Yemen Free Essays

Yemen is a little desert nation, in Africa. It covers roughly 528,000km2 with an expected 26 million individuals populating the region. The official language is Arabic and the rehearsed religion is Islamic. We will compose a custom article test on Yemen or then again any comparable subject just for you Request Now Sexual orientation relations in Yemen are formed by various strict, social, social and political customs over the districts, among country and urban zones, and between various clans and ages (CARE, 2015). The North has been generally more traditionalist than the South. The contention in Yemen has been calamitous for its non military personnel populace. Thousands have been slaughtered and more than 12 million individuals are presently focused for helpful help. This has driven the nation into a condition of outrageous destitution and underdevelopment. In spite of the fact that the contention has negatively affected both male and female sexes, the female populace are the ones remaining generally helpless against sexual orientation based brutality. Aside from the on-going clashes in Yemen, another contention that has gotten worldwide acknowledgment in Yemen is that of Gender Inequality .By strife we mean the quest for incongruent objectives by various groups.(Ramsbotham,Woodhouse miall,2016). Pruitt and Kim characterize strife as â€Å"a saw difference of intrigue, or a conviction that the parties’ current goals can't be accomplished simultaneously†. Before the contention, sex imbalance was high in Yemen and the contention simply exacerbated the case. Positioned the least sex equivalent of 142 nations for the ninth progressive year, Yemen fared more regrettable than Pakistan, Chad, Syria and Mali, as per the Global Gender Gap Report. Sexual orientation imbalance in Yemen has for the most part being ascribed to the strict and customary convictions. The Penal Code, Personal Status Act, Citizenship Act and Criminal Code all contain arrangements that oppress ladies. What's more, the blend of legal law, sharia, conventional innate practices and standard law leave ladies helpless against brutality and separation. (JICA,2009) As per Yemen’s constitution, Sharia (Islamic law) is the wellspring of all enactment. The standards and customs of the individuals of Yemen group ladies as frail creatures, and are not viewed as equivalents with men both by the law and cultural standards. Ladies in Yemen don’t have a decision of whom they wed, when they wed, where they live, how their children would be dealt with, they are simply left at the leniencies of the men. There are a few reasons why the current sexual orientation disparities in yemen ought to be tended to, significant prosperity related measurements, for example, instruction, wellbeing, business, or pay are critical to the advancement of a country. From a prosperity and value viewpoint, such sex imbalances are risky as they lower prosperity and are a type of bad form in many originations of value or equity. (Klasen ; Wink,2003) As indicated by the World Bank, simply over 25% of Yemeni ladies are monetarily dynamic; most of ladies who accomplish work are utilized in the rural segment. Concerning sexual orientation disparity in training, research proposes that, in Yemen there is a low level of ladies and young ladies that are instructed or are as of now in school, such sex imbalance decreases the normal measure of human capital in a general public and in this way hurts financial execution. A subsequent contention identifies with the externalities of female instruction. Advancing female instruction is known to decrease richness levels, diminish kid mortality levels, and advance the training of the cutting edge which thusly positively affects financial development. With respect to early marriage, The Personal Status law doesn't, nonetheless, determine a base legitimate time of marriage and early marriage is viewed as a major issue in Yemen. As per UNICEF(2014), 12% of ladies were hitched by the age of 15, 32% before the age of 18; 17.2% of 15-multi year elderly people ladies were hitched or in an association. This can be ascribed to the way that dependent on their traditions, they feel their folks should pick whom they would wed since they have their wellbeing on the most fundamental level, and these guardians will in general pick accomplices for their girls at youthful age. Sexual orientation disparity can likewise be seen with regards to family legacy, little girls are qualified for half of whatever the children get, and on the off chance that they wed outside their clans, they are not qualified for the legacy. As indicated by their custom, this is done in other to hold the property under inborn possession. Female Genital Mutilation isn't viewed as illicit in Yemen, however there is a malfeasance order that denies it from being done in wellbeing offices, they are done in private centers ,and endeavors towards condemning such acts have fizzled. As indicated by UNICEF(2014), there is no enactment in Yemen that tends to abusive behavior at home. In spite of the fact that this exceptionally normal, because of absence of trust in the police and the legal framework, most cases are not detailed and the declaration of a ladies isn't identical to that of a man in court dependent on their way of life. There are additionally no particular laws tending to lewd behavior , and inappropriate behavior is another significant issue looked by ladies in Yemen, an investigation led by the National Center for Women’s Rights and the United Nations Population Fund (UNFPA) shows that 90 percent of ladies confronted lewd behavior in the avenues. PAST INTERVENTIONS AIMED TOWARDS TACKLING GENDER INEQUALITY IN YEMEN. An endeavor to present a law condemning the training in 2008 was dismissed by the parliament. Information from 2003 shows that 40% of ladies matured 15-49 had experienced some type of Female Genital Mutilation.(OECD,2014). The 2011 uprising tested the standard of women’s constrained cooperation in the public eye with ladies effectively taking an interest in the fights , Women spoke to more than one-fourth of members in the National Dialog Conference (NDC) in 2014 .Through their contribution in the NDC, ladies had the option to accomplish significant understandings for the new constitution, including a 30 percent amount for women’s political support and a law to build the period of union with 18 years. (Gressmann;Heinze,2016). In any case, their association brought about the ladies delegates being freely undermined for taking an interest, and were even genuinely assaulted . The administration has put forth attempts to improve the privileges of ladies in Yemen, including by means of the arrangement of a Women’s Development Strategy and a Women Health Development Strategy (Gressmann, ;Jarhum, 2016). Nonetheless, poor authorization of this enactment, alongside numerous social and strict standards has implied Yemeni ladies have neglected to have equivalent rights to men. Instructions to refer to Yemen, Papers

Abortion Essays (4016 words) - Fertility, RTT, Abortion, Free Essays

Premature birth Essays (4016 words) - Fertility, RTT, Abortion, Free Essays Premature birth Premature birth In Roman occasions, premature birth and the decimation of undesirable youngsters was passable, yet as out development has matured, it appears that such demonstrations were not, at this point worthy by levelheaded individuals, so that in 1948, Canada alongside most different countries on the planet marked a statement of the United Nations promising each person the privilege to life. The World Medical Association meeting in Geneve simultaneously, expressed that the most extreme regard for human life was to be from the snapshot of origination. This statement was re-certified when the World Medical Association met in Oslo in 1970. Would it be advisable for us to go in reverse in our anxiety for the life of an individual person? The unborn human is as yet a human life and not all the unrealistic reasoning of those upholding annulment of fetus removal laws, can modify this. Those of us who might look to ensure the human who is still to little to cry so anyone might hear for it's own assura nce, have been blamed for having a nineteenth Century way to deal with life in the last third of the twentieth Century. Be that as it may, who truly is utilizing contentions of a past Century? It is an indisputable actuality of natural science - Make no Mistake - that from the snapshot of origination, another human life has been made. Just the individuals who permit their enthusiastic enthusiasm to overide their insight, can deny it: just the individuals who are silly or uninformed of science, question that when a human sperm prepares a human ovum another person is made. Another person who conveys qualities in its cells that make that individual extraordinarily not the same as any and other person but then, evidently a part, as we as a whole may be, of the incredible human family. All the hatchling needs to develop into an angel, a kid, an elderly person, is time, nourishment and a reasonable situation. It is resolved at that exact instant of origination whether the child will be a kid or a young lady; which of his folks he will resemble; what blood classification he will have. His entire legacy is always fixed. Take a gander at an individual two months after origination and you, yes each individual here who can differentiate between a man and a ladies, will have the option to take a gander at the embryo and disclose to me whether it is a child kid or a young lady. No, a baby isn't simply one more piece of a ladies' body like a reference section or limb. These extremities, these impeccably framed small feel have a place with a multi week created infant, not to their mom. The baby is particular and extraordinary and has it's own heart beat. Do you realize that the baby's heart begun pulsating only 18 days after another life was made, thumping before the mother even realized she was pregnant? By 3 months of pregnancy the creating infant is sufficiently little to be help in the palm of a man's hand yet take a gander at this multi month old hatchling. Every one of his organs are framed and every one of his frameworks working. He swims, he gets a handle on a pointer, he moves uninhibitedly, he discharges pee. In the event that you infuse a sweet arrangement into the water around him, he will swallaw in light of the fact that he enjoys the taste. Infuse an unpleasant arrangement and he will stop gulping since he doesn't care for the taste. By about four months it is evident to all, aside from the individuals who have eyes yet intentionally don't see, this is a youthful person. Who picks last chance for this little one since fetus removal is the taking of a human life? This reality is evident; anyway a great part of the individuals from the Women's Liberation Movement, the new Feminists, Dr. Henry Morgentaler or the Canadian Medical Association President feel about it, doesn't modify the truth. An indisputable actuality that can't change as emotions change. On the off chance that premature birth is obviously the taking of human life but earnest misinformed individuals feel that it ought to be only an individual issue between a ladies and the specialist, there is by all accounts 2 decisions open to them. (1) That they would accept that different demonstrations of annihilation of

The Origins of the Common Application A Brief Recap

The Origins of the Common Application A Brief Recap The Origins of The Common Application The Origins of The Common Application A long time ago (back when applicants had to â€" GASP! â€" hand-write their applications) in a land far, far away (upstate New York), some fine academic institutions decided to take pity on the cramping hands of college applicants by creating a standardized form to help students streamline the application process. This great work of organizational efficiency was called, wait for it, The Common Application. The Common App allowed students to plug their basic information, including family background, transcripts, and after-school activities, into an organized, easily photocopied format that could then be shipped off to schools across the country (we used to call that “technology”!). The Common App now serves as the application platform of choice for over 500 colleges, including, we would bet, many of the institutions at which you are hoping to spend the next four years of your academic career. Technically, each individual college can decide whether or not it wants to assign the Common App essay to its students, but in our experience, most of them do. You will also have the option to submit the Common App essay to a school, even if its not required. Of course, in our eyes, this renders the essay non-optional (sorry folks!). If you have an opportunity to express yourself to admissions, especially in your own voice, TAKE IT! We encourage you to dig into the Common App essay before any other part of your application because it is often the longest and most creatively demanding of all of the admissions-related assignments. Since more colleges see the Common App’s personal statement than any other individual essay, this is where you want to unleash your very best ideas. Additionally, many colleges that don’t use the Common App (We’re looking at you, Georgetown, you rebel), often require essays that are quite similar in scope and subject to the Common App’s essay. In a nutshell, the Common Application is going to be a useful tool in the admissions process. About CEA HQView all posts by CEA HQ » Need help writing your Common App essay? We're here to help. GIVE US A RING »

Battle of Greece (April 1941) World War II

The Battle of Greece was fought from April 6-30, 1941, during World War II (1939-1945). Armies Commanders Axis Field Marshal Wilhelm ListField Marshal Maximilian von Weichs680,000 Germans, 565,000 Italians Allies Marshal Alexander PapagosLieutenant General Henry Maitland Wilson430,000 Greeks, 62,612 British Commonwealth troops Background Having initially wished to remain neutral, Greece was pulled into the war when it came under increasing pressure from Italy. Seeking to show Italian military prowess while also demonstrating his independence from German leader Adolf Hitler,  Benito Mussolini levied an ultimatum on October 28, 1940, calling for the Greeks to permit Italian troops to cross the border from Albania to occupy unspecified strategic locations in Greece. Though the Greeks were given three hours to comply, Italian forces invaded before the deadline had passed. Attempting to push towards Epirus, Mussolinis troops were halted at the  Battle of Elaia–Kalamas.   Conducting an inept campaign, Mussolinis forces were defeated by the Greeks and forced back into Albania. Counterattacking, the Greeks managed to occupy part of Albania and captured the cities of  Korà §Ãƒ « and  Sarandà « before the fighting quieted. Conditions for the Italians continued to worsen as Mussolini had not made basic provisions for his men such as issuing winter clothing. Lacking a substantial arms industry and possessing a small army, Greece elected to support its success in Albania by weakening its defenses in Eastern Macedonia and Western Thrace. This was done despite the increasing threat of a German invasion through Bulgaria. In the wake of the British occupation of Lemnos and Crete, Hitler ordered German planners in November to begin devising an operation to invade Greece and the British base at Gibraltar. This latter operation was canceled when Spanish leader Francisco Franco vetoed it as he did not wish to risk in his nations neutrality in the conflict. Dubbed Operation Marita, the invasion plan for Greece called for the German occupation of the northern coast of the Aegean Sea beginning in March 1941. These plans were later altered following a coup dà ©tat in Yugoslavia. Though it required delaying the invasion of the Soviet Union, the plan was altered to include attacks on both Yugoslavia and Greece beginning on April 6, 1941. Recognizing the growing threat, Prime Minister Ioannis Metaxas worked to tighten relations with Britain. Debating Strategy Bound by the Declaration of 1939 which called on Britain to provide aid in the event that Greek or Romanian independence was threatened, London commenced making plans to aid Greece in the fall of 1940. While the first Royal Air Force units, led by Air Commodore John dAlbiac, began arriving in Greece late that year, the first ground troops did not land until after the German invasion of Bulgaria in early March 1941. Led by Lieutenant General Sir Henry Maitland Wilson, a total of around 62,000 Commonwealth troops arrived in Greece as part of W Force. Coordinating with Greek Commander-in-Chief General Alexandros Papagos, Wilson and the Yugoslavs debated defensive strategy. While Wilson favored a shorter position known as the Haliacmon Line, this was rejected by Papagos as it ceded too much territory to the invaders. After much debate, Wilson massed his troops along the Haliacmon Line, while the Greeks moved to occupy the heavily fortified Metaxas Line to the northeast. Wilson justified holding the Haliacmon position as it allowed his relatively small force to maintain contact with the Greeks in Albania as well as those in the northeast. As a result, the critical port of Thessaloniki remained largely uncovered. Though Wilsons line was a more efficient use of his strength, the position could be easily flanked by forces advancing south from Yugoslavia through the Monastir Gap. This concern was disregarded as the Allied commanders anticipated the Yugoslav Army to mount a determined defense of their country. The situation in the northeast was further weakened by the Greek governments refusal to withdraw troops from Albania lest it be seen as a concession of victory to the Italians. The Onslaught Begins On April 6, the German Twelfth Army, under the guidance of Field Marshal Wilhelm List, commenced Operation Marita. While the Luftwaffe began an intensive bombing campaign, Lieutenant General Georg Stummes XL Panzer Corps drove across southern Yugoslavia capturing Prilep and effectively severing the country from Greece. Turning south, they began massing forces north of Monastir on April 9 in preparation for attacking Florina, Greece. Such a move threatened Wilsons left flank and had the potential to cut off Greek troops in Albania. Further east, Lieutenant General Rudolf Veiels 2nd Panzer Division entered Yugoslavia on April 6 and advanced down the Strimon Valley (Map). Reaching Strumica, they brushed aside Yugoslav counterattacks before turning south and driving towards Thessaloniki. Defeating Greek forces near Doiran Lake, they captured the city on April 9. Along the Metaxas Line, Greek forces fared little better but succeeded in bleeding the Germans. A strong line of fortifications in mountainous terrain, the forts of the line inflicted heavy losses on the attackers before being overrun by Lieutenant General Franz Bà ¶hmes XVIII Mountain Corps. Effectively cut off in the northeastern part of the country, the Greek Second Army surrendered on April 9 and resistance east of the Axios River collapsed. The Germans Drive South With the success in the east, List reinforced the XL Panzer Corps with the 5th Panzer Division for a push through the Monastir Gap. Completing preparations by April 10, the Germans attacked south and found no Yugoslav resistance in the gap. Exploiting the opportunity, they pressed on hitting elements of W Force near Vevi, Greece. Briefly halted by troops under Major General Iven McKay, they overcame this resistance and captured Kozani on April 14. Pressed on two fronts, Wilson ordered a withdrawal behind the Haliacmon River. A strong position, the terrain only afforded lines of advance through the Servia and Olympus passes as well as the Platamon tunnel near the coast. Attacking through the day on April 15, German forces were unable to dislodge New Zealand troops at Platamon. Reinforcing that night with armor, they resumed the next day and compelled the Kiwis to retreat south to the Pineios River. There they were ordered to hold the Pineios Gorge at all costs to allow the rest of W Force to move south. Meeting with Papagos on the April 16, Wilson informed him that he was retreating to the historic pass at Thermopylae. While W Force was establishing a strong position around the pass and village of Brallos, the Greek First Army in Albania was cut off by German forces. Unwilling to surrender to the Italians, its commander capitulated to the Germans on April 20. The next day, the decision to evacuate W Force to Crete and Egypt was made and preparations moved forward. Leaving a rearguard at the Thermopylae position, Wilsons men began embarking from ports in Attica and southern Greece. Attacked on April 24, Commonwealth troops succeeded in holding their position throughout the day until falling back that night to a position around Thebes. On the morning of April 27, German motorcycle troops succeeded in moving around the flank of this position and entered Athens. With the battle effectively over, Allied troops continued to be evacuated from ports in the Peloponnese. Having captured the bridges over the Corinth canal on April 25 and crossed over at Patras, German troops pushed south in two columns towards the port of Kalamata. Defeating numerous Allied rearguards, they succeeded in capturing between 7,000-8,000 Commonwealth soldiers when the port fell. In the course of the evacuation, Wilson had escaped with around 50,000 men. Aftermath In the fighting for Greece, British Commonwealth forces lost 903 killed, 1,250 wounded, and 13,958 captured, while the Greeks suffered 13,325 killed, 62,663 wounded, and 1,290 missing. In their victorious drive through Greece, List lost 1,099 killed, 3,752 wounded, and 385 missing. Italian casualties numbered 13,755 killed, 63,142 wounded, and 25,067 missing. Having captured Greece, the Axis nations devised a tripartite occupation with the nation divided between German, Italian, and Bulgarian forces. The campaign in the Balkans came to an end the following month after German troops captured Crete. Considered a strategic blunder by some in London, others believed that the campaign was politically necessary. Coupled with late spring rains in the Soviet Union, the campaign in the Balkans delayed the launch of Operation Barbarossa by several weeks. As a result, German troops were forced to race against the approaching winter weather in their battle with the Soviets. Selected Sources Hellinica: Battle of GreeceUS Army Center for Military History: German Invasion of GreeceFeldgrau: German Invasion of Greece

Drug Addiction - 1074 Words

Drug Addiction Drug abuse is an increasing epidemic in today’s society. There are so many types of drugs being abused today, both legal and illegal. These drugs affect the human body in many different ways. Drug abuse can lead to addiction. â€Å"Drug addiction involves the repeated and excessive use of a drug to produce pleasure or escape reality despite its destructive effects† (â€Å"Environmental Health Perspectives,† 2005). Drug addicts believe that drugs are necessary for them to have a feeling of well-being (â€Å"New Insight in to Drug Addiction and Self-Control,† 2008). People are addicted to all types of illegal and prescription drugs (â€Å"New Insight in to Drug Addiction and Self-Control,† 2008). Some people think that drug abuse is a†¦show more content†¦On the other hand, there is indirect pressure when someone sees everyone around them using drugs and thinks that there is nothing wrong with using drugs because they don’t see t he long term effects of the damage. The person might try drugs just to fit in and seem cool, even if the person has no intentions of using drugs. They usually do it just to be considered cool by their friends. Today drugs are considered to be acceptable by many teenagers. Drug addiction among adolescents usually leads to depression and suicide in many situations. It’s because they aren’t educated enough about them and we need more programs to show examples of the side effects. Maybe if they see the results first hand, it might change their mind of trying it for the first time. Columbia University s National Center on Addiction and Substance Abuse (CASA) said about 2.3 million kids ages 12 to 17 took legal medications illegally in 2003 (Banta 2). According to the Anti-Drug Foundation, teens say they abuse prescription drugs because they are easy to get and they think they are a safe way to get high (Parenting of Teens† 1). Dr. Nicholas Pace, an internist at New York University Medical Center, clarified the sad truth when he said, â€Å"It’s a hidden epidemic† (Banta 2). To fix the rapidly growing issue, I will propose to support programs aimed at preventing drug abuse, to educate parents as well as children about the risks of misusing medicine, and, finally, to enforceShow MoreRelatedDrug Addiction : Drugs And Heroin Addiction1130 Words   |  5 PagesThe arguments for whether or not to prescribe heroin to treat heroin addictions are controversial. Henden and Baeroe (2015) state both sides of the arguments being that some bel ieve â€Å"it is in the nature of heroin addiction for individuals to lose their ability to resist their desire for heroin,† which knowing the nature of chemical dependency, heroin addicts would not refuse any heroin, so it still possibly an invalid consent to research participation as they did not have a free choice to reallyRead MoreDrug Addiction : Drugs And Drugs Essay744 Words   |  3 PagesWhen people first hear the word drug, they think of illicit drugs such as cocaine and methamphetamine. They also think about the user and sometimes why they use. One thing that is overlooked by the public is the treatment programs that are available to drug users. There is a stigma in our society around drug use that is very negative. Many believe that people that do drugs do them just to do them and even if this is true in some cases, no one wakes up one morning and decides that today is the dayRead MoreDrug Addictions802 Words   |  4 Pagesof the states, is facing drug problems . This state is considered one of the deadliest drug epidemics in American history. There are two types of drugs mentioned in the article. One of them is opioid. An opioid is a substitute for morphine and widely used. According to the statistics, 500 people had died from an overdose in 2005. In 2013, the numbers soared from 500 deaths to 2,700. Another drug(s) is known as synthetic opioids. Fentanyl and Carfentanil are the two drugs mention by Phil Plummer,Read MoreDrug Addiction3845 Words   |  16 PagesDrug Addiction (Focus of the Study: â€Å"Shabungan† at Brgy. Victoria Reyes, Dasmarià ±as, Cavite) Group No. Cuenca, Ma. Kristina B. Enon, Jane Loraine S. Tuban, Julie An Pelisco, Marvelous Salcedo, Yvette Laganzo, Ma. 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He was a smart kid with a good head on his shoulders.   As he grew older he made some unwise choices with regard to substance abuse that quickly turned into a full blown addiction lasting over five years and landed him in and out of four different rehabs.   He was striving to get clean, but every time he took one step forward he fell three steps back.   Taylor entered Drug Court, after finding himself inRead MoreDrug Addiction : Drugs And Drugs1017 Words   |  5 Pages In today’s society, it is now normal to know somebody who has a drug addiction especially to opiates. A dr ug addiction is a mental disorder that the person can no longer control their actions. The person addicted to the drug will no longer care about the outcome of their actions as long as they can get that high they are seeking. **from textbook pg. 303** â€Å"Opioids are classified as narcotics- strongly addictive drugs that have pain relieving and sleep-inducing properties. Opioids include both naturally

Racism and Anti-Semitism in the United States Free Essays

Racism and Anti-Semitism in the United States Racism and Anti-Semitism in the United States With The election of the first black president of the United States, Barrack Obama people believed it to be the end of racism in the U. S. Although The United States has made tremendous progress and racism and anti-Semitism are discouraged and not tolerated in many U. We will write a custom essay sample on Racism and Anti-Semitism in the United States or any similar topic only for you Order Now S. organizations, it is still a wide spread problem facing Americans today. There are large amounts of evidence reguarding racial profiling in our justice systems, schools, and financial institutions. Hate crimes and race inflicted vandalism continue to be a problem in our culture. It is apparent that even though we have made great strides away from racism the United States still continues to struggle with acts racism and Anti-Semitism. Racism can be found throughout the United States, from government to schools and even churches. While most would say that Obama was elected because of dedication to public service, intelligence and a great campaign, others would argue it was more than that that got him his presidency. With everything the U. S. as experiencing from wars in Iraq and Afghanistan, increasing unemployment, People were reaching for any kind of change that could have made a difference. Since President Obama came into office there has been a 400% increase of threats since President George W. Bush, reaching the highest number of threats in history (Chelala, 2010). This can be mostly contributed to the race of president Obama, while threats against the president are common d ue to policy and beliefs there are many groups whom do not wish to have a black man running the country. Racism can also be found in our law enforcement systems, in the form of racial stereotypes. While these racial stereotypes have lessened over the years, and become less apparent, or common, there are still many concerns about its presents in our legal system. Though racial stereotyping is illegal the statistical evidence is overwhelming. In an article by D. E Rogers, He argues that â€Å"Simply being an African-American greatly increases your chances of being pulled over by police. One study in Maryland found that 76 percent of motorists stopped on a stretch of highway were African-Americans, while African-Americans only held 20 percent of all drivers licenses in the state† (Rogers, 2010). In another study, published by Stanford Business, Lowery demonstrates â€Å"how racial stereotypes subtly operate in the penal system. Los Angeles police and probation officers were asked to make judgments about a hypothetical adolescent (whose race was not identified) who had allegedly either shoplifted or assaulted a peer. Certain officers were first subliminally exposed towards commonly associated with African Americans (such as ghetto, homeboy, dreadlocks, etc. on a rapidly flashing computer screen so that they took in the information subconsciously. In contrast to subjects who did not receive this â€Å"priming,† officers with the subconscious messaging attributed more negative traits and greater culpability to the hypothetical offenders, and they endorsed harsher punishment—all typical responses to black as opposed to white offenders.  "What’s particularly interesting is that many of the officers were African Americans themselves,† Lowery notes. â€Å"This shows the degree to which even African Americans can be affected by the negative associations in the environment† (Rigoglioso, 2008). African-Americans are one of the highest groups to be stereotyped there are many other groups that are targeted as well. According to American Civil Liberties Union (ACLU) since the event of September 11th 2001, Muslims, Arabs and other Middle Eastern citizens are widely targeted by law enforcement and other organizations. This set of stereotypes has become more targeted than African Americans do to the uncertainty of their crimes or what they are capable of. Citizens of Middle Eastern decent are not only stereotyped on the streets but in businesses and air ports. September 11 had a substantial impact on Arab American communities. In every site, Arab Americans described heightened levels of public suspicion exacerbated by increased media attention and targeted government policies (such as special registration requirements, voluntary interviews, and the detention and deportation of community members). Although community members also reported increases in hate victimization, they expre ssed greater concern about being victimized by federal policies and practices than by individual acts of harassment or violence† (Henderson, Ortiz, Sugie ; Miller, 2006). Today racism is discouraged and crimes against race or hate crimes are a federal offence. Most Americans who do experience racist thoughts and or ideas would most likely never admit to them, and yet there are still increasing numbers of acts of racism in our country. â€Å"Even among the most well-intentioned and consciously egalitarian people non-conscious associations about ethnic groups still have a pernicious effect on behavior and attitudes†(Rigoglioso, 2008). Lowery also explains that his research â€Å"confirms that children who identify strongly with parental figures tend pick up their parents’ racial views† (Rigoglioso, 2008). This observation can be both bad and yet promising, because children can also pick up and spread non-racist behaviors as well. Though groups such as the Ku Klux Klan and other racist organizations are social out casts, they are still existent in American culture today, but do not freely announce their beliefs in the streets as they did many years ago. So does the evidence remains in the continuous acts of violence that are apparent to racial aspects? From beatings to killings and all around cruel behavior towards and against many different races all across the United States continue to take place daily and numbers continue to rise. Is the American culture truly free from Racism and Anti-Semitism? There are those who believe that Racism is going away or has even become non- existent in the United States. Many people sometimes refer to this as racism denial, those who do not see or choose not to see the growing racial occurrences in the United States. Racism is defiantly not as blatant as it once was, is it possible that we have just moved on or transitioned to a new definition of racism? It can be said the new form of racism is in the denial of racism. According to John McWhorter, racism in America is gone; he stated that even though Americans will continue to be imperfect, and races will still be stereotyped, some races will still receive special treatment or different treatment than others. But he believes that as a whole or majority of America has moved past racism as it is no longer a huge problem in the United States, as it once was in the past (McWhorter, 2008). Most who believe that racism in the United States of America is over, believe that it officially ended in 2008 when we elected our first black president. These people or groups of people can most likely be categorized as denying racism. Does the election of a black president truly mark the end of racism in our country? America will always suffer from the results of slavery and will always be tarnished with these memories. But for many years America has allowed citizens of every race to achieve anything and attend any school, but the fact remains that some Americans hold racial beliefs and tend to target or inflict these beliefs on others. So maybe America as a country is no longer suffering from racism, but the evidence remains that many Americans as individuals still hold to racist beliefs. So due to continued acts of racist crimes, comments and stereotyping found in our schools, law enforcement and business, the fact remains there is still racism in our country, even if we choose not to see it or acknowledge it. The election of a black present was a great turning point for our country but was not the end of racism and anti- Semitism for the United States of America. References Chelala, C. (2010, April 02). Is racism still alive in America? Retrieved from https://www. commondreams. org/view/2010/04/02-7Hillen, John. Henderson, N. , Ortiz, C. , Sugie, N. , Miller, J. (2006, June). Law enforcement arab american community relations after september 11, 2001. Retrieved from http://www. vera. org/download? file=147/Arab+American+community+relations. pdf McWhorter, J. 2008, December 30). Racism in America is over. Retrieved from http://www. forbes. com/2008/12/30/end-of-racism-oped-cx_jm_1230mcwhorter. html Rigoglioso, M. (2008, January 01). Racial stereotypes can be unconscious but reversible . Retrieved from http://www. gsb. stanford. edu/news/research/hr_racialstereotypes. shtml Rogers, D. E. (2010, June 30). Racism vs. African-Americans in America. Retrieved from http://theworldofdavid. wordpr ess. com/2010/06/30/racism-vs-african-americans-in-america-today-at-a-glance/ http://www. aclu. org/racial-justice/racial-profiling How to cite Racism and Anti-Semitism in the United States, Papers

The dominant view of deafness in our society

The dominant view of deafness in our society, which has been labeled the â€Å"pathological† view, defines deafness as a condition which is medical in nature and characterized by an auditory deficiency (Amatzia). Such a perspective naturally leads to efforts trying to reduce the effects of the deficiency. This view of deafness is based on the idea that deaf people are not different from hearing people. Moreover, they are considered to be inferior to hearing people because the last can hear, while deaf people cannot.Advertising We will write a custom essay sample on The dominant view of deafness in our society specifically for you for only $16.05 $11/page Learn More A pathological view of deafness eventually leads to efforts aiming to help a deaf individual feel as much free and comfortable as a hearing person does. This is exactly what is done when the process of teaching focuses on speech and reading of the lips. In addition, there has been a gre at emphasis on using the hearing aids in order to enable a person who has little hearing capacity or capability to be able to hear. This approach further seeks to identify medical solutions to people with deafness (Friend). This paper seeks to analyze the historical debate among educators of the deaf with respect to whether or not signing of any sort should be used in deaf education. It also evaluates the role that the curriculum developers play with regard to deaf education. Introduction American Sign Language is a visual language where one utilizes the gestures in order to convey a point or communicate. It is a natural language, meaning that it has developed naturally over time by its users, deaf people (Friend). ASL has all of the features of any language. It has rules which are governed by a system using symbols to represent meaning. In ASL, the symbols are specific hand movements and configurations that are modified by facial expressions to bring a specific meaning home to the others. These gestures are called signs (Gargiulo). Contrary to the common belief, ASL is not derived from any spoken language, nor is it a visual code representing English (Amatzia; Lucas, Robert and Clayton). It is a unique language which does not depend on speech or sound. ASL has its own grammar, sentence structure, natural usage, slang, style, and regional variations; these are the characteristics that define any language. ASL is a shared language that unites deaf people into what is known as the Deaf community. Deaf with a capital ‘D’ is used in publications to recognize the cultural and linguistic associations of Deaf people who are the members of the Deaf community, whereas deaf with a lower case ‘d’ is used to refer to deaf people who do not embrace ASL or involve themselves in the values, organizations, and events that are brought forth by signing Deaf people (Lucas, Robert and Clayton).Advertising Looking for essay on ethics? Let's see if w e can help you! Get your first paper with 15% OFF Learn More The Deaf community is not bound by geographic borders, but rather comprised of those people who are elected to become members by using ASL as their preferred mode of communication and by accepting the cultural identity of Deaf People. It is difficult to give an accurate number of how many people are in the Deaf community because census takers typically lump together all the people who have a hearing loss (Amatzia). Many researchers believe that approximately 10 % of the total population has some degree of hearing loss and approximately 1 % of that number represents Deaf people, it is about half a million people in the Deaf community (Tennant and Marianne). The people most likely to be natural users of ASL are those who have Deaf parents. People, who lose their hearing before they begin to speak when they are children, may become native signers if they are exposed to ASL at an early age. These people, who are unabl e to hear English and learn it naturally, must be taught English through formal means (Lucas, Robert and Clayton). Hearing children of Deaf parents also acquire ASL as the first language. However, this process tends to cross the cultures of the Deaf and hearing worlds. These children, like their Deaf counterparts, are often referred to as bicultural and bilingual (Tennant and Marianne). Continuing low educational achievement of deaf children One of the most frequently noted facts about deaf students is their persistent achievement far below the levels of age mates without hearing impairments. Language deprivation alongside social and emotional handicapping is recognized as the root cause of a low achievement as compared to children who are not deaf (Amatzia). However, for teachers who daily work with children with the purpose of helping them become academically equipped to take their places in a career world that is geared to high educational achievement, the situation of low achiev ement becomes frustrating, discouraging, and depressing (Meadow-Orlans). It is my belief that this low achievement level can lead to â€Å"professional depression†. This is a condition when teachers feel limited and discouraged in their efforts to impart knowledge in the deaf children. In addition, for teachers and for environment where the change is less welcomed as so many things have been tried, it seems that there has been minimal success. Thus, there is circular effect, according to which low achievement leads to low expectations that lead to lowered acceptance of new ideas.Advertising We will write a custom essay sample on The dominant view of deafness in our society specifically for you for only $16.05 $11/page Learn More In spite of this negative evaluation, I feel that many recent developments begin breaking this negative cycle (Meadow-Orlans). Movements towards community action led by deaf persons, increasing opportunities for such peop le in high status positions, attract greater attention of federal agencies to the deaf communities, and all these turn deaf education into a new and more promising direction. Mainstreaming for deaf children: The pros and cons Mainstreaming, which means the inclusion of deaf children (and children with other handicapping conditions) in classrooms with non – handicapped peers, has been called the most important issue in deaf education today (Friend). The passage of Public Law 94 – 142 has brought much attention to it recently, but in deaf education, the issue was raised a long time ago, and today’s arguments have been discussed in relation to day schools versus residential schools and â€Å"separated settings† versus â€Å"inclusive settings.† There are many versions of mainstreaming policies, and it is important to separate them considering advantages and disadvantages of the issue (Meadow-Orlans). There are two extremes in contrasting educational s ettings. One consists of full time placement in a residential school for deaf children where all the students are deaf, and where a deaf child lives in a dormitory and attends classes with other deaf students, seeing hearing family members and peers more frequently than during weekend visits home (Friend). Another extreme is full time placement in the neighborhood school closest to the deaf child’s home, where he or she may be the only child with a hearing impairment in his or her classroom, or indeed, in the entire school. Some differences of this arrangement might include visits from traveling specialists for tutoring or speech therapy, and provision of a full time interpreter if the deaf child depends on Total Communication. An older alternative of â€Å"integration† for children is the provision of a trained teacher of the deaf for a small group of deaf children in a special classroom within an ordinary school. This â€Å"day class† arrangement is a model th at has been present for many years (Lucas, Robert and Clayton). Deaf children would often participate with taunting and heckling peers in non-academic classes, such as home economics, physical education, and art. They would have opportunities to interact with hearing students at lunchtime and during class recess. Small class size and individualized attention would be possible as well. However, the age range in these classrooms, as well as the range ability or academic achievement level, is often very wide (Meadow-Orlans).Advertising Looking for essay on ethics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This can mean that the deaf child has no true peers against whom to measure and pit his skills or look for intellectual stimulation and companionship. In the larger age pools of day schools or residential schools, it is possible to group students on the basis of age, ability, or both, thus using teaching time and student self help models more successfully than in settings where a number of deaf students are very small. There is still another kind of educational recommendation available to some deaf children. It is based on experience of a deaf child who is put in a maintain stream system and appears to be the only handicapped child in his/her neighborhood or school. For some parents and educators, this model is ideal because the goal of such an early education and training is aimed at fast development. It is true that this situation is the closest to achieving normalization. A deaf child can live at home rather than travel to a residential school, where he/she must live in a dormito ry rather instead of growing up in a full – time family setting. He does not have to endure a tiring experience of traveling long distances on a school bus in order to get to a special school (Amatzia). Classmates live nearby; they are not scattered throughout urban or metropolitan areas. This means that after school, playmates are more readily at hand. Neighborhood children of the same age are known through the classroom and supposedly are more available for afterschool play. A deaf child has a positive experience of sharing school and teachers with older and younger siblings. Parents can devote all their energies to one school rather than dividing time and effort to the schools which their deaf and hearing children attend (Meadow-Orlans). A deaf child is not singled out for special treatment and made feel alienated from neighborhood friends and siblings. These are some of the advantages of mainstreaming or integration if it works in the ideal manner envisaged by its propone nts. Unfortunately, however, reality is frequently very different from ideal. In real situation, a deaf child is often overwhelmed in a large group of classmates. For many years, educators of deaf children have been working to reduce the size of classes in which youngsters with hearing problems are taught. A class size of ten was once considered to be a goal toward which to work; then seven became the norm in most states. Now, even five deaf children are considered to be the best number of pupils that a special education teacher can handle comfortably (Lucas, Robert and Clayton). A mainstreamed deaf child is deposited in a classroom with 25 or 30 other children with hearing handicaps, the teacher in the mainstreamed child’s classroom may never have seen a deaf child before, and may have had absolutely no idea what to expect or how to respond. Integration of any kind requires communication. Acceptance is based on more than good will, it comes from comfortable interaction. Too often, this easy interaction between a deaf child and hearing classmates is a difficult and, perhaps, unrealized dream (Amatzia). For younger deaf children, this interaction may come more easily, especially if a deaf child is outgoing. The games and activities of younger children are less dependent on language. As children become older, their activities are less physical, and deaf children have more difficulties trying to participate in those games. Interaction becomes more and more forced, communication more and more strained (Meadow-Orlans). The difficulties that deaf children feel in a situation where there is only one child who is â€Å"different† because he wears a hearing aid can create extreme difficulties of self-esteem and social development. The push towards mainstreaming has come primarily from the effort to provide mentally retarded children with need opportunities for placement in regular classes. This thrust, in turn, comes to some extent from people who are con cerned with the large numbers of ethnic racial minority children who are labeled retarded because they are culturally different and, as a result, receive low scores on intelligence tests that are designed for children from the middle class majority culture (Reynolds and Elaine). The efforts to encourage greater opportunities for these children should not have the unintended consequences of forcing deaf children into classrooms where they cannot get a special help they need from teachers who have been trained in special methods to help them overcome their handicap (Lucas, Robert and Clayton). It should not be assumed automatically that the classroom in the neighborhood school with a single handicapped youngster is the â€Å"least restrictive environment.† For some handicapped children, this is in fact the â€Å"most restrictive environment.† Some forgotten sub groups of deaf children The language and educational problems of the majority of deaf children are so great and have remained unsolved for so long that there is a tendency among those involved with deaf education and rehabilitation to be less concerned with more difficult subgroups than might need the help most of all (Gargiulo). Another reason for lack of concern is the small total number of children involved. When the total number of deaf children is only 1% of the school population, providing specialized services for smaller numbers of special groups within the total deaf group becomes even more difficult. I am concerned of deaf children who come from homes where the language spoken is Spanish, Chinese, or some other one, not English. I am worried about deaf children who have some other physical handicaps such as blindness or cerebral palsy, in addition to their auditory difficulty or who are mentally retarded or emotionally disturbed. I am thinking of children whose families do not belong to the majority white middle class culture, or who come from isolated rural areas, or families whose resources are extremely limited (Meadow-Orlans). It is these families who are most likely to be excluded from the advantages of adequate medical care, and their children are least likely to be diagnosed for congenital handicapping conditions. Thus, the first and the most helpful program for these children would be a truly effective â€Å"child find† to identify babies with auditory handicaps in the first months of life. Public Law 94 – 142 was primarily aimed at these kinds of children, and I hope that they will begin to get additional attention they require as a result of its provision. Another group of deaf children that is neglected consists of gifted children. The gifted are those who perform at or above the level of their hearing peers. They may be capable of these elevated performances because of superior intelligence, or because they were exposed to language very early (Friend). At the present time, these children are so few in numbers that they do not fit into the existing programs for hearing handicapped children. Thus, another discouraging and frustrating experience that parents have is trying to find an appropriate school program for their deaf child. Hopefully, we will begin seeing new ways of dealing with these kinds of sub groups in the future (Meadow-Orlans). Conclusion The status of deaf education in 1985 was characterized by a great energy and a large diversity, although the opposition between methods has decreased. The oral manual controversy is not as bitter as it was before with most people on each side recognizing the merits of the alternative now (Lucas, Robert and Clayton). The question is not of a choice between exclusively oral and combined oral manual methods, but of deciding for whom, when and how much each modality should be used. General agreements are of top importance for early detection, assessment, and intervention, including proper hearing aid fitting and maintenance. The role of parents as the first educators o f their deaf children is widely recognized. Their full participation is essential for the success of any method. Parents should, therefore, be thoroughly informed about different programs available so that they can make their own choices (Meadow-Orlans). The fact that more than 90% of the deaf children’s parents are normally hearing must be taken into account in any decision about education policy. Whichever method is adopted, and whether priority is given to speech or sign, all the educators of today should have common goals. These goals include enabling deaf children to acquire the mastery of language needed to assert their personalities and attain full accomplishment; bringing deaf children to compete literacy, through which they would be able to reach the degree of academic achievement corresponding to their intellectual capacities and personal motivation. In addition, the education sector has faced challenges for both the mainstream and separate programs that include dea f students. Programs often have to hire teachers when they are working on their training or certification or have an area of specialization different from the one in which they are expected to teach. Despite this shortage, the deaf training programs around the United States are closing because there are few classrooms dedicated to deaf children, and a small number of graduate students are applying to those programs. In difficult economic times, mobile teachers are given larger caseloads, and this often drives them from the field, resulting in a greater shortage. In difficult economic times, teachers have been given larger classes to meet the demand. However, as rewarding as deaf education can be, without the right tools and with students who have so many challenges, teachers of the deaf are even more appreciated and required than teachers of hearing children. Works Cited Amatzia, Weisel. Issues unresolved:new perspectives on language and deaf education. New York: Gallaudet Universit y Press, 1998. Print. Friend, Marilyn Penovich. Special education:contemporary perspectives for school professionals. New York: Pearson/Allyn and Bacon, 2008. Print. Gargiulo, Richard M. Special Education in Contemporary Society:An Introduction to Exceptionality. California: SAGE, 2010. Print. Lucas, Ceil, et al. Sociolinguistic variation in American sign language. New York: Gallaudet University Press, 2001. Print. Meadow-Orlans, Kathryn P. Deafness and child development. California: University of California Press, 1980. Print. Reynolds, Cecil and Elaine Fletcher-Janzen. Encyclopedia of Special Education: A-D. New York: John Wiley and Sons, 2007. Print. Tennant, Richard and Brown Marianne Gluszak. The American Sign Language handshape dictionary. New York: Gallaudet University Press, 1998. Print. This essay on The dominant view of deafness in our society was written and submitted by user Virginia Cantu to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.