Nature VS Nurture †Are Criminals Born or Made Essay

Your essay title: Nature VS Nurture – Are Criminals Born or Made? Declaration of original work: By submitting this work, I am declaring that I am the originator of this work and that all other original sources used in this work have been appropriately acknowledged. I understand that plagiarism is the act of taking and using the whole or any part of another person’s work and presenting it as my own without proper acknowledgement. I also understand that plagiarism is an academic offence and that disciplinary action will be taken for plagiarism. Intro The search for causes of crime forms the basis of most criminological studies. There are numerous explanations for crime: psychological, evolutionary, genetical,†¦show more content†¦Adoption studies have also been conducted to test for the criminal behaviours of the adopted-away children, if their biological parents had also been involved with criminal activity. In Iowa, the first adoption study was conducted that looked at the genetics of criminal behaviour. The researchers found that as compared to the control group, the adopted individuals, which were born to incarcerated female offenders, had a higher rate of criminal convictions as adults. Another study in Sweden also showed that if a biological background existed for criminality, then there was an increased risk of criminal behaviours in the adopted children. These evidences support the existence of a heritable component to antisocial or criminal behavior (Tehrani Mednick, 2000). However, while the overstimulation of the Id and the failure to acquire and develop the the Ego and SuperEgo leads to criminal tendencies, while aggression may be out of adaptive values, and while genetic studies have pointed towards the influence of genes and criminal behaviour, these theories alone are insufficient to account for crime. Evolutionary theory does not explain or predict for the extreme degrees of aggression in individuals nor has the genetic theory proven for 100% heritability; which raises the need for us to examine the Nurture camp of crime theories as well. Nurture Behavioural psychology posits that a persons behaviour is learned and maintained by its consequences, orShow MoreRelatedSerial Killers1314 Words   |  6 Pagestoday is the debate over nature versus nurture. With that debate going on there are many topics that are being researched under it, like serial killers, and what drives them to do what they do. Many scientists are still researching whether or not if serial killers are driven by the way they were raised or if it is a part of their genes. This literature review will analyze what people think about the nature versus nurture debate. It will talk about the nature side and the nurture side of the debate.Read MoreClassical Theories Vs Psychological And Physical1712 Words   |  7 PagesTheories vs Psychological and Physical Passivism 1 The Minority Report movie is about a dubious yet powerful Pre-Crime program that utilizes psychic visions to imprison potential killers before they have acted. The film brings up concerns with the blemishes and disappointments of equity and science against the background of wrongful conviction. The film also deals with mass imprisonment, DNA innovation, and preventive detainment of warehousing criminals on the guise of future risk of criminal conductRead MoreNature Vs Nurture : Assignment Written By Jessica Lovelock1386 Words   |  6 PagesNature Vs Nurture – Assignment written by Jessica Lovelock The Nature-Nurture debate has been scrutinised by psychologists for over a hundred years and, more recently, by biologists in the field of cognitive science. It inquires as to the influence of both ‘nature’; the hereditary present factors of a person determined by biological genetics; ‘Nurture’ is based on circumstance, the belief that the person we are is purely influenced by our environment, upbringing and circumstances that we encounterRead MoreAre Criminals Born or Made?1016 Words   |  5 PagesAre criminals born or made? A criminal is defined as someone who has committed a crime. Psychologists have come up with many theories and reasons about why people commit crimes. The two main explanations lie in genetic and environmental factors, which relates to the nature and nurture debate. Studies have been carried out to explain criminal behavior. Some suggest that criminals are born; these are twin and adoption studies. On the other hand there are also studies that have been conducted to proveRead MoreFrankenstein : Are Monsters Born Or Created?1058 Words   |  5 PagesFrankenstein: Are Monsters Born or Created? Throughout the novel Frankenstein written by Mary Shelley, the creature is subjected to countless acts of violence and rejection. For a monster to develop, one must have been formerly exploited either by an individual or their society. The creature is not only a physical product of science, but his atrocious behavior is also an explicit result of Victor’s actions toward him. The creature was not born a monster, but slowly morphed into one as he experiencesRead MoreEssay on Nature vs Nurture: Genetics vs Environment1617 Words   |  7 PagesThe issue of whether or not criminal or aggressive behavior and violence is caused by biological or environmental factors has proven to be one that has caused a dispute for many years now. The biological or genetic factor of violent/criminal or aggressive behavior is certainly a much talked about topic. The idea that certain individuals could be predisposed to violence is something definitely deserving of doing research about. The nature vs . nurture topic has been a continuing debate for many aspectsRead MoreThe Theory Of Nature Vs. Nurture1680 Words   |  7 PagesThe theory of nature vs. nurture, or inherited vs. acquired, is a complex psychological theory that questions how people develop, as a person, in life and how they act. Their impact determines your personality traits, values, morals, and behavior in life. The idea of nature is the belief that people develop into who they are based on genetic traits given to them at birth. For example, some children inherit a musical talent from their parents along with eye color, hair color, and race. These traitsRead MoreSerial Killers: Are They Born Or Made?. There Are Multiple1230 Words   |  5 PagesSerial Killers: Are They Born or Made? There are multiple theories as to why or how a person can become a serial killer. A serial killer can be a person who murders at least three or more people over a long period of time (Ramsland). Are serial killers born with the need to kill or is it a result of a horrific childhood? These two concepts are associated with the nature vs. nurture theory. â€Å"People on the side of nurture are of the opinion that our environment determines who a person is and becomes†Read More Serial Killers: Nature vs. Nurture Essay662 Words   |  3 PagesSerial Killers: Nature vs. Nurture The question of whether or not man is predetermined at birth to lead a life of crime is a question that has been debated for decades. Are serial killers born with the lust for murder, or are their desires developed through years of abuse and torment? Many believe it is impossible for an innocent child to be born with the capability to commit a horrible act such as murder. But at the same time, how could we have corrupted society so much as to turn an innocentRead MoreEssay on Unit 7 Ps3301380 Words   |  6 Pagesenvironmental (i.e. learning) factors can result in the development of an aggressive personality. Evolutionary and biological/genetic factors definitely contribute to the development of an aggressive personality. Animals, including humans, are born with in-built instincts to perform adaptive behaviors. These instincts include many reflexes and relatively straightforward behaviors, such as food-seeking behavior which require aggressive behaviors. Cognitive development is biological and can be

Spanking And Its Effect On Children - 773 Words

ALIDITY AND RELIABILITY 2 Spanking as a way to punish children is a heated debate that does not appear to have an end in sight. The people on both sides of the issue have very strong opinions and do not seem to want to entertain the idea that the other side could be correct. This is generally how debates work, but one concern that is often not looked at is whether the claims from either side are valid and reliable. Anyone can make claims and find evidence for those claims, but the evidence may not be sound and therefore not useful. If we want our arguments to mean something we need to use evidence that is both valid and reliable. Lee et al. argue that spanking can lead to increased aggression in children ages one to five. They set out to determine if there is a correlation between maternal warmth and spanking in regards to childhood aggression (Lee). While I think this study is a great start to research on spanking and aggression, the methods are far from perfect. Thi s has an effect on the overall reliability and validity of the research and the impact of the findings. The participants (mothers only) in this study also participated the in Fragile Families and Child Wellbeing Study (FFCWS). The authors admit that using participants who were also involved in the FFCWS study meant that they were getting an over-represented of self identified black (49%) and Hispanic (26%) mothers (Lee). There was also an over-representation of non-marital births whereShow MoreRelatedSpanking And Its Effect On Children2028 Words   |  9 PagesSpanking Children Yelling in public, crying over the smallest things, throwing a tantrum every five minutes; all these things have the same solution, which is spanking. People think spanking is a way to raise their children. Spanking is used among parents to teach their children a lesson if they act in a way they are not supposed to act. Some parents use spanking as a way to discipline, a way to teach the child a lesson, or it can be a natural thing in their household. The method of spanking as childRead MoreThe Effects Of Spanking On Children s Children880 Words   |  4 PagesGrowing up most children had experienced being spanked.Being spanked is not fun and hurts very bad. Sometimes children get spanked for something they did wrong or simply because they lied.Spanking is a form of child abuse and can hurt a child s feelings. Spanking of children can cause a disattchament between parents and child. It can also cause a child to not trust their parents.Spankings can cause a distraction for children a nd it can affect their school work. Hitting children can cause them toRead MoreThe Effects Of Time Outs And Spanking On Children1711 Words   |  7 PagesIn this chapter I will explain if the use of time-outs and spanking are a good way to correct a misbehave in children. As people know time-out is is a method use to modify undesirable and inappropriate behavior in children, such as disobedience aggression and inappropriate social behavior. Exclusion time out is usually the process in which you placed the child in a corner of a room away from any fun activities un-reinforced by social interactions. There is also isolation time out in which you removeRead MoreThe Effects Of Spanking On Children s Perception Essay2092 Words   |  9 Pagesthe effects of spanking on children. â€Å"With more than 30 years of research, we can now visualize accurately how spanking can alter a child’s perception.† (Scrock 2009) Although spanking has been the â€Å"go-to† way of dis cipline, it is starting to be looked on as a form of child abuse. After all, there are great reasons as to why organizations like the American Psychological Association and American Academy of Pediatrics condemn spanking. We will talk about the problems spanking causes in children, theRead MoreSpanking And Its Negative Effects On Children s Behavior1284 Words   |  6 Pagesreported that 80% of parents in the world support spanking (Holeman and Wire). Another study conducted in 2012 showed that 70% of parents that live in America, also, support the use of spanking (Perry). Despite the majority in favor of spanking, there are numerous debates about whether spanking is an effective way to discipline your child or not. In result of the debates many researchers have conducted studies based solely on the outcomes of spanking. A great number of the studies have concluded thatRead MoreArguments on Spanking Essay505 Words   |  3 Pagespeople do not believe in spanking are spanking can c ause harmful side effects, spanking is no more effective than other punishments, and spanking promotes violence in children. Some harmful side effects that could possibly be caused by spanking are children suffering from depression, being inferior in their school performance, or having problems later on in life. It is impossible to see side effects because they are not usually revealed immediately. People also believe that spanking cannot be proven toRead MoreEssay On Child Discipline1296 Words   |  6 Pagesguide children. There are many forms of discipline that parents use and they all have an effect. Some work better for some children while other forms may work for another. Parents can sometimes be stuck with how they should discipline their children and they want to know more about what is effective. In terms of punishment one form that is commonly used is corporal punishment, which is punishment in the physical form. One form of corporal punishment is spanking. For years and years, the spanking debateRead MoreEffects Of Positive Punishment On Children1562 Words   |  7 Pages This paper will explore effects of positive punishment on children from research conducted through an online database. The articles however vary in certain aspects and perspective of punishment. Lansford, Wagner, Bates, Pettit, Dodge (2012) discuss the controversy as to whether or not infrequent spanking is related to the higher levels of externalizing behavior. Fletcher (2012) discusses whether or not the use of punishment is effective on children. Straus (1999) suggested about 15 years ago thatRead More stop spanking: save the children Essays1258 Words   |  6 Pages Spanking has been used for many years and it must come to an end. Also known as corporal punishment, spanking is most often used as a form of discipline. Although it is said to have some benefits, the negative consequences far outweigh the good. According to Dr. Wilson and Dr. Lyon, â€Å"physical punishment delivered in anger with the intent to cause pain is unacceptable and dangerous to the health and well being of the child.†( Guidance for Effective Discipline, online) It is important for spankingRead MoreThe Effects Of Spanking On Child Aggression1184 Words   |  5 Pages Spankings: Revered or Reformed. Davon Miles The University of Memphis The Effects of spanking on Child Aggression Spanking is subjective in the least. Most parents suggest that using spankings as a form of discipline is essential to the development of a compliant child. For most Americans, this truth is one of the core foundations of the American model home. â€Å"70% of mothers indicated they had spanked their child at least once by the time he or she was 2-years-old†

Sikh Dharma Essay Example For Students

Sikh Dharma Essay Sikh Dharma, the youngest of the world religions, is barely five hundred years old. Its founder, Guru Nanak, was born in 1469. Guru Nanak spread a simple message of Ek Ong Kar: we are all one, created by the One Creator of all Creation. This was at a time when India was being torn apart by castes, sectarianism, religious factions, and fanaticism. He aligned with no religion, and respected all religions. He expressed the reality that there is one God and many paths, and the Name of God is Truth, Sat Nam. Guru Nanaks followers were Sikhs (seekers of truth). He taught them to bow only before God, and to link themselves to the Guru, the Light of Truth, who lives always in direct consciousness of God, experiencing no separation. Through words and example, the Guru demonstrates to followers how to experience God within themselves, bringing them from darkness into light. Guru Nanak was a humble bearer of this Light of Truth. He opposed superstition, injustice, and hypocrisy and inspired see kers by singing divine songs which touched the hearts of the most callous listeners. These songs were recorded, and formed the beginnings of the Sikhs sacred writings, later to become the Siri Guru Granth Sahib.Guru Nanak taught his way of life:Nam Japa To get up each day before sunrise, to clean the body, meditate on Gods Name and recite the Gurus hymns to clean the mind. Throughout the day, continuously remember Gods Name with every breath.Dharam di Kirat Karni To work and earn by the sweat of the brow, to live a family way of life, and practice truthfulness and honesty in all dealings.Vand Ke Chakna To share the fruits of ones labor with others before considering oneself. Thus, to live as an inspiration and a support to the entire community.The Golden ChainThe foundation of Sikh Dharma was laid down by Guru Nanak. Guru Nanak infused his own consciousness into a disciple, who then became Guru, subsequently passing the light on to the next, and so on. The word Guru is derived fr om the root words Gu, which means darkness or ignorance, and Ru, which means light or knowledge The Guru is the experience of Truth (God).Each one of the ten Gurus represents a divine attribute:Guru Nanak HumilityGuru Angad ObedienceGuru Amar Das EqualityGuru Ram Das ServiceGuru Arjan Self-SacrificeGuru Hargobind JusticeGuru Har Rai MercyGuru Harkrishan PurityGuru Tegh Bahadur TranquilityGuru Gobind Singh Royal CourageGuru Gobind Singh, the Tenth Guru, exemplified the Sikh ideal of the Soldier-Saint. He was also an inspired and prolific writer, courageous warrior, and a source of Divine Wisdom to his Sikhs. When all other means have failed, he said, only then is it righteous to take up the sword. He was the defender of the poor, the meek, and the oppressed masses of India.The Making of the KhalsaGuru Gobind Singh was the last Guru of the Sikhs in human form. He created the Khalsa, a spiritual brotherhood and sisterhood devoted to purity of thought and action. He gave the Kh alsa a distinctive external form to remind them of their commitment, and to help them maintain an elevated state of consciousness. Every Sikh baptized as Khalsa vows to wear the Five Ks:Kesh uncut hair and beard, as given by God, to sustain him or her in higher consciousness; and a turban, the crown of spirituality.Kangha a wooden comb to properly groom the hair as a symbol of cleanliness.Katchera specially made cotton underwear as a reminder of the commitment to purity.Kara a steel circle, worn on the wrist, signifying bondage to Truth and freedom from every other entanglement.Kirpan the sword, with which the Khalsa is committed to righteously defend the fine line of the Truth.Khalsa also vows to refrain from any sexual relationships outside of marriage, and to refrain from taking meat, tobacco, alcohol, and all other intoxicants.Then Guru Gobind Singh infused his own being into the Khalsa, declaring that the Khalsa was now the Guru in all temporal matters. For spiritual matte rs, the Guruship was given to the Siri Guru Granth Sahib, a compilation of sacred writings by those who have experienced Truth. For Sikhs, Siri Guru Granth Sahib is the living embodiment of the Guru, and is regarded with the utmost reverence and respect wherever it is found. Sikhs all over the world took to the Siri Guru Granth Sahib as their living Guru, as the source of spiritual instruction and guidance. .u868297b136ce23983a30be7baf56e211 , .u868297b136ce23983a30be7baf56e211 .postImageUrl , .u868297b136ce23983a30be7baf56e211 .centered-text-area { min-height: 80px; position: relative; } .u868297b136ce23983a30be7baf56e211 , .u868297b136ce23983a30be7baf56e211:hover , .u868297b136ce23983a30be7baf56e211:visited , .u868297b136ce23983a30be7baf56e211:active { border:0!important; } .u868297b136ce23983a30be7baf56e211 .clearfix:after { content: ""; display: table; clear: both; } .u868297b136ce23983a30be7baf56e211 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u868297b136ce23983a30be7baf56e211:active , .u868297b136ce23983a30be7baf56e211:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u868297b136ce23983a30be7baf56e211 .centered-text-area { width: 100%; position: relative ; } .u868297b136ce23983a30be7baf56e211 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u868297b136ce23983a30be7baf56e211 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u868297b136ce23983a30be7baf56e211 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u868297b136ce23983a30be7baf56e211:hover .ctaButton { background-color: #34495E!important; } .u868297b136ce23983a30be7baf56e211 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u868297b136ce23983a30be7baf56e211 .u868297b136ce23983a30be7baf56e211-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u868297b136ce23983a30be7baf56e211:after { content: ""; display: block; clear: both; } READ: Gender Issues (1349 words) Essay

World religion an Example by

World religion There is an engaging in a lively and stimulating debate regarding the escalating interest in spirituality and its effect upon human civilization down the history. In fact it could be ascertained that the re-enchantment of the popular culture with alternative spiritualities and, interestingly, argues that this is spawned by an occluded spirituality within the culture itself, despite its secular nature. This rising spirituality, which could be termed as occulture, is informed by a wide range of ideas, practices and methodologies that traditionally have not resided within mainstream religions. (King, 2006) Need essay sample on "World religion" topic? We will write a custom essay sample specifically for you Proceed Being territorial and maintaining privacy are other aspects of a man that proves his incompetence and as he knows this open secret quite well enough he tries to acquire as much as room possible for himself. This sense of territory makes him go to the extent to make an identity as a distinctive commune that is specifically different from others. This is almost a case of identity crisis for human. Thus to protect this identity he creates authority, morality, religion, philosophy and other conceptual prejudices. Right from the era of Neanderthal religion and Cro-Magnon religion to the course of Neolithic religion this trend is quite evident. However, to develop this sense of commune the human race developed different specific rites, created specific myths and manifested totems and taboos that is signifies the identity of the clan. This also manifested power for the powerful and it reflected in the acts of sacrifice like the early pagans and later Aztecs and Mayas. Sacrifice is one element that appears to be the common factor among early religions and it is directly related to the survival of the clan along with creating a sense of superiority over the other clans. Nevertheless, the projection of sacrifice was devoted to a spiritual being in order to please that being but the ultimate idea was to prove that a specific clan or commune was better and more powerful than the other was and the territorial dominance is sustained. (Kar, 2001) However, during the development of the later religions like Buddhism (fifth century BC) and Christianity (first century AD) spirituality took over as the prime force of religious practices and the face of religions, as we know it, took shape. It should be remembered that during this time of development the regional territorial supremacy was escalated to the height of empire like that of Roman, in case of Christianity, and Magadhan, in case of Buddhism, and thus the territorial nature of religion was not needed as it had already passed to Kings and military generals. (Lamb, 2004) The experiences of the late twentieth century and early twenty first century have administered cruel shocks to that modernist prejudice. Some say that it is only through suffering that we learn the importance of critical evaluation; yet change is a certain thing. If one is to believe in a good creator, it is necessary to understand what kind of behavior leads to human fulfillment and happiness. There are those who believe that one way to do this is to treat others, as you would like to be treated yourself. The modern way of religion is based on religion spirituality but the concept of religion started with territorial identity and supremacy. References: Kar, P; (2001); History of Religion; Kolkata: Dasgupta & Chatterjee King, H; (2006); Religious Principals; Auckland: HBT & Brooks Ltd Lamb, D; (2004); Cult to Culture: The Development of Civilization; Wellington: National Book Trust

How to Prepare for the SAT 10-Step Guide

How to Prepare for the SAT 10-Step Guide SAT / ACT Prep Online Guides and Tips You know you need to take the SAT. Maybe you’ve even registered. But what now? How do you prepare? If you’re not sure where to begin or how to prepare for the SAT, this is the guide for you. First we’ll go over what you’ll need to do to prepare for the test. Then, we’ll discuss some methods you might use for preparing for the SAT. We’ll wrap up with some resources that you might find helpful. How to Prepare for the SAT: 10Main Steps In this section, we’ll go over the general steps you’ll need to take to get ready for the SAT, all the way from registration to test day. This is aimed primarily at self-studiers, but a good tutor or program will walk you through these same steps. #1: Register for the SAT If you haven’t already registered for the SAT, you can register at the College Board website. You’ll need to create an account with them to register if you haven’t already. You’ll be able to select from different locations and dates. Try to pick a location that’s not too far away, since you’ll have to drive there the morning of the test! In terms of date, you want to make sure you give yourself enough time to prepare. If you’re totally unfamiliar with the SAT, I would advise picking a date at least three months in advance if possible. If you have to work on a compressed timeline because of application deadlines, you can do that too! You’ll just need to expect to spend more time preparing every week for a shorter number of weeks. You do need to do more than just push a button, but it's still easy to register #2: Get Oriented to the Overall Structure and Format of the SAT Next, you’ll want to become oriented to the overall structure of the test. The SAT is out of 1600 points distributed into two chunks: 800 points for the Math section, and 800 points for Evidence-Based Reading and Writing (made up of a Reading test and a Writing test). The lowest possible score is 400 points (200 on each section). The essay section is optional and is separately scored out of eight points in three domains, making the max essay score 24. Most of the test (aside from the optional essay) is comprised of multiple choice questions with four answer choices. However, some of the math questions are â€Å"Grid-Ins,† or â€Å"Student-produced responses,† which require you to calculate an answer and then grid it in a special section on your scantron. This handy chart tells you the order, number of questions, and time for each section. Section Order # of Questions Time in Minutes Reading 1 52 65 Writing and Language 2 44 35 Math No Calculator 3 20 25 Math Calculator 4 38 55 Essay (optional) 5 1 50 Total: 154 (+1 essay prompt) 3 hours (3 hours 50 mins with essay) #3: Become Familiar With the Content and Feel of the SAT The different sections of the SAT test different areas of your knowledge and skills. Additionally, the SAT has a particular style of asking questions that you’ll want to become closely familiar with. Thus, each section has its own distinct set of question types and formats that you will face on test day. How to prepare for SAT math will be different than how to prepare for SAT reading, which will be different than how to prepare for SAT writing! For more information on each of the SAT’s sections, check out our guides: What’s tested on SAT Math? What’s tested on SAT Reading? What’s test on SAT Writing? How to write an SAT Essay SAT questions have their own special feel, just like this grass. #4: Pinpoint Your Weaknesses Once you feel generally oriented to the test, you’ll want to figure out what areas you’re weak in and set a baseline. The best way to do this is to take a complete, timed practice test. Luckily for you, the College Board has released more than six free practice tests. Be sure to find a quiet testing environment, and bring lots of scratch paper and an approved calculator! You want the conditions to be as test-like as possible. If you’re signed up to take the essay, you should also write a practice essay as part of your practice test run. (See our advice on how to decide whether you need the SAT essay.) Once you’ve taken the practice test, use the provided scoring guidelines to figure out your score. This will help you figure out what your strengths and weaknesses are. The sections where you did best are clearly your stronger ones, but you can also get more granular than that. Look back through the test to see which questions you missed and note down any patterns. Did you miss all of the data interpretation questions on reading? All the trig on math? Those are question types (and skill areas) you need to work on. The SAT also provides guidelines on calculating your subscores in different areas. You can use this to get an additional idea of what particular areas you are strongest and weakest in within a section. Work your weakest SAT muscles! #5: Set a Score Goal Once you have an idea of your baseline, set a goal score! You’ll want it to be something you can realistically accomplish in the time frame you have for preparing for the SAT. A 100-point improvement from your baseline in a month is probably doable; a 300-point improvement in that time frame is much less so. And remember that the more you want to improve your score, the more time you’ll have to put into it! Our rough estimates for point improvement are as follows: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours 200-330 point improvement: 150 hours + Your target score should also take into account the schools that you’re interested in attending. You want to be within their middle 50% if possible. The middle 50% describes the score range of the 25th-75th percentile of admits. So if a school’s middle 50% is 1050-1200, then 25% of admits scored below 1050, 50% scored between 1050 and 1200, and the top 25% scored above 1200. For more on setting target scores, see our guide here. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! #6: Make a Study Schedule Based on your goal score and how much time you have before the test, you’ll want to make a study schedule for yourself. You’ll probably want to spend a consistent amount of time every week studying until you take the test. For example, if you think you’ll need to study 50 hours to make your score goal, and the test is in 10 weeks, try to study about 5 hours a week for 10 weeks. This will help keep you moving and making progress at a steady pace. It’s also best if you set aside specific, scheduled blocks of time in advance. So maybe you’ll do one hour after school every day, or you’ll plan to spend 2.5 hours on Saturday morning and 2.5 hours on Sunday morning every week prepping for the test. By setting consistent, scheduled times, it will help make studying into a habit. And make sure somebody else knows your study schedule so they can hold you accountable! See more advice on making a study schedule here. Crush the calendar- don't let it crush you! #7: Review Important Content Once you have a goal and schedule, it’s time to start reviewing content. Learn any material you need for the test that you don’t know yet, and review what you already know. Target the areas you know you’re weak in, but don’t neglect anything. So if you’re weak in Math, it’s fine to spend more time on it, but you should still spend a little time preparing for the SAT Reading section even if it’s your best subject. This helps make sure you are sufficiently ready for every section and that you don’t backslide on the subjects you’re already good at. You are the one who can best determine how to learn and review content most effectively. However, we have some methods and resources you may want to consider in sections below. #8: Learn Test Strategies An important part of preparing for the SAT is learning the best strategies to approach the test. This includes learning how to best eliminate answers, guess when you need to, manage your time, and additional section-specific tips. Here are some of our SAT strategy guides: Overall SAT Strategy Using Process of Elimination on the SAT How to Ace the SAT: 6 Expert Tips and Strategies SAT Reading The Best Way to Read the Passage in SAT Reading The Top 4 SAT Reading Strategies You Must Use The Top 10 SAT Reading Tips You Must Use The Fundamental Strategy of SAT Reading SAT Writing The Best Way to Read the SAT Writing Passages What is SAT Writing and Language? 5 Tips to Excel SAT Math Heart of Algebra: Key Strategies for SAT Math How to Figure Out What SAT Math Questions Are Really Asking Command of Evidence: 3 Key SAT Writing Strategies SAT Essay SAT Essay Tips: 15 Ways to Improve Your Score How to Get a Perfect SAT Essay Score As any predator can tell you, it's all about strategy. #9: Practice, Practice, Practice Practicing for the SAT has two facets. The first facet is targeted practice of the skills you need to hone for the test. You can do this through practicing specific question types, topics, or entire sections that you need more work on. When you get questions wrong, make sure to really work through them to understand where you went astray. You’ll also probably want to engage in a couple of complete test practice runs. For these, take an official complete practice test under the same conditions you’ll have on test day. You may even want to try starting at the same time your test will really start at least once. Be sure to include breaks and a snack! #10: Be Ready for Test Day! When test day happens, you want to be ready! So be sure to engage in all your best test-taking practices, like getting lots of sleep the night before, having a balanced breakfast, and packing your bag with pencils and a calculator! Sadly, this is not the best pre-test breakfast. Want to improve your SAT score by 160 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free SAT guide now: 4 Options for How toPrepare for the SAT There are a variety of methods that students use when preparingfor the SAT. We provide pros and cons to the main ones here. Note that you may use some combination of the options laid out below. Self-Prep Many students prep for the SAT mostly on their own, with the help of prep books, online resources, mobile apps, and so on. Pros You have control over exactly what and when you study. This is great if you have a good idea of exactly what you need to work on, because you can easily tailor your studying program to your own needs. This is the cheapest option out there, especially if you use free resources and get prep materials from the library! Cons It can behard to stay motivated. This is why it’s important to have someone else know when you plan to study so they can help hold you accountable. It can be a lot of work! You need to figure out your own weaknesses, track down resources, and so on. So you have to be willing to put some extra investment into planning. If you have a lot of improvement to make, it may be hard for you to self-diagnose your own weaknesses. Or even if you know that you’re, say, very weak on math, you may not know exactly where to begin or how to attack the situation. Sometimes guidance is necessary! It can be hard to stay upbeat when you're working alone. Online Program The online prep program is a relatively new innovation in how to preparefor the SAT. But is it legit? Pros A good online prep program can bea great investment: It will accurately diagnose your strengths and weaknesses and assign lessons and practice problems based on those strengths and weaknesses. Additionally, a goodprogram will help you create a study plan and track your progress. It will also have high-quality, clear content review and practice questions. It will even teach you the best SAT strategy! Here at PrepScholar, we have a comprehensive online SAT prep program that is customized to your needs. Many online programs are much more affordable than hiring a private tutor or taking a prep course. Cons Not all online prep programs are created equally!The wrong online prep program is a massive waste of time and money. And don’t just assume that just because it comes from a big-name test-prep company that it offers you anything great! Make sure you know what you’re really getting for your money before you commit to a program. An online prep program is like a teacher and a computer melded into one potent combo. Prep Course Twenty students in a high-school classroom after hours, listening to an SAT prep teacher drone on about conjunctions. Good prep method or bad one? Pros The schedule of the class forces you to stay on track with the pace the class sets, which could be good if you have trouble staying motivated. Cons There’snot much personalization to your own needs and pace. For the most part, you’ll need to proceed with the class, whether you know the material being covered like the back of your hand or you’re completely lost. The quality of the teacher also makes a huge difference here. A teacher who is invested in everyone’s experience and tries to adjust curriculum to meet class needs can help you improve your score. A bad teacher may just stand in front of the class reading vocab word definitions for two hours. And unfortunately, you have basically no control and no way of knowing if you’ll get a good teacher or bad one when you sign up for the class. Test prep courses are expensive! It can be more expensive than hiring a private tutor for a limited number of hours, which may frankly be more worth your money. On the bright side, you can use any downtime in class to look up cute cat photos. Private Tutor Having your very own tutor for the SAT sounds like the dream, right? Here are the pros and cons. Pros A good tutor is truly invaluable.They’ll help you make a study plan, identify your weaknesses, explain concepts you’re shaky on, and help you come up with an SAT strategy that works best for you. From a high-quality tutoring professional, tutoring both provides you with an expert to guide you and takes the guesswork out of creating a study plan. Additionally, a tutor can help keep you motivated! Cons A sub-par tutor is aserious waste of time and money. If they aren’t a high-scorer (think 95th percentile at the very least) who’s also a great teacher, the tutoring situation is just the blind leading the blind. You want a true professional who knows the test inside and out. Private tutoring is expensive!Thus, this option just isn’t available to everyone. A good tutor is worth their weight in gold, and also costs that much. Great SAT Prep Resources to Help You Study There are a variety of resources you might want to use for your SAT prep, regardless of what prep method you decide to go with. Here’s a roundup of some of the best ones. Practice Tests and Questions Practice tests and questions are the single most important resource for SAT prep. You want as much SAT-like practice as you can possibly get! The gold standard is the collection of free SAT tests from the College Board. They also offer some sample questions. You can also get tons of questions from the Khan Academy free SAT prep program, created in concert with the College Board. For additional practice test resources, including old and unofficial practice resources, check out our guide to all the free tests out there. Prep Books A good prep book can help you out a lot. See our list of the best SAT prep books to help you decide on which ones, if any, you need! Useful Applications and Tools There are also many online and mobile applications and tools for learning and practicing SAT material. We already mentioned Khan Academy, although you definitely want to supplement Khan Academy with other materials. We also have a guide to the best SAT prep games. This kind of tool won't help you much on the SAT, though. Online Guides You can also find a lot of information on SAT strategy and content for free online. Check out other articles on our SAT/ACT prep blog for comprehensive guides and advice on every SAT-related topic under the sun! Review: 10 Steps for How to Prepare for the SAT In broad terms, here’s how to prepare for the SAT: Register for the test (if you haven’t already) Get oriented to the overall test structure and format Become familiar with content and question styles Figure out your weaknesses Set a score goal Make a study plan Review important content Learn test strategies Practice Be ready for test day! Students can use a variety of methods to prepare for the SAT, including self-prep, an online program, a prep class, or a private tutor. Each method has some pros and cons (although some, like a prep class, have a lot more cons). And there are tons of resources out there for students to use, like practice tests, prep books, apps and tools, and online guides like ours! Get ready to conquer the SAT, noble warrior! What's Next? Worried that the SAT may be difficult? Check out our analysis of 8 key factors that might make the test hard. And see our in-depth analysis of whether or not you can fail the SAT. Wondering why you have to take this test anyways? Check out 10 critical reasons to take the SAT. If you're stumped on how to fit in SAT studying with your other obligations, see 10 amazing tips for balancing SAT test prep and school! See our complete guide to the SAT test day experience if you aren't sure what to expect! Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Mark Twains Two Ways of Seeing a River Reading Quiz

Mark Twains Two Ways of Seeing a River Reading Quiz Two Ways of Seeing a River is an excerpt from the end of Chapter Nine of Mark Twains autobiographical work Life on the Mississippi, published in 1883. The memoir recounts his early days as a steamboat pilot on the Mississippi and then a trip down the river much later in life from St. Louis to New Orleans. Twains The Adventures of Huckleberry Finn (1884) is regarded as a masterpiece and was the first piece of American literature to tell the story in colloquial, everyday language. After reading the essay, take this short quiz, and then compare your responses with the answers at the bottom of the page. In the opening sentence of Two Ways of Seeing a River, Twain introduces a metaphor, comparing the Mississippi River to:(A) a snake(B) a language(C) something wet(D) a beautiful woman with a deadly disease(E) the devils highwayIn the first paragraph, Twain uses the technique of repeating key words to emphasize his main point. What is this repeated line?(A) The majestic river!(B) I had made a valuable acquisition.(C) I still keep in mind a wonderful sunset.(D) I had lost something.(E) All the grace, the beauty, the poetry.The detailed description that Twain provides in the first paragraph is recalled from whose point of view?(A) an experienced steamboat captain(B) a small child(C) a beautiful woman with a deadly disease(D) Huckleberry Finn(E) Mark Twain himself, when he was an inexperienced steamboat pilotIn the first paragraph, Twain describes the river as having a ruddy flush. Define the adjective ruddy.(A) crude, rough, unfinished condition(B) having a sturdy build or strong constit ution(C) inspiring pity or compassion(D) reddish, rosy(E) neat and orderly How are Twains comments on the sunset scene in the second paragraph different from his descriptions of it in the first paragraph?(A) The experienced pilot is now able to read the river rather than marvel at its beauty.(B) The older man has grown bored with life on the river and simply wants to return home.(C) The river looks strikingly different at sunset from the way it appears at dawn.(D) The river is suffering as a result of pollution and physical decay.(E) The older and wiser man perceives the true beauty of the river in ways that the younger man would probably make fun of.In paragraph two, Twain uses which figure of speech in the line concerning the rivers face?(A) mixed metaphor(B) oxymoron(C) personification(D) epiphora(E) euphemismIn the final paragraph, Twain raises questions in regard to the way that a doctor might examine the face of a beautiful woman. This passage is an example of what technique?(A) wandering away from the subject(B) drawing an analogy(C) making a transit ion to an entirely new topic(D) deliberate word-for-word repetition to achieve emphasis(E) anti-climax ANSWERS:1. B; 2. D; 3. E; 4. D; 5. A; 6. C; 7. B.

The human body Essay Example | Topics and Well Written Essays - 2250 words - 1

The human body - Essay Example Brain, nerves & spinal cord. Functions to provide strength and connections to move the arm or leg or to make the facial expressions. Muscles cover almost every bone of the body except fingers and teeth and skull. It also help in Maintaining posture & generate heat by shivering. Pumps blood to each part of the body. Takes oxygen from the lungs and transports it to the each part of the body and carry carbon dioxide that is released through respiration. Heart, veins and arteries. Skin has millions of sensory nerves that send information to the brain; the information regarding the environment, temperature, etc. If the brain senses that the temperature is a bit higher than the body temperature, brain sends signal to the sweat gland to open and cool the body. In some cases, the brain sends signal to the muscles connected to skin hair to contract or expand according to the environment or other condition. At 25 years the body functions seem to be efficiently functional. On the other hand considering the daily working of the 25 year person is moving door to door to distribute the leaflets and take part in the other programs as organized by the charity. The muscles (muscular system) in the body particularly the leg muscles require much oxygenated blood in order to work efficiently. The oxygenated blood is transported by the cardiovascular system and the heart pumps the blood as faster as the oxygen is required. Oxygen is supplied through the respiratory system. The respiratory system fills the blood with oxygen. It is common fact that the respiratory system and cardiovascular system synchronize in a proper manner. The rate of respiration increases as the demand for oxygen increases. On the other hand, as the muscular system uses more oxygen it produces more carbon-dioxide that is also released through respiratory process. All these functions are controlled by the brain that informs the heats to pump faster

If you were in charge of the MTA of New York, what three changes would Essay

If you were in charge of the MTA of New York, what three changes would you make that would better or improve the system - Essay Example I would also concentrate on the problem of maintenance, such as dirt and trash, food on the trains, broken elevators, dilapidated facilities, etc. For the amount that they are paying to ride on the MTA, straphangers deserve a clean and respectable place to commute. I also believe in the theory that if things look bad, they start to go bad, sometimes called the â€Å"broken windows† theory. Finally, if given charge of the organization, I would work hard to fight corruption. It is the overall assumption of the current report that by operating without secrecy and with a high level of accountability, in addition to installing measures of performance or results based management, the MTA under my tenure will be looked upon as possessing integrity and fairness in its operations, and will gain the trust of the public and increase the level of responsibility required of its own employees and society as a whole. Theoretically, it all seems rather simple for performance based management to promote this sort of behavior, backed up by an effective ethics program.

Ha Long Essay Example for Free

Ha Long Essay A customer buys products based on their look and the quality inside . This is an example of how tourists choose their tourist destination and I have a wonderful destination that everyone should come once time in their life Ha Long . Ha Long is one of seven nature wonders of the world. Visiting Ha Long bay, you can experience the diversity of natural views, from sandy beaches to thousand year old rocky mountains. Why should you choose Ha Long bay to visit ? The word Ha Long in Vietnamese means the dragon descends into the sea and he legend says that the island of Ha Long was created by a great dragon who lived in the mountain, it sounds very interesting. First, I will let you know about the wonderful scenery. When you come to Ha Long, you can just describe as a wow , from great father mountain to thousand year old caves, from sandy beach to diving to discover the sea . Ha Long bay will lead you from one surprise to another. Beside that, Ha Long has had a particularly significant position because of its location o​n the important communication and trade route between China, Japan and Thailand , so you can see the great combination of culture of four countries. What will you do when you come to Ha Long bay ? As I said, Ha Long is a great combination of scenary and culture , so there are so many trips that take you to experience the beauty and culture of Ha Long . You will visit Ha Long on a cruise , which is called cruise tour that will lead you visit all places in Ha Long , it looks like you are mixing with the natural , beauty of sea , mountains and caves .Come to Ha Long bay, you will have agreat opportunity to get experience about life on water , which means people live all their life on water , we call that fishing village on the sea. you can also enjoy the fresh seafood, from shrimp, fish, jelly fish to many kinds of seafood that you have never eaten and if you want to cook for yourself , you can do it . Especially , you can try a famous dish of Ha Long jelly fish noodle . I promise that Ha Long bay is a value trip that you should try , the friendly traditional of people in Ha Long , the wonderful lanscape. Imagine you are walking up in the beautiful sunshine amid the rock, islets and caves and see  the view of Ha Long bay on the top of the mountain will give you a bird-eye view on the bay. I promise that no place in the world has the wonderful view like Ha Long bay. The experience from one to another will lead you to many surprises, the culture, the landscape, cuisine of Ha Long bay . Do not procrastinate , come to Ha Long and enjoy a wonderful gift of nature.

Who was the most helpful during the Great Depression Essay -- essays r

The Great Depression had battered the nation and the economic situation was desperate. During Herbert Hoover’s presidency, more than half of all Americans were living below the poverty line. Herbert Hoover was an idealist that believed Americans could reach their potential and so he felt that intervention by the federal government would repress the American potential. Roosevelt understood the suffering of his countrymen and introduced economic reforms to alleviate the effects of the depression. First, Roosevelt tackled the most pressing crisis: the bankruptcy of the banks. Since the start of the Depression, 11,000 of the nation's 25,000 banks had failed, and millions of Americans had lost their life's savings. Roosevelt realized that if he kept the banks open, panicked depositors would withdraw their money and more banks would fail. On March 5, FDR declared a three day "bank holiday." While programs like the CCC helped ease the immediate pain of the Depression, Roosevelt worked to effect more permanent changes on the economy. In May, Congress passed FDR's Agricultural Adjustment Act. The AAA provided aid to farmers who decreased the production of goods, which, the president hoped, would cause farm prices to rise. Roosevelt sent Congress his National Industrial Recovery Act, which set fair-practice codes for business and industry, established minimum wages and maximum hours, and gave labor the guaranteed right to bargain collectively. The bill quickly became law. I n... Who was the most helpful during the Great Depression Essay -- essays r The Great Depression had battered the nation and the economic situation was desperate. During Herbert Hoover’s presidency, more than half of all Americans were living below the poverty line. Herbert Hoover was an idealist that believed Americans could reach their potential and so he felt that intervention by the federal government would repress the American potential. Roosevelt understood the suffering of his countrymen and introduced economic reforms to alleviate the effects of the depression. First, Roosevelt tackled the most pressing crisis: the bankruptcy of the banks. Since the start of the Depression, 11,000 of the nation's 25,000 banks had failed, and millions of Americans had lost their life's savings. Roosevelt realized that if he kept the banks open, panicked depositors would withdraw their money and more banks would fail. On March 5, FDR declared a three day "bank holiday." While programs like the CCC helped ease the immediate pain of the Depression, Roosevelt worked to effect more permanent changes on the economy. In May, Congress passed FDR's Agricultural Adjustment Act. The AAA provided aid to farmers who decreased the production of goods, which, the president hoped, would cause farm prices to rise. Roosevelt sent Congress his National Industrial Recovery Act, which set fair-practice codes for business and industry, established minimum wages and maximum hours, and gave labor the guaranteed right to bargain collectively. The bill quickly became law. I n...

Opinions and Social Pressure Essay

Asch in his essay â€Å"Opinions and Social Pressure† conducted an experiment to determine effects of group pressure towards an individual and concluded that there is a very strong tendency to conformity even when doing so conflicting with their own senses of morality. In the experiment a group of young students have to compare length of lines on two different sheets of paper. On one of them there is a sample single line and on the other one there are three lines only one of which is same size as the sample line from the first sheet. People taking part in this experiment are instructed to point at lines that are the same length. At first, during the experiment the group is unanimous in their answers and chooses the correct line, but later on the person that sits near to the end of the line in which people taking part in the experiment are sited, selects different answers then the rest of the group. As the experiment continues and the situation repeats, the isolated in selecting different than the majority answers person shows signs of feeling uncomfortable in position of dissenter. What he doesn’t know is that the rest of the group is instructed to give wrong answers while the experiment is conducted. The single individual is placed in the minority while actually giving the correct answers. Subjects of this experiment could act independently or they could go along with majority’s opinion. A prominent percentage yielded. Under the majority pressure people are more likely to accept the misleading information. There are extreme examples of totally independent individuals as well as people who totally agree with the majority almost most of the time and the tendency is highly consistent. After reconstructing the experiment the next question for the scientist to answer is which aspect of influence is more important, the size of majority or its unanimity. It turns out, that the majority size makes a difference only to the point where majority group involves three people. Making the majority any bigger would not influence on the error rate for the answers in the experiment. Breaking up unanimity of the group in given answers has a significant effect. In the experiment it is also noted that the rate of wrong answers depends to a considerable degree on how wrong the majority is. Even with significant difference in length of lines there were still individuals who agree with majority error. For those participating in this experiment almost all declare that independence was preferable to conformity. â€Å"Life in society requires consensus as an indispensable conditions. But consensus, to be productive, requires that each individual contribute independently out of his experience and insight. (†¦) We have found that tendency to conformity in our society so strong that reasonably and well- meaning young people are willing to call white black is a matter of concern† (Salomon E. Asch â€Å"Opinion and Social Pressure† pp. 730). The experiment has proven that we live in times where opinion become very subjective and can be easily modified. Social techniques are wildly used in marketing and sales or even by lobbyist in governmental decision making process. The uncertainty of people own senses, opinion or knowledge can be easily abused. Asch’s experiment implements how people believe in the obvious lies. It’s shows simple ways of influencing perception, judgment and action. Results of this experiment trigger a number of social and scientifically researches like study of Berns G.S. (2005) (Neurobiological Correlates of Social Conformity and Independence During Mental Rotation, Biological Psychiatry, 58(3), pp 245-253), that explains decision making influence on very profound level. It proves that social mechanisms of authority have an effect not only on individual behavior but it also effects brain chemistry. Resources: â€Å"Opinions and S ocial Pressure† / by Solomon E. Asch Berns G. S. (2005) (Neurobiological Correlates of Social Conformity and Independence During Mental Rotation, Biological Psychiatry, 58(3), pp 245-253) Reaction Paragraph: I was very surprised by the results of Asch’s experiment. I always knew that the opinion of the group counts and it’s important to most of us, but would never except that the scale and strength of decision making influence techniques can be so large and effective. Society faces many different forms and techniques of decision making influences that were developed from results of the Asch’s experiment. This techniques share common goals which are to make society to obey and find the best ways to achieve social conformity. On positive side, conformity can be used to create predictability references or to organize a convenient social structure that doesn’t require constant renegotiations. On the negative side, it’s a key to a great power over social behavior and actions. This raise questions over morality and responsibility over the actions that could be caused by manipulations. If the study was conducted on contemporary society the results wouldn’t be much different if not even showing stronger tendency to conformity. Living in the age of social media, mass communication networks and globalization concepts individuals are more pressured to obey, to be a part of events or actions not truly and not only by their free will. The study indicates that in big majority people are followers and they tend to obey authority and follow the opinion of majority. Awareness of how humans tend to obey comes with some tips on how we can protect ourselves from external influence. Cultivating a healthy skepticism and exercising active change in our behavior make us less vulnerable to prospective social experiments.

Stephen Kalong Case Review

STEPHEN KALONG NINGKAN V. TUN ABANG HAJI OPENG AND TAWI SLI FEDERAL COURT [KUCHING] OCJ HARLEY A-G (BORNEO), CJ [KUCHING CIVIL SUIT NO. K 45 OF 1966] 7 SEPTEMBER 1966 JUDGMENT Harley A-G (Borneo) CJ: The plaintiff was appointed Chief Minister of Sarawak on 22 July 1963. On 14 June 1966 there was a meeting of Council Negri at which, apart from the Speaker, plaintiff and twenty other members were present. Five members of the Sarawak United Peoples Party and one Machinda member, who normally behave as an opposition, were present among the total of 21 members.Of the 21 members, three were ex officio. Bills were. passed without opposition on that day. One of the members present, Abang Haji Abdulrahim bin Abang Haji Moasili, who gave evidence in this case, was a supporter of the plaintiff on 14 June and indeed up to 16 June. He says that as from the evening of 16 June he would not have supported the plaintiff. The fact remains that there has never been a motion of no confidence put in Coun cil Negri, nor has there been any defeat of a Government bill.On 14 June a letter was addressed from Kuala Lumpur to the Governor. It is accepted that this letter was signed by 21 persons who are members of Council Negri. (There are 42 members in all of Council Negri plus the Speaker. ) The author of the letter was Tan Sri Temenggong Jugah, Federal Minister for Sarawak Affairs (not a member of Council Negri). The letter reads as follows: Letter No. 1 â€Å"TOP SECRET c/o YB Enche Thomas Kana, Dewan Ra'ayat. Kuala Lumpur. 14hb June 1966. His Excellency, The Governor of Sarawak, The Astana, KUCHING.Your Excellency. We, the undersigned members of Council Negri Sarawak, beg to inform your Excellency that we no longer have any confidence in the Hon Dato' Stephen Kalong Ningkan to be our leader in the Council Negri and to continue as Chief Minister. 2. Since the Hon. Dato' Ningkan has mill to command the confidence of the majority of the members of the Council Negri, he is bound by artic le 7(1) of the Constitution of the State of Sarawak to tender the resignation of the members of Supreme Council. 3.We respectfully request your Excellency to take appropriate action under that article and to appoint a new Chief Minister pursuant to article 6(3) of the Constitution. Yours faithfully, (Signed) T JUGAH. (A list of names was attached. ) In the list attached to this letter, 25 names are set out. Against 21 of these names are signatures (in one case the signature is a â€Å"chop†). This letter was never shown to the plaintiff until after Court proceedings started. it was handed to the Governor (defendant 1) in Kuching on 16 June.The next letter from the Governor's private secretary to the plaintiff reads as follows: Letter No. 2 ASTANA, KUCHING, SARAWAK. Ref: GOV/SEC/144 16 June 1966. To The Honourable Dato' Stephen Kalong Ningkan, PNBS PDK Chief Minister, Sarawak. Dato', I am directed by his Excellency to inform you that his Excellency has received representations from members of Council Negri constituting the majority of the council, informing his Excellency, and his Excellency is satisfies, that you have ceased to command their confidence. 2.In order that the provisions under articles 7(1) and 6(3) of the Constitution of the State of Sarawak be complied with, his Excellency requires your presence forthwith at the Istana upon receipt of this letter to tender your resignation. I have the honour to be, Sir, Your obedient servant, (Signed) ABDUL KARIM BIN ABOL, Ag Private Secretary to HE the Governor. † In answer to the above the plaintiff replied: Letter No. 3 Chief Minister, Kuching, Sarawak. Malaysia. 17 June 1966. Ref: CM 1/66 A-G Private Secretary to His Excellency the Governor, The Astana, Kuching.Sir, GOV/SEC/144 dated 16 June 1966 I have the honour to refer to your above letter received by me late last evening and regret that I am temporarily indisposed and unable to present myself at the Astana last night. With deepest respect, the proceedings of the meeting of the Council Negri held on 14 June 1966, do not appear to support his Excellency's view that I have lost the confidence of the majority of it's members. In these circumstances, I shall be grateful if I may be supplied with the names of those council members who support the representations referred to in your letter.I shall be grateful if you will convey to his Excellency that, in my view, the proper course to resolve any doubts regarding my ability to command the confidence of the majority of Council Negri members is to arrange for the council to be convened in order that the matter can be put to the constitutional test. In addition to believing that this represents both the democratic course and the best one for Sarawak and Malaysia, it is one which I believe would receive the support of the majority of the people of this State and one whose out-come I would be prepared to abide by.I am, Sir, Your obedient servant, (Signed) SK NINGKAN, Dato' Stephen Kalong Ningkan, Chief Minister of Sarawak. † The vital letter comes next: Letter No. 4 ASTANA, KUCHING, SARAWAK. GOV/SEC/144 17 June 1966. To The Hon'ble Dato' Stephen Kalong Ningkan, PNBS, PDK Kuching, Sarawak. Dear Dato', I have received your letter, Ref CM 1/66 dated 17 June 1966 in reply to my private secretary's letter sent to your yesterday. It is clear from the contents of your letter that you have refused to tender the resignation of the members of the Supreme Council in accordance with art. (1) of the Constitution of the State of Sarawak, although you have ceased to have the confidence of a majority of the members of the Council Negri. I, therefore, declare that you and other members of the Supreme Council have ceased to hold the office with effect forthwith. 2. I am now appointing the Hon'ble Penghulu Tawi Sli. ABS Chief Minister of Sarawak with effect for with. 3. As requested, I forward herewith a list of the name of members of the Council Negri who have made repr esentations to me in person that they have ceased to have confidence in you. Yours sincerely. Enc: (Signed) TUN ABANG HAJI OPENG Governor. The Governor is the first defendant in the present suit and the Honourable Penghulu Tawi Sli is the second defendant. Mr. Kellock has made the point that it was only in this letter and after the dismissal that the names were provided and the names that were provided are a list of 21 names and are the same names that appear on the letter of 14 June. Again on 17 June the plaintiff wrote: Letter No. 5 ‘Pangau Libau' Kuching. 17 June 1966. His Excellency the Governor, Tun Abang Haji Openg, SMN PNBS OBE Astana, Kuching. Your Excellency, I have received, with surprise, your letter (Ref: GOV/SEC/144) of today's date.It is not true that I have refused to tender my resignation – the question of tendering my resignation did not arise until after I received a reply to my letter requesting for the names of the members of the Council Negri. It is clear from the list of the names forwarded to me that the majority of the Council Negri members are not against me, as 21 cannot be the majority of 42. With the utmost respect I have to inform your Excellency that if you appoint the Hon'ble Pengulu Tawi Sli as Chief Minister you would be acting unlawfully and I will have no option but to question my removal in the Court.I am, Sir, Your obedient servant, (Signed) SK NINGKAN. (Dato' Stephen Ralong Ningkan)†. On 17 June the Sarawak Government Gazette Extraordinary announced: Document No. 6 No 117 THE CONSTITUTION OF THE STATE OF SARAWAK It is hereby published for general information that, with effect from 17 June 1966, the Honourable Dato' Stephen Kalong Ningkan, PNBS, PDK has ceased to be the Chief Minister of Sarawak and the following have ceased to be members of the Supreme Council:The Honourable Dato' James Wong Kim Ming, PNBS The Honourable Dato' Abang Othman bin Abang Haji Moasili.PNBS The Honourable Dato' Dunstan Endawi a nak Enchana, PNBS Teo Kui Seng, PNBS No 1118 THE CONSTITUTION OF THE STATE OF SARAWAK It is hereby published for general information that the Governor has, in exercise of the powers conferred upon him by article 6(8) of the Constitution of the State of Sarawak, appointed by Instrument under the Public Seal dated 17 June 1966. he Honourable Penghulu Tawi Sli, ABS, to be the Chief Minister of Sarawak. † The plaintiff claims: 1. A declaration of Court that the first defendant as Governor of Sarawak acted unconstitutionally by not complying with the provisions of the Constitution of the State of Sarawak when he declared on 17 June 1966, that the plaintiff has ceased to hold the office of Chief Minister of Sarawak. 2.A declaration of Court that the first defendant should not have relieved the plaintiff from the office of Chief Minister of Sarawak on the ground of representations made to him on 16 June 1966, by members of the Council Negri who preferred to boycott the session of the Council Negri on 14 June 1966, on the ground of alleged loss of confidence in the Chief Minister. 3. A declaration that his purported dismissal by the first defendant was ultra vires, null and void. 4. A declaration that the plaintiff is and has been at all material times Chief Minister of the State of Sarawak. . An injunction restraining the second defendant from acting as the Chief Minister of the State of Sarawak. Respecting this claim, the following articles of the Constitution are relevant: article 1, (1) and (2); article 5; article 6 (1), (2) and (3) article 7 (1), (2) and (3); article 10 (1) and (2) article 11; article 13; article 14(1) (a) to (d) and (2) ; article 21 (1) and (2); article 24 (3); article 41 (1) and (2); article 44 (5). I need not set out all these articles, but would draw particular attention to the following: â€Å"Governor of the State 1. 1) There shall be a Governor of the State, who shall be appointed by the Yang di-Pertuan Agong acting in his discretio n but after consultation with the Chief Minister. (2) The Governor shall be appointed for & term of four years but may at any time resign his office by writing under his hand addressed to the Yang di-Pertuan Agong, and may be removed from office by the Yang di-Pertuan Agong in pursuance of an address by the Council Negri supported by the votes of not less than two-thirds of the total number of the members â€Å"Executive authority 5.The executive authority of the State shall be vested in the Governor but executive functions may by law be conferred on other persons. † â€Å"The Supreme Council 6. (1) There shall be a Supreme Council to advise the Governor in the exercise of his functions. (2) The Supreme Council shall consist of a Chief Minister and not more than eight nor less than four other members appointed in accordance with cl (2). 3) The Governor shall appoint an Chief Minister a member of the Council Negri who in his judgment in likely to command the confidence of a m ajority of the members of the Council Negri and shall appoint the other members in accordance with the advice of the Chief Minister from among the members of the Council Negri. (6) The Supreme Council shall be collectively responsible to the council Negri. â€Å"Tenure of office of members of Supreme Council 7. (1) If the Chief Minister to command the confidence of a majority of the members of the Council Negri, then, unless at his request the Governor dissolves the Council Negri, the Chief Minister shall tender the resignation of the members of the Supreme Council. (2) A member of the Supreme Council may at any time resign his office by writing under his hand addressed to theGovernor, and a member of the Supreme Council other than the Chief Minister shall also vacate his office if his appointment thereto in revoked by the Governor acting in accordance with the advice of the Chief Minister. (3) Subject to cll (1) and (2), a member of the Supreme Council other than the Chief Ministe r shall hold office at the Governor's pleasure. † â€Å"Governor to act on advise 10. 1) In the exercise of his functions under this Constitution or any other law, or as a member of the Conference of Rulers, the Governor shall act in accordance with the advice of the Supreme Council or of a member thereof acting under the general authority of the council, except as otherwise provided by the Federal Constitution or this Constitution; but shag be entitled, at his request, to any information concerning the government of the State which in available to the Supreme Council. 2) The Governor may act in his discretion in the performance of the following functions- OPENG (a) the appointment of a Chief Minister; (b) the withholding of consent to a request for the dissolution of the Council Negri. † â€Å"Procedure of Council Negri 24. (1).. (2).. (3) Subject to cll (5) and (6) and to cl (2) of article 41, the Council Negri shall, if not unanimous, take its decision by a simple m ajority of members voting; and the Speaker or member presiding shall cast a vote whenever necessary to avoid an equality of votes but shall not vote in any other case. â€Å"Interpretation 44. (1) .. (2) .. (3) .. (4) .. (5) The Interpretation Ordinance, as in force at the commencement of this Constitution, shall apply 2 for the purpose of interpreting this Constitution and otherwise in relation thereto as it applies for the purpose of interpreting and otherwise in relation to a written law within the meaning of that Ordinance. † Section 21 of the Interpretation Ordinance (Cap. ) reads as follows:†Power to appoint includes power to dismiss 21. Whenever any written law confers upon any person or authority a power to make appointments to any office or place, the power shall be construed as including a power to dismiss or suspend any person appointed and to appoint another person temporarily in the place of any person so suspended, or in place of any sick or absent holder of such office or place:Provided that, where the power of such person or authority to make such appointment is only exercisable upon the recommendation or subject to the approval or consent of some other person or authority, such power of dismissal shall only be exercisable upon the recommendation or subject to the approval or consent of such other person or authority. † Section 2 (1) of the same Ordinance reads:Application 2. 1) Save where the contrary intention appears the provisions of this Ordinance shall apply to this Ordinance and to any written law now or hereafter in force made by competent authority in Sarawak and to any instrument made or issued thereunder. † The following definition from the Interpretation Ordinance was not cited by Counsel on either side: Governor in his discretion and ‘Governor acting in his discretion' mean that, in respect of the power concerned, the Governor shall not be obliged to consult with the Supreme Council in the exercise th ereof. The main arguments for the plaintiff are that (a) the Governor has no power of dismissal, and (b) if he has a power or a discretion it must not be exercised arbitrarily or capriciously. The defence contends that there Is no question of the Governor's power being merely discretionary; in certain circumstances – particularly where there are infractions of the Constitution for which no sanction or remedy is provided – the Governor has not only a power but a duty to act. The defence further contends that lack of confidence describes a state of mind. Article 7(1). Whether a Chief Minister has or has not ceased to command the confidence of a majority is a matter for the Governor's personal assessment. Moreover, â€Å"the rules for the construction of statutes are like those which apply to the construction of other documents, especially as regards one crucial rule, viz that, if it is possible, the words of a statute must be construed so as to give a sensible meaning t o them. The words ought to be construed ut res magis valeat quam pereat. † MPHASIS v. Stovin [1889], 22 QBD 513 at p. 17). â€Å"If the Chief Minister ceases to command the confidence of a majority of the members of the Council Negri, then, unless at his request the Governor dissolves the Council Negri, the Chief Minister shall tender the resignation of the members of the Supreme Council. † (Article 7 (1) ). The first question which arises is how the lack of confidence is to be expressed: can such lack of confidence be assessed only by a vote on the floor of the House (if I may use this word in its general application) ?The Federal Supreme Court of Nigeria was of opinion that the constitutional method (in Nigeria) of measuring lack of confidence required a decision or resolution on the floor of the House. (Adegbenro v. Akintola [1963] 3 WLR 63 distinguished). The Privy Council took an opposite view and held that there was no limitation as to the material by which lack o f confidence should be assessed. Does the same rule of construction apply in Sarawak as in Nigeria? I will not apologise for quoting at length from the case of Adegbenro v.Akintola, and I would draw attention at the start to the following passage (at p. 72): â€Å"†¦ there are many good arguments to discourage a Governor from exercising his power of removal except upon indisputable evidence of actual voting in the House †¦. † If one starts, as I think one should start, with the rule that a vote on the floor of the House is the normal test of lack of confidence, then one is in a better position to consider the exceptions to the rule. Now I cite from Adegbenro v. Akintola: By s. 33 of the Constitution of Western Nigeria: ‘(10) †¦. he Ministers of the Government of the Region shall hold office during the Governor's pleasure: Provided that – (a) the Governor shall not remove the Premier from office unless it appears to him that the Premier no longer co mmands the support of a majority of the members of the House of Assembly; †¦. ‘ The Governor of the Western Region of Nigeria, following upon the receipt of a letter signed by 66 members of the House of Assembly – which was composed of 124 members – stating that they no longer supported the Premier, the present respondent, removed him from office and appointed the appellant in his place.There had been no vote adverse to the respondent in the House prior to his removal. Thereafter, in proceedings instituted by the respondent challenging the Governor's right to remove him. the following issues were referred by the High Court of the Western Region to the Federal Supreme Court of Nigeria Pursuant to s. 108 of the Constitution of the Federation: ‘(1) Can the Governor validly exercise power to remove the Premier from office under s. 3, subs (10), of the Constitution of Western Nigeria without prior decision or resolution on the floor of the House of Assembly showing that the Premier no longer commands the support of a majority of the House? (2) Can the Governor validly exercise power to remove the Premier from office under s. 33(10) †¦. on the basis of any materials or information extraneous to the proceedings of the House of Assembly? ‘ The Federal Supreme Court answered the first question in the negative, thus holding that the respondent had not been validly removed from office, and found it unnecessary to answer the second question.On appeal by the appellant †¦. Held (1)†¦. (2) There was nothing either the scheme or provision of the Constitution of Western Nigeria which legally precluded the Governor from forming his opinion on the basis of anything but votes formally given on the door of the House. By the use of the words ‘it appears to him' in s. 33(10) the Judgment as to the support enjoyed by a Premier was left to the Governor's own assessment and there was no limitation as to the material on which he might resort for the purpose. Accordingly, both the questions referred to the Federal Supreme Court should be answered in the affirmative.Decision of the Federal Supreme Court of Nigeria reversed. † The judgment of their Lordships was delivered by Viscount Radcliffe: †¦. The question to which an answer has to be found is of obvious importance, but it lies, nevertheless, within a very small compass. Its decision turns upon the meaning to be attached to the wording of s. 33(10) of the Constitution of Western Nigeria, read, an it should be, in the context of any other provisions of the Constitution that may legitimately influence its meaning. It in clear, to begin with, that the Governor is invested with some power to dismiss the Premier.Logically, that power is a consequence of the enactment that Ministers shall hold office during the Governor's pleasure, for, subject to the saving conditions of provisos (a) and (b) that follow, the Governor has only to withdraw his pleasur e for a Minister's tenure of office to be brought to an end. Where the Premier's office in concerned it in so (a) that limits the Governors power to withdraw his pleasure constitutionally, for by that proviso he is precluded from removing the Premier from office ‘unless it appears to him that the Premier no longer commands the support of a majority of the members of the House of Assembly. By these words therefore, the power of removal is at once recognised and conditioned: and, since the condition of constitutional action has been reduced to the formula of these words for the purpose of the written Constitution, it is their construction and nothing else that must determine the issue. What, then, is the meaning of the words â€Å"the Premier no longer commands the support of a majority of the member†? It has been said, and said truly, that the phrase is derived from the constitutional understandings that support the unwritten, or rather partly unwritten, Constitution of the United Kingdom.It recognises the basic assumption of that Constitution, as it has been developed, that, so long † the elected House of Representatives is in being, a majority of its members who are prepared to act to together with some cohesion is entitled to determine the effective leadership of the Government of the day. It recognises also one other principle that has come to be accepted in the United Kingdom: that, subject to questions as to the right of dissolution and appeal to the electorate, a Prime Minister ought not to remain office as such once it has been established that he has ceased to command the support of a majority of the House.But, when that is said, the practical application of these principles to a given situation if it arose in the United Kingdom, would depend less upon any simple statement of principle than upon the actual facts of that situation and the good sense and political sensitivity of the main actors called upon to take part. It is said, too , that the ‘support' that in to be considered is nothing else than support in the proceedings of the House itself, and with this proposition also their Lordships are in agreement. They do not think, however, that it is in itself a very pregnant observation.No doubt, everything comes back in the end to the question what action the members of a party or a group or a combination are resolved to take in proceedings on the floor of the House; but in democratic politics speeches or writings outside the House, party meeting, speeches or activities inside the House short of actual voting are all capable of contributing evidence to indicate what action this or that member has decided to take when and if he is called upon to vote in the House, and it appears to their Lordships somewhat unreal to try to draw a firm dividing line between votes and other demonstrations where the issue of ‘support' is oncerned. This, indeed, is the crux of the question that has now been raised. The re spondent maintains, and it is implied in the decision that he has obtained from the Federal Supreme Court, that the Governor cannot constitutionally take account of anything in the matter of ‘support' except the record of votes actually given on the floor of the House.Consequently, it is said, his action in removing the first respondent from the Premiership on the strength, it appears, of the letter address to him by the 66 members of the House referred to and without waiting until there had been an adverse vote in the House itself was not within the powers conferred upon him by the Constitution. The difficulty of limiting the statutory power of the Governor in this way is that the limitation is not to be found in the words in which the makers of the Constitution have decided to record their description of his powers.By the words they have employed in their formula, ‘it appears to him', the judgment as to the support enjoyed by a Premier is left to the Governors own asse ssment and there is no limitation as to the material on which he is to base his judgment or the contacts to which he may resort for the purpose. There would have been no difficulty at all in so limiting him if it had been intended to do no. For instance, he might have been given power to act only after the passing of a resolution of the House ‘that it has no confidence in the Government of the Region', the very phrase employed in an adjoining section of the Constitution (see s. 1 (4), proviso (b) ) to delimit the Governor's power of dissolving the House even without the Premier's advice. According to any ordinary rule of construction weight must be given to the fact that the Governor's power of removal is not limited in such precise terms as would confine his judgment to the actual proceedings of the House, unless there are compulsive reasons, to be found in the context of the Constitution or to be deduced from obvious general principles, that would impose the more limited mea ning for which the respondent contends.Their Lordships have not discovered any such reasons. It is one thing to point out the dangers of a Governor arriving at any conclusion â€Å"to his Premier†s support in the House except upon the incontrovertible evidence of votes recorded there on some crucial issue. There are indeed such danger Expressions of opinion, attitude or intention upon such a delicate matter may well prove to be delusive. He may Judge the situation wrongly and so find himself to have taken a critical step in a direction which is proved to be contrary to the wishes of the majority of the House or of the electorate.Again, if he is not to rely an his Premier for advice as to the balance of support in the House, he is likely to And that he is in effect consulting indirectly the views of opposition leaders who may turn out in the event to be no more than an opposition: or he will find himself backing the political judgments conveyed to him by his own private advise rs against the political judgment of the Premier himself All these are real dangers which any Governor proposing to act under his power of removal would need to bear in mind, since, if he ignores them, he would run the risk of placing the constitutional sovereign power, whose representative he in, in conflict with the will of the elected House of Representatives whose majority is for the time being expressed in the person of the Premier.Anyone familiar with the constitutional history and development of the United Kingdom would naturally dwell upon these aspects of the Sovereign's position, if he was invited to advise a Governor as to the circumstances and occasions upon which he could wisely exercise his power of removal. But, while there may be formidable arguments in favour of the Governor confining his conclusion on such a point to the recorded voting in the House, if the impartiality of the constitutional sovereign in not to be in danger of compromise, the arguments are consider ations of policy and propriety which it in for him to weigh on each particular occasion: they are not legal restrictions which a Court of law, interpreting the relevant provisions of the Constitution, can import into the written document and make it his legal duty to observe.To sum up, there are many food arguments to discourage a Governor from exercising his power of removal except upon indisputable evidence of actual voting in the House, but it is nonetheless impossible to say that situations cannot arise in which these arguments are outweighed by considerations which afford-to the Governor the evidence he is to look for, even without the testimony of recorded votes. Another argument has been advanced to the effect that the Nigerian Constitutions are modelled on the current constitutional doctrines of the United Kingdom, and, since the British Sovereign would not be regarded as acting with constitutional propriety in dismissing a Prime Minister from office without the foundation o f an adverse vote on a major issue in the House of Commons, so the Governor in Western Nigeria must similarly be treated as precluded from exercising his power of removal in the absence of a vote of the awe kind.This approach to the matter appears to their Lordships to have had some influence upon the view taken by the majority of the Federal Supreme Court in this case, and, since it seems capable of conveying an implication that could be misleading in other situations apart from the present one, their Lordships wish to make two observations upon it. The first is that British constitutional history does not offer any but a general negative guide as to the circumstances in which a Sovereign can dismiss a Prime Minister. Since the principles which are accepted today began to take shape with the passing of the Reform Bill of 1832 no British Sovereign has in fact dismissed or removed a Prime Minister, even allowing for the ambiguous exchanges which took place between William IV and Lord Melbourne in 1834.Discussion of constitutional doctrine bearing upon a Prime Minister's loss of support in the House of Commons concentrates therefore upon a Prime Minister's duty to ask for liberty to resign or for a dissolution, rather than upon the Sovereign's right of removal, an exercise of which is not treated as being within the scope of practical politics. In this state of affairs it is vain to look to British precedent for guidance upon the circumstances in which or the evidential material upon which a Prime Minister can be dismissed, where dismissal is an actual possibility: and the right or removal which is explicitly recognised in the Nigerian Constitutions must be interpreted according to the wording of its own limitations and not to limitations which that wording does not import. . †¦ t is in the end the wording of the Constitution itself that is to be interpreted and applied, and this wording can never be overridden by the extraneous principles of other Constitu tions which are not explicitly incorporated in the formulae that have been chosen as the frame of this Constitution. † In my view the Privy Council's judgment relating to the Constitution of Nigeria does not apply to the Constitution of Sarawak because of the following distinguishing features and circumstances: (1) In the Nigerian case it was mathematically beyond question that more than half the House no longer supported the Premier. (2) The measurement in Nigeria was a measurement of â€Å"support†, not of â€Å"confidence†. The Sarawak Constitution is dated subsequent to the decision of Adegbenro v.Akintola, and it does seem to me that the â€Å"confidence† of a majority of members, being a term of art, may imply reference to a vote such as a vote of confidence or a vote on a major issue. (3) In Nigeria it was not disputed that the Governor had express power to remove the Premier from office if he no longer commanded support. (4) In Nigeria the Governor had express power to assess the situation â€Å"as it appeared to him†. (5) In Nigeria all Ministers, including the Premier, held office â€Å"during the Governor's pleasure†; although there was an important proviso to this. All the above five points were peculiar to Nigeria, and not one of them applies to Sarawak. These distinguishing features force me in the present case to a conclusion converse to the Privy Council decision.It seems to me that by the provisions of the Sarawak Constitution, lack of confidence may be demonstrated only by a vote in Council Negri. Men who put their names to a â€Å"Top Secret† letter may well hesitate to vote publicly in support of their private views. The third of the five points listed above obviously requires further consideration. Has the Governor in Sarawak power at all to dismiss the Chief Minister? In considering this question, we may start with s. 21 of the Interpretation Ordinance, the general effect of which is that wh ere there is power to appoint (and it is not disputed that the Governor has power to appoint a Chief Minister) there is power to dismiss.However, where the appointment is â€Å"subject to the approval †¦. of some other person the power of dismissal shall only be exercisable†¦. subject to the approval†¦. of such other person. † If the appointment of a Chief Minister is subject to the approval of Council Negri, then by this s. 21 dismissal also would be subject to its approval. Further, in principle, Council Negri should manage its own affairs. A Governor is limited by article 6(3) of the Constitution to appointing as Chief Minister a member of Council Negri who in his judgment is likely to command its confidence (and approval) : thereafter it follows, by s. 21 of the Interpretation Ordinance, that only hen Council Negri has shown lack of confidence (and lack of approval), can the Governor's power to dismiss, if it exists, be exercised. Of course, if the Sarawak Constitution lays down that a Chief Minister may not be dismissed at all, then the defendants have no case and the Interpretation Ordinance cannot apply. The Sarawak Constitution does in fact direct in article 7(3) that all Ministers other than the Chief Minister hold office at the Governor's pleasure. According to Mr. Le Quesne this means that Ministers other than the Chief Minister may be dismissed â€Å"at the Governor's pleasure†, whereas the Chief Minister may only be dismissed for cause.If the cause for dismissal is limited to the case of an adverse vote, then this interpretation does not help defendants. In my view, however, the suggested interpretation is altogether false. Article 7(3) clearly means that the Governor may dismiss Ministers but may not dismiss the Chief Minister in any circumstances. A lot has been said about the duty and powers and discretion of the Governor. His paramount duty is to â€Å"act in accordance with the advice of the Supreme Council or of a member thereof acting under the general authority of the Council†. (Article 10(1). There are two occasions when the Governor has a discretion, that is, when he can act without, or even contrary to, the advice of the Supreme Council.Those occasions are in the performance of the following functions (a) the appointment of a Chief Minister; (b) the withholding of consent to a request for the dissolution of the Council Negri. (Article 10 (2) ). As regards (a), nobody could be so foolish as to suggest that a Governor could appoint a second Chief Minister while there was still one in office. As regards (b), this probably has in mind a situation of splinter parties, as has been the case in France, when a general election could not be expected to show an overall majority for any one party. In Sarawak, it seems to me that a Chief Minister may advise a dissolution, even though he has not as yet lost the confidence of Council Negri. In such circumstances, the Governor's refusal to diss olve might be conventionally unconstitutional, although not illegal.To revert to the comparison of the Constitutions of Sarawak and of Nigeria, these Constitutions are so different that a contrast in powers must be intended: in Sarawak the Chief Minister's dismissal is quite simply beyond the powers of the Governor. If the Constitution, however, should be construed as giving to the Governor a power to dismiss, that power can only be exercised – and I think that this was conceded by Mr. Le Quesne – when both (a) the Chief Minister has lost the confidence of the House, and (b) the Chief Minister has refused to resign and failed to advise a dissolution. I have already dealt with (a) ; as regards (b), I do not think that the Chief Minister of Sarawak was ever given a reasonable opportunity to tender his resignation or to request a dissolution.He was never even shown the letter on which the dismissal was based until Court proceedings started, although it is true that at the moment of dismissal a list of signatories was sent to him with the letter from the Governor dated 17 June that list and that letter were typed on the same date as the publication in the Gazette of the dismissal of the plaintiff, who was given no time at all to consider the weight or effect of the move against him. Plaintiff did not refuse to resign: he merely expressed doubts whether in fact he had ceased to command a majority and requested â€Å"that the matter be put to the constitutional test†. A word may be said on what is the position if a Chief Minister has in fact ceased to command the confidence of a majority, and yet refuses to resign. In this situation at least, Mr.Le Quesne claims that the Governor must have a right of dismissal; otherwise the Constitution would be unworkable. Mr. Le Quesne's argument in effect is: if there is a gap, it must be filled: if there is no express power to enforce the resignation of a Chief Minister, that power must by implication lie w ith the Governor. I do not agree that stopgaps can be, as it were, improvised. In article 1 of the Constitution, a gap would appear to exist whenever the necessary address to remove the Governor is made to the Yang di-Pertuan Agong, and the latter'y refuses to dismiss him. Just because a Chief Minister or a Governor does not go when he ought to go is not sufficient reason for implying in the Constitution an enforcing power vested in some individual.R is, however, reasonable that in certain situations the Courts could expound the Constitution by declaratory judgments. Articles or clauses to cover all situations need not be set out in a Constitution because the residue of discretionary power is left in the Courts. Extraordinary situations do not often arise, and need not be met or considered until they do. Dicey has a whole chapter on â€Å"The Sanction by which the Conventions of the Constitution are enforced†. (Chapter XV: The law of the Constitution: AV Dicey (10th Edn. ) pp 444 to 457. ) †¦. the nation expects that a Minister who cannot retain the confidence of the House of Commons, shall give up his place, and no Premier even dreams of disappointing these expectations. † (at p. 44) But the sanction which constrains the boldest political adventurer to obey the fundamental principles of the constitution and the conventions in which these principles are expressed, is the fact that the breach of principles and of these conventions will almost immediately bring the offender into conflict with the Courts and the law of the land. † (at p. 445) . .. the one essential principle of the constitution is obedience by all persons to the deliberately expressed will of the House of Commons in the first instance, and ultimately to the will of the nation as expressed through Parliament. † (at p. 456) Of course, therefore, a Minister or a Ministry must resign if the House passes a vote of want of confidence. † (at p. 457) Dicey is speaking of the British Constitution, but the same principles apply mutatis mutandis to the Constitution of Sarawak. The constitutional way out both for a British Prime Minister and for a Sarawak Chief Minister is not by dismissal but by resignation.We need not speculate on what would happen if occasion arose for a resignation, and a Chief Minister refused to resign. ‘In the instant case, the Chief Minister has not refused to resign, and there is no power to dismiss him. He has already indicated through his Counsel that he was prepared to consider a dissolution and presently an election. That political solution may well be the only way to avoid a multiplicity of legal complications. Possibly all parties, and the people of this nation, in whom sovereignty is supposed to lie, will wish the same solution. In some political situations a judicial duty to rule upon the legal merits of the case may have to be accepted as an inescapable obligation †¦.In an atmosphere highly charged with p olitical tension the task of the Judges may be acutely embarrassing, especially if they are called upon to decide between two claimants to legitimate political power, of whom one commands the effective means of imposing his will and the other is able to marshal equally or more persuasive legal arguments. † (â€Å"The New Commonwealth and its Constitutions†: SA de Smith, p. 87) Embarrassing as it may be, my task is simply to interpret the written word of the Constitution. On such interpretation the case presented in the statement of claim is unchallengeable. There will be judgment for the plaintiff as prayed. Judgment for the plaintiff.