Challenges And Suggestions The Act And Modal Rules Essay

CHALLENGES AND SUGGESTIONS: 1) Creating Awareness: The Act and Modal Rules are a detailed and comprehensive piece of legislation presented as a legal document which is not easy to understand by the majority of the stakeholders. Most well meaning legislation fails to make an impact or significant changes without proper awareness and grass root pressure. This can be undertaken through mass awareness programme as well as ensuring proper understanding by all people responsible for its implementation. Hence, this programme should be included in the functions and duties of the state Government or local authorities under clause 1, 2, 3 of section 35 in chapter VII (Miscellaneous). 2) Inputs Outcomes: The Act is excessively input focused rather than outcome oriented. Even though better school facilities, books, uniform, better-qualified teachers are important, their significance in the act has been overestimated in the light of inefficient and unaccountable monitoring agency. Their role and functions responsibilities need to be more clearly defined. 3) School Recognition: The act unfairly penalizes private aided / unaided schools for lacking the infrastructure facilities listed under the schedule in the Act. But the ground reality is, that these schools are extremely cost efficient, operate mostly in urban slums and rural areas and provide essential and educational services to the middle class. It is a well-known fact that such schools provide better teaching servicesShow MoreRelatedEssay about Pragmatic Develpment in a Second Language669 Words   |  3 PagesIn line with the fact that speech acts of suggestion themselves have not been studied in the same capacity as other speech acts (Schmidt, et al., 1995), L2 pragmatics literature on suggestions is also quite limited. Only a small number of researchers have made attempts to explicitly address suggestions, how they are used in classroom interaction, and teacher-student conversations in conferences. Overall, a unanimous agreement exists among the available research (Bardo vi-Harlig and Hartford, 1990Read MoreThe Problem Of Face Theory1627 Words   |  7 Pagescan be mitigated through positive and negative politeness strategies. Social theorists Watts and Locher challenge this â€Å"overextended† (2005: 10) notion of politeness, instead proposing that ‘politic’ behaviour is used in interaction; this is behaviour that is considered ‘appropriate’. These theories will form the foundations of this discussion on the issue of mitigating face threatening acts (FTA’s). The role of context when FTA’s occur amongst family and friends will also be questioned throughRead MoreLeadership Theories Of The Great Man Theory1709 Words   |  7 Pagesthese two dimensions are: - A leader high in concern for task, plans and defines work to be done, assigns task responsibilities, sets clear work standards, urges task completion and monitors performance results. - A leader high in concern for people, acts in a manner that is warm and supportive towards followers, maintains good social relations with them, respects their feelings, is sensitive to their needs and shows trust to them. - (Schermerhorn, Management) The most effective leaders are high inRead MoreEssay on Teaching: Grammatical Number and Notes21041 Words   |  85 Pagesexplains the usage and provides them with engaging activities. In order to mix it up, she decides to write a series of five sentences on the board, all in the present continuous, and then asks her students to look at the material and try to discover the rules of the grammar point.   What type of activity has Joanna employed? Discovery activity When reading the journals that your students keep, you notice that a lot of the students are talking about their daily activities.   To help them with this writingRead MoreEssay on 30 Activities for one-one teaching8253 Words   |  34 PagesThe  Audition 13. A  Story  before  Bedtime 14. Can  I  have  a  few  minutes  of  your  time,  please? 15. Thinking  outside  of  the  Box 16. Playing  Devil’s  Advocate 17. Celebrity  Interviews 18. I’m  on  the  phone! 19. The  Elevator  Pitch 20. The  Dinner  Party  Challenge 21. The  Balloon  Debate 22. And  the  Oscar  goes  to†¦.. 23. Automatic  Exclamation 24. Phrasal  Verb  Swap 25. Where  do  you  see  yourself  in  5  years’  time? 26. If  I  Ruled  the  World 27. Resolving  Disputes 28.   To  Do  List 29. Company  Policy 30. You’re  the  Teacher Read MoreLogistics Management System for Hizon Laboratory Incorporated6746 Words   |  27 Pagesuseful, at this point to consider logistics in the context of business and the economy as a whole. â€Å"Texas Instruments major hospital uses RFID to achieve substantial cost savings and higher efficiency in its garment and laundry operations: The challenge was to design a system that would provide real-time data on garment logistics as they move from laundry to storage cabinets in the hospital and out to the wards and individual users, and back to the laundry. Any tracking system had to be easy toRead MoreConflict Resolution Toolkit4549 Words   |  19 Pagessignificant. The warrant answers the claim question whether it is true or not 4. Backing: Backing (or support) for an argument gives additional support to the warrant by answering different questions. 5. Qualifiers and reservations: the qualifier (or modal qualifier) indicates the strength of the leap from the data to the warrant and may limit how universally the claim applies. 6. Rebuttal Arguments in the workplace can be tricky yet there is a technique to solve them. Arguments can be analyzed effectivelyRead MoreAn Application for Automated Evaluation of Student Essay5644 Words   |  23 Pagesthese terms must appear to be considered discourse markers. For example, for first to be considered a discourse marker, it cannot be a nominal modifier, as in â€Å"The first time that I saw her...† where first modifies the noun time. Instead, first must act as an adverbial conjunct, as in, â€Å"First, it has often been noted...† To capture an essay’s topical content, e-rater uses content vector analyses that are based on the vector-space model (Salton, Wong, and Yang 1975). A set of essays that are used toRead MoreW1 Active Adj14109 Words   |  57 PagesS2, W2 accommodation n S2, W2 accompany v W2 according to prep S2, W1 account n S1, W1 account v S3, W2 accurate adj S2, W3 accuse v W3 achieve v S2, W1 achievement n S3, W2 acid n W3 acknowledge v S3, W3 acquire v W2 across adv, prep S1, W1 act n S1, W1 act v S2, W1 action n S1, W1 active adj S2, W2 activist n S3 activity n S2, W1 actor n W3 actual adj S1, W2 actually adv S1, W1 ad n S3, W3 adapt v W3 add v S1, W1 addition n S3, W1 additional adj S3, W2 address n S2, W2 address v S2, W2 adequateRead MoreStudies of Negative Pragmatic Transfer in Interlanguage7383 Words   |  30 Pagesof negative pragmatic transfers ; and 4) native speakerz] attitudes towards L 1 negative pragmat 2 s ic transfers . Consequently , issues for future studies are also raised. Key words: negative pragmatic transfer ; interlanguage pragmatics ; speech acts [ ï ¿ ½d ï ¿ ½1 ï ¿ ½Ã¯ ¿ ½ ]H09,ï ¿ ½ ,ï ¿ ½ [ï ¿ ½Ã¯ ¿ ½ ï ¿ ½pï ¿ ½J ï ¿ ½Ã¯ ¿ ½ ï ¿ ½2 ]A ,ï ¿ ½ ,ï ¿ ½ ,ï ¿ ½ [ï ¿ ½Ã¯ ¿ ½ ï ¿ ½Ã¯ ¿ ½ ï ¿ ½T ï ¿ ½Ã¯ ¿ ½ ]100126597 (2002 ) 0120034212 ï ¿ ½Ã¯ ¿ ½ ï ¿ ½Ã¯ ¿ ½ 1 Negative pr agm atic tr ansfer and its r ole in inter language p r agmatics . Interlanguage pragmatics ( ILP ) is a new branch of pragmatics . It

Coker v. Georgia Supreme Court Case, Arguments, Impact

In Coker v. Georgia (1977), the Supreme Court ruled that issuing a death sentence for the rape of an adult woman was cruel and unusual punishment under the Eighth Amendment. Fast Facts: Coker v. Georgia Case Argued: March 28, 1977Decision Issued: June 29, 1977Petitioner: Erlich Anthony Coker, an inmate serving a number of sentences in a Georgia prison for murder, rape, kidnapping, and assault, who escaped and raped a womanRespondent: The state of GeorgiaKey Question: Was the imposition of the death penalty for rape a form of cruel and unusual punishment forbidden by the Eighth Amendment?Majority Decision: Justices White, Stewart, Blackmun, Stevens, Brennan, Marshall, PowellDissenting: Justices Burger, RehnquistRuling: The Court found that a death sentence was a â€Å"grossly disproportionate and excessive punishment† for the crime of rape, which violated Cokers Eighth Amendment rights. Facts of the Case In 1974, Ehrlich Coker escaped from a Georgia prison where he was serving multiple sentences for murder, rape, kidnapping, and aggravated assault. He entered the home of Allen and Elnita Carver through a back door. Coker threatened the Carvers and tied up Allen Carver, taking his keys and wallet. He threatened Elnita Carver with a knife and raped her. Coker then got in the car and drove off, taking Elnita with him. Allen freed himself and called the police. Officers found and arrested Coker. In 1974, the Georgia Criminal Code read, [a] person convicted of rape shall be punished by death or by imprisonment for life, or by imprisonment for not less than one nor more than 20 years. The death penalty could only be pursued for rape in Georgia if one of three â€Å"aggravating circumstances† were present: The offender had a prior conviction for a capital felony.The rape was committed while the offender was engaged in the commission of another capital felony, or aggravated battery.†The rape was outrageously or wantonly vile, horrible or inhuman in that it involved torture, depravity of mind, or aggravated battery to the victim.† The jury found Coker guilty of the first two aggravating circumstances. He had prior convictions for capital felonies and committed armed robbery during the assault. The Supreme Court granted certiorari. The case built upon a foundation that the Supreme Court had laid under Furman v. Georgia (1972) and Gregg v. Georgia (1976). Under Gregg v. Georgia, the Supreme Court had held that the Eighth Amendment bars both â€Å"barbaric† and â€Å"excessive† punishments for crime. â€Å"Excessive† punishment was defined as punishment that: does nothing to contribute to â€Å"acceptable goals† of punishment;is purposeless or needless imposition of pain and suffering;is â€Å"grossly† disproportionate to the severity of the crime. Gregg v. Georgia also required courts to use objective factors to establish the above criteria. A court must look at history, precedent, legislative attitudes, and jury conduct. Arguments The attorney representing Coker focused on the proportionality of the punishment to the crime. Imprisonment was a more appropriate punishment for rape than death, he argued. Cokers attorney further noted that there was an evident trend towards abolishing the death penalty in rape cases. The attorney on behalf of the state of Georgia argued that the death penalty did not violate Cokers Eighth Amendment protections against cruel and unusual punishment. The state of Georgia had a vested interest in reducing recidivism by imposing harsh punishments on violent crimes, according to the attorney. He argued that the punishment of capital crimes should be left to state legislators. Majority Opinion Justice Byron Raymond White delivered the 7-2 decision. The majority found that a death sentence was â€Å"grossly disproportionate and excessive punishment† for the crime of rape. Issuing the death penalty against Coker violated the Eighth Amendment. Rape, while â€Å"highly reprehensible, both in a moral sense and in its almost total contempt for the personal integrity,† should not require capital punishment, the majority argued. The Court dismissed the idea that â€Å"aggravating circumstances† should allow a jury to increase punishment to the level of a death sentence. The majority noted that Georgia was the only state which still allowed a death sentence for the rape of an adult woman. Since 1973 Georgia juries had only sentenced six men to death in Georgia for rape and one of those convictions was set aside. According to the majority, these, along with other statistics, showed a growing trend towards punishments other than death for rape. Justice White concluded the majority opinion by highlighting the fact that in Georgia, murderers were not subject to the death penalty if aggravating circumstances were not present. Justice White wrote: â€Å"It is difficult to accept the notion, and we do not, that the rapist, with or without aggravating circumstances, should be punished more heavily than the deliberate killer as long as the rapist does not himself take the life of his victim.† Dissenting Opinion Justice Warren Earl Burger filed a dissenting opinion, joined by Justice Rehnquist. Justice Burger felt that the question of how to punish repeat offenders should be left up to legislators. He rejected the idea that punishment can only be as severe as the crime itself, and argued that the Court had underestimated the â€Å"profound suffering the crime imposes upon the victims and their loved ones.† Justice Burger noted that Coker had previously been convicted for two separate and brutal sexual assaults. The state of Georgia, he argued, should be allowed to more severely punish the third instance of the crime to deter other repeat offenders and encourage victim reporting. Concurring Opinions Multiple Justices authored concurring opinions to address specific elements of the case. Justices Brennan and Marshall, for example, wrote that the death penalty should be unconstitutional in all circumstances under the Eighth Amendment. Justice Powell, however, stated that the death penalty should be allowed in some rape cases where aggravating circumstances are present, just not the one at hand. Impact Coker v. Georgia was one case in a group of Eighth Amendment death penalty cases handled by the Supreme Court. While the Court found the death penalty unconstitutional when applied to the rape of an adult woman, they left it at that. The death penalty remained an option for juries hearing child rape cases in Mississippi and Florida until the 1980’s. In 2008, Kennedy v. Louisiana outlawed the death penalty, even in cases of child rape, signaling that the court would not tolerate the death penalty in cases other than murder or treason. Sources Coker v. Georgia, 433 U.S. 584 (1977).Kennedy v. Louisiana, 554 U.S. 407 (2008).Gregg v. Georgia, 428 U.S. 153 (1976).

Unit 8 Child Care Level 3 Essay - 2662 Words

Unit 8- Caring for children E1/A1 The role and responsibilities of an early year’s practitioner follow a number of codes. When working with children there are many care needs of children, such as special needs, safeguarding children, children’s learning, behaviour, and working with parents. Early years practitioners have set responsibilities when working with children, like meeting the learning needs of a child, providing an environment which is welcoming and also they have to work together as part of a team to provide good service for both children and parents. Practitioners have to put the needs of children first because this will help keep children safe and encourages children to be independent. It’s important to show†¦show more content†¦Child Care and Education 4th Edition page 332 Penny Tassoni 2007 An independent setting is where they have more freedom. They may not reply on government funding and also they may not have to follow the EYFS or the national curriculum. E4/C1 The Education Act 2002 – local schools and authorities are required to protect and safeguard and promote the welfare of children. The Every Child Matters (ECM) 2004- The main points of this act regulates care of children is to protect and promote the welfare of children. Being healthy, achieving goals and being involved in different activities. Child Act 1989- â€Å"the Children Act 1989 aimed to ensure that the welfare of the child was paramount, working in partnership with parents to protect the child from harm† http://www.careandthelaw.org.uk/eng/b_section2 appendix 3 Children and young people should feel happy, safe, respected and included in the school or early years setting environment and all staff should be proactive in promoting positive behavior in the classroom, playground and the wider community. Policies and practice which make sure the safety and wellbeing of children should already be in place and it is this legislation develop through many years and experiences, and mistakes, that underpin the working practices that are used today. They also have a responsibility to make sure that staff have the necessary training to put policies into practice including, first aidShow MoreRelatedDirect Health Care Costs For Health Services Essay726 Words   |  3 PagesDirect health care costs to health services: 1- Staffing : cardiologists 2- Training costs 3- Inpatient services and hospital admission 4- Diagnostic procedures 5- Post-operative care cost ,such as imaging services and ECG costs, and medical devices 6- Consumables : e.g. drugs, suture, dressing, gown 7- Outpatient clinic costs, follow up care, such as cardiologists visit 8- Costs of treating of side effects such as, GPs visit 9- Capital costs: spaces required to provide the new intervention 10-Read MoreLevel 2 Certificate For The Children And Young People Questions 11553 Words   |  7 Pagesï » ¿Level 2 Certificate for the Children and Young People’s Workforce UNIT 001 Knowledge Questions Outcome 1 1.1.1 What are the different reasons people communicate and why? 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I will aim to link my research to the following Units F56Y 35 Childhood Practice and Social Services: Developing Leadership DN1H 35 Managing Quality in Early Education and Childcare Settings F56B 35 Developing Professional Childhood Practice F56A 35 Integrated Working and Collaborative Practice Rationale The basis for this research is down to the amount of changes that we as child practitioners have gone through when it comes to qualifications. I am on the PDARead MoreEffects of Divorce on Children Essay869 Words   |  4 Pagestwo people marry, they are seemingly deciding that they will be together until death separates them. When those two married people then decide to start a family together, that further solidifies the notion that they will be together as a whole family unit. Unfortunately, some things do not always work out as hoped and planned for them to, and marriages fall apart. Statistics show that 50% of marriages end in divorce. 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It Places responsibility on home based child carers to help a child meet the following five priority outcomes: Be healthy – Ensuring the physical, mental and emotional well-being of the child. Stay safe – protect the child from harm or

All Quite On The Western Front Essay Example For Students

All Quite On The Western Front Essay All Quiet on the Western Front shows the change in attitudes of the men before and during the war. This novel is able to portray the overwhelming effects and power war has to deteriorate the human spirit. Starting out leaving youre home and family pr d and ready to fight for you country, to ending up tired and scarred both physically and mentally beyond description. At the beginning of the novel nationalist feelings are present through pride of Paul and the rest of the boys. However at the end of the war it is apparent how pointless war really is. *All Quiet on the Western Front is a novel that greatly helps in the understanding the effects war. The novel best shows the attitudes of the soldiers before the war and during the war. Before the war there are high morals and growing nationalist feel gs. During the war however, the soldiers discover the trauma of war. They discover that it is a waste of time and their hopes and dreams of their life fly further and further away. The remains of Paul Baumers company had moved behind the German front l es for a short rest at the beginning of the novel. After Behm became Pauls first dead schoolmate, Paul viewed the older generation bitterly, particularly Kantorek, the teacher who convinced Paul and his classmates to join the military. While they tau t that duty to ones country is the greatest thing, we already that death-throes are stronger. And we saw that there was nothing of their world left. We were all at once terribly alone; and alone we must see it through.P. 13 Paul felt completely etrayed. We will make ourselves comfortable and sleep, and eat as much as we can stuff into our bellies, and drink and smoke so that hours are not wasted. Life is short. P 139 Views of death and becoming more comfortable with their destiny in the r became more apparent throughout the novel. Paul loses faith in the war in each passing day. * Through out the novel it was evident that the war scarred the soldiers permanently mentally. Everyone was scared to go to war when it started. Young recruits were first sent because the veterans knew they were going to come back dead. When we run t again, although I am very excited, I suddenly think: wheres Himmelstoss? Quickly I jump back into the dug-out and find him with a small scratch lying in a corner pretending to be wounded. P 131 Even the big men like Himmelstoss are scared to go ght. He is in a panic; he is new to it too. But it makes me mad that the young recruits should be out there and he here. P 131 The soldiers were being crushed and seeing things get destroyed, but because they had detached themselves they thought t y were able to handle it. We believe in such things no longer, we believe in  war.P.88 That was Pauls motto. Although, as time went on he began to realize something wasnt right. He tried to replace these feelings with pleasure, so he spent the ight at the French girls house. After he just felt worse and unfulfilled. we are crude and sorrowful and superficial I believe we are lost.P123 When Paul realizes that we are all brothers, true mental struggle is seen. Comrade, I did not ant to kill youWhy do they never tell us you are poor devils like us and that you have the same fear of deathIf we could just throw away these riffles and this uniform you could be my brother P. 223-224. The apparent change in views on e war has become extremely apparent. .u88f807337ec30fba291f069abd51eecd , .u88f807337ec30fba291f069abd51eecd .postImageUrl , .u88f807337ec30fba291f069abd51eecd .centered-text-area { min-height: 80px; position: relative; } .u88f807337ec30fba291f069abd51eecd , .u88f807337ec30fba291f069abd51eecd:hover , .u88f807337ec30fba291f069abd51eecd:visited , .u88f807337ec30fba291f069abd51eecd:active { border:0!important; } .u88f807337ec30fba291f069abd51eecd .clearfix:after { content: ""; display: table; clear: both; } .u88f807337ec30fba291f069abd51eecd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u88f807337ec30fba291f069abd51eecd:active , .u88f807337ec30fba291f069abd51eecd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u88f807337ec30fba291f069abd51eecd .centered-text-area { width: 100%; position: relative ; } .u88f807337ec30fba291f069abd51eecd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u88f807337ec30fba291f069abd51eecd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u88f807337ec30fba291f069abd51eecd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u88f807337ec30fba291f069abd51eecd:hover .ctaButton { background-color: #34495E!important; } .u88f807337ec30fba291f069abd51eecd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u88f807337ec30fba291f069abd51eecd .u88f807337ec30fba291f069abd51eecd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u88f807337ec30fba291f069abd51eecd:after { content: ""; display: block; clear: both; } READ: An Inspector Calls EssayIn a war there is obviously apparent physical scars. As seen throughout the entire book, the destruction of war is great, on not only lives and property, but also on the human spirit. The young men in this book and of those of the times were subjec to physical torment. Eyes were blinded from such sights as, limbs being blown off, blood flowing everywhere, and innocent men dying in agony. When soldiers take shelter in the graveyard, bombs explode all around them; the living hide in coffins and th dead are thrown from their graves. The destructive power is so great that even the fundamental differences between life and death become blurred. All Quiet on the Western Front is a novel that portrayed World War I as it actually was. It is able to show all aspects of the actual war. It told the truth and showed the effects it had on the human spirit and views of war. It began with pride and e ed with agony.