Media Violence

This is a research paper for English 102 class at the college.

Once you choose your focus, create an issue question and at least 5 information questions that will guide your research as you are developing your position paper. Be sure that the main question you are addressing is an issue, not an information question. Your issue should be one that people can and do disagree about.

After you have identified your issue, written your linked questions, and spent some time finding sources and thinking about your topic, you need to start planning your paper. Your argument plan will include:
? A position statement
? Rhetorical context analysis
? Audience analysis
? A claim
? An informal outline of your paper.

Argument has to be in Rogerian or Toulmin style.

Objective:
The researched argument is an 8-10 page argument examining an issue you have identified earlier in the course. So far you have identified an issue which interests you, completed a working bibliography, and developed your position and a claim about your chosen issue. Please be sure to revise and edit this paper before turning it in. Bolded your claim on the paper.

Instructions:
In this paper, you will write your argument in response to your chosen topic. Your paper should be based on your ideas; it should not be a summary of what other people say. This is not an informational paper. This paper should develop your argument on your topic. Your paper should clearly identify your issue. It should have a clear claim and well developed reasons. It should use at least 4 appropriately cited quotes, at least 4 appropriately cited paraphrases (you may use more as needed), and a Works Cited page in MLA format.

Please note: Your paper must be more than strung together quotes and paraphrases. It should stand on its own without the quotes and paraphrases.

Each paragraph should be well developed with controlling ideas and transitions. The logic supporting your argument should be well thought out and sound. There should be a clear flow of ideas throughout your paper.

This paper should focus on your ideas and conclusions based on your research. It should be developed on your thoughts, your plan and your words. Please remember to include in-text citations to indicate any material that is borrowed. Plagiarism will result in failure of the assignment.

Other requirements:
1. Length: 2200-2500 words plus a Works Cited page with at 10 sources ( please list the works cited at the end of the paper and it has to be from year 2010 to 2015 sources )
2. Font: 12 point, Times New Roman, Arial or another standard font
3. Format: Paper should meet all academic expectations for grammar, sentence structure and style.
4. You must use page numbers and a standard header in MLA style
You should develop a clear, useful title.

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conference paper on Social Policy: Ideology, Theory and Practice

MSc Social Policy 2015 – 2016

Social Policy: Ideology, Theory and Practice
Assignments
Note: Students should also check the General Guidance on Assignments on the Programme site.

Assignment One – Conference Paper
Weighting: 50%
Length: 3000 words. Students should provide a word count at the end of their assignment, before the list of references. There is no 10% discretion so stick to the word limit to avoid losing marks.
Marking criteria: All Assignments will be marked in accordance with the level 7 grade descriptors which can be found on blackboard on the MSc Social Policy programme site.

Learning outcomes: This assignment addresses learning outcomes 2, 3 and 4 which are set out below. Students will be able to:

2. Identify and critically evaluate levels of influence in the policy-making process.

3. Demonstrate a theoretical understanding of the role of ideology in relation to specific areas of social policy.

4. Demonstrate a conceptual understanding of the formulation of ideology, implementation and impact on service delivery and outcomes.

Conference paper
Identify and critically discuss the role, influence and drivers of ideology in the policy process for one of the following areas:
• Social Security
• Education
• Health
• Housing
• Social Services
• Employment

Assignment specific guidance
• The assignment should follow a conference paper format. An abstract should be included and the paper should be organized under appropriate headings
• You will be provided with sample papers during the module to support you in writing this assignment
• You must use the title given and indicate which one of the areas listed you will be covering
• You may concentrate on one or more stages of the policy process
• You may discuss one or more ideologies. It would probably be easier to stick to one
• Examples or other empirical data should be drawn upon where possible to stick to illustrate your analysis
• You may discuss the policy process at local, national or devolved level in the UK, including the supranational level as appropriate. However, due to the limited word count it is recommended that you primarily focus on one level
• Should you wish to write about another country you can only do so at the discretion of the Module Leader, and should remember that you cannot repeat any part of your assignment on the second Social Policy module or on any other module
• All sources should be referenced appropriately within the assignment, with a list of references provided at the end. References should use the Harvard (APA 6th) edition
• A range of academic literature should be used for this assignment and your work should be academically strong to achieve good marks.

Further guidance on the assignment will be provided during the course of the module, and there will be opportunities for individual discussion with module staff, who can also comment on a short assignment plan, but will not read draft assignments.
Assignment Two
Submission date: Tuesday 12th January, 2016
Weighting: 50%
Length and 3000 words. Students should provide a word count at the end of their assignment, before the list of references. There is no 10% discretion so stick to the word limit to avoid losing marks.
Marking criteria: All Assignments will be marked in accordance with the level 7 grade descriptors which can be found on blackboard on the MSc Social Policy programme site.

Learning outcomes: This assignment addresses learning outcomes 1 and 5 which care set out below. On successful completion of this assignment, students will be able to:

1. Critically discuss theoretical models of citizenship, social inclusion and exclusion.

5. Critically assess user participation in service delivery decision-making.

Essay Title

Critically assess the impact of ideology on one of the following:

Citizenship
Social inclusion/exclusion
User participation
Assignment specific guidance
• For this assignment you may focus on one area of social policy or write across a range of areas. If you do focus on one area, this should not be the same area as Assignment One
• You should concentrate on only one of the theoretical models (i.e., citizenship, social inclusion/exclusion, user participation)
• You should review the definition and main debates around the theoretical model
• You may discuss one or more ideologies. It would probably be easier to stick to one
• Examples or other empirical data should be drawn upon where possible to illustrate your analysis
• You may discuss the theoretical model at local, national, or devolved level in the UK including the supranational level as appropriate. However, due to the limited word count it is recommended that you primarily focus on one level
• Should you wish to write about another country you can only do so at the discretion of the Module Leader, and should remember that you cannot repeat any part of your assignment on the second Social Policy module or on any other module
• You must use the title given, which must indicate which ideology you are focusing on
• All sources should be referenced appropriately within the assignment, with a list of references provided at the end. References should use the Harvard (APA 6th) edition
• A range of academic literature should be used for this assignment and your work should be academically strong to achieve good marks.

Plagiarism/Unfair Means
Students should not plagiarize or copy content from any source – printed, or on-line. Students cannot copy the work of any other student, and cannot re-use any assignment or part of an assignment previously submitted at the University of Salford or elsewhere. Copying will show up on the Turnitin system, and students can check their assignments before final submission. Where there is significant plagiarism or copying, assignments will be referred for investigation. In other cases, where there is less copying, marks will be deducted and assignments can be failed. It is your responsibility to ensure that there is no plagiarism/copying or the use of unfair means. Where the use of unfair means is suspected, assignments will also be referred for investigation.

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Select an area of divergence between US GAAP(Ford) and IFRS (Audi) (Compare difference in two company base on accounting standard)

My part is introduction part which include, Industry overview, and general explain of difference two different standard.

Introduce Industry overview needs to talks about Auto mobile industry- Key activities & risk )

Provide difference between US GAAP and IFRS. – (Difference between two accounting standard(US GAAP&IFRS based on 2015 rule)
I need some example to support this difference with using example of company that i chose Ford (GAAP) & Audi(IFRS)

Below is requirement for assignment.

*rationale underlying the differential treatment (i.e., why US GAAP has its set of rules, and why the international standards differ).

Your should discuss the consequences of the difference in accounting standards for the firms and other stakeholders (e.g., equity investors, creditors, etc.) You should identify two publicly traded companies that illustrate the accounting and disclosure topic you’ve selected – one company for US GAAP and another for the international standards

Here is full version of description for my assignment

Select an area of divergence between US GAAP and IFRS
Your should include a description of the economic activity, how the activity/transaction is accounted for under US GAAP and under the international standards (i.e., IFRS or Chinese GAAP), and the rationale underlying the differential treatment (i.e., why US GAAP has its set of rules, and why the international standards differ).
Your should discuss the consequences of the difference in accounting standards for the firms and other stakeholders (e.g., equity investors, creditors, etc.) As part of the project, you should identify two publicly traded companies that illustrate the accounting and disclosure topic you’ve selected – one company for US GAAP and another for the international standards

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17th Century Philosophy

17th Century Philosophy

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serial killers

Components of the Research Paper:
• The rationale: why the research is needed and what the general area of current concern is.
• Existing research: what is already known about the general area of the proposed research.
• The research Development Proposal.
• A discussion of information needed for the Development Proposal.

Guidelines:
• Current APA formatting (12 point Times New Roman font, 1-inch margins, double-spaced).
• Length of 7–10 pages.
• Page numbers according to current APA guidelines.
• Third person voice.
• Must include:
o Cover page with the proposal title, student name, course name, and instructor name.
o References/Bibliography Page.
? These are NOT to be counted in the total number of pages. You must use a minimum of 3 citations from peer-reviewed journals.

Criteria
Introduction and Idea Development
Clearly focused introduction; idea development is interesting and sophisticated.
Use of supporting evidence is detailed, accurate, and convincing; perceptive conclusion.
Conclusion follows logically from research and analysis and is perceptive.
Research
Sources meet required criteria and are well chosen to provide substance and perspectives on the issue under examination; knowledge from the course is linked strongly and properly to the source material.

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Advance Pharmacology

American writer Nikki Giovanni once said: “Mistakes are a fact of life. It is the response to the error that counts” (Goodreads, 2012). Whenever you make an error when writing a prescription, you must consider the ethical and legal implications of your error—no matter how seemingly insignificant it might be. You may fear the possible consequences and feel pressured not to disclose the error. Regardless, you need to consider the potential implications of non-disclosure. How you respond to the prescription error will affect you, the patient, and the health care facility where you practice. In this Assignment, you examine ethical and legal implications of disclosure and nondisclosure of personal error.
Consider the following scenario:
You are working as an advanced practice nurse at a community health clinic. You make an error when prescribing a drug to a patient. You do not think the patient would know that you made the error, and it certainly was not intentional.
To prepare:
• Consider the ethical implications of disclosure and nondisclosure.
• Research federal and state laws for advanced practice nurses. Reflect on the legal implications of disclosure and nondisclosure for you and the health clinic.
• Consider what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error.
• Review the Institute for Safe Medication Practices website in the Learning Resources. Consider the process of writing prescriptions. Think about strategies to avoid medication errors.
To complete:
Write a 2- to 3- page paper that addresses the following:
• Explain the ethical and legal implications of disclosure and nondisclosure. Be sure to reference laws specific to your state.
• Describe what you would do as the advanced practice nurse in this scenario including whether or not you would disclose your error. Provide your rationale.
• Explain the process of writing prescriptions including strategies to minimize medication errors
References
• Crigger, N., & Holcomb, L. (2008). Improving nurse practitioner practice through rational prescribing. The Journal for Nurse Practitioners, 4(2), 120–125.

This article explores issues relating to prescription drugs, specifically the frequency in which drugs are prescribed to patients. It also examines factors to consider before beginning drug therapy plans with patients.
• Philipsen, N. C., & Soeken, D. (2011). Preparing to blow the whistle: A survival guide for nurses. The Journal for Nurse Practitioners, 7(9), 740–746.
Retrieved from the Walden Library databases.

This article examines issues that nurses encounter when reporting errors in medical settings. It also outlines the role of ethics and the responsibility of nurses to notify all individuals who are impacted by a medical error.
• American Nurses Association. (2001). Code of ethics for nurses with interpretive statements. Nursing World. Retrieved from
https://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html

This article outlines ethical standards in the nursing profession and identifies nine provisions of care that must be adhered to by all nurses.
• Anderson, P., & Townsend, T. (2010). Medication errors: Don’t let them happen to you. American Nurse Today, 5(3), 23–28. Retrieved from
https://www.americannursetoday.com/assets/0/434/436/440/6276/6334/6350/6356/8b8dac76-6061-4521-8b43-d0928ef8de07.pdf

This article examines factors that lead to medication errors as well as consequences of these errors on patients and nurses. It also recommends methods for avoiding and eliminating medication errors.
• Drug Enforcement Administration. (n.d.). Mid-level practitioners authorization by state. Retrieved from August 23, 2012, https://www.deadiversion.usdoj.gov/drugreg/practioners/index.html

This website outlines the schedules for controlled substances, including prescriptive authority for each schedule.
• Drug Enforcement Administration. (2006.). Practitioner’s manual. Retrieved from
https://www.deadiversion.usdoj.gov/pubs/manuals/pract/index.html

This manual is a resource for practitioners who prescribe, dispense, and administer controlled substances. It provides information on general requirements, security issues, recordkeeping, prescription requirements, and addiction treatment programs.
• Drugs.com. (2012). Retrieved from https://www.drugs.com/

This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.
• Institute for Safe Medication Practices. (2012). ISMP’s list of error-prone abbreviations, symbols, and dose designations. Retrieved from https://www.ismp.org/Tools/errorproneabbreviations.pdf

This website provides a list of prescription writing abbreviations that might lead to misinterpretation, as well as suggestions for preventing resulting errors.
• Byrne, W. (2011). U.S. nurse practitioner prescribing law: A state-by-state summary. Medscape Nurses. Retrieved from https://www.medscape.com/viewarticle/440315
• Drug Enforcement Administration. (n.d.). Code of federal regulations. Retrieved August 23, 2012, from
https://www.deadiversion.usdoj.gov/21cfr/cfr/1300/1300_01.htm
• Drug Enforcement Administration. (n.d.). Registration. Retrieved August 23, 2012, from
https://www.deadiversion.usdoj.gov/Registration.html
• Centers for Disease Control and Prevention. (n.d.). Retrieved August 22, 2012, fromhttps://www.cdc.gov/
• Haymarket Media, Inc. (2012). Retrieved from https://www.empr.com/
• Institute for Safe Medication Practices. (2012). Retrieved from https://www.ismp.org/
• WebMD. (2012). Medscape. Retrieved from https://www.medscape.com/

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Nursing and research

Question 1 (1st page):Define a theory and explain the following elements of theory – concepts, relational statements, and map or model.

Question 2( 2nd Page):Explain the following quantitative research designs:
Correlational design
Descriptive design
Experimental design and differentiate between quasi-experimental and randomized controlled trials.

Question 3 ( page 3) :Discuss the following quantitative research concepts:
Causality
Multicausality
Probability
Control
Manipulation

Question 4: (page 4)Describe the following concepts in research:
Populations and sampling
Probability sampling methods – simple random, stratified random, and clustered sampling.
Nonprobability sampling method- convenience and quota sampling.
Sample size in quantitative studies

ALL REFERENCES MUST BE WITHIN THE PAST 5 YEARS

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Critics often condemn utopian thinking as deluded or disconnected from the “real world.” In defending the utopian approach to social solutions, provide arguments which show that the utopian faith in human reason is not incompatible with human nature.

This essay received a mark of 75
Please read the tutor’s assessment of why it deserved the mark: “An incredibly strong and well researched essay. You have marshalled the evidence with considerable skill to produce to produce eloquent and well considered piece of work.
This essay contained a strong central argument around the need for laws in utopia because they are good rather than perfect societies. The structure of essay ensures this point is never lost and every sentence is connected to assessing the validity of this hypothesis. I was particularly pleased that you used the standard definition of utopia as a means to expose the dilemma of all utopian writings, in that they remain imbedded within their culture and society, thus imagining a perfect society is not possible. By stressing the importance of context, especially around More, you demonstrate how what may appear to be primitive forms of punishment were actually quite sophisticated at that time. This of course enables us to see utopian writing as incipient forms of proto-socialism prior to the historical materialism of Marx. As such Owen’s utopian proposals around general education could be more practically significant than Marx’s economic model.
The essay is very well-written and you have a nice writing style in which you can express complex arguments in straightforward language.
Overall a very good piece of work. Well Done!”
Q: If a utopia is supposed to be a perfect place, why do utopian places always include laws?
Whenever the word ‘utopia’ is encountered, whatever the context, the image of a perfect society springs to mind. Within this perfect society, all forms of human vice and social disorder have been eliminated leaving nothing but positivity, stability and wellbeing for every citizen regardless of their character. We may therefore find ourselves labelling this a ‘perfect society’, free from structural dysfunction and the many imperfections of the past. However, if we consider the etymology of ‘utopia’, and, more importantly, if we critically assess Utopian texts, we cannot accept this label of a ‘perfect’ place since this was never the intended definition and, more frankly, it has never been the outcome. Utopias are not characterised by their ‘perfection’ as such, but rather by their portrayal of idyllic social conditions in relation to the detestable conditions existing at the time the text was written.
?
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In the 16th century, when Thomas More formed this neologism from the Greek ‘Ou’ (meaning ‘not’) and ‘Topos’ (meaning ‘place’), it was with the intention of describing ‘no-place’ or, more literally, ‘nowhere’. Even if we were to consider Utopia as a homophone (meaning ‘good-place’ from the Greek prefix ‘Eu’), it would still not describe a ‘perfect-place’. Indeed, what he was proposing in his novel was, in his view, an ideal view of how society should be structured and ran, but in no way was it perfect. Living in Tudor England, Thomas More was faced with many conditions which he saw as unfit for the people and damaging to society, yet he also envisioned many ways that the status quo could be improved for the general public. Utopia belongs to an extensive genre of political writings concerned with an ideal commonwealth, a form of writing which can be traced back to its initiation with Plato’s Republic (Logan, p.7). With the publication of More’s bestseller a trend in literature began to ensue, resulting in a range of works we have since come to label ‘Utopian’.
Legislation in Utopian texts is generally reflective of the era in which they are written. For instance, in Thomas More’s time, there were a multitude of laws in place, many of which strictly regarded property and most of which were not intelligible to the uneducated masses. Until fairly recently in human history, many actions have carried the death sentence as a punishment. Property theft in More’s England, for example, was punishable by death. This legislation attempted to protect the wealthy since possessions were thought to be equivalent in value to human life or, rather, human life was less sacred than material acquisition and retention. These stringent laws continued to be established and enforced until they finally came to be known, in retrospect, as the ‘Bloody Code’, and one could find themselves at the gallows at the pinch of a hat, so to speak (Oldbaileyonline.org, 2014).
Many Utopian thinkers have held the view that crime in society, on the most part, is a direct result of poverty and property laws, and in their utopias they have set out to fix this via the abolishment of private property and the equal distribution of wealth. Therefore, we find in Utopia that theft is no longer treated in such a Draconian way. More, through the character of Raphael
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Hythloday, asserts that the death penalty as a punishment for thieves ‘is very hurtful to the weal- public’. He explains that sending such individuals to the gallows does not address the motivating factor – their poverty. ‘It is too extreme and cruel a punishment for theft, and yet not sufficient to refrain and withhold men from theft’. More also criticises the vastness and complexity of legislation in his time, likening men of the law to ‘evil schoolmasters, which be readier to beat than to teach their scholars’ (19). Likewise, in a collection of essays entitled A New View of Society and Other Writings, Robert Owen attacks the idea that many ‘criminals’ act out of malevolence. He argues that the vast, contrived and ambiguous nature of legislation results in citizens who ‘acquire no other knowledge than that which compels them to conclude that those actions are the best they can perform’ (Owen, 22). Taking a tabula rasa approach to human nature, Owen’s ultimate contention is that humans are nothing less than the products of their circumstances, that generation after generation are taught crime by their circumstances and that the expansive and intricate nature of legislation counterproductively results in law-breaking.
Legislation, then, may be viewed as a double-edged sword. On the one hand, laws are required for a society to function properly, to prevent a state of anomie and to clarify the rights of an individual. In theory, laws allow humans to live communally and in relative harmony with one another since every member of a community is aware of how to interact with each other. On the other hand, unfortunately, many foolish laws come into effect which are of no benefit to society but are enforced just the same, and these unwise laws have a general tendency to seek out the poor and uneducated. Additionally, the law is not written in Standard English or a form which the masses may easily comprehend. Legal English, or legalese, requires an exceptional amount of studying to be understood properly and some form of legal qualification has to be acquired in order to practice the law. The average citizen of a society is likely to know little about how the law that they abide by functions, and this is fundamentally problematic since it delays the emergence of a better society. An ideal society cannot emerge as long as its citizens are ignorant of its laws and whilst those laws are being used against them.
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Though the island of Utopia may have its faults, Hythloday recounts the ‘divers acts and constitutions whereby these our cities, nations, countries and kingdoms may take example to amend their faults, enormities and errors’ (15). In Utopia, contrary to More’s England, ‘they have but few laws. For to people so instruct and intuitive very few do suffice’. With so few laws, the Utopians are aware of how to behave, which is paramount in making their society function properly. The resulting factor is incredibly important to Utopia: ‘every man is a cunning lawyer’ because ‘the simple, the plain and gross meaning of the laws is open to every man’ (94). The law, no longer clouded by deliberate language obscurities and stripped of its insignificant legislation, has left very few rules to be misunderstood or challenged. The Utopians live within a very tight system which allows little room for dysfunction. We can see, however, that capital punishment is still practiced (repeated adultery carries the punishment, for example) though the Utopians are much more disposed to make bondsmen of their criminals. This is still an issue to discuss, however, since it follows that laws are still ultimately necessary even in Utopia – the ideal commonwealth. This suggests that vice is still intrinsically within the Utopians and that crime cannot be fully abolished in any given society, no matter how little legislation they have and how clear it is to them. It also shows that More was aware of the duality of human nature and how to control it, explaining that their behaviour is successfully regulated in two distinct and simple ways. There are deterrents from crime, in the form of public humiliation and bondage, but there are also incentives to good behaviour in the form of public honours such as statues. The custom of marking bondsmen leaves little room for retribution, though, since the ‘tip of one ear is cut off’ (More, 29). However, retribution was not generally considered possible for offenders in Tudor England, so the Utopian way of using their criminals to serve them in their most humdrum and arduous tasks was certainly a progressive idea.
Perhaps the greatest difference between early Utopian texts and the more recent texts, certainly with regards to law, is the width of their scope. More’s Utopia, as a text written in the Age of Discovery, concerns itself with a little island whose inhabitants live in idyllic conditions. Similarly, Henry Neville’s The Isle of Pines includes the creation of an ideal island by shipwrecked George Pines
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and his female company, though his utopia was not even close to perfection and, on the whole, it more closely resembles a passing male fantasy that had been given too much thought. H.G. Wells’ A Modern Utopia, on the other hand, widens its scope to that of the entire planet or ‘World-State’, since ‘no less than a planet will serve the purpose of a modern Utopia’ (Wells, 15). Wells considers many important aspects of society in his bizarre utopia. In chapter 5, he addresses the reality of ‘failure in a modern utopia’, which is one of the lesser discussed aspects of Utopian fiction and one which explains, quite concisely and convincingly, that a ‘perfect society’ is not attainable in terms of how sparse, differing and complex modern society is. In simple terms, we would be hard-pressed to even begin to develop an ‘ideal’ world with such evermore increasing ideological differences. In the preface to Karl Mannheim’s Ideology and Utopia, Louis Wirth (1954) acknowledges that ‘the worlds in which [past intellectuals] lived were apparently more stable and integrated for all the members of the community than our enlarged universe of thought, action and belief has come to be’. It is for this reason that a modern utopia will be increasingly difficult to envision, since early utopias didn’t anticipate the multiplication of personality types as a population increases in number and subsequently becomes more fragmented. Wells acknowledges the many different characters in modern society and considers these people in his own utopia ‘with only such moral and mental and physical improvements as lie within their inherent possibilities’ (95). He asks what his utopia will do with its idiots, mad-men, drunkards and other such unpleasant types, even suggesting that the World-State would practice eugenics and terminate the unfit before they have the chance to become members of his utopia: ‘no doubt Utopia will kill all deformed, and monstrous and evilly diseased births’ (100). For this reason, some writers have seen the link between Utopias and Fascism. Parrinder (1997) has asserted that the ‘incorporation of mildly eugenic measures in socialist utopias… has been seized on as proof of the existence of logical and historical links between socialist theory and Fascism’. The eugenics of Wells, however, is visionary on account of the technological advances and practices that would develop in the latter half on the 20th century. Prenatal diagnosis allows modern families to test for genetic disorders such as Down’s syndrome and the legality of
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abortion in many cultures – even in some cases of late-termination – allows for a form of eugenics to be practiced by families so that they may construct their own ideal world (Holtzman, 1998).
Wells does, however, take a liberal view of punishment in his utopia since he is aware that every human need and want would be provided for, so offending would, in theory, be minimal and would originate from the will of the offender alone. His utopia focuses on rehabilitation, as opposed to More’s Utopia whose bondsmen are permanently marked as such. Wells asserts that in his utopia, ‘first offenders, and for all offenders under five-and-twenty, the Modern Utopia will attempt cautionary and remedial treatment’ which will be in the form of a straightforward lesson: ‘’which do you value most, the wide world of humanity, or this evil trend in you?’’ (Wells, 100). Writing at the turn of the twentieth century, what Wells had proposed here was no less than visionary. In 1908, the Children and Young Persons Act was passed which established juvenile courts and Borstals which now separated young offenders from the ‘hardened criminals’ of regular prisons. This legislation began to change what it meant to be a young person in England – at the turn of the 20th century, legislation began to place much more emphasis on rehabilitation rather than punishment.
Paul Turner (1965), in his introduction to More’s Utopia, raises the question of ‘just how perfect would [Utopia] be to live in?’ (p.13). He acknowledges that all material benefits (i.e. food, clothing, shelter, education etc.) are provided by the state for the welfare of all its citizens. But when we critically assess the conditions the Utopians live under, they are actually quite limiting and not perfect by any stretch of the imagination. Individual liberty is practically non-existent: everyone wears the same colourless garments, for instance, and a citizen can only be granted a licence to travel if he has good reason to do so. If any man over-steps his ‘bounds’, he is ‘sharply punished’ (p.68). The few laws that exist are incredibly limiting to human liberty, so despite whether the Utopians are well rehearsed in those laws is of little importance since the result is a lack of liberty. To many modern readers, the reduction of basic human rights (such as the right to travel and the right to free expression) is the epitome of imperfection and an indication of totalitarianism. Indeed, the
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more modern readers try to envision Utopia as a real place, the more we begin to see the blueprint for an Orwellian dystopia, since the rules in place limit human behaviour in such a way that the Utopians willingly accept ‘Big Brother’ over disorder and dysfunction. But considering Utopia in Tudor England, what Thomas More was writing about was remarkably ahead of its time. The idea of abolishing private property, providing for all members of society, being tolerant of religious beliefs – these were all ideas which More saw as beneficial to society. Whether those ideals were to be realised in More’s lifetime was another issue altogether.
Writers who have contributed towards the Utopian genre have brought the world progressive ideas and their ultimate aim has been nothing less than the attainment of societal perfection. Writers try to picture an ideal future by criticising the imperfections of their own time and imagining solutions, and these attempts have not been in vain. Utopian thinkers throughout history have helped to shape future legislation. Robert Owen, for instance, was an early pioneer of Socialism and he believed that education was fundamental to the formation of character. His work, which was heavily focused on the education of workers, culminated in the emergence of schemes for the education of the poor (Robertowen.org, 2014), without which no ideal society could ever emerge. The bitter pill to swallow, perhaps, is that society is permanently in an embryonic state, always in need of improvement but never quite pleasing the dreamers once those improvements have been brought about. There will always be the dissatisfied; those dissenters who are not happy with the way this rudimentary world works, but it is through the ongoing discourse of how to bring about idyllic social conditions that we can only hope to come close to perfection. Utopias include laws quite simply because we cannot see the world in any alternative way at the present moment. It is much more likely and reasonable to suspect that society, at best, will only look ideal when we consider how far it has come in terms of its improvements.
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References
Bradley, K. (2008). Juvenile delinquency and the Evolution of the British Juvenile Courts c.1900-1950. Available at: http://www.history.ac.uk/ihr/Focus/welfare/articles/bradleyk.html. Online.
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Wells, H., Claeys, G., Parrinder, P., Wheen, F. and Sawyer, A. (2005). A Modern Utopia. London: Penguin Books. Print.
Wirth, L. (1954). ‘Preface’. In Mannheim, K., Wirth, L. and Shils, E. (1954). Ideology and utopia. London: Routledge & Kenan Paul Ltd, p. xxv. Print.

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