Iranian Women Essay Example | Topics and Well Written Essays - 1250 words

Iranian Women - Essay Example This system denounced the equal participation of women in any social or political activity. Women got expected to carry out their duties and roles according to their biological predisposition, which entitled them to bear children, take care of them, and provide comfort and satisfaction to their husbands (Ali, 2010). Over the last 20 years, changes have become effected in regards to women in the Iranian society. These changes have both freed and place restriction on women in the Iranian society. The proclamation of the Iranian constitution after the revolution served to change the view of women in the society. The constitution in its treaty of women’s rights and responsibilities recognizes women’s rights to high standards of learning. The constitution promotes the rights of women to attain higher education to the very highest academic levels. Women are encouraged through the constitution to seek the highest quantitative and qualitative levels of specialist skills. During the last 20 years, the Islamic revolution has managed to attain significant levels of equality in eradicating illiteracy among the Iranian population. The percentage of literate women in Iran has risen over the last 20 years (Ali, 2010). ... Women also face restrictions in pursuing higher education in various fields of study in the country. Some fields of study get taught in segregated classrooms. Culturally, women have also become viewed with much dignity with a special emphasis on not letting them become viewed as sexual objects. Leaders and managers have placed emphasis on the notion of not letting women get exploited as sexual objects in the country. A law that got enacted in 1988 prohibits the abuse of individuals, which includes disrespecting women or abusing a woman’s body through text or image. The revolution also resulted to the imposition of various cultural restrictions on women in Iran (Afshar, 2012). The revolution emphasized on the need for women to wear hijabs to in all public places to avoid receiving unwanted attention. According to the Islamic council of Iran, it is vital for women to wear hijabs to maintain their purest forms. Women are expected to cover their body and hair except for their hand s and faces. Women are also not encouraged to use cosmetics. Punishment for not wearing hijabs may range from verbal reprimands, whip lashing, and even imprisonment. The legal marriage age for a girl in Iran is 9 years, which got reduced from the initial 18years. Polygamy is very much legal in the country with men allowed to marry various wives. Women are not allowed to travel without the approval in writing of their husbands (Povey & Rostemi-Povey, 2013). Women do not get allowed to get in the company of other men who are not their husbands or male relatives. Women also get restricted to participate in sporting activities that may allow them to get seen by men. They are also not allowed to watch men’s

Religion In Prison Philosophy Essay

Religion In Prison Philosophy Essay There are many aspects that constitute the day to day life of a human being. Some aspects are done as a matter of routine while others are done as a matter of necessity. Religion is one of the aspects that has over the years continued and still is playing an important role in the life of man. Religion by definition refers to the belief in the existence of a supernatural being to whom all worship, adoration and reverence is given. This discussion looks at life in prison and how different or similar it is with the religion that is practiced in the society. Life in prison is pretty tough especially for those who are getting in there for the first time. It is almost unbearable and most inmates wonder if they can hardly make in the harsh environment that is characteristic of prisons. To enable most prisoners cope with the difficult life behind bars, prison officials have introduced different ideas and concepts which are meant to make prisoners forget for sometime that they are behind bars and feel just as if they were in the society (Arthur, 2005). One of the aspects that have been introduced in prisons and one that has proven effective is religion. Until recently, the issue of religion among prisoners has always taken center stage with a debate ranging on whether prisoners have a right or not to practice religion. It was argued that since inclination to a certain religion is freedom in itself, prisoners should not be allowed to have this freedom since their freedom is already curtailed by virtue of the fact that they are in prison. After a series of court battles, it was decided that prisoners equally have a right to religion and to worship in whichever manner that they deem fit. The method of worship chosen by the prisoners however should not be one that contravenes the law (Jim, 2010). Inmates are only allowed to practice the main religious faiths allowed which include Catholicism, Islam, Jewish faith and Protestantism. Inmates are also allows to practice Hinduism, Jehovah witness and other native religions that are recognized in the society. Besides being allowed to practice these religions, sometimes the inmates are treated to inspirational programs from men of the cloth who are allowed to come and talk to them and instill in them faith and hope for the future (Michael, 2010). There are many reasons as to why prisoners turn to religion. Life in prison can be very challenging especially if the prisoner is going to spend the next couple of years behind bars. Some inmates feel like it is the end of the road for them and others go to an extent of wanting to take their lives (Michael, 2010). Religion therefore gives them direction and gives them a reason to want to hold on and give them hope for a better future. Religion also gives inmates a peace of mind which is not easy to find in the life behind bars. Religion also makes a prisoner feel safe from the otherwise harsh and sometimes violent environment of prison (Thomas, 2003). Besides the positive impacts that religion is said to have among inmates, it has also been argued that religion has been abused by inmates who use religion to go beyond the limitations of the prison rules and regulations. It is believed that some prisoners who appear to be deeply rooted in religion in fact use religion to be able to get and pass on forbidden items, what is known as contraband such as drugs, weapons and food to other prisoners at a cost. This allegation has also been supported by the fact that most prisoners who have deep ties in religion while behind bars tend to re-offend once released back into the society. This only goes to reaffirm that indeed, at times religion in prison is only a cover up to be able to do so much without being suspected (Beckford Gillait 2008). Religion has also been said playing an instrumental role in the process of rehabilitation and behavioral change. Religion has a way of counseling without heavy reprimand and this helps the inmates to see the need to change from their wayward ways and become better members of the society. Religion has also helped most prisoners to change their perception about their own self. When a prisoner is incarcerated, they are made to feel that they are different from other members of the society. However, religion makes inmates understand that there is no difference between them and other people in the society and that if only they could change from their ways then they could go back to the society and become part of the same society that view them as different (Jim, 2010). When an accused person is arrested, they are later to taken to court and charged with a particular crime or offence. Once they are found guilty of the crime with which they are charged, they are sentenced and most of them end up being locked behind bars for a couple of years where they serve their sentences (Arthur, 2005). Life behind bars is punishment enough. Being denied basic rights like good food and comfortable shelter and clothing is punishment in itself. Religion has therefore been integrated to become part of the prison life to make it bearable. It is important to note that prisoners should be allowed to carry out all religious practices that are laid out by the faith that they profess provided that the religious practices do not go against the rules and regulations of prisons. No religion should be given preference over the other so that every prisoner should have a right to practice any religion provided it falls under the category of the allowed religions in the country ( Jim, 2010). As already mentioned earlier in this discussion, due to the harsh environment that is characteristic of prisons, most prisoners, especially first time offenders find it hard to adjust to the environment. However, statistics indicate that since the introduction of religion in prisons, the environment seems friendlier and bearable and this has helped many prisoners find it easy to adjust to the prison life (Thomas Nathaniel 2003). The United States of America is one of the countries that have been on the forefront in ensuring that the rights of prisoners as far as freedom of worship and religion is concerned are respected. Although it is still in the this country that many battles have been fought to ensure that prisoners get their rights, it was a worthwhile battle because today, prisoners incarcerated in United States of America prisons have been guaranteed unlimited freedom of worship and religion. However, according to the recent court ruling regarding the freedom of religion and worship for inmates, this freedom is curtailed to a certain extent when the safety and function of the prison system is at jeopardy (Jim, 2010). In prison, the kind of religion practiced is somewhat different with the kind of religion practiced in the society. Due to the set up of the prison system, prisoners are forced to practice religion as individuals. However, sometimes, they are allowed to practice as a group as religion in prisons has now been structured anew to allow a more organized kind of setup. The prison officials always organize for prison visits by religious groups from different faiths that come to minister to prisoners. The pastoral care offered by these groups is both for the inmates and also for the correctional officials (Beckford Gillait 2008). There are programs that have been put in place to facilitate such visits and to ensure that religion in prison is practiced smoothly. Besides these programs, some correctional facilities in addition offer contemplative programs like yoga, mediation and contemplative prayers. Although these practices are viewed by many to be secular, most of the times they are given sponsorship by religious organization on the basis that these practices are very helpful in enabling a prisoner to reform (Thomas Nathaniel 2003). While we can unanimously agree that religion has been very instrumental in making prisons better places and making the environmental more bearable, we must also agree that enough is yet to be done to make the impact of religion in prisons fully felt especially among the prisoners. Perhaps due to the numerous debates on the curtailing of prisoners right to enjoy the freedom of religion, most prisoners have not enjoyed to the full the integration of religion in prisons (Jim, 2010). Perhaps the first question we can ask ourselves is whether indeed prisons need religion. The answer to this question is a resounding yes based on the above discussion. Then the next question to which we need an answer is what more can be done to make the impacts of religion in prison felt in a greater way? The first thing that needs to be done to ensure that religion impacts prisoners in a great and effective way is to make prisoners feel that they are a part of the society. In many prisons, almost all, prisoners are alienated both physically and psychologically from the rest of the society and they are made to feel that they are different from other people in the society. This means that even when religion is integrated in prisons, prisoners are made to feel that it is a favor that is being done to them. Therefore, if the correction officials, the federal government and the society at large can begin viewing prisoners as ordinary people who have only brushed with the law the wrong w ay, then it would be easier for religion to have an even greater impact among incarcerated inmates (Beckford Gillait 2008). If religion among inmates can be enhanced in a greater way that it is being done presently, then we can reduce cases of inmates who re-offend after being released. This would also reduce by a great margin the rate of crime in the society as it is believed that most heinous crimes that are committed are by hardcore criminals who have already done one or more jail terms (Arthur, 2005). I therefore believe that the role played by religion is great and one that should not be underestimated.

Essays --

Would technology still be as common as it is today even if they function differently? Back in the 1970s, the idea of having a personal computer is far fetch. Computers back then are not as easy to use like those that we have today. Steve Jobs has a great distribution to make computer to be easier to access. During 1977, Steve Jobs changed the way the world thinks about personal computer after him and his friend released a computer called the Apple II, the first computer that was factory built, inexpensive and easy to use (Lam, 2011, Para.19). The Apple Company was originally started with Steve Jobs and Steve Wozniak. Jobs and Wozniak bonded over their interests in computers and also their passion for music (Isaacson, 2011, Pg.43). Despite both of them being college dropouts, Jobs and Wozniak started Apple on their own only with the money that they raised from selling things that they owned (Isaacson, Pg.91). Sometime later, Jobs and Wozniak had fallout, Wozniak ended up leaving the company and Jobs got removed from his own company. Even with all of the odds, Jobs never gave up; he created a new computer company called NeXT, which was bought by Apple because the company is about to go bankrupt. Steve Jobs was voted to become the permanent CEO. Jobs completely changed the way Apple works; he shut down all the unimportant projects and focused mainly on computer. He gave Apple the cure for its bankruptcy problem by inventing ingenious devices that changed our culture. He forever altered the language of computer interface. Along the way, he built Apple up into one of the most valuable corporations in the world. Steve Jobs has a great influence over the foundation of the Apple Company and the technology that we have today. Steve J... ... as exciting and lively as ever. All of those in attendance are always awestruck by Jobs enthusiasm and charisma. He also has a great talent to influence the people that he speak to, in his 2005 Stanford Commencement Speech, Jobs used his life experiences to teach the college graduate about life. He taught them that they should pursue their dreams, to see opportunities in life’s setbacks, he asked them to live everyday as if it’s their last day and he also told them to do what they love. Steve Jobs did not just influenced people’s lives by being a good role model; he also changed many people’s lives. He helped millions of people by revolutionizing the whole technology world thus making millions of business easier to manage. He also made Apple into a whole new company that provides jobs for thousands of people around the world.

Peters and Waterman’s Eight Attributes of Excellence Essay

Some things can be learned about leadership by studying organizations directly. Tom Peters and Robert Waterman drew on their experience at Mckinsey and Company, a well-known consulting firm, and on further study of a number of businesses they identified as exceptional. Their message is that traditional methods of managing and leading need to be replaced with new methods and new modes of thought. They provide a provocative perspective on the history and practice of management and leadership and identify eight attributes associates with excellence and innovation: a bias for action, staying close to the customer, autonomy and entrepreneurship, productivity through people, hands-on value driven, stick to the knitting, simple form-lean staff, and simultaneous loose-tight properties. The Peters and waterman study used a fairly large sample of sixty-two financially successful firms across six industries that were considered to be excellent but did not attempt any comparison with unsuccessful firms. The Pride in Excellence team slowly transformed the three Peters and Waterman attributes into Toro values. They worked to translate the values into specific behaviors. They were pioneers, and they found few ready-made answers to their questions. Personal and company values systems became jumbled. More than once, team members wondered how they could talk about this stuff at work and still be taken seriously. From the start, they concentrated on ways to get the values down to the level of individual jobs. This was relatively easy when talking about values such as Service or Quality. However, Toro wanted to adopt Peters and Waterman’s productivity through people attribute as well. That led to values such as Respect and Trust. Their final statement even uses the word â€Å"compassion. †

Language Disorders

Language development is connected to the physical maturation, cognitive development, and socialization of a person. Yet, the details of the process — the particulars of what happens physiologically, cognitively, and socially in the learning of language — are still being debated.   Language disorders are the impairment or deviant development of the normal processes in language development. These are often characterized by comprehension and/or use of spoken, written, and/or symbol system. The disorder may involve (1) the form of language (phonologic, morphologic, and syntactic systems) (2) the content of language (semantic system), and or (3) the function of language in communication (pragmatic system) in any combination (Committee on Language, Speech, and Hearing Services in Schools of the ASHA, 1982). . The ASHA definitions suggest a classification scheme involving five subsystems or types of language: phonological (sounds), morphological (word forms), syntactical (word order and sentence structure), semantic (word and sentence meanings), and pragmatic (social use of language). According to Hegde (1996), whatever the age of the child being assessed, it is the role of   clinicians to typically follow a set of common procedures that serve as the foundation for the assessment. The assessment procedure usually entails obtaining clinician various types of relevant data such as: – results of visual and/or audiological evaluations; – medical data that may be relevant; – psychological data, including results from cognitive and intelligence testing After that a general overview of a child’s language skills will be suggested, if there is a possible language problem and further assessment is necessary.   In determining the developmental feature of language disorders, however, these are diagnosed separately, the presence of speech or language problems that cannot be explained by an obvious medical condition. For example, linguistic deficits can be confined to expressive language or can extend to receptive abilities, although pure receptive impairment is seldom seen. When it comes to speech output, affected children may fail to produce sounds that would be expected on the basis of age and dialect, which may be associated with difficulties in the planning and execution of the fine motor sequences that underlie speech. It is important t note that although the ideal time to begin treating children with language problems is during the preschool years, many times it is during elementary school that language problems in children become apparent as the child begins to demonstrate deficiencies in reading and writing which hinders academic progress. For preschool children, there are two features that can be associated with language-learning disability classified to be in the morphosyntactic form. Factors like mental retardation, environmental factors, and others could be the causes of these disorders.   Characteristics associated with language problems can include the following: Problematic syntactic skills. – Shorter instead of longer sentences, simpler instead of more complex sentences, single words or phrases in place of sentences, and a limited variety of syntactic structures. Problematic learning of grammatic morphemes – Difficulty with comparatives and superlatives (e.g., small, smaller, smallest), omission of bound morphemes (e.g., past tense-ed, plural-s), and incorrect use of learned grammatic morphemes, including overgeneralizations (e.g., womans/women, goed/went) past the appropriate developmental point. In school-age children or older person, morphosyntactic difficulties have been observed with the following features: Difficulty in using complex words or sentences containing subordinate clauses and suffixes – They may have problems inflecting words using suffixes (e.g., making a plural by adding s, constructing the present progressive by adding ing). Limited length of sentences; sentences are shorter than expected – School-age children with syntactic difficulties might leave out important grammatical markers, such as articles (a, an, the) and might have problems using pronouns correctly (e.g., say her did it instead of she did it). On the area of disorders in features of semantics, preschool children have been observed to have the following difficulties: Slow or delayed language onset – Delayed babbling, slower vocabulary growth rate, delayed acquisition of vocabulary, slowness in combing words into phrases and sentences, and overall slower acquisition of language milestones. Limited amount of language output or expressive language – Limited verbal repertoire, lack of complex or longer word productions, limited amount of vocabulary produced and comprehended, and lack of abstract words in repertoire. On the other hand, disorders of semantics in school age children and adults have been observed with these features: Word-retrieval problems in conversational speech resulting dysfluencies such as repetitions, revisions, and false starts – For example, after hearing the word rumpus five times in the story Where the Wild Things Are, the child might still react to this word in the future as if he or she has never heard it before. Problems with word-definition skills; possibly especially evident in defining scientific and technical words –   For example, when faced with a situation that has rumpus-like characteristics, the child would not be able to use the word to describe the situation. The individual might not be able to make sense of stories, retell them in ways that make sense to listeners, or say things to which others can attach meaning. In the area of pragmatics, the focus is on the context and the function of the utterance. As pragmatics define the social skills of language: how, where, when, and with whom language is used, it is thus heavily dependent on culture, what is viewed as polite in one culture may be seen as weak and unassertive in another. A person with a disorder in pragmatics might not understand how to use language in social situations. For example, the person might start a conversation with a complete stranger by saying something like â€Å"I like planes a lot, and I like to watch them† or say something offensive, such as â€Å"You’re ugly!† or say something totally not connected with the previous statement. Individuals with pragmatic language disorders may not know how to make their needs clear to others or know how to use language for practical purposes. Thus, problems in this area originate from the previous two disorders (morphosyntactic and semantics) because the feature of this disorder rely on the goals or functions of language, the use of context to determine what form to use to achieve these goals, and the rules for carrying out cooperative conversations; all of which are rooted in the previous two. The proper approach to these disorders demands classification, but human beings and their language are very difficult to categorize. Therefore, all classification systems still contain ambiguities, and none can account for all cases. Children or adults may have either more than one primary diagnostic category or characteristics that do not fit into any category. This is in recognition of the fact that each child represents a unique set of circumstances, so language assessment and intervention should be individualized.