The Causes That Led to the Revolutionary War Essay Example for Free

The Causes That Led to the Revolutionary War Essay The Revolutionary War began in 1775 between England and the American Colonies. The war ended in 1783 with the American Colonies gaining their independence from England. Even though it is a well-known event, the Boston Tea Party was only one cause of the Revolutionary War, there were many other events that led the two nations down the path that ended with the Revolutionary War. England began the path to war with the Proclamation Act of 1763 and continued to pass many other acts and laws that the colonists did not agree with and caused reactions that served to anger England. There were many causes that led to the Revolutionary War starting with the French and Indian War and ending with the First Continental Congress meeting. The French and Indian War was fought by many countries including England. England and France were fighting to have more control of the land in â€Å"North America, the Caribbean, and in India† (ushistory. org, 2012, paragraph 1). After many years of war, England won the war but the financial cost exceeded their available funds. England’s deficit led to increased laws and taxes on the colonies. â€Å"It was that debt that caused the escalation of tensions leading to the Revolutionary War† (ushistory. rg, 2012, The French and Indian War, paragraph 1). The first law that England enacted on the colonies was the Proclamation Act of 1763. This law â€Å"in effect, closed off the frontier to colonial expansion† (ushistory. org, 2012, Proclamation Act of 1763, paragraph 1). The King passed this law to ease the fears of the Indians. The Indians feared that the colonists were going to take over their land as they moved toward the west. The colonists, on the other hand, believed that the King only wanted them to stay â€Å"where they would be easier to regulate† (ushistory. org, 2012, Proclamation Act of 1763, paragraph 1). The second law that England enacted in regards to the colonies was the Sugar Act of 1765. â€Å"The Sugar Act reduced the rate of tax on molasses from six pence to three pence per gallon† (ushistory. org, 2012, Sugar Act of 1764, paragraph 1). Even though this reduced taxes on molasses, overall it added more goods to be taxed. â€Å"The combined effect of the new duties was to sharply reduce the trade with Madeira, the Azores, the Canary Islands, and the French West Indies, all important destination ports for lumber, flour, cheese, and assorted farm products† (ushistory. rg, 2012, Sugar Act of 1764, paragraph 1). The Quartering Act which the king passed in 1765 was not a tax, but served to escalate tensions. This act forced the colonists to house English soldiers in their homes. The colonists were required to provide everything that the soldiers needed. The colonists were not compensated for any of the expenses incurred by this act. The Quartering Act increased the hostility between the colonists and England (ushistory. org, 2012). In addition to the laws that had already been passed, England passed the Stamp Act and continued to pass more laws. The Stamp Act raised all taxes that the colonists were paying to England. Once the colonists learned about the Stamp Act, they formed the Sons of Liberty. â€Å"The Sons of Liberty was founded in the summer of 1765 by a group of shopkeepers and artisans in Boston† (MultiEducator, Inc. , 2011, Sons of Liberty formed, paragraph 3). The Sons of Liberty wanted to keep England from being able to â€Å"enforce the Stamp Act† (MultiEducator, Inc. , 2011, Sons of Liberty formed, paragraph 5). The actions of the Sons of Liberty caused England to bring the Stamp Act back to Congress for review. After debate they decided to repeal the act† (MultiEducator, Inc. , 2011, Stamp Act Repealed, paragraph 1). â€Å"In 1766, a new government came into power in Great Britain† (MultiEducator, Inc. , 2011, Townshend Acts Imposed, paragraph 2). Charles Townshend, the head of this government, came up with an idea to only tax items that were not that valuable in trade. Townshend only taxed items that he knew â€Å"were all items that were not produced in the colonies and would be difficult to smuggle† (MultiEducator, Inc. , 2011, Townshend Acts Imposed, paragraph 2). These acts caused the colonists to respond with a boycott. The actions of the colonist in response to the Townshend Act convinced the British that they needed troops in Boston to help maintain order† (MultiEducator, Inc. , 2011, British Troops Land in Boston, paragraph 1). The colonists were angered when they realized that the British troops were there â€Å"not to defend the colonists in times of war, but [to] pacify them† (MultiEducator, Inc. , 2011, British Troops Land in Boston, paragraph 3). The colonists had finally had enough of the unjust actions and treatment at the hands of England and started making â€Å"taunts against British soldiers in Boston† (MultiEducator, Inc. 2000, Boston Massacre – 1770, paragraph 1). In response to these taunts, the British soldiers fired their guns at the colonists. When the British soldiers fired at the colonists, this led to â€Å"killing [three] instantly and wounding 11† (MultiEducator, Inc. , 2000, Boston Massacre – 1770, paragraph 1). On the same day that the Boston massacre occurred, the British merchants were pressuring parliament to repeal the Townshend Act. The merchants wanted the act repealed because the colonists were boycotting English goods. The colonial boycott of British goods hurt British merchants in London and beyond† (MultiEducator, Inc. , 2011, Townshend Act Repealed 1770, paragraph 2). The Townshend Act was repealed â€Å"on everything but tea† (MultiEducator, Inc, 2011, Townshend Acts Repealed 1770, paragraph 2). While the colonists were contending with taxes and quartering laws, they were also faced with British ships commandeering goods from their ships. There was a British ship called the Gaspee that patrolled the waters off of Rhode Island and would harass other colonial ships in the area. In response, â€Å"Lindsay lured the Gaspee into following him into shallow waters and the Gaspee ran aground† (MultiEducator, Inc, 2011, Colonist Burn Revenue Cutter Gaspee 1772, paragraph 1). Once the ship crashed a â€Å"small crew forced it and its captain to surrender. They then set the ship afire† (MultiEducator, Inc. , 2011, Colonist Burn Revenue Cutter Gaspee 1772, paragraph 1). After the Gaspee was burned, yet again tension between the colonies and England escalated. England was still angered with the colonists over the burning of the Gaspee, so they forced the colonists â€Å"to accept a monopoly on the importation of tea† (MultiEducator, Inc. 2011, Boston Tea Party 1773, paragraph 2). England also wanted the colonists to get their tea, so that they could tax them on the tea. As to be expected this angered the colonists. â€Å"The colonists demanded that the tea be returned. However, the governor would not hear of it† (MultiEducator, Inc. , 2011, Boston Tea Party 1773, paragraph 6). The colonists were so angered that they dressed up, made their ways to the ships and threw the tea overboard; an event that became known as the Boston Tea Party. The escalating cycle of tension and anger continued and England responded to the Boston Tea Party with ‘a series f acts that became known as the ‘Coercive Acts’† (MultiEducator, Inc. , 2011, Coercive Acts Imposed by British 1774, paragraph 1). These acts consisted of England â€Å"closing the port of Boston, taking control of the Massachusetts Government, and passing the Quebec Act† (MultiEducator, Inc. , 2011, Coercive Acts Imposed By British 1774). England was hoping that by passing all these new laws and acts that the colonists would finally give in. â€Å"Implementing these acts was one of the last of a long string of miscalculations made by the British government in the wake of the impending American independence† (MultiEducator, Inc. 2011, Coercive Acts Imposed by British 1774, paragraph 7). The colonists had finally had enough and decided that they needed to schedule a meeting, which became known as the First Continental Congress. Each of the colonies sent a person of their choosing to represent them at the meeting. The colonists had this meeting so that they could reach one decision as to what they should do about â€Å"the British actions† (MultiEducator, Inc. , 2011, First Continental Congress Meets 1774, paragraph 3). The representatives debated many different options and they all finally agreed on â€Å"immediate non-importation of good from England† (MultiEducator, Inc. 2011, First Continental Congress Meets 1774, paragraph 8). The colonists were hopeful that this would cause England to rethink their actions and change how they treated the colonies. The path that led to The Revolutionary War was a long path and cannot be tied to a single incident. The colonists and England escalated the tensions with their actions and responses, until the colonists reached the conclusion that further measures (war) needed to be taken to get England to treat them as they wanted to be treated. The path to The Revolutionary War began with the debts from the French and Indian War and continued with the acts and laws that were passed by England. Many of the acts and laws angered the colonists, which led to the colonists responding with actions of their own. The actions of England combined with the reaction from the colonies sent the nations down a path of incidents that led to the beginning of the Revolutionary War.

Power in of Mice and Men Essay Example for Free

Power in of Mice and Men Essay The theme of power is prevalent throughout the novel Of Mice and Men. Steinbeck uses various methods and techniques to establish the dynamics of power on the ranch. In the first extract, George and Lennie are in the brush and we get a strong sense of George’s parental control over Lennie, but it also shows how Lennie’s physical stature gives him a degree of power over George. In extract two we meet Curley for the first time, and his authority over the ranch workers is clearly asserted through the various ways in which Steinbeck describes him. And finally, in extract three, we see the first fight of the novel. The fight is very diverse in how it portrays power. At different stages in the fight some people have more authority over others and we see how the workers feel more powerful together as opposed to individually. In this extract the ‘hierarchy’ of power on the ranch is very shaken up. Extract one focuses on George and Lennie’s relationship. Even from the onset words such as ‘’timidly’’, ‘’softly’’, and ‘’gently’’ help to establish the dynamics of their relationship. These words portray Lennie as a weak, almost fragile character in contrast to words such as ‘’jerked’’, ‘’scowled’’, and ‘’bastard’’ which portray George as impatient and annoyed, almost like an exasperated parent. Steinbeck uses a multitude of exclamation marks to emphasise George’s frustration. Ellipses are also used throughout the extract to show how Lennie hesitates and stutters though his sentences. This clearly shows that he is unable to recall information and is, at times, very nervous. This reiterates the fact that George holds the reins of power in the relationship. It is significant, maybe, that Steinbeck describes George as a ‘’little man’’. It points out that physical stature does not equate power in this relationship. If this was not true the tables would be turned as Lennie towers over George, which is why it is strange that he is so reliant on George. This really shows how Lennie is less powerful. Lennie’s metal disability makes him vulnerable because he is unable to retain information. This is shown through Lennie’s very simple language. â€Å"..But it didn’t do no good† Steinbeck also uses many question marks to show how Lennie is constantly asking questions and therefore constantly seeking guidance from George, and again, that’s what gives George the edge over Lennie. When discussion moves to the bus tickets and work cards Lennie realises that he doesn’t have his. â€Å"He looked down at the ground in despair† which shows that he is ashamed and perhaps a little frightened of George’s reaction, but Steinbeck then goes on to say that George took responsibility for both of the work cards, knowing that Lennie could not be trusted. This, again, demonstrates the balance of power and shows that both George and Lennie are aware of how much power the other possesses. After looking for his work card in his pocket, Lennie take out a mouse to which George replies sharply. â€Å"What’d you take outta that pocket?† George’s tone is accusatory which shows that he is astute. He then continues to bombard Lennie with questions, which gives Lennie the chance to demonstrate another type of power – his cunning. He attempts to deceive George. â€Å"Ain’t a thing in my pocket† Although childlike, this sentence shows that Lennie’s mind is able to think of plans. How would he keep the mouse? By attempting to deceive George. Eventually, George’s patience wears thin and he exclaims â€Å"Give it here!† shouting at Lennie like a parent. Throughout the extract George issues a multitude of orders to Lennie. â€Å"You ain’t gonna say a word†, â€Å"We’re gonna work†, â€Å"You jus’ stand there†. These commands show just how pliable Lennie is and how George uses his power to make Lennie comply. George also uses idle threats to manipulate Lennie. â€Å"†¦if I didn’t have you on my tail†. This, again, shows George’s parental control over Lennie and goes hand in hand with his use of the dream to make Lennie work. Just as a child would get no presents at Christmas, Lennie would not be allowed to tend the rabbits if he steps out of line. But, as much as George chastises Lennie, he does give him appropriate encouragement. â€Å"Good boy. That’s swell.† Extract two focuses on Curley. When he enters the bunkhouse his authority over the ranch workers becomes very apparent. Steinbeck says that â€Å"he wore a work glove† and â€Å"he wore high-heeled boots†. The simple fact that Curley has to wear certain items of clothing suggests that his authority is somewhat artificial as opposed to Slim, whose power comes naturally. It is important to note how Curley’s body language changes when he notices the new men. He â€Å"glanced coldly†, â€Å"his hands closed into fists† and â€Å"his glance was at once calculating and pugnacious†. This kind of body language is very aggressive and he uses it to dominate the men. â€Å"Lennie squirmed under the look and shifted nervously on his feet† which shows that Curley’s power is very obvious and he continues to assert his power by invading Lennie’s personal space and speaking to him with a very brusque tone. Curley is quick to confront Len nie, as he feels like Lennie will be a threat dure to his size. â€Å"Let the big guy talk.† Lennie is unsure of how to respond to this and â€Å"twisted with embarrassment† which shows just how debilitated he is. As usual, George stands up for him and challenges Curley’s power. George has a very monosyllabic tone of voice when speaking to Curley which shows that he does not feel the need to elaborate and is perhaps being defiant. â€Å"Yeah, it’s that way.† Lennie looks helplessly to George for instruction when given the chance to talk which again demonstrates George’s power over him. Eventually, when Lennie does speak, he speaks â€Å"softly† which suggests a lack of power and perhaps a degree of uncertainty. Curley starts to get aggressive with Lennie, but the anger is totally unprovoked. Even Candy is wary of Curley’s power and â€Å"looked cautiously at the door to make sure no one was listening† before telling George that Curley is the boss’s son and that he is â€Å"pretty handy†. In this role, authority is implicit and Curley evidently has a lot of physical power if he is being described as â€Å"handy† by the other ranch workers. This is important to note in extract three when Lennie and Curley have a fight. At the beginning of extract three, Curley feels his power is being threatened by Carlson. He uses very authorial body language to regain this power but it is in vein as the ra nch workers feel comfortable standing up for themselves when they are together. Carlson lectures Curley on how he isn’t as powerful as he likes to think. Candy â€Å"joined [Carlson’s attack] with joy† and this is far from how Candy was acting at the end of extract two. Again, the ranch workers feel safer in large groups. Perhaps Curley decides to fight Lennie because he wants to demonstrate his strength and feels that Lennie is the weakest of the workers, therefore, the easiest to fight. Curley â€Å"stepped over to Lennie like a terrier†. Here Steinbeck, yet again, uses a simile to describe the invasion of Lennie’s personal space. â€Å"Then Curley’s rage exploded† and he uses a lot of expletives to provoke Lennie. This can be compared to George’s language and how he curses at Lennie calling him a â€Å"big bastard†. Perhaps Curley’s reaction is so vicious because he is afraid of being humiliated in front of the workers. â€Å"Lennie looked helplessly at George† which shows that he is weak, but more so vulnerable. Yet again, he looks to George for direction. At first, Lennie doesn’t fight back because he knows that if he gets himself into trouble he won’t be allowed to tend the rabbits, although when Curley starts getting very violent George encourages Lennie to fight back. â€Å"Get him, Lennie. Don’t let him do it.† The fact that Lennie has to be told by George to protect himself shows just how much leadership George has when it comes to Lennie. The line â€Å"I said get him† also emphasises George’s control. Lennie, however, redeems himself and crushes Curley’s hand. Lennie is so adamant to do what George has told him to do that he stills holds on to Curley’s fist even though George is slapping him and telling him to stop. â€Å"George slapped him in the face again and again, and still Lennie held on to the closed fist.† In conclusion, I think it is difficult to define the most powerful man on the ranch as Steinbeck presents so many different types of power; innate, physical, implicit, parental etc. Throughout all three of the extracts the balance of power shifts frequently, but authority is always evident. Steinbeck shows it very cleverly and subtly, almost manipulating the reader to anticipate certain reactions from certain characters which is why I find these extracts so engaging to read.

Causes of Air Pollution | The Impact of Air Pollution

Causes of Air Pollution | The Impact of Air Pollution Air pollution is the chemical, particulate, and biological matter that can harm or distress human, living organism, or the natural environment into the atmosphere. In this project, the researcher team studied the causes and effects of the air pollution in the United Arab Emirates and discovered and will discuss the main causes of the pollution and their effects on the environment. Also, some statistics about the percentage of air pollution will be discussed from previous studies in the UAE such as governmental and private statistical data. In addition, solution for protecting the air pollution will be studied in order to have better environment to live in. Additionally, the team will discuss a case study regarding the effects of air pollution in UAE. The goal of the project is to study the cause of the air pollution in UAE and how it can affect the environment. Also, the next goal is to give some solutions that can save the environment and give some awareness in protecting the air pollution. In the past fifty years, UAE had an excessive development in many fields such as buildings, industries, and transportation after oil discovering. Due to the increases of the projects, the air starts getting many pollutants such as dusts, Chemical gases, Carbon Dioxide emissions which led to an increase in the air pollution. Statistics show that the United Arab Emirates is the fourth highest country in Carbon Dioxide emissions between the Arab countries and 32 all over the world. The steady increase in the air pollution can affect the humanity in the short term and long term such as Acid rain and health problem which lead to study the pollution in the region. Limitation In this project, the research team will study the air pollution in the UAE and will not go further to Middle East or the world due to time limitation and amount of work that have been done for the topic. The time period of the research topic will be for the last five years. It is just the industry and civilization has been spread widely in UAE at this period which will be enough for the research time. In addition, the research team will get from previous studies and statistics about air pollution in UAE due to shortage in resources and equipment for the topic. Review of the Literature History of air pollution in UAE The problem relates with the air pollution has been in the UAE since 1958 after discovering the oil field in Abu Dhabi and another one in Dubai 1966. The problem of air pollution start increase steadily after the first industry came in Abu Dhabi 1966 then another one in the Al Ain and Sharjah in 1969.there is many industries can affect enormously in the region. According to the Ministry of Environment and Water in UAE, 6 Industries produced different dangerous chemical organic, 9 industries produces cements which can also affect the air and 2 other industries has been shut down due to violent in regulation and the gas emission. There are now 3593 Industries in UAE as you can see in table below. The most industries are in Jabel Ali Free Zone and the Sharjah Industrial Areas. Cities Abu Dhabi Dubai Sharjah Ajman Um Al Quwain RAK Fujairah Total No of Industries 409 1491 874 493 53 212 61 3593 Percentage 11.38% 41.50% 24.33% 13.72% 1.48% 5.90% 1.70% 100.00% Table : Number of Industries in UAE (UAE Export and Indusry directly, 2010) The number of cars has been increased dramatically for the last 20 years the statistics below show the number of increase in cars in 2009 in Dubai. Type of car Light Vehicles Heavy Vehicles Light Bus Heavy Bus Light Mechanical Vehicles Heavy Mechanical Vehicle Motorcycle Leisure Motorcycle Vehicle for disable TOTAL Number of car 837765 55768 25782 22317 7671 18714 17844 15 4 1021879 Table : Number of car in Dubai 2009 (Dubai statistical centre, 2009) There are really a huge problem with the huge increment of the cars which really cause a huge traffic because statistics show UAE is one of the highest countries in the traffic especially in Dubai and Sharjah which can cause really a huge problem such as the car air pollution. Studies showed that 80% from the air pollution in Dubai came from the emissions of gases from cars. There were many ways to think and start of protecting air pollution. In 1993, Dubai Municipality started putting some of the air quality stations system to protect the gas emissions in the city. Also, in 1993, UAE Federal government imposed some laws in order to prevent the air pollution. As we can see today there are many government organization and many laws that control the area such UAE air control monitoring laws. Causes and effects of air pollution in UAE: The first cause is motor vehicles: Motor vehicles are considered one of the main causes of air pollution, as there is a steady increase in the number of production annually. Moreover, Vehicles have the largest impact on environment. As a result, motor vehicles produce more air pollution. According to statistical report, the population growth was less than the production of motor vehicles, as the population growth was two percent and the motor vehicles production was five percent. In addition, vehicles major cause for air pollution is the static combustion of fossil fuel. Also the smoke produced from the burning of the fuel produces many harmful gases, the main ones are, Carbon monoxide (CO), Nitrogen oxide (NO), and sulfur dioxide (SO2). Figure : Air Toxic Emissions from on Road Mobile Source Carbon monoxide: Carbon monoxide is a toxic colorless gas which is emitted from the tail pipe of the car. The reason behind emission such gas into the environment is either the lack of maintained of the vehicle, such as, broken air bumps and dirty filters, or the incomplete combustion of the fuel. Effects: CO toxicity is one of the most fatal air poisoning around the world. Although it is tasteless and colorless, it is high in toxicity. This is because; it combines with hemoglobin forming carboxyhemogoblin, which decreases the efficiency of red blood cells to transfer oxygen to body tissues. Moreover, this process is known as anoxemia. Additionally, small concentrations such as 677 ppm (parts per million) can cause the conversion of more than fifty percent of the bodys hemoglobin to carboxyhemoglobin , which can cause seizure, coma, and fatality. The most common signs of poisoning are such as headache, nausea, vomiting, dizziness, fatigue and a feeling of weakness. Also, it can affect the nervous system, as it can cause confusion, disorientation, visual disturbance, syncope and seizures. Further, it can cause the damage to the heart and the fetus of the pregnant women. Nitrogen Oxide: Nitrogen oxide is one of the most toxic gases which can be produced from the car engines, incomplete combustion of fossil fuel and fertilizers. Effects: The Nitrogen oxides can help in the formation of the acid rain, it is a major factor in global warming, it slows down the growth of plants, it can react with other pollutants; thus, forming more toxic chemicals. Nitrogen oxides effects are nausea, irritated eyes and nose, fluid forming in lungs and tininess of breath. Furthermore, inhaling large amount of Nitrogen oxides can lead to rapid, burning seizure; inflammation of throat; reduced oxygen ingestion; a larger buildup of fluids in lungs; thus death. Nitrogen oxides can interact with aerosols which can cause enormous respiratory problems. As well, Nitrogen oxides can lead to permanent visual impairment in the area affected by it. Sulfur dioxide: Sulfur dioxide is a chemical compound which has the formula of SO2, it is produced when coal and fuel is burned, as fuel and sulfur contains sulfur compounds. Effects: The sulphur dioxide is very dangerous, as it causes breathing problems, such as, alteration in the lungs defences, deterioration in respiratory system and cardiovascular disease. As well, Ones who suffer from asthma, chronic lung and heart disease are the largely sensitive to SO2. Additionally, it can lead to the damage of trees and crops. SO2, by the side of nitrogen oxides, are the major pioneers in formation of acid rain, which causes the acidification of lakes and streams, speed up the corrosion of buildings and reduced visibility. SO2 also contributes in climate change. The second cause is volatile organic compounds: Volatile organic compounds are organic materials that have significant vapor pressure; as a result, it is easy for these organic compounds to evaporate quickly at a very low temperature. Further, some of these gases are considered dangerous on humans health, the environment and the ozone layer. Additionally, the major sources for the VOC are paints, coatings, Chlorofluorocarbons and chlorocarbons. Painting and coatings used in doors emit ethyl acetate, glycol ethers, and acetone, which are very harmful to the human beings health. Additionally, chlorofluorocarbons and chlorocarbons, they are widely used in dry cleaning and the production of fossil fuel. Effects: Certain kinds of VOCs, such as styrene and limonene, can go on with a react ion with nitrogen oxides, or with ozone; thus, producing new oxidation products. Moreover, it can produce secondary aerosols, which can lead to sensory irritation symptoms. What is more, it can cause eye, nose and throat irritation, headaches, loss of coordination and nausea, damage to liver, kidney, and central nervous system. Additionally, it can lead to cancer in animals and cancer in humans. The third cause is Deforestation: Deforestation is the removal of forest or a group of tress and then the land is converted to non forest use. There are many reasons regarding deforestation, such as, Urban and Construction Purposes, as they use the wood obtained from trees for building materials, furniture, and paper products. Moreover, Forests are also removed to provide accommodation for escalating urban areas. Furthermore, Forests are removed so that to clear land for growing crops and for grazing cattle. Additionally, trees are used as a source of fuel, as they are converted to charcoal in order to be used in cooking and heating purposes. Effects: Erosion of soil: as the forests are removed, the soil is countenancing the sun, causing dryness to the soil and losing its nutrients. As a result, it will be impossible to cultivate again. Disruption of the Water Cycle: trees helps maintaining the balance of water in the ecosystem, as the trees are removed, the weather gets drier and unhealthy. Flooding and Drought: One of the vital functions of forests is to absorb and store great amounts of water quickly when there are heavy rains. When forests are cut down, this regulation of the flow of water is disrupted, which leads to alternating periods of flood and then drought in the affected area. Climate Change: It is well known that global warming is being caused largely due to emissions of greenhouse gases like carbon dioxide into the atmosphere. However, what is not known quite as well is that deforestation has a direction association with carbon dioxide emissions into the atmosphere. Trees act as a major storage depot for carbon, since they absorb carbon dioxide from the atmosphere, which is then used to produce carbohydrates, fats, and proteins that make up trees. When deforestation occurs, many of the trees are burnt or they are allowed to rot, which results in releasing the carbon that is stored in them as carbon dioxide. This, in turn, leads to greater concentrations of carbon. Case study of air Pollution in UAE A case study had been conducted to study the burden of diseases in UAE in long and short terms. There study the Impact of the Particulate Matter (PM) and Ozone (O3) in ambient air and how it going to affect people in the region. The World Health Organization defined that the total death due to Particulate Matter was 200, but didnt report the diseases due to other air pollutants. As results, theses study has been conducted in order to clarify the number disease due to other pollutant. Other status that relate to some effect to people by air such as smoking habit, health care statues, working and living environment are not considered. Firstly, the researcher of this study studied the PM and O3 in UAE as shown in the next two figures. Figure : A contour map show PM concentration in UAE Figure : A contour map show O3 concentration in UAE The next part of the study was to see number of death people in the region due to the between 545 (542 adults and 3 children) has diseases from PM, 209 (208 adults and 1 children) has a dead from it and 162 death from the O3 effects over the past 30 year the next two figures show the percentage of death including some uncertainties. Figure : chart show causes and death by PM Figure : chart show causes and death by O3 Method and discussion: As the research is limited to UAE region, the group was going to allocate sources related to the UAE region. The sources was books, online books, journals and online journals, as the group located some books that discuss the air pollution problems: such as, the major causes of air pollution in UAE and the effects of these causes on the UAE residents. In addition, some of the article had been seen some of the cause and effect in UAE. Also, the researcher team searched and found of some of the air pollution that affected the region. As allocation of credible evidence to the problem is required, the team searched for statistical data such as Chemical element emissions in Abu Dhabi and Dubai. After the group finishes the causes and effects of air pollution allocation, we will suggest solutions that can be implemented for better future and healthier generations. The following table showed that amount of work we did in the Multidisciplinary Projects. In addition, the project chart flow has been included by PRIMAVERA to be more a lear image of the duration of the project which Start from October 13th, 2010 and finished at January 16th, 2011 with total of 98 days. Duration (Days) Activity Description Early Start Early Finish Late Start Late Finish 6 Making the Tasks 13-Oct-10 20-Oct-10 13-Oct-10 20-Oct-10 10 Background of the Topic 21-Oct-10 3-Nov-10 21-Oct-10 3-Nov-10 8 Time Limitation 4-Nov-10 15-Nov-10 4-Nov-10 15-Nov-10 18 Study Cause of Air pollution in UAE 21-Nov-10 14-Dec-10 21-Nov-10 14-Dec-10 18 Case Studies 21-Nov-10 14-Dec-10 28-Nov-10 21-Dec-10 20 Study Effect of Air pollution in UAE 21-Nov-10 16-Dec-10 21-Nov-10 16-Dec-10 10 Statistical Data 22-Dec-10 4-Jan-11 22-Dec-10 4-Jan-11 5 Making Recommendation 5-Jan-11 11-Jan-11 5-Jan-11 11-Jan-11 3 Making Written and Oral Presentation 12-Jan-11 16-Jan-11 12-Jan-11 16-Jan-11 Table : Timeline of the Scheule Figure : A flow Chart of the Project Results In order to know the quality of air in the UAE, statistical data about the amounts of pollutants emissions was retrieved for analysis. However, working with statistical data raises two problems first is accuracy and second reliability. Since, statistical data are collected from samples, it is very important to have both accurate and reliable data if the results were to be generalized over the whole population. To ensure that our data are as accurate and reliable as possible we used governmental statistics center of Abu Dhabi and Dubai to find our results. The results found focuses on the emission of three main pollutants which are Carbon monoxide, Sulfur dioxide and Nitrogen dioxide. Moreover, the results cover two main cities in the UAE, Abu Dhabi and Dubai. Since, the research is limited to five years; the results cover the years 2005 to 2009. Because statistical data need time to be gathered and published by the government, the emission results for the year 2010 were not included in the research. Furthermore, the city of Abu Dhabi was divided into three main areas, main city Abu Dhabi, Al-Ain and Western Region. Dubai, on the other hand, was divided into six main areas, which are Diera, Safa, AlKaramah, Mushrif, Jabel Ali Village and Jabel Ali Port. Analyzing these results will show the exact amounts of pollution in each part, which will help in identifying the areas with the highest pollution levels. Knowing that, the recovery from pollution should be concentrated in these regions. Since, the results cover the last five years; we can know the trends in the emission of pollutants. This helps in identifying the areas were the pollution increases and the rate at which it increases. These results are very important in our research because it focuses our concentration in fewer areas which is more practical. Note that all the pollution levels are found in micrograms per meter cube (mcg/m3) and na means not-available. Carbon monoxide (CO) Abu Dhabi Only available data from 2007 to 2009 2007 2008 2009 Abu Dhabi 5.4 10.5 10.72 Al Ain 5.72 7.9 13.3 Western Region na na na Table : CO emission in Abu Dhabi Dubai 2005 2006 2007 2008 2009 Deira 1.6 3.4 5.4 9.6 10.9 Safa 1.3 3.6 5.5 8.8 10.8 AlKaramah 1.8 4.2 4.1 1.1 Mushrif Jabel Ali Village Jabel Ali Port Table : CO Emission in Dubai Sulfur dioxide (SO2) Abu Dhabi Only available data from 2007 to 2009 2007 2008 2009 Abu Dhabi 149 173.1 330 Al Ain 86 123.4 31 Western Region 161 124 179 Table : SO2 Emission in Abu Dhabi Dubai 2005 2006 2007 2008 2009 Deira 0.09 0.017 0.027 0.018 0.006 Safa AlKaramah Mushrif Jabel Ali Village 0.022 0.12 0.024 Jabel Ali Port 0.034 0.021 0.019 0.021 Table : SO2 Emission in Dubai Nitrogen dioxide (NO2) Abu Dhabi Only available data from 2007 to 2009 2007 2008 2009 Abu Dhabi 278 187.4 321.0 Al Ain 271 147.2 234 Western Region 192 72.6 289 Table : NO2 Emission in Abu Dhabi Dubai 2005 2006 2007 2008 2009 Deira 0.492 0.302 0.225 0.113 Safa 0.261 0.091 0.319 0.319 0.063 AlKaramah 0.445 0.306 0.091 Mushrif Jabel Ali Village 0.439 0.306 0.23 0.217 0.067 Jabel Ali Port 0.306 0.306 0.173 0.117 Table : NO2 Emission in Dubai Conclusions and Recommendations Conclusions There is no doubt that air pollution is one of the severe problems that people are facing nowadays and want strongly to get rid of. There is one question that the research team members have asked themselves regularly and the question is Why have we decided to choose the air pollution topic to be our project to talk about in the English 207 course? the answer of this question has been clarified and verified due to the importance of the topic and its widespread facts that the world is concerning about these days. Getting the definition, the causes, the effects of the air pollution, the team has already got in love with the topic of air pollution and strongly wanted to write about it and search about it more to know the real facts beyond this topic. The air pollution is a problem including and concerning each individual in this world. During Industry, combustion of engines, burning coal, smoking and emissions of green gasses are exceeding the limits and increasing the percentage of the air pollution. But as far as the EPA has a group that is concerning with its difficult task to help this polluted air from the humanity risk, the air is getting its freshness and cleanness. Dont you think that it is our mission also to support the EPA group and stop the humanity risk from the air pollution risks, so lets be one hand combing the seriousness of this topic to avoid the risks on this polluted air to be more worse than this. We cannot say that people can eliminate this issue completely because humans industry doesnt finish and his/her greed to get more is increasing day after day disregarding the case of their polluting the air that we are breathing. So, we can minimize this phenomenon by reducing these emissions and polluting factors of the air. Recommendations It is a very crucial step to point out that each project has been done, is being done or will be done is ending with some results. These results are either satisfied with the humans nature or unsatisfied. The project that has been done by our research team shows some results that are unsuitable for the human beings, this environment and also to a very important kind of humanity which is the humanity resources. Nobody can deny that air pollution has severe problems on humans environment and can perfectly damage humans life. What is remaining of this damaged environment and this polluted air that we are breathing? People are keeping in resolving their faults and they are in anxiety to keep this environment clean to be proper to live in. In fact, the results of the project are followed by some recommendations created or found by the research team to show how to keep a good humanity environment and having good humanity resources. As it has been shown that most of the natural resources an d also humans are affected by the air pollution and this has been shown in this project in the term of effects of air pollution on humanity. The mankind can cause a lot of destruction to himself/herself and can reduce a lot of this destruction he/she has done. It is obligatory and a crucial task for anyone of us to keep this environment clean to live in and to let others live in in a proper way. To reduce these effects on humanity, the research team has done some kind of suggestions and recommendations that could properly reduce the effects of the causes of the air pollution as follows: *Steps to reduce the level of Carbon Monoxide, Carbon Dioxide, Sulfur Dioxide and other green gasses causing air pollution: Doing a regular vehicle maintenance and this to reduce the percentage of the Carbon Monoxide and Dioxide coming out of the cars exhaust. Reducing the percentage of burning trash and coal which are producing most of the Carbon Dioxide and then affecting the Ozone layer and increasing the percentage of the Acid rain. Reducing the Green house Gas emissions including water vapor, carbon dioxide, methane, nitrogen oxides, and other harmful gasses causing the temperature increasing and then the global warming. Trying hard and putting all efforts to use the clean renewable and non polluting sources. Getting help from engineers to invent new technologies that are friendly to the environment such as the solar car that is powered and used in many cities nowadays. The solar cars could perfectly decrease the percentage of the emissions of either the Carbon Monoxide or Carbon Dioxide that are produced from millions of regular combustion cars engines. The most important is to stop smoking in order to decrease the Carbon Monoxide in the air. Also, people can use recycled products in order to decrease the global warming in the world. Following the EPA rules (Environmental Protection Agency). The EPA has done a lot of steps in the case of reducing the air pollution following the steps shown above. The EPA has proved that the air pollution is still growing by 10% even the steps are followed. The most important thing that could be done by the human himself/herself is warning people regarding the enormous bad effects of the air pollution. Also, they can give some lectures that advising people to reduce the percentage of the air pollution through some statistically and theoretically useful data, lectures and workshops. References: [1] Statistical Yearbook of Abu Dhabi 2010,Statictics centre Abu Dhabi, January 2011. [2] Ying Li et al., Burden of disease attributed to anthropogenic air pollution in the United Arab Emirates: Estimates based on observed air quality data,Science of the Total Environment, vol. 408, no. 2010, pp. 5784 5793, August 2010. [3] (2010, July) UAE Export and Directly. [Online]. HYPERLINK http://www.uaeexportdirectory.com/en/ResultStat.aspx http://www.uaeexportdirectory.com/en/ResultStat.aspx [4] (2010, December) Air Pollution Indicators at Monitoring Sites Emirate of Dubai. Pdf File. [5] (2010, October) Enviremntal Preotection Agency. [Online]. HYPERLINK http://www.epa.gov/ http://www.epa.gov/ [6] (2010, November) Intelligent Life of Deforestation. [Online]. HYPERLINK http://www.buzzle.com/articles/causes-and-effects-of-deforestation.html http://www.buzzle.com/articles/causes-and-effects-of-deforestation.html [7] (2009, Febraury) Sulphur Dioxide (SO2). [Online]. HYPERLINK http://www.airqualityontario.com/science/pollutants/sulphur.cfm http://www.airqualityontario.com/science/pollutants/sulphur.cfm [8] (2007, April) Agency for toxic subtances and Diease Registry. [Online]. HYPERLINK http://www.atsdr.cdc.gov/tfacts175.html http://www.atsdr.cdc.gov/tfacts175.html [9] (2010, July) Ministry of Enviromental and Water. [Online]. HYPERLINK http://www.moew.gov.ae/Ar/InformationCenter/Pages/ManufacturesGuide.aspx http://www.moew.gov.ae/Ar/InformationCenter/Pages/ManufacturesGuide.aspx

Anabolic Steroids Essay -- Drugs, Sports

When you are presented an easier way to achieve a goal its first nature to automatically be interested correct? When you feel overwhelmed with a task and the saying â€Å"you did your best† doesn’t apply to you its safe to say that most people would do anything they can to succeed. Maybe as a child you were instructed by your p.e. teacher to run two timed laps but you found a way to cheat and you only ran one. Imagine having to live up to the expectations of signing a multimillion dollar contract most people would do anything legal or not to make sure that they are not considered failures. It’s considered human instinct to cheat or to take an easy way out when you there is one presented and that is one of the main reasons why steroids are such a problem in sports today. Anabolic steroids, also know as steroids or â€Å"roids† are synthetic versions of testosterone. The word anabolic comes from the Greek word â€Å"anabole† which â€Å"means to build up.† Steroids are drugs that are used to stimulate the growth of the human body. The use of steroids without medical approval is strictly prohibited as congress classified the drug as a controlled substance in the late 1900s. The discovery of steroids came in the early 1930’s. Leopold RuÃ… ¾iÄ ka born in Vukovar, Croatia, was the chemist who created the drug. He received the Nobel Prize for Chemistry in 1939 and is considered one of the brightest biochemists during the 1900’s. At first scientists pronounced the drug as medicine. It was used to help find ways to cure aids, cancer, and other terminal diseases. It was also given to men who have not yet gone through puberty because it was discovered that steroids help produce testosterone. Men who lacked the ability to produce enough naturally were given as a ... ...heir success through hard work and determination have to now worry that they will be perceived as cheaters due to the fact that there are so many athletes on steroids. Sports are all about testing your physical abilities and pushing your body to it’s furthest limits but when you are under the influence of steroids. Your performance is rigged and that eventually will be the reason as to why Barry Bonds achievements are no longer considered. Steroid abuse also hurts professional leagues, after the steroid era in baseball, many beloved fans, retired players, owners, analysts felt ashamed when it came to how baseball had turned into a laughingstock. As a fan I was embarrassed that I believed in and encouraged the athletes who were criminals. I followed their careers and cheered when they broke the records of some of the greatest players in the history of baseball.

Criticism Of Shame :: essays research papers

Criticism of Shame Shame, published in 1983, a year before his most famous work The Satanic Verses, presents a fabulistic account in a country that disturbingly represents Pakistan. Critically, Shame is compared to Midnight’s Children because the of its resemblances in themes and style. The idea for Shame, reported interviewer Ronal Hayman in Books and Bookmen, grew out of Rushdie’s interest in the Pakistani concept of sharam, a word that denotes a hybrid of embarrassment, discomfiture, decency, modesty, and a sense of having an ordained place in the world. Reaction to Shame was mostly positive; many applauded the style of Rushdie’s work and the themes it presented . Many critics appreciated the subject matter and presentation of Rushdie’s work. Cathleen Medwick in Vogue stated, "His new novel. . . reveals the writer in sure control of his extravagant, mischievous, graceful, polemical imagination. (414, Editor) "Magic realism", a technique often employed by Rushdie is essential to the structure of how the story of the book is conveyed. Michael Gorra’s characterization of Rushdie’s style stated, "His prose prances, a declaration of freedom, an assertion that Shame can be whatever he wants it to be coy and teasing an ironic and brutal all at once. . .[Rushdie’s work] is responsive to the world rather than removed from it, and it is because of this responsiveness that the mode in which he work represents the continued life of the novel. . . and one wants something better to describe it that the term ‘magical realism’— is an assertion of individual freedom in a world where freedom is strangle. . . "(360, Editor) Christopher Lehmann-Haupt boldly asserts, "If Mr. Rushdie had followed [the logic of realistic psychology] in Shame, he would have robbed his novel of its spectral magic, its breakdown of narrative logic that allows time to rush suddenly forward and reveal the end of things, or permits characters to be reincarnated in each other. He would have robbed his novel of the truth—not precisely the truth of the parable or allegory or myth, but the truth of a narrative that describes a world apart and is a system accurate and logical only unto itself"(356, Editor) Lehmann-Haupt then goes on to compare Shame to Midnight’s Children: ". . .this doesn’t begin to account for the extravagantly tragicomic nightmare evoked by Shame, which does for Pakistan what Mr. Rushdie’s equally remarkable first novel, Midnight’s Children did for Inida.

Philosophy of Education Essay -- Education Teaching Careers Essays

Philosophy of Education I want to become a teacher. I must be out of my mind. At least that is what I am told by almost everyone when I tell him or her my plans for the future. Maybe I should become a doctor, lawyer, or own a business. No, I am going to fulfill my dream that I have had since I was in elementary school. I always ask a question to answer, â€Å"Why do you want to be a teacher? Are you out of your mind?† I ask who shapes the minds of the children of these doctors, lawyers, and businessmen while they are working. I also ask how these people would become doctors, lawyers, and businessmen without teachers to present them with the gift of education and the skills needed to perform their jobs. I am not out of my mind. I want to shape the minds of others. When I was in the third grade, I had to write a paper entitled, â€Å"What I Want to be When I Grow Up.† I wrote about becoming a teacher. From that point on, that’s all I’ve ever wanted to be. Growing up, teachers have had a big influence on my life, and I hope that I can do the same when I become a teacher. There are a few reasons that I decided to become a teacher. First, a teacher’s salary is not as horrible as it seems. Also, the benefits, such as the insurance and retirement make up for the low salary. Another thing that I considered when weighing my options is the vacation time and the hours, which will allow me to spend time with my family, to travel, and to do other things that I enjoy. The final and most important reason that I chose to become a teacher is that it will be a rewarding experience to watch children learn and use the things that I teach them. I have had some great teachers in the past, and I have had some that werenâ€⠄¢t so great. ... ...to the day when I become Mr. Hartwell, English/Language Arts teacher. In conclusion, I do not believe I am out of my mind at all for wanting to become a teacher. No matter how many people try to talk me out of it, even if he or she is a teacher, I am going to fulfill my dream and become a teacher. I will never discourage anyone from becoming a teacher. Teachers help boys and girls become men and women, the little boy that stained the carpet with his chemistry set to become a world-renowned scientist or a pharmacist, the little girls who cook with their easy-bake ovens into owners of successful restaurant chains. I want to be the teacher that students write about in an essay about the teacher that had the greatest influence on their lives, or to be named teacher of the year, or to be complimented with a simple â€Å"Thanks Mr. Hartwell. You’re pretty cool. ¨

The Role and Proceedings in a magistrate’s court

The court system in the United Kingdom has continuously been changing over the year’s. In the recent past; the pace of change in court reforms has been fast, this has in turn led to some important changes within the English court system. For example, before the year 1979, the Lord Chancellors department (LCD) was responsible for running all the courts except the magistrate’s courts.It is during this year(1979) when the administration of magistrate courts was transferred to a state agency referred to as the court service which was earlier responsible for administering the functions of the supreme court of England and Wales, this also consisted of the court of appeal, the high court ,the crown court, county courts and several tribunals. Magistrates Courts were under the jurisdiction of local committees that were constituted under the authority of the home office until the beginning of the year 1991. Since this year, the Lord Chancellors Department took over the running of magistrates courts.The enactment of the courts act of 2003 led to the creation of her majesty’s courts service (HMCS) as the executive agency responsible for administering the English court system. The crown court on the other part is one of the courts that constitute the senior courts of Wales and England. The administration of the crown court is overseen by the HMCS and the court mainly handles appeals for decisions referred from the magistrate courts, convicting persons who have sentenced in the Crown courts, carrying out jury trials and finally, sentencing those who have been convicted in magistrate courts (Gray, 2004, p.16). This paper explores what happens in magistrate and crown courts and offers a comparative analysis of the two courts and seeks to create understanding of the role played by them in the administration of justice. The Role and Proceedings in a magistrate’s court The first visit by any one into a magistrate’s court will be characterized by so many questions. As Gibson and Watkins, 2009, p. 10, note, a first visitor will want to know why things are done in the manner they are done. Many of the criminal proceedings begin in the magistrates courts.These proceedings range from offences relating to parking, sexual offenses, crimes committed by youthful people or juveniles and cut across to cases involving murder. Besides these hearings, Welsh, Greenwood and Banks, 2007, p. 97, add that magistrate courts also carry put proceedings relating to family issues like neglect of young children and disputes between the husband and the wife. Most of the cases that are brought in a magistrates court are concluded through acquittals, conviction and sentencing by the magistrates.Magistrates do not work for a regular pay but in the course of their duties, they are given reasonable allowances to meet their travel, subsistence and loss of earning. According to Hunter and Roberts, 1997, p. 35, any one aged above eighteen years and has bee n charged with committing an offence is required to attend a hearing in the court. As mentioned earlier, a large percentage of the criminal cases in England and Wales are handled by the magistrate courts.The cases heard in a magistrate’s court are divided into summary offences (lesser offences), Either-way offences (cases that can also be heard in a crown court before a judge) and Indictable-only offences (serious offences such as murder, manslaughter, and rape). The hearing for the case takes place in the court, members of the public have a gallery from which they sit and follow the proceedings. In cases where the accused persons are young offenders or juveniles, special arrangements are made before the trial begins (Gibson, & Watkins, 2009, p.83). During my visit to the magistrates’ court, I noted that the nature of offences that were being heard were common offences which included affray (in which the defendant was a young man), a case involving assault occasioning actual bodily harm (ABH), this case involved two young college mates of which the defendant was a female student. The last case involved theft, a young man was accused of having shop lifted a pair of sports boots from a shopping mall.The offences are defined in the following provisions; section 47, of the offences against the person act of 1861, Section 1 of the theft Act 1968, and Section 3 of public order act 1986. (Adopted from, Criminal Litigation & Procedure by Tyrer& Lawton, 2000, p. 119). Of the three cases, none of the defendants had a defense lawyer. In the case involving assault, the defendant appeared composed and decently dressed. When the charge was read, the defendant showed that she clearly understood the accusation against her.The defendant pleaded guilty to the charge explaining to the magistrate that the assault was due to excess drinking that made her to be easily provoked by the plaintiff. In delivering the sentence, the magistrate read out the charges clearly to the defendant and quoted extensively on the provision section 47, of the offences against the person act of 1861. the magistrate concluded his sentencing by requiring that the she pays a fine of three thousand pounds and also ordered that the defendant restrains from excessive indulgence in alcohol consumption.The defendant in the second case was young man and the witness was a shop attendant who worked in the shopping mall from where the defendant was accused of having committed the crime. The stolen shoes and tapes recordings from a closed circuit television (CCTV) camera inside the shop were produced and used as exhibits in the case. The prosecutor was able to prove that the defendant had committed the offence because of his alibi. Similarly, the defendant pleaded guilty and asked for forgiveness vowing never to commit the offence again.In settling this matter, the magistrate cited the nature of the offence and considering that the young man was a first offender, the magistrate ruled that the young man be freed upon paying reparations equivalent to the price of the stolen boots. The case involving affray involved a young man who was accused of threatening a neighbor with violence in a dispute arising from a bet that was not honored relating to the outcomes of a premier league encounter between two teams playing in the champions’ league.In delivering the sentence, the magistrate ordered that the young man be remanded and the case be heard on a later date since the defendant was not apologetic to the plaintiff and was openly violent even at the hearing of the case. I was particularly impressed with the way the prosecution was able to proof that the young man had stolen the boots from the shopping mall and in the case involving affray. My surprise comes from the conduct of the first two defendants who pleaded guilty to the charges, consequently, leaving the prosecution with no task to proof that the defendants had actually committed the offences.The Ro le and Proceedings in a crown court. The national audit office, 2007, p. 4 reports that crown courts handle the most serious cases for example murder and rape. The administration of these courts is a responsibility of the HM court services and the courts often handle appeal proceedings that are brought against convictions or sentences that were initially dealt with at the magistrate’s court. When a case is heard in the crown court, the judge has the authority alter or even reverse earlier decisions made regarding the case.During the trial, the judge and a jury that consists of around twelve people hear the case. Members of the jury who hear the case are required to come up with their own verdict regarding the matter in the proceedings. The defendant will be present together with defense and prosecution lawyers, together with members of the public who follow the court proceedings from the public gallery. At times, members of the press may be present in the court to follow on t he proceedings.The length of time a case may last in the crown will mostly depend on the nature of the case and the complexity involved in the gathering and presenting the evidences. So, the trials could last t for a day or proceeds for several weeks and even months. Cownie, Bradney and Burton, p. 317, explain that cases in a crown court are heard before a judge and jury; they however note that a small number of all the cases that appear in crown are acquitted or convicted through jury trials. An observation by Cownie, Bradney and Burton (p.317) is that most of the defendants in the crown court end up pleading guilty and the judge plays a critical role in the acquittal of those defendants who enter a not guilty plea. According to Gray, 2004, p. 16, offenses tried in a crown court can be categorized into four classes namely, Class 1(murder, treason and other related crimes ), class 2(Manslaughter and murder, rape cases), class 3(indictable and various either-way offenses) and finally class 4(robbery, assault and offenses causing serious bodily harm).During my visit to the crown court, I heard a case that involved a middle aged man, thirty five years of age who was charged with an indictable-only offense. The man was charged with grievous bodily harm which is contradiction to the provisions of section 18, Offence Against the person act 1861. Alonsdide this, the man was also facing an acquisition of affray which is a contradiction to section 3 public order act of 1986. These two incidents were tied to a fight that took place in the city centre between supporters of opposing teams.The defendant was represented by a lawyer and this is one of the cases in which the prosecution was put to task to proof that the defendant had committed the offence. The case also involved the jury which ruled that owing to the extensive damages to property and the disruptions of activities at the city centre occasioned by the brawl, the defendant had a case to answer despite not pleadi ng guilty. This case had received great coverage from the press and public interest in the case was also high.The case was not concluded as I had anticipated and the case was deferred to later date owing to the need for the prosecution to finalize investigations on other co-defendants who were still in police custody. Comparative analysis Looking at proceedings that are handled in the two courts, both courts carry out trials that fall in either one of the following offenses; summary offenses which are often petty offenses mainly tried in the magistrates courts. In the magistrates’ court, an important distinguishing note between the magistrates’ court and the Crown is that the proceedings do not involve a judge or a jury (Cullingworth, 2001 .p. 205). The magistrates, unlike the judge who sits in the Crown court, the maximum sentence that the magistrate can give to a defendant who is proven as guilty is six months, this is different from the sentences in the Crown court where the judge together with the jury can give a sentence that is more than six months. On the same note, the maximum amount of money that can be paid as fines in a magistrate courts differs from that which the judge can quote at the conclusion of a proceeding in a Crown court.This maximum amount is three thousand pounds. In regard to the second category of offenses, which are triable either-way offenses, proceedings can be held in any of the two courts. Most often, a case is referred to the Crown court by the magistrates court if the defendant has been charged with the same offence more than twice or when there are multiple charges in which the magistrate feels there is need to refer the case to the crown court (Hannibal & Mountford, 2007, p. 39).Such cases include serious offenses like assault and rape. Pertaining to the last category of offenses, which are indictable offenses, proceedings can only be conducted in the crown court. The nature of offenses is regarded as serious and the trials may take considerable time because the cases involved are complex. Such complex cases include trials for armed robbery, major fraud cases, rape, and grievous bodily harm . These offenses have harsh sentences that may include the defendant being sentenced to life in prison.Both courts have a shared responsibility of administering justice, though this is done at different administrative levels with majority of the criminal cases being tired in the magistrates’ court with some being referred to the crown court for further consideration. Conclusion The magistrate and crown courts were created to serve the need of administering justice as part of the English court systems. Many of the criminal cases are heard in magistrates’ courts which do not have a judge or jury during the proceedings.The nature of sentences that a magistrate can order are generally not severe because the maximums sentence period is six months and the fine is set at a maximum of three thousan d pounds. On the other hand the proceedings in Crown court often involve a jury, a judge, defense lawyers and the director of prosecution. Since the Crown court handles cases that are complex in nature, the English court system has made the process of justice administration easier as magistrates’ courts can be effectively used to divert sizeable number of cases that could end up being pushed in Crown courts.Keeping in mind the crucial role played other courts like the county and youth courts and the presence of a state agency solely responsible for administration of the courts, which is her majesty’s courts service, (HMCS), the English justice administration systems are quite efficient. Reference list Cownie, F, Bradney, A & Burton, M, 2007, English legal system in context, Oxford University Press, Oxford. Cullingworth, N, 2001, Edexcel BTEC first public services textbook, Nelson Thornes,Cheltenham. Gibson, B &Watkins, M, 2009, The Magistrates ‘Court: an Introduc tion, 5th Ed, Waterside Press, Sherfield.Gray, D, 2004, BTEC National in Public Services, Heinemann. Hannibal,M& Mountford,L,2007,LPC Handbook on Criminal Litigation 2007-2008, Oxford University Press, Oxford Hunter, J& Roberts, C. A, 1997, Studies in crime: an introduction to forensic archaeology, Routledge, London. National Audit Office, 2009, Administration of the Crown Court, The Stationery Office, London. Tyrer, J& Lawton, D, 2000, Criminal Litigation & Procedure, Routledge, London Welsh, T, Greenwood, W& Banks, D, 2007, McNae's essential law for journalists, Ed19, Oxford University Press, Oxford. .