Mlk Letter from Birmingham Essay

Martin Luther King Jr. was the acknowledged leader of the American Civil Rights Movement. King earned several degrees and was a bright man. His â€Å"Letter from Birmingham Jail† was written in April 1963, while he was in jail in Birmingham, Alabama, for acts of civil disobedience (499). His letter is a response to a letter signed by clergyman criticizing his actions towards civil rights. The clergymen believed that his actions were â€Å"untimely.† King states ,†if I sought to answer all the criticisms that cross my desk†¦I would have no time for constructive work† (500). He usually does not respond to letter that criticize his work and actions, but he believed the clergymen were men of genuine good and they meant no harm. King was president of the Southern Christian Leadership Conference and they had affiliates all throughout the South. King believed he was supposed to spread freedom. He agreed that if Birmingham ever needed him that he would be there . â€Å"Injustice everywhere is a threat to justice everywhere† (500). King used an approach to resolve issues in nonviolent manners. It consisted of sit-ins, marches, and etc. Nonviolent direct action would create a tension that an otherwise ignored subject would have to be faced. With nonviolent direct action and ignored issue would come to light and can no longer be ignored(502). After the direct-action program, King hoped that the doors to negotiation would open. King states that African Americans have waited 340 years for their rights and that to the people not being segregated the word â€Å"wait† is easy for them to say. King talks about the endless perils Africans go through, from disrespect to death, and states why they can no longer â€Å"wait† (504). King talks about how the nation is immoral and unjust and that he must take action. He was arrested for parading without a permit and his arrest was immoral because citizens were denied the First amendment privilege of peaceful assembly and protest. The clergymen labeled King’s actions as extreme. King addressed the accusation that the civil rights movement was â€Å"extreme†, first disputing the label but then accepting it. He argues that Jesus and other heroes were extremists and writes: â€Å"So the question is not whether we will be extremists, but what kind of extremists we will be. Will we be extremists for hate or for love?† (509-510). King is strong in his beliefs and hopes freedom comes to African Americans. â€Å"If the inexpressible cruelties of slavery could not stop us, the opposition we now face will surely fail† (513). Response Dr. Martin Luther King Jr.’s â€Å"Letter From Birmingham Jail† is a look into the reality of racial inequality in 1960s America. King writes this letter to fellow clergymen and aims to address their concerns regarding the wisdom and timing of the nonviolent direct-action demonstrations in Birmingham, Alabama that King and other leaders orchestrated and carried out in 1963. The clergymen were incorrect with their views on King’s efforts. He wanted to earn freedom for all African Americans throughout the nation. He believed that a nonviolent direct-action program would be the most effective way of earning rights. â€Å"Nonviolent direct action seeks to create such a crises and foster such a tension that community which has constantly refused to negotiate is forced to confront the issue† (502). King believed that eventually the issue had to be dealt with and he was right. The clergymen believed that King was precipitating violence but King replied with, â₠¬Å"We merely bring to the surface the hidden tension that is already alive† (507). King related the clergymen’s accusations to condemning a robbed man because his possession of money precipitated the evil act of robbery (507). He was not getting help elsewhere, so King had to take matter in his own hands. â€Å"In deep disappointment I have wept over the laxity of the church.† (512). The Church did not offer as much help as King needed. Churches also do not possess the power that they use to. â€Å"Things are different now. So often the contemporary church is a weak, ineffectual voice with an uncertain sound†(512). Without the help elsewhere, King was right in demonstrating that nonviolent direct-action would accomplish his goals. The clergymen called his actions â€Å"untimely† when in fact King chose a great time to take action. King stated they had waited for more than 340 years for their rights and that the word â€Å"wait’ usually meant â€Å"never† (530). The laws against African Americans were immoral and unjust. King was arrested for parading without a permit and that was why he was in Birmingham Jail. This was unjust because he was exercising his right for the First Amendment of peaceful assembly and protest. At this time period, if it were a white man, he would not have gone to jail. King was correct in his thinking and all the actions he took. Without King’s efforts, America would not be the great country it is.

Leeming’s Monomyth in Regards to Apocalypse Now

John Jarvis Mythology 211 October 1, 2012 Apocalypse Now Redux: Symbolically Mythology Nothing affixes attention, especially in literature and cinematic entertainment, more readily than a hero. Heroes and their journeys are the central focuses in many famous stories, either ancient or modern. The idea of the journey of a hero and their triumph is referred to as a monomyth, and there are a few approaches to determining if a story is or is not a monomyth. In his book Mythology: The Voyage of a Hero, David Adams Leeming proposes a method that involves eight steps or phases that coincide with the life and journey of the hero.Many of our culture’s most revered and acclaimed movies fit the description of a monomyth, including Francis Ford Coppola’s Apocalypse Now Redux. The entire movie takes place during the Vietnam War and depicts the hero, Army Special Operations Captain Willard, on his quest up a river to kill a psychotic Army officer, Colonel Kurtz. Francis Ford Coppolaà ¢â‚¬â„¢s Apocalypse Now Redux coincides with David Adams Leeming’s method of a monomyth because Captain Willard symbolically undergoes every aspect of Leeming’s eight part process.Leeming’s system first starts off with the birth of the hero, and the first scene of the movie corresponds to this point perfectly. The scene begins with Captain Willard in a hotel drinking heavily, and he eventually makes a very gloomy aside. In his aside, Willard states that he is back in Vietnam and that when he is back in America he can’t stand the fact that he is not in Vietnam. Willard notions to the fact that now that he is back he feels like he has a purpose, and it becomes apparent to the audience that the war has consumed Willard’s life.Near the end of the hotel scene, two NCOs find Willard in an extremely drunken state and wash him in the shower in order to make him presentable enough to receive his next mission. While Willard is not literally being born, the a ct of the NCO’s washing him and making him new so that he can go back to performing secret missions, in a sense his life, is symbolic of birth or in some ways rebirth. Now that the hero has been born, the next phase in Leeming’s method is that the hero is made aware of greater forces, usually those which the hero will eventually face.The segment in the movie that relates to this point occurs immediately after the hotel scene, when Captain Willard is briefed about his mission by a few higher ranking military officers. The officers inform Willard that his mission is to kill a rogue and mentally unstable special operations officer, Colonel Kurtz. Colonel Kurtz was once a highly decorated and respected officer, but the briefing officers inform Willard that Kurtz is now acting on his own accord killing at will with an army of people following him who worship him like a god.By the end of the briefing, Willard is made aware of the greater force that he must face. After the he ro is made aware of greater forces, Leeming notes that the hero withdrawals for a period of time to prepare to face the greater force. A little while after the briefing, Captain Willard boards a boat and orders the crew to take him up river. Willard takes time to reflect, in the form of another internal aside, upon his mission in the time before he and the crew run in to anything on the river.Willard shows his concern for the rather novice and oblivious boat crew. He also wonders about what exactly he will encounter on the river, what he will find out about Colonel Kurtz when he finds him, and what Willard will ultimately find out about himself. Following the hero’s preparation to endure their quest, the next step is for the hero to embark on their journey. On this journey, a hero typically displays traits that affirm that he or she is in fact a hero. Likewise, Captain Willard exhibits several examples that affirm his heroic demeanor.An instance where Willard shows that he ha s concern for his subordinates, the boat crew, occurs when he trades supplies at an outpost so that the boat crew can have a few hours with a couple of playboy bunnies that are stranded at the outpost. Another example of Willard’s concern for his men happens when they encounter a French plantation further down the river. One of the members of the boat crew had been killed, and Willard requested the permission to bury him on the plantation. Willard also illustrates the concept of putting the mission first when the boat crew, against Willard’s orders, searches a Vietnamese shanty boat.The crew mistakenly fires on the innocent Vietnamese civilians on the boat, which leaves one of the civilians alive. Rather than he and the crew having to deal with the well-being of the civilian, Willard kills her and tells his men that they should have listened. Once the hero has undergone the main leg of their journey, Leeming states that the hero experiences a symbolic death. Captain Wi llard experiences this symbolic death when he and the crew arrive at Colonel Kurtz’s compound. They are immediately over whelmed by the vast number of followers Kurtz has brain washed, the most of whom being an American reporter.In another aside, Willard constantly uses words and phrases to make the compound seem extremely horrific and hell-like. Willard also realizes that the only reason that he and the crew have not been over whelmed and killed is because Kurtz wants him alive, but Willard makes comments to suggest that he is already dead internally. When the reporter takes Willard to meet Kurtz, he tells one member of the crew who stays on the boat to call in an airstrike on the compound if he is not back within a certain amount of time. The next step in Leeming’s process, after the symbolic death of the hero, is the hero confronts death while in the underworld.Captain Willard’s first meeting with Colonel Kurtz represents this point very well, with Kurtz embo dying the force of death. Kurtz informs Willard that he has been expecting someone like him and asks Willard why he has been sent. Willard tells Kurtz that it is because Kurtz has gone completely insane, a fact that Willard backs up. Kurtz then states that Willard is insignificant and imprisons him. While Willard is imprisoned, Kurtz throws the head of the crew member who was to call in the airstrike on Willard’s lap, showing that Willard is truly helpless.Leeming notes that after the hero has confronted death in the underworld, the hero experiences a rebirth and a passing on of knowledge. This passing on of knowledge occurs after Captain Willard’s first meeting with Colonel Kurtz. The brain washed reporter visits Willard while he is imprisoned and states that the reason Kurtz is keeping Willard alive is because the reporter believes Kurtz is sick of being praised as a false idol and is internally dying himself. The reporter says that after Kurtz is dead that Willard w ill be the one to tell the world what happened at the compound.This encounter is what relights Willard’s internal fire, in a way resurrecting him from the symbolic hell he was in. Willard gains highly significant knowledge in his prolonged second meeting with Kurtz, in which an internal strife builds inside Willard because he begins to harbor affinity for Kurtz. In the meeting, Kurtz explains his position on war and how it should be carried out. Kurtz states that a perfect soldier is moral, but knows when to at times forget his moralistic views and use his primordial instincts to discern what the right course of action is.However, Kurtz notes that common soldiers do not operate in such a way which is their downfall. Willard, eve concludes that he must operate on these instincts if he is to conquer Kurtz. The final stage of Leeming’s model to prove a hero, occurring after the hero’s rebirth and a passing on of knowledge, is the hero ascends from the earth and esc apes the cycle of the world. With the compound in this case symbolizing earth and the war representing the cycle from which Captain Willard will escape.Willard reaches these ends by letting his instincts take control, killing Kurtz at the same time Kurtz’s followers are sacrificing a bull in Kurtz’s honor. Willard then boards the boat and escapes with the one remaining crew member. Even though Willard had grown to in a way admire Kurtz towards the end, Willard implemented what he had learned by operating off his natural instincts he was able to make the right choice. The notion that Francis Ford Coppola’s Apocalypse Now Redux is a modern day monomyth is bolstered by the fact that Captain Willard symbolically experiences every phase in David Adams Leeming’s method of defining a monomyth.Even though Apocalypse Now Redux is a work of fiction, the concept of basing a story around a heroic figure is a staple of literature in our culture. Real people who act in a heroic manner will continue to inspire such stories. Hopefully, society will never see the day where stories based around heroes cease to be written; because that would mean that the people who inspire those tales will have disappeared. Works Cited Apocalypse Now Redux. Dir. Francis Ford Coppola. Perf. Marlon Brando, Martin Sheen, Robert Duvall. 1979. Miramax Films, 2001. Film.

Education: Grammar School and Government Essay

In this essay I am going to look at the changes to education legislation from 1944 to the present day. I will look at how these changes have reflected government educational policies and to what effect. Firstly I will look at the ‘Butler Act’, war time 1944. The education act 1944 was called the ‘Butler Act’ after the conservative politician, R.A.Butler. The 1944 ‘Butler Act’ was undoubtedly a significant milestone in terms of the history of education Britain. It became increasingly clear that education was of vital importance to the nation and to the individual. It planned to remove the inequalities which remained in the system. The proportion of ‘free places’ at grammar schools in England and Wales increased from almost a third to almost half between 1913 and 1937. However when poorer children were offered free places parents often had to turn them down, owing to the extra costs involved. The ‘Butler Act’ 1944 provide d free education for all pupils. By 1946 the School Milk act was introduced. Previous investigations completed by John Boyd Orr revealed there was a link between low- income and malnutrition and under – achievement in schools. Ellen Wilkinson minister of education, (the first woman in British history to hold the post), was a long campaigner against poverty and in 1946 managed to persuade parliament to pass the school milk act. This act ordered the issue of one –third of a pint of milk free to all pupils. Local Education Authorities (LEAs), were required to submit proposals to the new department of education for reorganising secondary schools in the area, LEAs were required to assist children’s special needs. Most of the LEAs aimed to establish the three main ‘streams’ or categories at school this was known as the tripartite system. The three categories were grammar , secondary modern and technical , the children would be allocated on the basis of an examination at the age of 11, known as the ’11 plus’. The 11 plus had the intention to provide an equal opportunity for children of all backgrounds and walks of life. The implementation of this break by the ‘Butler Act’ seemed to offer an ideal opportunity to implement ‘streaming’ since all children would be changing school any way. Was the ’11 plus’ a good idea or would it begin to emerge as a large historical accident? Many people related more to the wider education system rather than the academic selection. The proportions of school children  gaining a place at a grammar school varied by location and gender, and due to the continuance of single sex schooling there were fewer places for girls than boys. Many critics claimed that there was a strong class bias in the exam. It seemed that children on the borderline of passing were more likely to get grammar school places if they came from middleclass families. It would appear that the ’11 plus’ was a system based on unfairness. For example, questions about the role of household servants or classical composers were easier for middle class children to answer but far less familiar to those from less wealthy and less educated backgrounds. The ’11 plus’ also led to divisions in schools (streaming), in the country (social class distinctions) and also led to irreconcilable political attitudes, (labour vs. conservatives) with the conservatives in favour of this selection and labour against it. In the 1950s, all the opposition against the 11 plus exam and the selection process had led to the idea of the modern comprehensive system. This idea was cherished by labour and rejected by the conservatives. In 1964 the labour government was elected, Harold Wilson is the new prime minister. Going into 1965 the circular 10/65 has stated for everyone to prepare for the introduction of the comprehensive schools. This was recognised as a fairer system better for working class people. Wilson was very anxious to increase opportunity within society, this meant change and expansion to the education system. For the first time ever a British government spent more time on education than on defence. This led to the significant increase in the number of university places. Wilson’s record on secondary education was disappointing. Whilst the proportion of children attending comprehensive schools rose to 30% during this period, his government failed to establish a fully comprehensive system. The selection system survived. Wilson lost power in June 1970 when Ted Heaths Tories won the general election with a majority of 30. Circular 10/ 70, newly elected government withdrew 10/65. Circular 10/70 was an attempt by Margaret Thatcher new secretary for education, to reverse the effects of circular 10/65. The first circular recommended to LEAs to begin the process of conversion to full comprehensive systems. This is ironic as it was in line with labour governments’ wishes on the transition  to a national comprehensive system. However the second circular said that no funding would be given for new non- comprehensive schools. LEAs were given more power to decide the future of secondary education in the area, under their authority independently of central government. It is believed that Thatcher was trying to reinstate grammar schooling. It was left to the LEAs individually whether or not they would go comprehensive. Heath needed to make cuts in public expenditure, Margaret Thatcher offered amongst other things to abolish the universal provision of free school milk. This was achieved in the 1971 education milk act. It led to the jibe ‘Thatcher, Thatcher milk snatcher’. In 1972 the school leaving age raised to 16 in response to rising youth unemployment. Was the government really concerned about giving people a better education or was it just a simple matter of keeping children in school longer to boost unemployment levels in order to make them look better?. This was not a popular decision. During 1973 the LEAs continued to submit plans which were presented as individual school plans which Thatcher accepted. There were now more children in comprehensive schools than selective one. Primary schools remained stable. Now I come to the ‘education reform act’ 1988. Conservative government are in place. The educational reform act is widely regarded as the most important single p iece of education legislation since the ‘ Butler’ education  act1944. This act introduced the National Curriculum. The National Curriculum believed everybody should have a knowledge of everything. Power was given to schools letting them spend the money how they like. Schools were ‘bribed’ as they were offered  £30,000 to opt out of the LEA. Thus Thatcher’s, intention was to weaken the power of the LEAs, giving more power to schools allowing them to spend the money how they liked. If more schools were to opt out poorer areas would not benefit, for example in well off middleclass areas people have more money and schools could raise more money through donations and school fairs act. Schools would become selfish only looking after their own needs. Head teachers were given more power and had to manage rather than ‘teach’. Schools were potentially paying more attention to material objects and resources rather than concentrating on teaching. On the plus side, schools could look for better and cheaper deals allowing them to spread the cost of their money effectively. City technical colleges were  also introduced providing specialist education by selection, opening up more doors. In 1992 The Education Act introduced the OFSTED, inspection system value for money. This was seen as a great idea by many as it made sure all schools were up to a certain standard. During 1997, the new labour government was elected (Tony Blair). The labour government’s intention was to devote attention to a higher standard of schooling, and to also make change to the national curriculum. This labour government would be a new ‘modern’ labour party as the labour government no longer stands for its traditional values. The new ‘modern’ labour government would; * Encourage private initiative funding, allowing private companies to build new schools. * Promote specialist educational academies in sport, sciences, languages and technology. There would be no money to build new schools. Schools would ask companies for computer deals whereas labours traditional view would have expected the state to pay. Therefore labour no longer stands for its traditional values. Schools were also encouraged to maximise the effect of their resources. This did not benefit poorer areas. Schools were taught to budget in order to allow a more effective financial control. In 2006 the Education and Inspection bill was introduced. This passed in March 2006, within the face of some opposition from within the labour party. Some of the main changes of the Education and Inspection bill were as follows; * Foundation (trust) schools * School admissions * Staged introduction of changes to the curriculum and entitlements including new diplomas to replace A-levels to be emplacement by 2013 * School travel * School food Also it was suggested that the school leaving age should be raised to 18 by 2013. This was propaganda as again was the government really concerned about a great education for children or was it just the case of making unemployment figures look better? The labour government believe education is much bigger than what goes on in school; trigger points for this were the  sad case of Victoria Climbie and the Soham murders. CRB checks were introduced to protect children, as there was poor communication between the police and schools. In 2003 the introduction of ‘Every Child Matters ‘was introduced. Every Child Matters is one of the most important policies to have intuitive and develop a programme in relation to children and the children services of the last decade. Its main aims were for every child, whatever their background or circumstances to have the support they need, * Be healthy * Stay safe * Enjoy and achieve * Make a positive contribution * Achieve economic well-being The Every Child Matters act had been title of three government papers, and in 2004 lead to the Children Act. Which took the Every Child Matters act further and the government started to get more involved with the parents suggesting what their child should and shouldn’t eat and encouraged more physical activity, Education was now not only stopped at children parents were now being educated on the well-being of their child. Sure start programmes were opened giving support to families. In 2008 the DCSF (Department for Children, Schools and Families was replaced by the Department for Education after the change in government following the general election 2010. The Department has also come under criticism during the 2010 General Election, after it was revealed that the Department’s offices had a refit which included a â€Å"contemplation room† 0ther features include a grand glass and steel staircase and imported Italian designer furniture. The total cost of the refit was estimated to be three million pounds, at a time when the department needed to make two billion pounds of savings. With the election in May 2010, there has been some confusion. The election of the coalition conservative/ liberal some changes were made immediately as previous government plans were put on hold or reversed. The new government believe that the previous government was taking the power from parents , not only did this cost a lot of money it was controlling society tainting and shaping it , taking the role from a parent. The new  government now does not want to get involved in how a child should be brought up; it is a parent’s job. The government should go no further than education. The new government would now scrap the building schools for the future scheme, the last government over spent and money needs to be saved. A new secretary of state for education, Michael Gove MP believes the education system is a mess. Too many people are going to universities costing the government too much money. I am now coming to the end of my essay; the new government is still making changes to the education system and believes that the lab our party had let standards slip. The new government believes in traditional standards and is now scraping GCSEs in favors of a tougher exam. Overall I believe the secondary education will always be un- stable as new and traditional standards will come in and out of place. Many lessons have been learned and hopefully a better and fairer system will eventually come in place; however is this possible as labour and conservatives differ so much? The education system has come far since 1944 and the importance of the ‘Butler’ act still plays a part in the heart of the education system and many people should think of this as one of the biggest milestones in history.

Beauty Defined

What is beauty? How can an abstract concept such as beauty be defined? That question has been pondered for ages. An anonymous person once said â€Å"Beauty is in the eye of the beholder†. Beauty means something different to everyone but there is a general agreed-upon standard of beauty in our society. As defined by Merriam-Webster’s dictionary, beauty is â€Å"the quality or aggregate of qualities in a person or thing that gives pleasure to the senses or pleasurably exalts the mind or spirit : LOVELINESS †.It has also been defined as â€Å"the phenomenon of the experience of pleasure, through the perception of balance and proportion of stimulus. It involves the cognition of a balanced form and structure that elicits attraction and appeal towards a person, animal, object, scene, music, idea, etc†¦Ã¢â‚¬  The philosophical discipline of aesthetics aims to understand the nature and meaning of beauty. Two kinds of beauty were distinguished by composer and criti c Robert Schumann ; natural beauty and poetic beauty.Natural beauty is found in the examination of nature and poetic beauty in man’s cognizance. According to Schumann, in music or other art forms, both types of beauty exist. A familiar theory holds that beauty is the appearance of things and people that are good. Our society judges the physically attractive as â€Å"good†. The popular quote â€Å"beauty is in the eye of the beholder, â€Å" maintains that beauty is entirely personal. Beauty can be found in nature as well where â€Å"beauty as goodness† holds true.An Alaskan glacier, a ruggedly dry mountain range, or a field of wildflowers can all be said to be beautiful. Most people find beauty in nature, from a newly fallen leaf in autumn, a tadpole metamorphosing to a frog, or a butterfly fluttering in a field. Formal studies done in the United States have discovered that facial symmetry is a key factor in determining the beauty of human appearance. To have facial symmetry suggests that a person has no apparent inherited flaws. Other studies suggest that a specific height and length of cheekbones is a strong indicator of physical beauty.These studies were conducted by scientists who asked volunteers to rate a series of photographs on the basis of beauty. The attributes common to all images rated beautiful were then picked out. Dr. Devendra Singh, of the University of Texas at Austin, discovered the waist-to-hip ratio, which is considered an indication of beauty in women of most cultures. This holds that a woman whose waist circumference is 70% of her hip circumference is considered beautiful and is also an indicator of her fertility. Greek philosophers were the earliest to theorize beauty.Pythagorus saw a strong connection between mathematics and beauty. The Pythagorean School maintained that objects proportioned to the â€Å"golden ratio† seemed more attractive. People whose facial features are symmetric and proportioned are ra nked as more attractive than those who are not, according to the golden ratio. The ancient Indians believed that anything that is always new is beautiful. A survey conducted by London Guildhall University of 11,000 people showed that (subjectively) good-looking people earn more.Less attractive people earned, on average, 13% less than more attractive people, while the penalty for overweight was around 5%. The term â€Å"beautiful people† is used to refer to those who closely follow trends in fashion, physical appearance, food, dining, wine, cars, and real estate, often at a considerable financial cost. Such people often mirror in appearance and consumer choices of the characteristics and purchases of rich Hollywood characters. Beauty is truly a subjective concept that is difficult to prove or define.

UK Mobile Industry Essay Example | Topics and Well Written Essays - 3250 words

UK Mobile Industry - Essay Example In recent years however, the number of potential new customers have fallen drastically therefore customer base has become the most critical resource for mobile operators for sustained profitability. As the scope for acquiring first time users decreases, operators increasingly rely on luring customers who choose to switch networks while at the same time minimizing their own churn rates. The UK telecom market is one of the most dynamic and competitive market in the world. Mobile penetration rates hover around 76%, there are four players operating in the market vying for almost the entire UK population. The key players besides Orange are: Vodafone: The global telecom giant is the largest company in Britain, in terms of market capitalization. It poses strong competition for Orange, as its market share of 25% is marginally less than that of Orange. Recent developments at Vodafone Plc, like the tie up with Google for introducing search and mapping services on phones should be especially taken note of by Orange. One2One: One2One forayed into the UK market in '93.It has a substantial market presence, as 20% of the total mobile users are One2One users. In terms of network coverage, it has the lowest coverage among the four operators. A huge proportion of its subscribers are "pay as you go". Virgin: Although a separate service operator, Virgin uses the One2One network. It offers only "pay as you go" packages. Briefly, the characteristics of the UK telecom market are: 1. UK mobile services prices are relatively cheap compared to other OECD countries. 2. Consumer satisfaction levels with the key mobile players are high. 3. Competetion based on quality is another characteristic of the UK mobile market. 4. Penetration rate is 76% which indicates less scope for growth. Challenges faced by mobile operators in UK. 1. Formal regulation of the mobile sector is proposed to be reduced to minimum. 2. Consumer awareness of different packages and tariffs remains low. 3. Prices of "off net calls" between different networks and international roaming rates remain particularly high. 4. Full benefits of mobile number portability are yet to be realized, as the practice of locking handsets to SIM cards inhibits the consumer's ability to switch networks. 5. Massive investments in 3G services have been made but the prospect of return on investment remains uncertain. Orange The largest of UK's four mobile operators, Orange UK has been a success story. It has defended the top slot in one of the most dynamic marketplaces of Europe, despite being the fourth entrant. The main drivers have been-clear and comprehensive pricing policies, attractive service plans and excellent customer service.Also, Orange UK is one of the most recognized brands in England possessing a lot of leverage. Product Range and Service Portfolio In the voice services segment, two main types of services are available from Orange. "Pay as you go" is a scheme in which no monthly rental or obligation has to paid, customers are only billed for their call

Law & Criminology Case Study Example | Topics and Well Written Essays - 4500 words

Law & Criminology - Case Study Example While the employers' range of freedom has been curtailed to some degree, they can benefit from proper documentation, following procedures which have now become quite strictly defined, and ensuring that they enforce the terms of the Employment Contracts in an evenhanded way. In either a criminal or a civil case, an employee has certain rights which are assured by law under ACAS or under the PACE laws of 1984, and as amended and clarified by subsequent court cases. A disciplinary process allows similar rules of interview, recording and evidence as required under PACE. Few employer actions against employees result in criminal proceedings; of those that do, the due processes outlined in the following pages are relatively the same. A potential criminal prosecution can be followed by an interview, but rules of evidence are required. As outlined in PACE (1984) 67(9), an individual representing a company or a government body can have the same rights and obligations as a police inspector. The obligations include informing the interviewee that his/her declarations can be used in a subsequent prosecution, that the interview minutes be noted in writing and shared with the interviewee, and that certain rules pertaining to recording (if present) are applicable. In the case of an interview for disciplinary purposes, there is also a procedure outlined by the Department of Labor that requires a set series of written documentation. This process refers to the Employment Contract, and to the Employment Policies of the employer, which must be given to the employee within 60 days of the commencement of his or her employment. The elements that must be put in the Employment Contract have grown over the past twenty years, as has the unenforceability of some of the clauses which had existed in Employment Contracts written at an earlier period. Employers should be particularly chary about imposing changes (real or implied) in the work contract without the explicit, and usually written, consent of those employed. Failure to garner the employees' agreement can result in a rupture of contract and a cause for action against the employer in the future. This paper will outline the procedures in both cases, and the differences. It will also present a way to decide which process should be pursued, i.e. whether an employee should be treated as a potential defendant in a criminal case, or whether the employer intends to keep the person in his/her employ, but would like to address certain deficiencies through a disciplinary process. The Disciplinary Process Employees who are not meeting the terms of their Employment Contract can be subject to disciplinary hearings. It should be noted that, by the time the formal procedure is followed, there may have been some previous conversations between the employee and his/her supervisor. The substance of these conversations should be noted by the supervisor, as these notes may become part of a subsequent disciplinary process. Although a conversation between the employ

Primacy of EU Law over National Law Essay Example | Topics and Well Written Essays - 2750 words

Primacy of EU Law over National Law - Essay Example Regulations are laws with general application, such that member states are under no strict liability to adopt them into national law. In the case of directives, that obligation is unconditional on the part of member states, although they can choose the form and methods by which to implement an EC directive 2. These provisos in the new EU Constitution are highlighted by this paper in its discussion of how to bring law and order to European countries if the EU law relevant to a particular case contravenes the national law of a member state; if an EC regulation favors one national group over another; or if an EC law that could bolster a local case has no equivalent version in the member state that is hearing the case. In so doing, the paper presents two make-believe cases involving consumer welfare promotion and environmental protection, two areas of concern high on the agenda of the new Constitution as embodied in Article II-62 and Article II-97, respectively. Both areas need state legislation to give them real substance. In 2006, EC issued E... The directive imposes criminal liability on anyone who keeps toxic chemicals in his property without sufficient safeguards to prevent leakage. If the stored chemicals, which were specified in the EC directive, escape into the atmosphere and cause harm to people, the offense carries a maximum fine of 150,000 euros or its equivalent. In UK, authorities believed there was no need to enact a new law based on the EC directive because there is a similar environmental law already in place. In March 2007, or one year after UK member states were supposed to have introduced the EC directive into their own legal systems, a man named Simon fell ill after eating vegetable grown in his garden, which is adjacent to a warehouse of Otis Chemicals Ltd. that stored the chemicals identified in the EC directive.QUESTION 1: If you're a lawyer representing Otis Chemicals, do you think Simon can sue your company in UK under the EC environmental directive based on the direct effect principle Can UK authorities also prosecute Otis under the same EC directiveANSWER: Assuming that the chemical substance in question is among those identified in the EC environmental directive, Simon can invoke the same EU law in bringing a case against Otis Chemicals before UK courts. This he can do whether or not UK has adopted the provisions of the said EC law into a national law. Under the Community Method principle of the new EU Constitution, any law enacted by the Community automatically becomes an integral part of the law of a member state, whose courts are