Introduction to the Jamaican Legal System Essay Example for Free

Introduction to the Jamaican Legal System Essay Legal Sources -Rules of law are derived from various sources in English Law. These include, The Constitution of Jamaica, legislation, judicial precedents, certain ancient textbooks among others. The Constitution of Jamaica: The Jamaican Constitution is the Supreme Law of the land of Jamaica and all other laws must conform with the Constitution or they will be struck down.1 In 2011 a new Charter of rights was passed by Parliament, known as The Charter of Fundamental Rights and Freedoms (Constitutional Amendment) Act, 2010 This significantly changed Chapter III of the Constitution. â€Å"Traditional human rights protected by our old arrangements, such as the rights to life, liberty, property, freedom of conscience, expression and movement remain protected by the new Charter. Additionally, we now have constitutional rights to equitable and humane treatment by public authorities, not be discriminated against on the grounds of religion, social class or being male or female, to vote in free and fair elections and to be granted a passport. The latter goes hand in hand with the now constitutionally recognized right to leave the island, previously excluded. The Charter provides a number of more modern rights, including the right of every child to public primary education and the right to enjoy a healthy and productive environment free from the threat of injury or damage from environmental abuse and degradation of the ecological heritage. These seemingly ambitious rights are nonetheless enforceable by the Charters express provision for redress, not just against the state but also in citizen versus citizen litigation. Claims may be brought by the person aggrieved or by civic organizations with the permission of the court, where there is an allegation that any of the provisions of the Charter has been, is being or is likely to be contravened.† The Judiciary is the branch of government that is primarily responsible for interpreting the law. The Structure of the Jamaican Court System1 The Courts have been given the duty under the Constitution to examine activities undertaken by the State and determine if acts by the State through its various agents are inconsistent with the Constitution and therefore of no legal effect. Acts of Parliament are also subject to review by the Courts to see if there is any inconsistency with the Constitution. The Constitution of Jamaica provides for the establishment of the Supreme Court as a Court of Origination. Decisions of the Supreme Court upon appeal are heard by the Court of Appeal which is the highest Court physically located in Jamaica, however under the Constitution, the highest Court in the Jamaican Court Structure and the final Court of Appeal from decisions of the Court of Appeal is the Judicial Committee of the Privy Council which is based in England. There are other Courts that are not created by the Constitution and have been created by Acts of Parliament. The Court System is looked at below. Petty Session The Petty Session Court is presided over by three Justices of the Peace. These are not Attorneys-at-Law. They preside over petty matters. These include pickpocketting, common assault and use of indecent language.

Oliver Twist: The Anchor Of Character Development Essay -- essays rese

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Oliver Twist: the Anchor of Character Development   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Charles Dickens novel, Oliver Twist, centers itself around the life of the young, orphan Oliver, but he is not a deeply developed character. He stays the same throughout the entire novel. He has a desire to be protected, he wants to be in a safe and secure environment, and he shows unconditional love and acceptance to the people around him. These are the only character traits that the reader knows of Oliver. He is an archetype of goodness and innocence. His innocence draws many people close to him. Each character is attracted to his innocence for different reasons, some to destroy it and others to build it. Their relationships with Oliver reveal nothing more about his personality. They reveal more about their own personalities. Therefore, Oliver is used not as the protagonist of the story, but as the anchor for the development of the other characters.   Ã‚  Ã‚  Ã‚  Ã‚  As the anchor of character development, Oliver helps reveal the redeeming qualities of Dickens’ Mr. Brownlow. Dickens moves through a series of developments with Mr. Brownlow and it is only when he comes into contact with Oliver that his character is fully developed. He is initially described by Dickens as an â€Å"old gentlemen† with a â€Å"very respectable-looking personage, with a powdered head and gold spectacles† (114). The reader is left to draw their own conclusions about him as he is only described one dimensionally. When Mr. Brownlow gives chase to Oliver after being robbed by Olivers’ associates, it seems as though Mr. Brownlow might have little respect or mercy for the lower class. Instead, the reader finds that Mr. Brownlow is a kind and merciful man. He takes pity on Oliver, telling the policeman not to hurt him and arguing for his release inside the court house. Mr. Brownlow takes Oliver to his house where he is very well cared for by Mrs. Bedwin. When Oliver recovers from his fever, he goes to speak with Mr. Brownlow. During their meeting Mr. Brownlows character is further developed. He reveals a sad past to Oliver saying,   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å" I have been deceived, before, in objects whom I have endeavored to   Ã‚  Ã‚  Ã‚  &... ...pe from the filth and crime that she was pushed into as a child. Dickens develops Nancys character to show that people in poverty can not always help their situations. They might live a life of crime, but do they have any other choices? Nancys development as a character gives the reader an interesting perspective on the lower class and their situations.   Ã‚  Ã‚  Ã‚  Ã‚   Oliver Twist is a novel about the adventures and the life of Oliver yet, his character is not as developed as some of the others. He is not the protagonist, which leads one to ask, what purpose does he serve? Oliver has the most important role in the novel, he links everyone together. He is the anchor, not the hero. He develops the characters. The characters whom he becomes the closest with are the characters that the reader comes to know and love. He might be deemed a symbol rather than a character. A symbol of innocence. Innocence reveals so much about a person because it is so pure. Does the character want to destroy his innocence or does he want to make it grow? The way that each character interacts with Oliver tells the reader about their nature. This is Dickens method for character development.

Han China and Classical Athens Dbq

Peter C. DBQ Essay 09/12/12 3rd block For many reasons, Han Empire and Classical Athens have many differences. As Rudyard Kipling once wrote, Oh, East is east, West is west, And never the twain shall meet Kipling stated the obvious, the Han Empire and Classical Athens are completely different (Introduction). However, is it true? Of course these two civilizations have many differences, one is located in the west and the other is located in the east.The two civilizations are different not just for their locations but also population distribution, government, society treatments, and culture. The main difference between the Han Empire and Classical Athens is their population distribution. While Classical Athens population was total with Environs equal to be 315,000, the Han Empire consisted of 65,000,000 total (documents B & C). The population classification is also different, one is more specific and the other is more general.For instance, the population of Athens were divided into four sections: free male citizens, free male non-citizens, free females, and slaves, while the Han’s classes are more specific: emperor & appointed officials, educated mandarin bureaucrats, land aristocracy, peasants farmers & skilled urban workers, merchants, and â€Å"mean people† (documents B & C). As you see from the list above, Han classified their classes specifically. Even though the two are very different, they also have some similarities like the peasants and the slaves are both the highest percentage in the population for both Han China and Classical Athens.A third of the Classical Athens’ populations were slaves and 90% of the Han China’s populations were peasants (document C). Han China and Classical Athens’ governments were completely different. The state of Athens had a form of government where the citizens’ votes will decide on the political choices called democracy (document D). The democracy government of Athens was the first de mocracy state formed in the world at the time. The assembly was open to all free males of adult age (18 and older) (document D & E). The officials composed of five hundreds men, fifty from each of the ten Attic tribes (states).On the other hand, the Han Empire had a monarch ruled over them (Online). The first emperor of the Empire was Liu Bang. The monarchy system works through descendants of the emperor, if the current emperor passed away, his son will take over the throne, and then the son of his son will be throne as emperor and so on (Online). On the forms of governments for the two empires and state there is not any similarity in them. The third most important difference is their way of treatments to the society especially to children and women.In both Han Empire and Classical Athens society, women and children were treated poorly. For example, in Athens women were not allowed to be in the council, instead they had to serve their husbands as their master (document Q). As for th e Han’s empire, the women were to be at service to the men with a straight manner, no humors, jokes, or anything (document R). Children were treated even worse; they weren’t being considered as children or a living creature, maybe more like products that can be kept or disposed at will.In Athens, if the child makes it through the first night, he or she is to be kept from being abandon (document N). But for the next ten days will be tough, because the father of the child will be inspecting him or her for any deformation, if it is confirmed that the child is deformed in anyway, he or she will get abandon, no matter what can happen to his or her life (document N). The Han Empire isn’t any better. A mother may give up a child at will due to the fact that she doesn’t know how long she can live to take of the child (document O).The Han China and Classical Athens’ culture also had a huge different to how the arts were created. The arts of the Athenians we re more focus on themselves, the human body. For example, on the front cover page, there is a drawing or statue of a Greek man, the Greek man is standing in a weird position with his arms pointing down, there are a few lines emphasizing his muscles, torso, biceps, etc. (Front Cover). While the art of the Han China were more focus on the landscapes and scenes surround them, along with the serenity and balance of the world drawn on to canvases in great details (document L).In most paintings, the five Chinese elements called Wu Xing will most likely be included in the paintings; the five elements are wood, fire, earth, metal, and water. Looking at Ch’iu Ying’s painting, you can clearly see the how Wu Xing is being presented in the painting, how the trees and mountains were presented in the background (document L). However, as you can see in the painting, there are only two men in the painting, this could mean that humans were inconsiderable in their arts (document L).As a conclusion, the two artistic styles were complete different from each other, the Han’s arts were more focus on nature in great details, while the Athenians’ art were more focus on the human body. As for conclusion on this essay, despite the fact that the two civilizations are different because of their locations, there was also much information given above as to how the two differ from each other. They both discovered many remarkable findings, developed many new creations, and have defeated many great wars. Although they both have many differences, the two were still significant in their own points of view.

Gender Identity Disorder ( Gid ) - 1209 Words

Abstract Many people experience uneasiness or misery due to their biological sex and gender identity, which is known as gender dysphoria. Gender dysphoria is formally known as gender identity disorder (GID), gender incongruence or transgenderism. According to Mohammaed Meomon, gender dysphoria is a product of highly complex genetic, neurodevelopmental, and psychological factors (Meomon, 2016). A person’s biological sex is given at birth depending on the appearance of the genitals. What a person identifies with is called gender identity. For example, a woman may have the genitals of a female but identify herself as a male. She will start acting and showing characteristics of a male. This confusion between gender identity and sex cause†¦show more content†¦Many people diagnosed with this condition dislike several features on their body and often pretend that it is something else. They also go through a trial and error process and find out that they like the opposite sex better . For example, a male may feel like a female’s life is better after he try out some of their behaviors and characteristics. According to Anne Vitales article Notes On Gender Transition, these people explore in the opposite genders and find that living as the other sex gives them more satisfaction and acceptance than they have ever felt before (Vitales’, 1996). Gender Dysphoria is shown differently depending on the age and assigned gender of the person. The conditions for a child are revealed from childhood. It is more common in boys, but occurs across both sexes. Gender Dysphoria starts between the ages of two and four. In adolescents and adults the characteristics escalate over time. This can be caused by social environments or relationships. Since this condition is not acknowledged in today’s society it cause problems for the victim and those close/related to them. In most cases, the victim begins to feel like they are carrying the wrong (Kenneth Bradley, 2002). Characteristics of the disorder Children learn from the things they are taught and the things that they see. It is their natural instinct to conform to the characteristics of their gender. Girls express