Feminism and Politics Today Essay Example | Topics and Well Written Essays - 1250 words

Feminism and Politics Today - Essay Example Feminists from England, France, and the US have had a significant success in involving women in organizations entrusted with decision-making. However, there has been an increased female participation in politics in many parts of Europe. These participations have given rise to a reduction in domestic violence, promotion of divorce rights, and child custody rights over the last four decades. In Ugandan, women had a different technique of growing their political participation. At the time guerrilla war between 1981-5, women used a major contribution (Finley & Stringer 2010). These women put in place policies that favored them too and, as a result, it made them at par with men in decision-making positions. The problem of marriages in India has for a long time become a question of concern for most Indian women. Marriage related deaths have been on the rise, and this made the Indian feminists fight for equal marriage rights. Initially, men had a lot of favors in matters of marriage. They e njoyed marriage rights that deprived women of their rights too. Apart from marriage rights, For example, Indian feminists fought for property, marriage, and divorce rights that favored men for a long time. As a result, in 1934, a bill was passed that protects the rights of women, and this was achieved to change the order that had existed for a long time. In Mexico, women joined organizations that inculcated in them public confidence. The confidence they gained helped them to argue courageously out their rights (Glenn 2010).

Definition for analysis Essay Example for Free

Definition for analysis Essay Sexual violence in general, especially rape has numerous consequences, including physical injury, psychosocial trauma, and unwanted pregnancies, fistulae and HIV/AIDS infection. The data show that most women did not seek any medical care after they had been raped. There were simply no appropriate health services available or they felt ashamed, were too sick or lived too far away to seek emergency assistance in the first days following the incident. As treatment has become possible, the medical consequences of such widespread sexual violence are becoming apparent. Four interviewees of the sample had HIV/AIDS and 6 sexually transmitted diseases (STI) as result of rape that increases the risk of HIV/AIDS in addition to being a source of chronic pain, STIs may lead to infertility. Physical injury from sexual violence can be very serious, especially in young girls. It was estimated that the HIV prevalence in Kisangani could reach 20%. Sexual violence is likely to have been a significant contributory factor to this increase. 7 respondents had the unwanted pregnancies as a result of rape. 3 of them made unsafe abortions that caused a grave STI. MSF Kisangani has seen cases of pelvic inflammatory disease almost certainly arising from such procedures. Other reproductive health problems reported have included interruptions or abnormalities to the menstrual cycle or delayed conception. Decreased sexual desire or pain during sex is particularly common and very damaging to family and relationships. â€Å". One night, a group of armed men came to loot our house. They took me and the †¦. , I was raped by four of them. I thought I was going to die. The next day †¦ asked us for money. †¦to offer. † †¦ were raped again – by all of them. I was pregnant †¦, I miscarried. Since then, I felt a lot of pain in the body, especially in the abdomen and in the back. I feel weak and I can’t sleep at night, during the day whenever I see uniform men in front of me, I am terrified. † Some rape victims have reported to MSF that they believed they were pregnant when subjected to sexual violence. Of 51 patients allegedly pregnant at the time of the rape, almost 35 per cent reported having had a problematic pregnancy as a consequence. The consequences included immediate or delayed miscarriage, neo-natal death, or an infant with congenital abnormalities. The joint program provides medical treatment to those women who have experienced sexual violence. Emergency contraceptive pills are given to prevent pregnancy and Post Emergency Prophylaxis (PEP) is given to help prevent the possible transmission of HIV/AIDS to women who present themselves within 72 hours after the rape happened. Physical injury most rape victims report some kind of physical injury such as pain all over the body and in particular areas where they have been beaten with fists, weapons or sticks. Many complain of joint pains to the hip and back when their legs have been extensively and violently spread out. The pain experienced at the time of the incident has left its stubborn mark even years after the rape – on both the victims’ bodies and minds. Survivors feel weak, sick, soiled, and even despite a lack of physical pathology the scar persists. Sexual and gender-based violence prevention and response from â€Å"the joint initiative† demands that the health system partially destroyed during conflicts must be restored. This will contribute significantly to peace building nationwide. â€Å"I didn’t see a doctor in my first moment of rape, I have to walk about five hour to reach the centre and I was so exhausted about what happened to me there is not enough medical care, actually I am pregnant from this rape. I can never tell the child who is his father and how he is conceived, this child will hate himself I have my sister this is more lucky because when happen to her his son has a bike and he conduct her in the medical centre and she took the PEP kit medicine† The lack of capacity in terms of medical personnel and basic equipment are impediments to fully taking into account the needs of victims who often live in remote and inaccessible areas. â€Å"I was the favourite for my father and now I am nothing, he banishes me from the home but because of the mediation. I return home. I was engaged, as my fiance pay the custom allowed him to visit me with his friend and in my turn I can walk with my friend when he is returned home. That night after my fiance and his friend leave, my friends and I was attacked by 3 men’s. My friends escaped but I fallen down, then it happen When my family came for rescue everything was done I am stigmatized, my fiance broke our engagement because I am not virgin anymore, for my father I will not find a husband so he could have my dowry† The above is the narration by the 15 years old in the process less than 6 months. This discourse is similar to 5 others victims aged 12 to 18, due to the tradition the â€Å"virginity† seems to be very important for the girl for any marriage. The data show objectivity of girl’s sexual violation is automatically rejected as if her value is linked to this virginity â€Å"I couldn’t remember how I came here in this centre (Leezadel) . They told me that a man brought me in his bike. But I do remember what happen to me and my husband. They asked him to have a sex with our 10 year old girl and he refused so the two of them raped her and they beat my husband and me because we tried to help our child. They cut my husband’s penis and they introduced it in my child vagina. Then they took me to there camp and raped me about five times a day. I became sick and also crazy, I’m here about one year and they almost saved my brain and I think that now I could be considered as a human being, yes now I’ m a human being† Each woman came with her own and unique story of being completely damaged in addition to physical injuries, victims experience psychological trauma (such as stigma, family rejection for the victim and children born out of rape, marital separation, fear, and mental depression). Indeed, rape violates the privacy of the victim, destroys self-esteem and creates fears that need to be assuaged. Psychosocial support and economic reintegration help the victim regain self-esteem and become an active member in the development and reconstruction of the country. Family reconciliation is a requirement for community and national reconciliation. Peace cannot be achieved without peace in the hearts and souls of the victims of sexual and gender-based violence. Mental and emotional healing blazes a trail for forgiveness, a prerequisite for peace. The fight against poverty and economic exclusion also facilitates peace building â€Å"The centre really helps me to get out from my nightmare but I couldn’t build any life as my family and my husband is ashamed about me because I didn’t hide what happened to me. The centre tried mediation but it didn’t work as they all banished me. Now a beginning to feel normal again even I know that men will never touch me again, the centre promised a machine-tool when I will finished my training in dressmaking. But there is nothing until now I finished my training long time ago I have a child from my rape that I have to take care and it is not easy† The data analysis shows that lack of the economic reinsertion by government or by NGO’s. â€Å"I know those men who rape me but I will never go to see any lawyer because they will kill me and my parent, they told me that I couldn’t do nothing to them because they are from the Presidential armed (G). I know some of women who went to the justice and nothing is done as yet† The data analysis shows that there is a real lack of justice for the victims. For example until July 2005 during this internship there is no condemnation for any predator in Kisangani except for a 7 year old orphan child that I met who was raped several time by one soldier in the camp where she is living with her father and her 2 year old sister. A colonel raped almost ten children in this camp, once this colonel was caught raping a child 5 year old. The father of the 7 year old went to justice he was followed by the other parents. The criminal was arrested but few days later he ran away from the prison with help of his influential cousin who was the administrator of the camp and now the cousin is using his influence to harass the father of victims. This history reflects the real situation of the legal system all over the country. For the first time, justice makes a public condemnation of a soldier who mass raped in the village Makobola in South Kivu in Eastern province involving a public rape of 70 women. According to Amnesty International annual report 2006, DRC is suffering from impunity and lack of access to justice. Despite systematic violations of human rights, hardly any suspected perpetrators were brought to justice. No effort was made to exclude individuals suspected of grave human rights abuses from the new army, and people allegedly responsible for crimes under international law and other human rights abuses assumed key positions in the army and transitional institutions [104].

Development of Nursing Skills in Oral Care Placement

Development of Nursing Skills in Oral Care Placement INTRODUCTION This essay is going to focus on the nursing skills that I developed during a period of placement simulations and in the community, placing emphasis on oral care, communication and bed bath. It will outline the fundamental aspects of clinical nursing skills that I have begun to acquire. This will also highlight the learning processes which took place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning. Reflection is the process of reviewing an experience in order to describe, analyse, evaluate and so inform learning about practice (Reid 1993). There are many reflective models that I could have used, including Johns (2004), Driscoll (2000), Atkins and Murphy (1994), Kolbs (1984), and Gibbs (1988). However, Gibbs (1988) model of reflection was selected, as a framework, because it focuses on different aspects of an experience and allows the learner to revisit the event fully. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. Skill 1: Oral Care Description I was part of a placement simulation group which went to the multi-skills laboratory to practice delivering and receiving oral hygiene. I was assigned a colleague to brush his teeth using a toothbrush and paste. I put on gloves to prevent contamination (NICE 2003). Seeking his consent, I undertook a briefÂÂ  visual assessment ofÂÂ  his mouths health. I then put him in a comfortable position so that he could tolerate the wash. Thereafter, I cleaned all-round the mouth, gums and tongue. I finished off by helping him to rinse his mouth with mouthwash. I treatedÂÂ  my partner as though he was physically unable to hold the brush himselfÂÂ  to scrub his own teeth, but he was able to communicate with me and was able to assist me in terms of spitting and gargling with water at the end of the procedure. Feelings When first informed that I was expected to undertake this task I felt anxious and concerned. I was aware that I had not brushed anyones teeth outside of my family before and that the mouth is an intimate and personal part of the body which is not usually exposed to anyone other than me or the dentist. I was concerned about how my partner (whom I did not know well at that stage) would react to me examining his mouth. Writers have described such intimate physical assessments as creating a potentially intrusive situation (Lewis 2006, Sturdy 2007) which might cause the patient to feel uncertain and inadequate. I was also concerned that my own anxiety was shared by my partner who also appeared embarrassed and awkward at the time. This anxiety was increased when during the procedure my partner began to cough as though distressed. This caused me to feel hesitant about continuing- a situation recognised by Millon (1994) as a common response for carers to such an experience, although I persevered with his cooperation. When the task was completed I felt comfortable with my performance overall. Evaluation What was good about the experience was that, despite being aware that this role is often delegated to health care assistants (Kelly et al 2010), I was able to deliver a fundamental component of essential nursing care (Essence of Care 2003) quite effectively. The experience helped me to appreciate that oral care provides any nurse with an ideal opportunity to undertake a thorough physical, emotional and cognitive assessment of a patient (DOH, 2001). I was satisfied delivering this aspect of care without harming the patient as no injuries were sustained (having I checked his mouth prior to and after cleansing). Also, I was pleased to have an opportunity to improve my communication skills through the delivery of this skill and to understand the impact that this might have on the development of a therapeutic relationship with future patients. From my colleagues reaction and feedback, I understood how feedback is an important learning tool. Despite my discomfort during the undertaking of this task, the experience highlighted the potentially complex problems I might have to solve in the provision of care needs to patients for whom I may not have had contact with before. Analysis Administration of this clinical skill involved undertaking an assessment of my colleagues mouth before delivering any care in order to help determine the most appropriate means of delivering oral care. Malkin (2009) asserts that this is a critical component of the procedure and was one I was keen not to overlook. The World Health Organisation (WHO 2010) describes a healthy mouth as being free of chronic mouth and facial pain and in the situation described; this is the condition I found my partners mouth to be in. I was therefore happy to proceed with cleaning his teeth as instructed. I selected to use a soft bristled toothbrush and toothpaste. The use of these adjuncts are described by many writers as being the most appropriate in terms of removing plaque and preventing trauma to the gums (Holman et al 2005,McCauliffe 2007).Despite this it has been identified that they are also most often not selected by nurses who appear uncertain about most effective evidence based practice ( McAul iffe 2007). Conclusion Clearly, mouth care is important and that, nurses have a role in assessing and maintaining it (Malkin, 2009).The task identified the role of the nurse in providing encouragement to the patient whilst delivering oral care. His weakness created a sense of dependency upon me and necessitated the utilisation of good communications skills on my part to complete the task properly. It has raised my awareness the effects of nursing interventions on others within my practice. Action Plan At the moment, I read more books a day than practice. My aim is to be proactive in the future by promptly opening up through total participation and doing more practices by brushing my teeth on regular basis. I would consider brushing others also and allowing them to brush mine in order to become familiar with areas that are often not well attended to. Keeping up to date with evidence based principles of practice will be maintained through the scrutiny of journals that refer to this aspect of care. I will take care to remember my feelings when providing and receiving oral hygiene before delivering it to patients in the future. Recognising the potential for embarrassment and awkwardness I will ensure that I treat the patient with sensitivity and discretion at all times. Skill 2: Communication Skills Description I accompanied my mentor to attend to a consultation with R, in persuading him as a non-compliant patient, in taking his medication. He had refused to communicate with anyone, and had been violent and very suspicious of nursing interventions in the past. He would not open his door and started shouting. When he appeared quiet he let us in. I thought it would be nice for him to have some interaction after seeking his consent. I pulled up a chair next to my client so that I was closer to him and was at a similar eye level. I engaged him in a conversation about football. When I mentioned Arsenal, he became interested in the conversation. I realised he was a fan of the club and told me more about the club. I listened attentively, nodding and contributing. I ceased this as an opportunity to explain the need for taking medication and side effects of non-compliance. He understood and pledged to take his medication daily. He took some to our surprise. Feelings Throughout the whole experience I felt terribly nervous as I knew I was being judged on how well I could achieve the skill. My initial perception was that R was a difficult patient and considered withdrawing but I felt emotionally concerned about meeting a professional obligation. I understood that I owed him a duty of care (NMC, 2008) and simply withdrawing was not professional in my view. Evaluation I was pleased to have an opportunity to improve my communication skills through which, I was able to convince him in taking his medication without confrontation. It was good that I sat in the chair next to him and did not just stand over him to show I valued him and that I was not in a hurry. I used good body language and facial expressions as stated by Egan (2002). I understood the impact that this skill might have on the development of a therapeutic relationship with future patients. Ironbar et al (2003) stresses that, therapeutic relationships can be stressful. This requires insight, self-awareness and ability to cope effectively with stress. The downside was that the patient initially felt that I was being nasty as I was persistent in having him take the medicine. Also, I found it difficult to communicate with the patient initially because I did not understand his condition. Barker (2003) reports of how in recent times empathy has been shown to enable nurses to investigate and un derstand the experience of persons experiencing a state of chaos as a consequence of psychiatric order. Analysis There are many reasons why somebody may refuse to communicate. Wilkinson (1992) cited in (Kluijver et al, 2000) defined communication as an open two-way communication in which patients are informed about the nature of their disease and treatment and are encouraged to express their anxieties and emotions. Sheldon, (2009) expands this further by saying in nursing; communication is a sharing of health-related information between a patient and a nurse, with both participants as sources and receivers. The nature of health care demands expertise in interviewing, explaining, giving instructions and advising (Williams, 1997). In this instance, this was exactly what I did. The use of therapeutic communications in nursing, particularly empathy, is what enables therapeutic change and should not be underestimated (Norman and Ryrie, 2004). Egan (2002) argues that empathy is not just the ability to enter into and understand the world of another person but also be able to communicate this understan ding to him. Nurses should be aware that patients, who are paranoid and suspicious of staff interventions as was the case of patient R, might not readily accept support from staff. OCarroll et al (2007) contended that in our professional roles, nurses do not have the same option as we do in our personal life by withdrawing from difficult relationships. I began to feel tearful, but then quickly reminded myself that there must be a reasonable explanation for him refusing to communicate or cooperate with everyone. I felt my client needed a choice and giving him a choice will give him back some of his independence when he could be feeling helpless and vulnerable; and his self-esteem could be decreased (Child Higham, 2005) as his cooperation could be inhibited. The need to build therapeutic relationship with the patient is paramount in gaining trust and respect (Rigby and Alexander, 2008). McCabe (2004) argues that the use of effective interpersonal skills, a basic component of nursing, must be patient centred. If I had been tense and negative, my client would not have enjoyed the conversation and would have felt uncomfortable and rushed (Kozier, et al 2008). Conclusion Communication is without doubt the medium through which the nurse-patient relationship takes place. The skills of active listening and reflection promote better communication and encourage empathy building. Caring for acutely mentally unwell patients requires of the nurse sensitivity, conveying warmth and empathy. Engaging meaningfully and actively listening to patients makes them perceive the practice as valuing rather than punishing, therapeutic rather than custodial. Communicating with patients is in itself nursing and therefore should be encouraged at all levels of nursing care. I feel my caring skill went well, because we were both relaxed and comfortable. As no problems occurred, I would do most things the same again. Action plan My goal for the future is to develop my knowledge by reading about long term conditions like schizophrenia so as to give me insight into those conditions before administering care. If patients appear distressed, I would get other members of staff to help give reassurance to them. I will also use reflective discussions with mentors and peer groups about managing similar situations. Finally, I will be taking the initiative and not being timid about challenging situations- the more times I meet the challenge, the better equipped I become at learning to manage them. Skill 3: Bed Bath Description I was asked with a colleague to bath a dummy patient during a placement simulation. The procedure was outlined by the lecturer present. I prepared the trolley with soap, bowl of warm water, soap and towel.I explained why I was going to give him a bath and gained consent. I drew the curtains to maintain patients privacy and dignity at all times. I washed my hands, put on apron and gloves to prevent infection and contamination and bathed him all round (front, back and sides including crevasses and folds) using separate towel for the private area. I covered the patient with the bath blanket to prevent chilling for his comfort. Whilst carrying out the bed bath I assessed his skin condition for any sores or broken skin.I treated the patient as if confined to bed or he is too unwell to attend to his own hygiene needs but able to communicate with me and reassured him everything was alright. Feelings Before starting, I had many emotions running through me. I expressed that I did not have much confidence in performing the task. This was because I: (1) lacked experience, (2) was concerned that I would not perform to the patients expectations and (3) was still trying to adjust to the laboratory environment. I therefore felt embarrassed that my lack of confidence was so obvious to present lecturer and colleagues. I later felt calm but a little apprehensive due to this. Despite all these, I persevered and finished the task successfully. Evaluation What was good of this experience was that, I upheld the reputation of the profession by maintaining it (NMC, 2008) as I did not speak over the client nor did I ignore him at any point during the procedure The instructions about what I needed to do was clear and I understood it and this give him the utmost respect, comfort and safety. By washing my hands thoroughly before coming into contact with the patient, Pirie (2010) explains that micro-organisms are easily removed through the process of hand washing. With supervision and comments from the lecturer present, I completed the task without harming the patient. Thomas et al, (1997), explains that, supervision is an important development tool for all learners. What was not good about this experience was when I redressed the client without allowing the client to choose the dress which I will prevent happening again. Nurses are taught to include family members where possible, keeping them well informed constantly about the condition and health care which is taking place. This helps make families feel more comfortable and also enables them to gain a clear picture of what is going on. Again, the lecturer was concerned that I appeared to lack confidence, and explained that, being able to express opinions clearly and confidently was essential in my future career as a nurse. In the lecturers view, the only way to develop confidence was to participate regularly which Bulman Schutz (2008) confirms. Analysis Skin care is a fundamental aspect of basic nursing care, with the outcome of these interventions often used to gauge the quality of the care provided (Voegelli, 2010). . Bathing involves actions to keep the skin clean and is essential for healthy skin (Dougherty Lister 2008). There are essentially two bed bath options available for todays health professional. Option one is the traditional soap and water bed bath which is labour intensive. Option two is the use of pre-packaged specialist bed bath wipes that come already impregnated with skin-friendly cleansers and moisturizers (Massa, 2010). Bathing is an intimate activity which requires physical assessment. Writers have described such intimate physical assessments as creating a potentially intrusive situation (Lewis 2006, Sturdy 2007) which might cause the patient to feel uncertain and inadequate. I was prepared not to overlook this area. The use of curtains and screens helped maintain the persons dignity and self-esteem (Child Higham, 2005). Despite this, dignity is seldom defined and there are few guidelines that nurses may use in their practice to safeguard individual patients dignity (Dignity in care (DOH 2006).It is true that healthcare assistants and auxiliaries can perform bed bathing and attend to patients hygiene needs; there are also important roles for the registered nurse, as it is often during the bathing of a patient that the nurse/patient relationship develops (Downey et al, 2008). In addition, the observation of a patient during the process of bathing provides excellent opportunities to make more detailed assessment and observation of the patients condition and progress (Pegram et al 2007). Conclusion Without doubt, provision of bed bath clients is to promote personal hygiene and to give them a sense of well-being and allows the caregivers to monitor changes in the clients skin condition (Evans, 2001). My reflective experience was very basic although a lot of the experience was preparation, planning and assessing which prevented the experience from going badly in anyway. I will also ask if they want to brush their teeth so that they feel more comfortable and also help prevent dental decay or any sores from developing around the gums. I now feel confident and comfortable enough to assist bathing people. Action plan If a situation like this was to arise again I think I would like to try to take out more time to talk to the client about how they are feeling and involve him at every stage of the activity. I also feel that it is important for me to work alongside more experienced members of staff to be able to learn more whilst on my placements. I think it is worth highlighting that as this procedure was carried out on a manikin, it did not reflect proper nurse / patient interaction and that I will now need to try and develop this skill and what I have learned from it to the wider clinical context when assisting patients who really do need help meeting their hygiene needs. I have learned something about giving the patients choice but it really wont be until I apply this skill into practice that I will receive feedback about how effective Ive undertaken the task, from the person that really matters or is in the best place to help me evaluate my actions, that person being the patient. CONCLUSION Administering oral hygiene, bed bathing and how these are combined with care, compassion and communication forms the basis of a holistic approach to care, and with the knowledge I got from supporting literature formed the foundation of my learning and practice. This experience has undoubtedly enhanced my critical thinking as a nurse and prepared me to move forward in my development and practice as a caring and competent nurse. I see myself as being in the right job which offers many opportunities for development and to improve upon my knowledge and skills. I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learnt from my experience during my placements In spite of above, the processes of learning I went through are more complex than Gibbs suggests. It is not as cyclical as this model implies and I found myself jumping or combining some stages, before coming back. However, it has taken me out of my comfort zone, challenging my thinking.

Air Pollution :: Papers

Air pollution occurs when wastes dirty the air. People produce most of the wastes that cause air pollution. Such wastes can be in the form of gases or particles of solid or liquid substance. These substances result chiefly from burning fuel to power motor vehicles. Industrial processes and the burning of garbage also contribute to air pollution. natural pollutants include dust, soil particles and naturally occurring gases. The rapid growth of population and industry and the increased use of automobiles and airplanes, have made air pollution a serious problem. the air we breathe has become so filled with pollutants that it can cause health problems. Polluted air also harms plants, animals, building materials and fabrics. In addition, it causes damage by altering the earth's atmosphere. Chief sources of air pollution  · Forms of transportation,such as automobiles, airplanes, ships and trains are the leading source of air pollution of the industrial nations. The major pollutants produced by these sources are carbon monoxide, carbon dioxide, hydrocarbons(compounds of carbon and hydrogen), and nitrogen oxides(compounds of nitrogen and oxygen). Nitrogen oxides can react in the presence of sunlight to produce a form of oxygen called ozone(O3). Ozone is the chief component of photo-chemical smog, which is a common form of air pollution.  · Fuel combustion used for heating or cooling in factories contributes significantly to air pollution. Electric power plants that burn coal or oil also release pollutants into the atmosphere. The major pollutants from these sources are nitrogen oxides, sulphur oxides(compounds of sulphur and oxygen), and carbon dioxide.  · Industrial processes produce a wide range of pollutants. Oil refineries discharge ammonia, hydrocarbons,organic acids and sulfur oxides. Metal smelting plants give off large amounts of sulfur oxides and particles containing lead and other metals. Plants that produce plastic foam are a major source of chlorofluorocarbons(CFC's),compounds of chlorine,fluorine and carbon.  · Burning of solid wastes often creates a very visible form of air pollution-thick,black smoke. The burning of garbage, leaves and other

Alphonse Scarface Capone Essay examples -- essays research papers

Alphonse “Scarface'; Capone BACKGROUND INFORMATION  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Alphonse Capone was born on January 17, 1899. He grew up in rough neighborhood in Brooklyn, NY where he would attend school only up to the sixth grade, when dropped out. Capone got his nickname “Scarface'; from a knife attack by the brother of a woman whom Capone had insulted. The attack left him with three scars across his face and a new nickname.   Ã‚  Ã‚  Ã‚  Ã‚  Capone joined his first gang when he became part of the James Street Gang, headed by the well-known Johnny Torrio. In 1920, upon the request of Torrio, Capone went to work for Johnny’s Uncle, Big Jim Colosimo. Colosimo was the head of the largest prostitution and gambling ring in Chicago.   Ã‚  Ã‚  Ã‚  Ã‚  After the murder of Colosimo, Torrio took over his uncle’s empire, but he was forced to retire after an attempt on his life. So Capone took over and by the time he was 26, he was managing more than a thousand employees, each one of whom he demanded full commitment and loyalty.   Ã‚  Ã‚  Ã‚  Ã‚  In 1929, Al Capone’s most famous escapade occurred and was to become known as the St. Valentines Day massacre. The event took place at the bootlegging headquarters of George “Bugs'; Moran, Capone’s latest rival. Five police officers walked into the garage, lined up Moran’s men, and shot them dow...

The Lamb Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  A time lost in it’s own morals, seeks refuge in the knowledge and innocence of the past. William Blake used direct dictation through his poem, â€Å"THE LAMB†, in disseminating his theorem, which we, humans, seek to find peace within our selves only after reestablishing our identity with something pure. In the poem William Blake uses the Lamb, as a vessel, to interpret the innocence, we would seek to use. The speaker is seeking answers to his questions, about how the lamb gained such natural innocence. Blake’s biblical reference is also clear; although one may possibly, with out major knowledge of biblical testaments, know that Adam and Eve both â€Å"sinned†; therefore damning all mankind to eternal suffering. This eternal suffering is what the speaker may be trying to express, envy for the lamb’s godlike quality and innocence that it still retains, unlike the speaker a human by default.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Lamb Lamb, who made thee?† A rhetorical question to ponder upon, not to seek an answer. To ask the lamb its self â€Å"who made thee?† it may answer â€Å"My mama†. Although William Blake may have not intended such simplistic interpretation; William Blake may have sought scholarly biblical people to read and interpret that single line as a passage to his chamber of innocence, and metaphorical visions of happiness. Throughout the poem the speaker continues to haggle the lamb about its nature, as if to repress the lamb’s self worth. The lamb is seen as...

Dower and Dowry Confusion

Dower and dowry confusion The dower is a sum of money or other property which becomes payable by the husband to the wife as an effect of marriage[1]. On the other hand, Dowry is a transaction between two parties involving cash, or other valuable articles such as precious metals, gems, clothing, appliances, real estate, or goods for entertainment, made as a condition for entering a marriage contract[2]. The dowry system is not recognised in the religion or the law of the Muslim societies but has spread into it. 3] Conversely, Islamic law provides dower to enhance the status of women[4]. It is important to note that until now authors confuse dower with dowry. Perhaps the aspect of women's property or stridhanam in Hindu law and dower as the exclusive property of the wife are seen as synonymous. When dowry is regarded as stridhanam or pre-mortem inheritance for women, contradictions arise and the equation of dowry with stridhanam has been disputed by several authors.They argue that the situation is absolutely reverse, as dowry is not a gift to the wife or her exclusive property but the property of her in-laws. [5] Islam has legislated the giving of the dower by the husband to the wife in order to please the woman’s heart and to honour her. It is also meant to bring an end to what was done in the Days of Ignorance wherein she was wronged, exploited, despised and robbed of her wealth. The dower is a right exclusively for the wife. It is her possession and none of her guardians or relatives may share any part of it[6].No one has any power over her concerning how she wishes to dispose of it, as long as she does so in a legally acceptable manner. She may give it away as a gift, she may lend it to others or she may give it in charity or do any other permissible acts she wishes with it[7]. But dowry is totally different. At times people think that dower is some sort of acronym of dowry, which is literally incorrect. Dower is the money paid by the groom to his brid e while dowry is trousseau, gift of money or valuables given by the bride's father to the groom at the time of the marriage.It is important to understand that there is absolutely no similarity between dower and dowry; with the former being a legal right and the latter being a tradition[8]. Dowry is predominantly a Hindu tradition carried on after the people of the subcontinent embraced Islam. Women are given the right of inheritance but there is no concept of dowry in Islam. If it was a part of our religion, our Holy Prophet (PBUH) must have granted valuables to his only daughter Fatima on her marriage to Ali. Instead, Ali had to pay for the valima by selling his armour[9].This problem has intensified to the extent that women in both India and Pakistan commit suicide considering themselves burden on their families as they can't afford to give heavy dowry or entertain the in-laws years after marriage. At times the girl's family pays part of the dowry at the time of the marriage, prom ising to pay the rest after the marriage. This stipulation causes a lot of grief and mistreatment to the girl and her family especially if the ‘payment' is delayed[10]. ———————– 1]Monsoor, Taslima: â€Å"Gender Equity and Economic Empowerment: Family Law and Women in Bangladesh†. Dhaka, p. 22 2 http://www. indiatogether. org/women/dowry/pledge. htm 3 Sivaramayya, B. : Inequalities and the law. New Delhi 1984, p. 66 4 Monsoor, Taslima: â€Å"Gender Equity and Economic Empowerment: Family Law and Women in Bangladesh†. Dhaka, p. 47 5 Ibid [2] http://www. islamweb. net/emainpage/index. php? page=articles&id=97117 [3] Ibid [4] http://jang. com. pk/thenews/feb2007-weekly/you-20-02-2007/ [5] Ibid [6] Ibid