Degration of Women essays

Degration of Women articles Since the start of human advancement, gay connections have been looked downward on and censured. The notorious story of Sodom and Gomorrah, which is taken from The Holy Bible, gives a point by point record of Gods own prejudice of homosexuality. In any case, as time proceeds onward and the perspectives of the majority change, we end up moving towards a general public that apparently endures activities that were once observed as accursed. The explicit utilization of sexuality as a promotion apparatus, the uprising of television shows, for example, The Jerry Springer Show, and a music industry that routinely sells materials that corrupt ladies and promoter the utilization of recreational medications appear to be the calling cards of present day society. Throughout the years, the United States Armed Forces has put forth a cognizant attempt to keep up a feeling of ethical quality and order in an ever-evolving world. We are an establishment of glad people who have chipped in our lives to the countries barrier. We have the marvelous assignment of achieving a wartime strategic, living respectively in tense, restricted offices that don't generally oblige ones requirement for solace and comfort. In the wake of saying these things regarding the military, as I realize that it generally will be, I need to give cautious thought to the subject of this paper. When the military restrict straightforwardly gay help individuals, what are we contradicted to? In 1999, Senator Bill Bradley and previous Vice President Al Gore expected individuals from the Joint Chiefs of Staff to let gay people transparently serve in the military. What they got was a reaction of military administration that restricted the progressions because of fears that unit union would rot all through the military. Be that as it may, living in a progressively open minded society would in the end introduce the Dont ask, dont tell strategy. The Army Command Policy (Army Regulation 600-20) permits gay people to serve in the military under the con ... <!

The Story and Lyrics Behind The First Noel in French

The Story and Lyrics Behind The First Noel in French Aujourdhui le Roi des Cieux is the French rendition of The First Noel. The two are sung to a similar tune, however the words are extraordinary. The interpretation given here is the strict interpretation of the Christmas ditty Aujourdhui le Roi des Cieux. The melody has been secured by an assortment of well known French specialists, including Michaã «l, however the French form of The First Noel is most normally sung today by a congregation and lay choirs.â The History of The First Noelâ The First Noel likely started as a melody that was passed along orally and sung in the lanes outside of chapels, since early Christian attendees took an interest little in the Catholic mass. The term Noã «lâ in the French form (Noel in English) apparentlyâ derives from a Latin word for news. Accordingly, the melody is about a proclaimer, for this situation, a heavenly attendant, spreading the uplifting news that Jesus Christ (le Roi des Cieux) is born.â Despite the fact that idea to be an eighteenth century English song, theâ structure of The First Noel takes after that of medieval French epic sonnets, chansons de gesteâ like La Chanson de Roland memorializing the Charlemagne legends; these sonnets were moreover not recorded. The tune was not interpreted until 1823 when it was distributed in London as a major aspect of an early collection called Some Ancient Christmas Carols. The English title shows up in The Cornish Songbook (1929), which could mean The First Noel began in Cornwall, arranged over the Channel from France.â Christmas songs, then again, were recorded as right on time as the fourth century A.D. in the structure of Latin tunes extolling the idea of Jesus Christ as the child of God, a significant component of standard Christian philosophy at the time. Many psalms were drawn, for example, from the 12â long sonnets of the fourth-century Roman artist and law specialist Aurelius Clemens Prudentius. French Lyrics and English Translation Here is the French rendition of The First Noel and the English translation:Aujourdhui le Roi des Cieux au milieu de la nuitVoulut naã ®tre chez nous de la Vierge MariePour sauver le kind humain, larracher au pà ©chà ©Ramener au Seigneur ses enfants à ©garà ©s.Today the King of Heaven in the nightWas conceived on Earth of the Virgin MaryTo spare mankind, pull it from sinReturn the Lords lost kids to him.Noà «l, Noã «l, Noã «l, Noã «l Jã ©sus est nã ©, chantons Noà «l !Noel, Noel, Noel, NoelJesus is conceived, let us sing Noel!En ces lieux durant la nuit demeuraient les bergersQui gardaient leurs troupeaux dans les champs de Judà ©eOr, un ange du Seigneur apparut dans les cieuxEt la gloire de Dieu resplendit autour deux.In these parts during the night remained the shepherdsWho kept their groups in Judeas fieldsNow, a blessed messenger of the Lord showed up in the skiesAnd the greatness of God gleamed around them.RefrainRefrainLange dit :  « Ne craignez pas ; soyez tous dans la joieUn Sauveur vous est nã ©, cest le Christ, votre RoiPrà ¨s dici, vous trouverez dans lã ©table, couchà ©Dun lange emmaillotã ©, un enfant nouveau-nà ©Ã‚  ».The heavenly attendant stated, Do not fear; everybody be joyfulA Savior is destined to you, its Christ, your KingNearby, you will discover in the steady, put to bedWrapped up in a wool cover, an infant child.RefrainRefrain

Civil Disobedience Essay Example for Free

Common Disobedience Essay In view of the compositions of Henry David Thoreau it is pertinent that he is exceptionally restricted to government contribution of any sort. He doesn’t accept that the administration ought to be associated with regular day to day existence. Thoreau doesn’t comprehend the purpose of having an administration framework that will be valuable to everybody and not only a chosen few. Thoreau continues to clarify his numerous reasons with respect to why the â€Å"government is best [when it] administers [the] least.† He figured individuals should confront the ones that made society so degenerate and feeble. Thoreau accepts the administration worships individual egotistical interests. Thoreau’s opening explanation set the pace for his whole paper. He starts his article by saying that the legislature, up until now, has once in a while demonstrated to be valuable. He accepts that the force the administration has gotten from the dominant part as opposed to the couple of. This is for the most part on the grounds that the larger part is the most grounded bunch not on the grounds that their perspective is correct but since they have numerous in numbers. He at that point keeps on communicating the way that numerous individuals do what they accept is correct and not to simply adhere to the law made by the lion's share. He demands that individuals ought to get rid of the law all together when the legitimate framework gets shameful. Thoreau at that point expresses that the United States is an ideal case of an unjustifiable government. He accepts that is a result of the way that they have demonstrated help of subjection and they have taken an interest in the act of forceful war. Concerning a man following his first commitment, Thoreau accepts that a man isn’t committed to dispose of the shades of malice of the world, yet he is committed not to participate in these disasters. This implies no man should want to take part in a raucous government in the event that he doesn't decide to do as such. Thoreau asks, â€Å"Must the resident ever for a second, or at all degree, leave his heart to the official? Why has each man a still, small voice, at that point? I figure we ought to be men first, and subjects afterward.† He is fundamentally expressing that it is unquestionably progressively imperative to create regard for what is correct, instead of a regard for law. Thoreau sets an extremely incredible and forceful tone by deciding to open his exposition along these lines. Thoreau doesn’t see the viability of change inside the US government. Accordingly, he needs his perusers to feel a similar way. He at that point says that he is persuaded that requesting of and deciding in favor of progress accomplishes practically nothing. Thoreau utilizes a wide assortment of models, some close to home, that delineate the unfair framework that he talks about. By utilizing his very own encounters, he is permitting the peruser to completely comprehend all that he is attempting to portray. He talks on the way that during a dissent against bondage, he would not pay the expenses that were given to him. Due to his refusal to make good on the duties, he went through the night in prison. Yet, generally speaking his musings and feelings separated him from the administration since he decided not to partake in its foundations. He at that point expresses that one can’t see the legislature for what it truly is on the grounds that one is as yet working inside it. What's more, thusly they accept that everything is supported in light of the fact that they are a piece of the solid larger part. He feels that having an excessive amount of regard for law makes individuals do wild things. For instance, he accepts that the legislature has transformed fighters into machines for their very own utilization making them a sad remnant of what is genuine. Thoreau is energetic and fair about everything that he says. He needs the peruser to know precisely where in his heart these words are originating from. He never utilizes a brutal linguistic structure or word usage when composing since he doesnt need to sound irate. All through his paper, Thoreau utilizes an exceptional intrigue to poignancy. He for the most part utilizes tenderness when he depicts a discussion with his cell mate. Thoreau asks his kindred detainee what he got put in prison for and the man answered saying, they blame me for consuming an outbuilding; however I never done it. Thoreau does this to speak to the feeling of his perusers by giving them that what the administration does isnt reasonable. He additionally shows this when he says that he has been hanging tight 3 months for his preliminary, and he will most likely need to hold up an additional 3 months before he really gets his preliminary. Thoreau depicts the discussion to paint an image in the psyches of his perusers, of a guiltless man that needed to hold up an a large portion of a year to endeavor to demonstrate blamelessness. The way that this blameless man was investing his holding up energy in prison, draws a ton of compassion from his perusers. Thoreau additionally utilizes a lot of symbolism in this exposition. While portraying hisâ jail cell, he utilized the rooms were whitewashed once every month He was doing this to show his crowd that his discipline truly wasnt as terrible as the vast majority suspected it would be. Thoreau even said that he saw his cell as though it were a condo, and the prison house, a city. This backings his thought that prison in fact isnt a discipline for those in it. Thoreau, here, is attempting to convince the perusers to stand together and rebel against the legislature since it is their obligation to do as such. He at that point proceeds to state that neither him, nor his cell mate represent any genuine danger to society. This makes the peruser question his place in prison. In the event that he truly wasnt a danger, at that point for what reason would he say he was bolted up? Thoreau is exceptionally stubborn about his extremely expansive perspectives on the administration. He accepts that the administration has just kept going this long in light of the fact that individuals won't execute their own will. Also, until this occurs, no progressions will ever be made. Thoreau wants for a general public in which man settles on choices of his own psyche and not the brain of those that are attempting to smother reality. In certain viewpoints Thoreau is correct. Some present laws are not respectable. By and large, Thoreau simply needs to adjust to the laws set up, yet he feels that that wonder won’t occur. In his paper, Thoreau makes it away from his thought that legislature is best [when it] administers [the] least. He utilizes numerous expository techniques, for example, symbolism, imagery and sentiment as a push to convince the perusers that the best sort of government is one of free enterprise. His primary thoughts were available in his composition. He needed to show individuals that a hands-off government isn't the best thing for everybody. Provided that he was tossed behind bars for one night because of the reality he didnt pay survey charge for a long time, at that point why dont individuals step up and rebel against the legislature? He needed the peruser to feel enabled by his words so that there could genuinely be an adjustment in government arrangements.

The Treatment of Women Murderers Essay Example Pdf - Free Essay Example

à ¢Ã¢â€š ¬Ã‹Å"Female defendants are processed within the criminal justice system in accordance with the crimes which they committed and the extent to which the commission of the act and its nature deviate from appropriate female behaviourà ¢Ã¢â€š ¬Ã¢â€ž ¢ Susan Edwards, Women on Trial (Manchester: Manchester University Press, 1984) p.213. Critically discuss the above statement, with particular reference to women who kill. It is abundantly clear that there is a contrast in the way the criminal justice system treats male and female defendants. Great importance is placed on the extent to which the female perpetrators act deviates from what is considered à ¢Ã¢â€š ¬Ã‹Å"appropriate female behaviour.à ¢Ã¢â€š ¬Ã¢â€ž ¢ The same cannot be said for men, when a male commits homicide there is no generic gendered stereotype that causes this crime to be surprising for the prosecution, or that provides the male with an exclusive list of qualities which he is presumed to possess. Considering women as à ¢Ã¢â€š ¬Ã…“perpetrators of violence is a relatively rare phenomenon,à ¢Ã¢â€š ¬Ã‚ [1] whereas when a man commits a crime one could suggest that the act is taken prima facie by the court and is not engulfed by a deeper context and a requirement for further explanation, as is the case with women, especially those who kill. It is due to this apparent need by the criminal justice system to delve further into the reasoning behind an act of homicide committed by a female, that I aim to explore the fact that the extent to which a female deviates from the gender appropriate stereotype affects the way she is processed within the criminal justice system. Recent statistics show that the number of à ¢Ã¢â€š ¬Ã…“women in prison or on parole has increased threefold.à ¢Ã¢â€š ¬Ã‚ [2]It has been proposed that the à ¢Ã¢â€š ¬Ã…“increase in female offending seen in recent years is attributable to women adopting more masculine traits and behaviours.à ¢Ã¢â€š ¬Ã‚ [3]T here is an ample amount of evidence that masculinity à ¢Ã¢â€š ¬Ã…“is a salient aspect of the criminal stereotype.à ¢Ã¢â€š ¬Ã‚ [4]However, I believe that the traditional female stereotype is a somewhat archaic notion as societal progression has engendered equality for women. Traditionally there was a clear archetype of what a woman should be and how she should act. Hilaire Barnett stated that à ¢Ã¢â€š ¬Ã…“women are the bearers of children, the nurturers of children, the homemakers and (unpaid) home keepers.à ¢Ã¢â€š ¬Ã‚ [5] One could question whether this is entirely relevant in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s society; women are now more self sufficient and independent from men and many choose to pursue a career before having a family. Thus, I pose the idea that this equality should be carried through to the courtroom. Although the feminist movement has been successful in creating equal perceptions of women and men, it is clear that this equality has not fully transgressed into the court room. It is apparent that in order for a woman to benefit from a more lenient sentence they must adhere to gender appropriate behaviour. Sharon Hays stated that à ¢Ã¢â€š ¬Ã…“motherhood is the ultimate fulfilment of a woman; it is a natural and necessary experience for all women.à ¢Ã¢â€š ¬Ã‚ [6] The fact that women are à ¢Ã¢â€š ¬Ã‹Å"supposedà ¢Ã¢â€š ¬Ã¢â€ž ¢ to have a caring and nurturing persona makes it all the more shocking within the criminal justice system when they commit a crime, especially murder. Whereas a man is sentenced based on the act itself, it appears that a woman is sentenced based on the extent to which her act deviates from what is deemed appropriate for a female, almost as if the womanà ¢Ã¢â€š ¬Ã¢â€ž ¢s character and her conformity to appropriate feminine behaviour is on trial rather than her criminal actions. One could view it as rather arbitrary that women who fit the gendered ideal a treated more leniently than those who do not. This is promin ent in the cases of Ana Cardona and Maria Perez. These women did not fit the typical female stereotype and the prosecution highlighted this. During the sentencing of Maria Perez, the prosecution à ¢Ã¢â€š ¬Ã…“attempted to defeminise her by highlighting her lesbian sexual orientation, portraying her dress and demeanour as manly.à ¢Ã¢â€š ¬Ã‚ [7] Ana Cardona was also perceived as having a more masculine appearance, it is clear that a womanà ¢Ã¢â€š ¬Ã¢â€ž ¢s correspondence with feminine traits plays an important role in the prosecution and judgement of their guilt. The discrepancy in the way female defendants are processed within the criminal justice system as opposed to men can be observed by looking at the judges sentencing remarks in the case of R v Philpott, Mairead Philpott and Paul Moseley.[8] Upon reading the judgment of Michael Philpott in comparison with his wife Mairead Philpott it is clear that the judges have varying focuses whilst sentencing the male and female defe ndants. During the sentencing of Michael Philpott the judges focused on his à ¢Ã¢â€š ¬Ã…“callous selfishnessà ¢Ã¢â€š ¬Ã‚ [9] of the crime itself and labelled him a à ¢Ã¢â€š ¬Ã…“disturbingly dangerous man.à ¢Ã¢â€š ¬Ã‚ [10] Whereas upon delivering the judgment to Mairead the judges concentrated on her role as a mother and how she could possibly put her children through the traumatic ordeal and how frightened the children must have been. Traditionally and stereotypically a women should be seen as a homemaker and loving and doting mother who places her children above anything, the prosecution placed emphasis on Maireadà ¢Ã¢â€š ¬Ã¢â€ž ¢s deviation from the gendered ideal by stating à ¢Ã¢â€š ¬Ã…“you put Michael Philpott above your children and as a result they have died.à ¢Ã¢â€š ¬Ã‚ [11]These sentencing remarks depict the stark difference in how men and women are assumed to act. Although the crimes were the same from the two defendants a further emphasis of guilt was place d on Mairead due to her apparent failure as a mother. As aforementioned, the extent to which a female defendant deviates from what is believed to be appropriate female behaviour plays an important role in the prosecution. This can be observed through scrutiny of legal discourse within the courtroom which undoubtedly à ¢Ã¢â€š ¬Ã…“participates in this construction of sexual difference, producing fixed notions of the sexed body.à ¢Ã¢â€š ¬Ã‚ [12] It is à ¢Ã¢â€š ¬Ã…“evident that the dialogue in the trial of Rose West maintained the distinction of male and female by problematising atypical female behaviour.à ¢Ã¢â€š ¬Ã‚ [13] Although West committed the crimes in conjunction with her husband, more focus was placed on her deviant sexuality throughout the hearing. Siobhan Weare depicts that the judge drew seemingly irrelevant attention to the fact that à ¢Ã¢â€š ¬Ã…“she possessed a collection of dildos, rubber underwear and pornographic videosà ¢Ã¢â€š ¬Ã‚ . Weare states that à ¢Ã¢â€š ¬Ã…“this collection of sex toys was depicted as solely belonging to Rose, despite the fact that it could have just as easily belonged to both her and her husband.à ¢Ã¢â€š ¬Ã‚ [14] This information had little legal relevance and the fact the judges placed emphasis on the matter shows that the prosecution wanted to accentuate her sexual depravity, in a way that they did not with Fred. The court drew attention to the ways Rose strayed from what is traditionally à ¢Ã¢â€š ¬Ã‹Å"acceptableà ¢Ã¢â€š ¬Ã¢â€ž ¢ for a woman such as her sexual depravity and perversion, instead of purely focusing on the horrific crimes she executed. Even though an aim for sexual equality is at the forefront of society, this does not appear to be the case within the courtroom. From a feminist perspective, one could suggest that the defendants should have been tried in accordance with their crimes and without the further focus on Roseà ¢Ã¢â€š ¬Ã¢â€ž ¢s sexual endeavours rather than Fredà ¢Ã¢â€š ¬Ã¢ „ ¢s purely due to her gender. Women who kill after suffering from domestic violence, namely battered women are of particular relevance when exploring how women are treated in the criminal justice system. It has been suggested that battered women are more readily allowed such a defence if they are seen to be adhering to the female stereotype and feminine traits of helplessness and coercion. Battered Woman Syndrome (BWS) was developed to à ¢Ã¢â€š ¬Ã…“help establish the reasonableness of homicide by battered women.à ¢Ã¢â€š ¬Ã‚ [15]One could propose that women are not treated in accordance with the crimes they commit as if they meet the female stereotype; this gendered ideal could allow them a more lenient sentence. If a women is claiming to have killed due to suffering from domestic abuse , it would be entirely in her favour if she lives up to the traditional female stereotype in order to be granted the defence of BWS. Kathleen Ferraro stated that a woman possessing à ¢Ã¢â€ š ¬Ã…“assertiveness, strength and an outgoing personality are inconsistent with being a battered woman.à ¢Ã¢â€š ¬Ã‚ [16] After the Coroners and Justice Act 2009[17] women who use à ¢Ã¢â€š ¬Ã…“evidence of BWS to support a plea of diminished responsibility will be labelled as mad.à ¢Ã¢â€š ¬Ã‚ [18] Equality within the court room could be seen as finally blooming due to à ¢Ã¢â€š ¬Ã‹Å"loss of controlà ¢Ã¢â€š ¬Ã¢â€ž ¢ being implemented as a new partial defence to murder. Traditionally women were only seen as victims of crime and not perpetrators, thus were rarely sentenced in accordance with the crimes they committed as it was believed that the crime must be the result of a mental issue. However, now the idea exists that women can be perpetrators because they are victims. Those women who show no signs of being a victim within their crime are deemed to be extremely far from the female stereotype and thus are sentenced more harshly. If a woman presents themselves as sufficiently à ¢Ã¢â€š ¬Ã‹Å"batteredà ¢Ã¢â€š ¬Ã¢â€ž ¢ in court, they are conforming to the feminine ideal of helplessness and that of a victim. It seems rather unjust that in order for a woman to stand a higher chance of being granted the defence of BWS they must fit certain aesthetic and personality criteria. A woman may not naturally fit this ideal but still be a victim of domestic violence who was pushed into committing homicide. Ideally all crimes would be taken based on the actual act; unfortunately this is not case. This is a key difference in the extent to which men and women are sentenced in accordance to their crimes. The Infanticide Act 1938[19] was the result of à ¢Ã¢â€š ¬Ã…“a policy decision to promote leniency for women who kill their own children.à ¢Ã¢â€š ¬Ã‚ [20]As predominant focus when sentencing women is the mental side of the crime, infanticide allows women a defence to the murder of a child due to lack of mental reasoning rather than focusing on the act she actually committed. If a man was to kill a child the same would not be an option. I fully appreciate that there exists a clinically diagnosed mental issue of puerperal psychosis where a woman kills a child. However, many women are able to claim this defence when it is not fully proven that they are suffering from any form of medically diagnosed psychosis. In giving the label of victim to female killers denies their agency à ¢Ã¢â€š ¬Ã…“by portraying them as so profoundly victimised that is difficult to regard them as ever having engaged in an intentional act in their lives.à ¢Ã¢â€š ¬Ã‚ [21] Thus, one could argue that the focus on a womanà ¢Ã¢â€š ¬Ã¢â€ž ¢s mental capacity allows for them to be treated more leniently within the criminal justice system as opposed to men, who are punished in accordance with the crime they commit without any need to find further explanation. The defences of BWS and Infanticide annotate women as victims or à ¢Ã¢â€š ¬Ã‹Å"madà ¢Ã¢â€š ¬Ã¢â€ž ¢. There is an overemphasis on the mental reasoning of women who commit crime. A woman is painted more as a victim of external influences that caused her to commit a crime rather than a à ¢Ã¢â€š ¬Ã‹Å"cold blooded killerà ¢Ã¢â€š ¬Ã¢â€ž ¢. A further explanation as to the reasons women commit crimes is sought. Justice Minister Helen Grant stated that women within the prison populations are à ¢Ã¢â€š ¬Ã…“more likely to have been abused as children.à ¢Ã¢â€š ¬Ã‚ [22] Traditional criminological theory à ¢Ã¢â€š ¬Ã…“historically tended to view women as driven to crime because of biological influences, whereas men were viewed as turning to crime due to economic or sociological forces.à ¢Ã¢â€š ¬Ã‚  [23] This insistence on delivering excuses for women who commit crimes and especially women who kill, so long as they meet the female stereotype denies women from being solely sentenced in accordance with the crime they committed in the same way that male perpetrators are. Females who commit homicide are à ¢Ã¢â€š ¬Ã…“described with respect to personality style and behaviour patterns.à ¢Ã¢â€š ¬Ã‚ [24]However, in the society in which we live one could suggest that à ¢Ã¢â€š ¬Ã…“men and women are equally likely to suffer from complex mental issues.à ¢Ã¢â€š ¬Ã‚ [25]The Freudian notion that à ¢Ã¢â€š ¬Ã…“men are rationalà ¢Ã¢â€š ¬Ã‚ [26] and that à ¢Ã¢â€š ¬Ã…“women are driven by their biological constitutionsà ¢Ã¢â€š ¬Ã‚ [27] is obviously outdated. Evidence suggests that legally this is not as willingly acknowledged as defences relating to mental issues are more associated with women. In the 21st century men and women are deemed more or less equally in mental and physical capabilities, a higher level of equality exists within the work place and within relationships than ever before. Thus, I believe that the criminal justice system is perhaps a little backward in its placement of women in respect to them committing crimes; one could propose that it is almost obsolet e to suggest that women cannot be the perpetrators of crime. Women are leaving the antiquated notion and definition of à ¢Ã¢â€š ¬Ã‹Å"femininityà ¢Ã¢â€š ¬Ã¢â€ž ¢ behind, such as that of a à ¢Ã¢â€š ¬Ã‹Å"homemakerà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"nurturerà ¢Ã¢â€š ¬Ã¢â€ž ¢. However, the way women are treated by the criminal justice system is discrepant to how the rest of society views them. It is an inarguable statistical truth that more men commit crimes than women, yet it is clear from the plethora of cases that support my argument that the court sentences women in an entirely different way than it does men, to the extent that they are not sentenced in accordance with the crime that was committed. However, are sentenced in accordance with how closely they match the traditional gendered stereotype. Helen Gavin stated that à ¢Ã¢â€š ¬Ã…“women who kill multiple times are guilty not just of serial murder, but of being women who step outside of the persona that society creates for them.à ¢Ã¢â€š ¬Ã‚ [28]The current system benefits those women who fit this stereotypical female persona. For those women who do not meet the desired criteria or expectations are sentenced more harshly. This à ¢Ã¢â€š ¬Ã‹Å"double devianceà ¢Ã¢â€š ¬Ã¢â€ž ¢ of firstly deviating from the law in committing the crime and secondly deviating from the female stereotype, could end in double jeopardy for the defendant. Within the criminal justice system à ¢Ã¢â€š ¬Ã…“aberrant femininity is constructed as evil.à ¢Ã¢â€š ¬Ã‚ [29]However, instead of focusing on the fact that a woman has not acted in the à ¢Ã¢â€š ¬Ã‹Å"correctà ¢Ã¢â€š ¬Ã¢â€ž ¢ womanly way, the focus should be shifted to ensure women are sentenced in accordance with the crime they have committed, not punished more harshly or conversely more leniently simply because they are a women. As explored, gender plays an astoundingly critical role within the criminal justice system. Instead of being sentenced in accordance wit h the perpetrated crime, one agrees with latter half of Susan Edwards statement that a woman is sentenced in regards to the extent of which her crime deviates from à ¢Ã¢â€š ¬Ã…“appropriate female behaviour.à ¢Ã¢â€š ¬Ã‚ [30] During the sentencing of women who do not fit the gender stereotype focus is placed on seemingly irrelevant matters of their identity and/or sexual orientation and how this deviates from what is considered acceptable of a woman. If the prosecution successfully portray a woman as à ¢Ã¢â€š ¬Ã…“an à ¢Ã¢â€š ¬Ã‹Å"anti motherà ¢Ã¢â€š ¬Ã¢â€ž ¢, as sexually predatory, or as domineering is unlikely to receive mercy, only the wrath of the criminal justice system.à ¢Ã¢â€š ¬Ã‚ [31] One suggests a lack of absurdity in proposing that women are just as capable of committing homicide as men. Throughout sentencing a womanà ¢Ã¢â€š ¬Ã¢â€ž ¢s mental state is discussed to a much higher extent than mens, describing women as à ¢Ã¢â€š ¬Ã‹Å"neuroticà ¢Ã¢â€š ¬Ã¢â€ž ¢ and à ¢Ã¢â€š ¬Ã‹Å"madà ¢Ã¢â€š ¬Ã¢â€ž ¢ for committing crimes is old-fashioned, the equality that women enjoy in todayà ¢Ã¢â€š ¬Ã¢â€ž ¢s society should transpire into the courtroom, thus ensuring they are sentenced in accordance with their crimes. Word Count: 2,500 Bibliography: Demody Leonard E. (2002) à ¢Ã¢â€š ¬Ã‹Å"Convicted Survivors: the Imprisonment of Battered Women Who Killà ¢Ã¢â€š ¬Ã¢â€ž ¢ Net Library p.9 Winter J. (2002) à ¢Ã¢â€š ¬Ã‹Å"The Truth Will Out? The Role of Judicial Advocacy and Gender in Verdict Constructionà ¢Ã¢â€š ¬Ã¢â€ž ¢ Social and Legal Studies p. 358 Gavin H. (2013) à ¢Ã¢â€š ¬Ã‹Å"Evil or Insane? The Female Serial Killer and her Doubly Deviant Femininityà ¢Ã¢â€š ¬Ã¢â€ž ¢ University of Huddersfield Repository p. 13 Belknapp J. (2006) à ¢Ã¢â€š ¬Ã‹Å"The invisible Woman: Gender Crime and Justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢ Wadsworth Publishing Co Inc p. 26 Cole K. E. (1968) à ¢Ã¢â€š ¬Ã‹Å"Women Who Kill, A Sociopsychological Studyà ¢Ã¢â€š ¬Ã¢â€ž ¢ Arch Gen Psychiatry p. 1 Weare S. (2013) à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã…“The Madà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Badà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Victimà ¢Ã¢â€š ¬Ã‚ : Gendered Constructions of Women Who Kill Within the Criminal Justice Systemà ¢Ã¢â€š ¬Ã¢â€ž ¢ Laws p. 338 Oggle R and Maier à ¢Ã¢â€š ¬Ã¢â‚¬Å"Katkin D. (1993) à ¢Ã¢â€š ¬Ã‹Å"A Rationale for Infanticide Lawà ¢Ã¢â€š ¬Ã¢â€ž ¢ Criminal Law Review p. 903 Ward C, Flowe H and Humphries J. (2012) à ¢Ã¢â€š ¬Ã‹Å"The Effects of Masculinity and Suspect Gender on Perceptions of Guiltà ¢Ã¢â€š ¬Ã¢â€ž ¢ Applied Cognitive Psychology p. 482 Barnett H. (1998) à ¢Ã¢â€š ¬Ã‹Å"Introduction to Feminist Jurisprudenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ Cavendish Publishing Limited p. 43 Chesney-Lind M and Pasko L J. (2004) à ¢Ã¢â€š ¬Ã‹Å"The Female Offender: Girls, Women and Crimeà ¢Ã¢â€š ¬Ã¢â€ž ¢ Sage Publications p. 139 Edwards S. (1984) à ¢Ã¢â€š ¬Ã‹Å"Women on Trialà ¢Ã¢â€š ¬Ã¢â€ž ¢ Manchester University Press p. 213 We bsites: Fogg A. (2013) à ¢Ã¢â€š ¬Ã‹Å"Yes à ¢Ã¢â€š ¬Ã¢â‚¬Å" Reduce Prison Sentences But Not Just For Womenà ¢Ã¢â€š ¬Ã¢â€ž ¢ https://www.theguardian.com/commentisfree/2013/mar/26/prison-changes-women Date accessed 3rd January 2015 R v Philpott, Philpott and Moseley, Sentencing Remarks, https://www.judiciary.gov.uk/wp-content/uploads/JCO/Documents/Judgments/r-v-philpott-philpott-and-mosley-sentencing-remarks.pdf Date accessed 2nd January 2015 [1] Siobhan Weare, à ¢Ã¢â€š ¬Ã‹Å" à ¢Ã¢â€š ¬Ã…“The Madà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Badà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Victimà ¢Ã¢â€š ¬Ã‚ : Gendered Constructions of Women Who Kill Within the Criminal Justice Systemà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2013) Laws 340 [2] Meda Chesney-Lind and Lisa J Pasko, à ¢Ã¢â€š ¬Ã‹Å"The Female Offender: Girls, Women and Crimeà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2004) Sage Publications 139 [3] Charlotte Ward, Heather Flowe and Joyce Humphries, à ¢Ã¢â€š ¬Ã‹Å"The Effects of Masculinity and Suspect Gender on Perceptions of Guiltà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2012) Applied Cognitive Psychology 482 [4] ibid. [5] Hilaire Barnett, à ¢Ã¢â€š ¬Ã‹Å"Introduction to Feminist Jurisprudenceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (1998)Cavendish Publishing Limited 43 [6] Sharon Hays 1996 [7] Charlotte Ward, Heather Flowe and Joyce Humphries, à ¢Ã¢â€š ¬Ã‹Å"The Effects of Masculinity and Suspect Gender on Perceptions of Guiltà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2012) Applied Cognitive Psychology 482 [ 8] R v Philpott, Mairead Philpott and Paul Moseley [2013] EWHC 773 [9] R v Philpott, Mairead Philpott and Paul Moseley, Sentencing Remarks, https://www.judiciary.gov.uk/wp-content/uploads/JCO/Documents/Judgments/r-v-philpott-philpott-and-mosley-sentencing-remarks.pdf accessed 2nd January 2015 [10] ibid. [11] ibid. [12] Jo Winter, à ¢Ã¢â€š ¬Ã‹Å"The Truth Will Out? The Role of Judicial Advocacy and Gender in Verdict Constructionà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2002) Social and Legal Studies 354 [13]ibid at 355 [14] Siobhan Weare, à ¢Ã¢â€š ¬Ã‹Å"à ¢Ã¢â€š ¬Ã…“The Madà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Badà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Victimà ¢Ã¢â€š ¬Ã‚ : Gendered Constructions of Women Who Kill Within the Criminal Justice Systemà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2013) Laws 348 [15] ibid at 338 [16] ibid. [17] Coroners and Justice Act 2009 [18] Siobhan Weare, à ¢Ã¢â€š ¬Ã‹Å" à ¢Ã¢â€š ¬Ã…“The Madà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Badà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“Th e Victimà ¢Ã¢â€š ¬Ã‚ : Gendered Constructions of Women Who Kill Within the Criminal Justice Systemà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2013) Laws 339 [19] Infanticide Act 1938 [20] Robbin Oggle and Daniel Maier à ¢Ã¢â€š ¬Ã¢â‚¬Å"Katkin, à ¢Ã¢â€š ¬Ã‹Å"A Rationale for Infanticide Lawà ¢Ã¢â€š ¬Ã¢â€ž ¢ (1993) Criminal Law Review 903 [21] Siobhan Weare, à ¢Ã¢â€š ¬Ã‹Å" à ¢Ã¢â€š ¬Ã…“The Madà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Badà ¢Ã¢â€š ¬Ã‚ , à ¢Ã¢â€š ¬Ã…“The Victimà ¢Ã¢â€š ¬Ã‚ : Gendered Constructions of Women Who Kill Within the Criminal Justice Systemà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2013) Laws 338 [22]Ally Fogg, à ¢Ã¢â€š ¬Ã‹Å"Yes à ¢Ã¢â€š ¬Ã¢â‚¬Å" Reduce Prison Sentencing, But Not Just For Womenà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2013) https://www.theguardian.com/commentisfree/2013/mar/26/prison-changes-women accessed 3rd January 2015 [23] Joanne Belknapp, à ¢Ã¢â€š ¬Ã‹Å"The invisible Woman: Gender Crime and Justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2006) Wadsworth Publishing Co Inc 26 [24] K.E. Cole, à ¢Ã¢â€š ¬Ã‹Å"Women Who Kill, A Sociopsychological Studyà ¢Ã¢â€š ¬Ã¢â€ž ¢ (1968) Arch Gen Psychiatry 1 [25] Ally Fogg, à ¢Ã¢â€š ¬Ã‹Å"Yes à ¢Ã¢â€š ¬Ã¢â‚¬Å" Reduce Prison Sentencing, But Not Just For Womenà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2013) https://www.theguardian.com/commentisfree/2013/mar/26/prison-changes-women accessed 3rd January 2015 [26] Joanne Belknapp, à ¢Ã¢â€š ¬Ã‹Å"The invisible Woman: Gender Crime and Justiceà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2006) Wadsworth Publishing Co Inc 26 [27] ibid. [28] Helen Gavin, à ¢Ã¢â€š ¬Ã‹Å"Evil or Insane? The Female Serial Killer and her Doubly Deviant Femininityà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2013) University of Huddersfield Repository 13 [29] ibid. [30] Susan Edwards, à ¢Ã¢â€š ¬Ã‹Å"Women on Trialà ¢Ã¢â€š ¬Ã¢â€ž ¢ (1984) Manchester University Press 213 [31] Jo Winter, à ¢Ã¢â€š ¬Ã‹Å"The Truth Will Out? The Role of Judicial Advocacy and Gender in Verdict Constructionà ¢Ã¢â€š ¬Ã¢â€ž ¢ (2002) Social and Legal Studies 358

My Experience With Formal Training - 1504 Words

Growing up in my home we never really danced all that much. We didn’t do any dances native to our heritage of Ireland, Scotland, Germany, Italy, and France. Even though there are many rich dances from each of these cultures, my family never partook in them aside from the occasional funky chicken at weddings and parties, but even then we weren’t much into dancing. I never thought about formal training in dance when I was little either. It wasn’t until much later when I found my way into dance. My introduction into dance was less through my family or the studio and more through the way of my identity and a select few experiences. Then once I was introduced to dance I went on to familiarize myself with many different styles. My definition of identity is where one’s identity is an amalgamation of one s experiences, whether those be cultural, social, or familial in addition to the specific details that are ingrained in our genes from birth. We learn, make decis ions, and deal with things according to two stimuli: Nature and Nurture which guide our identities. This ties back to me by way of my sexual identity. Growing up I was made fun of a lot because of part of my identity, more specifically the way I spoke, moved, and looked. This is where my â€Å"dance† story begins. In our dance studies the question of â€Å"How we define dance† constantly arises. In my story dance takes on many forms. Firstly, it comes in the form of innate and intrinsic movement, or embodied personality.Show MoreRelatedEvaluation Of A Training Specialist1095 Words   |  5 Pageshired as a Training Specialist I for Cardinal Bank in September of 2014. I believe part of my success in landing the job was because of new theories I had learned in the Human Resources Development program. Before working at Cardinal, I had no banking experience. 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More specifically, over the next five years my goal and base objective will be to rebuild J-R Equipment Rental into an efficient, consistently profitable organization which many familiesRead MoreEssay on Lifelong Learning782 Words   |  4 Pageslearning is that it encompasses both formal and non-formal/informal types of education and training. Formal learning includes the hierarchically structured school system that runs from primary school through the university and organized school-like programs created in business for technical and professional training. Whereas informal learning describes a lifelong process whereby individuals acquire attitudes, values, skills and knowledge from daily experience and the educational influences and resourcesRea d MoreI Was 10 Years Old When I Received My First Formal Writing Essay954 Words   |  4 Pagesold when I received my first formal essay assignment. This assignment set me on a path of writing fear and has been something I could not fix for nearly 30 years. Formal writing has always been a fear of mine, for a very long time. Over the years, I have been hesitant to attend any college for fear of writing assignments and classes that will be required. In the beginning of this essay, I describe how the fear of formal writing happened, the reasons it has continued to affect my confidence in writingRead MoreThe Principal Goals Of Education1226 Words   |  5 Pagescognitive development at Cornell University, 1964), and so that is still true of learning in my workplace today. But how does the learning being offered create these men you may ask, and what place does Kolb’s experiential learning cycle take in it all? As I work in a tough railway ‘safety critical’ role t he learning can be broken down into several phases each with its own goals. 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Taking a Look at Gun Control - 1263 Words

Gun control is one of the most controversial topics in our country. There are two main views. The first is the view as it is said in the United States Constitution, they guns should be legal for civilian ownership. The second view, and the severity of its enforcement varies from person to person, it that gun control should be enacted. This could just mean smaller magazines, to no semi-automatic guns, or even to a complete ban. The founding father’s view is basically what is still used today. Guns are allowed, but some states have much stricter regulations on them. Guns are necessary in a country, because of the constitution, and for the purposes of self defense and national security. The Founding Fathers of our country had a very obvious view on gun rights. In the second amendment, it clearly says that the right of the people to keep and bear arms shall not be infringed (Pendergast 30). This statement does not need to be interpreted to grasp their opinion. They believ ed that guns were a necessary part of the country, and they said it in the constitution. The constitution is the highest law in the land, and what it says is final when viewed by the supreme court, the highest court in the land. The reasoning for this amendment was to keep a well-regulated militia (Pendergast 30). One of the founding fathers, Joseph Story, has a relevant quote. He said, â€Å"The right of the citizens to keep and bear arms has justly been considered, as the palladium of the liberties ofShow MoreRelatedTaking a Look at Gun Control1226 Words   |  5 Pageswater in abundance. For healthcare, I will work on improving the Obama care system and provide health care for every living, breathing American. I will do my best to enforce the affordable healthcare act. The Affordable Care Act allows consumers control over their health care options. There should not be an insurance company who won’t cover a person because of a disease that they have. 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Anti-Gun supporters do not realize that it is extremely difficult to regulate something in the states that i s a big portion of our economy.Would stricter gun laws change anything? So far statistically It has been proven otherwise one must consider how a citizen would defend themselves when they are faced with terror. How willRead MoreWe Must Stop Gun Control967 Words   |  4 Pagescommitted suicide with a gun and nearly half a million people suffered other gun injuries(4,name) And this is no surprise,as this nation continues to grow rapidly in number.But this nation must not continue to let these statistics to rise,nevertheless continue homicide victims [to be] armed in disappropriate numbers:[as] large and growing proportion of victims are criminals themselves(Polsby,2)The people of the nation must take action by drawing a limit and supporting gun control,for it not only affects

An Ultimate Learning Environment Essay Example For Students

An Ultimate Learning Environment Essay Being young adults, we will someday be the future leaders in this world. It will be our responsibility to design an education system that will bridge right and left brain learning in order to realize the full spectrum of human potential that looms enticingly before us. (Margaret Hatcher, Whole Brain Learning.) The full potential of the human brain is now within reach. To develop our brain to this potential is the greatest challenge for educators. Our class formed several groups that designed schools to implement whole brain learning by developing the schools physical environment, curriculum, personnel, and assessment. What did the students put in the school that would help achieve whole brain learning?THE TASKWorking in small groups one aspect of a school was to be fully designed. The area developed is for a specific age group or grade level. The research findings in Margaret Hatchers, Whole Brain Learning were used in support of why their schools would achieve the ultimate learning environment. All of the following aspects were to be considered. ? PhysicalBuildings and facilities, geographical location, classrooms? CurriculumWhat is taught, why, and how? PersonnelStaff, students, community support? AssessmentGoals, student and staff evaluationAfter all the research was done, an oral report was presented in front of the class using appropriate visual materials. The presentation was not to exceed twenty minutes. All group members were to be fully involved in the presentation. OBSERVATIONSIn this class there were a total of six schools presented. Each school had its own unique features and had its own area of specialization. The majority dealt with secondary school education. ? 3 schools dealt with the science departments. e.g. (Chemistry, Biology, Marine Biology, Physics, and Astronomy)? 1 school was devoted to Kindergarten students? 1 school focused on Physical EducationRight and Left Brain FunctionsThe groups dealing with science departments focused on left brain functions. These subjects require number skills, reasoning, sequential thinking, and convergent problem solving.The remaining schools emphasized right brain functions. They dealt with the creative and imaginative instincts of the students. In order to accomplish these tasks students were able to use computers. Computers allow the students access to unlimited amounts of information from all over the world. As a result learning of all students from the very brightest to the slowest would improve drastically. Computers could even function in schools as private tutors. The use of this technology could also relieve the teachers of many time consuming chores that now burden their lives. Discovery and experimental programs were a big part of these schools. In the sciences it is essential for students to have hands on experience (learning by doing). Too much theory will make students lose interest. As a result more practical labs will be put into the curriculum. A good example of this is called Problem-based learning where the emphasis is on problem solving proficiency, self-directed learning strategies, and team participation skills. Smaller classes would allow students to respond to more personal attention. Students would be allowed to get to know each other better. This will lead the students to be better team players, an essential skill out in the real world. One school provided students with a full meal plan that dealt with only healthy foods. These foods would help stimulate the students mind, keeping them refreshed and active throughout the day. CONCLUSION AND RECOMMENDATIONSThis activity made it clear that it isnt as easy as it looks to design a school to achieve whole brain learning. The Curriculum and physical environment well done. Each group had visual depictions of the buildings and facilities of their school. It was found that students lacked research on two parts of the project. These parts were the personnel and assessment. Very little was said about how teachers would evaluate students. For future assignments, more emphasis should be placed on the curriculum and assessment areas. Synetics, Multi-Sensory / Discovery / Experimental learning techniques, and Divergent and Creative Thinking Techniques should have had more influence on group decisions. Students must realize the value of emotions in learning and how to apply their education to real life situations.

Women’s History an Example of the Topic History Essays by

Women’s History Women faced two national crises the Great depression and the World War Two. In the world War Two over seventy million people were killed this included civilians. Both men and women were impacted by these two crises. This discussion will compare and contrast the impact of the two crises on women. Consider gains or losses encountered by women and the extent to which each crisis challenged or reinforced traditional gender ideology. Need essay sample on "Womens History" topic? We will write a custom essay sample specifically for you Proceed The Great Depression saw many women adjust to face the economic crisis that was facing the country. The married women gave birth to fewer children. Some postponed having babies or marriage. Eleanor Roosevelt 1933 Its up to the women summarizes the great role the American women had in helping manage life through the current economic crisis. They looked for employment when some of their husbands lost their jobs or had pay cuts to keep their jobs (McGeehan, Gall, & Streitwieser, 2008). Men who had been socialized as the providers for the families were depressed when they lost their job. They felt like failures who could not provide for their families. On the contrary women took this chance to help their families by juggling home chores and employment. Through the gender roles set by traditions women were supposed to be provided for by males, yet this was not always the reality on the ground. We had households headed by women who had been divorced, windowed or deserted by their husbands. They had to fend for their families yet it was difficult. Women who went for relief or sought employment were scorned for trying to take jobs from men who deserved them more. The number of women working rose and few suggested that they should be fired to create opportunities for men. They had to contend with discrimination in work places according to gender (McGeehan et al, 2008). Women struggled for equality in federal programs. The National Recovery Administration had different minimal wages for similar jobs fro men and women. Some agencies for example Civilian Conservation Corps only offered employment to men. Social Security structured around a model of male providers thus failed to recognize women workers. Women elected to leadership positions sought to challenge these arrangement and Eleanor Roosevelt help a lot in her position as the first lady. The traditional gender ideologies were reinforced during this time. The World War Two impacted the women in a number of ways. There was a crisis for employment in the war time. More women were encouraged to join the work force unlike in the depression. For instance in 1941 classes were offered for women to train in chemical laboratory in the University of Alabama. They were encouraged to take these opportunities to replace men who were joining the combat work. This enabled the women financially and they also had a chance to serve the nation. There was discrimination in wages for men and women during this time. Even where the army offered high pay for jobs considered risky they still paid women less for the same jobs. Just like in the Great depression few urged the women to maintain their role by taking up jobs that were considered womanly like sewing. Some companies opposed hiring more female employees. They claimed they diluted the quality of work as the qualified ones had been employed initially. In both crises men and women were paid different wages for the same jobs. However, the labor board came up with a policy of uniform pay for similar jobs. This encouraged more women to venture in fields formerly dominated by women. More black women were hired while initially they could only be hired after the white women were exhausted (McGeehan et al, 2008). The contrast between the motive behind women looking for employment in the World War Two and the Great Depression is that in the later they did so purely to improve their financial status whereas in the former they had a desire to be part of the people who fought for the nation. There were gains encountered in both crises. Women were able to work and help support themselves and their families. They also got a chance to render their services to the nation. Through these crises women got an opportunity to fight for equality and remove shame of women seeking paid employment. The two crises helped to reinforce traditional gender roles by drawing a distinction between work for men and women. Women were expected to stick to roles associated with women while the men could handle the roles considered masculine. Though both men and women were working women were still expected to take care of their homes, their children and their husbands. This often led to absenteeism hence lower inputs and trouble at work places (McGeehan et al, 2008). The hardest hit fields were the manufacturing and the heavy industries dominated by men. Fields dominated by women like sales were less affected and women had an upper hand here. Unfortunately this helped to reinforce the traditional stereotypes of womens work. The number of women working for pay increased to 25.4% in 1940 from 24.3% in 1930 (McGeehan et al, 2008). The crises also challenged the gender ideology that men were the sole breadwinners. This was seen when women were forced by circumstances to look for work and substitute the family income. Those without the male care had to support their families. The contribution of men and women in running families and the country at large is very important. They should be given equal opportunities in the work place. Bibliography McGeehan, J. Gall, M. s Educational Series

Free Essays on The Civil Rights Movement

Civil rights means that people have the right to be treated the same regardless of their race, gender and/or religion. These rights are laws in the United States and many other countries. Civil rights are guaranteed by law but took many years to achieve. For example even after the Civil War, African Americans were treated badly. They got the worst jobs and were paid poorly. Blacks and whites were segregated. They were kept separate in public places including at theaters, restrooms, schools and transportation. The National Association for the Advancement of Colored People (NAACP) was formed in 1909 to push for civil rights (Civil Rights). That is just one example of programs established to fight for civil rights. Other groups have also fought for their civil rights including women, immigrant groups (Irish, Chinese, Japanese), and religious groups (Civil Rights). Many events occurred during the Civil Right’s Movement. One of the most famous protests was the non-violent protest. Dr. Martin Luther King introduced the nonviolence philosophy into the civil rights movement. He adopted his philosophy from Indian activist Ghandi. King studied Gandi's approach and applied his beliefs in America's struggle for equal rights. King wanted to express how to use non-violence to gain equal rights. In the 1950's and 1960's Martin Luther King Jr. became known as the leader for the nonviolent civil rights movement (Nonviolence in Civil Rights Movement). The non-violent phase of the movement began with the Montgomery bus boycott in 1955 and 1956. (Ward and Badger 214). The Montgomery Bus Boycott officially started on December 1, 1955. That was the day when the blacks of Montgomery, Alabama, decided that they would boycott the city buses until they could sit anywhere they wanted, instead of being relegated to the back when a white boarded. It was not, however, the day that the movement to desegregate the buses started. (Wright 52-53). This phase bega... Free Essays on The Civil Rights Movement Free Essays on The Civil Rights Movement Civil rights means that people have the right to be treated the same regardless of their race, gender and/or religion. These rights are laws in the United States and many other countries. Civil rights are guaranteed by law but took many years to achieve. For example even after the Civil War, African Americans were treated badly. They got the worst jobs and were paid poorly. Blacks and whites were segregated. They were kept separate in public places including at theaters, restrooms, schools and transportation. The National Association for the Advancement of Colored People (NAACP) was formed in 1909 to push for civil rights (Civil Rights). That is just one example of programs established to fight for civil rights. Other groups have also fought for their civil rights including women, immigrant groups (Irish, Chinese, Japanese), and religious groups (Civil Rights). Many events occurred during the Civil Right’s Movement. One of the most famous protests was the non-violent protest. Dr. Martin Luther King introduced the nonviolence philosophy into the civil rights movement. He adopted his philosophy from Indian activist Ghandi. King studied Gandi's approach and applied his beliefs in America's struggle for equal rights. King wanted to express how to use non-violence to gain equal rights. In the 1950's and 1960's Martin Luther King Jr. became known as the leader for the nonviolent civil rights movement (Nonviolence in Civil Rights Movement). The non-violent phase of the movement began with the Montgomery bus boycott in 1955 and 1956. (Ward and Badger 214). The Montgomery Bus Boycott officially started on December 1, 1955. That was the day when the blacks of Montgomery, Alabama, decided that they would boycott the city buses until they could sit anywhere they wanted, instead of being relegated to the back when a white boarded. It was not, however, the day that the movement to desegregate the buses started. (Wright 52-53). This phase bega...

In Much Ado about Nothing, what is the relationship between female Essay

In Much Ado about Nothing, what is the relationship between female power and language - Essay Example The researcher states that in the play â€Å"Much Ado about Nothing† Shakespeare uses language to bring out the message passed on to the audience. Power of language is used in the comedy. He uses wooing, destroys, and gives bad reputation then he restores honor. Shakespeare also teaches of the social life and structure. He informs us that there is a gap or conflict between women and men. They do not coexist peacefully at all. In the comedy men treat women differently. Women do not have a position in society. This is seen in the part where a man like Don John who deceives a prince in order to defame the honor of a woman. This indicates or shows the problems in the power status and structure of social co-existence. When the relationship of Beatrice and Benedick is put into consideration in â€Å"Much ado† one of the most crucial themes is around gender, roles according to gender and the dissimilarities between women and men. It is sarcastic that a low ranking member of th e society is the one who exposes the bad habit of Don John and his coconspirators (Wick 4). Don John is totally different from his fellow Don Pedro and Claudio, who are very protective male. When they are exposed to Leonato we are able to see the male pride of Conrad and Borachio. Shakespeare is able to bring to us the reality that those men of high status in society, and full of pride are the ones who treat women. Through Shakespeare, it is seen that most people who have bad behavior hide in the dark thinking that what they do can never be discovered. They abuse other people in the name of securing their pride. Shakespeare teaches the audience to criticize the language, role, and even the misuse of the Queen’s English. It is therefore leant that, those who bare false witness intentionally to hurt others end up being unhappy, and end up taking measure that are desperate in order to cover their naked bad behavior. This is a lesson that encourages people to be morally upright, and not use their powers to demean others. Another teaching is of being a hero. Beatrice still marries Claudio after wrongfully being accused of cheating. In another way this can be seen as she did not only do it though love, but to restore honor and faithfulness. This is considered as restoring her social status. Social status is also seen when Benedick has to kill Claudio in order to marry Beatrice. He accepts the challenge so as not to be considered a coward. Women are portrayed accurately in the play. There is the covering of stereotypes of women in the play. All the characters that are female have personalities that are widely varied. This helps to avoid the woman from being too humorous or patronizing. A range of different relationships are formed in the play. All this is due to a variety of social prominence and personalities. The base of this relationship is on sexes that are different. This is male and female. There are also other battles like relationships, conflict and de ceit. Women are seen to be present in all these themes. Many lines are interpreted in diverse ways that show meaning to reflect what is really happening in society. The female characters who are present in the play are Margaret, Hero, Ursula and Beatrice. All of them have personalities that are different. These personalities differ in one way or another. All of these characters that are female and they do not fit in the society of Shakepeare.They are therefore created to add hilarity, contrast or satire. One of them who does not fit and Shakespeare uses her to maximum is Beatrice. In the first scene of the play ,Beatrice is introduced as a woman who is very clever and humorous. She is known to gamble with words in order to prove her point. She is known to be very argumentative

Critique Of Script 2 Essay Example | Topics and Well Written Essays - 500 words

Critique Of Script 2 - Essay Example The target audience who is in the American society will therefore identify with the story line with coercion. The story line is great and equally entertaining, however, the author does not employ a lot of descriptive language in the script. The story entails an eye witness giving an account of his observation. This does not meet the required threshold and as the script continues it becomes evident that the help of the eye witness was insignificant. It is understandable that they eye witness maybe affected by shock or may never relate the entire scenario as expected but the author does not effectively describe the eye witness as such and therefore leaves the audience guessing on the actual occurrence of the scene. However, the general description is satisfactory thereby earning him an above average score. The author performs exceptionally well in his selection of characters. The American society is constituted of various pressure groups some of which identify discrimination even before an author would possibly think of any. However, the author beats this by balancing his author composition effectively. One of the lead characters in the story, Laura is a woman (Marty 2). Additionally, there are a number of other women characters as the story progresses. This is an indication that the author gave adequate considerations to the gender balance. Additionally, there are other types of racial combination of the American population; the author considers this by using a number of African American characters alongside other marginalized community such as Asians alongside the American whites. This balance in demographic factors of population earns him a nine out of the all possible ten. This being a script, it is obvious of the type of style that the audience expects the author to use. He achieves this by making use of dialogues all in the present tense. This is a basic test that the experienced author easily passes.

Americas Obesity Essay Example for Free

Americas Obesity Essay The McDonalds Corporation wants to be everywhere that children are. The number of obese children has more than doubled since 1980. Many people blame the fast food industry for making the people of America fat. Most of the people in America blames the companies for selling their unhealthy food, advertising and promoting their food to young children, and creating super sized servings. Having said that, there are people who believe that it is the persons fault for being an unhealthy and obese person. Weintraubs article â€Å"The Battle Against Fast Food Begins in the Home†, argues that America shouldnt be blaming the fast food industry or the government, but instead the parents. Weintraub explains how its the parents responsibility for their own childs health and I agree with him. I, personally blame consumers but in this case the parents are the one to be blamed since their children are not old enough to understand how fast food affects our health. People are able to make their own decisions in life and every decision should help us in a positive matter. Before we are able to make right choices, its our parents responsibility to teach us. Parents should be able to teach their children on how to make wise choices. Everyone chooses for themselves and the choices we make should reflect on our life style and well being. In Weintraubs article, he states how he treats his kids in his own home and the strict rules he has set for his children to follow. His home is a fast food , free zone or shrine to physical fitness. Weintraubs family tries to cook meals at home as much as possible. They limit television time and he encourages his boys to get out of the house, to either participate in school sports or other outside activities. Weintraub recommends having health care foundations â€Å"encourage these kinds of simple policies in the home† and maybe we might just see a slight change in Americas obesity problem. Clearly fast food companies promote their food to children because they are easier to persuade and manipulate. Many children see McDonalds advertisements while watching television and they immediately react to it by telling their parents they want to buy this or that. Sometimes parents a rent able to cook a home cook meal so they turn to fast food. Most of the time their children wanted that in the first place. There are many situations where fast food is the only choice parents have because its fast and affordable. In our economy affordable is what everyone wants. Fast food locations are everywhere and anywhere. Weintraubs loaded gun analogy, â€Å"We have laws against parents leaving a loaded weapon where their children can find it and use it to hurt themselves or others. But no one seems to want to tell parents that they need to protect their children from unhealthy foods and sloth.† I agree with what he is trying to portray. In my family, my mother works seven days a week, barely has time to cook a mea. but she still forbids us to eat out or buy fast food. She knows how unhealthy fast food is for people because she has worked at McDonalds in the past and that could be the result of not wanting us to always eat fast food. It just really all depends on what your parents want you to do. It is the parents job to take the initiative for their kids health. Diabetes accounts for $100 bi llion a year in health care costs today. The center for Public Health Advocacy took data and the center said, 26 percent of school children are overweight. More boys (32 percent) than girls (21 percent) were overweight. The center blamed the increasing consumption of fast food and drinks, larger portion sizes, availability of junk food on campus, advertising junk food, and the lack of consistent physical education programs in schools. The outcome of that was authors recommending the state enforce an existing law requiring an average of at least 20 minutes per day of physical education, nutritional standards for schools, and working water fountains. Out of all 20 recommendations, only one focused on parents. Authors suggest that schools be required to provide parents with fitness test results on their children and information about the importance of daily physical activity for learning and lifelong health. Weintraub states in his conclusion, â€Å"Before we start talking about banning fast food, lets do more to encourage personal responsibility.† I have the same opinion and agree with Weintraub. We arent forced to eat fast food, we just choose to. Parents should teach their kids at an early age that there are alternatives and other ways to prevent obesity. It is the childs parents who is accountable for their choices. More organizations should inform parents that they need to influence better exercise and keep track of their childs eating habits.

Woman of the Year: Queen Elizabeth the Second :: essays research papers

Woman of the Year: 1953-Queen Elizabeth II   Ã‚  Ã‚  Ã‚  Ã‚  From the day she was born, the life of Queen Elizabeth II shows that she deserved to receive the title â€Å"Woman of the Year.† She had practical intelligence since she was a kid and she respected peoples opinions.   Ã‚  Ã‚  Ã‚  Ã‚  Queen Elizabeth II was born on April 21, 1926 at the London home of her mother's parents, Lord and Lady Strathmore. She was baptized at Buckingham Palace and named Elizabeth Alexandra Mary five weeks later. Elizabeth's father was Albert, the Duke of York. He was the second son of King George V. When his dad died in 1936, his brother was supposed to become king but he resigned. So he became king. Her mother was Lady Elizabeth Bowes-Lyon. She was a member of the Scottish aristocracy. Her sister Margaret Rose was born on August 21, 1930, when she was 4 years old in Glamis Castle. Her grandparents were George V and Queen Mary, and Lord and Lady Strathmore.   Ã‚  Ã‚  Ã‚  Ã‚  Elizabeth and her sister were homed schooled. She was taught by Miss Marion Crawford, a young Scottish woman. At the age of 5, she usually woke up at 6 a.m. and went out for riding lessons. After that, they had lunch, lessons in French, voice and piano. In the afternoon she would play in the garden, usually with her sister and Miss Crawford. She became heiress to the throne at the age of ten. She had to learn court etiquette and diplomatic practice from her grandmother, Queen Mary. She studied the geography and history of the Commonwealth countries and the U.S. Elizabeth went to Eton College for private lessons in law. She was training for future duties. Being a princess was not easy. She had to prepare for a hard life, never make mistakes, never look bored and never be sick if possible.   Ã‚  Ã‚  Ã‚  Ã‚  Elizabeth grew up at the families London home, a large Victorian House on 145 Picadilly and at the Royal Lodge in Windsor Great Park. When her dad became King they moved to Buckingham Palace. It was more like a museum than a house. Elizabeth spent their holidays with their grandparents on both sides. When she spent it with the Strathmore it would sometimes be at the Glamis Castle. It was a rugged, rambling old Scottish fortress. â€Å"It looked like something out of a child's adventure stories-paradise of echoing rooms, long passage and mysterious stairways.† (Trease 1953, 231) Elizabeth enjoyed exploring the castle when she was young. She was 13 when World War II occurred. A year later bombs started falling on London. Elizabeth and her sister had to go to safety

Importance Of Voting

Elections form the bedrock of the largest democracy in the world – India. Since Independence, as many as 15 Lok Sabhas have been formed through elections, the first one being held in 1951-52. The methodology of election is through universal adult suffrage, whereby every citizen of India over 18 years of age is an eligible voter in the eyes of the Constitution.The importance of elections in India—and for that matter, in any democracy—is as follows: Choice of leadership: Elections provide a way for the citizens of India to choose their leaders. They do so by casting their vote in favour of the candidate or party whose views appeal to them. This ensures that the will of the people is reflected in the elected candidates. Change of leadership: Elections in India are also a platform for the public to voice their resentment against a ruling party. By voting for other parties and helping elect a different government, citizens demonstrate that they possess ultimate author ity.Political participation: Elections open the door for new issues to be raised in public. If a citizen of India wishes to introduce reforms that are not the agenda of any of the parties, he or she is free to contest the elections either independently or by forming a new political party. Self-corrective system: Because elections are a regular exercise, occurring every five years in India, the ruling parties are kept in check and made to consider the demands of the public. This works as a self-corrective system whereby political parties review their performance and try to appease the voters. With a population of over 1.2 billion (according to the 2011 census) spread across 28 states and 7 union territories, India has a system of elections that is both daunting and praiseworthy.

9 causas para perder la ciudadanía de Estados Unidos

Los ciudadanos de los Estados Unidos pueden perder su condicià ³n de estadounidenses si realizan determinadas acciones que llevan aparejada como consecuencia la pà ©rdida de la nacionalidad. Esto aplica tanto a los ciudadanos que adquirieron su condicià ³n en el momento del nacimiento como a los que la obtuvieron posteriormente, incluido el trà ¡mite que se conoce como naturalizacià ³n, por el que los residentes permanentes legales se convierten en ciudadanos. Puntos clave: pà ©rdida de la ciudadanà ­a estadounidense Son raros los casos de retirada de la ciudadanà ­a estadounidense. La ley tiene previstos nueve casos en los que puede darse pero todos ellos requieren que se trate de un acto voluntario y consciente.Una situacià ³n diferente son los casos de desnaturalizacià ³n por fraude, que se han incrementado en los à ºltimos aà ±os. Se està ¡ quitando la ciudadanà ­a a personas que mintieron en las aplicaciones de naturalizacià ³n, obtencià ³n de la tarjeta de residencia o las que cometieron un delito antes de naturalizarse y no revelaron este problema en la aplicacià ³n. 9 acciones que, en teorà ­a, podrà ­an provocar la pà ©rdida de la ciudadanà ­a de los Estados Unidos Segà ºn la Seccià ³n 359 de la Ley de Inmigracià ³n y Nacionalidad (INA, por sus siglas en inglà ©s), en la actualidad un estadounidense solamente podrà ­a verse privado de su ciudadanà ­a cuando se dan una de las circunstancias siguientes: Prestar juramento o declaracià ³n formal  de lealtad a otro paà ­s despuà ©s de cumplir los 18 aà ±os.Obtener la nacionalidad de otro paà ­s de forma voluntaria y por peticià ³n propia despuà ©s de haber cumplido los 18 aà ±os de edad.  Servir en cualquier categorà ­a en un Ejà ©rcito extranjero hostil hacia Estados UnidosServir como oficial comisionado o no comisionado en el Ejà ©rcito de otro paà ­sServir como soldado en un Ejà ©rcito no hostil hacia Estados UnidosTrabajar para un gobierno extranjero despuà ©s de cumplir los 18 aà ±os Renunciar voluntaria y formalmente a la ciudadanà ­a como hicieron estos 10 famosos. Sentencia firme condenatoria por traicià ³n a los Estados UnidosCondena firme por intentar derrocar el gobierno de los Estados Unidos En el caso de trabajar para gobierno extranjero es necesario que ademà ¡s, se dà © una de las siguientes circunstancias: poseer tambià ©n la nacionalidad del paà ­s de dicho gobierno , es decir, debe darse un caso de doble nacionalidad prestar algà ºn tipo de juramento o promesa como condicià ³n para acceder a ese puesto de trabajo. Por otro lado, en el caso de renuncia voluntaria a la nacionalidad estadounidense, si se està ¡ fuera de los Estados Unidos la declaracià ³n debe hacerse en una embajada o consulado de USA. Por el contrario, si la persona que desea renunciar se encuentra dentro del paà ­s deberà ¡ contactar con el Departamento de Seguridad Interna. Sin embargo, no siempre que se produzca uno de estos hechos se pierde la nacionalidad. Ya que por ley es necesario que concurran obligatoriamente dos requisitos siguientes: que el acto sea voluntarioque el acto se realice con la intencià ³n de abandonar la condicià ³n de ciudadano. Y es que en  Afroyim v. Rusk, una sentencia de  1967 la Corte Suprema reconoce que un ciudadano americano tiene un derecho constitucional a permanecer siendo ciudadano, a menos que voluntariamente renuncie a la nacionalidad. Y en 1980 con la sentencia  Vance v. Terrace,  la Corte establecià ³ que tal renuncia se puede hacer mediante una declaracià ³n o mediante accià ³n. Es fà ¡cil determinar que el acto es voluntario. Lo que no es tan claro es determinar cuà ¡ndo existe la intencià ³n de realmente dejar de ser estadounidense. Para esto aplica la norma de las presunciones y a continuacià ³n se explica cà ³mo se debe entender. Cuà ¡ndo el gobierno de EE.UU. entiende que hay intencià ³n de renunciar a la ciudadanà ­a estadounidense Ademà ¡s, de obviamente, cuando se renuncia formalmente a la ciudadanà ­a, se pierde, las autoridades consideran que hay intencià ³n de dejar de ser estadounidense cuando: Se sirve en cualquier posicià ³n en un Ejà ©rcito en hostilidades contra los Estados UnidosCuando hay una condena por traicià ³n o por intentar derrocar al gobiernoCuando se sirve a un gobierno extranjero en una posicià ³n polà ­tica En estos tres casos, los oficiales consulares investigarà ¡n  si efectivamente se da la intencià ³n de abandonar la ciudadanà ­a, como en principio se presume. Y en base a dicha investigacià ³n, resolverà ¡n. Cuà ¡ndo el gobierno entiende que NO hay intencià ³n de renunciar Existe una premisa administrativa que considera que se tiene la intencià ³n de seguir siendo estadounidense en todos los demà ¡s casos no previstos en el caso anterior. Es decir, cuando se presta alianza a otro paà ­s, se adquiere su nacionalidad, se presta servicio en un Ejà ©rcito extranjero no hostil o se acepta un trabajo para otro gobierno a nivel no polà ­tico.   La persona que realiza cualquiera de las cuatro actividades arriba mencionadas no necesita pedir permiso antes de hacerlas ni tampoco notificar a ninguna autoridad americana su intencià ³n de seguir siendo estadounidense, ya que eso es lo que se presume. Pero es posible que cuando pida la renovacià ³n del pasaporte americano o solicite registrarse para votar o cualquier otra actividad reservada a ciudadanos un oficial consular le pregunte si al realizar una de las cuatro acciones antes seà ±aladas deseaba renunciar a la nacionalidad estadounidense. Bastarà ¡ con contestar â€Å"no† para seguir siendo americano. Sin embargo, en el pasado no era asà ­ y muchos ciudadanos perdieron su nacionalidad. En estos casos podrà ­a ser posible recuperarla. Casos de desnaturalizacià ³n por fraude Entre 1990 y 2017 hubo un total de 305 desnaturalizaciones, es decir, 11 casos por aà ±o en los que se le quità ³ la ciudadanà ­a estadounidense a personas que la habà ­an adquirido por medio de la naturalizacià ³n. Pero desde ese aà ±o las desnaturalizaciones han incrementado y el gobierno reconoce que en la actualidad hay aproximadamente unos 2.500 casos siendo investigados. Ademà ¡s, en el presupuesto del aà ±o fiscal 2019 hay destinados a ICE 207 millones para investigar posibles casos de desnaturalizacià ³n y que le permiten contratar a abogados e investigadores para intentar encontrar casos en los que el ciudadano naturalizado cometià ³ fraude, es decir, mintià ³, en el proceso de naturalizacià ³n u obtencià ³n de la green card. Ademà ¡s, se buscan particularmente casos en los que el ahora ciudadano cometià ³ alguna felonà ­a antes de adquirir la ciudadanà ­a y no lo reportà ³. Especialmente, los investigadores està ¡n interesados en los casos de personas que recibieron una orden de deportacià ³n pero se quedaron en el paà ­s y, posteriormente, adquirieron la ciudadanà ­a bajo otro nombre. Esto es posible porque se està ¡n investigando huellas digitales de los aà ±os 90 y anteriores que no estaban digitalizadas y se està ¡n comparando con los expedientes de naturalizacià ³n. Consecuencias de la pà ©rdida de la ciudadanà ­a  de EE.UU. Se dejan de tener todos los privilegios, derechos y libertades propios de ser estadounidense Ademà ¡s, a partir de ese momento se deberà ¡ solicitar una visa para entrar a Estados Unidos, a menos que la persona sea titular de un pasaporte que le permita entrar como turista bajo el Programa de Exencià ³n de Visas. Si careciese de otro pasaporte, la persona que voluntariamente deja de ser estadounidense se considera que es apà ¡trida y carece de la proteccià ³n de ningà ºn estado. En todo caso, la renuncia no evitarà ¡ que esa persona sea sometida a juicio por posibles delitos que haya cometido en EE.UU.. Asimismo, continà ºa estando obligada a hacer frente a las obligaciones financieras que haya contraà ­do en EE.UU. y a las militares, si las tuviera. Por à ºltimo, dejar de ser americano no supone el fin automà ¡tico de la relacià ³n con los impuestos americanos, ya que habrà ¡ que seguir cumpliendo esta obligacià ³n por 10 aà ±os. Se aconseja consultar con el IRS para asegurarse de cuà ¡les son las obligaciones pendientes en materia de tasas. La renuncia a la nacionalidad americana es definitiva. Es decir, una vez realizada no hay vuelta atrà ¡s. La à ºnica excepcià ³n es plantear una demanda administrativa o judicial y ganarla. Y en el caso de las personas que dejaron de ser americanas motu proprio cuando eran menores de edad, deberà ¡n notificar al Departamento de Estado que desean volver a ser estadounidenses dentro de los seis meses siguientes a haber cumplido los 18 aà ±os. Como es un acto de grandes consecuencias, antes de llevarlo a cabo es recomendable consular sobre el proceso para entender todos sus aspectos. Las dudas se atienden en la Oficina de Asuntos Consulares del DoS en Washington, llamando al 1-202-736-9110 o enviando un correo electrà ³nico a ASKPRIstate.gov Derechos y obligaciones de los estadounidenses en el exterior Los ciudadanos tienen obligacià ³n de pagar impuestos, aunque residan habitualmente en otro paà ­s. Pero tambià ©n tienen derechos, como en determinados casos transmitir la ciudadanà ­a a sus hijos, recibir el pago del cheque del seguro social o votar en las elecciones para Presidente registrà ¡ndose en el à ºltimo estado en el que se residià ³. Si han formado una familia y desean regresar a Estados Unidos, podrà ¡n solicitar los papeles por matrimonio para su cà ³nyuge, si bien pueden existir obstà ¡culos que deben ser tenidos en cuenta. Este es un artà ­culo informativo. No es asesorà ­a legal.