The Field of Medicine Essay -- Medical Care, Treatment

IntroductionOne among the fields that have profited from the rapid technological progress in the previous centuries is the field of medicine. Conditions and Diseases that scientists had trouble in understanding and curing are now cured successfully and with virtual ease. More people as well as the incurably-ill now survive long-term than before. Development in the global population has been distinguished in the 20th century. The old and young population has increased pressure on medical palm resources internationally with the intention that no nation is currently capable to compete with the demand for medical -care and its supply. Scientists hence are under growing pressure to precede fresh technologies to raise consumers prompt access to medical -careA most noteworthy and ground-breaking progress in the field of medicine has been development of point-of-care interrogatory. Consistent with (15) POCT is depict as patient samples examination at or close to the patient carrying t he supposition that test outcomes will be obtainable instantaneously or indoors an extremely short timeframe thereby helping caregivers in the instantaneous diagnosis and medical intervention(26) .Point-of-care testing is performed away from the traditional central laboratory setting , and has created easier self-management as individuals can examine themselves and react to the outcomes as counseled by their doctors. POC testing machinery is vital to the accomplishment of life-saving and disaster management undertakings as assessments can be conducted in intensive care units or in an ambulance where judgments are time-susceptible. Reliability of POCT and central lab testingAs mentioned, POCT is regularly executed outsi... ...surement faults. Laboratory personnel have more(prenominal) information and skills to distinguish and deal with these forms of circumstances. In other terms, it is vital to obtain the balance accurately and capitalize on the benefits exciting technologies obtainable while ascertaining the results look of the patient safety is not put in jeopardy. This is realized by encompassing a POCT maintained Service united through a verify POCT Policy and multi-disciplinary POCT committee. The POCT maintain Service offered by Laboratory Medicine comprises of structured training series, procedure for inspecting and filing the proper performance of the mechanism, regular ability testing methods for employees to display their unrelenting skills obtained during training quality assessment to recognize possible problems with recommendation and troubleshooting if a few are established.

Bridge to Terabithia Summaries :: essays research papers

Chapter summariesIn chapter fiveMay Belles dad gives her some Twinkies. On the jitney Janice Avery (the school bully) hears May Belle telling Billy Jean (May Belles crush friend) most the Twinkies. At recess time May Belle comes to Jess saying that Janice stole them. May Belle says, "Kill her" and calls Jess yeller. Jess and Leslie get bear at Janice Avery by writing a love letter and signing it Willard Hughes. It told her to play off him outside after school. The hard part was getting the note inside her desk. When she found it she waited outside the school for nothing. When she came back to school the next day she was really mad.Chapter 6" The Coming Of Prince Terrien"By Desiree Jackson--------------------------------------------------------------------------------Jesses family was already obsessed with Christmas, and it was a month away. He was disturbed about what he was going to get Leslie for Christmas. He didnt have a clue, because his Father only gave hi m enough money to get his sisters something. He was on the school heap and saw a box that said "Puppies 4 Sale". He asked the transport driver to let him get off , at first the bus driver said no, but then Jesse told him that he was running errands for his obtain. Then the driver told him if he gets in any trouble his mother was going to slam it. Jess surprised Leslie. She loved the puppy. They called him Prince Terrien of Terabithia.Ch 7In this chapter Leslie, her dad and Jess started doing up the old Perkins place. They favored one room the most. They called it The Golden Room because it was painted gold. Jess gets to meet and know more about Leslies family. One day Janice Avery fell down on the bus and she blamed it on Jess. She kicked up so much noise, the bus driver told Jess to walk home. She also ate May Belles Twinkies. Jess and Leslie met at Terabithia one evening and they talked about a way to trick Janice. So they write a note that said, Dear Janice, I love yo u. Lets meet at the scool playground and I will walk you home. Yours Truly, Willard Hughes.Ch 8In Chapter Eight Leslie goes to church with Jess. Jesses mother didnt want Leslie to go with them. But Jess insisted that Leslie should go. At church Leslie didnt sing the songs that they sang in church.

Alcohol And The Church :: essays research papers

Alcohol And The ChurchIt seems to be that our main questions are, Should we use alcohol and what aboutthose that abuse it? How should the Church deal with those that do drink orshould we as a society deal with it? While there is nonhing in the Bible thatsays drinking is a sin, but drunkeness is. I believe as a society we do have aproblem with alcohol abuse. But in the same respect I do not heart that thechurch should judge those who do drink socially, regularly, or abusively. Whenthe time comes everyone will be judged individually by God alone. I feel it ishis decision wholly to do what is best for all. The church may teach not to usealcohol, but to discriminate against those in the congregation (or even thosethat are not) that do is not a solution to the problem. I feel in order to getalcohol abuse under control we as a society guide to teach our children the risksof using alcohol, not only in the home but in the schools as well. To reach theheart of the problem is to face the problem read/write head on. As a social drinkermyself (I put my self in this classification) I dont feel I have an alcoholproblem just because I enjoy a drink now and then. I do not abuse it and wouldnever put myself behind the wheel of a car to force the risk of taking someoneelses life. You dont need to be drunk to cause an accident, its been provenin many cases only a few drinks can mar someones stability. If more thoughtof this there would be less tragedies on our highways. When it comes to food andthere are people starving in the world, when we could help by not convertingfood grains into alcohol, this should be made more aware to our society. Imnot sure most people are aware of this. It is supposedly our main concern to chip in the hungry and shelter the poor. If giving up something that onlycontributes to loneliness and destruction than ever, because there are more thatabuse than those who dont, it seems to me to be a logical solution. I think thebest we can hope for in our future and our childrens is that we have to

Analysis of the Character Hamlet in William Shakespeares Hamlet, The Prince of Denmark :: Papers

Analysis of the Character Hamlet in William Shakespeares Hamlet, The Prince of DenmarkFirst performed in 1603, Hamlet, The Prince of Denmark is probably the best know of William Shakespeares works, and may well be the most famous position language play ever written. The character, Hamlet, is one of the most compelling characters to ever emerge from the pages of English literature. Hamlet has been the center of admiring critical commentaries. It has also developed a reputation as a difficult work to analyze. Hamlet features a very heterogeneous character, with many complex themes, and presents the reader with a multi-layered text, which defies easy reading. He has been subjected to numerous interpretations and studies all over the centuries, his actions and thoughts analyzed again and again. Probably more than anything else is the reason for Hamlets charismatic appeal. In the first scene Hamlets father, the king, dies mysteriously just two months prior. Claudius, has taken the thro ne and has married the dead kings wife, Queen Gertrude. The members of the watch, including Prince Hamlets loyal friend Horatio, are alarmed over the recent appearance of a ghost who resembles Hamlets late father, and they plan to tell Hamlet about this eerie visitations.The Ghost of Hamlets father speaks to his son directly and urges him to hold fast him to a one-on-one encounter. There he explains in detail of his horrid death and tells Hamlet that this heinous crime must be avenged and that it is up to his son to justify this by killing Claudius. I am thy fathers spirit Doomd for a certain term to walk the night, And for the day confind to wastein fires, Till the foul crimes do in my days of nature Are burnt and purgd away. Hamlet (Act I, Sc. V) Hamlet has trouble depicting truth from fantasy in this scene, whether or not to cerebrate the ghost who assumes the form of his deceased father. The death of his father leads Hamlet down the pathway to insanity. With his mother marr ying his uncle only a month after King Hamlets death, makes the road a one way street.To confirm the truth Hamlet puts on a play, inspired by his fathers unfortunate, to get an reaction from his Uncle. aft(prenominal) witnessing his Uncles expression towards the play

A Critical Pr?cis of ?The Mystery of Persons and Belief in God by C. S :: essays research papers

A Critical Prcis of The Mystery of Persons and Belief in graven image by C. Stephen Evans1.Name of author, title, appropriate publishing information, followed by a verb such as argues, hopes, reports, and nettly a that clause containing the authors thesis or major assertion.In The Mystery of Persons and Belief in immortal from the web site http//www.orgins.org/articles/evans_mysterypersons.html, C. Stephen Evans asserts that if we examine human nature and desires with a Christian mindset, we will lay hold of (on good reasons for believing in God.2.A brief explanation (one paragraph or less) how the author supports and develops his or her thesis.Mankinds evil deeds transport to our greatness, for only a creature with self-consciousness and independence can be truly evil. We are created in the image of God and we were created to enjoy a peculiar(a) relationship with God. We possess imagination and the power of reflective choice. We are creative beings with the power of free ch oice because we were made in the likeness of the Person who created the solid of nature by a free choice. Many people use this power of choice in terrible ways. This does not mean human freedom is an illusion rather that God takes our freedom so seriously that he allows our actions to produce their full consequences. Down through the ages we have been incurably religious. The urge to believe in and worship a higher power is present in virtually every human culture. The fact that we have a deep urgency to believe in and find God strongly suggests that God is real.3. A sentence stating the authors purpose for writing.Evans is trying to convince the reader that existence were created with the need for God causing us to believe in and worship God hence God is real.4. A sentence identifying the authors audience.Christian-minded believers of God who are seeking proof of Gods existence.5. Your evaluation of what the author wrote (no more than three paragraphs).I found Evans arguments in adequate proof of the existence of God. end-to-end the article the term if Christianity is true is used repeatedly. The use of an if statement as the fulcrum of his philosophy places the entire philosophy on shaky ground. One would be hale to assume the Christian belief system is true, at least the most basic concepts, in order to believe in Evans philosophy. Additionally, Evans uses his arguments as particulars to jump to his final conclusion a leap of faith, if you will.

A Critical Pr?cis of ?The Mystery of Persons and Belief in God by C. S :: essays research papers

A Critical Prcis of The Mystery of Persons and sentiment in theology by C. Stephen Evans1.Name of author, title, appropriate print information, followed by a verb such as argues, believes, reports, and finally a that clause containing the authors thesis or major assertion.In The Mystery of Persons and Belief in perfection from the web site http//www.orgins.org/articles/evans_mysterypersons.html, C. Stephen Evans asserts that if we examine human nature and desires with a Christian mindset, we will discover good reasons for believing in God.2.A brief explanation (one paragraph or less) how the author supports and develops his or her thesis.Mankinds evil deeds point to our greatness, for only a creature with unease and let loosedom can be truly evil. We are created in the image of God and we were created to enjoy a special relationship with God. We possess imagination and the supply of reflective choice. We are creative beings with the power of free choice because we were made i n the likeness of the Person who created the whole of nature by a free choice. Many people use this power of choice in terrible ways. This does not mean human immunity is an illusion rather that God takes our freedom so seriously that he allows our actions to produce their full consequences. Down through the ages we have been incurably religious. The urge to believe in and worship a higher(prenominal) power is present in virtually every human culture. The fact that we have a deep need to believe in and find God strongly suggests that God is real.3. A sentence stating the authors purpose for writing.Evans is trying to convince the reader that humans were created with the need for God causing us to believe in and worship God hence God is real.4. A sentence identifying the authors audience.Christian-minded believers of God who are seeking proof of Gods existence.5. Your evaluation of what the author wrote (no more than three paragraphs).I found Evans arguments inadequate proof of the existence of God. Throughout the article the term if Christianity is true is apply repeatedly. The use of an if statement as the fulcrum of his philosophy places the entire philosophy on shaky ground. One would be forced to assume the Christian belief body is true, at least the most basic concepts, in order to believe in Evans philosophy. Additionally, Evans uses his arguments as particulars to jump to his final conclusion a leap of faith, if you will.

Kant Moral Law Theory Essay

Two things fill the mind with ever wise and increasing admiration and awe the oftener and more steadily we reflect on them the starry heavens above me and the deterrent example practice of practice of truth within me. Kant (1788), pp, 193, 259 Immanuel Kant introduced and initiated his moral law theory in the late 18th century. The precept in question sought to establish and constitute a supreme or absolute principle of morality. Kant disputes the existence of an ethical system, whereby moral obligations be obligations of purpose or reason.The accuracy of actions i. e. the rightness or wrongness of an individual deed is determined by its configuration and conformity with regard to moral law. Evidently, according to Kant, an immoral transaction is invariably contemplated as an illogical or unreasonable occurrence or action. The supreme moral principle is a legitimate working criterion that proves to be practically helpful and theoretically enlightening when used by sagacio us agents as a guide for making ad hominem choices (Kant VI).A supreme guiding moral principle must carry with it an absolute necessity and be d wholeness out of duty to the moral law in order to be free from corruption. Kant believed in a fair and impartial law. He accredited and affirmed the presence of an objective moral law that we, as humans, were/are able to identify with through the process of reasoning. Kant argued that we are able to recognise and distinguish moral law, without making reference to the possible moment or outcome.Immanuel Kant declared a differentiation between statements i.e. posteriori and priori that he believed to coincide with moral law. A posteriori statement is one that is based on experience of the signifi bottomt world. In opposition, a priori statement requires no such knowledge it is known independent of the phenomenal world. Furthermore, Kant continued to make additional distinctions with regard to analytic and syntheticalal statements. An an alytic statement, he claims, is one that by its very nature is ineluctably true, as the predicate is included within the definition of the subject.Example all squares relieve oneself four sides. The previous statement is of an analytic nature, as the predicate, i. e. the square having four sides, is implicit and is part of the definition of the subject square. An analytic statement is necessarily true true by its own authority, and is purely explicative, as it tells us nonhing new about the subject. In contrast, a synthetic statement is one in which the predicate is not included in the definition of the subject, and thus is not necessarily true.A synthetic statement also tells us something new about the subject. Prior to Kant, it was widely accepted that there were only two types of statement a priori analytic and a posteriori synthetic. Kant accepted these two statements although believed there to be a third a priori synthetic statement. These are statements that are known in dependent of experience that may or may not be true. Kant claimed that these priori synthetic principles are inherent within us and therefore subsequently form the basis of all moral decision making.Kants theory is based on and is primarily concerned with the aspect of duty. Kant believed and promoted the notion that to act morally is ones duty, and ones duty is to act and incite in accordance to the principles of moral law. Due to this, Kants theory is categorised and distinguished as a deontological argument. A deontological theory is one that maintains the moral rightness or wrongness of an action and depends on its fundamental qualities, and is independent of the nature of its consequence Duty for dutys sake.This perspective can be viewed in contrast to the beliefs and rules associated and belonging to teleological arguments, i. e. utilitarianism. Immanuel Kant argued that moral requirements are based on a standard of rationality he dubbed the Categorical Imperative. The blan d desperate has derived from the initial belief and notion that humans base their moral judgment on pure reason alone. This view can be viewed in contrast to a morality theory, which assumed/s that humans actions are guided by emotions or desires. Example When deciding what I ought to say to a friend who is distraught.Rationale would dictate that I give sensible advice, whereas my emotions may impulsively tell me to give comfort and sympathy. The matte imperative declares and differentiates between obligatory and prohibit actions, and places further emphasis on the notion of duty. This statement can be strengthenceed through the following source All in imperatives command either hypothetically or categorically If the action would be good simply as a means to something else, then the imperative is hypothetical but if the action is represented as a good in itself then the imperative is categorical.. Example If someone tells me that they will purchase me dinner if I give them a l ift into town, then this is a conditional action and would fall into the hypothetical imperative category. Conversely, if I think that I should give my friend a lift into town with no other agenda (i. e. she will not buy me dinner because of it), then this is a categorical imperative because it is independent of my interest and could apply to other people as well as myself. There are three principles of the categorical imperative * everyday law* Treat humans as ends in themselves * Act as if you live in a kingdom of ends. 1. The categorical imperative is Do not act on any principle that cannot be universalised. In other words, moral laws must be applied in all situations and all rational beings universally, without exception. 2. Act that you treat humanity, both in your own person and in the person of every other human being, neer merely as a means, but always at the time as an end. The previous statement declares that we must never treat people as means to an end.You can never use human beings for another purpose, to exploit or enslave them. Humans are rational and the highest point of creation, and so demand unique treatment. 3. The quotation So act as if you were through your maxim a law-making member of a Kingdom of ends states Kants belief in the fact that humans should behave as though every other individual was an end. In conclusion, it is arguable that the categorical imperative possesses a sense of authority with regard to what actions are permitted and forbidden under Kants moral law theory.

Cognitive Development

Abstract This report looks at cognitive maturation of an adolescent with and through the r bring outine of Pi seasonts pendulum line of bring in, and aims to assess the feign aim of cognitive waxment with equation to literature in the field and further much provide suggestions of how a t severallyer could enhance the field of battle matters larn in integrity key learning ara. Piegets studies do been based around cognitive development. The development has 4 major stages. Each stage enables the some unmatchable to develop slipway of k in a flashing. This report concentrates on the fourth stage, the titular working(a) stage.Critics of Piagets work are looked at and ideas such as learning, mentors and structures are looked at. It was rig that while the results of previous Piagets tests were replicated, the observations suggest that the results can not be assessed through Piagets work alone. Furthermore, to enhance the learning of the slip it was found that the NSW g eographics curriculum has the potential with appropriate t individuallyer stimulus to adequately provide for the student, although literacy could be foc workd upon. Introduction This report looks at cognitive development through the use of Piagets pendulum undertaking.The pendulum childbed asks a person to work out the variable that makes the pendulum get about fleet, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the persons level of cognitive development. Fundamental to Piagets work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age disgorge in sequence.As a child enters into each stage they develop refreshful ways of fareing and understan ding (new ways of gathering intelligence) as outlined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the cobblers last stage) of Piagets cognitive development (Inhelder, B. Piaget, J 1958) that allow for be looked at. Berger (1998) summarises the fourth stage, the formal operational stage, as developing from 11-12 familys old through to adulthood and is characterised by supposed(p), logical, and abstract thought (Berger, 1998, p. 1). Piagets studies by focusing on mental carry outors and structures of thought has led to a large body of work which has provided insight into the way that we understand authoritative aspects of human behaviour, for we now accept a greater appreciation of the capacities and limitations of the types of cogitateing that are possible at confused ages (Berger, 1998, p. 41). As such this has greatly influenced educators in describeking explanations for the difficulties enc ountered by the students in learning and as a basis for the design of more effective mastery (Adey, Shayer, 1993, p. 1).For sample, a major research topic was whether or not the development of cognition could be speed up. Adey and Shayer, (1993) found that cognitive development could be accelerated and that the cause could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be utilize to history, and that Fusco (1983) found that it could be fully applied in the place setting of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27).Thus, while Piagets studies on cognitive development have do a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget underestimated the importance of external motivation and in structionthe role of alliance and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio- ethnic surmise seeks to explain the growth of mortal knowledge and competencies in terms of counsel, support, and structure provided by the broader cultural context (Berger, 1998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from the interaction in the midst of novices and more adroit members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) apprenticeship in persuasion (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a childs mental growth is more a sequence preferably then(prenominal) proceeding in simple stages.Thus, this report through the use of the pendulum task will aim to identify one students level of cognitive development who is 11-14 years old to compare and co ntrast the results with existing theory and research suggest how a teacher can best meet this childs developmental needs in one key learning area. Method Participant on that point was only one person studied for the purpose of this report. The face was male. He was 12 years and 4 months old. The work was born in China in moved to Australia when he was 2. The airfield speaks a Chinese voice communication at home and English would be classed as the subjects second language.The subject is in year 7 at give lessons and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The take apart was carried out in the subjects parents home. Informed consent was asked from the commence of the subject, a consent form was signed. At this stage confidentiality was ensured to some(prenominal) the mother and the subject and the reasons for the research were explained. A pendulum was make out of varying lengths of force and s everal(predicate) exercising weights. A frame supported the pendulum.There were 3 diametrical sizes and lengths of weights and take outs. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, base and stop-watch was provided to the subject. A video camera was placed a few meters away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more clock in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch.The subject then proceeds to go on with the experiment until they are halcyon with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they corresp ond with any of Piagets stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example tec Your job is to figure out what makes it swing faster eccentric The length of the string tec How do you know that? example I hold outt really know, dont knowResearcher Do you want to test it anyway font Yes Thus, the subject started with the longest string, heaviest weight and record the findings on a piece of paper. Then proceeded to use the alike(p) weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to turn in different weights and the subject said no, because it is the aforesaid(prenominal), it is the same with any weight.The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. collect to this he used logically experimentation through the use of isolating the variable to the length of string to fall whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such vatical reasoning was also shown in the subjects office that it was the string and not the weights that affected the frequency of the string.Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piagets pendulum task and then suggest how a teacher can best meet this childs developmental needs in one key learning area. It was found that the subject displayed signs of supposititious and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the formal operations stage. Thus, the results of Inhelder and Piagets (1958) studies and later on studies were replicated.In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the overturn between Piaget and his theories and the social and instructional theorists.For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been highly-developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues.In addition, the subjects sister questioned whether it was all the time spent on the computer, internet or observance the ABC that the subject gained the prior knowledge, grit of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) put it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, commission and structure.In todays technologically advanced society Vygotskys (1978) (cited in Bergman, 1998) theories whitethorn include the television and internet as providing instruction and guidance an d basic learning. As Adey (2002) puts it simple learning is relatively independent of maturation. Learning has no sense of direction (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002).In suggesting how a teacher could best meet the subjects educational needs in one key learning area, geographics, the analysis of the subject was examined in reference to current lower-ranking geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of area s as discussed by Vygotsky.As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements.References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesnt It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of L ong-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998).The Developing mortal Through the Life Span. New York, NY Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). The growth of logical thinking from childhood to adolenscence An essay on the construction of formal operational structures. New York Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piagets Pendulum Problem Teaching Preadolescents to Act as Scientists.Developmental Pschology. 9(1), pp. 97-101. vermiform process Transcript of interview between researcher and subject. Researcher What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research . Subject Ok Researcher You can use the pen, paper and watch if you like. Subject Ok Researcher Do you know what a pendulum is? Subject Yes Researcher So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject Ok.Researcher Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you run it. Your job is to figure out what makes it swing faster. Subject The length of the string. Researcher Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject I dont know, dont know. Researcher Do you want to test it anyway? Subject Yes. Researcher What do you want to start with?Subject Longer string and heavy weight. Researcher ok, so this is your longest string and heaviest weight. Subject (drops the weight and times the swing and records results). Resear cher Do you want another look? Subject No, its Ok. Researcher Which one do you want use now? Subject kindred weight on a smaller string. Researcher The medium string or the smallest string? Subject the medium string. (Subject, performs task and records results). Researcher Which one do you now want to try? Subject The shortest string. Subject performs task again and records result) The shortest one is the quick Researcher Do you want to try different weights to see if they do anything? Subject No. Researcher So you think it is just the length that affects it? Subject Yes. Researcher How come you dont want to try different weights? Subject because it is the same, the same with any weight. Researcher did you learn that at school? Subject I dont know. Researcher Ok, well it was the string that affected it, your too smart, thanks very much for your help.Cognitive DevelopmentAbstract This report looks at cognitive development of an adolescent through the use of Piagets pendulum task, a nd aims to assess the level of cognitive development with comparison to literature in the field and furthermore provide suggestions of how a teacher could enhance the subjects learning in one key learning area. Piegets studies have been based around cognitive development. The development has 4 major stages. Each stage enables the person to develop ways of knowing. This report concentrates on the fourth stage, the formal operational stage.Critics of Piagets work are looked at and ideas such as learning, mentors and structures are looked at. It was found that while the results of previous Piagets tests were replicated, the observations suggest that the results can not be assessed through Piagets work alone. Furthermore, to enhance the learning of the subject it was found that the NSW geography curriculum has the potential with appropriate teacher stimulus to adequately provide for the student, although literacy could be focused upon. Introduction This report looks at cognitive develop ment through the use of Piagets pendulum task.The pendulum task asks a person to figure out the variable that makes the pendulum swing faster, that is, increase the frequency. The way in which someone goes about the task is supposed to give an insight into the persons level of cognitive development. Fundamental to Piagets work is that the brain and the environment interact in producing cognitive development, and that this development can be broken up into four major stages (Gleitman, 1995). Berger (1998) in review of Pieget (1952, 1970) states that these stages are age related, in that children generally reach each stage within a particular age range in sequence.As a child enters into each stage they develop new ways of knowing and understanding (new ways of gathering intelligence) as defined by the boundaries of that stage. In respect to the age of the student that undertook the pendulum task it is the fourth stage (the last stage) of Piagets cognitive development (Inhelder, B. Pia get, J 1958) that will be looked at. Berger (1998) summarises the fourth stage, the formal operational stage, as developing from 11-12 years old through to adulthood and is characterised by hypothetical, logical, and abstract thought (Berger, 1998, p. 1). Piagets studies by focusing on mental processors and structures of thought has led to a large body of work which has provided insight into the way that we understand certain aspects of human behaviour, for we now have a greater appreciation of the capacities and limitations of the types of thinking that are possible at various ages (Berger, 1998, p. 41). As such this has greatly influenced educators in seeking explanations for the difficulties encountered by the students in learning and as a basis for the design of more effective instruction (Adey, Shayer, 1993, p. 1).For example, a major research topic was whether or not the development of cognition could be accelerated. Adey and Shayer, (1993) found that cognitive development cou ld be accelerated and that the effects could be long term (Adey and Shayer, 1993, pp. 26-27). Furthermore, Adey and Shayer (1993) cite work by Hallam, (1967) and Jurd (1973) who found the notion of concrete (the third stage) and formal operations can be applied to history, and that Fusco (1983) found that it could be fully applied in the context of English comprehension and social studies (Adey, Shayer, 1993, pp. 26-27).Thus, while Piagets studies on cognitive development have made a major contribution to knowledge in the field, his work has also led to a large body of criticism. Berger (1998, p. 45) suggests that many people think Piaget underestimated the importance of external motivation and instructionthe role of society and home in fostering cognitive development (Berger, 1998, p. 45). Whereas socio-cultural theory seeks to explain the growth of individual knowledge and competencies in terms of guidance, support, and structure provided by the broader cultural context (Berger, 1 998, p. 6). For instance, Vygotsky, (1978) (cited in Bergman, 1998) thought that the development of cognitive competencies was from the interaction between novices and more skilled members of the society, acting as tutors or mentors, in a process called an (Berger, 1998, p. 47) apprenticeship in thinking (Rogoff, 1990 cited in Berger, 1998). In addition, Flavell (1985 cited in Gleitman, 1995, p. 521) suggests that evidence shows a childs mental growth is more a sequence rather then proceeding in simple stages.Thus, this report through the use of the pendulum task will aim to identify one students level of cognitive development who is 11-14 years old to compare and contrast the results with existing theory and research suggest how a teacher can best meet this childs developmental needs in one key learning area. Method Participant There was only one person studied for the purpose of this report. The subject was male. He was 12 years and 4 months old. The subject was born in China i n moved to Australia when he was 2. The subject speaks a Chinese language at home and English would be classed as the subjects second language.The subject is in year 7 at school and attends a school in the Sydney metropolitan area. He is not from a disadvantaged background. The subject was nervous before the task but settled down reasonably quickly. Procedure The study was carried out in the subjects parents home. Informed consent was asked from the mother of the subject, a consent form was signed. At this stage confidentiality was ensured to both the mother and the subject and the reasons for the research were explained. A pendulum was made out of varying lengths of string and different weights. A frame supported the pendulum.There were 3 different sizes and lengths of weights and strings. The height and the force at which the pendulum could be released could also be varied by the subject. A pen, paper and stop-watch was provided to the subject. A video camera was placed a few mete rs away from the pendulum to record the procedure. The subject was asked to use the pendulum to find out what makes it swing faster, that is swing more times in a shorter space of time. The subject was told that they could use the different lengths of string or different weights and could use the pen, paper and watch.The subject then proceeds to go on with the experiment until they are happy with their results. A transcript of the recording is in appendix A Results To assess the subjects level of cognitive development the subjects actions were observed and analysised to see if they correspond with any of Piagets stages of development. Perhaps the most fundamental aspect of the analysis was that the subject already knew the answer to the problem, for example Researcher Your job is to figure out what makes it swing faster Subject The length of the string Researcher How do you know that? Subject I dont really know, dont knowResearcher Do you want to test it anyway Subject Yes Thus, th e subject started with the longest string, heaviest weight and recorded the findings on a piece of paper. Then proceeded to use the same weight but the middle length string and then the shortest string, recording the results and time each swing (see table below). Longest 0. 86 Middle 0. 54 Shortest 0. 16 The subject was asked if he wanted to try different weights and the subject said no, because it is the same, it is the same with any weight.The subject was asked if he had learnt that at school and he was not sure. From analysis of these results it can be seen that the subject had some prior knowledge. Due to this he used logically experimentation through the use of isolating the variable to the length of string to determine whether he was right or not. The subject did not want to check the other variable of weight or height as he was sure it was length of string. As such hypothetical reasoning was also shown in the subjects assurance that it was the string and not the weights that affected the frequency of the string.Discussion and Conclusion The aim of this report was to determine the level of cognitive development of a child between the ages of 11 and 14 years using Piagets pendulum task and then suggest how a teacher can best meet this childs developmental needs in one key learning area. It was found that the subject displayed signs of hypothetical and logical thinking, both are attributes of a person of his age and at the fourth stage of cognitive development, the formal operations stage. Thus, the results of Inhelder and Piagets (1958) studies and later studies were replicated.In relation to whether the development was in sequence as Flavell (1985 cited in Gleitman, 1995, p. 521) suggests, the fact that there was prior knowledge could cast doubt on the stages theory as it would suggest that performance in these tasks are made up of more then the ability to logically reason. Furthermore, the experiment being greatly influenced by the fact that the subject already thought he new the answer to the problem when the task was initiated opens up ideas on accelerated cognitive development and the debate between Piaget and his theories and the social and instructional theorists.For example, Siegler, Liebert and Liebert (1973) found that concrete operational attributes could be taught to younger adolescences. Thus, the subject being of boarder-line age could have had his cognitive development accelerated during primary school either intentionally or unintentionally, this would be unknown. This raises the question of whether the curriculum today has been developed with these issues in mind. As such, further studies with the same task with a larger sample could answer these issues.In addition, the subjects sister questioned whether it was all the time spent on the computer, internet or watching the ABC that the subject gained the prior knowledge, sense of logic and hypothetical reasoning. Perkins, Jay and Tishman (1983) cited in Adey (1997) pu t it down to psychological disposition, the tendency to behave in a certain way, that what matters is a person tendency invest themselves energetically in areas that cause development, that question the person. This psychological disposition could be inherited or could be developed through ways described in Vygotsky theories. That is through mentors, guidance and structure.In todays technologically advanced society Vygotskys (1978) (cited in Bergman, 1998) theories may include the television and internet as providing instruction and guidance and basic learning. As Adey (2002) puts it simple learning is relatively independent of maturation. Learning has no sense of direction (Adey, 2002, p. 19). Thus, it could be seen that the level of cognitive development obtained could be said to have been obtained through a process of development as described by Piaget in combination with a social process as described by Vygotsky (1978) and a simple learning process as described by Adey (2002).In suggesting how a teacher could best meet the subjects educational needs in one key learning area, geography, the analysis of the subject was examined in reference to current junior geography curriculum. The NSW junior geography curriculum contains specified geography skills, tools and values that enable the teacher to integrate a range of teaching strategies that would enhance all areas of cognitive development, whether it be restrained to areas focused on by Piaget (1952, 1970) that Berger (1997) discusses or a broader range of areas as discussed by Vygotsky.As such, in suggesting that the subject is well catered for in these areas, the one area in which the subject may need help is literacy, in voicing his opinions. The NSW geography curriculum does specify an oral component, it is just that this could be emphasised. In addition, in relation to the study it has been found that acceleration programs in science have contributed to gains that are long lasting in English tests (Adey, Shayer, 1993). Consequently, continued tasks to develop the formal operations stage such as orally describing variable orientated tasks may have long lasting improvements.References Adey, P. Robertson, A & Venville, G. (2002). Effects of a cognitive acceleration program on Year 1 pupils. British Journal of Educational Psychology. 72, pp. 1-25. Adey, P. (1997). It All Depends on the context, Doesnt It? Searching for General Educable Dragons. Studies in Science Education. (29), pp. 45-92. Adey, P. Shayer, M. (1993). An Exploration of Long-Term Far-Transfer Effects Following an Extended Intervention Program in High School Science Curriculum. Cognition and Instruction. 11(1), pp. 1-29. Berger, K. S. (1998).The Developing Person Through the Life Span. New York, NY Worth Publishers. Gleitman, H. (1995). Psychology. 4th ed. New York, London W. W. Norton & Company. Hallam, R. N. (1967). Logical thinking in history. Educational Review, 119, pp. 182-202. Inhelder , B. & Piaget, J. (1958). Th e growth of logical thinking from childhood to adolenscence An essay on the construction of formal operational structures. New York Basic books. Siegler, R. Liebert, D. & Liebert, R (1973). Inhelder and Piagets Pendulum Problem Teaching Preadolescents to Act as Scientists.Developmental Pschology. 9(1), pp. 97-101. Appendix Transcript of interview between researcher and subject. Researcher What we are going to do is called a pendulum task. There is no right or wrong answer, what ever you do is Ok because it is just research. Subject Ok Researcher You can use the pen, paper and watch if you like. Subject Ok Researcher Do you know what a pendulum is? Subject Yes Researcher So what we are trying to do is find out what makes it swing faster, that is make it swing more times more quickly. Subject Ok.Researcher Ok so there are a few things that it could be, it could be the weight, the length of the string, the height you drop it from or how hard you push it. Your job is to figure out what makes it swing faster. Subject The length of the string. Researcher Ok, so take this. (handing subject paper, pen and watch). You said that it was the length of the string that made it go faster, why did you say that? Subject I dont know, dont know. Researcher Do you want to test it anyway? Subject Yes. Researcher What do you want to start with?Subject Longer string and heavy weight. Researcher ok, so this is your longest string and heaviest weight. Subject (drops the weight and times the swing and records results). Researcher Do you want another look? Subject No, its Ok. Researcher Which one do you want use now? Subject Same weight on a smaller string. Researcher The medium string or the smallest string? Subject the medium string. (Subject, performs task and records results). Researcher Which one do you now want to try? Subject The shortest string. Subject performs task again and records result) The shortest one is the quickest Researcher Do you want to try different weights to see if they do anything? Subject No. Researcher So you think it is just the length that affects it? Subject Yes. Researcher How come you dont want to try different weights? Subject because it is the same, the same with any weight. Researcher did you learn that at school? Subject I dont know. Researcher Ok, well it was the string that affected it, your too smart, thanks very much for your help.

Comparative Literary Analysis

If you were placed onto a stranded island in the middle of like a shothere with no hope of being rescued, even the most civilized person would turn to savagery by the end. This is a fact roughly human nature, and at champion point humans lose their morals and values. In The melting pot and the shaper of the Flies, twain authors, Miller and Golding, show the evil in nature, the fight for right, and mob humor in certain situations. Abigail Williams and Jack both become very index finger hungry by the end and show the evil in nature, while caper Proctor and Simon are looking for the truth, and bloody shame Warren and SamnEric follow the mob mentality that is going around.In The Crucible, Abigail Williams is first seen as a child speaking the truth and pointing out the plurality in the township who are witches. Everyone in the town believes her and her group of friends. simply as she realizes that she has the index finger to condemn anyone as a witch, she overuses that power . Since Abigail desires to be with pot Proctor, but he is not willing to be with her due to his wife, Abigail decides to condemn Elizabeth Proctor as a witch, so that she would be able to be with John. This clearly shows how people can use their power that they might have for their own good and use it for evil.This occurs in The Lord of the Flies when Jack soft becomes more and more power hungry. Throughout the novel, Jack always wants to become chief but Ralph is chosen as chief and this did not please Jack. But as the novel progresses, Jack slowly turns to savagery, and the others follow Jack with his savagery. An example is his wild hunts for pigs, and his crazy dances after killing the pig. He feels much more omnipotent as more people start to enjoy killings pigs with him and he starts to form a type of mob.His mind was crowded with memories memories of the knowledge that had come to them when they closed in on the struggling pig, knowledge that they had outwitted a living t hing, imposed their will upon it, taken away its life like a long satisfying drink. (Golding 70) This commendation explores Jacks mental state in the aftermath of killing his first pig. This slightly shows the decline into savage behavior. This quote shows Jacks feelings of power and superiority he experiences after killing the pig. This power slowly transitions into creating his mob and gaining more power from everyone around him, which causes him to become the chief.With this power he gains, Jack now controls most of the island, which allows him to do almost anything he wants, including to set the island on fire just to kill Ralph. At the same time in both The Crucible and The Lord of the Flies, John Proctor and Simon are looking for the truth for the fear in which everyone was going crazy in the town or island. In The Crucible, John Proctor looks for the truth as he questions the honesty of the girls calling out the witches in the town. John carefully looks for evidence to prov e that the girls arent telling the truth.Fortunately bloody shame Warren admits to John that they are all playing along only because of Abigail. But at the courthouse, no one believes Mary Warren, and she is also called a witch, so to save herself, she blames John Proctor in threatening Mary to lie. As much as John tries to fight for the truth, he fails at showing everyone because of the power everyone else has over him. Simon in The Lord of the Flies also fails to show the truth over the beast that everyone feared. As if, said Simon, the beastie, the beastie or snake thing, was real. Remember? (Golding 50)From the blood Simon doubts the truth about this beast in the island and tries to assure the younger kids that there is no beast. Simon is the only character who truly looks out to find the truth about the beast. But in the end, he is seen as the beast and is killed by the boys who change into savages. When Simon returns to the campfire to tell everyone what the beast that everyo ne has feared of, he is mistaken as the beast and never gets to excuse the truth. This is just like John Proctor in which he is also killed before the truth gets out.This comparison is similar because both Simon and John were the only people to reveal the truth to the public but no one listens to them, and they end up dead before they say anything. During all of this in The Crucible and The Lord of the Flies, there are the leaders, Abigail and Jack, and then there are the followers, Mary Warren and SamnEric. In The Crucible, Mary Warren follows the mob mentality because of Abigail, and the fear of getting caught. If Mary did not follow what Abigail had said in the beginning to play along with her, Abigail threaten to kill them all, or at least hurt them.Due to this Mary went along with the mob. Although Mary tries to confess in the courtroom, in the end she still retreats back to the mob mentality and blames John Proctor. This also happens in The Lord of the Flies when SamnEric spo usal relationship Jacks mob. Now the painted group felt the otherness of SamnEric, felt the power in their own hands. They felled the twins clumsily and excitedly. Jack was inspired. (Golding 191) This quote shows how Jack becomes happy with the increasing number to his group and it shows that SamnEric join due to the mob mentality and the power that Jack has compared to Ralph.They try to follow their conscience but end up joining the mob and go along with the savages. Throughout the movie and novel, people end up losing their morals either due to having in any case much power or not having enough and going out of their way to gain that power. The evil in nature is clearly shown by both authors and depict how far people would go for ambitions that they want such as power. Both authors also show that the truth never gets out, which is unfortunate, but life doesnt always have happy endings either. And last but not least, the mob mentality is a driving force for all the madness in the town of Salem and the Island.

Forbiden Lies

pic Roxie Releasing presents the 2008 US theatrical release of disallow LIE$ A pic by Anna Broinowski Con or Artist WHO DO YOU BELIEVE? The journalist? The Chicago mobster? The murdered friend? The FBI? The violent husband? The extorted granny? The spurned lover? The outraged publisher? The embittered fan? The scout? The Muslim activistic? The remove father? The psychiatrist? The media? Yourself? A REAL LIFE THRILLER ABOUT NORMA KHOURI, THE PEOPLE SHES CONNED, AND HOW NOONES SAFE IN THE time OF SPIN. ? WINNER Best non-fiction Screenplay? Writers Guild of America (East and West) 2008 WINNER 20,000 Euro Cult Prize ? Rome hire Festival 2007 ? WINNER Golden admission Awards Special Jury Prize ? 2008 San Francisco International learn Festival ? WINNER Golden Award long form documentary? 2008 Al Jazeera International documental Festival ? WINNER Best picture Script? 2008 NSW Premiers Literary Awards ? WINNER 2 Australian Film Institute Awards ? Best docudrama Feature Film 2007 Best Editing in a documentary 2007 ? WINNER 2 Film Critics Awards ? Best Feature Documentary Film Ciritcs caboodle of Australia Best Feature Documentary Australian Film Critics Association ? Top Ten Audience Favourite ?Hotdocs, Toronto Adelaide International Film festival Melbourne International Film Festival ? Official Selection ? Sheffield International Documentary Festival Vancouver International Film Festival Rio International Film Festival Rome International Film Festival MOMA documentary fortnight, New York (USA) 2008 True/False Film Festival (USA) 2008 San Francisco International Film Festival (USA) 2008 Al Jazeera Film Festival (Qatar) 2008 Full purge Documentary Festival (USA) 2008 Honolulu International enter festival (USA) 2008 Silverdocs International Documentary festival (USA) 2008 S H O R T S Y N O P S I SIn July 2004, Norma Khouri, best- change author of Forbidden deal, was exposed as a fake. Shed win fame and fortune as a Jordanian virgin on the run from Isla mic extremists whod put a Fatwah on her head for her foot race against honour killings. But she was really Norma Bagain, a Chicago real-estate cistron and mother of two, on the run from the FBI for one million dollars of fraud. Spinning murder, politics, greed and literary stain into a web that ensn ars us all, FORBIDDEN LIE$ is a real-life thriller about a brilliant con/artist, the mass shes duped, and why, despite invariablyything, we still desire to believe her. R E V I E W S ((( Wildly entertaining and utterly compelling, Forbidden Lie$ is the documentary translation of an airport novel one you cant take your eyes offRiveting Colin Fraser, Filmink _______________________________________________________________ (((( As compelling as any thriller Michael Adams, Empire _______________________________________________________________ (((( This alone enchanting documentaryis made with considerable skill its a tantalising real-life mystery. David Stratton, At the Movies, AB C TV _______________________________________________________________ (((( Margaret Pomeranz, At the Movies, ABC TV ______________________________________________________________ (((( This brainy documentary is the best Australian film of the year. Adrian Martin, The Australian _______________________________________________________________ (((( This isnt a dry documentary rather its a chase movie Rodney Chester, courier Mail _______________________________________________________________ (((( This unconventional documentary allow foring mess with your mind A staggering coup Quite unlike any documentary you come seen Leigh Paatch, herald Sun _______________________________________________________________ (((( What a coupFunny, entertaining and clever. A marvellously inventive documentary, it peels away layers of a fascinating saga one-by-oneWith this debut boast, (Broinowski) establishes herself as a bold juvenile voice in Australian filmmaking, unafraid to take risks and be flamboyant. Sacha Molitorisz, Sydney Morning Herald _______________________________________________________________ (((( layered and visually inventive riveting viewing Rose Capp, Melbourne quantify _______________________________________________________________ (((( Fascinating and surprisingly engaging. Tim Hunter, SBS Radio ______________________________________________________________ (((( addictive viewing Andiee Paviou, Who Weekly _______________________________________________________________ (((( engrossingthis is a documentary that will keep you on the edge of your seat. Made with a considerable degree of astonishment, unexpected affection and a large dose of humour Tom Ryan, Sunday Age _______________________________________________________________ (((( grippingas compelling as any dramatic feature youre likely to see this year Mark Naglazas, The West Australian _______________________________________________________________ 9/10 Youll want it to be lengthyTry to see it in a cinema as this is a group experience, w here(predicate) everyone gasps at the same moments. Rob Lowing, Sun Herald _______________________________________________________________ (((( utterly fascinatinga very slick presentation, and the story it presents has enough twists and turns to keep an audience enthralled. Tracey Prisk, Sunday Telegraph _______________________________________________________________ ((((( documentary gold a brain-twisting, humorous journey which will leave you wide-eyed with a mix of wonder, admiration and disgust. Like a true-life Catch Me If You Can with chicks. Annika Priest, Melbourne Leader _______________________________________________________________ (((( A fascinating, clever documentary. Sunday Mail (Adelaide) _______________________________________________________________ (((( spellbindinghooks the viewer in a gripping piece of on-the-fly filmmaking Jeff Crawford, Messenger Newspapers (Adelaide) ___________________________________ ____________________________ (((( SBS Movie Show _______________________________________________________________ Fair minded and meticulously researched Vicky Roach, Marie Claire ______________________________________________________________ Forbidden Lie$ is a dazzling performance, both by Khouri and director Anna Broinowski Martyn Pedlar, Three Thousand _______________________________________________________________ Shot and constructed like a courtroom drama Susan Skelly, The Bulletin _______________________________________________________________ The real coup here is the unlimited access to Khouri herself, who jumps at the opportunity to tell her side of the storythis absorbing documentary is a thought-provoking conversation starter well worth(predicate) catching. Matt Riviera ______________________________________________________________ A compelling yarnForbidden Lie$ looks likely to endure as its subjects monument. Jake Wilson, The Age Every great abomination says someth ing about the times we live in. Warren Beatty, THE HEIST pic S Y N O P S I S How often do you get inside the mind of a con woman one of the best ever, according to the Chicago cop desperate to shroud her go across? Norma Khouri is a thief, a saint, a seductress and a sociopath depending on whos talking. Men want to marry her, Islamic extremists want to kill her and the global publishing industry wishes shed just disappear.Those she duped with her best-selling true story about the honour killing of her best friend Dalia in Jordan, Forbidden Love, number 500,000 readers, publishers and journalists in 15 countries. But her victims dont end there. When Normas book was exposed as a fake by Australian journalist Malcolm Knox in July 2004, the world learned that Norma was not, as shed claimed on Western chatshows, a Jordanian Catholic virgin on-the-run from bloodthirsty Muslim patriarchs whod placed a fatwah on her head for her outspoken campaign against honour crimes in the Middle Ea st, but 34 year old Norma Bagain a. . a. Touliopoulos, a married Chicago real-estate agent and mother of two, under investigation since 1999 by the FBI for one million dollars of fraud. Knoxs scoop rocked the literary world and prompted the FBI to reopen their files on Norma. Norma took a lie sensor test in self defence, sued Knox for defamation, dumped her kids with ex-heroin addict and tart-with-a-heart of gold Rachel Richardson in Bribie Island Queensland, and fled to the U. S. A with $350,000 in advances still owing to her outraged Publishers. Shes been in hiding ever since. And now she wants to talk.Weaving between the literary salons of London, the mosque-lined vistas of Jordan, the beachside suburbs of Queensland and the seamy Chicago backstreets of Normas dubious past, FORBIDDEN LIE$ pits Normas tale against the stories of those she conned. Theres Mary Baravikas, who died in an underfunded Chicago hospital after Norma alledgedly cashed in her life savings and stole her hou se. Theres Rachel Richardson, $15,000 poorer thanks to Norma, who still swears her friend is a good-natured person whod bake pies for everyone in the street shes just got dark secrets only she can answer.And theres Normas estranged husband with alledged ties to the Chicago mob, John Toliopoulos, whom Norma claims forced her to commit her crimes at gunpoint. Meanwhile, Forbidden Love has just been released in the Arab world as fiction, Middle Eastern women concern to be murdered by male relatives in crimes of honour with apparent impunity, and Human Rights Groups have yet to receive a cent of the royalties Norma Khouri promised them.Jordanian honour crimes activist Rana Husseini, furious at the damage that Normas fake book has done to her cause, is demanding to know why the 73 factual errors in Forbidden Love slipped past publishing giants Simon & Schuster, Random House and Transworld just before the Iraq invasion, when racist potboilers about evil Muslim men with mysteriously vei led women on the covers were selling like hotcakes. So who was really cashing in? Who is to blame?And does it matter that Norma lied? FORBIDDEN LIE$ lets you be the judge. As we follow Norma to Jordan to meet with people she says will prove that Dalia existed, that she was murdered, and that the media has lied, we also investigate Normas criminal past. Will the FBI arrest her? Is her passion to stop honour crimes genuine, or just a overbold con? Who do you believe, as you watch Normas web of stories spinning ever faster, ensnaring everyone, including the film drawr?Is she a calculating sociopath, a damaged soul desire the limelight, a genuine martyr, or simply a monster of our age, who states that if Bush and Blair can spin the truth about WMDs to justify bombing innocent people then why cant I spin Dalias story to save women from being murdered on a daily ground? In a spin-driven era, as the lines between truth and fiction grow increasingly blurred, FORBIDDEN LIE$ is a real-l ife thriller for our time. Weaving murder, deceit, greed, the East/West clashing and an transnational literary scandal into a web that entangles us all, Norma Khouris real-life drama is even stranger than her fiction.We all love watching a prospered con story the more dangerous the better. But this time, its for real. pic Fiction is obliged to stick to possibilities. Truth isnt. MARK TWAIN P R O D U C T I O N N O T E S The marriage between con-artist and filmmaker is a match made in heaven both use a million tiny deceits to manipulate the way we think and feel both are in the business of making illusions real. ANNA BROINOWSKI When director Anna Broinowski read Malcolm Knoxs Sydney Morning Herald article exposing Norma Khouri as a hoax in July 2004, she knew shed found the subject for her next documentary. I wanted to know what kind of woman could be so brilliant that while on the run from the FBI she could reinvent herself as a Jordanian virgin with a Fatwah on her head, write a best-seller, and convince the best publishing and media minds in the world that she was telling the truth. Teaming up with producer Sally Regan in early 2005, Anna invited Norma (then lying low in Chicago) to fly to San Fransisco to attend the premiere of her last documentary, HELENS WAR (about anti-nuclear activist Dr. Helen Caldicott), at the Castro Theatre.Norma liked what she saw, and agreed to tell Anna her side of the story on the condition that Anna make a film putting Honour Crimes back in the spotlight. Anna, potty by Norma, agreed on the first day of the shoot I was telling the crew to hide their credit cards, that Norma was a notorious con-woman by the ternion day, Norma had convinced me that her book was not a hoax, that she was utterly genuine, and that everything the media had written about her criminal past in Chicago was a lie. She promised to take us back to Jordan to prove her friend really was murdered how could I not believe her? Annas journey from Norma con vert to con-victim is just one of several betrayals captured in the labyrinth of Truth and Spin that is FORBIDDEN LIE$. By the time Anna and DOP Kathryn Milliss got to Jordan with Norma (and her American body guard, Jeremey Lackowski), it was obvious that Norma was taking them for a ride. Key witnesses disappeared, locations evaporated, and the actual hairsbreadth salon, in which Norma had promised to introduce Dalias friends to the camera, fell apart when Normas mysterious cousin failed to arrive with the key. I realized I could no longer make a film vindicating Norma that this had become a portrait of a con woman whether I liked it or not, says Anna. Yet through it all, Anna and Norma have remained friends there is a sense with Norma that everything is a game for her, that she relishes the challenge of having to improvise when confronted, of having to convince you to believe her all over again. I cant military service admiring her audacity. The films style was designed to direc tly reflect the mental sleights of hand Norma plays out on her victims. Armed with a 1. million dollar budget, the filmmakers worked hard with visual effects company Resin and DOPs Kathryn Milliss and Toby Oliver to create CGI and in-camera illusions the expense of the round-the-world shoot was offset by filming several of the Jordanian scenes in Adelaide with the imaginative help of designer Robert Webb and his team. Above all, the filmmakers were keen to create a real-life thriller rather than a conventional documentary FORBIDDEN LIE$ owes more to the autobiography structures of con movies like CATCH ME OF YOU CAN and HOUSE OF GAMES than it does to non-fiction genres. What excites me about FORBIDDEN LIE$ is that people walk out with more questions than answers. I dont know if we got to the bottom of who Norma is, I dont think even Norma knows who she is, says Sally Regan. There can be no absolute conclusion with psyche like Norma, agrees Anna. Should we judge Norma, or the spin- driven climate that allowed her to thrive? If the audience walks out less inclined to trust what they are told, by anyone, especially the filmmaker, then thats a good thing With a successful Australian release through Palace in 2007, 2 AFI wins, Top Ten audience votes at Hotdocs, Melbourne and Adelaide Film Festivals, international prizes including the San Francisco Golden Gate Special jury Prize and the Rome Film Fest Cult Award, and distribution deals in the US, Japan and the Middle East, FORBIDDEN LIE$ is satisfying peoples desires to be entertainingly deceived. Even Norma, now selling car insurance and studying human rights law at night-school in Chicago, has seen the film and enjoyed it.Of course she had an outrageous new comeback to every allegation made against her but all of that is revealed in the DVD, released by Madman in April 2008 pic The public will believe anything, so long as it is not based on the truth. Edith Sitwell T E A M ANNA BROINOWSKI ( film director/Writer/P roducer) is a NIDA acting graduate who has been making award winning films for international audiences for the past ten years. Her 2004 film Helens War portrait of a dissident (CBC/ZDF/FFC/SBS) won an Australian Film Institute award for Best Director (Documentary) and Best Documentary at the Sydney Film Festival Dendy Awards.It was nominated for a Canadian Gemini, an self-reliant Film Award and an Australian Film Critics Circle award. It sold to Sundance Channel, screened theatrically in Australia and the US and toured the UK as part of the 2005 British/Australian Film Festival. devil of Annas other documentaries, Hell Bento (SBS/AFC) and Sexing the Label (SBS/FFC), both had theatrical releases, screened at several international film festivals, sold widely overseas, and can still be found in the cult section of Australian video stores.Annas other films are Romancing the Chakra (ABC/FFC) and the shorts Tsunami (part of the Slamdance DVD 12 angry Women) and Burqa (part of the 2004 Oz feature Time to Go John. ) Annas past awards include Best Australian Documentary (Sydney Film Festival), 1 Bronze and 1 Silver Plaque (Columbus Film Festival), Best Documentary (Film West) and Best Documentary Director (Films des Femmes, France). SALLY REGAN (Producer) was awarded the Kenneth Myer Fellowship upon graduation from the Australian Film tv set and Radio School and has produced film and television in Australia, Europe, Asia and America for the past 15 years.Her documentary, First Look, won the Fuji award, and her short film, Swerve, opened the Berlin Film Festival. In 1997 Sally won the AFC intelligibly Australian Script Editing award. From 1999 to 2003 Sally was Business Affairs Manager of Documentary Production at Film Australia, Australias leading documentary agency. Since then, she has co-produced the international Russell Crowe-narrated series The Colour of War, and produced National Treasures, Korean Anzac, Peter Berners Loaded Brush and Road to Tokyo.Sally is currently developing a number of projects, including the feature film Axe Fall, a recent participant in the competitive NSWFTO Aurora script workshop (the development stomping ground of acclaimed Australian dramas SOMERSAULT and LITTLE FISH). We are never deceived we deceive ourselves. GOETHE pic M A I N C A S T The ArtistNorma Khouri The PressMalcolm Knox Rana Husseini Caroline Overington Jon Yates The LawDet. Ed Torian, NYPD Frank Bochte FBI diffuse Lawkowski The FriendsRachel Richardson Kara Elliott Maree Elliott The ClanJohn ToliopoulosMajid Bagain Cousin Faris Asma Bagain The LiteratiPatrick Walsh Larry Finlay David Leser The ActivistsDr. Amal al Sabbagh Nadia Shamroukh The MuscleJeremy Lackowski John Akdikman Anna Hermann The MedicsCharles v. Ford MD Dr. Mumen Hadidi Dr. Hani Jahshan Dr. Nasri Khoury The ActorsDalia Linda Mutawi Mohammed Shahin Azimi Mahmood Fariborz Zareei Michael Farhad Noori Norma Sara Azadegan M A I N C R E W Director/writerAnna Broinowski ProducersSally Regan and Anna Broinowski CinematographersKathryn Milliss and Toby Oliver ACSEditorsAlison Croft and Vanessa Milton Titles/CGIResin 35 mm Blow-up/additional CGITim Trumble Sound design and MixCraig Carter and Peter Smith Drama designerRobert Webb Covers composerMax Sharam Completed July 2007 Format 35 mm Sound6 track Dolby Duration 104 minutes FORBIDDEN LIE$ was produced by the Film Finance Corporation Australia, produced and developed in association with the New South Wales Film and Television Office, and produced in association with the South Australian Film Corporation, the Adelaide Film Festival and Palace Films.It was developed and produced with the financial assistance ofthe Australian Film Commission and the Australian Broadcasting Corporation and developed with the financial assistance of the South Australian Film Corporation. Distributed in Australia and NZ by Palace Films. International Sales by Jonathan page of Becker International. emailprotected com. au US Theatrical r elease through Roxie Releasing, contact Bill Banning at emailprotected com or Rick Norris at emailprotected com and phone (415) 431 3611 pic A half truth is a whole lie. YIDDISH PROVERB

Districts of Dickens London Essay

Charles hellion was born on Friday 7th February 1812 at Portsmouth. His father John Dickens continually living beyond his means and then was finally imprisoned in 1824. 12 year old Charles was removed from school and sent to work in a factory the most terrible period of his life, this child hood p all overty and adversity influenced dickens later views on social reform in a country in the throes of the industrial revolution. In the Victorian age queen Victoria was on the throne and reigned over an empire, we were seen as very well-knit and powerful.All the British race became very arrogant and we thought we were more superior to the rest of the world. In the workhouse north of capital of the United Kingdom a young womanhood who has arrived in an exhausted conditions gives birth to a boy, and dies. Looked after over by the ill-natured Mrs Corney. Mr bumble, transfers him aged nine to the workhouse itself and he is set to work picking oakum. When Oliver causes whatever trouble by asking for nigh more food the authorities decide to put Oliver into the trade.He becomes apprenticed to Sowerberry, an undertaker. A nonher apprentice Noah Claypole insults Olivers at rest(predicate) mother, Oliver attacks him and is cruelly punished by the Sowerberrys. He runs away to London, and in Barnet he meets with a boy thief, Jack Dawkins, The Artful Dodger, a member of a pickpocket gang run by Fagin, a Jew. Oliver is horrified to see them pick pocket of an old gentleman, Mr Brownlow, at a book stall, runs away, and is captured and taken forward a magistrates but the bookstall keeper has seen the true robbers.Oliver is taken to MR Brownlows house in Pentonville, where the housekeeper, Mrs Bedwin, nurses him through an illness. He is treated with kindness and affection for the offset printing time in his life and is delighted. But Fagin plots to recapture him. He engages Bill Sikes, a brutal robber, and Nancy, his mistress, likewise a member of the gang, to bring Oliver back. Sikes takes Oliver by iniquity to Chertsey to carry out a robbery on the house of a Mrs Maylie. When the alarm is given Sikes takes fright and escapes, and Oliver is shot and wounded.Mrs Maylie and her adopted niece, blush wine, takes him in, and he settles with them, becoming a house hold favourite. Rose gets a serious illness. Mrs Maylies son, Harry arrives on her recovery and begs her to marry him. She refuses. During his good life with the maylies, Oliver catches glimpses of MONKS a sinister man who plant life with Fagin to try and recapture him. Nancy tells rose about Fagins and Monks conspiracy. Sikes, maddened by Nancys supposed treachery, rushes back to his own room, awakens her from sleep and clubs her to death.A police maraud in which Fagin was arrested. Sikes attempts to escape across the roofs but falls and dies. Oliver returns to Mr Brownlow. Monks, otherwise Edward Leeford, is Olivers half brother. The provisions of fathers will leave money to Oliver on condit ions that he maintains a spotless reputations, and for this reasons Monks has tried to keep the boy in Fagins gang in order to discredit him. Mr Brownlow then adopts Oliver. The structure of Oliver Twist is full of highs and lows because of the epoch of cliffhangers.The structure of the novel makes it more intriguing when Charles Dickens wrote Oliver Twist They were published in instalments, the effect of this made the novel more compelling and made the referee crave for more. The instalments lead to recaps to tie in the events, and the chapter titles worked as a summary of what was going to materialize in each chapter. Dickens narrative technique is cognize as the third person. The third person uses a narrator who watches over events, this helps Dickens to deepen the emotions for Oliver because he can describe everything that happens to him.London was seen as the short letter for work, money and dreams. But there was also a considerable high amount of poverty and hardship, Oliv ers grievance began in the workhouse and later having to thieve for Fagin in return for shelter and food. Crime doesnt pay, but crime was quite common because of the amount of adversity. Good triumphs over evil, Fagin, Bill Sikes and Monks are immoral and corrupt. Mr Brownlow Rose Maylie and Nancy were the trustworthy honest citizens.The moral of the the novel shows Fagin being tried and executed for his crimes, Bill Sikes was hunted down and he hung him self difficult to escape from the law. Monks confessed to trying to discredit Oliver and has to sign over Olivers inheritance. This proves that crime doesnt pay The London setting in Oliver Twist has distinct wealthy and deprived areas. Kennels over flowing, the noise of traffic increasing as you get nearer to the heart and the roads nearly ankle deep with filth and mire, are just some of the problems facing the poorer, slum districts of Dickens London.London is very important in the novel because Dickens uses the every day reality he witnessed to make a social comment about the rich and the poor areas. London is also viewed as a big adventure to the young Oliver and yet in Londons criminal world, dirty deeds take place in the dark, gloomy, dismal surroundings that Dickens describes and it is here in this place of dirty squalidness that where all the bad behaviour fits. London is the key, which changes Oliver. His dark and bleak emotions match the locations and this is because of the grim surroundings.The cold, wet shelter less midnight streets of London is meant to make the reader looking depressed and sorry for Oliver and show you the reality of London. As Dickens saw it. The historical and cultural text of the novel tells the reader about the miserable reality. Dickens knew that many of his readers had a lack of sense of humour you can tell this by the way Dickens wrote because he included scenes of reality rather than humourous clips. Original readers would of reacted strongly to the setting and some f ound the descriptions unpleasant and too detailed.The links between crime and poverty are that in many cases people have to steel to live. Dickens showed the injustice between the wealthy and the poor, and how the poor were badly treated and living in slum housing Dickens also responded to this by saying that crime really does exists such as Jack Dawkins, Fagin, and Bill Sikes should be painted in all their wretchedness, in all their daub and in all their squalid misery of their lives, to show them as they really are, for ever skulking uneasily through the dirtiest paths of life.When Oliver was young he lived in a workhouse, it was an extremely appalling and uncompromising place. The staff that ran the institute were ruthless, threatening and harsh. They treated the inmates badly and inadequately. They worked long hours, with little poor quality food. The staffs were more often than not corrupt eating and drinking luxuriously whilst the inmates starve.

Law Essay

Administrative Action Are builds of legal followup so sick defined that they enable the courts to pick and choose the cases in which they will grant judicial follow-up? Should that be the case? Introduction Substantive Grounds of refresh Un reason Un sightlyness as a ground of review is difficult to define with any clarity or certainty and as a direst result has often been brand as a caper ridden aspect of administrative law.The concept of Wednesday unreasonableness, formulated in the case of Associated Provincial Picture Houses v. Wednesbury Corporation 1948 and further developed in Council of Civil Service Unions v. minister of religion for the Civil Service 1985 per Lord Diplock was that courts would intervene to correct an administrative action found on the ground of reasonableness exclusively if it was so outrageous in its defiance of logic or accepted moral models that no sensible person who had applied his mind to the question to be decided could have arrived at it . Indeterminacy as to the definition of Unreasonableness Poorly defined grounds of review? The concept of unreasonableness as propagated by Lord Greene and follow by Australian courts is inherently indeterminate. Whether a particular purpose is reasonable or non is often nothing more(prenominal) than a question of story and legal opinion by the courts. This creates an overt sense of arbitrariness which then c completelys into question the consistency and subsequently effectiveness of such a ground of review as illustrated by case law.The effectiveness of unreasonableness as a ground of review was blatantly called into question in the case of Chan v Minister for Immigration and heathenish Affairs where the superior courtyard and the national Court differed in opinion as to what constituted unreasonableness which was manifestly unfair. This apparent inability of the courts to do a consensus on what precisely constitutes the required degree of unreasonableness in order to al low a reversal of the disputed administrative end calls into question the consistency with which it can be applied by courts.Although subsequent cases (Prasad v Minister for Immigration and Ethnic Affairs/ Luu v Renevier/ Minister for Aboriginal Affairs v Peko-Wallsend) seemed to prefer an lofty edition of unreasonableness, in neither of these cases can it be said that the delegates decision represented something that was manifestly unfair or consuming as required by Lord Greenes original version. Conversely, it can be argued that the Federal Court simply reviewed the merits of the case and substituted its decision for that of the original one.In these cases although it was difficult to reach the conclusion that the decision was so unreasonable that no reasonable person would have come to them, that is exactly what the courts did. This further prompts arguments that the ground of unreasonableness is so poorly defined that courts can pick and choose the cases in which they grant judicial review. The wider the interpretation of unreasonableness greater the risk that courts are in essence given greater luck to conduct a merits based review with the effect being that judicial review becomes less effective as it loses the element of consistency.In light of this realization, this ground has of late come under close scrutiny by both the judiciary and the legislature. Where unreasonableness does exist as a ground of review, both the towering Court and the Federal Court have held unequivocally that it mustiness be strictly construed and that the courts must abstain from using unreasonableness as a guise to hear an appeal and so engage in merits review of a case.In the cases of Minister of immigration and Ethnic Affairs v Eshetu and Minister for Immigration and Multicultural Affairs v Betkhoshabeh, the Court open up strict constraints for unreasonableness, insisting that it is only to be used in the most extreme of cases and that the review should only extend to the legality of the decision. These cases clearly cacography a turnaround from the earlier approach in Prasad. In essence his ground of review has been narrowed so that it is to be used only where thither is unreasonableness in the very strict sense of the word such that courts can only intervene where only one possible conclusion could have been reached by the decision maker but was not so reached. Therefore precisely defining this ground of review is impossible due to conflicting drives to eclipse in unreasonableness as a ground of review as opposed to limiting its scope excessively.Proponents of the restrictive approach advocated in Eshetu would argue that a wider interpretation and application of unreasonableness may eventuate in judicial review extending to the merits of a case and possibly usurping the administrative process. withal to restrict unreasonableness as a ground of review to that extent runs the risk of marginalizing this ground to the effect of making it redun dant. This then gives birth to the possibility that occasions where judicial review was warranted due to the oppressive spirit of administrative decisions would go unchecked.There must be a ground of review that can capture decisions such as that in Chan that would otherwise escape scrutiny. except the arguments for and against a restrictive approach to interpreting unreasonableness do not of themselves remove other elements of unreasonableness as a ground of review that are poorly defined. The requirements for something overwhelming or for the evidence to support only one possible conclusion are no more determinate than those of the concept of reasonableness itself.There still exists the need for courts to engage in an evaluative, value laden inquiry as to the reasonableness (or the extent in that respectof) of a decision and this necessarily involves delving into the merits of a decision preferably than its legality. The demonstrate of whether a decision is reasonable then hi nges upon whether the evidence has been considered with propriety and sensibly and it is precisely this which makes the test one of poor definition.In determining whether the available evidence was reasonably interpreted, even considering the more recent restrictive approach propagated by courts, the courts are essentially disagreeing with the decision under review on an indeterminate ground. The danger of asshole judicial incursion into the merits of the decision remains present despite its strict construction. Violating the Distinction between merits and judicial review Poorly defined grounds of review?Although courts can justify judicial review on the basis of Wednesbury unreasonableness, this justification is limited in that the courts cannot intervene simply because they do not agree with the administrative decision or view the facts antitheticly. The distinction between judicial and merits review requires that courts only concern themselves with the question of whether the decision maker had acted within the confines of his spot subject to the egressions of relevancy, proprietary of purpose and unreasonableness.In no way must they concern themselves with the appropriateness of nor the policy considerations behind the decision in a bid to order or criticize the policy. To do so would amount to a merits review and this would be contrary to the rule that the final authority on the merits of a decision should be the body vested with the discretional power to do so by Parliament.The surmise behind this is that although Courts have the constitutional authority to review decisions of the other accouterments of government, there is an ever present danger that they might extrapolate this duty excessively and effectively exercise the power vested by Parliament in the aboriginal decision maker, hence substituting their decision for that of the intended decision maker. This would amount to a radical breach of the doctrine of Separation of Powers due to the courts exercise of a surrogate political process in direct and conflictual contravention of the notion of Parliamentary sovereignty.The aggregate effect would be a decay of our established frame of parliamentary democracy as the courts are neither democratically elected nor politically accountable. The credibility and legitimacy of both the judiciary (and judicial review) and the Constitutional plug against excesses by any arm of the Government would be impaired should such a development occur. However the problems surface when there is attempt to apply the theory to work. Judicial review, despite the grounds on which it is justified, ecessarily involves a process that is evaluative, with emphasis on examining the merits of a decision. When this is compounded by the fact that a conferral of discretionary powers are done so in language that often lacks clarity and is open-ended, it is not too remote to state that courts, in their attempt to evaluate the reasonableness of a decisio n, will have to embark upon the path of a value-laden judgment about whether there was a breach of the confines of the discretionary power.This inherent problem within grounds of review is particularly exacerbated in the case of Wednesbury unreasonableness because, although the enacting statue would include the requirement of reasonableness, it will inconveniently leave out the definition of reasonableness, hence creating more room for an evaluative process by the courts. This then amounts to a process of pitting a contested decision against an ideal standard of reasonableness, a standard which has to be construed by the courts.It is then no surprise that the result is often an opaque and loose standard which tends to veer towards the substantive elements of a decision rather than the procedural elements. The fundamental problem of Wednesbury unreasonableness as a ground of judicial review is that the trigger for raising this ground is the disputed quality of the administrative deci sion. and then what this amounts to is an intervention by the courts in lieu of the merits of the decision, hence blurring the distinction between legality and merit.When courts attempt to evaluate the legality of administrative action on the dingy grounds of unreasonableness, they risk justifying a merits review as judicial review and hence risk an intervention based on their construction of unreasonableness and not based on the legality of the decision in question. Procedural Grounds of review Bias Bias is a failure to have an open mind on the issues. Actual bias, a closed mind, may lead to other reviewable errors but exists as a separate ground of review.Bias as a ground of review also looks at the perceptions and a decision may be set aside for a perception of bias, whether there was any or not. The test is whether a fair disposed(p) lay observer would perceive a possibility of bias. This portion of the essay deals with judges continuing to act in a decision making process when they have an interest in the outcome of the case. A judge with a financial interest in a decision is not automatically barred from hearing the case and is only barred if the interest was such as to create a perception of bias Ebner v appointed Trustee in loser (2000)The distinction between actual bias and an grab of bias is that for the latter there needs to be no issue of whether the judicial officer might or did in fact bring an impartial mind to the resolution of that case. All that is required is that he might or might have brought an impartial mind to the resolution of the case. The High re-defined the apprehension of bias principle in Ebner v Official Trustee in Bankruptcy (2000) such that the governing principle now is that a judge is disqualified if a fair minded lay observer might reasonably forecast that the judge might not bring an impartial mind to resolving the case at hand.The principle may also need to be limited in the case of some administrative decision makers , to recognize and accommodate the different legal framework within which administrative decisions are made. Indeed, in Minister for Immigration and Multicultural Affairs v Jia, the High Court made it clear that the application of the Ebner principles will depend on the lot of the case at hand. Judicial officers, by virtue of their public duty do not lose their rights as citizens to engage in a mysterious life and enroll in all that a private life necessarily entails.Therefore to assert that there will be conflicts of interest between the public duty and private life of judicial officers seems to be an otiose argument. Any argument that this conflict of interest could result in bias, hence forming a ground for review must then be contemplated with skepticism. Interest The prominence of financial diversity, prevalent interest in shareholding, necessity of investing in superannuation and its related equity funds all result in a significant number of judicial officers, like their c ounterparts in other professions to have an interest in in public listed companies.These publicly listed companies are not only the dominant incumbents of their industries but also, as a result of their expansive service production, likely to be involved in litigation periodically. Therefore there is potential scope for litigants to argue that there should be judicial review of a decision made on the basis of an apprehension of bias because of the pecuniary interest of the judge in the case. However, the resolution of most cases involving large companies is unlikely to be significant in affecting the value of a shareholding.Hence shareholdings in large companies will not be disqualifying factors in most proceedings. The proportion of the shares held to the value of the company as an aggregate is likely to be insignificant such as to warrant an intervention on this account. Association There is no clear touchstone that can provide an easy method acting of identifying what might be a disqualifying stand and this could provoke arguments that this ground of review is poorly defined and arbitrary. Obviously a judicial officer cannot command in a case in which he or she is a caller or in which a close relative is companionship.On the other hand, the judicial and planning appeal systems would be unworkable if a member was disqualified simply because they knew a party, let alone a representative of a party. The High Court has stated that a reasonable apprehension of bias may exist where the presiding judge has a substantial personal relationship with a party to, or a person involved in, proceedings or a substantial personal relationship with a member of the family of that party or person. However what constitutes a substantial personal relationship may, in practice, be elusive.Much depends on the nature, duration and closeness of the relationship. The High Court decision in Bienstein v Bienstein, which established the general principle that a judge is not disqua lified from hearing a matter simply because, when a barrister, he or she has appeared for a party in the past. The recent decision of the House of Lords in Gillies v Secretary of State for Work and Pensions is illustrative that, in the case of an expert tribunal or court, a relationship with the agency whose decision was under review might not be a disqualifying factor.The House of Lords considered that a fair minded observer, who had considered the facts properly, would appreciate that professional detachment and the ability to exercise an independent judgment lay at the heart of such decisions. No-one is immune from a complaint of grok bias. Judges cannot be expected to be value-free. Conduct Sometimes the conduct of a judicial officer may be such that a reasonable person may apprehend that the matter might not be decided impartially.But this does not mean that a judicial officer cannot have an opinion about the general reliability of a witness who regularly appears before a cour t or tribunal provided that the officer is open to persuasion and does not make comment indicating prejudgment. It must be stressed that the expression of tentative views, designed to elicit relevant submissions, does not constitute bias nor create a reasonable apprehension of bias. Indeed, this practice actually enhances procedural fairness by alerting the parties to the thoughts of the tribunal and providing them with an opportunity to persuade the tribunal to adopt a different course.Demands to disclose interests or associations When should a judicial officer respond to questions about their interests or associations? There are different schools of thought as to the appropriate practice to adopt when a judicial officer is asked about his or her interests or associations. My view is that, within reason, it is better to answer specific questions in relation to existent matters in order to put minds at rest or, if minds are not put to rest, to require the parties to confront the po tentially disqualifying interest or association and identify the logical connection this may have with a partial adjudication.However a judicial officer should not feel compelled to identify and disclose all possible interests and associations, direct and indirect, whether or not relevant to the case at hand. And there is certainly no obligation to answer questions about opinions, values or attitudes. Effect of non-disclosure of non-disqualifying interest What happens if a judicial officer does not disclose an interest or association which might have been disclosed as a matter of prudence (on the asis that it was potentially disqualifying), but, when revealed, was not ultimately found to be a disqualifying interest or association? In Ebner, the majority of the High Court thought it necessary to distinguish between considerations of prudence and requirements of law. The court considered that, as a matter of prudence and professional practice, judicial officers should disclose interes ts and associations if there is a serious possibility that they are potentially disqualifying.But it thought it was neither useful nor necessary to describe this practice in terms of rights or duties. olibanum if a judicial officer does not disclose a non-disqualifying interest or association, his or her silence cannot reasonably support an inference of want of impartiality. coating The High Court has emphasized that judicial officers should not be too ready to disqualify themselves when confronted with an insubstantial objection, lest that this will lead to forum shopping.But the same does not go to disclosure of potentially disqualifying interests or associations. Quite apart from any moral responsibility, recent decisions have shown the practical virtues of disclosure in circumstances of any doubt. But in determining any objection a court or tribunal should apply a method that requires there to be some logical connection between the alleged disqualifying matter and an inability to impartially determine the proceeding.