Roman Republics 3 Branches of Government

From the Founding of Rome in about 753 BCE until 509 BCE, Rome  was a monarchy, ruled by kings. In 509 (or so), the Romans expelled their Etruscan kings and established the Roman Republic. Having witnessed the problems of the monarchy on their own land, and oligarchy and democracy among the Greeks, the Romans opted for a mixed constitution, which kept elements of all three types of government. Consuls: the Monarchical Branch Two magistrates called consuls carried on the functions of the former kings, holding supreme civil and military authority in Republican Rome. However, unlike the kings, the office of consul lasted for only one year. At the end of their year in office, the ex-consuls became senators for life, unless ousted by the censors. Powers of the Consuls: Consuls held imperium and had the right to 12 lictores (bodyguards) each.Each consul could veto the other.They led the army,Served as judges, andRepresented Rome in foreign affairs.Consuls presided over the assembly known as comitia centuriata. Consulship Safeguards The 1-year term, veto, and co-consulship were safeguards to prevent one of the consuls from wielding too much power. In emergencies such as times of war a single dictator could be appointed for a six-month term. Senate: the Aristocratic Branch Senate (senatus council of elders, related to the word senior) was the advisory branch of the Roman government, early on composed of about 300 citizens who served for life. They were chosen by the kings, at first, then by the consuls, and by the end of the 4th century, by the censors. The ranks of the Senate, drawn from ex-consuls and other officers. Property requirements changed with the era. At first, senators were only patricians but in time plebeians joined their ranks. Assembly: the Democratic Branch The Assembly of Centuries (comitia centuriata), which was composed of all members of the army, elected consuls annually. The Assembly of Tribes (comitia tributa), composed of all citizens, approved or rejected laws and decided issues of war and peace. Dictators Sometimes dictators were at the head of the Roman Republic. Between 501–202 BCE there were 85 such appointments. Normally, dictators served for six months and acted with the consent of the Senate. They were appointed by the consul or a military tribune with consular powers. The occasions of their appointment included war, sedition, pestilence, and sometimes for religious reasons. Dictator for Life In 82 BCE, after several battles and rebellions amounting to a civil war, Lucius Cornelius Sulla Felix (Sulla, 138–79 BCE) named himself dictator for as long as necessary—the first in 120 years. He stepped down in 79. In 45 BCE, the politician Julius Caesar (100–44 BCE) was officially appointed dictator in perpetuo meaning that there was no set end point to his dominance; but he was assassinated on the Ides of March, 44 BCE. While Caesars death did not mean the end of the Roman Republic, the Gracci Brothers brought several reforms to the country, in the process starting a revolution. The Republic fell in 30 BCE. Sources and Further Information Kaplan, Arthur. Religious Dictators of the Roman Republic. The Classical World 67.3 (1973–1974):172–175.Lintott, Andrew. The Constitution of the Roman Republic. Oxford UK: Clarendon Press, 1999.Mouritsen, Henrik. Plebs and Politics in the Late Roman Republic. Cambridge UK: Cambridge University Press, 2004.  Pennell, Robert Franklin. Ancient Rome: From the Earliest Times Down to 476 A.D. Eds. Bonnett, Lynn, Teresa Thomason, and David Widger. Project Guttenburg, 2013.

Nazi Germany From A Historical Standpoint By Looking At...

Fascism became popular during World War I and continued to gain prominence as World War II came to a head. At this point, Nazi Germany’s sect of fascism, Nazism, would come to be one of the most well-known identifiers of the fascist ideals of racial hierarchy, anti-Semitism, and social Darwinism. Let it be known that Nazi Germany does not align consistently with all aspects of other fascist regimes, but for this assignment, I will be focusing on Nazi Germany. Nazi Germany, under Hitler, propagated racism through many different avenues. For the purpose of this paper, I will be evaluating racism in Nazi Germany from a historical standpoint by looking at Maus: A Survivor’s Tale and by evaluating Der Untergang. When we think about fascism, we often immediately think of Hitler and Nazi Germany during WW2, but fascism was around since the early 1900’s. The ideological roots of fascism have been around since the mid-1880s (Sternhell, 1998), but the timing was never right to act on them until the First World War came into salience. There are often preconceived notions that all fascism is the same, but in fact, the inclusion of the politically right-wing ideas into the Italian Fascist movement in the early 1920s created divisions within the fascist movement. â€Å"The left side of the Fascist movement included people who were committed to advancing national syndicalism as a replacement for parliamentary liberalism in order to modernize the economy and advance the interests of workers and

Government backed initiatives to promote female participation in STEM Free Essays

Introduction This essay aims to explore the UK based initiatives designed to promote female participation within Science, Technology, Engineering and Mathematical (STEM) disciplines focusing predominately on Physics. The essay will consider the different teaching techniques and styles that have been researched and implemented in order to appeal specifically to a female audience and their relative success in terms of encouraging females to pursue both higher education in STEM based disciplines and careers. It has been well documented that women in STEM based subjects are under-represented which has lead to an absence of females actively employed within STEM careers. We will write a custom essay sample on Government backed initiatives to promote female participation in STEM or any similar topic only for you Order Now Women were only 12.3 per cent of the workforce in all STEM occupations including health and skilled trades in 2008. This is, however, an increase of 2.0 percentage points since 2003 (Kirkup, et al., 2010. Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC) showing that there has been some successful work towards encouraging females towards STEM careers. This under-representation is no more apparent than within the science discipline of Physics, which displays the persistent problem of a lack of girls continuing to study physics after the age of 16 (physics is a compulsory part of the GCSE curriculum). A substantial number of girls do well at Key Stage 4 but do not choose to study physics post-16. In 2005, only 14% of girls who were awarded an A* or A for GCSE Double Award Science or physics progressed to A level physics (Hollins et al., 2006). Whilst there has been a small year-on-year increase in the number of A level physics cand idates between 2006 and 2008 (Institute of Physics, 2008), there has been little change in the proportion of girls that have taken the subject post-16. In 2008, only 22% of the entries for A-level Physics were female (Institute of Physics, 2008). These statistics can be seen clearly in the appendix where the number of female entries in 2008 actually illustrates a decrease in female uptake in comparison to 2007 of -0.3%. In addition, recruitment to biology has remained relatively stable with more females than males being entered for A-level examinations. Chemistry entries for both male and females are relatively equal and mathematics still sees a top-heavy male count, although less dramatically than physics. There has been an extensive amount of research into the potential reasons behind the consistently low numbers of females within Physics. The development of institutionalised education in England was based on principles of class and gender differentiation (Purvis, 1981) and many scholars attribute existing gender culture today to their historical roots where middle-class girls were to be educated to take up roles as wives and mothers of elite men. Consequently, physics, with its high mathematical content and often abstract ideas, was a subject thought suitable only to males with girls focusing on the religious and moral aspects of science and the possibilities it provided for enhancing domestic accomplishments. Many still believe connotations of this attitude exist today and while it is important to recognise that although ‘educational policy may change, what students, their parents and their teachers have come to understand as appropriate ways for girls and boys to be, to know and to behave, will continue to reflect the historical roots of the culture’ (Murphy,P.,Whitelegg,E .,2006). In addition, research by Alison Kelly (1987) identifies three factors that appear to account for a lack of interest by women in science, namely women see it as likely to be difficult, masculine, and impersonal. A number of modern day initiatives and specific teaching techniques have been coined to address these misconceptions and will be explored, with their relative success critiqued, in the remaining body of the essay. Many initiatives to encourage female participation in science try to address the causes of the phenomena known in academia as the ‘leaky pipeline’. The phrase has been devised to illustrate what statistics clearly show, much like a ‘leaky pipeline’, women steadily drop out of the science educational system, which carries students from secondary school through university and on to a job in STEM. Figure 1 illustrates the risks that may be experienced by women already in the science pipeline upon commencement of a STEM based career. Source: International federation of university women [image online] Available at: http://www.ifuw.org/imgs/blog/blog_leaky_pipeline.jpg [Accessed 16 April 2011]. Pell (1996) acknowledges that much of the selection between men and women has taken place even before academia is entered arguing that critical phases in the selection towards an academic career include early childhood, adolescence, school years and the job entry period. Pell gives development of self-esteem in early life-course, student-teacher interaction in classrooms leading to lower aspirations amongst girls, fewer female role models, and conflicts with family responsibilities, as some of the reasons for the ‘leak’ in the pipeline. Blickenstaff. J (2005) argues alternatively that ‘no one in a position of power along the pipeline has consciously decided to filter women out of the STEM stream, but the cumulative effect of many separate but related factors results in the sex imbalance in STEM that is observed today’. Many believe the ‘leakage’ from the pipeline requires a multi-faceted solution, and time is needed to allow innovations in teach ing and learning to take effect, only then will this be evident within the statistics often used to prove such initiatives have failed. It can be questioned whether the merit of such initiatives can so quickly be analysed and concluded as failures if they have not had sufficient time to evolve. For example, the increase of girls choosing to study physics may only see an increase in numbers once teaching practices, academic relevance of the syllabus and functional support networks are truly aligned together and are sustainable. This issue has been further addressed by Cronin and Roger (1999) who point out that initiatives to bring women and science together focus on one of three areas: attracting women to science, supporting women already in science, or changing science to be more inclusive of women, however, some initiatives emphasise one or two of these possibilities and ignored the other(s). A.Phipps (2008) reasons that the important initiatives designed to address the problem are under-researched allowing little opportunity for educational practitioners, activists, policy-makers and scholars to analyse and learn from the practices and policies that were developed over the past decade. Outside of the classroom, many initiatives and organizations have been set up to encourage, support and engage women within STEM careers. One of the most prominent and long running initiatives, Women In Science and Engineering (WISE) was founded in 1984 with the aim of encouraging understanding of science among young girls and women and to promote choosing it as a career. WISE provide a range of different services and initiatives in order to achieve this aim, and engage with other organisations that provide such services. This includes resources for girls, teachers and parents. More can be found on their website . There is only limited work evaluating the impact of WISE policies since the organization began. Phipps (2008) suggests that although school visits by WISE did have a positive effect on girls’ opinions of science this was not translated into long term change in their career ambitions. Alternatively, WISE claim that the campaign has helped to double the percentage of f emale engineering graduates from 7% in 1984 to 15% today. They claim the success of the WISE programmes can only be measured using the proportions of engineering students and engineers who are female (WISE, 2010). To date, however, there has been no onward tracking of participants from the WISE outlook programme. This leads others to be more critical with Henwood (1996) claiming WISE have ‘inadvertently limited the ways in which girls and women could discuss the challenges they faced’ and with no detailed research evaluating whether various actions and policies by WISE have produced the impact, it can be hard to attribute the growth to WISE without questioning whether other factors were at play. Phipps (2008) echoes this uncertainty stating ‘it is difficult to definitely conclude that WISE policies have been the decisive or contributory factor in encouraging female participation in scientific careers’. The UK government made a firm commitment to remedy the current situation assisting with the launch, in 2004, of the UK Resource Centre (UKRC) for Women in SET (science, engineering and technology). This organisation aims to provide practical support and help in order to encourage more women to take up a career in STEM (UKRC, 2007; Wynarczyk, 2006, 2007a). However, the activities of the UKRC are predominantly focused on the participation of women in STEM careers and its responsibility does not include education. With the greater focus on evaluative data, the UKRC holds and actively records the numbers of women with whom it has engaged in its work, and also collects statistics on the outcomes for returners in its programmes (UKRC, 2010). Many have criticized the large number of non-governmental organisations and initiatives involved in the STEM sector stating that the process is fragmented and uncoordinated to the extent that policy and initiatives may be unable to reach their full potential. The STEM Cross-Cutting Programme also concluded that ‘at the current time there are far too many schemes, each of which has its own overheads’.(DfES, 2006a: p.3). Despite this, the Government has substantially increased its STEM education budget and activities in an attempt to reverse the current STEM trends including cash initiatives to encourage more physics trained teachers, (Jha,A,. Guardian online 2005 ‘New incentives for maths and physics teachers’ [Available online] ). Within the current UK educational system, educators have been working for many years to encourage more girls to participate in school science through programs like Girls Into Science and Technology (GIST) and Computer Clubs for Girls (CC4G). The later is a not-for profit employer led organisation licensed by the government with the Department for Children Schools and Families (DCSF) currently funding it. Furthermore, the UK Government is providing support for schools to encourage more girls to study physics and to help them to become more confident and assertive in the subject. Approaches to teaching physics with an emphasis on physics as a ‘socially relevant and applied subject has led to higher attainment for both males and females’ (Murphy and Whitelegg, 2006). Previous research has also indicated that girls are motivated to study physics when they can see it as part of a ‘pathway to desirable careers’ (Murphy and Whitelegg, 2006). Successful approaches t o making physics more relevant to girls included, as presented in ‘Girls into physics-Action research’: Integrating physic-related careers in class (e.g. through direct references, set assignments, posters and displays in the classroom). Creating opportunities in lessons for students to explore the social relevance of physics (including the roles of physicists). Real life experiences with work experience and role models were also effective in ‘bringing physics to life’. Source: Daly.A et al 2009, Girls into physics- Action Research, Research brief. Page 2. [Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RB103.pdf However, several challenges are related to these approaches. Some students, especially those of a younger age group, struggle to articulate their careers aspirations and there may also be a lack of knowledge about career options among teachers. This could add pressure onto the teacher as they feel the need to research and bring these elements into their lesson planning and schemes of work (SoW). It is already well documented about the time constraints many teachers experience with regards to sufficient planning and marking time. It could be suggested that with the low number of trained physics teachers available within the educational system at this time and their high demand (Institue of Physics, Physics and: teacher numbers, 2010), that additional content beyond that of the curriculum could put viable trainees off this career and potentially push them into other subject areas where there is less additional material to deal with. Availability of school resources could also be a prob lem. The ‘Girls into physics action research’ commissioned by the Institue of physics and undertaken by Daly.A., et al (2009) aims to address five key assumptions that girls have about physics identfied in prior research by Murphy,P and Whitelegg,E (2006). This essential practice (figure 2) is deemed to support female participation within physics and it is hoped that it will be adopted as part of the classroom management. Figure 2: Essential practice that supports girls participation in physics Source: Daly.A., et al 2009, GIRLS INTO PHYSICS – ACTION RESEARCH, Figure 2, page 6. [Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf The research, also carried out on behalf of the Department for Education (DfES), recommends numerous ‘top tips’ for successful teaching and learning with these suggestions available to view in the appendix. These tips have been identified by teachers who have shown some success in enagaing female students. Alternatively, B. Ponchaud (2008) conducted a review within schools where the female uptake of physcis was already particularly high. Ponchaud identified several top tips for teachers to use to engage female students. 1Encourage collaboration in learning through more group discussion and activities. 2Present the big picture whenever possible rather than just concentrating on individual ideas. 3Give students the privacy and confidence to take risks in their thinking and responses by careful use of formative questions and the use of individual whiteboards for example. 4Vary the grouping in class for practical and other activities to avoid some students dominating and others (often girls) becoming passive. 5Don’t ‘talk equations’; develop ideas before using technical language and then use it in context. 6Use a variety of illustrations based on male and female students’ interests. 7Use a variety of analogies that help the student and accept, for discussion, any they suggest. 8Have an explicit rationale for teaching, which includes social relevance. Table 1: B.Ponchard’s top tips to engage female students in physics Source: Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Antonia Rowlinson from St Anthony’s RC girls’ school implemented the ‘top tips’ without the need to alter the curriculum. Physics was contextualised or illustrated in the areas of interest revealed by Ponchaud’s investigation. For example, within the forces module, questions on friction were set in the context of the then current Strictly Come Dancing television programme. The follow-up survey showed that ‘whilst this new teaching technique had not substantially shifted the students’ perceptions about physics there were improvements. More girls saw physics as relevant to their career aspirations’ (Ponchaud 2008). In conclusion, evidence clearly shows that an under-representation of females is a cause for concern. Girls perceive themselves to be less capable and less interested, than boys, in science and these attitudes can be attributed to historical views of women that are proving hard to dismiss. Many believe that science educators have a responsibility to change those factors under their control. Over time, individual actions by teachers will help girls to break down the filter in the STEM pipeline and result in equal participation, benefiting society. Teachers should pay attention to the way they address and present physics, watching out for language and terminology, which has a vast psychological effect for females who may suffer from stereotype threat and believe they are not capable. I have also explored the idea that girls respond to physics when it is taught in an accessible and socially relevant way but countered this with the argument of teaching time constraints and available school resources. Work that examines the overall successful impact of initiatives and policies aimed at promoting the cause of women in science has provided a mixed verdict and can be open to critique. It seems apparent that although these initiatives specifically target the thoroughly researched reasons why females may disengage from physics and science as whole, they cannot systematically prove that the apparent incremental growth in participation figures are down to the programmes and measures they have put in place. Only recently, has initiatives such as UKRC began to collect evaluative data on the amount of women that have been effected by their work. Some texts have assumed a positive impact for various policies, citing increases in the proportions of women pursuing certain courses as evidence for different policies’ success (e.g. WISE, 2010). I have explored such critique on this view including Phipps (2008) who recognises the limited successes and impact of initiatives in general, but t empers this with statements acknowledging the wide range of challenges facing these initiatives. I believe that when more organisations begin to record and monitor engagement rates as a direct result of exposure to a particular initiative, successful programmes will become more apparent. However, I also realize that many of these organisations have limited funding and capabilities disabling them from doing this as they focus budgets on areas addressing there inherit strategy. Until this is addressed with additional funding, I fear the exact effects of many of these initiatives will never be known and it will remain a subject for academic discussion. References Blickenstaff, J C (2005). Women and science careers: leaky pipeline or gender filterGender and Education Vol. 17, No. 4, October 2005, pp. 369–386 Cronin, C. Roger, A. (1999) Theorizing progress: women in science, engineering, and technology in higher education, Journal of Research in Science Teaching, 36(6), 639–661. Computer Club for Girls. Accessed on 16/04/2011 http://www.cc4g.net/ Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH, Research brief. [Available online] Daly.A ,Laura Grant.L2 and Karen Bultitude. K, GIRLS INTO PHYSICS – ACTION RESEARCH,[Available online] http://www.education.gov.uk/publications/eOrderingDownload/DCSF-RR103.pdf DfES, (2006a), ‘The Science, Technology, Engineering and Mathematics (STEM) Programme Report’, HMSO, ISBN: 978-184478-827-9 Henwood, F. (1996), ‘WISE ChoicesUnderstanding occupational decision-making in a climate of equal opportunities for women in science and technology’, Genderand Education, 8 (2), 119-214. Hollins, M., Murphy, P., Ponchaud, B. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Teachers’ Guide for Action. London, Institute of Physics Institute of Physics (2010) Physics and: teacher numbers, An Institute of Physics briefing note: Institute of Physics (2008) Year on year increase of physics A-level entrants. Available from: Kelly, A. 1987,Science for girlsPhiladelphia, PA: Open University Press Kirkup, G., Zalevski, A., Maruyama, T. and Batool, I. (2010). Women and men in science, engineering and technology: the UK statistics guide 2010. Bradford: the UKRC. Murphy, P. and Whitelegg, E. (2006) Girls in the Physics Classroom: A Review of the Research on the Participation of Girls in Physics. London, Institute of Physics Murphy., P and Whitelegg., E (2006) ‘Girls and physics: continuing barriers to ‘belonging†, Curriculum Journal, 17: 3, 281 — 305 Pell AN (1996). Fixing the leaky pipeline: women scientists in academia. Journal of animal science, 74 (11), Phipps, A. (2008). Women in Science, Engineering, and Technology: three decades of UK initiatives. Stoke on Trent: Trentham Books Ponchaud, B, The Girls into Physics project. School Science Review, March 2008, 89(328) Purvis, J. (1981) The double burden of class and gender in the schooling of working-class girls in nineteenth-century England 1800–1870, in: L. Barton S. Walker (Eds) Schools, teachers and teaching (Barcombe, Falmer Press). Women in Science and Engineering (WISE). Accessed on 16/04/2011 Women in Science and Engineering Research Project. A publication by The Scottish Government. Accessed on 16/04/2011 Wynarczyk, P. (2006), â€Å"An International Investigation into Gender Inequality in Science, Technology, Engineering and Mathematics (STEM)†, Guest Editor, Journal of Equal Opportunities International, Special Issue, Volume 25, issue 8, December. Wynarczyk, P., (2007a), ‘Addressing the â€Å"Gender Gap† in the Managerial Labour Market: The Case of Scientific Small and Medium-sized Enterprises (SMEs) in the North East of England’, Management Research News: Communication of Emergent International Management Research, v.30:11, 12 Wynarczyk, P and Hale 2009, Take up of Science and Technology Subjects in Schools and Colleges: A Synthesis Review. Commissioned by: Economic and Social Research Council (ESRC), and the Department for Children, Schools and Families (DCSF) How to cite Government backed initiatives to promote female participation in STEM, Essay examples

Comparing immigration policies

Questions: 1. Explain in plain English the practical implications of the decision of the Federal Court in Yelaswarapu v Minister for Immigration Anor? 2. What principles of statutory interpretations (if any) were utilised by the Federal Court in this case? Answers: 1. In this case the applicant is a person who had applied for a student visa and the respondents are the ministry of immigration as the first respondent and the Migration review tribunal as the second respondent[1]. The application of the applicant was rejected as tribunal found that the filing was not on time and it had no jurisdiction over the matter. The applicant had lodged a student visa application online on 14th may 2001 and the address provided by the applicant online was a purported postal address which was same as his residential address. The minister had refused to grant visa to the applicant as it found that the applicant was not able to satisfy condition 8516 and there was no concrete evidence that he managed to get enrolled in a full time course in Australia. The decision was attempted to be notified to the applicant through post but was returned on the grounds that the address was not correct. The letter was then sent to another address so that the applicant could be notified. The department forwarded an email to the applicant that they have made a decision regarding the application and it had been sent to wrong address due to administrative error. The application in reply request ed to send the letter again at the provided address. The letter was according to the request sent to the new address and an application was made for the review of the decision to the tribunal. The tribunal in this case had a view that the applicant was not able to file the application within time and he had been properly notified via email of the decision made by the immigration department. The applicant filed a review with the court of appeal against the decision made by the tribunal. Initially the court of appeal ruled that there was a judicial error in the part of the tribunal in ruling that it had no jurisdiction over the matter. The court determined that the only issue which exists between the party is that whether the decision of the tribunal court in relation to its jurisdiction was correct or not. The court in this case determined that the court book of the tribunal did not have all relevant information in relation to the communication which took place between the applicant and the respondent. The court ruled that in order to determine whether the the decision made by the tribunal in relation its jurisdiction was correct or not it has to be determined that whether the immigration department was able to notify the applicant of its decision in a proper way or not. The court of appeal had ordered the minister to file another supplementary notebook with the court in relation to the communication process. The court had evidence before it that the immigration department had made several attempts to notify its decision to the applicant. The court also considered the affidavit filed by the applicant that he had not received the letter and there was no objection on the part of the respond ants in relation to the affidavit. The ministers in this case argued that the notification letter was was sent to the applicant can be regarded as sufficient notification as provided by the provisions of the Migration Act 1958[2] and the migration regulation 1994[3] and therefore the decision of the tribunal that it lacked jurisdiction was correct according to the respondents. In response to the argument made by the respondent the applicant stated that the application made by him for the review of the decision was according to the provisions of Section 338(2) and was made within the prescribed period according to the provisions of Section 347(1) (b) (i) of the Act. in addition the applicant provided that his the application was made according to Regulation 4.10 of the migration regulation 1994 according to which an application can be made before the tribunal within a period of 21 days from the date on which the letter was actually received by the applicant. The applicant also argued on the basis of section 66(1) of the act that the minister has the duty to notify the applicant on whteher his application for the visa had been successfully or not. The court in this case reconsidered the process of communication of the letter of refusal by the departments of immigration to the visa applicant. The court in this case found that the applicant had failed to provide a genuine and correct address at the time of application where the ministry could have sent successful post. The ministry in this case had made not one but several attempts in order to notify the applicant that his application has been refused. The department of immigration had also complied totally with all the relevant section according to the Migration Act and regulations which are section 494B and 494C according to which the letter had to be dispatched within three days and through a registered post. The court in this case found that although according to law it has to be deemed that the letter is received by the applicant within 7 days from its dispatch if this literal meaning is given to the rule that it would defeat the intention of the parliament which actually wants the letter to be received by the applicant. It was also made clear by the court in this case that the visa application made by the applicant was valid even if the address provided in it was not correct. The court after considering all the relevant facts of the case ruled that even through the immigration department had made several efforts to notify the application of its decision the application was notified only when the applicant actually received the letter. Therefore the period of 21 days under which the application has to be made would start from the day when the letter was actually received by the applicant. Thus the court passed the writs of Certiorari and Mandamus for quashing the record of the migration court and to redetermine the application made by the applicant before it. 2. The statutory principles of interpretation may be defined as a procedure to determine if a particular statute is applicable to specific circumstances and if so, then what consequences it would lead to[4]. There are mainly three essential principles that are followed by the judiciary system for the purpose of interpretation. The court relies on the following rules for interpreting the statutes: The Literal Rule- this rule is applied to construe the literal meaning of the words of a particular statute. This rule has been explained in the Engineering case as an essential rule of interpretation and that any statute is to be interpreted in accordance with the intent of the parliament that has legislated it. The intent of the Parliament can be determined by examining the language that has been used in the entire statute[5]. The Golden Rule- this rule enables the court to modify or depart from the literal meaning of the statute in case when such meaning leads to absurd consequences or when the language of the statute is unambiguous. The Mischief Rule- the courts must interpret a statute in such a way so as to suppress the mischief underlying in the statute and to advance the relief or remedy[6]. In the context of the case of Yelaswarapu v Minister for Immigration Anor [2012], the Federal court has applied both the literal and the Golden rule of statutory interpretation. The tribunal rejected the review application on the ground that it lacked jurisdiction in the matter, as the review application was required to be submitted within 21 days after receiving the notice, which Mr. Yelaswarapu submitted after 44 days. The First Respondent contended that Mr. Yelaswarapu failed to provide a valid address in the form that invalidates the visa application. However, the Federal Court interpreted literally Section 25C of the Interpretation Act 1901 according to which when an act is prescribed by the Act then strict compliance of the form is not compulsory and substantial compliance is sufficient unless any contrary intention is determined. Again, when the first respondent contended that the Minister has complied with all the statutory provisions regarding serving the notice of rejecting the application and to check the validity of address was an intolerable burden. The Federal Court applied the golden rule and interpreted that Mr. Yelaswarupa has not deliberately concealed his address and it was a mistake. But he completed his application and the visa application was complete and valid thereafter. The court held that the applicant was not adequately notified about the notice and he submitted the application within time period before the Tribunal and hence is entitled to relief. References Blomley, Nicholas K. "Interpretive practices, the state and the locale."The Power of Geography (RLE Social Cultural Geography): How Territory Shapes Social Life(2014): 175. Gluck, Abbe R. "The Federal Common Law of Statutory Interpretation: Erie for the Age of Statutes." (2013). MacCormick, D. Neil, and Robert S. Summers.Interpreting statutes: a comparative study. Routledge, 2016. Migration Act 1958 Migration Regulation 1994 YELASWARAPU v MINISTER FOR IMMIGRATION ANOR [2012] FMCA 849 (21 December 2012) Bibliography Aas, Katja Franko.The borders of punishment: Migration, citizenship, and social exclusion. Oxford University Press, 2013. Beine, Michel, et al. "Comparing immigration policies: An overview from the IMPALA database."International Migration Review(2015). Brettell, Caroline B., and James F. Hollifield.Migration theory: Talking across disciplines. Routledge, 2014. Hawthorne, Lesleyanne, and Anna To. "Australian Employer Response to the Study?Migration Pathway: The Quantitative Evidence 2007?2011."International Migration52.3 (2014): 99-115. Schilling, Meredith. "Migration law [Book Review]."Victorian Bar News160 (2016): 96. YELASWARAPU v MINISTER FOR IMMIGRATION ANOR [2012] FMCA 849 (21 December 2012) Migration Act 1958 Migration Regulation 1994 MacCormick, D. Neil, and Robert S. Summers.Interpreting statutes: a comparative study. Routledge, 2016. Gluck, Abbe R. "The Federal Common Law of Statutory Interpretation: Erie for the Age of Statutes." (2013). Blomley, Nicholas K. "Interpretive practices, the state and the locale."The Power of Geography (RLE Social Cultural Geography): How Territory Shapes Social Life(2014): 175.