Free Essay

The Woman in Black

In:

Submitted By Edward2901
Words 4856
Pages 20
Unit 1 Government Policies and the Public Services

[pic]

Assessment Book
(Credits 10)

| |Eddie Maylor |
|Student Name | |
|Start of Unit Date |24 September 2012 |
|Completion of Unit Date | |
| |Unit Tutor: James McQueen |
|Group / Course |Diploma in public services |

Learning Outcomes • Know the different levels of government I the UK • Understand the democratic election process for each level of government in the UK • Understand the impact of UK government policies on the public services • Be able to demonstrate how government policies are developed

Unit Criteria Passed

|Pass |1 |2 |3 |

| | | | |
|Tutor |James McQueen | | |
| | |Internal Verifier | |

| | |
|Date issued: |Date due: |
|Student’s Name | |
| | |

This is my own original work and has not been copied from any other person or publication.

|Signed by Student | |Date | |

Please refer to Assessment and Achievement Policy http://intranet/staff/quality/internalverification/assessment-and-achievement-policy-aug04.pdf)

NB: - Assignments for marking will be handed to a named member of staff. This person will enter into a submissions book the date and time of assignment submission.

- All assignments must be submitted by the deadline unless special arrangements have been made between the student and teacher. These arrangements will be explained to you by your teacher.

- You are advised to retain a copy/backup of work submitted.

|Assignment Title: Roles and Levels of Government |Assessment No: 1 |
|Description of Task/Activity (insert here or attach separate brief) |
|SCENARIO |
|As part of a community education section of the local authority you have to give a presentation which shows information of local, national and |
|European government to a group of Year 8 students as part of a PSHE lesson. |
| |
|P1 Outline the responsibilities of the different levels of government in the UK. |
|P2 Describe the role of government departments in relation to public services, including their responsibilities. |
| |
|M1 Explain in detail the responsibilities of the different levels of government in the UK. |
| |
|D1 Evaluate the responsibilities of the different levels of government in the UK. |
| |
|Grading tips: |
|For P1 a brief outline of the responsibilities of various levels of government and elected bodies from local councils through national |
|government to the European Parliament is required. To show the relationship of the tiers of government you should create a hierarchical |
|diagram with Parliament at the top, with a spur off to the European Parliament, and local councils at the bottom. |
|For P2 you must identify a minimum of two government departments and include a basic description of their responsibilities for specific public |
|services. The information needs to include the name of the department, identification of the minister currently responsible for it and a |
|description of the department’s responsibilities for the selected public service(s). |
|As M1 is an extension of the task for P1 you will need to explain the responsibilities that each level of government has in the UK. Evidence |
|can be achieved by including an additional section of information for each level of government with the chart provided to achieve P1. The |
|merit will be achieved if you give examples of how the responsibilities referred to in the chart are managed at the appropriate level of |
|government. |
|To achieve D1 you must evaluate the information that is provided for P1, P2 and M1. You will need to consider the appropriateness of the |
|responsibilities and include comments which express your views. |
| |
|Resources available to assist in completing this assignment A list of websites, textbooks, journals, magazines and other publications which |
|will assist you in completing this assignment is attached. |
| |
| |
|Do risk assessments apply to this assessment/assignment? | |No |
|If yes, do not proceed until you have understood all requirements. |
|Summary of Learning Outcomes: |
| |
|1.Know the different levels of government in the UK |
|Levels of government and their responsibilities: European Parliament; central government; devolved parliaments, local authorities; regional |
|governments; other local authorities; other institutions in the government process, eg the monarchy, House of Commons, House of Lords; branches|
|of government (Executive, Legislative, Judicial); main roles at government levels eg prime minister, government ministers, members of |
|parliament, mayors, council members; London Assembly |
| |
|Responsibilities of government departments and other levels of government for specific public services: the government departments’ |
|responsibilities for the public services, |
|eg Ministry of Defence, Home Office, Ministry of Justice, Department of Communities and Local Government |
| |
|Accountability of public services: inspectorates used to monitor public services activities |
|eg HM inspectorates (constabularies, prisons, probation, Independent Police Complaints Commission, Care Quality Commission, defence vetting |
|agency); local organisations |
|eg police authorities, health authorities, fire and rescue authorities |
| |
| |
| |
| |
| |
| |
| |

ASSESSMENT FEEDBACK FOR BTEC

|Pass Criteria |Feedback/comments (please be specific in your formative comments to indicate how the learner may |Criteria achieved |
| |improve) |(please initial and date when achieved |
|P1 – Outline the responsibilities of the different levels of | | |
|government in the UK. | | |
|P2 – Describe the role of government departments in relation to | | |
|public services, including their responsibilities | | |
| | | |
| | | |
| | | |
|Merit Criteria | | |
| | | |
|M1 – Explain in detail the responsibilities of the different levels | | |
|of government in the UK. | | |
| | | |
| | | |
| | | |
|Distinction criteria | | |
|D1 – Evaluate the responsibilities of the different levels of | | |
|government in the UK. | | |
| | | |
| | | |

OVERALL GRADE ACHIEVED(if applicable) UNIT CRITERIA MET

Assessor signature ……………………………………………………...................…… Date ………………….

Internal verifier signature ………………………………………………………………. Date…………………...

ASSESSMENT/ASSIGNMENT FRONT SHEET (continued)

|Overall Assessors Feedback Summary: (Include strengths and aspects to be developed) |
| |
| |
| |
| |
| |
|Not yet achieved in this assignment: |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| | |Resubmission Date: |
| | | |
| | |Hand in Date: |
| | | |

|Student’s Feedback |Yes |No |Comments |
| | | | |
|Were you clear what you had to do? | | | |
| | | | |
|Were you clear how your work would be assessed/graded? | | | |
|As a result of your Assessors feedback, are you clear what | | | |
|you did successfully/where you went wrong? | | | |
| | | | |
|Do you understand and accept the result? | | | |

[The College has an Appeal Against Assessment Procedure available at Learning Centres and Student Admin Offices which you can use if you wish.]

|Qualification/Subject |L3 –Government, Policies and the Public Services |Unit |1 |

| | | | |
|Tutor |James McQueen | |Lesley Billingsley |
| | |Internal Verifier | |

| | |
|Date issued: |Date due: |
| | |
|Student’s Name | |
| | |

This is my own original work and has not been copied from any other person or publication.

|Signed by Student | |Date | |

Please refer to Assessment and Achievement Policy http://intranet/staff/quality/internalverification/assessment-and-achievement-policy-aug04.pdf)

NB: - Assignments for marking will be handed to a named member of staff. This person will enter into a submissions book the date and time of assignment submission.

- All assignments must be submitted by the deadline unless special arrangements have been made between the student and teacher. These arrangements will be explained to you by your teacher.

- You are advised to retain a copy/backup of work submitted.

|Assignment Title: The democratic election process for each level of government in |Assessment No: 2 |
|the UK | |
|Description of Task/Activity (insert here or attach separate brief) |
|SCENARIO |
|You have applied for a job working for the local council’s electoral department during your summer break. As part of the interview process for|
|the job you need to produce a typed brief which demonstrates your knowledge of elections. In your brief you must: |
| |
|P3 Explain the electoral processes used in UK elections. (Read outcome 2) |
| |
|M2 Compare the electoral processes used at different levels of government in the UK. |
| |
|Grading tips: |
|For P3 Make sure you explain the election process used at local and national level and for M2 make sure you can draw clear comparisons, this |
|means identifying the similarities and differences between local and national processes. You are advised to state who can stand for election |
|and what criteria needs to be met by a candidate for election. You are also advised to state some advantages and disadvantages for different |
|voting systems. |
| |
|Resources available to assist in completing this assignment A list of websites, textbooks, journals, magazines and other publications which |
|will assist you in completing this assignment is attached. |
|Notes: |
|Your brief is to be presented in an acceptable format and should be checked for correct English and spelling before being handed in for |
|assessment. |
|Your completed paper is to include an Appendix listing details of all resources used in completing your assignment. |
|Do risk assessments apply to this assessment/assignment? | |No |
|If yes, do not proceed until you have understood all requirements. |
|Summary of Learning Outcomes: |
| |
|2. Understand the democratic election process for each level of government in the UK. |
|Democratic election processes: who is entitled to stand for election; candidate selection processes; theinfluence of the party system on |
|elections; representatives; period of election; publicity and electioneering activities undertaken; the voting processes eg personal, postal, |
|electronic; election day activities for different elections, eg general elections, local elections eg parish, district, county, metropolitan |
|boroughs elections; responsibilities of elected bodies; voting systems used eg first past the post (FPTP), single transferable vote (STV), |
|alternative vote (AV), proportional representation (PR). |
| |
| |
| |
| |
| |

ASSESSMENT FEEDBACK FOR BTEC

|Pass Criteria |Feedback/comments (please be specific in your formative comments to indicate how the learner may |Criteria achieved |
| |improve) |(please initial and date when achieved |
|P3 Explain the electoral processes used in the UK | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Merit Criteria | | |
|M2 – Compare the electoral processes used at different levels of | | |
|government in the UK. | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Distinction criteria | | |
|Not applicable | | |

OVERALL GRADE ACHIEVED(if applicable) UNIT CRITERIA MET

Assessor signature ……………………………………………………...................…… Date ………………….

Internal verifier signature ………………………………………………………………. Date…………………...

ASSESSMENT/ASSIGNMENT FRONT SHEET (continued)

|Overall Assessors Feedback Summary: (Include strengths and aspects to be developed) |
| |
| |
| |
| |
| |
|Not yet achieved in this assignment: |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| | |Resubmission Date: |
| | | |
| | |Hand in Date: |
| | | |

|Student’s Feedback |Yes |No |Comments |
| | | | |
|Were you clear what you had to do? | | | |
| | | | |
|Were you clear how your work would be assessed/graded? | | | |
|As a result of your Assessors feedback, are you clear what | | | |
|you did successfully/where you went wrong? | | | |
| | | | |
|Do you understand and accept the result? | | | |

[The College has an Appeal Against Assessment Procedure available at Learning Centres and Student Admin Offices which you can use if you wish.]

|Qualification/Subject |Extended Diploma Level 3 Public Services |Unit |1 |

| | | | |
|Tutor |James McQueen | | |
| | |Internal Verifier |Lesley Billingsley |

| | |
|Student’s Name | |

This is my own original work and has not been copied from any other person or publication.

|Signed by Student | |Date | |

Please refer to Assessment and Achievement Policy

NB: - Assignments for marking will be handed to a named member of staff. This person will enter into a submissions book the date and time of assignment submission.

- All assignments must be submitted by the deadline unless special arrangements have been made between the student and teacher. These arrangements will be explained to you by your teacher.

- You are advised to retain a copy/backup of work submitted.

|Assignment Title: |Assessment No: 3 |
|Policy Impacts on the Public Services | |
|Date set: | |Date to be submitted: | |
|Description of Task/Activity (insert here or attach separate brief) |
| |
|Task 1: |
| |
|To achieve P4, you must describe the impact of two government policies on different public services. |
| |
|You must cover a minimum of two government policies, saying how each policy has impacted on at least two public services. |
| |
|Example 1, Human Rights Act (The right to Protest) effects on police at RAF Fairford 1998 or student protests in London related to University |
|fees and EMA 2009. |
| |
|Example 2, Equal opportunities - armed services 24 hour ration packs provision for different religious beliefs. |
| |
| |
|Task 2: |
| |
|M3 is an extension to P4, and requires you to fully explain the impact on the public services. |
|This will require evidence of wider reading and an attempt to draw conclusions to your findings from your research. |
| |
| |
| |
| |
| |
| |
|Task 3: |
| |
|D2 Evaluate the impact of government policies positive and negative aspects on the public services and the community they serve. |
| |
| |
| |
|Task 4: |
| |
|To achieve P5, you need to identify how society is affected by government policies. |
| |
|Government policies don’t just affect the uniformed services, they also affect the general public. Understanding how the public can respond is |
|very important as some of the policies require a public service presence such keeping the peace. |
| |
|Example1: During the G20 environmental demonstrations in London 2009 the police and ambulance service had a large presence in order to deal |
|with the large numbers of protesters. |
| |
|Example 2: Police and ambulance services dealing with student grant (EMA) protests in London 2010 in dealing with civil disobedience. |
| |
|Example 3: Coal mining strikes in the 1980’s in south Yorkshire and recent strikes by the Royal Mail are both common ways of employees showing |
|that they are unhappy with a government policy. |
| |
|Example 4: Government policies ‘cutbacks’ affect the armed services November 2010. |
| |
| |
| |
|. |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Do risk assessments apply to this assessment/assignment? |Yes |No |
|If yes, do not proceed until you have understood all requirements. |
|Summary of Learning Outcomes: |
| |
| |
|3 Know the impact of UK government policies on the public services |
| |
|Examples of policies affecting different public services: policies that influence all services, eg environmental, civilian, equal |
|opportunities, human rights, financial reductions or increases; policies affecting the military services eg declarations of war, increased use |
|of reserve forces, increased use of technology; links with other international services (NATO, United Nations, combined services activities); |
|policies affecting the emergency services eg fire and rescue station closures in some areas, target setting standards (attendance times, petrol|
|usage, financial targets) |
| |
|Social responses to government policies: how government actions affect the public services eg civil disobedience, demonstrations involving the |
|police and ambulance services, terrorism affecting all the services, meetings that require police attendance, picketing of sites such as |
|military bases and closing companies, sit-ins to prevent road building |
| |
| |
| |
| |
| |
| |
| |

ASSESSMENT FEEDBACK FOR BTEC

|Pass Criteria |Feedback/comments (please be specific in your formative |Criteria achieved |
| |comments to indicate how the learner may improve) |(please initial and date when |
| | |achieved |
| | | |
| | | |
| | | |
|P4. Describe, with examples, the impact of| | |
|government policies on different public | | |
|services, | | |
|P5 Identify how society is affected by | | |
|government policies. | | |
|Merit Criteria | | |
| | | |
| | | |
| | | |
|M3 Explain the impact of different | | |
|government policies on a range of public | | |
|services. | | |
| | | |
|Distinction criteria | | |
| | | |
|D2 Evaluate the impact of government | | |
|policies on public services and the | | |
|community they serve | | |
| | | |

OVERALL GRADE ACHIEVED(if applicable) UNIT CRITERIA MET

Assessor signature ……………………………………………………...................…… Date ………………….

Internal verifier signature ………………………………………………………………. Date…………………...

|Qualification/Subject |Extended Diploma Public Services |Unit |1 |

| | | | |
|Tutor |James McQueen | |Lesley Billingsley |
| | |Internal Verifier | |

| | |
|Student’s Name | |

This is my own original work and has not been copied from any other person or publication.

|Signed by Student | |Date | |

Please refer to Assessment and Achievement Policy

NB: - Assignments for marking will be handed to a named member of staff. This person will enter into a submissions book the date and time of assignment submission.

- All assignments must be submitted by the deadline unless special arrangements have been made between the student and teacher. These arrangements will be explained to you by your teacher.

- You are advised to retain a copy/backup of work submitted.

|Assignment Title: Government Policies |Assessment No: 4 |
|Date set: |1. |Date to be submitted: | |
| |2. | | |
|Description of Task/Activity (insert here or attach separate brief) |
| |
|Role Play Scenario 1. (P6,M4) |
|(Role play day at Cheshire County Council HQ Building /Chester) Date |
| |
|Overview: |
|Townsville is a Unitary Authority. This means it is responsible for many public services including the following - - - |
| |
|Education and schools, Adult social care, Housing, Recreation and leisure, Waste collection, management and street scene, Highways and |
|transportation , Regulatory Services (Environmental health, licensing, parking enforcement etc), |
| |
|Townsville has a population of 200,000 and is split into 18 wards |
| |
|It is a mix of urban and rural communities, industrial towns and market towns, heavy industry and leading edge new technology businesses, |
|dynamic commerce and a strong agricultural and food economy. |
| |
|3% of its population is of minority ethnic background and it has an ageing population with the number of people aged 85+ being forecast to |
|double between now and 2026. |
| |
|A baby boom in the Millennium Year also means that the number of teenagers will increase significantly by 2113. |
| |
| |
|Surveys consistently show that the vast majority of residents like living in their local area and there is a general perception that it is a |
|fairly affluent area. However there are pockets of deprivation. |
| |
|Political Management: |
|The Council operates an “Executive with Leader” model of political management. |
|This means that the full Council agrees the budget and main policy framework to govern how the Services are run. The Executive then makes all |
|the decisions to implement the policies. |
| |
|The Executive consists of 6 members (from the party that has the majority number of seats) in addition to the Council Leader. Each is |
|responsible for a specific area of Council business and/or service |
| |
|• Finance |
|• Community and Environment |
|• Adult Social Care and Health |
|• Education and Children |
|• Recreation and Leisure |
|• Regeneration |
| |
|There are also a number of Scrutiny Committees that review the services provided to people in Townsville and make recommendations for |
|improvement to the Executive. The scrutiny committees are also responsible for ensuring the Executive are doing a good job. |
| |
|Political Composition: |
|There are 50 members of Council:- |
| |
|Main Administration (Purple) 30 |
|Main Opposition (Brown) 15 |
|Other Opposition (Grey) 5 |
| |
| |
| |
|Student Tasks: |
| |
| |
|You will have the opportunity to read and digest all aspects of the scenario prior to the day. |
| |
|You will be allocated a role selected for you by council staff which you will play on the day. (Hence you will be in the purple, brown or grey|
|group). |
| |
| |
|You will need to write up (i) your role on the day (ii) what was the outcome of council meeting which was voted on. |
| |
| |
| |
| |
| |
| |
|Role Play Scenario 2. (P6,M4) |
|Interactive role play session 27-11-12 |
|(Role play session at Parliament / West Minister) |
| |
|Debate - Policy development on stages of an order becoming law or the legal process used to create legislation. |
| |
| |
|Student Task: |
| |
|Which law did you pass through parliament and what role did you play. Please do not forget to analyse the process for the M4 criteria. |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
| |
|Do risk assessments apply to this assessment/assignment? |Yes |No |
|If yes, do not proceed until you have understood all requirements. |
|Summary of Learning Outcomes: |
| |
|4 Be able to demonstrate how government policies are developed |
|Development processes: meetings that will occur to create policies eg cabinet meetings, parliamentary committees and subcommittees, the use of |
|white papers and green papers in Parliament, consultation meetings, public meetings or enquiries; representations from outside government eg |
|from opposition members of parliament (MPs), letters to MPs, MPs’ constituency surgeries |
|The legal processes used to create legislation: the drafting of the statute; laying before parliament; parliamentary readings; voting in House |
|of Commons and House of Lords; signature by the monarch; setting dates of implementation; issuing guidance and directives to public services to|
|support the implementation and identify their accountability; advertisements in media to publicise the law; financing of charities and |
|organisations to assist in the implementation of policies eg Prince’s Trust, NACRO, the crime reduction charity, probation service |
| |
| |
| |
| |
| |
| |
| |
| |

ASSESSMENT FEEDBACK FOR BTEC

|Pass Criteria |Feedback/comments (please be specific in your formative |Criteria achieved |
| |comments to indicate how the learner may improve) |(please initial and date when |
| | |achieved |
|P6 - demonstrate how | | |
|government policies are | | |
|developed | | |
| | | |
| | | |
| | | |
| | | |
|Merit Criteria | | |
| | | |
| | | |
| | | |
| | | |
|M4 - analyse how government | | |
|policies are developed | | |
|Distinction criteria | | |
| | | |
| | | |
| | | |

OVERALL GRADE ACHIEVED(if applicable) UNIT CRITERIA MET

Assessor signature ……………………………………………………...................…… Date ………………….

Internal verifier signature ………………………………………………………………. Date…………………...

Who is Currently Prime Minister in UK? Dave Cameron
Which political party is currently in government? Consertatives
How many ministers make up the Cabinet? 22

Definitions of government and politics

| |Definition |
|Government | |
| |A group of mps that come together to try and get our country tyo do financially better than it is now. Dave |
| |Cameron is the leader of the Conservatives; these are in power until the next general election 2013. If they|
| |get the most votes the next time there is a general election they will be back were they are now making more|
| |crucial plans to get the country back on its feet. |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Politics | |
| | |
| |the art or science of running governmental or state affairs, including behaviour within civil governments, |
| |but also applies to institutions, fields, and special interest groups such as the corporate, academic, and |
| |religious segments of society. It consists of "social relations involving authority or power" and to the |
| |methods and tactics used to formulate and apply policy. |
| | |
| | |
| | |
| | |
| | |

Similarities & differences between Government & Policies

| |Similarities & differences between Government & Policies |
|Government | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Politics | |
| | |
| | |
| | |
| | |
| | |
| | |

In the UK we have many different levels of government these have a direct or indirect impact on our own lives and also the work of the public services.
What do the following levels of government do? (P1)

|Monarch | |
| | |
| | |
| | |
|House of Commons | |
| | |
| | |
| | |
|House of Lords | |
| | |
| | |
|Branches of Government | |
| | |
| | |
| | |
| | |
|Regional | |
|Devolved Parliament | |
| | |
| | |
| | |
| | |
|Regional government | |
| | |
| | |
| | |
|Local | |
|Local authorities | |
| | |
| | |
| | |
| | |
| | |
|County councils | |
| | |
| | |
| | |
| | |

Explain in detail the responsibilities of the different levels of government in the UK. (M1) In order to hit (D1) you need to go into greater detail about the responsibilities off all the above different levels in government. _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student presentation observation sheet (P1,M1,D1) Assessed from observing presentations (Complete sheet at end of every of student presentation)

Title of Presentation Level of Government (eg House of Lords)

House of commons ____________________________________________

Description of the level of government Central government

What is the role of level of government?

Each mp represents different area in the uk. This is so it’s easier to make decisions in that local area

What decisions does the role of government make?

Decisions which they think are suitable to sustain the country in its normal way

Outline the responsibilities of the level of government observed.

To make sure the country is in better hands than it was before they came into government. If not then it is more than probable that they would be voted off on the next election.

Student presentation observation sheet (P1,M1,D1) Assessed from observing presentations (Complete sheet at end of every of student presentation)

Title of Presentation Level of Government (eg House of Lords)

____________________________________________

Description of the level of government _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the role of level of government?

____________________________________________________________________________________________________________________________________________________________________________________________________________________

What decisions does the role of government make? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline the responsibilities of the level of government observed._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student presentation observation sheet (P1,M1,D1) Assessed from observing presentations (Complete sheet at end of every of student presentation)

Title of Presentation Level of Government (eg House of Lords)

____________________________________________

Description of the level of government _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the role of level of government?

____________________________________________________________________________________________________________________________________________________________________________________________________________________

What decisions does the role of government make? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline the responsibilities of the level of government observed._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student presentation observation sheet (P1,M1,D1) Assessed from observing presentations (Complete sheet at end of every of student presentation)

Title of Presentation Level of Government (eg House of Lords)

____________________________________________

Description of the level of government _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the role of level of government?

____________________________________________________________________________________________________________________________________________________________________________________________________________________

What decisions does the role of government make? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline the responsibilities of the level of government observed._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Student presentation observation sheet (P1,M1,D1) Assessed from observing presentations (Complete sheet at end of every of student presentation)

Title of Presentation Level of Government (eg House of Lords)

____________________________________________

Description of the level of government _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the role of level of government?

____________________________________________________________________________________________________________________________________________________________________________________________________________________

What decisions does the role of government make? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline the responsibilities of the level of government observed.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student presentation observation sheet (P1,M1,D1) Assessed from observing presentations (Complete sheet at end of every of student presentation)

Title of Presentation Level of Government (eg House of Lords)

____________________________________________

Description of the level of government _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the role of level of government?

____________________________________________________________________________________________________________________________________________________________________________________________________________________

What decisions does the role of government make? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline the responsibilities of the level of government observed._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student presentation observation sheet (P1,M1,D1) Assessed from observing presentations (Complete sheet at end of every of student presentation)

Title of Presentation Level of Government (eg House of Lords)

____________________________________________

Description of the level of government _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What is the role of level of government?

____________________________________________________________________________________________________________________________________________________________________________________________________________________

What decisions does the role of government make? ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Outline the responsibilities of the level of government observed.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Government Departments Many government departments have responsibility for one or more public services. The uniformed public services fall into several different ministries. (P2)

For each department identified, can you outline their responsibility? (P2)

1._________________________________________________________________

___________________________________________________________________

2.__________________________________________________________________

___________________________________________________________________

3.__________________________________________________________________

___________________________________________________________________

4.__________________________________________________________________

___________________________________________________________________

5.__________________________________________________________________

___________________________________________________________________

6.__________________________________________________________________

___________________________________________________________________

[pic]

Accountability of the Public Services (P2)

The public services are funded by public money or the tax payer. As this is the case we have the right to know where the money is spent.

Organisations/ Departments:

Inspectors and HM Inspectors ensure the smooth running of the public services.

The Independent Police Complaints Commission (IPCC)

The Defence Vetting Agency (DVA)

HMI of Prisons for England & Wales

Fire & Rescue Authorities (FRA)

Task: 1

Research the G20 protests April 2009 or the recent student protests in which Ian Tomlinson died.

What role did the IPCC play in both incidents?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Accountability of the public services:

Task 2

What might happen to the public if there was no way to complain about unfair treatment?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Task 3

In your opinion did the Government take the correct course of action in dealing with the riots in England July 2011?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Governments in the UK/ Devolved Governments

[pic] [pic] [pic]

[pic] [pic]

Draw an arrow to the location on the map of the devolved government.

Welsh Assembly Cardiff

Number 10 Downing Street London

Scottish Office Edinburgh

Northern Ireland Executive Belfast

Election Process

In the UK the most common elections are the general election and the local elections. (P3)

Complete the diagram facts related to general election:

[pic] [pic]

Local elections:

These take place every _______________ years.

Who is the Local Conservative MP for EP & Chester?________________________.

Explain the Electoral Process in the UK (P3)

What does ‘First Past the Post’ mean?

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[pic]

What is a referendum?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[pic]

[pic]

Compare the election process used at different levels of government in the UK or explain the similarities and differences between the local and national process. (M2)

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Know the impact of UK government Policies on the

Public Services (P4)

|Policies set by Government |Effects on Public Services |
|Human Rights Act 1998 | |
|(Example) | |
|In 2006 The Police were found to be in ‘breach’ of the Human Rights | |
|Act 1998 in that they prevented peaceful anit- war demonstrators | |
|attending a protest outside a US forces base in Glouchestershire. | |
|The US troops regard the base as their own soil and any protesters | |
|on it they would react in lethal force/ hence shooting. | |
|Financial reductions | |
| | |
| | |
| | |
| | |
| | |
|Equal Opportunities | |
| | |
| | |
| | |
| | |
| | |
|Policies set by Government |Effects on Public Services |
| | |
|Environment | |
| | |
| | |
| | |
| | |
|Military operations | |
|UK Military operations with NATO | |
| | |
| | |
| | |
|Fire Service Closures | |
| | |
| | |
| | |
|Target setting | |
| | |

Starting a Campaign

(You may decide to approach your local MP regarding your campaign)

Use the map below to generate ideas about what you might want to campaign about in your local or national area. (P5)

Now having generated some ideas choose one and explain your reasons.

___________________________________________________________________

During the campaign you have chosen; what difficulties would you experience during the campaign. Eg (Negative media coverage, threats related to the campaign, resources available to continue the campaign). (P5)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Campaign Action Plan

Create a 6 month action plan for your campaign.

|Month |Action |
| | |
| | |
| | |
| | |
| | |
| | |

Creating a Policy

Common Law; developed over hundreds of years eg Murder an offense since 1861.

Statute Law; every year Parliament passes 100 of laws.

Having completed your campaign you are then going to make it Law.

Stages of Making a Bill: (P6) Analyse (M4)

| |Stage |Explain in your own words each stage of the ‘Bill’ |
| | |(Refer to your campaign) |
|1 |Preparation Stages | |
|2 |The House of Commons | |
|3 |First Reading | |
|4 |Second Reading | |
|5 |Committee Stage | |
|6 |Report Stage | |
|7 |Third Reading | |
|8 |The House of Lords | |
|9 |First Reading | |
|10 |Second Reading | |
|11 |Committee Stage | |
|12 |Report Stage | |
|13 |Third Reading | |
|14 |The Royal Assent | |

Policies (P6)

[pic]Smoking in Public Places.

[pic]Mobil Phone ban.

[pic]Drink driving ban.

‘Government Policy’ can be generated by a number of factors.

• Such factors could be public pressure eg Smoking

• A issue related to public safety eg Drink driving

• A threat such as terrorism eg Detain suspects with any information related to terrorism for 48 days.

Stages of making a policy/ bill

The process of making a law or creating new legislation is a long process that can be very complex.

[pic] [pic]

First Reading

Second Reading

Committee Stage

Report Stages

Third Reading

Lords Stage

Royal Assent

Role of the Public Services

How are the following public services affected by government, policies and laws in the UK? Give one example for each service. (P4)

[pic]

Armed Service:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[pic]

The Police Service:________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[pic]

The Fire Service:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[pic]

The Ambulance Service:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

[pic]

The Prison Service:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Assessment and Grading Criteria Unit 1

|Pass |Merit |Distinction |
|P1Outline the responsibilities of the |M1 Explain in detail the responsibilities of |D1 Evaluate the responsibilities of the |
|different levels of government in the UK |the different levels of government in the UK |different levels of government in the UK |
|P2 Describe the role of government | | |
|departments in relation to public services | | |
|including their responsibilities | | |
|P3 Explain the electoral processes used in UK|M2 Compare the electoral processes used at | |
|elections |different levels of government in the UK | |
|P4 Describe , with examples, the impact of |M3 Explain the impact of different government|D2 Evaluate the impact of different |
|government policies on different public |policies on a range of public services |government policies on a range of public |
|services | |services |
|P5 Identify how society is affected by | | |
|government policies | | |
|P6 Demonstrate how government policies are |M4 Analyse how government policies are | |
|developed |developed | |

-----------------------

Ministry of Justice

Government Departments

Eg. You must be over 18 years old to vote in an election

Facts related to a general election

CAMPAIGN

IDEAS

Similar Documents

Free Essay

The Woman in Black

...THE WOMAN IN BLACK THEMES Little Words, Big Ideas Betrayal Sure, we'll buy that Jennet was betrayed. Her sister forcibly took away her only child and then allowed—at least from Jennet's perspective—him to die in a horrible accident. Way to take care of... Isolation Since The Woman in Black is more or less set in the middle of nowhere among bogs and fogs, it makes sense that a lot of the book is basically a how-to guide on being scared and alone. In the book,... Revenge To Jennet, revenge is a dish best served cold... or hot, or on the side, or fried up in a tasty hash, or pretty much any way she can get it. What we're saying is that this chick likes revenge. Even... Fear Talk about Fright Nights. This is one haunted house that even thrill-seekers are going to want to avoid. The Woman in Black is interested in a lot of things—nature, the Sublime, revenge—but it'... Appearances This isn't one of those horror stories where things aren't always what they seem, and Jennet is no disembodied ghost going bump in the night. She's fully embodied, with eyes, clothes, and skin—ev... Memory and the Past The Woman in Black is one long trip down memory lane, but it's not the memory lane that happens to be lined with rose bushes and chirping birds and lazy afternoons at the beach. It's more a memory... The Supernatural What's more supernatural than ghosts and phantom noises and self-rocking chairs? The Woman in Black is chock-full of creepy, inexplicable details that...

Words: 1295 - Pages: 6

Free Essay

The Woman in Black

...Faculty: Pedagogy Name, surname: Aytan Mammadova Group: 203 A Teacher : Ulviyya Ahmedova 2015 “The woman in black” By Susan Hill “The Woman in Black” was first published in 1983 and has gone on to have a remarkable life over the following decades, in various paperback incarnations. It consists of twelve chapters. When the book opens, Arthur Kipps is sharing some fascinating thoughts about how he's always been affected by the weather. He describes how he came to live at Monk's Piece and stumbled across it while out on a ride with his employer, Mr. Bentley. Arthur is a solicitor and has worked with Mr. Bentley for many years. Now he's married to a woman named Esmé and lives in Monk's Piece with her four children from a previous marriage; they have been happily settled for fourteen years. It's Christmas Eve and Arthur is at home with Esmé and her children when the boys begin telling ghost stories. Arthur tries to be cool with it, but he's uneasy. When Edmund asks him to join in, he pretty much leaves in a huff and goes to walk outside. Eventually he rejoins the party, but not before deciding to write down the story of what happened to him when he went to Crythin Gifford so many years ago. And now the real story begins. It's November. Twenty-three year old solicitor Arthur Kipps is going on a business trip for his boss, Mr. Bentley. He's headed to the home of recently deceased Alice Drablow to sort out her affairs and attend her...

Words: 2121 - Pages: 9

Free Essay

The Woman in Black

...Explore how the writer creates sympathy for the woman in black in the novel of the same name. The first way the writer creates sympathy for the Woman in Black (TWIB) is by not giving her an actual name. The fact that she is known as ‘Woman’ could suggest that she is representing all women in the Victorian days that were going through similar situations as she was when she was alive. This could link to how the females were known as the weaker sex compared to men because they had less power. It was irrelevant if they were rich or poor because they didn’t have any choice with how they lived/were treated. TWIB is that uncared for, she isn’t seen important enough to have a name. This could link to her being voiceless because if she doesn’t even have a name, why would her thoughts and opinions be relevant? By having such little power TWIB may feel angry and hateful towards men because they’re the ones who give her little knowledge of existence. She may feel as if she has no choice but to stay quiet seen as they wouldn’t listen to her anyways. The reader would feel sympathy for her because it makes them wonder what has happened to the woman in black to make her feel that way about having her own voice and opinion on things.They may not mention her real name because they’re too fearful that she might appear. This implies that she may not be speaking because she is hiding a dark secret that she doesn’t want anyone to know about. The word ‘black’ also suggests darkness meaning she may be extremely...

Words: 844 - Pages: 4

Premium Essay

Black Woman

...and even education. "The Declaration of Sentiments" is written by a white woman and "Ain't I a Woman" was written by a black woman so they may differ or they may not. American culture in the 19th century definitely had two distinct purposes for men and women. Men were meant to work and women were meant to stay home and take care of the house. In "The Declaration of Sentiments" she's writing about inequality and how the country is in only the men's favor. She says, "He has so framed the laws of divorce, as to what shall be the proper causes and, in case of separation, to whom the guardianship of the children shall be given, as to be wholly regardless of the happiness of women-the law, in all cases, going upon a false supposition of the supremacy of man and giving all power into his hands." She's saying that women aren't protected enough from men and that the law needs to be more equal. She also wants there to be more equality in women employment. In "Ain't I a Woman", she is also talking about sexism but the difference between these two documents is that Sojourner Truth is also talking about racism. She says that black women are stereotyped as whores and white women as virgins. This justified the rape of black women, which is horrible. She says that most of the "feminist movement" were white middle class or upper class women. That's another way that these two documents differ because of the classism black women...

Words: 311 - Pages: 2

Free Essay

Woman in Black

...Andrew mason London 3 Woolf Mews WC1 H9XZ HR Manager Carphone Warehouse 4 Upper Street London N1 0PQ Dear Mr. Albrecht Sales Assistant I am enclosing my CV and wish to apply for the above position, which I have seen in Islington Angel, N1 centre. I would very much like to be considered for this job for several reasons. I really enjoy aiding customers if they have a problem; also I am very enthusiastic about mobile phones and I know quite a lot about them so I would be confident talking to customers about mobile phones and their problems. As you can see I have experience in sales on a fruit stall in Chapel Market, Islington whilst at school, where I very much enjoyed learning about sales. Including the different types of customers you can come across and how to communicate with customers. In my BTEC business studies, my target level is a distinction; therefore I would be ideal for this job. I think I would be the perfect candidate for the job because, I am very interested in modern technology and I also know a lot about mobile phones, tablets and mobile phone appliances. I have learned information about mobile phones by researching phones on the internet. As well as already knowing quite a lot about mobile phones etc. I would also be intrigued to learn more. I would be available for an interview at a time suitable to you; I look forward to meeting you. Yours faithfully Andrew Mason Andrew...

Words: 253 - Pages: 2

Premium Essay

Angry Black Woman

...Unreasonable, too excited, difficult, an Angry Black Woman, are all the things I’ve been labeled since I began speaking up for what I believe in. I almost believed my father when he said I was just like my mother, another angry Black woman looking for drama. I stop. I am angry, I am just like my mother, I am oppressed, I am misunderstood, I am a woman, I am Black, I am an American, I am Ariel; nice to meet you. The intersectionality of my identities has shaped my experience and will continue to shape my experience in this world. Women of Color in America experience oppression on the basis of our race and our gender; the oppressions are not separate but equal, they do not merely coexist, for they are one entity in our eyes. To be a Black woman...

Words: 942 - Pages: 4

Free Essay

Black Woman Seen

...The world’s perception of the Black Woman in the eyes of one lost. Silent cries and invisible tears is what many deal with to keep the strength of our persona alive to the world. Shouts for help muffled by this strength we wear so well. A world of beautiful black faces scared with visible and invisible burses for a society that fails to notice the pain and hurt. Security that black women are forced to make for themselves seems to be a resentment of the men that should be the keepers of such a title. Is it a sign of weakness to show the venerable side of the portrayed black women of today? Is asking to be secure and protected for harm whether it be physically, emotionally, or financially a sign of being an over bearing woman or lack of a better word "bitch"? Why ask, demand it and accept nothing less. The words we speak come out loud and strong, but not to make a scene, it is to have our voices heard that continue to be muffled by the way a black woman is seen. Strong yes and able to endure more than most yet looked down upon if one voices a cry for help. See the blood officer!!! Help me!!! Calm down ma'am, can you tell me how you started this situation? Who cares it's neither here nor there. Is this the way I perceive the way a black woman should be? I allowed the thought of a family to interfere with my true self and with doing so killed off anything right. I have allowed my children also young black women to see me turned into nothing but convenience. They will not see that...

Words: 539 - Pages: 3

Premium Essay

Black Woman Archetype

...It’s a deliberate, aching journey to your own self inflicted demise. But lets face it, I was a teen living lavish in the suburbs of one of the richest counties in the country, and I was black. Only I seemed aware that my melanin did not garuntee me an eating disorder free life. My color became the perfect armor against suspicion. I had an extremely difficult time seeking help because all my life I had been told I needed to fit into this strong Black woman archetype. I felt like a failure and had a lot of shame because of my bulimia and anorexia. I always made sure that I looked together, happy and confident and in many ways I really did feel ok, but it was really part of a façade trying to prove that I was. No one expected anything not even my own parents, my mother whom I spent every second with, whom of which swore she “knew me better than the back of her own hand” said she would of never guessed once I disclosed to her what I had been doing after a late night emergency room visit. After that I didn’t have a choice she sent me to a 12 step meeting for compulsive...

Words: 536 - Pages: 3

Free Essay

Woman in Black Extract Essay

...Analyse Hill’s use of language, form and structure in an extract from ‘The Funeral of Mrs Drablow,’ in her novel; ‘The Woman in Black.’ Show how the narrative development, characterisation and setting are enhanced by her style. Susan Hill’s literary style accords to a pastiche of Victorian Gothic horror. Hill effectively evokes the voice of Victorian era writers using recognisable devices such as; densely detailed text, a sympathetic narrative voice and language that is as lavish as any Victorian tale. The extract I am analysing is taken from the chapter; ‘The Funeral of Mrs Drablow’, and is impediment to the novella, as here, we are first introduced to the character Jeanette Humfrye in an alarming manner by her shocking facade: ‘‘she was suffering from some terrible wasting disease’’ which would unease any reader. Hill uses onomatopoeia and sibilance to introduce her character to us; “Some slight rustle” which draws our attention away from the funeral and onto ‘the young woman with the wasted face’. The phrase ‘slight rustle’ is also used on the following page and concluding tragedy in the final chapter ‘The Woman in Black’, showing an association with the sibilant expression and Jeanette’s presence. Hill uses sibilance in relation to the Woman in Black, because the alveolar pronunciation of the ‘s’ produces a ‘hissing’ sound, which often correlates to cynicism in Gothic Horror. This is a warning sign to the reader and relates us back to Kipps’ prior ominous references from...

Words: 1617 - Pages: 7

Premium Essay

I Love the Black Woman

...I ADMIRE THE BLACK WOMAN Journal Entry | 4 Comments | over 3 years ago I personally admire the strength of a Black Woman, without which historically we would be in a much worse condition as a people. Unfortunately, just as some Black Men have left their families behind, some have also left their people behind. If not for the Sister picking up that banner and unselfishly giving their all for the success of their families, where would we be today. I applaud the Black Woman's strength, determination and intelligence. Instead of criticizing our Sisters, who have the right (simply because they can make the intellectual choice, and may feel it is there personal nature to be dominant or submissive) to be submissive or dominant, we as Black Men should, instead support them. I am not the least bit intimidated by a capable intelligent strong Sister. If anything it keeps me focused on the fact that I gotta come correct. It forces me to grow. It makes my dominance of her even more of an accomplishment. And it thrills me to see her gain happiness and thrive under my domination. Since spirituality was touched on, I would like to address this matter from a spiritual perspective as well. As most can tell from my screen name/avatar, I express an Egyptian flava and it's rooted in the fact that I am spiritually connected to Haru (Horus, Heru, Hr). I recognize the Ancient Egyptians as Black People that are our ancestors. Within our story you find a multitude of Black Female Deities, very...

Words: 371 - Pages: 2

Free Essay

Woman in Black - the Funeral of Mrs Drablow

...Susan Hill’s novella ‘The Woman in Black’ tells the story of a young London solicitor, Arthur Kipps, sent to a small northern town to settle the affairs of an old woman, Alice Drablow, who has recently died. When Kipps arrives in Crythin Grifford he finds that the locals are unfriendly; they shun him and refuse to talk of Mrs Drablow. However, after repeated sightings of a frighteningly ill woman dressed all in black, his descent into true heart-pounding horror begins as he tries to figure out the story behind the mysterious apparitions. At the funeral of Mrs Drablow, Arthur Kipps catches his first sight of the Woman in Black. Hill uses onomatopoeia to create mood and atmosphere; Kipps hears the “slight rustle” which repeated throughout the novel becomes associated with the approach or departure of ghost of Jennet Humfrye. Using words like rustle (onomatopoeia) is literary device ideal for Hill as using such vivid language appeals to the five senses. The sound suggests the movement of fabric, crucially the movement of the apparition’s clothes, however rustle implies an element of subtlety, hence the apparition is slight and not obvious, and for Kipps to hear this sound also presents the silence of the church during the funeral’s procession, also adding to the ominousness of the atmosphere. When Hill uses the word rustle, the word itself sounds like the sound it’s describing this way Hill is making her text realistic, almost audible, imagistic and tangible. Hill also uses...

Words: 963 - Pages: 4

Premium Essay

Aibileen: A Black Woman In The 1960's

...“Cowards die many times before their deaths; The valiant never taste of death but once.” Stride after stride, they pray the next step will grace the pavement of a free world, but the chain tethered to their spirit tears them back into their cages. Aibileen, a black woman in the American 1960’s, was born into a prison where the bars, though not physical, manifest themselves through the rigid tenets of a wayward populace. “Servants,” “maids,” and “the help” are titles given to blacks seemingly at birth, and they are free to grow only within the confines of those appellations. Unlike many others, however, Aibileen is offered the chance to make a difference. In a time where social leaders are gunned down, a president is shot, and a visionary slain: the opportunity to make any waves in social norms comes with obvious risks. In Aibileen’s mind, the prospect of moving blacks into the realm of “equality” might be more absurd than laying one’s hands upon the Earth and expecting to push it from its orbit. However, it is through language that a shift in, not just her beliefs, values, and perspective, but...

Words: 612 - Pages: 3

Premium Essay

Mari Evans 'Poem I Am A Black Woman'

...“I Am A Black Woman” by Mari Evans In the poem “I am a black woman “ Mari Evans mainly talks about how it was a struggle for her being a strong black woman and what she accomplished. Mari says ‘I am a black woman tall as a cypress. Strong beyond all definition still defying place and time. “ mari is trying to say that through the tough times at places she still stayed strong. Mari Evans discuss about places where she had to be strong and she said “I saw my mate leap screaming in the sea, and I with these hands cupped the life breath from my issue in the canebrake.” She is remembering the things or what happened back in her time. She also mentions “I lost Nats swinging body in a rain of tears and heard my son scream all the way from Anzio.”...

Words: 268 - Pages: 2

Premium Essay

Woman in Black and How Susan Hill Creates Sympathy

...Charlotte Taylor How do you think Susan Hill creates sympathy for the character of Arthur Kipps? In the woman in black, written by Susan Hill, there’re a variety of devises that creates sympathy towards the character of Arthur Kipps. Arthur Kipps, a young solicitor and a non-believer in ghosts, creates a lot of sympathy and the reader empathises towards him. I am investigating how Susan Hill makes the reader sympathise towards Kipps. Susan Hill starts the book presenting Arthur Kipps as an old man, who lives in a beautiful house away in the countryside with his loving wife and children and has no cares in the world. He is a man of habit and finds pleasure in knowing that everything is how it should be and it should be under control. In the first chapter (Christmas Eve), we see him reflecting back as a young man and his experience in Eel Marsh House. He says in this chapter that “...as I often do in the course of an evening, went to the front door and stepped outside... I have always liked to take a breath of the evening...” We can see that he starts describing the weather to be nice and pleasant, however he has a sudden change of heart and says “My spirits have for many years now been excessively affected by the ways of the weather.” This creates sympathy for Kipps, because it makes the reader think of what could have affected him so badly, that makes him think second about the weather. When Kipps takes the journey to Eel Marsh House he is a young man whose main ambition...

Words: 1069 - Pages: 5

Premium Essay

Racial Profiling In Angela Davis's Assata A Black Woman

...are falling victims of the media who mislead their integrity by marginalizing them.Angela Davis mention on her book, an interesting case of Assata a black woman, who was a victim of the police and the media because of her skin color. Assata Shakur's memoirs. Z'' for example, reveal the dangerous intersections of racism, male domination, and state strategies of political repression. In 1977, she was convicted on charges of murder and assault in connection with a 1973 incident that left one New Jersey state trooper dead and another wounded. She and her companion, Zayd Shakur, who was killed during the shootout, were the targets of what we now name racial profiling and was stopped by state troopers under the pretext of a broken taillight. At the time Assata Shakur, known then as Joanne Chesimard, was underground and had been anointed by the police and the media...

Words: 510 - Pages: 3