Social Injustice’s of Women in India

Violations Against Women in India Women all over the world are affected by social injustice. In many countries rules and laws have been put in place to ensure the equal treatment of women. Although these laws and rules have not kept things perfect they have helped to maintain a balance between men and women. This work towards equality does not function the same in all countries. There are still places where women are beaten, raped, and murdered without so much as a second thought. Some of these places even have rules in place to prevent these practices, but they are frequently overlooked. India is one of these places. A place that is both progressive on paper and in some urban areas but are also far behind in practice and in rural communities. What progress has already been made to protect women in India and what still needs to be done to ensure the equal treatment of women in all areas of India? According to the International Violence Against Women Act on Amnesty International’s site, â€Å"Violence against women and girls represents a global health, economic development, and human rights problem. At least one out of every three women worldwide has been beaten, coerced into sex, or otherwise abused in her lifetime, with rates of domestic violence reaching 70% in some countries. † This abuse of women and their rights is something more developed countries are taking very seriously. Over 7,000 women in India will be murdered by their family or their husband’s family because of arguments about dowries. â€Å"Violence against women is rooted in a global culture of discrimination which denies women equal rights with men and which legitimizes the appropriation of women's bodies for individual gratification or political ends. Every year, violence in the home and the community devastates the lives of millions of women. † (Amnesty). The study of why and how women are treated they way they have been is a fairly recent study. Purkayastha explains when this study arose, â€Å"The contemporary study of gender in India arose within a specific sociohistorical context: the establishment of a nation-state in 1947 after two centuries of British colonialism† (Purkayastha , 504). A long time ago in India men and women were prescribed equal status but as time progressed, through medieval times of great inequalities between men and women to the present days of equal rights. In an opening verse of the Apastamba Sutra from around 4 BCE, quoted and translated on Amnesty International, it is stated that, â€Å"the primary duty of women is enjoined to be service to one’s husband. † Originally in ancient India women were looked at as equals. They were free to choose their own husbands at a mature age and maintained equal status in most areas of life. Shortly after this period of equality the number of equalities that existed between men and women began to diminish. Invasions as well as Christianity were contributors to the decline of equal rights for women. As the medieval period came around in India conditions for women continued to get worse. Sati, when a woman throws herself on her husband’s funeral pyre, child marriages, and the ban of women remarrying became the norm for Indian women. Polygamy in the Hindu tradition became more mainstream, as well as the sexual exploitation of temple women. While all of these hardships for women existed there also existed a small counterforce of women who surpassed men in areas like religion, education and politics. Sikhism also provided women with an opportunity for more rights and greater equality. One of the main messages of the Sikhs being equality between men and women especially during worship, for example when singing, being active members of the community, marriage equality, Baptismal equality, and even the opportunity to lead armies. According to Amnesty International â€Å"Violence against women is rampant in all corners of the world. Such violence is a human rights violation that manifests itself in a number of ways, including: violence against women in custody, acid burning and dowry deaths, â€Å"honor† killings, domestic violence, female genital mutilation, human rights violations based on actual or perceived sexual identity, gender based asylum, and the problem of impunity† (Amnesty). These violations against women exist all over the world especially in less progressive areas, such as third world countries, one of these countries being India. Violations against women in prison go largely unnoticed because these are things that happen behind closed doors and are mostly invisible to the public. Things like rape, groping during body searches, shackling during childbirth, and sexual assault are all common practices that have existed within in prisons in India. Sexual favors and lack of physical and psychological care are also major issues in many female correctional facilities. Another previously common social injustice against women in India is acid burning and dowry deaths. Jejeebhoy explains how keeping women in the dark is a way of expelling control, â€Å"Evidence of the limited control that Indian women exercise over their own lives is increasingly documented. Recent studies underscore their limited control over material and other resources, their restricted access to knowledge and information, their constrained authority to make independent decisions, their enforced lack of physical mobility, and their inability to forge equitable power relationships within families (Basu 1992; Visaria 1996; Jejeebhoy 2000). The role of men as gatekeepers enforcing this status quo is implicitly recognized, and, particularly since the International Conference on Population and Development held in Cairo in 1994, the need to involve men in working for greater gender equity has been widely expressed† (Jejeebhoy, 299). An interview with a traveler to India, who experienced some direct encounters of female injustice and its current practice, was conducted. Devin Anderson a senior at the University of Iowa experienced accounts of female inequality and degradation through members of his Knolls group when studying in India. Interviewer: When you were in India where did you travel? DEVIN: I backpacked mostly in the Himalayan Mountains and in nearby rural villages. INTERVIEWER: While you traveled in these villages did you witness or experience any inequalities between the women and men? DEVIN: In many of the villages I visited the men and the women both held specific roles, ones that were part of their society, part of their way of living. Most of the duties that these roles implied were based on gender. I had also witnessed some inequality between the two genders. Like one day we went to a restaurant type place in one of the larger rural villages we were visiting, and while we were there some of the women in my group went to go order some food. The men who were there to take orders blatantly ignored their requests and waited for one of the men in our group to order for them. Women were apparently not allowed to speak or order for themselves and the men there actually seemed a little offended that these women had even tried. INTERVIEWER: What were some of the duties the women had versus the men? DEVIN: Typical things that many people think of when it comes to older American practices. Things like the men would tend to the animals and slaughter them for the meals. Women were expected to look after the children, cook, and tend to the house. INTERVIEWER: Do you think major inequalities like these exist all over India? DEVIN: No, many women in India have jobs and lives all their own, especially in urban areas. Unfortunately in many rural areas many inequalities still exist. There are four main practices that can still be found in practice in rural areas even with the ban that exists on them. These four practices are sati, jauhar, purdah, and devadasis. Sati is a rather old practice where a widow throws herself on her husband’s funeral pyre. This practice was abolished in 1829 but there have still been reported cases in India. Jauhar is the practice of burning the living wives and even daughters of warriors who had been defeated. This was supposed to be a voluntary act meant to prevent the capture and rape by the enemy. This practice has not officially been banned in India. Purdah is a practice that is still common all over India. It is the act of requiring women to keep their bodies covered in order to disguise their form. The practice of purdah is not religious like most believe and the extent to which a woman must be covered is decided by whichever group has imposed the idea. The last drastic social injustice against women in India is devadasis. This is the marrying of a woman to a certain deity or temple. Later during the medieval period it became common for men to engage in the sexual exploitation of these women. Much of the violence and rights violations that women in India experience, come from the home. Jejeebhoy explains, â€Å"In most of India, in both north and south and among both Hindus and Muslims, the family is mainly patriarchal, patrilocal, and patrilineal. The country has long been known for in egalitarian gender relations (Altekar 1962; Karve 1965). Women are defined as inferior; husbands are assumed to â€Å"own† women, and to have the right to dominate them. In egalitarian gender relations deny women a decision-making role in family matters, inhibit them from moving about freely, prevent their access to material resources, and expose them to violence in the household† Jejeebhoy, 300). The limitations that are imposed on women are what help to keep them down. By keeping women down they are kept from knowing anything different, anything that will help them to become equal, protected people. Since India has become independent women are allowed to be a part of almost all public aspects of life. Areas like art, politics, science/technology, and education are ju st a few examples of Indian culture that women were not always allowed to be a part of. The fight of women for rights has lead to the government of India to view women as equal. Ray explains, â€Å"Analysis of the various identities through which women are mobilized can- not be complete without the recognition of the increased visibility of women in right wing movements in many parts of the world† (Ray, 51). The Constitution of India actually provides assurance of equal opportunity, pay, and no discrimination. The Indian government now also promotes humane work conditions and time off for maternity leave. Feminism did hit India, in a smaller way than in the United States and more than a decade later. Ray explains that the written word is what helped spread feminism and activism, â€Å"Literature on women's activism has shown that women are mobilized not only as women but also as mothers, workers, peasants, and citizens. Initially, scholars focused on interests, specifically whether such a thing as â€Å"women's interests† could be identified. More recently the focus has been on identities, specifically how identities mobilize women† (Ray, 48-49). A case of rape of a young girl in a police station kicked off several protests in the late 70s. This led to the formation of many NGOs that supported women’s rights and help feminism ideas spread to more rural communities. The formation of these NGOs also gave recognition to the overall lack in education and economic development for Indian women. The initial lack of technology and capitalism kept Indian women marginalized for a long time. It was not until India began to â€Å"Westernize† that women began to mobilize. Ray states, â€Å"The representatives of the first position argue that a rise in the levels of urbanization, industrialization, and education leads to an increase in women's mobilization (Chafetz & Dworkin 1986, Margolis 1993; for a critique see Basu 1995, Papanek 1993). It has become increasingly evident that this focus on the spread of capital- ism, or on general processes of urbanization, industrialization, and education obscures rather than illuminates the processes that shape women's movements† (Ray, 52). Globalization has also played a major role in India’s development and progress with women’s rights. After the spread of technology and women in third world countries were able to see and hear about the progress women had been making in other countries they themselves were able to rise up an organize. According to Ganguly-Scrase, â€Å"Globalization has and continues to have differential impacts on men and women (Basu 1995; Bergeron 2001; Freeman 2001; Oza 2001; Walby 2000). Since the mid- 1980s, India has pursued a policy of economic liberalization, which was a dramatic reversal of earlier policies of protecting domestic industrial capital. It has been argued that the privatization of public sector enterprises, reduction in public sector investment, and lower government expenditure on poverty eradication pro- grams have not served the interests of women† (Ganguly-Scrase, 545). Although India is behind in its literacy rate for women and there are fewer women enrolled in school compared to men, it does not mean the opportunity is not there. Ray states, â€Å"There currently exist two conceptualizations of conditions under which women mobilize. These conditions are either structural and universal or historically and locationally specific, with local variations obstructing or facilitating the specific forms of women's movements† (Ray, 52). Many families, especially in more rural communities, keep older traditions. Traditions where the women’s roles are to take care of their families and husbands and literacy and education are not primary concerns. There has been progress made towards achieving more equality among the number of girls and boys who attend and finish school. Organizations have been put into place to educate the people in rural communities in India. For many years the women of India have been mistreated and abused. These blatant violations of women’s rights have been swept under the carpet even after the Constitution was amended and India declared its independence from Great Britain. These feats and more have pushed the development of human rights for women in India, but there is still progress to be made. The way women have been and continue to be treated is a concern that women and men all over the world must face and work to correct. Until we recognize that not all places are as well off as we are, the injustices cannot be set right. Works Cited Amnesty International. â€Å"Women's Human Rights. † Amnesty International USA. Amnesty International, 2001. Web. 11 April 2010. Ganguly-Scrase, Ruchira. â€Å"Paradoxes of Globalization, Liberalization, and Gender Equality: The Worldviews of the Lower Middle Class in West Bengal, India. † Gender and Society 17. 4 (2003): 544-566. Web. 2 Apr 2010. Jejeebhoy, Shireen J. â€Å"Convergence and Divergence in Spouses' Persoectives on Women's Autonomy in Rural India. Studies in Family Planning 33. 4 (2002): 299-308. Web. 9 Apr 2010. Moursund, Anne. â€Å"Individual and Community Effects of Women's Education and Autonomy on Contraceptive Use in India. † Population Studies 57. 3 (2003): 285-301. Web. 2 Apr 2010. Purkayastha, Bandana. â€Å"The Study of Gender in India: A Partial Review. † Gender and Society 17. 4 (2003): 503-524. Web. 9 Apr 2010. Ray, R. , and A. C. Korteweg. â€Å"Women's Movements in the Third World: Identity, Mobilization, and Autonomy. † Annual Review of Sociology 25. (1999): 47-71. Web. 9 Apr 2010.

Prisoner Without a Name Book Review Essay

Prisoner without a Name, Cell without a number is a melancholy novel that expresses Argentina’s terrorist state. Jacob Timerman, a well respected man of Argentina, an editor of a well know Argentinian paper, La Opinion, tells the audience his story of the terrorist state of Argentina from 1967-1978. His gripping novel both describes his personal experience being kidnapped by terrorist, while he tells us about the condition of the terrorist state of Argentina. His book is important because it tells a first hand account of the fear, the distrust, and the mere insanity of conditions in the country of Argentina during its darkest time. In Timerman’s first chapter, he opens by describing how he lives (though being locked up in a cell is not living) while being locked away in an unknown location (p.g. 4). He first describes his own â€Å"cell†. He is extremely descriptive and the reader can feel as though they are in his small, narrow, cold, wet cell. He tells his audience of a little crack in the wall, his only ventilation and only source of light, in such little detail, yet the reader can understand his isolation from light, the outside world, and his family. Timerman describes the crack as a â€Å"faint glow, night and day, eliminating time† which represents his unwilling determination and hope for freedom. Timerman’s first chapter also gives the reader a sense that through all the events he has under gone, he still remains the same strong willed person (under the circumstances) he was as he is described in the rest of the book. In addition to he crack in the wall, Timerman describes an encounter with another prisoner when the eyehole of his cell accidentally left open by the guards. He describes his encounter with such passion and emotion, yet they do not say anything,, only stare at each other. Timerman describes how their movements, their eyes blinking, represented emotion and passionate communication between the two of them. For in these conditions seeing someone who is in the same situation and somehow communicating with them was extraordinary for Timerman. This encounter that he describes is an important aspect of his book, in that it represents an encounter with another person struggling through the same pain, and same tourture that he is experiencing. This can be looked at as a simile towards the conditions in the country of Argentina. After Timerman describes his torture and isolation while under imprisonment, his next chapter tells us about the chaos that has under gone in Argentina, and her government. He explains to the readers that there are two sides in this civil war between the two parties of government, and describes all of the violence that has occured as a by-product of this war. He tells us of his encounters with the hysteria before he was kidnapped, and the disarray that was upon Argentinians. Timerman uses a quote by Luis Borges that was very interesting and nsightful, claiming that â€Å"the Argentine is not a citizen but an inhabitant; that he lacks an idea of the nation where he resides , but views it as a territory†¦Ã¢â‚¬  which is an understandable view. The people of Argentina, as Timerman describes, are scared of their government and the terrorism that is upon them. Timerman describes Argentina is such a state that there is no government, and, that the government is corrupt and that there is no trust authorities. Timerman, throughout the book, tells about mothers, fathers, relatives, and friends coming to La Opinion asking to write a letter about their loved one going missing, yet he further explains in almost every instance, that he could not do anything about it because it could get him executed. Timerman, throughout the book, always described his reasoning and perspective, in that, he said he wanted to help those people that came looking for help, yet he was already pushing his luck writing articles that no other paper would dare to write. Timerman tells the read that during his position as editor at La Opinion he received many death threats and hostile remarks due to his articles in his paper being to left sided, or too right sided political view. Yet Timmerman tells the reader that his intensions where not to support either side, but to write about the truth about what was going on in Argentina. He also wanted to stop this terrorism and find a way to halt this insanity. Timermans book does an amazing job at telling two stories, his story of survival during imprisonment for multiple years, while also telling the reader about the irrationality and absurdity of Argentina’s â€Å"government†. Though the book takes place in Argentina, those who read it will understand the universal application. It could happen else where, and that is why it is an important book to read, understand and take in. Timerman, in his book, is a witness for the rest of us.

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Sponsorship Component - Essay Example Sponsorship is considered as a business partnership between the sponsor and the sponsee. The both parties (sponsor and sponsee) have to add value to each other. The association between them will increase the brand value. That’s why sports organization must fulfill the satisfaction of marketing needs of sponsors, which can be done thru the help of brand or property that controlled or owned by the sports organization. If a sport organization gets a potential sponsor, then it will help to increase the brand position. Even more, it will increase the target audience and employment engagement. To selling a sponsorship to a sports organization, it requires to understand the prospective partners. Even more, it is important to understand the role of corporate marketing. Corporate marketing has two major keys, first one is to develop the brand and second one is to magnify the marketing to increase sales. After singing the contact between both parties, it should be ensured that every detail which have been made in contract are fulfilling by both parties. An average sponsorship bundle may include; the sponsor purchasing different rights including occasion title or class rights, signage rights, rights to particular designated tokens and logos, rights to utilize the expression "authority," rights to particular occasion promoting, advancements, and distribution considerations, and certain first-alternative rights. The particular rights fluctuate as per the size and nature of the occasion and the specifics of the agreement.

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Why is there suffering in the world - Essay Example (Craig 2) Therefore, atheist philosophers assume that God does not exist; otherwise he would stop all kinds of evils and sufferings in this world. In this regard William Craig comments, â€Å"there’s no reason to think that God and evil are logically incompatible. There’s no explicit contradiction between them† (2). Indeed by doing so they ultimately defy the very essence of a man, ‘freewill’. If God would act according to the claim of an atheist and had He stopped a tyrant who brings down sufferings upon others, He would have to seize that tyrant’s freedoms to act, to talk and even to think. Therefore, in a sense, by provoking God to stop sufferings that have induced by a tyrant, an atheist wants to seize ‘freewill’ the essence of being a man. Then an atheist may ask why God does not stop sufferings caused by natural disasters like earthquakes, Tsunami, etc. Here again the atheists fail to evaluate the role of sufferings in God’s world. According to their claim, if God should make the world free of sufferings from natural disasters, He also should make it easy in the fullest sense. But obviously a theist will object to the idea of a hunger-free or pain-free world, since a hunger or pain-free world is, in some way or other, inert. In this suffering-free inert world, no one needs to work, to create good relationship, to talk, or to interact with others, since man is then self-sufficient. In such world, the ‘good’ or comfort is absolutely meaningless, as suffering or evil itself is meaningless. Again a theist will necessarily argue that when an atheist wants God to make the world free of sufferings, he or she wants a meaningless and inert world. Indeed the question that necessarily arises here is: â€Å"What does the Bible says about the role of suffering in this world?† The Bible says, â€Å"[man] means

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Assessment in science(Schools in England) - Essay Example For one, NC has increased the number of students learning science. A key intention of the NC was to have students aged 5-16 learning science in primary and secondary education, as outlined in the Science 5-16 DES policy statement which was outlined in March 1985. Secondly, the NC has inculcated more effectiveness in teaching and learning of sciences. This is because the DES policy statement emphasised that teaching science was to include both the acquisition of knowledge and comprehension of facts and principles of science (which was to be done in a broad and balanced manner) and the methods of science. In this respect, science became a core subject alongside mathematics and English (Great Britain Parliament, House of Commons, Children, Schools and Families Committee, 2009, 17 and the Great Britain Dept. for Education and Employment, 1999, 34). The NC also lifted up performance in science subjects. This follows the outlining of the form that the policy would take, by the Education Re form Act 1988. ... Studying the science and arts subjects alike, under the programme is to culminate into sitting for the GCSE, when one finishes the Key Stage 4. This ensures that those who proceed to a higher level of learning are fully equipped, cognitively and academically. Thus, students are able to perform academically in higher levels of learning. Again, the same students’ ability to perform and comprehend concepts in higher standards of learning inculcates confidence and a positive attitude among them and extirpates chances for dropouts (Pollard and Bourne, 1994, 22). The teaching of biology, chemistry and physics has also become more standardised, following the changes that the Qualifications and Curriculum Authority for 2006 amendments made. This measure was to help ensure that those issuing guidance and information top science learners in years 9-11 of their studies have a single document that contains accurate and updated information on the opportunities, support and qualifications t hat are available. It is by this virtue that many students have gained increased awareness on sciences and the opportunities that accost studying science (Daugherty, 1995, 17 and Kelly, 1990, 14). According to Watts (1991, 12), the NC also helped further synchronise scientific disciplines and learning of sciences at the national level. This happened especially as changes were made in the 2006 national curriculum. The main changes included information regarding planning timetables, deciding between specifications and understanding the implications for teaching sciences and knowing where to obtain necessary resources from (Daugherty, Phillips and Rees, 2000, 17). The content of the science subjects being taught has also expanded, following the introduction of key stages. Particularly, one of

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Summarize the IRIS Training Module (2) - Coursework Example This paper will discuss the cultural differences existing regarding the involvement of family in Maria’s case and evaluate how cultural influences affect her development. Cultural influences are evident in how students understand verbal messages, body gestures, physical touch and eye contact because different cultures have different expectations of these modes of communication. For example, Maria is a Mexican student in the US and English is not her first language. Further, apart from learning it in the US, she also needs to have enough command over it to use it to learn academic content in school. According to the U.S. Department of Education (2007), the US is known for its historical emphasis on education, which also explains why majority of American parents have always been concerned and involved in their children’s academic affairs. Further, the present-day American education system does not discriminate against gender, as is traditionally seen among some minority cultures that prioritize the education of the boy child. On the contrary, Maria’s parents have not shown interest in what goes on in her school life apart from the fact th at they enrolled her in school. For instance, they have not been returning her teacher’s calls and have also failed to respond to the notes that have been sent to them for a whole week. This acts as a warning sign to the teacher and generates the initial thoughts that the parents are not supportive of their child’s academic endeavor. From the case study, Maria is also shown to be the typical example of English language learners. This is because although she has the conversational skills to chat with friends during break, she lacks the central academic language and vocabulary to succeed in school. A key cultural influence on Maria’s education is what is typically known of Latin American cultures in which children show

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Using the arguments of two of the three liberal scholars just mentioned (considering Keohane and Nye as one scholar), provide arguments as to why the internatio - Essay Example Moreover, violent conflict may not always arise in every situation because certain kinds of disagreements, such as those on economic issues, may preclude military action and the effects of such action would in any case, be costly and uncertain. Among the industrialized nations, with development in international relations and diplomatic initiatives, the perceived margin of safety has also widened and fears of attack have declined, hence force has become unimportant as an instrument of policy2. The use of nuclear power functions as yet another deterrent to violent conflict, since the destructiveness of nuclear weapons make their use as a threat equally as effective as the actual force of force.3 In democratic countries, the opposition to prolonged military conflicts from members of the public is also very high and thereby limits and restricts engagement in violent conflict by those countries. As also pointed out by Keohane and Nye, in a world characterized by complex interdependence, military security may not be the dominant goal of states. Each state may have a variety of other state goals to be achieved, and with variations in the distribution of power and political processes, militarily strong states are likely to find it more difficult to use their military dominance, when the use of military force is devalued for reasons such as those mentioned above. Linkage among the various issues, the strategies and defenses against them will pose a complex set of strategic choices, not all of which may be resolved through violent conflict, since the awareness of potential gains and losses and the level of interdependence between States, both economically and politically, may limit the use of force in terms of the goals it can achieve. John Mueller argues that the international system is not necessarily war prone, as revealed by the strong rivalry