Abolition of the Death Penalty essays

Abolition of the Death Penalty essays Resolved: that the United States Federal Government should ratify or accede to, and implement The Second Optional Protocol to the International Covenant on Civil and Political Rights aiming at the Abolition of the Death Penalty In order to facilitate clarity and promote clash we exercise the affirmative right to define by offering the following definitions. should: is used to express moral obligation (taken from Websters New International Dictionary, second edition, 1961) Observation 2: Criteria and Resolutional Analysis A. In order for the United States to uphold its democratic ideals to the truest form possible, it must follow the basis of our democracy: the U.S. Constitution. Any law that contradicts what is in the constitution should not be allowed to exist. The death penalty is one of those laws. Rev. Jesse Jackson, Legal Lynching, Racism, Injustice, and the Death Penalty, 1996, pgs. 84 and 85. The U.S. Constitution protects the right of American citizens to their life, liberty, and property. In this, it has become the model for other countries wishing to codify human dignity, due process, and fundamental fairness in their own legal standards. The Eighth Amendment in particular the one prohibiting cruel and unusual punishment has been duplicated by new nations around the world. Germany and South Africa, two nations born from the ashes of brutal and bloody conflicts, have ruled in favor of life by banning the death penalty in their constitutions. The worldwide trend is toward the abolition of capital punishment... We recognize torture as a violation of the Eighth Amendment, but not the ultimate torture the threat of death and actual execution. Is not death by lethal injection, firing squad, or electric chair cruel and unusual punishment? Is not such punishment just as cruel as stoning or other forms of torture we call primitive? Is it not cruel to keep someone on d...

College Close-reading Essays Instruction, Examples

College Closes A Guide How To Write A Close Reading Essay You may wonder what is meant by a close-reading essay. Consider an example of an individual going to a museum. He will stare at a picture until he finds out information he did not see initially. This is what is happening while writing a close-reading essay. While writing this kind of essay, you are expected to be flexible in your observation and be analytical in your interpretation of texts. When your tutor gives you this assignment, treat it as the best opportunity for you to show your teacher that apart from having the ability to identify minutes in a poem, passage or short storytelling, you can say something significant about your identification. Take it if you are looking for a hidden treasure. All the details you discover are your treasures, and at this moment you have all the freedom of deciding how to handle them. In most occasions, you will discover that you enjoy the process of writing a close-read essay. Because you will give meaning to every single word used in a text, you will find the process fascinating. Taking a more in-depth look at the discovered details will also help you find out a deeper and more detailed meaning of the text enlightening your experience of it. Before you make your conclusion to leave your assigned task on writing a close-reading text, give yourself a chance to see the beneficial side of it. Definition of a Close Reading As the name suggests, a close reading essay refers to an essay that is focused on the tiny themes within a literary story, passage, or poem. Most of the essays you might have come across or written were concerned on broader topics like justice, adulthood, loneliness, love, and jealousy. The mentioned issues are called broader themes because they deal with problems that are common in texts. They are not hard to find in any document. They are readily seen like traffic signs. Characteristics explained in the text would sometimes refer to them directly. At some point, these themes would be repeated in the text. They come in the mind of readers once they reference their work. On the other side, close reading assignments seek to explain what would be disclosed if one decides to look at these broad themes deeply. It is like examining the bottom of the rock and describing your experience and discovery (How to Write a Close Reading Essay, 2019). In close reading essays, the writer is expected to explain in detail how smaller teams have been used creatively to connect to the larger theme. In such articles, you should be in a position to tell how the writer has used his language and what has been left out. This essay is like a deep scuba that dives to the bottom of the text, ocean to find out how the authors choice of words, imagery, tonal variation, and other literary elements work together to bring out a unified theme in the text. Though the close essay intends to look beyond the typical focus of the book, most aspects uncovered in the text acts as a road map towards the larger theme. Most items you identify in a close reading essay help you understand other issues of the essay. Also, they will give you a better understanding of both nuance and understanding. This refers to both big and smaller themes that are found within a text. Despite the reader looking at hidden information within a text, you will be expected to gather a lot of information from any given portion of information. This essay requires you to interpret the text correctly and be in a position to apply it in the larger theme or the rest of the story. Your writing should have the ability to inspire readers to research and learn more about what you have discussed. Once you are through with this article, you will get a better insight into all that is needed from you as far as close-reading essays are concerned. You will be more than confident to handle one essay and get not just a passing grade but a grade you have ever yearned to get. Steps of Writing a Close Reading Essay The first thing to do after given a close reading assignment is to read it at least thrice. Your first reading is to equip yourself with the content. Then your second reading is to extract some finer details within the text. Your final reading is for you to understand the whole text and is achieved when you read slowly and keenly. As you read the text, you might have come across information that you find essential. Underline it for quick reference while writing. Necessary information can be repeated words, unusual syntax, provocative punctuation, or details you did notice during your first reading. You should invest your time in this stem by reading the text slowly. Remember discoveries are not made through a rush. Note down all the information you have underlined in the text. Try to figure out what might be connecting them or even a portion of them. From your list, what can you conclude about the theme, the larger piece, and the authors intention? Then write down the conclusions you have made above in a piece of paper. Your most robust finding should be circled and redesigned into a thesis statement. From your underlined evidence, circle the one that strongly conforms to your thesis statement. Then come up with a hook that will connect to your broader idea of your thesis statement. For instance, if your thesis statement was about being watched unaware shown in the short story The Yellow Wallpaper, written by Charlotte Perkins Gilman, you may decide to start using a quote or interesting statistics on being watched unaware. Then make sure you discuss the above concept in an additional three to four sentences but still in your introduction. At the end of your submission, state the thesis statement you had prepared. In the first paragraph of your essay body, discuss the primary textual evidence. It should be brief and direct to imagery, language, syntax, repetition and any other thing you had noticed while reading the text of. Explain why it is essential and how it supports your thesis statement. Repeat step 8 with the other two body paragraphs in your essay. In this step, you will have to summarize your argument using a new fashion of language. You should do this without the slightest kind of repetition. Try in your summary to remind your readers how the details will help them get an understanding of the text. To achieve this, you have to connect your thesis statement to the bigger picture of the era. If for instance, you are discussing uncanny found in The Yellow Wallpaper, you may have to link your thesis statement to the human lineage to make people understand afterlife. The Format for a Close Reading The format for writing this kind of essay is not different from other essays you have come across. First, you begin your essay with an introduction and insert a thesis statement at the end of your introduction. After the introduction, you will write three body paragraphs in support of your thesis. In these body paragraphs, you will use detailed textures that are shown as quotes. In your conclusion, you will restate your thesis statement but using a new fashion of language making reference to the content of your essay. In case you are writing a close reading on a short story book or poem, then there is no need for you to specify the section your essay will deal with. But for longer pieces of writing or stories, you will have to specify using your introduction. For instance, you can decide to write something of this sought: The paper will explore the authors use of color in chapter one of The Red Badge, of Courage. Also, you can state it this way: The paper will examine repetition of the gerund in the Burial of the Dead in T.S. Eliots poem, ‘The Waste Land. Close Reading Essay Topics Daisys voice and words in ‘The Great Gatsby: Explain their indication on the authors character. The Beverage used in ‘The Great Gatsby: how they display both emotional and actual events. How does the phrase ‘old spot help in identifying the time when the novel ‘The Great Gatsby was created? What was the author trying to pass across by using Cigarettes and Smoking in the novel ‘The Catcher in the Rye? In the novel ‘The Catcher in the Rye, pick one slung word used by Holden and argue on it. In ‘This is just to say, discuss the word choice, structure, syntax, and visual elements that William Carlos used. What makes inscrutability more mysterious in Eliots ‘The Waste Land? Discuss how Biblical and religious symbols have been used to drive the narrative in The Red Badge of Courage? An Example of A Close Reading Essay The most known form of punishment associated with solitary confinement that lies in isolation is torture and its associated structures. It is manifested in the prevention of human association, stimulus, or exposure to the outside world. The above premise helps in shaping the renewed short story, Charlotte Perkins Gilmans, The Yellow Wallpaper. Majority of scholars who have read the story interpret it as a tale by a woman who went mad because of stimulus, isolation and excessive bearing of men who were in her life. Though their interpretation seems legitimate and valid factors for the heroine, the author places a very deliberate hint in the story that proposes that sees the story as a ghost story and there is something hidden that was influencing the main character in this story. It takes the author great pain to describe the grand empty house that was rented by the couple during summer. The house seemed to be having an exciting story of darkness. The house itself is in an environment that is isolated about three miles from the nearest town. These make me imagine English places I have read about. They have hedges, walls, and gates that are surrounded by other several little houses for workers. Even though the experience described in the story does not sound dark, the author aimed at provoking the subconscious mind of the readers. Coming across the word ‘English places will make readers think of dark, expansive, and gloomy places. The use of hedges, walls, locks, and gates helps in bringing the idea of captivity for those associated with such places. The authors reference to several small houses surrounding the place shows that there are numerous places for individuals and bad things to hide in. The concept of the dark history of the mentioned house is found in the following information. There were greenhouses, too, but they were all broken now. This is a provocative technique used by the author, and he deliberately avoided to mention that the houses were empty, or had rusted or needed some renovation. The only possible way of breaking a greenhouse to break the glass used to construct it. This shows that there is an existence of some violence, provocation, or rioting that resulted in the described situation. Further detail leaves the reader in anxiety. There was some legal trouble, I believe, something about the heirs and coheirs; anyhow, the place has been empty for some years. This technique is highly suggestive, and one would wonder the kind of trouble that would keep the place empty for that long duration. If there would be a suggestion, then it is like heirs are trying to vie to get to live in the place. This is if the situation is as described above. The situation suggests an ugly situation between family members or even chaotic in the country. Then the floor is scratched and gouged and splintered, the plaster itself is dug out here and there, and this great heavy bed which is all we found in the room, looks as if it had been through the wars. The above statement shows that there was someone who was held captive early. In the story, we are told severally that in the windows, there were bars and rings and things were also found on the walls. The fact the author tells us of gouges and plasters that had been dug shows that someone was really trying to escape from this place. This further creates a picture in the readers that someone was trying to escape but might have died and the ghost would possibly be observing the heroin in another part. To sum up, Gilman relied heavily on several details in his book, ‘The Yellow Wallpaper to bring out the aspect of the ghost story in the traditional setting. In this story, what drives the heroine insane is the existence of a supernatural being as well as forced seclusion. Information on the occult and uncanny is prevalent. It would be possible that the house was possibly a hidden place for murder. Because of torture and murder that took place in this house, it is full of marvelous energy and dark spirits and is waiting for any vulnerable individual like the main character in this case. Though the character goes mad, it would be even more challenging to start blaming all those surrounding her. The author intentionally suggests that there is something unusual with the room and the house in general and the history of this mysterious house would be sordid. Conclusion A close reading essay helps you to put in place your detective gears and examine a piece of writing more keenly. The intention of teachers giving out this kind of assignment is to test your ability to notice smaller details and relate them to the whole work. As a student, we would advise you to concentrate on the minor aspects of either poem or story provided. This is where most students and some scholars fail as they only focus on the major themes and forget about the smaller issues. After discovering them, then let the details you have found guide you throughout your discussion. This would be more fun as it gives you an opportunity to view the literary piece from another perspective. As we always advise students, if you still think you have a challenge handling this kind of assignment contact us. Our writing team is well equipped and has enough experience on this assignment so you should not worry at all. It will take them the shortest time to help you get on track with your writing, or if you are going in circles, they will guide you refocus your work.

Health Care Delivery System As One of Vital Component of Public Welfar Essay

Health Care Delivery System As One of Vital Component of Public Welfare Schemes of the Government - Essay Example The needed reforms, therefore, require not only a comprehensive feedback of delivery system as a whole but a careful consideration to all the various pros and cons of the developing situations in the concerned areas of the public health care, has become the need of the hour.   The NHS1 facing multi-pronged problems needs to introduce some radical organizational changes to improve the health delivery systems. â€Å"Organizations must change because their environments change† (Bateman, 1990). They implement necessary changes in the organization to not only survive but also to improve their overall performance. But it is equally true that people tend to resist any kind of change and therefore it is important that changes are implemented in a manner that mitigates the resistance of the employees and instils confidence in them. A good leadership ensures effective communication with the employees with the shared vision of the new technology and methods of administration, thus promoting better understanding among the employees for easy changeover. The NHS, in one of its trust hospital, had tried to introduce the concept of multi-skilled working in the wards on a pilot basis. We would be analyzing the particular case study with reference to the implementation of the generic model of working. The trust hospital provides the full range of acute and midwifery services to roughly quarter of a million population. It has a strength of 2800 staff, 62% of who are part-time workers. 43% of the staff is female. The hospital is plagued with the increasingly low number of staff presence which is adversely affecting the quality of its health delivery system which resulted in a long waiting list and low quality of healthcare services. To cope up with the increasing ‘absenteeism’ and improve the quality of services which could reduce the waiting list while complying with the government initiatives, a concept of multi-skilled working was introduced. It involved about 250 people, in ward-based teams of support workers. On the pilot basis, this multi-skilled concept was launched with porters and domestic staff who were required to provide services in different areas like cleaning, transporting patients, moving types of equipment and serving food, on ‘as and when’ required basis.  Ã‚  

Outline Some of the Key Issues in Education Today Essay

Outline Some of the Key Issues in Education Today - Essay Example Currently, measures of ensuring that all children acquire appropriate education relevant to the prevailing conditions has become of more importance than ever before. Consequently, numerous issues have emerged in the education sector. Some of the major issues include provision of universal education to all children through polices such as Every Child Matters and educating students on global citizenship in order to improve their ability to function in a globalised world. The modern education is faced with several challenges that undermine provision of the appropriate skills and knowledge to the learners. Boyer and Hamil (2008) indentified three main challenges affecting the education sector in developed and developing world. These problems include lack of well motivated teachers, which contribute to high attrition rate, lack of adequate parental involvement in learning of their children and poor reading habits among the students in education institutions (Boyer and Hamil, 2008). These shortcomings have elicited various reactions from educational policy makers, resulting to formulation of policies aimed at addressing the problem. Teaching as a profession is demanding and characterised by immense responsibilities which the society places upon the teachers. In spite of the heavy responsibilities, Altshuler, (2003) notes that teachers are not adequately motivated to perform under such demanding environment, leading to high rate of attrition and declining interest in the profession. Various research studies have been conducted to investigate the duration of service of teachers in the profession. A study conducted by Boling and Evans (2008) in United States established that forty six percent of teachers in the country quit the profession after less than five years. This trend is more pronounced in urban areas where about half of the entire professional workforce quit the profession for other careers (Boling, C., and Evans, 2008). Another study by Boyer and Hamil (2008) established that over ninety percent of newly recruited teachers are hired to replace those who quit the profession because of other reasons except retirement. High teacher attrition has various adverse effects on education. Some of the effects include straining the available resources allocated for the education sector. Boyer and Hamil (2008) noted that schools spend considerable amounts of financial resources while searching and recruiting new teachers, a situation that drains their budgetary allocations considerably. Uradan, Solek, and Schoenfelder (2007) estimated that schools in United States spend about $ 7 billion annually in the process of recruiting, hiring and retaining teachers in the country. These financial resources could be invested in other important academic ventures, such as investing in modern technology and purchasing of other necessary teaching resources. High teacher turnover rate undermines the quality of education provided to the children. Bransford, et al ( 2009)argue that the trend denies the profession considerable skills, when well trained and experienced teachers leave the profession for other pursuits. Consequently students receive poor quality education, which ultimately undermines their future progress. Ward and Eden (2009) attributed the high rate of teacher attrition to working in a demoralising but demanding environ

Women in India Essay Example for Free

Women in India Essay The status of women in India has been subject to many great changes over the past few millennia. From equal status with men in ancient times through the low points of the medieval period, to the promotion of equal rights by many reformers, the history of women in India has been eventful. In modern India, women have held high offices in India including that of the President, Prime Minister, Speaker of the Lok Sabha and Leader of the Opposition. As of 2011, the Speaker of the Lok Sabha and the Leader of the Opposition in the Lok Sabha (Lower House of the parliament) were women. However, women in India continue to face atrocities such as rape, acid throwing, dowry killings while young girls are forced into prostitution; as of late rape has seen a sharp increase following several high profile cases of young girls brutally raped in public areas. According to a global poll conducted by Thomson Reuters, India is the fourth most dangerous country in the world for women, and the worst country for women among the G20 countries. Historical practices Traditions such as sati, jauhar, and devadasi among some communities have been banned and are largely defunct in modern India. However, some instances of these practices are still found in remote parts of India. The purdah is still practised by Indian women in some communities, and child marriage remains prevalent despite it being illegal under current Indian law. Sati Sati is an old, almost completely defunct custom among some communities, in which the widow was immolated alive on her husbands funeral pyre. Although the act was supposed to be voluntary on the widows part, it is believed to have sometimes been forced on the widow. It was abolished by the British in 1829. There have been around forty reported cases of sati since independence. In 1987, the Roop Kanwar case in Rajasthan led to The Commission of Sati (Prevention) Act. Jauhar Jauhar refers to the practice of voluntary immolation by wives and daughters of defeated warriors, in order to avoid capture and consequent molestation by the enemy. The practice was followed by the wives of defeated Rajput rulers, who are known to place a high premium on honour. Purdah Purdah is the practice among some communities of requiring women to cover their bodies so as to conceal their skin and form. It imposes restrictions on the mobility of women, curtails their right to interact freely, and is a symbol of the subordination of women. It does not reflect the religious teachings of either Hinduism or Islam, contrary to common belief. Devadasis Devadasi is a religious practice in some parts of southern India, in which women are married to a deity or temple. The ritual was well-established by the 10th century A. D. In later periods, illegitimate sexual exploitation of devadasis became the norm in some parts of India. Women in independent India Women in India now participate fully in areas such as education, sports, politics, media, art and culture, service sectors, science and technology, etc. Indira Gandhi, who served as Prime Minister of India for an aggregate period of fifteen years, is the worlds longest serving woman Prime Minister. The Constitution of India guarantees to all Indian women equality (Article 14), no discrimination by the State (Article 15(1)), equality of opportunity (Article 16), and equal pay for equal work (Article 39(d)). In addition, it allows special provisions to be made by the State in favour of women and children (Article 15(3)), renounces practices derogatory to the dignity of women (Article 51(A) (e)), and also allows for provisions to be made by the State for securing just and humane conditions of work and for maternity relief. (Article 42). Feminist activism in India gained momentum in the late 1970s. One of the first national-level issues that brought womens groups together was the Mathura rape case. The acquittal of policemen accused of raping a young girl Mathura in a police station led to country-wide protests in 1979-1980. The protests, widely covered by the national media, forced the Government to amend the Evidence Act, the Criminal Procedure Code, and the Indian Penal Code; and created a new offence, custodial rape. Female activists also united over issues such as female infanticide, gender bias, womens health, and womens literacy. Since alcoholism is often associated with violence against women in India many women groups launched anti-liquor campaigns in Andhra Pradesh, Himachal  Pradesh, Haryana, Odisha, Madhya Pradesh and other states. Many Indian Muslim women have questioned the fundamental leaders interpretation of womens rights under the Shariat law and have criticized the triple talaq system. In 1990s, grants from foreign donor agencies enabled the formation of new women-oriented NGOs. Self-help groups and NGOs such as Self Employed Womens Association (SEWA) have played a major role in the advancement of womens rights in India. Many women have emerged as leaders of local movements; for example, Medha Patkar of the Narmada Bachao Andolan. The Government of India declared 2001 as the Year of Womens Empowerment (Swashakti). The National Policy For The Empowerment Of Women came was passed in 2001. In 2006, the case of Imrana, a Muslim rape victim, was highlighted by the media. Imrana was raped by her father-in-law. The pronouncement of some Muslim clerics that Imrana should marry her father-in-law led to widespread protests, and finally Imranas father-in-law was sentenced to 10 years in prison. The verdict was welcomed by many womens groups and the All India Muslim Personal Law Board. In 2010 March 9, one day after International Womens day, Rajya Sabha passed the Womens Reservation Bill requiring that 33% of seats in Indias Parliament and state legislative bodies be reserved for women. Crimes against women Police records in India show a high incidence of crimes against women. The National Crime Records Bureau reported in 1998 that by 2010 growth in the rate of crimes against women would exceed the population growth rate. Earlier, many crimes against women were not reported to police due to the social stigma attached to rape and molestation. Official statistics show a dramatic increase in the number of reported crimes against women. Acid Throwing A Thomas Reuters Foundation survey says that India is the fourth most dangerous place in the world for women to live in. Women belonging to any class, caste, creed or religion can be victims of this cruel form of violence and disfigurement, a premeditated crime intended to kill or maim permanently and act as a lesson to put a woman in her place. In India, acid attacks on women who dared to refuse a mans proposal of marriage or asked for a divorce are a form of revenge. Acid is cheap, easily available, and the quickest way to destroy a womans life. The number of acid attacks have been rising. Child marriage Child marriage has been traditionally prevalent in India and continues to this day. Historically, child brides would live with their parents until they reached puberty. In the past, child widows were condemned to a life of great agony, shaved heads, living in isolation, and being shunned by society. Although child marriage was outlawed in 1860, it is still a common practice. According to UNICEF’s â€Å"State of the World’s Children-2009† report, 47% of Indias women aged 20–24 were married before the legal age of 18, rising to 56% in rural areas. The report also showed that 40% of the worlds child marriages occur in India. Domestic violence The number of incidents of domestic violence is higher among the lower Socio-Economic Classes (SECs). [citation needed] The Protection of Women from Domestic Violence Act, 2005 came into force on 26 October 2006. Dowry In 1961, the Government of India passed the Dowry Prohibition Act, making dowry demands in wedding arrangements illegal. However, many cases of dowry-related domestic violence, suicides and murders have been reported. In the 1980s, numerous such cases were reported. In 1985, the Dowry Prohibition (maintenance of lists of presents to the bride and bridegroom) Rules were framed. According to these rules, a signed list should be maintained of presents given at the time of the marriage to the bride and the bridegroom. The list should contain a brief description of each present, its approximate value, the name of who has given the present, and relationship to the recipient. However, such rules are rarely enforced. A 1997 report claimed that each year at least 5,000 women in India die dowry-related deaths, and at least a dozen die each day in kitchen fires thought to be intentional. The term for this is bride burning and is criticized within India itself. Amongst the urban educated, such dowry abuse has reduced considerably. Female infanticide and sex-selective abortion In India, the male-female sex ratio is skewed dramatically in favour of males, the chief reason being the high number of females who die before reaching adulthood. Tribal societies in India have a less skewed sex ratio than other caste groups. This is in spite of the fact that tribal communities have far lower income levels, lower literacy rates, and less adequate health facilities. Many experts suggest the higher number of males in India can be attributed to female infanticides and sex-selective abortions. Ultrasound scanning constitutes a major leap forward in providing for the care of mother and baby, and with scanners becoming portable, these advantages have spread to rural populations. However, ultrasound scans often reveal the sex of the baby, allowing pregnant women to decide to abort female foetuses and try again later for a male child. This practice is usually considered the main reason for the change in the ratio of male to female children being born. In 1994 the Indian government passed a law forbidding women or their families from asking about the sex of the baby after an ultrasound scan (or any other test which would yield that information) and also expressly forbade doctors or any other persons from providing that information. However, in practice this law (like the law forbidding dowries) is widely ignored, and levels of abortion on female foetuses remain high and the sex ratio at birth keeps getting more skewed. Female infanticide (killing of girl infants) is still prevalent in some rural areas. Sometimes this is infanticide by neglect, for example families may not spend money on critical medicines or withhold care from a sick girl. Continuing abuse of the dowry tradition has been one of the main reasons for sex-selective abortions and female infanticides in India. Rape Rape in India has been described by Radha Kumar as one of Indias most common crimes against women and by the UN’s human-rights chief as a â€Å"national problem†. In the 1980s, womens rights groups lobbied for marital rape to be declared unlawful, as until 1983, the criminal law (amendment) act stated that sexual intercourse by a man with his own wife, the wife not being under fifteen years of age is not rape. Marital rape is now illegal in India but is still widespread. While per-capita reported incidents are quite low compared to other countries, even developed countries, a new case is reported every 20 minutes. New Delhi has the highest rate of rape-reports among Indian cities. Sources show that rape cases in India have doubled between 1990 and 2008. According to the National Crime Records Bureau, 24,206 rape cases were registered in India in 2011, although experts agree that the number of unreported cases is much higher. Sexual harassment Eve teasing is a euphemism used for sexual harassment or molestation of women by men. Many activists blame the rising incidents of sexual harassment against women on the influence of Western culture. In 1987, The Indecent Representation of Women (Prohibition) Act was passed to prohibit indecent representation of women through advertisements or in publications, writings, paintings or in any other manner. Of the total number of crimes against women reported in 1990, half related to molestation and harassment in the workplace. In 1997, in a landmark judgement, the Supreme Court of India took a strong stand against sexual harassment of women in the workplace. The Court also laid down detailed guidelines for prevention and redressal of grievances. The National Commission for Women subsequently elaborated these guidelines into a Code of Conduct for employers.

dying process Essay -- essays research papers

1.)  Ã‚  Ã‚  Ã‚  Ã‚  Explain how the answers to the self-inventories in the text concerning facts, attitudes, beliefs and feelings about death reflect our societal understanding or lack of understanding of death. I think that the self- inventory question reflected on both our understanding and lack of understanding about death related topics. Some of the answers to the questions on the inventory I knew without look at the answers, but some of the answers actually surprised me. The question about the death certificate was one of the questions that actually surprised me. I assumed before I did the inventory that every death certificate had a specific cause of death that was given on the certificate. Another answer that surprised me was that measles kill more people in third world countries than AIDS. The inventory actually made you think about all aspects of death. Differentiate between attitudes, experiences, beliefs, and feelings about death related topics. Attitudes refer to our a ction tendencies. Beliefs refer to our relatively stable and broad interpretations of the world and our place in it. Feelings provide us with qualitative information on our total sense of being. Experiences are the things that we go through in life that help form our attitudes, beliefs, and feelings. Each one is important in developing, but each one is also different. Attitude is how we react, or maybe it is the way we do not react. Your attitude can change every five minutes. Beliefs are the things that help us know who we are your beliefs do not change like your attitude. Most people feel more passionate about their beliefs. Our feelings let us know hurt, and happens. Our feelings help us develop our beliefs and attitude. Give an example of how your own experiences may have impacted upon your feelings and beliefs about death. When my grandmother died I felt terrible, I had never felt that way before. It is hard to explain the way I actually felt. I remember that I stayed to myself most of the time. I never wanted to hear anyone else talking about it or talking about her. Eventually I realized that that was how they were grieving, by talking about her and never letting her go in their hearts. I still do not like to talk about her death, but I will not get upset if I her anyone else talking about it. My beliefs about death I am not to sure about yet. There are so many... ...ntually go crazy if they had no way of dealing with grief. Changing ways of life and death is the way society has dealt with different types of life threatening illnesses in the past and the deadly illnesses we are dealing with today. Life expectancy rates today are much higher than those of the past. Women life expectancy rate is several years higher than males. This is do to better medical conditions, better technology in our society today. In the early 1900 the leading cause to death was pneumonia, influenza, and tuberculosis. In the 1940s heart disease became the leading cause of death in the United States and have remained there. In the future in the United States contagious disease will be at the top of the list. Tuberculosis is expected to make a come back do to situations like HIV/AIDS.I think changes are occurring in the death system because time and experiences changes everything. As technology has developed in the United States we have seen a decrease in many illnesses due do cures, and vaccines to some illness. I think changes are positive, we do not have a cure to HIV now but as long as things continue to change and technology continues to grow a cure will come soon.

A regular turn in American sign language Essay

In the next example, the Professor is suggesting that the next step is to separate portions of the Student’s narrative into chunks. She explains that narrative chunks in spoken languages are detected through linguistic cues, such as rhythm, intonation, and discourse markers (Chafe 1982). She concludes by saying that she does not know if ASL has these cues or if there are other kinds of cues. Her final remark, Ð ° rhetorical question, is interpreted into ASL as Ð ° direct question: Does ASL has cues? The Student immediately responds, â€Å"YES† The Professor’s delay at hearing Ð ° response is minimal, less than Ð ° half second. The briefness of this delay accounts for the illusion that the speakers are almost talking to each other, Because the Student begins to respond in ASL by the second potential turn transition, the exchange between Professor, Student, and Interpreter occurs seemingly naturally within Ð ° brief time span and without problems. That primary speakers are responding to the Interpreter in terms of the norms of their own language is also demonstrated by their nonverbal behavior. Both speaker’s nod their heads, smile and silently laugh, and make other gestures at moments that co-occur with utterances they understand in their own languages. For example, later in the meeting when the Professor learns that the Student will be going to another city to give Ð ° speech, she smiles and nods, but these expressions occur after she hears the interpretation in English, not after the Student says it in ASL. one wonders, then, whether the Student understands, intuitively or not, that the nonverbal information he sees the Professor engage in at that moment is attached to what he said moments ago noted that when people speak the same language, they know what facial signals go with what words and so can interpret the combination of the two signals. But when we interact with people who speak another language, any speaker might observe another speaker’s body and facial cues but most likely cannot associate these cues with their exact words, sentence, or meanings. In this section І have demonstrated how the Student and the Professor take turns at potential transition moments within their own language, and thus, with the Interpreter. Regular turns occur naturally in face-to-face interaction, and they also occur naturally in interpreting. The participants, the discourse, and the moment combine (McDermott and Tylbor [1983] call this â€Å"collusion†) to create interactional harmony whereby Ð ° turn happens successfully and comfortably. In regular turns, then, the Interpreter is an active participant who constructed equivalent responses in terms of message content and also in terms of potential turn transition. Knowing when and how to signal turns or pauses is discourse knowledge and an indication of communicative competence. Creating Turns From studies of no interpreted conversations, we know that speakers do not take turns or continue their turns only because they recognize Ð ° transition moment or Ð ° specific syntactic unit that allows for exchange. Bennett (1981) suggests that the structural regularities in discourse and Ð ° participant’s understandings of the thematic flow of the discourse make turn units â€Å"considerably more flexible† (emphasis his) than the notion of turns created solely from structural surface signals. Within conversations, participants create themes which unfold, diverge, and reconverge as the talk proceeds (Bennett 1981). Themes comprised of individual and shared motives, feelings about the subject, and the meanings that are uttered direct conversational contributions Turns, then, also come about through participants’ intuitive sense of â€Å"now† being the right moment to speak, or take Ð ° turn. After playing back the videotape of the meeting once, І asked the participants to focus on turn-taking. І asked them to recall, if they could, their motives and feelings around their turns, and why, in some places, they chose to speak. Predictably, their own reasons for taking Ð ° turn or continuing Ð ° turn were based in large part on their own sense of participation in the conversation and from Ð ° sense of wanting either to contribute to Ð ° theme or, in one case, to stop Ð ° theme. These developments are not predictable but are Ð ° part of conversational behavior. Moreover, the ways in which the interlocutors contribute to the flow constitutes an emerging pattern of conversational style (Tannen 1984). For example, at one point in the meeting, the Professor began to talk even though she could hear an interpretation. During her interview, І asked the Professor about this segment. Her response was, â€Å"І probably just decided it [the Student’s talk] was enough. І didn’t especially want to hear the answer now. І just wanted to set it as Ð ° topic that would be interesting for him to think about and report on during the semester. † The Professor began to talk from her own sense of the direction of the conversation and her desire to have the Student think about the topic and not initiate Ð ° longer discussion at present. To steer the conversation in Ð ° different direction and perhaps head off Ð ° lengthy discussion, she took Ð ° turn from her own sense of needing to alter the theme of the conversation, not from Ð ° surface syntactic signal. In another example, at the beginning of the meeting, the Student was looking at the Interpreter because the Interpreter was signing, and then he turned away from the Interpreter and looked toward the Professor and the telephone and answering machine. He began to talk while the Interpreter was still interpreting, not at Ð ° potential transition moment in ASL. His turn, too, has to be motivated by reasons other than an approaching grammatical unit or paralinguistic signal. When asked why he stopped watching the Interpreter and began to speak, the Student replied, â€Å"І knew where [the Interpreter] was going; І could sense the way his sentence would end. І wanted to see what she was doing to make the phone stop ringing. † (This he had learned from what the Professor had just said. ) Discourse knowledge, real world knowledge, Ð ° sense of conversational direction, speaker intention, and many other factors motivate speakers to take turns. Although interpreters cannot always predict when Ð ° speaker will talk, they can become accustomed to the possibilities of change and that turns can occur at the least likely moments, or rather, at any moment. Primary participants are actively involved in creating and responding to turns, and, for all intents and purposes, make arbitrary decisions which must be managed by an interpreter. More significantly, these examples demonstrate that primary participants are active in the emerging nature and flow of talk as the interpreter directs and coordinates the exchange.