Genaral relations of the judicial, executive and legislative body in Essay

Genaral relations of the judicial, executive and legislative body in British - Essay Example This is an exploration about judicial system and its machineries as well as an attempt to recognize and critic some gaps in this literature. British Judicial system The chapter pointed that UK has three court systems. These are in England and Wales; in Scotland and in Northern Ireland. These are independent institutions but the judges and its practitioners are appointed to the Court of Justice, Court of First Instance of the European Communities and to the European Court of Human Rights.2. Author emphasized that UK’s judicial system is not solely focused on civil and criminal adjudications since the parliament made some tribunals as special courts e.g. for election, labor cases, and patent courts. The structure and hierarchy of the court system in England and Wales was also detailed, being the High Court that also decides for cases requiring judicial review and question of laws, although following Constitutional Reform Act 2005, the court is now named as the Senior Courts of E ngland and Wales.3 The broad civil jurisdiction is under the jurisdiction of the country courts and of magistrates’ courts under Legal Services Act 1990.4 The criminal jurisdiction is likewise at the Court of First Instance where the magistrates does a summary trial while those in jury trial by the Crown Court following Courts Acts 1971 (p. 386). Appeals are done to Queen’s Bench Divisional Court of the High Court, to the Court if the High Court, or to the Court of Appeal of the Criminal Division.5 In Scotland, the civil cases are held by the Court of Session, with hierarchy of body to hear cases subject for appeal. Meanwhile, the High Court of Justiciary has jurisdiction on the criminal cases, either for trial or for appeal. The district courts are also mandated of summary criminal jurisdiction. House of Lords has jurisdiction over civil cases while devolution cases, and criminal matters, are heard in the Privy Council. In Northern Ireland, the Court of Judicature of Northern Ireland has jurisdiction of all cases.6 The author affirmed that following rules and administrative polices, judiciary maintained its independence from UK’s legislative body, albeit some judicial matters are subject to policies formulated by the legislative body.7 Numerous laws have evolved the procedural processes within the House of the Lords through historic legislation of policies deemed significant in systematizing the procedural aspect of adjudicating cases. The House of the Lords however remained bereft of authority or jurisdiction over Scottish criminal cases.8 One is certain though that the House of the Lords has influential power in the legislation of policies through the â€Å"system of precedent† until its amended to free the system from the rigidity to avoid injustice and may hinder policy change.9 In 2010, UK developed its Supreme Court that would hear cases on appeals from the House of the Lords and the devolution of Privy Council’s juris diction. The SC mirrors the function of other organized civilization and maintains independence from the two other branches of the government whose luminaries are appointed in accordance to Constitutional Reform Act 2005 although the qualifications remained based on the Appellate

State Laws on Corporal Punishment Research Paper

State Laws on Corporal Punishment - Research Paper Example Although United States of America has made noticeable progress in addressing challenges that are associated with corporal punishment in public schools, human rights activists have observed that, a lot of work need to be done in order to effectively protect children against violation of their basic right. Moreover, present corporal policies prohibit use of corporal punishment by teachers and other school administrators. According to the existing policies, any form of corporal punishment against students is illegal and anyone or professional who engages in such kind of punishment should face severe legal punishment. In addition to the existing policy that bans corporal punishment in schools, the country’s constitution has a provision that defines the role of federal government in regard to protecting children basic rights. By referring to the existing law, all children in the country ought to be brought up in a proper environment that enhances human dignity and freedom. Accordin g to United States of America constitution, everyone who is less than 18 years is children who require maximum protection from the government. As described by the existing policies, all America children must be protected from illegal or harmful practices as well as intentional physical injuries. As states in the existing law, nobody in the society including teachers or parent is entitled to corporally punish children (Rankin & Wells, 2011). However, although there are effective laws that protect children basic rights, the implementation of these policies has become a common hindrance towards the realization of the full benefit of these policies. Lack of effective implementation of corporal policies significantly reduced... This report stresses that based on the available information, it is factual to state that, there is very close relationship between administrative acceptance and current nature of corporal punishment in American public schools. Teachers and school administrators assumes that, corporal punishment is the only effective ways of punishing children in public learning institutions. Moreover, schools administrators do no deal effectively with parents complains. There is also ineffective communication between parents and teachers in regard to children punishment. Lack of effective and immediate sanction on teachers and other school administrators who violate the existing policy on corporal punishment can as well be associated with corporal punishment. This paper makes a conclusion that the existing literature review has found a very close relationship between social acceptance and corporal punishment both in school and at home. Incidences such as approval of corporal punishment in America schools by parents, poor follow up and lack of effective mechanism of reporting cases of corporal punishment have also significantly contributed to the increasing cases of corporal punishment in public schools in America. Moreover, although corporal punishment is seen as useful means of punishing children, a good number of parents and policy makers do not recognize corporal punishment as the most effective mean of punishing children.

Effect Of Facebook On Academic Performance

Effect Of Facebook On Academic Performance THE IMPACT OF FACEBOOK ON STUDENTS’ ACADEMIC PERFORMANCE INTRODUCTION Facebook is dominate potential –places among youth specially students. Most of students are spending more time in using Facebook which is lead to impact time spending in education. This research is going to study whether Facebook impact on students’ performance or not in SLIATE. The SLIATE (Sri Lanka Institute of Advanced Technological Education) is one of the leading educational institutions in Sri Lanka for higher education and is a statutory body coming under the purview of Higher Education Division, Ministry of Education. SLIATE has been established by the Parliament Act 29 of 1995 focusing on fostering Advanced Technical Education at a post-secondary level and its head is Director General appointed by the cabinet. It is mandated to establish Advanced Technical Institute (ATI) in every province for both Engineering and Business Studies. (http://www.sliate.net/about.htm) BACKGROUND OF THE STUDY Nowadays most of peoples use Facebook to make social network among people all over the world. And students also spending most of their time on such social media called Facebook. Facebook.com (Facebook), the most popular and commonly used online social network Web site, has created passion among college students in modern years. College students are become very interest in online social networking. â€Å"Online social network sites such as Facebook work as an important entertainment for undergraduates. Facebook, the most popular social network site, was specifically designed for undergraduates and is the most commonly used. Therefore, time spent on Facebook may affect academic performance. For example, time spent on Facebook may directly affect and/or reasonable the students’ academic performance. OBJECTIVE OF THE STUDY The ultimate purpose of this study is going to examine the use of Facebook weather it is impact on students’ academic performance or not. The core research question of this survey is: what is the effect of online social networking site, Facebook, having on students’ academic performance (Examination Marks)? In other words does time spending (access) every day on Facebook have a significant impact on academic performance (Examination Marks)? In addition to that this survey going to test do Sex, age and status of the student impact on academic performance on them? SIGNIFICANCE OF THE STUDY The college classroom is used to delivering the product (student education) of the college. The objective of education is to have students learn and succeed. Thus, it is important to know and understand how student use of online social network sites (i.e. Facebook) affects academic success. Therefore, a critical examination of the impact of Facebook on academic performance is very essential. This useful presentation to help students, lecturer, teachers and academic leaders. Students, specially, can get better understand the consequences of Facebook site use on educational performance. Lecturer, teachers and academic leaders can get valued understanding and information about the relationship between the students time spend on Facebook and how it affects students’ academic performance. Also, academicians can be get well prepared to guide and mentor students regarding the negative impacts of Facebook sites on their academic performance. METHODOLOGY This research is designed to test the impact of using Facebook on student academic success and performance in their exam. Research can explain through the collection of numerical data, which is then analyzed using computerized statistical package. With survey research, I can select a group of respondents, collect data, and analyze the data to answer the research question. I have collected quantitative as well as qualitative data from a sample using questionnaire technique. This research is an appropriate investigation tool for making generalized interpretations about a large group of people based on data collected from a smaller number of individuals from that group. POPULATION AND SAMPLE The population for this study is Higher National Diploma 2009 Batch students of SLIATE, Kandy. The students’ academic performance is evaluated through final marks taken by students in Strategic Financial Management. The independent variable is use of Facebook every day. This data was taken from the respective student through small questioner during the class. Furthermore some demographic data also have been collected such as: gender, age, and student status weather full time or part time. They described the sample characteristics. The student (sample) selected the answers from the survey that best described them. DATA ANALYSIS I used SPSS 16.0 to perform the statistical analysis. Basic frequency analyses were conducted using demographic information. The questions were analyzed using descriptive statistical analyzing techniques. Descriptive statistics was another statistical technique which is used in this study to define the mean, minimum value, maximum value, and standard deviation for all the demographic variables. SPSS is presented in tables and charts. Most importantly the core research question’s answer is tested by using Independent Samples Test and ANOVA test also is performed as statistical technique. I used this technique to find the impact of using (spending time every day) Facebook on student’s performance, by comparing means marks between student’s who are spending time on Facebook and who are not. So I used SPSS 16.0 to analyze statistic and interpret the result. This study is intended to bring attention to and awareness of the impact of using Facebook on students’ academic performance. FINDINGS This section is presents the output generated by SPSS 16 from data collected for survey. Table 1 represents the total number of respondents included in the sample of 106 students. Among them 45 students are spending time on Facebook every day which represent 42.5%. But 61 students (57.5%) are not spending time on Facebook every day. Table 2 represents the status of the students such as whether full time or Part time students. 43 students are engaging in Full Time and 63 students are engaged in part time course. Table 3 represents the total sample consist of 64 students are female (60.4%) and 42 students are male (39.6%). Table 4 represents the age group of the sample. 68% of the sample students represents the age group of 25 Years. 15.1 % of students in 26 years age group. Other age groups are approximately similar to 10%. Table 5 represents summary of respondents. 11 female and 10 male Fulltime students, and 16 female and 8 Male part-time students are spending time on Facebook every day. But 11 female and 11 male Fulltime students, and 26 female and 13 Male part-time students are not spending time on Facebook every day. Table: 6 represents the descriptive statistics of the sample with a variable of Facebook usage on student’s performance which is represented by Marks. The students mean marks those who are spending time on Facebook is 77.36. At 95% confidence level the mean marks of the student’s lies between 74.52 to 80.19 marks. But there is a 5% change to the mean marks not lies within the range. And the standard deviation of marks is 9.432, median is 78.00, normal distribution is negatively skewed to left at -.592. The students mean marks those who are not spending time on Facebook is 77.93. At 95% confidence level the mean marks of the students lies Between 75.96 to 79.91. But there is a 5% change to the mean marks is not lies in the range. And the standard deviation of marks is 7.726. , median is 78.00, normal distribution is negatively skewed to left at -.276. Tests of Normality H0: Student’s marks are normally distributed H1: Student’s marks are not normally distributed The Tests of Normality are shown in the table 7. Here two tests for normality. For dataset small than 2000 elements, we use the Shapiro-Wilk test, otherwise, the Kolmogorov-Smirnov test is used. In our case, since we have only 106 elements, the Shapiro-Wilk test is used. From the table Group Yes p-value is .040 and Group No p value is .294. So in group yes, we can reject null hypothesis and we can conclude that the data comes is not normal distribution. But in case of Group No, We cannot reject the null hypothesis and conclude that the data comes from a normal distribution. However when analyze the Normal Q-Q plot of marks in Figure: 1 Group yes is approximately normally distributed. So we can assume that data are normally distributed to use the independent sample test. Figure: 1 Figure: 2 Figure: 3 Statistical Hypothesis H0: Student’s marks of two groups are equal ( µ= µ) H1: Student’s marks of two groups are not equal ( µÃ¢â€°  Ã‚ µ) Research Hypothesis H0: Use of Facebook is not significantly affect the students’ performance H1: Use of Facebook is significantly affect the students’ performance This table 8, represents the results of the independent-samples t-test. The Levene’s results had an F-statistic of 1.844 with a significance value (P) of 0.177. Because, P > ÃŽ ± (0.177 > .05), the two variables has statistically equal variance distributions. Therefore, we can use the first row of t-test information to determine if the two group mean marks are statistically different from each other. The t-statistic value is -0.347. The degrees of freedom is 104. The 2-tailed significance value is 0.729. The difference between the means of two group is -0.579 and the standard error of this difference is 1.668. The 95% confidence interval of the difference ranged from -3.887 to 2.729. Because P > ÃŽ ± (0.729> 0.05), we cannot reject null hypothesis i.e. there is no significant evidence that two groups students’ average marks are different, so we can come to the conclusion that use of Facebook is not significantly impact on students’ performance. Research Hypothesis H0: Sex not significantly affect the students’ performance ( µ= µ) H1: Sex is significantly affect the students’ performance ( µÃ¢â€°  Ã‚ µ) The Levene’s results had an F-statistic of 5.194 with a significance value (P) of 0.025. Because, P < ÃŽ ± (0.025 ÃŽ ± (0.627> 0.05), we cannot reject null hypothesis, so we can come to the conclusion that the average marks is statistically not significantly different in sex of students. So sex of the students are not impact on students’ performance. Research Hypothesis H0: use of Facebook is not significantly affect the students’ performance ( µ= µ) H1: use of Facebook is significantly affect the students’ performance ( µÃ¢â€°  Ã‚ µ) Table 11 represents the results of the independent-samples t-test. The Levene’s results had an F-statistic of 0.023 with a significance value (P) of 0.879. Because, P > ÃŽ ± (0. 879 > .05), the two variables has statistically equal variance distributions. Therefore, we can use the first row of t-test information to determine if the two group mean marks are statistically different from each other. The t-statistic value is -0.154. The degrees of freedom is 104. The 2-tailed significance value is 0. 878. The difference between the means of two group is -0.259 and the standard error of this difference is 1.668. At 95% confidence interval difference ranged from -3.591to 3.073.because P > ÃŽ ± (0 .878> 0.05), we cannot reject null hypothesis, so we can come to the conclusion that the average marks of the two group (Full time and Part Time) of students are statistically not significantly different. In other words student’s status is not impact on student’s performance. Research Hypothesis H0: Age is not significantly affect the students’ performance ( µ= µ) H1: Age is significantly affect the students’ performance ( µÃ¢â€°  Ã‚ µ) Table 12 is represent ANOVA output. Which is used to compare mean differnces between age groups of the sample. The F-statistic is 0.753, The Sig value is 0.523.P > ÃŽ ± (0.523> 0.05), we cannot reject null hypothesis i.e there is no significant evidence to reject that age of students’ average marks are different, so we can come to the conclusion that the average marks of students’ age are statistically not significantly different. So student’s age is not impact on students’ performance. OVERALL CONCLUSION The use of Facebook is statistically not impact of student’s performance. Even sex, Age, or Status also statistically not impact on students’ performance. LIMITATIONS The selected variables are not significantly impact on students’ performance. To know what are the factors are affecting students’ performance, we have to include more variable in addition to this variable and include more samples into the survey. The potential limitation of this study is that the participants are sampled from only one insti

the conscience :: essays research papers

She could not take it anymore. She was convinced that she could no longer endure the presence of that hateful vagabond. She was determined to end it, end everything, no matter how bad it might be, rather than bear his tyranny.   Ã‚  Ã‚  Ã‚  Ã‚  It had nearly been fifteen days with that struggle. What she didn't understand was the tolerance that Antonio had with that vagabond. No, truthfully, it was strange.   Ã‚  Ã‚  Ã‚  Ã‚  The vagabond begged for hospitality for one night: the night of Ash Wednesday exactly, when the wind dragged along a blackish dust, whirling, and whipped the glass windows with a dry crackle. Afterwards, the wind ceased, and there befell a strange calm to the earth, and she pondered, while closing and adjusting the window blinds.   Ã‚  Ã‚  Ã‚  Ã‚  --I don't like this calm--   Ã‚  Ã‚  Ã‚  Ã‚  She hadn't even locked the back door when that man arrived. She heard his call ringing from behind the door in the kitchen:   Ã‚  Ã‚  Ã‚  Ã‚  --Kind lady...--   Ã‚  Ã‚  Ã‚  Ã‚  Mariana felt sudden fear. The man, old and raggedy, was there; a hat in one hand, with a begging manner.   Ã‚  Ã‚  Ã‚  Ã‚  --Shall God protect you...--he started to say. But the vagabond's eyes looked upon her in a strange way. A way that robbed her of words.   Ã‚  Ã‚  Ã‚  Ã‚  Many men like him begged for the grace of heaven on winter nights. But something about that man frightened her without motive.   Ã‚  Ã‚  Ã‚  Ã‚  The vagabond began to recite his ballad: For one night, if they would kindly let him sleep in a stable; a piece of bread and a stable; he doesn't ask for more.   Ã‚  Ã‚  Ã‚  Ã‚  The storm announced its coming...   Ã‚  Ã‚  Ã‚  Ã‚  Outside, Mariana heard the drumming of the rain against the door. A deaf rain, thick, a warning of the approaching storm.   Ã‚  Ã‚  Ã‚  Ã‚  I'm alone--she said dryly--. I mean...when my husband is away, I do not want unknown people in my house. Go, and may God protect you.   Ã‚  Ã‚  Ã‚  Ã‚  But the vagabond remained still, looking at her. Slowly, he put his hat on and said: --I'm a poor man, kind lady. I never did any wrong to anyone. I ask very little: a piece of bread...   Ã‚  Ã‚  Ã‚  Ã‚  In that moment, two maids, Marcelina and Salome, came running in. They came from the vegetable garden, with their aprons over their heads, screaming and laughing. Mariana felt a strange relief after seeing them.   Ã‚  Ã‚  Ã‚  Ã‚  Well--she said--. Fine... but only for this night. For tomorrow when I awake, I do not find you here....   Ã‚  Ã‚  Ã‚  Ã‚  The old man knelt, smiling, and said a strange poem of thanks.   Ã‚  Ã‚  Ã‚  Ã‚  Mariana ascended the stairs and went to go to bed.

Father-Son Bonds in Wiesel’s Night

In his memoire, Night, one of Eliezer Wiesel’s main themes is how the relationship between fathers and sons is drastically changed over the course of imprisonment and in different ways. At the beginning of the book, new prisoners hold on to the only thing they have: their family.For some people, the only thing that gives them the will to keep living is the knowledge that their family is still alive, or the need to help their families. The most prominent family relationship in the camps (mostly because the women were exterminated immediately) is that between father and son.As the book progresses and the suffering intensifies, however, many changes are seen in this father-son bond. One of these changes, brought on by the inner struggle between self-preservation and love, is shown when the son begins to view his own father as a burden.After the mad run to Gleiwitz, in which prisoners who could not keep up were shot immediately, Rabbi Eliahu goes around inquiring of the resting pr isoners the whereabouts of his son. Eliezer tells him that he doesn’t know where his son is, but later remembers that his son had been beside him during the run.He realizes that the son had known that his father was losing ground, but did nothing about it because he knew his father’s survival would diminish the chances for his own. After this realization Elie prays, â€Å"Oh God, Master of the Universe, give me the strength never to do what Rabbi Eliahu’s son has done† (Page 91).Later on, however, while his father is dying, Elie finds himself grudgingly taking care of him, and is ashamed that he has failed what he had previously prayed to do. One day, Elie’s father begins calling out to him for water, and an officer starts beating him to keep him silent.He keeps calling out to Elie, not feeling the blows or hearing the shouts; Elie, however, remains still, fearing that the next blow will be for him if he interferes. The next morning, he finds his f ather replaced with another sick person, and he can not find it within his weak conscience to even cry over the death of his own father.Another even more severe instance of a son and his father’s bond being broken is seen on the train to Buchenwald. When a German farmer sees the train full of prisoners going by, he throws bread into the transport car, and a fight instantly breaks out among them.Elie refuses to take part in the fight, trying to retain whatever dignity he has left and to avoid getting hurt. Watching the fight take place, he sees an old man crawling out of the mob, holding something to his chest. He realizes that the man is hiding bread underneath his shirt, and the man quickly eats the bread.No sooner does he smile than someone is on top of him, dealing punches to him. The old man cries out, â€Å"Meir, my little Meir! Don’t you recognize me†¦you’re killing your father†¦I have bread†¦for you too†¦for you too† (Page 101). The person beating him is his very own son. The father is soon dead, and the son begins devouring the small crust of bread, only to be beaten by two men watching. The two bodies, father and son, lie beside Elie throughout the train ride.From the behavior of sons to their fathers shown throughout the book, one can conclude that the effect of dehumanizing circumstances on even the closest of human relationships can be so radical that one may begin to see a loved one as a burden, competition, or even a direct threat to their own safety.In some cases in the concentration camps, loved ones really were threats, but generally in extreme conditions, the bond between family members is strong enough for them to look past this and use each other as support. In such conditions as prisoners are subjected to by the Germans, where people are treated worse than animals, however, friends and family act cruelly toward each other, and it is every man for himself.One might act viciously to cope with th e brutality he is being forced into, to separate himself from a nuisance so as not to be blamed, or to make things a little more advantageous for himself, whether it be a lesser burden or a few bread crumbs.The horrible things that go on during the Holocaust force Elie into mixed feelings about his father. At times his father is his lifeline, the only thing keeping him alive, and at others, he is only a liability. His father is pulling him down, and in a place like the camps, Elie and many other sons are required to concern themselves only with their own survival.The ultimate example of this in Eliezer is his final night with his father. He recounts the scene, saying, â€Å"I didn’t move. I was afraid, my body was afraid of another blow, this time to my head† (Page 111). Elie is haunted by his own inaction for the rest of his life.As seen through many of Eliezer’s thoughts and the actions of other people toward their own fathers, the experiences in the concentra tion camps numbed all human feelings. Many died and no one cried for them; they hadn’t any tears left, and fathers and sons were no exception to this.Personal Commentary I find it unfathomable that the chilling horrors that happened during the Holocaust were so much as conceived as an idea, let alone followed through with. It really makes me think how an entire country, known for its brilliant people and its culture, could be silent while a heinous crime against an entire race of people was being committed within its borders. Millions of people were slaughtered, treated worse than animals, and forced to act lower than animals.Reading about the friends and family of people getting killed, the smell of burning flesh penetrating prisoners’ noses, the complete loss of faith from some people, and the general hatred of everyone for everyone else makes me glad that I live in the place that I do today.But I still know that the same problem that was there during the Holocaust i s still here today, and perhaps forever. Racism and other forms of hatred will never leave our society, but it is the general passivity for it that allows bad things to happen, and the Holocaust is the prime example for this.

Analysis of short stories by Thomas Hardy Essay

Thomas Hardy was born in 1840 and died in his late eighties. As a child Thomas Hardy spent most of his time in a small village near the edge of a wild moor land, which he called Egdon Heath in his stories. Hardy’s early years were spent at home in front of a warm fire with his grandmother and parents telling him stories about the neighbourhood that they had lived in for generations. Hardy’s â€Å"Wessex tales† and many other stories were all based on what he had seen through out his life and named his surroundings with what he wanted such as the nearest town, Dorchester, was changed to Casterbridge. Thomas Hardy created â€Å"Wessex†, and his short stories, like â€Å"Wessex Tales†. Wessex is based on a real worldly environment, an area in the South West of England that in real life includes counties such as Dorset, Somerset, Oxfordshire and Devon. In the days before televisions and films and in countries where many could not read, people still loved stories. Instead of seeing or reading them they heard them. People told each other stories and gossiped about what is happening around the neighbourhood, which was very small at the time. Since â€Å"The Superstitious mans story† is written in an anecdotal style it connects with how people used to gossip. At the beginning of â€Å"The Superstitious mans story† the words, â€Å"as you may know† are used giving readers an instant clue that this story is anecdotal. By using this anecdotal style Hardy immediately captures the reader’s attention by making them feel part the story. Hardy takes particular care to establish this style and uses dialect words to add authenticity such as, â€Å"he came near ‘ee;† and â€Å"who told me o’t,†. The text is written in the 3rd person, which gives the sense of a speaking voice with the narrator telling a past event to someone else about ‘William Privett’. â€Å"The Superstitious mans story† is set around l891, which was when it was written. Hardy creates suspense by the description of William Privett as a person who gave you â€Å"the chills† if he stood behind you, â€Å"anywhere behind your back†¦. close by tour elbow†. The general structure of â€Å"The Superstitious mans story† is episodical, and each one begrudges a totally different storyline than the next. The point of writing the story in episodes is to hold back certain information and, in turn increase tension and drama and keep us wondering what is going to happen next. In all of his stories the writer puts ‘little hints’ forward to make us vary of what is going to happen next and try and make us understand the true horror of the story. He uses them to suggest that something rather conspicuous is going to happen. Such hints as â€Å"William was in good health, to al in appearance†. The writer could have just said â€Å"William is in good health† but by adding â€Å"to all appearance† it makes us think more of what is going to happen. The Ending of â€Å"The Superstitious mans story† is predictable as you instantly expect that William Privett goes into the church on midsummer’s eve and does not come out again, he is going to die. According to superstitions anyone who goes to church on midsummer’s eve and not come out again is alleged to die in the near future. However what is not predictable is the anti-climax that the writer adds on to the story for effect. He states that William Privett is seen again, after he is dead at the spring where his son had died. This was rather unusual or strange in the context of the story because we did not know about his son dying and also did not expect William Privett to be seen again. Another of Thomas Hardy’s stories titled â€Å"The Withered Arm† is great in description as he uses this innate gift to express someone or something in the deepest form which could actually help the reader picture the person or object clearly. First of all, we can see clearly that marriages could only happen between people of the same class and that it could only be between social equals and this is one of the aspects of that the society judged a person on. Farmer Lodge was of a high class so married Gertrude, a beautiful young lady, also of high class. By doing this Farmer Lodge left Rhoda, who is of lower class. The reason why Rhoda sends her son to spy on Farmer Lodge’s new wife is to see if she is of equal society and is more beautiful, which was also looked on by society – the appearance of a person. Rhoda presumes Farmer Lodge married Gertrude because she is beautiful and well off. This can be proven by the quote, â€Å"And if she seems like a woman who has ever worked for a living, or one that has been well off, and never done anything, and shows marks of a lady on her, as I expect she do†. Another major point of society was their superstitions, and the effects they had on people’s character. Superstition is first introduces in â€Å"The Withered Arm†, is through the dream Rhoda Brook has, and how society made certain people victims of their superstitions making them victims of societies beliefs. This is proven by the quote, â€Å"she knew that she had slyly called a witch since her fall†. This is written when Rhoda Brook wonders if she did have powers after she had a dream of Gertrude where she hurts her and she finds out that she really is and begins to question. The impact of society can be seen when Gertrude finds out that her husband likes her less because of her withered arm and because of that, she longs and craves for a solution and tries many cures, which turns her into a superstitious person as she is willing to believe in any cure just to get her husbands attention and love back once more. In this story we see Farmer Lodge’s clothes as, â€Å"big great golden seals hung like a lord† while Gertrude wore a, â€Å"White bonnet and a silver coloured gown† showing Hardy’s descriptive talents, which makes one understand that the way they dressed, was with so much sophistication and this clearly showed their position in the neighbourhood. â€Å"The Withered Arm† tends to be based on unfairness in society as people are said to be hung for minor things such as, â€Å"horse stealing†, â€Å"arson† and â€Å"burglary†, and sometimes not for the genuine reason of committing a crime, but so that an example would be set for other people so as to not to make the same mistake. This is shown when Thomas Hardy writes, â€Å"they are obliged to make an example of him, there have been so much destruction of property lately†. Nevertheless, â€Å"The Distracted Preacher†, another of Thomas Hardy’s collection is tragic as it based on how pious people were in Victorian times about religion. â€Å"The Distracted Preacher† is set in a town called Nether-Moynton, which was recreated by Hardy from a place near Dorchester called Owre Moyne (Owermoigne). Again society shows how people reacted towards appearance. The minister was good looking so it caused people to say, â€Å"Why didn’t we know of this before he came, that might have gived him a warmer welcome! † With â€Å"To Please His Wife† Being bases on how a class in society and being well dressed can give you some powers over women and marriage. Overall I think that Thomas Hardy recreated his life time by using multiple storylines as â€Å"The Superstitious Mans Story† is based on superstition, and â€Å"The Withered Arm† based on how beauty and appearance affects status in society. â€Å"The Distracted Preacher† is based on, to some extent, religion and â€Å"To Please His Wife† is about authority and jealousy affecting true love. All of these ‘life-like’ events are events that take place in someone’s life, and some how these collections of stories are like a deeply evolved and highly detailed diary of Thomas Hardy’s life.