Execution Of Juveniles Essays - Legal Procedure, Trial As An Adult

Execution Of Juveniles Adult Punishment and Juvenile Justice Day after day in this country there is a debate going on about the death penalty and whether we as people have the right to decide the fate of another persons life. When we examine this issue we usually consider those we are arguing about to be older men and women who are more than likely hardened criminals with rap sheets longer than the height we stand (Farley & Willwerth, 1998). They have made a career of crime, committing it rather than studying it, and somewhere along the line a jury of their peers decided enough was enough. They were handed down the most severe and most final punishment of them all, death. Behind all of the controversy that this issue raises lies a different group of people that are not so often brought into the lime light, juveniles. This proposes a problem entangled with another; if we do decide to carry out death sentences, what is the minimum age limit? Can we electrocute, lethally inject, or gas any one who commits a crime that is considered capital? In this paper the issue of capital punishment for juveniles will be discussed, basically laying out a comprehensive look at the matter. First we will briefly look at the history of both juvenile justice and the history of the death penalty in regards to juveniles. Secondly we will take a short look at the two major court cases that dealt with this issue in the United States. Next this paper will present the factual statistics of the death penalty for juveniles and also take a look at our countrys stance on the issue in the international arena. We will then spend a short time looking at some views on the juvenile death penalty, reasons for the death penalty itself, and the arguments for and against the death penalty for juveniles. Lastly we will conclude with a few thoughts about the issue and the implications that we might have to consider. The history of the death penalty being imposed on juveniles spans all the way back to almost the beginning of our country. In 1642, Thomas Graunger of Plymouth Colony, Massachusetts, was the first juvenile, to be sentenced to death and executed in our country for a crime that he committed (Executions, 2000). Since the start of capital punishment (or the recording thereof) in 1608, there has been around 19,200 executions in the United States of all ages. Of that total number, experts believe approximately 356 of them were juvenile executions, meaning that the crime that the individual was sentenced for took place before the offender was eighteen years of age (Gonnerman, 2000). This accounts for about 1.8% of all executions from the start of capital punishment to present (Executions, 2000). Since 1973 there has been 196 death sentences handed out to juveniles and seventeen of those have ended in actual execution (Streib, 2000). Table 1 lists those seventeen individuals that have been executed since 1973, their date and place of execution, their race, and their age both when they committed their crime and when they were executed. The juvenile justice system was born in 1899 at which time it was recognized as separate from the regular justice system that dealt with adult offenders (Ricotta, 1988). At the start, the stated objectives of the juvenile justice system was ...to provide measures of guidance and rehabilitation for the child and protection for society, not to fix criminal responsibility, guilt, and punishment (Ricotta, 1988). By the stated objectives it would seem as though rehabilitation would be one of the most important goals of the juvenile system. So how are we able to decide now that a teenager is past the point of rehabilitation and deserves the final punishment? Or does the obligation to protect society become more overwhelming and leave us with no other option but to put someone to death? These are just a few questions that one might ask about our present goals in comparison to the initial goals that were established from the start. Next we will discuss the two pivotal court cases that set the precedent for our current juvenile death penalty statutes. William Wayne Thompson, only fifteen years of age, and three older persons were all found guilty of first degree murder back in December of 1983. He was convicted of murdering his brother-in-law in a most heinous, atrocious, and cruel (Ricotta, 1988) way. After the district court decided that their was no reasonable prospects for rehabilitation (Ricotta, 1988) it was decided that he would be tried as an adult. The Supreme Court of the United States had to decide

Alcoholism Example

Alcoholism Example Alcoholism – Term Paper Example Your full full May 02, Alcoholism Alcoholism or Alcohol Dependence Syndrome is a type of chronic disease which is associated with excessive use of alcohol. â€Å"Alcoholism, also called alcohol dependence or alcohol addiction, is a destructive pattern of alcohol use that includes tolerance to or withdrawal from the substance† (Dryden-Edwards). Some of the main elements of alcoholism include craving, physical dependence, tolerance, and loss of control. According to Butcher, Mineka, and Hooley, a person suffering from this disease loses self-control at times, as well as creates various psychological problems for himself/herself. Some key symptoms of alcoholism include shakiness, sweating, neglecting home and job responsibilities, and uncontrollable need for alcohol. Researchers have proved alcoholism to be the major cause of violence and increase in the number of car accidents all over the world. A number of factors make people consume alcohol. Some of those factors include into xication, social influence, mental relaxation, nice taste, and decrease in depression and boredom. The level of intoxication associated with alcohol and the relaxation that people get through alcohol are two of the major factors that make people alcohol addict.Although stopping alcohol addicts from taking alcohol is difficult, but there exist some treatment methods that can be used to make people come back to normal life by leaving alcohol. Some of those methods include relapse prevention, individualized drug counseling, cognitive-therapy techniques, motivational enhancement therapy, and use of stimulus control and urge control techniques. The outcome of these treatment methods is positive most of the times as alcohol addicts start changing their life patterns by stopping or reducing the use of alcohol and alcoholic products.Butcher, James, Susan Mineka, and Jill Hooley. Abnormal Psychology. 14th ed. Boston: Allyn & Bacon, 2009.Dryden-Edwards, Roxanne. â€Å"Alcohol Abuse and Alcoh olism.† Medicinenet.com, n.d. Web. 02 May 2012.

Hero Essay Example | Topics and Well Written Essays - 1500 words - 1

Hero - Essay Example Major Stryker approaches the two individuals and offers them to join his elite group of mutants, team X. After his first mission, James is not happy of the murders committed by his team-mates and he quits his commando job and falls in love with a local teacher, Kayla Silverfox. He works as a lumberjack and changes his name to Logan. After six years, Logan is approached to rejoin team X, but he declines the offer. In attempting to convince Logan, Stryker sends Victor. To seek Logan’s attention, Victor kills Kayla, and now Logan is seeking revenge. The protagonist in this film is James Logan. In the movie X-men origins: Wolverine, the vengeful and ferocious James Logan presents himself as a tragic hero. First, he was born of noble birth; he was the second son of a rich landowner. Furthermore, he lost his family in a tragic manner. Also, Logan made a poor choice by agreeing to work with Major Stryker. He was desperate to get better than Victor so that he can avenge Kayla’s death. The modification Logan had was definitely a flaw that led to his downfall. The end of this work brought about sympathy for Logan’s condition. The literary work X-men origins: Wolverine screenplay was written by David Benioff and Skip Woods. The plot revolves around the beginning of Wolverine and his driving force of vengeance which leads him to do terrible things like altering his mutation to become stronger and indestructible via a government squad weapon agency (X-Men Origins: Wolverine Trailer). The hero is Logan also known initially as James and later on as Wolverine. The three things that Wolverine does are all driven by emotion due to the life stress that he has gone through. In the movie, Logan does three things all driven by his emotions. They include: killing Thomas Logan; joining a government commando group and after a mission quits it, seeking Victor for revenge of Kayla’s death and allows Stryker

Research essay Example | Topics and Well Written Essays - 1500 words

Research - Essay Example While every religion has its claims to salvation all of them contradict each other. Hence either all are wrong or one of them is right since they all cannot be true as well as this would violate the law of non-contradiction thereby making religious pluralism invalid. We can however base the truth of Jesus being the only way to salvation with proof of history, documented reliability of the bible and the resurrection of Christ. The world situation today certainly brings us to a point where we are left to contemplate on our ways and create new means of holding on to our sanity through religious means. This brings us to look upon someone who can show us the way and enlighten us with the truth. Who else can fit the role precisely other than Jesus Christ who has been acknowledged through the ages as the savior of the world. People try to follow their accepted religion with fervor and hope, it is when they fail to attain the peace and happiness that they so long for, that they look for guidance. When they realize that with their own ways and means of adhering to rituals and rites cannot gain satisfaction they reach out to other means of salvation. There are many prophets and teachers who have enlightened the human race with their concepts and ways. But this has failed to change the attitude of people who rebel against religion itself. In the name of religion there has been a phenomenal effort put into creating our own gods and god men who have laid down the rules and rituals to encourage their religion with dynamic zeal all through history. While the pluralistic world has great appeal to most people for its wide tolerance and defiance to back any religion, this is another way for person to live his life without restrictions and boundaries. It is difficult to relate to very different religion like atheistic Buddhism to the monolithic Islam or Christianity. Judging the beliefs and aspects of each

Answer the Questions Essay Example | Topics and Well Written Essays - 2500 words

Answer the Questions - Essay Example 5) Another advantage is that inter-departmental communication is improved that leads to greater group collaboration and mutual agreement. Organisational harmony and unity is also enhanced because of excellent relationship building. 6) The structure is very much beneficial in problem-solving and decision making because problems related to different operations are resolved by the concerned department personnel. For example, marketing personnel will resolve the issue of declining sales whereas production department will focus on issues about product designing and prototyping. 2) Secondly, the organisation becomes rigid and less adaptable to changes in external environment. Indeed, it may not be possible to make immediate innovations because of delayed approvals from strategic planners. 3) Next, the key decisions by top managers are delayed because information about specific operations flows from down-to-up and up-to-down that wastes sufficient business hours. Staggering losses are incurred in some instances. 6) Employees are not provided general administrative training and thus they can not adjust themselves other than their specific area of interest. For example, a marketer may not be able to perform administrative / management duties even for temporary periods because he is not trained by employers. 1) The internal efficiency within an organization increases in a rapidly changing business environment that demands immediate adjustments. The human resources are used more effectively. As a result, a business organisation becomes highly flexible and adaptable. Customers do not have any inclination to purchase a substandard product because they demand value and satisfaction for money they spend on various goods and services. In fact, every potential buyer is interested in purchasing high quality products to meet its needs / desires and to attain satisfaction. Quality, therefore, can be defined as the ability of a product that meets or exceeds

Human rights education for indian armed forces

Human rights education for indian armed forces HUMAN RIGHTS EDUCATION FOR INDIAN ARMED FORCESCHAPTER INTRODUCTION AND METHODOLOGY When asked what should be done about human rights, the French philosopher Voltaire answered:- â€Å"Let the people know them!† Over the years there has been considerable deterioration in the internal security environment in various parts of our country. JK and NE states have been the theatre of ethnic, regional and state sponsored turmoil for decades for various reasons, the primary one being isolation of the region from rest of the country and the lack of social and economic development of the area. The rise in the law and order problems and failure of the government to control the situation eventually led to the long drawn involvement of the armed forces in the region. The efforts of the security forces to control insurgency and terrorism in the area have brought up the issue of violations of human rights by the security forces. The paradoxical situation now is that while there is an increasing and widespread concern for observance of human rights by the security forces operating in the environment, gross violations of the same by the militant organisations continue unabated. â€Å"Extremist organisations find terror desirable to attract attention whereas counter measures by security forces are restrained when militants blend into the local population, making it impossible to attack their bases or personnel without collateral damage. Here in lies the dilemma for the security forces to conduct operations effectively within the constraints of ethics and the need to respect human rights. (Jasjit Singh) Terrorism and human rights cannot co-exist. They are mutually destructive of each other. Where there is terrorism there cannot be human rights. One of the greatest threats to the future of democracy is terrorism which is increasingly becoming a way of life in the disturbed states. Low intensity conflict operations today includes in its gambit operations against insurgents, militants, terrorists, and any other non state actors that jeopardises national security and sovereignty. The armed forces are being increasingly used in Low Intensity Conflict Operations (LICO) or Counter Insurgency (CI) Operations, which brings it in the media lime light. Certain restrictions have to be imposed on the basic rights of people when combating terrorism, but those restrictions have some norms to be followed. The principles of humanity suggest that military action should not cause unnecessary or disproportionate damage or suffering. When entrusted with a task of this magnitude, human rights violations do take place, but what is important is that the state remains fully aware of its obligations to eradicate the occurrence of such instances and takes prompt measures against the erring personal. It becomes imperative on part of the organisation to educate and train the personals involved in such duties with the basic rights of an individual as a human being and the steps to prevent its violation. METHODOLOGY Statement of the Problem This paper aims to formulate and suggest the Institutionalised Human Rights Education and Training as a means to reduce Human Rights Violations by the Armed Forces operating in low intensity conflict environment. Justification of the Study Human rights now constitute the common heritage of humankind; accordingly, human rights education is a means of accessing that heritage through the universal commitment to the dignity and worth of each human. The evils of injustice, exploitation, impoverishment, tyranny, civil strife, genocide, abuses of power, and catastrophic state failures have plagued humankind from time immemorial and produced humiliation and despair. They also spur action for social and economic transformation, which human rights education helps to define and put into practice. Human rights education reinforces the human rights to peace and to development, that is, the rights of human beings and nations to be free from aggression or other unlawful use of armed force and from mass impoverishment. Genocidal practices and other massive human rights violations are a particular challenge for human rights education. Every human being should be empowered through human rights education to expose and undermine the very possibility of such practices before they emerge and to join with others in ending such practices and holding the perpetrators accountable for their deeds and those who could help accountable for their silence and inaction. The dedication of nation-states and of the United Nations system to human rights education is a first step and the modest efforts pursued during the first United Nations Decade for Human Rights Education (1995- 2004) and this effort must be redoubled by the Armed Forces as a responsible organisation to build stronger solidarities through the message of the dignity and equal worth of every human person. Scope This study focuses on establishing a framework of Human Rights Education and Training to the armed forces in low intensity conflict operations environment. It also attempts to suggest functional parameters that will assist in adopting a universal, holistic and integrated approach to Human Rights. Methods of Data Collection The source of data has been the abundant literature on the subject available in the College Library. A bibliography is appended at the end of the text. In addition to it, explicit use of means of mass media including internet has been made. The thought process of eminent personalities and experts on the subject, both in India and internationally, have also been incorporated as they manifested in Interviews and public shows. Organisation of the Dissertation It is proposed to study the subject in the following manner:- Chapter I. Introduction and Methodology. Chapter II. Human Rights A basic Study. Chapter III. Interplay of Human Rights and Armed Forces in LIC Environment. Chapter IV. Relevance of Human Rights Education for Armed Forces. Chapter V. Approach to Human Rights Education. Chapter VI. Effective Human Rights Training. Chapter VI. Conclusion. CHAPTER II HUMAN RIGHTS A BASIC STUDY Human Rights Evolution of the Concept. In the simplest of terms, human rights could be regarded as involving all those aspects which add to dignity and free existence of human beings. Historians credit the origin of this concept to MAGNA CARTA, AD 1521. On scrutiny however, it would emerge that this document actually was a petition urging the king to concede certain rights to a particular section of his people. It neither had a direct reference to the common mans basic freedom nor the required range of application. The term â€Å"Human Rights† was introduced in the United States Declaration of Independence in 1776 and the US constitution embodied a â€Å"Bill of Rights†. The French resolution later on in 1789, ushered in the Declaration of Rights of Man and Citizen. Much later in 1929, the Institute of International Law, New York, USA, prepared a Declaration of Human Rights and Duties. In 1945, the Inter American Conference passed a resolution seeking the establishment of an international forum for the furtherance of human rights of the whole mankind. The World War II was probably the turning point, which drew the required attention towards human rights. The atrocities committed on ethnic grounds by the axis powers shocked the conscience of the international community. The allied powers then vowed to usher in a world order for promoting respect for the observance of Human Rights and fundamental freedom. The United Nations charter, in its preamble declared, â€Å"we the people of the United Nations Organisation†¦Ã¢â‚¬ ¦..reaffirm faith in the fundamental human rights, in the dignity and worth of human person, in the equal rights of men and women and the Nations large and small†¦..†. The charter then went on to declare that the purpose of the United Nations is, â€Å"to achieve international cooperation in solving international problems of an economic, social, cultural or humanitarian character and in promoting and encouraging respect for human rights and for fundamental freedom for all, without distinction based o n race, sex, language or religion†. The United Nations proclaimed the universal declaration of Human Rights in 1948. The United States defined Human Rights in a policy document in 1978 , which includes the following aspects:- â€Å"Freedom from arbitrary arrest and imprisonment, torture, unfair trial, cruel and unusual punishment and invasion of privacy, rights to food, shelter, health care, education, freedom of thought, speech, assembly, religion, press, movement and participation in Government†. Human Rights The International Endeavour. The United nations Organisation in keeping with its charter to promote respect for fundamental freedom and Human Rights for all without any distinction, came out with an International bill of Human Rights consisting of the following:- Universal Declaration of human Rights, 1948. The International Covenant on civil and Political Rights, 1966. The International covenant of Economic social and cultural rights, 1966. The optional protocol (1966) providing for the right of the individual to petition international agencies. The principles on which this bill was based on are as under:- All human beings have been brought within the scope of this bill, without any distinction. Equality of application without any distinction of race, sex, language or religion. Emphasis on international cooperation for implementation of the bill. UN Declaration of Human Rights. The UN General Assembly on 10 December 1948 approved and accepted the Universal Declaration of Human Rights. Further on 16 December 1966, two covenants were also approved by the UN General Assembly on â€Å"Economic, Social and Cultural Rights† and â€Å"Civil and Political Rights†. These covenants are legally binding and came into force in 1976. Some of the important aspects of UN Declaration are as under:- Right to life, liberty and security of person (Art 3). Right against slavery or servitude (Art 4). No one shall be subjected to torture, cruel, in human or degrading treatment or punishment (Art 5). Equality before Law and equal protection under law (Art 6 and 7). (e) Right to effective remedy against violation of Fundamental Rights (Art 8). Right against arbitrary arrest, detention or exile (Art 9) Right against interference with individuals privacy (Art 10 and 11). Right to a free and fair trial (Art 12). Right to freedom of movement, residence and nationality and to seek asylum in other countries (Art 13, 14 and 15). Right to marry and to form a family (Art 16). Right to property (Art 17). Right to freedom of thought, religion, freedom of opinion and expression (Art 16 and 18). Right to work, reasonable working conditions and to receive equal pay for equal work (Art 23, 24). Right to freedom of peaceful assembly and association and to be a member of a society (Art 20 and 22). Right to a standard of living, conducive for health, well being and social protection (Art 25). Right to education (Art 26). Right to participation in cultural life of community (Art 27). Right to a social and international order in which the right and freedom set forth in this declaration can be fully exercised (Art 28). Human Rights The Scenario in India. India does not have a known convention on human rights. However, India is a signatory to the various conventions proclaimed by the United Nations organisation. Traditionally, Indian culture has always stressed the observance of human rights. Our constitutional founders have given this aspect the due prominence in the form of fundamental rights, which has been embodied as Directive Principles of State Policy. The important aspects are as given below :- Right to equality (Art 14). No discrimination against any citizen based on religion, race, caste, sex etc (Art 15). Right against untouchability (Art 17). Right to freedom. Right to freedom of speech and expression (19(i)(a)) Freedom to assemble peacefully without arms (Art 19(i)(b)). Freedom to form associations (Art 19(i) (c)). Freedom to reside and settle in any part of country (Art 19(i) (f). Freedom in choice of profession (Art 19(i) (f)). Right not to be compelled to be a witness against himself (Art 20(2). Protection of life and personal liberty (Art 21). Protection against arrest and detention (Art 22). Right against exploitation by traffic in human beings, beggary and other similar forms of forced labour (Art 23 and 24). Right to freedom of Religion (Art 25 to 26). Right to move Supreme Court for enforcement of fundamental rights (Art 32). CHAPTER III INTERPLAY OF ARMED FORCES AND HUMAN RIGHTS IN LOW INTENSITY CONFICT ENVIRONMENT â€Å"When the soldier is fighting against an adversary in war, considerations of Human Rights are secondary principles. Practices and usage of war are the best guide. But during peace time employment, in addition to the guidelines laid down in various conventions, it is essential that the environment that the soldier has to operate is clearly understood. -Army Training Note S/1/95 Six decades after our independence, country finds itself beset with terrorism and insurgencies in many states simultaneously. The security forces have been actively involved in counter insurgency operations in Nagaland, Manipur, Mizoram, Tripura, Jammu and Kashmir and more recently, Naxals in as many as twelve other states. Involvement of non state actors in promoting insurgency in our border states is also well established. The insurgencies and terrorism are quite different from a full scale conventional war and thus demand the utmost attention of a government and the people. The counter insurgency operations must differ materially from regular warfare for which armies train and equip themselves. Environmental Realities in LIC More often than not the armed forces are deployed for operations at a very belated stage, when the situation is almost out of control. The prevailing environment that is likely to be encountered by the army therefore assumes a great degree of importance. Some of the salient aspects of the environmental realities are given in the succeeding paragraphs:- Public. There is a prevailing sense of in-security among the general public. People tend to either silently obey the militants or to migrate to safer places. They are very reluctant to cooperate with the security forces. Militants. There is an overpowering cult of the gun and defiance of authority. They acquire sophisticated and lethal weapons by establishing nexus with powers inimical to the state. They have no desire for peaceful negotiations, unless the government out rightly succumbs to their demands. Bureaucracy, Politicians and Judiciary. These come under tremendous pressure because of the constant threat of retribution. Police/Paramilitary Forces. Militants endeavour to induce fear in them through intimidation, and other forms of retribution. This coupled with inadequate equipment and training has adverse effects on the morale and efficiency of these forces. As a result their credibility gets eroded and they fail to induce any confidence among the people. Media. The official media and some of the national dailies are viewed as the mouth piece of the government and its credibility with the masses is usually low. Reporters have scant knowledge of LICO and tend to sensationalise events. Civil Administration. The general conditions prevailing amounts to the civil administration being ineffective and the authority of the government gets eroded with the writ of the militants running supreme. Law of the Land. The law of one state is not always applicable in the other states. This facilitates the militants shifting their bases and operating from areas where they can escape the law. Once certain special laws are enacted, these are portrayed as draconian in a democratic society, thereby providing sufficient cause for propaganda and also drawing attention of the Human Rights Organisations. The militants also thrive on the various existing lacunae in our legal system. Neighbouring States. Inimical neighbours exploit the instable situation to the full extent and resort to waging a proxy war. The Nexus. Militants tend to establish a nexus with identical anti government movements. Even some religious fundamentalist extends their direct support. State and Central Agencies. There is a plethora of state and central agencies operating in such an environment. They usually lack unity of purpose and operate at cross purposes. Impact of Environmental Realities. All these environmental realities given above have an impact on the operations carried out by the army. These are as given below:- The army gets involved when things have gone out of hands of the police/para military forces to handle thereby making their task much more difficult. Operations tend to become long drawn and the army gets involved over protracted periods to effectively neutralise the militants potential. The resources required are also out of proportion invariably. The army invariably has to operate in an intelligence vacuum. Barriers of language pose additional problems. Militants also manage to infiltrate various civil and police organisations compromising security. There is often an absence of clear cut political directive, making it difficult for the army to understand the charter and to evolve its aims, objectives and plans n a long term perspective. There is inadequate cooperation from the local public, bureaucracy and the politicians. Media gets exploited by the militants to discredit the army, thereby imposing great caution on operations by the army. There is a lack of integration between various agencies, thus making problems of coordination acute. Where the militants enjoy public support, willing or forced, it is difficult to sift and isolate the militants from the public. Law of the land often provides great immunity to the militants and imposes numerous constraints on conduct of military operations. Where the inimical neighbours provide active support to the militants, a great deal of effort is diverted to check infiltration of such support. Where Armed Forces Go Wrong. It is now evident that the whole problem is intensified due to proximity of civilians to the area of operations. The following issues form part of the media campaign and cause concern to various Human Rights Organisations:- Curbing of Fundamental Rights. Operations of cordon and search, vehicle checking etc, cause harassment to people. As these operations cannot be done away with, it must be ensured that these operations are done on firm intelligence only to avoid any unwanted fallout. Rape/Molestation. Reports appearing in the media are a min of actuals and the malicious propaganda being launched by militants. Illegal Detention. As per rules, any offender is required to be handled over to the police within 24 hours of apprehension, for filing of a case. Problem arises when due to mistaken identity an innocent citizen is detained by an enthusiastic unit and the legal formalities get delayed due to efforts to extract information by that unit. Fake Encounters. Stage managed encounters in the vicinity of population centres come to the knowledge of human rights organisations. Attack on Civilians. Bomb blasts, proxy actions in populated areas and seemingly intentional killing of civilian population in hostile territory, becomes a media headline, and draws adverse propaganda. Custodial Deaths. In a bid to extract information, no suspect should be tortured. Failure to carry out a medical check up before handing over to the police authorities, could result in reasons for an eventual death of the individual at the hands of the police, being attributed to alleged torture by army prior to handing over. Compensation. All victims should be compensated at the earliest. Rules should be framed on various contingencies and offenders if any should be made to pay compensation, and punished as well. Special powers to the Army. Special powers conferred should be understood in its totality. Legal constraints like carrying police representative for cordon and search operations, frisking of women by women police, signing of â€Å"No Claim† certificates etc have to exercised with due care. Cross Fire Tactics. Militants employ this tactics of firing from a crowd or putting civilians in front of them as shields. Indiscriminate reaction by armed forces will not go well with the media and public at large. Prolonged Operations. Our experience of operations in North Eastern states have amply proved that when units are pressed to achieve quick results and prolonged operations conducted, instead of achieving tangible results, what actually took place was alienation of the population, besides causing discomfort to own troops. â€Å"To extricate information from an apprehended insurgent/militant regarding their crime, intentions, information regarding operations in progress and whereabouts of their bases, some force is required to be used against the norms of human rights. No individual will ever divulge information if treated well.† Lt Gen (Retd) VK Sood, PVSM, AVSM Human Rights Record of Army Indian army has achieved a great degree of success in this genre of conflict due to the highly successful operational style and technique adopted. This is based on a very humane approach of psychological dissuasion and winning the hearts and minds of the population. It is a â€Å"discriminate† approach, in as much as it relies upon large scale application of trained manpower as imposed to indiscriminate use of heavy fire power and airpower. Operations in LIC are complex. The difficulty in identification of the militants and their affinity to the local population, make the task of security forces difficult. In such operations, therefore, a certain amount of human rights violations are likely to take place. The Indian Army however, takes such incidents very seriously, not only because of the violations by themselves being criminal acts, but also due to the fact that it adversely affects the units discipline. ‘The Pledge We are the human rights generation We will accept nothing less than human rights. We will know them and claim them, For all women, men, youth and children, From those who speak human rights, But deny them to their own people. We will move power to human rights CHAPTER IV RELEVANCE OF HUMAN RIGHTS EDUCATION AND TRAINING TO ARMED FORCES Increased awareness of human rights over the last thirty years has led to new standards for state actors in peace and war. Since the Cold War, democratic governments have promoted constitutional reforms aimed at subordinating the military to civilian control and preventing human rights abuses.Militaries have also undergone a self examination to adapt their roles and missions to the changing strategic environment. By and large they have endorsed democratic principles and human rights. In India, we have a commitment by the armed forces to remain subordinated to civilian authority, act within constitutional bounds, and respect human rights. Reflecting changes in national security strategy, the Indian Armed forces need to play a critical role in promoting democracy and human rights. Rooted in a belief that there is an affinity between democratic systems and free market economies, and that democratic states are less likely to go to war with each other, this strategy aims to ensure that regimes consolidate democratic institutions and increase respect for human rights. The incorporation of democracy and human rights as national security policy objectives has been accompanied by operational changes in the role and mission of the forces as per our military doctrine. Existing Human Rights Safeguards Historical Legacy This Humane characteristics of the Indian Army and its soldiers have been exemplified in the history : During the Police Action against Razakars in the state of Hyderabad in 1948. Gen J N Choudhry, commander of the Indian Forces, reminded the Indian troops that they should be absolutely humane while dealing with the local population as they were their own countrymen particularly the woman, children and the infirm. (b) Similarly, in December 1961, after the military operations in Goa the then Chief of the Army Staff in a message to the troops said ‘ In Goa, you are in India and with your compatriots. Your duty is at home. Go and protect the people. Let no one suffer violence. At the end of the operations the then Prime Minister, Pandit Jawaharlal Nehru in his message to the operating forces said â€Å" You, and officers and men serving under your command in Goa Operations, have my warmest congratulations on the splendid way all of you have carried out the allotted task- with efficiency, courtesy and humanity†. (c) As mentioned earlier 93,000 Pakistani troops surrendered in 1971 Bangladesh operations. At the time of surrender Lt Gen J S Aurora gave a solemn assurance that â€Å" The personnel, who surrender, shall be treated with dignity and respect that soldiers are entitled to in accordance with the Geneva Convention and protection shall be provided to the foreign nationals, ethnic minorities and the personnel of West Pakistan origin†. The Indian Army has stood the test of time as regards the Human Rights issue wherever and whenever deployed for counter insurgency or conventional operations. History is on its side to prove the point. After the end of 1971 Indo-Pak war, 93,000 Pakistani soldiers surrendered. While treating the POWs, the Indian Army not only complied meticulously with the Geneva Conventions on POW, but also gave them free access to their friends and relatives in West Pakistan. It also gave them freedom to celebrate their religious festivals. The Indian Army is fully aware of the pitfalls, nuances, implications of Human Rights violations and the resultant adverse effect on its operational efficiency and morale. It has therefore taken comprehensive measures at all levels to safeguard and prevent Human Rights violations in Jammu and Kashmir. The measures undertaken at the macro level to the grass root level of troops operating in LIC operations in Jammu and Kashmir are enumerated in the succeeding parag raphs. Humane Fibre of Indian Soldiers By and large, the basic instinct and reaction of an Indian soldier in most of the situations is to protect the Human Rights and uphold human dignity. The factors responsible for development of this attitude and reaction to a large extent are military discipline, compassion and camaraderie and apolitical entity. Indian Army in Peace-keeping Operations Outside India The contributions of the Indian Army to the Humanitarian cause in United Nations peacekeeping operations outside India is well known, appreciated world wide and well documented. The Indian Army has earned for them the praise and admiration of the warring factions, the United Nations and the Government of their own country. Peacekeeping operations in Korea, Gaza, Congo, Somalia, Cambodia, and Rwanda are some of the shining examples of the legacy of the Indian Army to the Human cause. 30. Human right training has been intensified and efforts to reform military justice in Indian Army have been introduced. While these initiatives have lowered the decibel level between human rights advocates and the military, there is no consensus on their effectiveness. Two crucial dilemmas arise in attempting to harmonize such efforts with other objectives. First, training has met obstacles that limit its impact. The backgrounds of many militaries have afforded them considerable freedom from civilian control while portraying them as guarantors of the state. Another dilemma involves threats such as drug trafficking, organized crime, and terrorism. In most mature democracies responsibility for dealing with such threats falls to civilian institutions. But in much of the country, these challenges have overwhelmed new democratic governments, leading to a call for the army to play a central role. The democratic transition in many nations removed the armed forces from internal security op erations; thus human rights organizations and democracy activists fear that proposed roles and missions will reinforce impunity and lead to a return to violations. There is a greater focus required on incorporating human rights issues in operational training exercises and developing more pragmatic and mission related arguments for respecting them. The Army needs to sponsor a collegium or working group which could compose of representatives of various international and regional organizations and officials with responsibility for human rights training. It will need to produce a consensus document that specifies objectives for doctrine, education and training, internal control systems, cooperation with external control systems, and the delineation of police and military functions. Deliberations earlier have highlighted possibilities and difficulties of reaching a consensus between civil and military representatives on advancing human rights. On the positive side, a relatively detailed consensus does exist. At the same time there are major differences over priorities. Military officers stress education and training as key to improving performance. They acknowledge the importance of incorporating support for democracy and respect for human rights in doctrine. Civilian participants, on the other hand, emphasize the need for both internal and external control mechanisms to ensure accountability for violations. New Threats, Ancient Rights

How Traditional Family Cultural Survive in the Future Essay

Traditional businesses are essential and important for a country. These reveals the lovely culture and habits of nation. These are the most attractive places where foreigners visit whenever they arrive to the land. Foreigners also buy traditional products which is difficult to be bought in their places and be placed at their home for their arrival and remembrances of the places where they visited. Not only for foreigners but also for local people, traditional products show how a person love culture and tradition of that nation. They play an important role in the standard of nation, so it is impossible for them to be disappeared although they get a little way to success. When a country becomes more developed, there is a lesser number of traditional business. The other business are favored and traditional businesses are transformed into these businesses because they are relatively more easy to succeed and can get more profit. Traditional businesses are made by humans and cannot be subs tituted by others. Therefore, they are too expensive for basic people to buy and use them. The other substituted things are processed by machines and standardized. They produce in large quantities and get economy of scale and can be sold in low price. The basic choose the cheaper one for their daily use how much they love their tradition. But the country is based on basic class, not on upper class. The demands go down and traditions have to depend on foreigners and upper class, especially. There is a little chance for every traditional culture business to survive although it cannot be disappeared from the market. All have to transform and innovate new things. Their management style, production process orientation have to be upgraded. Almost all traditional businesses are sole traders. Their finances, profession and ability to do are limited. Only the person who leads the business decide what to do, how to do and who have to do. The other member are not included in the decision, the other members of the family or the floor workers. They have to change this because one’s profession is limited, the decision may be very fast but may not be as good as one deciding by many. They do not have any accurate documents. Some only have Cash Book, Debtors’ book and Creditors’ book. They never draw any financial statement and never check their income and expenses. Some firms may not have any of these, they keep the cash to the drawers when something is sold. And at the end of the day, they keep it to the drawer. And also their pricing, they set the price above the cost of production. Prices are not set stable. Customer has to have full knowledge to get goods with right price. The production processes are made to be smooth. Not all the processes let human make. Making traditional things must be made by human but aided by machine. It can lessen time, make lower cost of production and can control the quality. Machines are more accurate than human. For example, in the process of making pots, they are fired with woods by humans. Instead of this ovens can be replaced. They can be fired with accurate temperature and woods do not need. It can lessen the cost and wages can be reduced. To do these, technology is the key point. Nowadays, we do business in production orientation. We do the best, but we do not know what the customers need, we do not find what they want from us. We have to change into marketing orientation. We must find out what customer needs, how can we fulfill their wish. We have to research on the market. People are bored when they get the only one thing. They always want newest thing, they always seek in us. We have to make innovation based on the tradition. It is important to have great care not missing tradition. foreigners are main customers for the traditional market. Although we can produce the products, we are weak in market distribution. so, we should need organization to improve traditional business. we should make internet website about traditional business. we should make knowledge distribution of tradition to the local. we should connect with travel& tourism .so ,they introduce to visit our industry. And we explain the production process step by step thoroughly .we should create the design update. In traditional job, main problem is rare raw material. If we meet this problem , we should think the another way to substitute with other.

Good and Evil in Beowulf Essay

The story of Beowulf was probably composed in England sometime in the Eighth Century AD, and written down circa 1000 AD, by a literate scop (bard) or perhaps a Christian scribe who was possibly educated in a monastery. The poem was created in oral tradition and was transferred to writing over time. It had its roots in folk tales and traditional stories until some very talented poet put it in something very near to its current form. The poem was more than likely performed for audiences at court or on the road as the scop found audiences to support him. It was sung or chanted rather than recited it, and usually to the accompaniment of a harp. There was a constant struggle between good and evil in the story. Beowulf, God, and Wiglaf represented good in the poem whereas Grendel, his mother, and Cain portrayed the contrasting side of evil. Beowulf and Grendel represented the ultimate struggle of good and evil. Grendel tried to destroy everything around him while Beowulf tried to do good all the time. The first battle between Beowulf and Grendel, Beowulf was God (good) and Grendel was Cain (evil). This was actually an allusion from the Bible, the story of Cain and was used to compare God’s feelings of Grendel, a descendant of Cain. The book stated, â€Å"†¦Since Cain had killed his only / Brother, slain his father’s son / with an angry sword. God drove him off, / outlawed him†¦Ã¢â‚¬ . Cain killed his brother because he was evil and God shunned and marked him for his evilness. God used his wrath to take care of Cain. God had the same feelings for Grendel. Grendel was described as a vicious monster that was an offspring of everything evil, God refused to forgive Grendel and favored Beowulf’s pride over Grendel’s sins. In the battle, God granted Beowulf overwhelming victory. The book stated, â€Å"The Ruler of the heavens brought about a right issue, when once more he stood up with ease. † God stood with ease because the beast he hated, Grendel, was dead. Beowulf was a mighty, honorable hero who had super strength and the ego to match his strength. He defeated Grendel with his bare hands, and then he fought Grendel’s vengeful mother. Tired and torn, Beowulf, through his goodness, was able to vanquish Grendel’s mother. , At the brink of exhaustion, Beowulf grabbed a monstrous sword and the book continued, â€Å"he struck furiously the blade went straight through the doomed body. † This was the perfect example of goodness. The story of good and evil was told from the beginning of man’s existence. Beowulf, revealed how this was evident and explained the side of good as depicted in the hero Beowulf. Evil was personified in Grendel, Beowulf’s, opposite, the man-eating beast that terrorized humanity. As long as the delicate balance of good and evil was recognized the characters in the epic related to the concept of good and evil. Good won out every time there was a contest because God wanted good to prevail. Beowulf showed how good was related to evil. This story represented these qualities in both main characters. The struggle began when God allowed Satan dominion over the earth. The battle between them had been recorded throughout literary history. Some of the heroes that had challenged Satan did so to protect the weak. Others fought for fame and glory. The theme of good vs. evil that was present in the story of Beowulf, it became the classic foundation of many modern stories. Beowulf and Grendel represented the ultimate struggle of good and evil. Grendel tried to destroy everything around him. To Beowulf, this was another conquest. It allowed him to do yet another good deed that people talked about for a long time. Beowulf represented God and Grendel was Satan. The struggle between God and Satan had existed throughout time. Beowulf was all that was good, moral, and ethical. He lived by the rules of God. Grendel denounced those rules to live by his own. Thinking only of that which gave him pleasure, he attempted to destroy everything good and kind. Truly, Beowulf was like a parent and Grendel was like a child whom he chastised. Beowulf displayed a variety of things that the Anglo-Saxon people valued; many of those traits were expressed through the main character, Beowulf. In him, was seen the qualities of courage, loyalty and a thirst for fame. The character and story also had one running theme throughout, the age-old subject of good versus evil. Beowulf was the epic hero of this poem. He embodied all the characteristics that a hero should, such as bravery, loyalty and strength, both physical and mental. He was the archetypal hero. He fought for good and represented it as well. Beowulf signified good, but there was a contrasting evil to complete the balance. The monster Grendel and his mother were that evil. The mere look of them left the impression of fear and sin. â€Å"He strode quickly across the inlaid floor, snarling and fierce: His eyes gleamed in darkness, burned with a gruesome Light. † Their wickedness seemed to spread to their home, infecting the lake in which they lived. â€Å"A deer, hunted through the woods by packs of hounds, a stag with great horns, though driven through the forest from faraway places, preferred to die on those shores, refused to save its life in that water. † This signified good and evil. Beowulf confronted the monsters and defeated them. (Baldwin, 99). With each of the characters representing good and evil respectively, Grendel’s defeat clearly symbolized Beowulf and his goodness overcoming the beasts’ wickedness, just as we would view Christ defeating Satan. Throughout history and in endless fairytales, good was always victorious over evil. The white knight always defeated the dragon. This was no exception with Beowulf. Though the poem ended in his demise, Beowulf was remembered for being the hero that saved his people from the evils of their world. In conclusion, in the epic Beowulf, there was a constant struggle between good and evil. Beowulf and Grendel represented the ultimate struggle of good and evil. Grendel tried to destroy everything around him while Beowulf tried to do good all the time.

Free ESL Business Letter Writing Lesson Plan

Free ESL Business Letter Writing Lesson Plan Teaching a business English course requires an extremely pragmatic approach to writing tasks. It is necessary to focus on the production of specific documents for specific situations. In order to ensure that the students are attentive while learning language production skills which will be used in the writing of these documents, they should brainstorm on certain company-specific problems that might arise. In this manner, the students are attentive throughout the language productivity process because they will be creating a document that has immediate practical applications. 5-Part Lesson I Listening Comprehension: Shipment Problems from International Business English Listening comprehension (2 times)Comprehension check II Break into 2 groups to brainstorm and write a list of possible problems with your supplier Have each group choose what they feel is an important and or regularly occurring problemAsk groups to write a quick outline of the problem III Have one group generate vocabulary and structures used when complaining, ask the other group to generate vocabulary used when responding to complaints Have two groups write their generated vocabulary on the boardAsk for further vocabulary and/or structures that the opposing group may have missed IV Ask groups to compose a letter of complaint about the problem they have previously outline Have the groups exchange finished letters. Each group should proceed by first reading, then correct and finally, respond to the letter. V Collect student letters and correct reply by pointing out which types of mistakes have been made (i.e. S for syntax, PR for preposition etc.) While correcting the letter have groups mix and discuss their responses to the problemRedistribute corrected letters to original groups and have students try to correct their letters using the cues given by the correction The follow-up would include a written assignment of writing a letter of complaint. Students would then once again exchange letters read, correct and reply to the complaint. In this manner, students would continue working on this specific task over a period of time thus enabling perfection of the task through repetition. Lesson Breakdown The above plan takes the rather common task of the complaint and replies in the business setting as the central focus for ​comprehension and language production skills. By introducing the subject through a listening  exercise, the students are passively encouraged to begin thinking about their own problems at work. Progressing through the spoken production phase, students begin to consider appropriate language for the task at hand. By focusing on specific problems at their own company, the students interest is engaged thereby ensuring a more effective learning environment. Students begin to consider appropriate written production by writing an outline. In the second part of the lesson, students focus more specifically on the appropriate language for the task of complaining and replying to complaints. They reinforce their reading and spoken knowledge of the vocabulary and structures by commenting on the other groups production on the board. The third part of the lesson begins to develop the actually written production of the target area by group work. It continues with reading comprehension by the exchange of letters and further review of the structures by group correction. Finally, written production continues to improve by writing a response to the letter that they have read and corrected. Having first corrected the other groups letter, the group should be more aware of proper production. In the final part of the lesson, written production is further refined by direct teacher involvement, helping the students to understand their mistakes and correct the problem areas themselves. In this way, the students will have completed three different letters focusing on specific work-related target areas that then can then immediately use at the workplace.

Zheng He and the Treasure Fleet Timeline

Zheng He and the Treasure Fleet Timeline Zheng He is justly famous as the commander in chief of seven voyages of Ming Chinas treasure fleet, between 1405 and 1433. The great Muslim eunuch admiral spread the word of Chinas wealth and power as far as Africa and brought countless emissaries and exotic goods back to China. Timeline June 11, 1360- Zhu Di born, fourth son of future Ming Dynasty founder. Jan. 23, 1368- Ming Dynasty founded. 1371- Zheng He born to Hui Muslim family in Yunnan, under birth name of Ma He. 1380- Zhu Di made Prince of Yan, sent to Beijing. 1381- Ming forces conquer Yunnan, kill Ma Hes father (who was still loyal to the Yuan Dynasty) and capture the boy. 1384- Ma He is castrated and sent to serve as a eunuch in the Prince of Yans household. June 30, 1398-July 13, 1402- Reign of the Jianwen Emperor. August 1399- Prince of Yan rebels against his nephew, the Jianwen Emperor. 1399- Eunuch Ma He leads Prince of Yans forces to victory at Zheng Dike, Beijing. July 1402- Prince of Yan captures Nanjing; the Jianwen Emperor (probably) dies in palace fire. July 17, 1402- The Prince of Yan, Zhu Di, becomes the Yongle Emperor. 1402-1405- Ma He serves as Director of Palace Servants, the highest eunuch post. 1403- Yongle Emperor orders the construction of a huge fleet of treasure junks at Nanjing. Feb. 11, 1404- Yongle Emperor awards Ma He the honorific name Zheng He. July 11, 1405-Oct. 2 1407- First voyage of the Treasure Fleet, led by Admiral Zheng He, to Calicut, India. 1407- Treasure Fleet defeats pirate Chen Zuyi at Straights of Malacca; Zheng He takes pirates to Nanjing for execution. 1407-1409- Second Voyage of Treasure Fleet, again to Calicut. 1409-1410- Yongle Emperor and Ming army battle the Mongols. 1409-July 6, 1411- Third Voyage of Treasure Fleet to Calicut. Zheng He intervenes in a Ceylonese (Sri Lankan) succession dispute. Dec. 18, 1412-August 12, 1415- Fourth Voyage of the Treasure Fleet to the Straits of Hormuz, on the Arabian Peninsula. Capture of the pretender Sekandar in Semudera (Sumatra) on return trip. 1413-1416- Yongle Emperors second campaign against the Mongols. May 16, 1417- Yongle Emperor enters the new capital city at Beijing, leaves Nanjing forever. 1417-August 8, 1419- Fifth Voyage of the Treasure Fleet, to Arabia and East Africa. 1421-Sept. 3, 1422- Sixth Voyage of the Treasure Fleet, to East Africa again. 1422-1424- Series of campaigns against the Mongols, led by the Yongle Emperor. Aug. 12, 1424- Yongle Emperor suddenly dies of a possible stroke while fighting the Mongols. Sept. 7, 1424- Zhu Gaozhi, the eldest son of the Yongle Emperor, becomes the Hongxi Emperor. Orders a stop to the Treasure Fleet voyages. May 29, 1425- The Hongxi Emperor dies. His son Zhu Zhanji becomes the Xuande Emperor. June 29, 1429- The Xuande Emperor orders Zheng He to take one more voyage. 1430-1433- Seventh and final Voyage of the Treasure Fleet travels to Arabia and East Africa. 1433, Exact date unknown- Zheng He dies and is buried at sea on the return leg of the seventh and  final voyage. 1433-1436- Zheng Hes companions Ma Huan, Gong Zhen and Fei Xin publish accounts of their travels.

Assignment 4 women psy Essay Example | Topics and Well Written Essays - 500 words

Assignment 4 women psy - Essay Example Feminists were serious in proving their arguments. Meta-analytical researches were done. Such researches yielded a variety of results and explanations. In some experiments where subjects were informed that the tests they will take were either gender-fair or not, subjects would usually perform in accordance to their pre-conceived notions about the test. One example is Spencer’s experiment on the differences in math abilities of males and females. College students of equivalent math backgrounds took math tests. Half were told that the math test showed gender differences in the past and half were told that the test has been shown to be gender fair. As expected, among those who believed that the test was gender fair, there were no gender differences in performance, however, with those who believed it showed gender differences, women under-performed compared to men. This may be explained that stereotypes about women faring less than men in mathematics may have affected their perfor mance. Such researches imply that stereotypes have the power to dictate how people may behave in certain situations. At the same time, it may be used as an excuse whenever people fail or succeed at one point or another, lessening accountability on the person himself. In the case of the experiment discussed, women may use the stereotype that they are weaker in math whenever they encounter difficult math problems. There are some theories that gender differences may spring from a biological reason, that males are differently wired from females, that they might have more hormones that may trigger aggressive tendencies and other stereotyped behaviors for males. Other theories attribute gender differences in social learning, that boys and girls behave the way they do because they have been trained as society expects them to- that girls are â€Å"sugar and spice and everything nice† and boys

Life Styles Inventory Case Study Example | Topics and Well Written Essays - 1000 words

Life Styles Inventory - Case Study Example On a critical evaluation of myself, I find the concept of power dominating other thinking styles. Occasionally, I overwhelmed with the desire to control actions and be in charge. However, this has always posed a number of challenges on my ability to provide directions as a manager. Power has created an unquestionable authority in the organization. The relationship between me and my employees has been impaired and a sense of personal authority and accountability at the department level has been lost. It has discouraged decentralization leaving me with the bulky duty of ever making each and every decision in the organization. However, in contradiction to the descriptions of this thinking style as shown in the lifestyle inventory, I have never witnessed the trait of coercion and intimidation in me. Often, I treat my employees with respect and listen to their opinions with an open-mind even though most of them do not like participating in the decision making process. Again, as opposed to the results description, I am usually patient and tolerant with my employees as long as the job is done as it ought to be. As my results would have it, my back-up thinking style is avoidance. This scale measures my tendency to use defensive strategies of withdrawal (Humphrey 229). This appears to be another true fact though there could be a few variations. Personally, I believe that problems are part of life and the preeminent method of solving issues is not by running away from them. I am capable of doing whatever it takes just to have the problem solved. It does not matter how much risk is involved. As some scholars would put it, there is no one best way of doing something. Similarly, I do not rely on a single way of tackling my problem of choose the easiest way out, instead, I explore more on other avenues that allows me to have my problem solved. This strengthens my ability to fulfill my role as a leader and a director in the organization Avoidance, as a thinking style has made me become more effective in my job as a manager. Normally, the practice of management is usually faced with lots of challenges, but my ability to solve problems has always seen me through the tough huddles in management practice. However, imperfections are part of humans and I do not believe that I have to be right at all times. Therefore, I differ with the description provided in the lifestyle inventory that people with this thinking style purport to always be right. I like being corrected when I make a mistake and accepting liability as a result of my blunders. On the other hand, my lifestyle inventory results indicate low performance on my humanistic-encouragement thinking style. This scale measures my interest to people and ability to care about others (Humphrey 230). Even though this was not the lowest performance recorded, humanistic engagement is an important style in the practice of management. As a manager, I need to be concerned with my employees and make them believe in themselves. They should also appreciate themselves for who they are and be satisfied with what they have. The lack of humanistic-encouragement in me compromises my ability as a manager since a manager needs to be listening and caring about employees. Presence of this trait in me might enhance manager-employee relationship and this has always proven to be one way of motivating employees. Suggestively, one of the things I should do better my humanistic-enc