Funny Quotes to Celebrate the New Year

Amusing Quotes to Celebrate the New Year Each New Year carries an opportunity to check the progression of time, think about the past, and grasp what's to come. A few of us praise the event by celebrating into the early morning; others battle to remain conscious to watch the clock hands move past twelve. We make goals, just to break them; we guarantee to improve, invest more energy, be better, however in many cases miss the mark as life disrupts everything. The comical statements beneath, however, will assist you with beginning the New Year grinning. Imprint Twain New Years is an innocuous yearly establishment, of no specific use to anyone spare as a substitute for unbridled lushes, and neighborly calls and hoax goals. New Years Day presently is the acknowledged opportunity to make your standard yearly great goals. One week from now you can start clearing damnation with them not surprisingly. Streams Atkinson Drop the most recent year into the quiet limbo of the past. Release it, for it was flawed, and express gratitude toward God that it can go. Bill Vaughan Youth is when youre permitted to keep awake until late on New Years Eve. Middle age is when youre compelled to. A hopeful person keeps awake until late to see the New Year in. A worry wart keeps awake to ensure the old year leaves. P. J. ORourke The best possible conduct all through the Christmas season is to be flushed. This intoxication comes full circle on New Years Eve, when you get so alcoholic you kiss the individual youre wedded to. Jay Leno Presently there are more overweight individuals in America than normal weight individuals. So overweight individuals are presently average†¦which implies, you have met your New Years goals. James Agate New Years Resolution: To endure tricks all the more readily, if this doesn't urge them to occupy a greater amount of my time. Eric Zorn Making goals is a purifying custom of self-appraisal and contrition that requests individual genuineness and, at last, strengthens lowliness. Breaking them is a piece of the cycle. Charles Lamb New Years Day is each keeps an eye on birthday. Judith Christ Satisfaction is such a large number of things nowadays for anybody to wish it on anybody softly. So lets simply wish each other a bile-less New Year and leave it at that. Unknown Numerous individuals anticipate the New Year for another beginning on old propensities. A New Years goals is something that goes in one year and out the other. Last year’s goals was to shed 20 pounds by Christmas. Just 30 pounds to go. Recollect when we were youthful and needed to keep awake for New Year’s? Presently we are old and all we need to do is rest. May the New Year bring you essentially more happiness than the special seasons. Joey Adams May every one of your difficulties keep going as long as your New Years goals! Oscar Wilde Great goals are just watches that men draw on a bank where they have no record. Robert Paul Im somewhat more established, somewhat more shrewd, somewhat rounder, yet at the same time unaware. Robert Clark I would state Happy New Year however it’s unsettled; it’s precisely equivalent to a year ago aside from colder.

Research on Educational and Social Science

Question: Compose a paper on Educational and Social Science? Answer: Presentation This investigation manages explore on instructive and sociology. In the ebb and flow situation, it is clear to direct a significant research on training that has different points of interest in all period of life. It is seen that there are a portion of the instructive goals that incorporates, educating, learning and the kid itself (Seidman, 2013). These are the primary characteristics of instruction and it shows up in an exact structure. Instruction inquire about incorporates, detailing, finding just as portrayal of human encounters. This investigation records the human encounters that is a lot of outside to the examination and will shape an experimental relationship with the end goal of study (Celik, 2014). Motivation behind the investigation The motivation behind the examination is to look into on training and science and draw out the significance to the people (Bryman, 2012). The whole examination demonstrates that how training can acquire a change the life of the individuals. After the examination, it is straightforward the accompanying: Understanding the investigation of human subjects Motivation behind training in the current world Techniques executed by the analyst Moral comprehension of the term training Research questions: What does the term instruction really means? Is instruction basically preparing Is training basically learning Does training is about a lot of individual or an organization in general Is training an item? Is training an assistance The above inquiries are replied in an observational way, it is connected with the science also, and it offers ascend to new circumstances just as relationship (Krathwohl, 2009). On the off chance that these inquiries are replied and comprehended in an appropriate way, at that point it is anything but difficult to go further with the instruction on explore. Information assortment systems The information are gathered from the different establishment just as educators who are into this division from long years. Instruction is giving quantitative enquiries that lead to different wonders dependent on the positivist hypotheses. Training is required by all so as to have a tranquil existence. It is of concern whether the examination on instruction is to relate with the domain of quantitative or subjective (Ritchie et al. 2013). Another inquiry is connected with the term worldview that is another technique that implies lies between the positivism just as constructivism. Another inquiry emerges during this exploration is whether the instruction framework is logical or not. Specialist called attention to that proper investigation of instruction began before the twentieth century. This began when there was presentation of schools just as divisions for granting instruction to the understudies. Schools are viewed as incredible instruments that lead to standardization just as to d irect capacity to render people just as foundations (Krathwohl, 2009). The information assortment is quantitative in nature and different workshops ought to be led to affect the upsides of instruction in the ongoing scene. Target gathering The objective gathering is the people who have a place with underneath neediness line (Seer, 2014). Free instruction ought to be given to them so as to give an equivalent chance to them to confront the world. It is significant that the little youngsters must have the fundamental training with the goal that they can bargain their life in a quiet way (Mertens, 2014). The need of value instruction is required for every person who are quick to learn. In the current situation, it is seen that schools has gotten increasingly proficient and convey training to get cash from the understudies. Exertion ought to be made by the top position to teach the poor youngsters since then they can without much of a stretch lead their life in a quiet way (Coupland et al. 2014). Government should focus on the people just as families to teach them with the assets accessible to them. In the ongoing scene, it is significant that essential training should be conferred inside each youngster so they can undoubte dly take choices of their own without even subject to other people. Training encourages us to stay self-assured and free that support the certainty level too. Moral issues Families that have a place with beneath neediness line couldn't bear to instruct their kids with essential training. This at last prompts youngster work when the individual need to work at shops just to run their own family (Erickson, 2012). Morally, the youngster future ruin and they have no presentation to the external world on managing life in a greatly improved manner. Youngsters should have the rationale to learn ideas that are instructed to them in the school. A large portion of the youngster tends to by heart the words so as to finish the assessment. This is viewed as an abuse of value instruction. Understudies ought to comprehend the idea and make approaches to apply it in down to earth life (Anderson et al. 2015). It is a fantasy that training can take care of the issues yet we ought to likewise attempt to actualize it in the genuine also. Virtues, regarding older folks, behaviors are something, which we ought to have inside ourselves with the goal that we can without much o f a stretch arrangement our life (Kelly et al. 2014). Training causes us to settle on key choices and that is conceivable with basic intuition on a specific issue that is looked by us in the everyday running of the ordinary life (Smelser, 2013). Consent to get to the objective gathering Different nongovernmental affiliations are available who urge free instruction to youngster who has a place with underneath destitution line (Bernard, 2012). Different clashes will emerge when managing the families also. The families are of the feeling that instruction can't support the youngster and that will prompt wastage of cash too. Because of absence of instruction, the families don't know about the significance of training later on world. Government should make approaches to teach the youngster who are underneath the destitution kid to lessen kid work issues. With quality training, people will have the option to take key choices for their life soon (Bhattacherjee, 2012). Remuneration to members The instructors or teachers who bestow free training must be empowered with remuneration also that will urge them too to instruct in an ideal way. Bestowing training is a decent deed where individuals trade their thoughts and perspectives to others that will assist them with growing later on (Gill, 2014). Inspiration is required for the instructor who is conferring free training to the understudies. It is seen that people need acknowledgment for their difficult work, so it is required to repay the members who empower quality training among youngsters. Alleviation of issues The issues on instruction can be settled just when there is legitimate training framework where there is genuine feeling of learning just as educating. The moral issues are decreased if there is appropriate conduction of workshops that will address the individuals about the significance of training in the ongoing scene. Pragmatic life situation should be made that will show that how instruction causes us in each progression of managing the life. Youngster work and populace issues can be handily comprehended if every individual get quality training throughout everyday life. Proposal I will suggest that training is fundamental for every individual so they can lead their life in a tranquil way. Instruction gives us to take the most basic choices throughout our life to bargain in a superior way (Kazdin, 2011). It is fitting to the legislature to bestow free instruction to the youngster who has a place with low neediness line. It is additionally required to give quality instruction that is generally down to earth in nature. Understudies ought not tend to breeze through the assessment, rather center to comprehend the principle idea of the examination material and apply it, all things considered. People ought to be polite, comprehend the estimation of loved ones just as fundamental habits that will assist with turning into a genuine resident of the world (Waldrop, 2014). We ought to teach ourselves to take choices by our own and get the best situation in top worldwide organization. With the training, we land positions according to our prerequisites and afterward help other people in the gathering. Instruction causes us to fill in as a group, manufacture a feeling of responsiveness and genuineness just as honesty. Quality instruction makes us to take a gander at issues in various manner and attempt to settle it. End Toward the finish of the examination, it is seen that instruction is required at all periods of life to bargain a tranquil life. The examination calls attention to the focused on individuals who need the training in a pressing note. Different moral issues are referenced in the examination because of absence of value training. Families don't comprehend the estimation of training in the ongoing scene that has a place with low destitution line. On the off chance that individual make approaches to teach oneself and comprehend the fundamental idea, they can add to the nation too. Instruction assumes a significant job in helping us to think fundamentally for a particular issues. Reference List Anderson, L., Krathwohl, D., Bloom, B., Barrett, H. C., Die, N. S., Cant Imagine Death, W. W., Bering, J. (2015). Ainsworth, Mary DS, Blehar, Mary C., Waters, E., and Wall, Sally.(2014) Patterns of Attach-ment: A Psychological Study of the Strange Situation. New York, NY: Psychology Press. ALS Association.(2011, August)Astrocytes Toxic to Motor Neurons. ALS Association Newsletter. American Psychiatric Association.(2000) Diagnostic and Statistical Manual of Mental Disor.Thinking about Thinking: Cognition, Science, and Psychotherapy, 245. Bernard, H. R., Bernard, H. R. (2012).Social research techniques: Qualitative and quantitative methodologies. Sage. Bhattacherjee, A. (2012). Sociology look into: standards, techniques, and practices. Bryman, A. (2012).Social research strategies. Oxford college press. Celik, V. (2014). Instruction and Science. Coupland, N., Sarangi, S., Candlin, C. N. (2014).Sociolinguistics and social hypothesis. Routledge. Erickson, F. (2012). Subjective research meth

Blog Archive How to Solve Any Sentence Correction Problem on the GMAT, Part 3

Blog Archive How to Solve Any Sentence Correction Problem on the GMAT, Part 3 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. In  Part 1  of this article, we talked about the five-step process to answer Sentence Correction problems, and in  Part 2, we discussed some drills to build the needed skills. Make sure to read both of those before continuing with this third article in the series. Drill Number 3: Find a Starting Point Once again, open up your Official Guide and look at some problems you have done before. This time, do  not  read the original sentence. Instead, cover it up. Compare the answers, and try to articulate all the things that the problem is testing. Note that you can tell  what  is being tested even if you cannot tell  how  to answer. For example, you might see a verb switching back and forth between singular and plural. If the subject is not underlined, then you have no idea which verb form is required, because you literally have not even seen the subject. You do, though, know that subject-verb agreement is at issue. Drill Number 4: Eliminate Answers Once again, this drill involves problems you have already done. (Sensing a pattern?  We learn the most when we are reviewing things we have already done!) This time, though, you are going to get to use the whole problem. Right after you finish a problem, add the following analysis to your review: (1) Why is the right answer right? Why is each of the wrong answers wrong? (2) How would you justify  eliminating  the right answer? What is the trap that would lead someone to cross this one off? (3) How would you justify  picking  any of the wrong answers? What is the trap that would lead someone to pick a wrong answer? You are probably already doing the first one, but most people skip the second and third steps. The first is important, but you can learn more! When you learn how you (or someone) would fall into the trap of thinking that some wrong answer looks or sounds or feels better than the right one, you will be a  lot  less likely to fall into that same trap yourself in the future. Next Steps Practice these steps until they start to feel like second nature to you. At the same time, of course, learn the grammar rules that we all need to know. Put both pieces together, and you will master sentence correction! Share ThisTweet GMAT Blog Archive How to Solve Any Sentence Correction Problem on the GMAT, Part 3 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. In  Part 1  of this article, we talked about the five-step process to answer Sentence Correction problems, and in  Part 2, we discussed some drills to build the needed skills. Make sure to read both of those before continuing with this third article in the series. Drill Number 3: Find a Starting Point Once again, open up your Official Guide and look at some problems you have done before. This time, do  not  read the original sentence. Instead, cover it up. Compare the answers, and try to articulate all the things that the problem is testing. Note that you can tell  what  is being tested even if you cannot tell  how to answer. For example, you might see a verb switching back and forth between singular and plural. If the subject is not underlined, then you have no idea which verb form is required, because you literally have not even seen the subject. You do, though, know that subject-verb agreement is at issue. Drill Number 4: Eliminate Answers Once again, this drill involves problems you have already done. (Sensing a pattern?  We learn the most when we are reviewing things we have already done!) This time, though, you are going to get to use the whole problem. Right after you finish a problem, add the following analysis to your review: (1) Why is the right answer right? Why is each of the wrong answers wrong? (2) How would you justify  eliminating  the right answer? What is the trap that would lead someone to cross this one off? (3) How would you justify  picking  any of the wrong answers? What is the trap that would lead someone to pick a wrong answer? You are probably already doing the first one, but most people skip the second and third steps. The first is important, but you can learn more! When you learn how you (or someone) would fall into the trap of thinking that some wrong answer looks or sounds or feels better than the right one, you will be a  lot  less likely to fall into that same trap yourself in the future. Next Steps Practice these steps until they start to feel like second nature to you. At the same time, of course, learn the grammar rules that we all need to know. Put both pieces together, and you will master sentence correction! Share ThisTweet GMAT Blog Archive How to Solve Any Sentence Correction Problem on the GMAT, Part 3 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. In  Part 1  of this article, we talked about the five-step process to answer Sentence Correction problems, and in  Part 2, we discussed some drills to build the needed skills. Make sure to read both of those before continuing with this third article in the series. Drill Number 3: Find a Starting Point Once again, open up your Official Guide and look at some problems you have done before. This time, do  not  read the original sentence. Instead, cover it up. Compare the answers, and try to articulate all the things that the problem is testing. Note that you can tell  what  is being tested even if you cannot tell  how  to answer. For example, you might see a verb switching back and forth between singular and plural. If the subject is not underlined, then you have no idea which verb form is required, because you literally have not even seen the subject. You do, though, know that subject-verb agreement is at issue. Drill Number 4: Eliminate Answers Once again, this drill involves problems you have already done. (Sensing a pattern?  We learn the most when we are reviewing things we have already done!) This time, though, you are going to get to use the whole problem. Right after you finish a problem, add the following analysis to your review: (1) Why is the right answer right? Why is each of the wrong answers wrong? (2) How would you justify  eliminating  the right answer? What is the trap that would lead someone to cross this one off? (3) How would you justify  picking  any of the wrong answers? What is the trap that would lead someone to pick a wrong answer? You are probably already doing the first one, but most people skip the second and third steps. The first is important, but you can learn more! When you learn how you (or someone) would fall into the trap of thinking that some wrong answer looks or sounds or feels better than the right one, you will be a  lot  less likely to fall into that same trap yourself in the future. Next Steps Practice these steps until they start to feel like second nature to you. At the same time, of course, learn the grammar rules that we all need to know. Put both pieces together, and you will master sentence correction! Share ThisTweet GMAT

Advantages And Disadvantages Of Tv Ownership - 1839 Words

Ownership ITV is a very popular TV network in the UK, and as we know it is privately owned by multiple shareholders. It was formed after a merger of Carlton and Granada. As ITV is owned privately it has to rely on paid advertisements to get funding which then they can spend that money to better the quality of the network. †¢ Pros – This can be good for the company as they are free to produce media as and when they like, and are completely free to own the business. †¢ Cons – Privately owned companies are unable to issue shares to the public. Public media service The BBC is a prime example of a type of public service media. The BBC is not privately owned and gets money from the government through a†¦show more content†¦Independent An independent media company is a company that is free of influence from the government or corporate interests. This allows the company to produce a wide range of content that is not bias to a government party or large company. The media welcomes companies such as these as they offer a different opinion that interests many. For example, Film Four †¢ Pros - This this good for the company as they are not restricted and have full control of the company. †¢ Cons-It is not very safe for the company as they do not have the support of a large organization. Conglomerate A media conglomerate is a large company that owns many other companies that provide a similar service. For example: Disney is one of the biggest media conglomerates in the world, founded by Roy and Walt Disney in 1923 it started as an animation company and grew to have areas in almost every possible media related area ever. It now owns some of the biggest TV networks in the world including: ABC and ESPN. Pros - It increases the customer base of the company so it allows the conglomerate to be able to cross sell its products. Cons - Management cost increases as the company grows larger and larger. 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Exam Answers on EU Law - Free Essay Example

Sample details Pages: 12 Words: 3592 Downloads: 9 Date added: 2017/06/26 Category Law Essay Type Narrative essay Did you like this example? (a)The UK Parliament wishes to challenge the draft Directive on the basis that it infringes the principle of subsidiarity. The UK Parliament has a system of scrutiny committees that are responsible to review the proposal established by the EU Commission. In the given scenario, the draft Directive touches on the area of à ¢Ã¢â€š ¬Ã‹Å"Research, Technological Development and Spaceà ¢Ã¢â€š ¬Ã¢â€ž ¢. Don’t waste time! Our writers will create an original "Exam Answers on EU Law" essay for you Create order According to Article 4 of Lisbon Treaty, the EU and Member States have shared competence in this field, but paragraph 3 further stipulates that the exercise of the EUà ¢Ã¢â€š ¬Ã¢â€ž ¢s competence in this field does not limit the competence of the Member States. Therefore, the scrutiny committees may issue a reasoned opinion on the basis that the draft Directive has infringed the principle of subsidiarity set out in Article 5(3) of the Lisbon Treaty of European Union. According to Article 6 of Protocol 2, the UK committees must issue the reasoned opinion that oppose the draft Directive within eight weeks from the date of transmission.[1] Here, the draft Directive was established on 15 December 2012 and thus the deadline for the UK Parliament to issue the reasoned opinion will be 9 February 2013. It must be noted that, if at least one third of the national parliaments have given the reasoned opinion, it is considered as a à ¢Ã¢â€š ¬Ã‹Å"yellow cardà ¢Ã¢â€š ¬Ã¢â€ž ¢ and the Comm ission can be required to review the draft Directive. However, in case of more than a simple majority, this is an orange card and this allows the European Parliament and the Council to reject the draft Directive before the first reading.[2] (b)The German Association of University Professors and Lecturers (hereinafter referred to as à ¢Ã¢â€š ¬Ã‹Å"the associationà ¢Ã¢â€š ¬Ã¢â€ž ¢) wishes to challenge the regulation, in order for it to be declared invalid. There are two ways available: a direct action under Article 263 of the Treaty on the Functioning of the European Union (hereinafter referred to as à ¢Ã¢â€š ¬Ã‹Å"TFEUà ¢Ã¢â€š ¬Ã¢â€ž ¢); or an indirect action under Article 267 of TFEU. Direct Action under Article 263 In order to strike down the directive successfully under Article 263,[3] there are three procedural requirements: there is a legal act, the action is raised within the prescribed limit of two months and the applicant must have sufficient legal standing to init iate the action.[4] By virtue of Article 288 of the TFEU, a directive is a à ¢Ã¢â€š ¬Ã‹Å"legal actà ¢Ã¢â€š ¬Ã¢â€ž ¢ that fulfil the Article 263 requirement. We are told that the directive was adopted on 1 July 2013 and thus the latest date for the association to bring the action is 1 September 2013. Further, the association is a non-privileged applicant who has no automatic standing and thus it is necessary for the association to satisfy that the adopted Directive is of both the direct and individual concern to them.[5] Nevertheless, as shown in the Salamander case, it may be extremely difficult for a non-privileged applicant to prove that a directive is of direct concern to him.[6] According to Plaumann, it is likely that the directive casts no individual concern to the association as they cannot be differentiated from the other researchers.[7] Thus, the action under Article 263 looks unlikely materialise to the association. Indirect Action under Article 267 Alternativel y, under Article 267, the association may have to be a party to an action in a national court and the court would have discretion as to whether or not to make a reference on this issue to the CJEU. According to Rau v BALM, the facts that the association has no standing under Article 263 would not affect their ability in bring an Article 267 action.[8] But it is still not advisable for the association to bring an action under Article 267 as it has been pointed out by Advocate General Jacobs in UnioÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢n de PequenÃÆ'ŒÆ’os Agricultores that it is wrong to expect someone to à ¢Ã¢â€š ¬Ã‹Å"breach the law in order to gain access to justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢.[9] (c)Professor Moltisanti wishes to bring an action against Italian government for its failure to implement the directive. There are two actions available to him: the doctrine of direct effect; or the Francovich principle. The Doctrine of Direct Effect According to the leading case of V an Gen den Loos, in order for directive to give rise to direct effects, certain criteria has to be satisfied.[10] First of all, as shown in Ratti, the court held that the applicant is only allowed to rely on a directive that the deadline for implementation has been expired.[11] On the facts, the grant scheme runs from July 2014, this indicates that the deadline for transposition (1 November 2013) has already expired and thus Professor Moltisanti may be able to rely on the directive directly in the court. Next, in Marshall v Southampton SW Hampshire AHA, it was held that a directive could be invoked vertically against a public body.[12] In the other words, Professor Moltisanti can rely on the directive vertically against the Italian government. Francovich Principle On the other hand, an alternative way that available for Professor Moltisanti is the principle established in the Francovich case that a right to damages against the member states is available to individuals if t hey have suffered loss as a result of the member stateà ¢Ã¢â€š ¬Ã¢â€ž ¢s failure to implement a directive.[13] This principle is further developed Factortame, where the court laid down the criteria in replying the Francovich principle that there must be a sufficiently serious breach and direct causal link can be established between the breach and the loss suffered by the individual.[14] Applying this to the facts, the failure to implement the directive is automatically a sufficiently serious breach within the SchoÃÆ'ŒË† ppenstedt[15] formula and it is clearly that the Italian governmentà ¢Ã¢â€š ¬Ã¢â€ž ¢s failure to implement the directive makes Professor Moltisanti lost the opportunity to gain support under the scheme. Therefore, it is likely that he may seek redress under the Francovich principle. Introduction The statement suggests that the principle of supremacy of EU law is merely a myth originated from the Court of Justice case law, where in fact th e national courts have constantly challenged on this concept. In this essay, we will deal with the principle of supremacy of EU law from both the Court of Justice and national courtsà ¢Ã¢â€š ¬Ã¢â€ž ¢ perspectives and argue that the given statement is correct in the context that the supremacy principle enunciated by the Court of Justice is itself fictional and its application in the national courts is not absolute. The Principle of Supremacy of EU law from the Court of Justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢s Perspective When a State joins the European Union, it is considered that there will be a transfer of sovereignty for certain specific areas of policy from the state to the community. Nevertheless, the community treaty does not contain specific reference in the relationship between the EU law and national law and this leads to a situation where both law are in conflict. Not surprisingly, the Court of Justice (hereinafter referred to as à ¢Ã¢â€š ¬Ã‹Å"CJEUà ¢Ã¢â€š ¬Ã¢â€ž ¢, previo usly known as the à ¢Ã¢â€š ¬Ã‹Å"European Court of Justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢, à ¢Ã¢â€š ¬Ã‹Å"ECJà ¢Ã¢â€š ¬Ã¢â€ž ¢) is on the view that the EU law must prevail in such conflict. The court took its first step in preserving the uniformity of application of EU law among the Member States in the landmark case of Van Gend en Loos.[16] The stance was affirmed in Costa v ENEL, where the ECJ held that the community has à ¢Ã¢â€š ¬Ã‹Å"created its own legal system which became an integral part of the legal systems of the Member States and which their courts are bound to applyà ¢Ã¢â€š ¬Ã¢â€ž ¢.[17] The ECJ further added force to the supremacy principle in the Simmenthal case, where it held that the national courts must set aside the national law if it is in conflict with the community law.[18] At this point, it can be argued that the supremacy principle established by the CJEU is à ¢Ã¢â€š ¬Ã‹Å"fictionalà ¢Ã¢â€š ¬Ã¢â€ž ¢ as it merely requires a disapplication of national law. In Factortam e, the ECJ made clear that if there is a dispute between the national law and the community law, the national courts must set aside its national law, instead on striking down the provision as ultra vires.[19] Furthermore, the supremacy principle from the CJEUà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective is not absolute and this was shown in the Asda Stores case in which the ECJ had forfeited the EU supremacy and applied the conflicting national law. [20] On the other hand, because of the wide variation of the constitutional background between the member states, the national courts have responded differently in interpreting the supremacy principle into their own legal system. The Principle of Supremacy of EU law from the National Courtsà ¢Ã¢â€š ¬Ã¢â€ž ¢ Perspectives There are mainly two approaches to the incorporation of EU law by the national courts, namely monist or dualist approaches. Monistic Theory In monist States, such as Belgium and France, all law is treated equally, it is not necessary for an international law to be implemented into national law and the national courts can apply the law Dualistic Theory For states with a dualist system, such as Germany and United Kingdom, international law and national law are considered to be fundamentally distinct. This means that international law cannot be directly applied by the national courts but requires the translation into the national law. As to give a clearer analysis, we will deal with the legal system of the member states separately: Belgium Belgium provides a good example of acceptance of the supremacy of EU law based upon reasoning which is closest to that employed by the ECJ itself.[21] Even though there has no provision in the Belgian Constitution that supports the supremacy of EU law, the Belgian Court demonstrated its willingness to accord the supremacy principle in Le Ski case. In this case, it was held that if there is a conflict between the Belgian Constitution and a provision u nder EU treaty that imposes direct effect in the national legal system, the EU law prevails.[22] Is the Supremacy of EU law over national law a fantasy of the Court of Justice with reference to the Belgian courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective? It is submitted that Belgium manages the supremacy principle of EU law with relatively ease. Can this be argued that as an evidence of the supremacy principle? Bribosa commented on this issue that the approach taken by the court was actually a consideration of Kompetenz-Kompetenz (competence-competence) doctrine but rather than the ruling of ECJ.[23] In other words, instead of treating that the EU law is superior to the Belgian law, it may be more appropriate to recognise that the Belgian courts has sought to emerge the new community rule with its established domestic legal framework. France In France, the courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s willingness to accord the supremacy of EU law was shown in the Administration des Douanes case[24], wh ere it was held that by virtue of Article 55 of the French Constitution, if there is a conflict between national law and a ratified international treaty, the latter should be give precedence over the former.[25] This approach was only affirmed in Nicolo case[26] where the court suggested that Article 55 enables the courts to review the validity of French legislation with the EU provisions and thus the community law should be given precedence over the national law. Is the Supremacy of EU law over national law a fantasy of the Court of Justice with reference to the French courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective? Even though the French courts have recognised the supremacy of EU treaty, it is arguable that the supremacy of EU law in the context of French jurisdiction is not absolute. The Constitutional Council had made it clear in the reasoned Decision given on 9 April 1992 Maastricht I[27] that France could derogate its sovereignty to the Union, only if the particular community rule is not contradictory to the French Constitution and will not violate the exercise of national sovereignty.[28] Such reasoning can be regarded as putting a limitation to Franceà ¢Ã¢â€š ¬Ã¢â€ž ¢s acceptance of supremacy and thus it may casts ambiguity on the supremacy principle that derived from the CJEUà ¢Ã¢â€š ¬Ã¢â€ž ¢s ruling. Germany In Germany, the EU supremacy principle is shaped with the terms of Article 23 of the German Basic Law. In Internationale Handelsgesellschaft mbH v EVGF (Solange I), the Federal Constitutional Court held that although Article 23 allowed the transfer of legislative power to EU law, the German Constitution would still take priority over the EU treaty if the community has not removed the possible conflict of norms between EU law and the fundamental rights provision under the German Constitution.[29] However, having considered the development of fundamental rights doctrine by the ECJ, the position has been altered in the case of Re Wuensche Handel sgesellschaft (Solange II), where it held stated that the court would no longer review EU provision in light of the German Constitution.[30] Is the Supremacy of EU law over national law a fantasy of the Court of Justice with reference to the German courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective? By observing the change of attitude of Federal Constitutional Court in adopting the supremacy principle, it is likely that the ECJà ¢Ã¢â€š ¬Ã¢â€ž ¢s wish that the EU law should prevail over national law may be fulfilled. However, in has been made clear in Brunner v European Union Treaty the supremacy of EU law within German jurisdiction is not unconditional, the EU law will be applied only because the national law says it does. [31] Therefore, it may not be appropriate to say that the EU law is supreme over German domestic law because the German courts have not surrendered Germany sovereignty but merely fulfil the obligations of EU membership.[32] United Kingdom The situation becomes more complicated in the UK jurisdiction because of its doctrine of Parliamentary Sovereignty. As a dualist states, the EU treaty will only have effect in the UK legal system with the incorporation of UK Act. This led to the publication of the European Communities Act 1972 (hereinafter referred to as à ¢Ã¢â€š ¬Ã‹Å"ECA 1972à ¢Ã¢â€š ¬Ã¢â€ž ¢), whereby it incorporates the EU provisions into the English legal system. In R v Secretary of State for Transport, ex parte Factortame, Lord Bridge stated that it had à ¢Ã¢â€š ¬Ã‹Å"always been clear that it was the duty of a United Kingdom court when delivering final judgment, to override any rule of national law found to be in conflict with any directly enforceable rule of Community lawà ¢Ã¢â€š ¬Ã¢â€ž ¢.[33] Nevertheless, it must be noted that, the effect of this case would not actually nullify the existing UK legislation and this indicates that the UK national law is still superior to the EU law. Is the Supremacy of EU law over national law a fantasy of the Court of Justice with reference to the British courtà ¢Ã¢â€š ¬Ã¢â€ž ¢s perspective? It is arguable that the EU law does not take precedence over the UK law since the community legislation may only be effective within the UK legal system with the incorporation of ECA 1972. Such approach has been adopted by Lord Justice Laws in the case of Thoburn v Sunderland City Council, where he pointed out that the relationship between the UK and the EU depends on UK law, not EU law. [34] Conclusion According to Maduro, à ¢Ã¢â€š ¬Ã‹Å"the acceptance of the supremacy of EU rules over national constitutional rules has not been unconditionalà ¢Ã¢â€š ¬Ã¢â€ž ¢.[35] It is apparent from the discussion above, despite the distinction between monistic and dualist system, the application of EU law under the national legal framework is ultimately influenced by the national law. Therefore, it might be true that the supremacy principle is a fantasy of the CJEU. However, notwithsta nding talk of any legal fiction, it can be observed from the case law that the national courts do give effect to supremacy of EU law. The fact that EU law has been consistently and uniformly applied in the member statesà ¢Ã¢â€š ¬Ã¢â€ž ¢ courts today creates no real dispute over the application of supremacy principle in practice. Question: Word length: (2) 1129 (4) 1999 TOTAL 3128 Bibliography Tables of cases EU Cases Aktien-Zuckerfabrik SchoÃÆ'ŒË† ppenstedt v Council (5/71) [1971] ECR 975 Amministrazione delle Finanze dello Stato v Simmenthal (106/77) [1978] ECR 629 Brasserie du PeÃÆ'Å’Ã ¢Ã¢â€š ¬Ã… ¡cheur/Factortame III (C-46/93 48/93) [1996] ECR I-1029 Consorzio del Prosciutto di Parma and Another v Asda Stores Ltd and Another (C-108/01) [2003] ECR I-5121 Costa v ENEL (6/64) [1964] ECR 585 Francovich v Italy Republic (6/90) [1991] ECR I-5357 Marshall v Southampton and South West Hampshire AHA (271/91) [1993] ECR I-4367 Ministero Pubblico v Ratti (148/78) [1979] ECR 1629 P UnioÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢n de PequenÃÆ'ŒÆ’os Agricultores v Council (C-50/00) [2002] ECR I-6677 Plaumann Co v Commission (25/62) [1963] ECR 95 Rau v Bundesanstalt fuÃÆ'ŒË† r Landswirtschaftliche Marktordnung (C-133/85) [1987] ECR-2289 Salamander and others v European Parliament and Council (T-172 175-177/98) [2000] ECR II- 2 487 R v Secretary of State for Transport, ex parte Factortame Ltd and Others (C-213/89) [1990] ECR 2433 Van Gend en Loos v Nederlandse Administratie der Belastingen (26/62) [1963] ECR 1 Belgian Case Minister for Economic Affairs v SA Fromagerie Franco-Suisse à ¢Ã¢â€š ¬Ã‹Å"Le Skià ¢Ã¢â€š ¬Ã¢â€ž ¢ [1972] CMLR 330 French Cases Administration des Douanes v SocieÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢teÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢ CafeÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢s Jacques Vabre J. Weigel et Cie. SARL [1975] 2 CMLR 336 Raoul Georges Nicolo and another [1990] 1 CMLR 173 German Cases Brunner v European Union Treaty [1994] 1 CMLR 57 Internationale Handelsgesellschaft mbH v Einfuhr- und Vorratsstelle fÃÆ' ¼r Getreide und Futtermittel [1974] 2 CMLR 540 WÃÆ' ¼nsche handelsgesellschaft,Re [1987] 3 CMLR 225 United Kingdom Cases Thoburn v Sunderland City Council [2003] QB 151 R v Secretary of State for Transport, ex parte Factortame [1991] AC 603 Table of Legislation EU Legislation Consolidated Version of the Treaty on European Union [2008] OJ C115/13, art 4 Consolidated Version of the Treaty on European Union [2008] OJ C115/13, art 5 Consolidated Version of the Treaty on the Functioning of the European Union [2008] OJ C115/47, art 263 Consolidated Version of the Treaty on the Functioning of the European Union [2008] OJ C115/47, art 264 Consolidated Version of the Treaty on the Functioning of the European Union [2008] OJ C115/47, art 267 Consolidated Version of the Treaty on the Functioning of the European Union [2008] OJ C115/47, art 288 Protocol (No.2) on the Application of the Principle of Subsidiarity and Proportionality [2010] OJ C 83/206, Art 6 Protocol (No.2) on the Application of the Principle of Subsidiarity and Proportionality [2010] OJ C 83/206, Art 7 French Legislation Conseil Constitutionnel, decision n.92-308 DC of 9 April 1992, Treaty of Maastricht I French Constitution, art 55 German Legislati on Basic Law, art 24 United Kingdom Legislation European Communities Act 1972 Secondary Sources Books Chalmers D, Davies G and Monti G, European Union Law (3rd edn, Cambridge University Press 2014) Hartley T, European Union Law in a Global Context: Text, Cases and Materials (Cambridge University Press 2004) Articles Benvenisti E and Downs G, à ¢Ã¢â€š ¬Ã‹Å"The Premises, Assumptions, and Implication of Van Gend en Loosà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2014] 25 EJIL 85 Martinoco G, à ¢Ã¢â€š ¬Ã‹Å"Is the European Convention going to be à ¢Ã¢â€š ¬Ã‹Å"supremeà ¢Ã¢â€š ¬Ã¢â€ž ¢? A Comparative-constitutional overview of ECHR and EU law before national courtsà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2010] EJIL 401 Maduro M, à ¢Ã¢â€š ¬Ã‹Å"Interpreting European Law: Judicial Adjudication in a Context of Constitutional Pluralismà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2007]1 EJLS 2 Electronic Sources Craig P, à ¢Ã¢â€š ¬Ã‹Å"The ECJ, National Courts and the Supremacy of Community Lawà ¢Ã¢â€š ¬Ã¢â€ž ¢ https://www.ecln.net/elements/conferences/bookrome/craig.pdf accessed 29 December 2014 1 [1] Protocol (No.2) on the Application of the Principle of Subsidiarity and Proportionality [2010] OJ C 83/206, art 7. [2] Ibid, art 6. [3] Consolidated Version of the Treaty on the Functioning of the European Union [2008] OJ C115/47, art 264. [4] Ibid, art 263. [5] Ibid. [6] Joined Cases T-172 175-177/98 Salamander and others v European Parliament and Council [2000] ECR II- 2487. [7] Case 25/62 Plaumann Co v Commission [1963] ECR 95. [8] Case C-133/85 Rau v Bundesanstalt fuÃÆ'ŒË† r Landswirtschaftliche Marktordnung [1987] ECR-2289. [9] Case C-50/00 P UnioÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢n de PequenÃÆ'ŒÆ’os Agricultores v Council [2002] ECR I-6677, Opinion of AG Jacobs, paras. 41-9. [10] Case 26/62 Van Gend en Loos v Nederlandse Administratie der Belastingen [1963] ECR 1. [11] Case 148/78, Ministero Pubblico v Ratti [1979] ECR 1629. [12] Case 271/91, Marshall v Southampton and South West Hampshire AHA [1993] ECR I-4367 . [13] Case 6/90 Francovich v Italy Republic [1991] ECR I-5357. [14] Joined Cases C-46/93 48/93 Brasserie du PeÃÆ'Å’Ã ¢Ã¢â€š ¬Ã… ¡cheur/Factortame III [1996] ECR I-1029. [15] Case 5/71 Aktien-Zuckerfabrik SchoÃÆ'ŒË† ppenstedt v Council [1971] ECR 975. [16] Van Gend en Loos (n 10). [17] Case 6/64 Costa v ENEL [1964] ECR 585, 593. [18] Case 106/77 Amministrazione delle Finanze dello Stato v Simmenthal [1978] ECR 629, 21. [19] Case C-213/89 R v Secretary of State for Transport, ex parte Factortame Ltd and Others [1990] ECR 2433. [20] Case C-108/01 Consorzio del Prosciutto di Parma and Another v Asda Stores Ltd and Another [2003] ECR I-5121. [21] Paul Craig, à ¢Ã¢â€š ¬Ã‹Å"The ECJ, National Courts and the Supremacy of Community Lawà ¢Ã¢â€š ¬Ã¢â€ž ¢ https://www.ecln.net/elements/conferences/bookrome/craig.pdf accessed 29 December 2014. [22] Eyal Benvenisti and George Downs, à ¢Ã¢â€š ¬Ã‹Å"The Premises, Assumptions, and Implication of Van Gend en Loosà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2014] 25 EJIL 85, https://www.ejil.org/pdfs/25/1/2477.pdf accessed 9 January 2014, citing Minister for Economic Affairs v SA Fromagerie Franco-Suisse à ¢Ã¢â€š ¬Ã‹Å"Le Skià ¢Ã¢â€š ¬Ã¢â€ž ¢ [1972] CMLR 330, 347. [23] Paul (n 21), citing H Bribosia, à ¢Ã¢â€š ¬Ã‹Å"Report on Belgiumà ¢Ã¢â€š ¬Ã¢â€ž ¢, in A-M Slaughter, A Stone Sweet and J H H Weiler (eds), The European Court and National Courts, Doctrine and Jurisprudence (Oxford: Hart Publishing 1998) p.21-22. [24] Paul (n 21), citing Administration des Douanes v SocieÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢teÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢ CafeÃÆ'Å’Ã ¢Ã¢â€š ¬Ã¢â€ž ¢s Jacques Vabre J. Weigel et Cie. SARL [1975] 2 CMLR 336. [25] Paul (n 21). [26] Raoul Georges Nicolo and another [1990] 1 CMLR 173, as translation can be found in https://www.utexas.edu/law/academics/centers/transnational/work_new/french/case.php?id=1440 accessed 9 January 2014. [27]Conseil Constitutionnel, decision n.92-308 DC of 9 A pril 1992, Treaty of Maastricht I, as translation can be found in https://www.utexas.edu/law/academics/centers/transnational/work_new/french/case.php?id=998 accessed 9 January 2014. [28] Giuseppe Martinoco, à ¢Ã¢â€š ¬Ã‹Å"Is the European Convention going to be à ¢Ã¢â€š ¬Ã‹Å"supremeà ¢Ã¢â€š ¬Ã¢â€ž ¢? A Comparative-constitutional overview of ECHR and EU law before national courtsà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2010] EJIL 401. [29] Internationale Handelsgesellschaft mbH v Einfuhr- und Vorratsstelle fÃÆ' ¼r Getreide und Futtermittel [1974] 2 CMLR 540, as translation can be found in https://www.utexas.edu/law/academics/centers/transnational/work_new/german/case.php?id=588 assessed 9 January 2014. [30] Re WÃÆ' ¼nsche handelsgesellschaft [1987] 3 CMLR 225, 265, as translation can be found in https://www.utexas.edu/law/academics/centers/transnational/work_new/german/case.php?id=572 assessed 9 January 2014. [31] Brunner v European Union Treaty [1994] 1 CMLR 57, as translation c an be found in https://www.ecln.net/documents/Decisions-Germany/summary-maastricht.pdf assessed 9 January 2014 [32] Trevor Hartley, European Union Law in a Global Context: Text, Cases and Materials (Cambridge University Press 2004) 159. [33] [1991] AC 603 (HL) 658. [34] [2003] QB 151, 69. [35] Miguel Maduro, à ¢Ã¢â€š ¬Ã‹Å"Interpreting European Law: Judicial Adjudication in a Context of Constitutional Pluralismà ¢Ã¢â€š ¬Ã¢â€ž ¢ [2007]1 EJLS 2.

Why I Quit the Klan - 1232 Words

Section 1 â€Å"Why I Quit the Klan† is a non-fiction story written by Studs Terkel, which talks about former Ku Klux Klan leader, C.P. Ellis. Ellis was invited, as a Klansman, to join a committee on how to solve racial problems in the school system. This committee included people of all different ethical backgrounds, including African Americans. He reluctantly accepted, however after a few short meetings, he was elected co-chair of the committee, along side of Ann Atwater, an African American woman who had been leading local efforts for civil rights for years. This article shows the internal struggles and hardships that C.P. Ellis went through on his journey to become accepted. C.P. Ellis had struggled to work all his life, however he could†¦show more content†¦I found this interesting because it shows the internal struggles that C.P. Ellis went through on a daily basis to feel loved and accepted. 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Gender Inequality Research Essay Example For Students

Gender Inequality Research Essay Gender equality is a broad topic with many different angles that can be examined. For my part in this project I chose to research the changing perspective on gender inequalities in schools. I wanted to find out what people really felt about the fairness of their education, and whether they really felt they had been shortchanged in the learning process because of their sex. My results were generally what I had expected to find, though there were a few interesting findings along the way. I used an article from Education Week entitled, The Silent Gender Gap, An empirical research project conducted by Molly Weinburgh of Georgia State University, and I conducted my own research by using surveys and interviewing people about what they remember from their days I wanted to answer the question as to whether or not gender really played a role in the equality of peoples education. I expected to find that the further back through time I looked, the more evidence I would find of there being a general sentiment toward the belief that males were favored in the classroom. This favoritism I expected to be greater and have a larger impact the further back through time I went with my interviews. However, I expected that in more recent times the pendulum of educational inequalities would have swung hard the other way, giving the females a clear advantage. In the end I was right, to an extent. I conducted interviews with or received surveys back from forty-eight people ranging in age, background, and geographic region of where they attended high school. Six of these people graduated high school between 1945 and 1955, twenty-four graduated between 1968 and 1979, and the remaining eighteen people have recently graduated since 1995. They represent three generations education in the public schools. When asked how they felt overall about the equality of their education based on gender, only two people responded that they felt there had not been fair treatment between the sexes, these two will be discussed in-depth later. Every respondent said that they had not changed the beliefs they held during school. However, the inequalities became evident in later questions that were designed to bring out impressions about certain situations and asked for additional comments. Of the twenty-four respondents graduating from 1968 to 1979, twenty-two claimed overall equality in their education, of these, nine indicated some minor tendencies toward gender biased policies in teachers classrooms. All but one of these nine said the males had received some form of favoritism regardless of their own gender. The recent graduate group results showed opposite results. Of the eighteen people who graduated since 1995, all claimed overall equality (a sign of progress), however all but two claimed that the girls were given advantages over the males (a sign of too much progress). The two who did not claim female benefits felt their education was equal. The interesting age group was the elders. They were hesitant to respond to my questions. After great amount of reflection, there was an agreement that men were given a better opportunity for success. These people struggled to decide not because they could not remember, but because they never gave gender inequality too much thought. Some responses to the questions designed to inspire thought and sentiments were good examples of the overall feeling on gender inequalities. For example, Studies today seem to draw our focus to minor issues (mountains out of mole hills) and gender was the inequality of least concern back when I was in school. As for the two who did not feel there overall educational experience was fair, both graduated in 1976, both were female, but one felt the males got the clear advantage, the other felt the females won the war for favoritism. The Silent Gender Gap, offers the best explanation for this conflict of opinions. The Education Week article makes the claim that when looking at African-American students the gender gap actually favored the females as early as 1970. The women who said there schooling was unfairly tilted toward males was from the predominantly white Central Pennsylvania region, while the lady saying girls had the upper hand came from a school in Maryland which had an equal if not greater number of African-American students, a possible explanation for the differing views When looking at the results, we see that the hypothesis was overall correct. The trend has been for the girls to be treated progressively better while the boys .