates death. In the case of the â€Å"marriage hearse† this creates a link between eternity and death destroying aspects of hope and proving the impurity of the city. Blake uses imagery, alliteration and language choice to illustrate his portrayal of London; using these skills he opens the open up to his reader inviting them to have their own interpretations. The differences are very apparent between the poems and there are clear divides of attitude; the state of mind of the poets; and how society affects them. Romanticism and industrialisation are key elements in both poems however are showed in immensely different ways. Blake remains negative due to the changes that have taken away romanticism; Wordsworth however keeps positive indicating clear elements of hope.

Dimensional Fund Advisors Essay

This case uses DFA as a setting to introduce you to the latest research in academic finance, as well as to show you how you can turn new findings into productive investment strategies. This case pays particular attention to the cornerstones of the DFA approach: the â€Å"size effect† and the â€Å"value-growth effect.† To this end, the case presents detailed information on recent research in capital markets (particularly the stock market), as well as on DFA’s history and operations. The case also explores the effect of recent research innovations on the firm, and considers DFA’s new (as of 2002) product: tax-managed passive funds. Start by reading carefully the Case Study HBS 9-203-026, â€Å"Dimensional Fund Advisors.† Next, prepare a comprehensive report on this case, covering the questions suggested below, as well as other issues that you might find pertinent. 1. What is DFA’s business strategy? What do you think of the firm? Are the DFA people really believers in efficient markets? How does DFA add value for investors? What are the pros and cons of the passive approach? 2. What are the Fama-French findings? Do they make sense? Should we expect small stocks to outperform large stocks in the future? And, should we expect value stocks to outperform growth stocks? What did Fama and French discover about the CAPM and beta? How do you reconcile the empirical findings with the CAPM theory? 3. Discuss DFA’s trading strategy. How does it work, and what are the costs and benefits? Can DFA keep the competitive advantage in the future? Why don’t competitors emulate DFA’s approach? 4. What are DFA’s products? How does DFA’s new tax-managed strategies work? Is the tax-managed fund family likely to be successful on a broad scale, or is it just for a small niche  market? What is the expected gain from DFA’s tax management strategy, and what is the increase in volatility that results from it? 5. What should be the firm’s strategy going forward? Does the company need to modify its basic strategy if it wants to grow assets and/or profits? Enjoy the team work!