Compare between the three models of international human rights Essay

Compare between the three models of international human rights (statist, cosmopolitan, and internationalist) based on the streng - Essay Example The major issues that these theories seek to address include civil wars, conflict prevention as well as resolution. Humanitarian interventions which have not been fully explored as far as human rights models are concerned .However; it is an area that greatly provides strong themes as far as human rights models are concerned. Statism is one of the models that are very important as far as human rights are concerned in the international regime. Under this model, it is the responsility of the nation to ensure that human rights are adhered to. This model is similar to that of internationalist and cosmopolitanism2. They both hold to the treaties of universal declaration of human rights universalism. The treaty states that all nations should ensure that the needs of their citizens are met. This model has one weakness; it is the state that takes precedence before any human right can be recognized. Never the less, statism is seen as the most appropriate as far as issues regarding politics are concerned.Statism has also resulted into stronger states harassing weaker ones.Therefore,as much as statist is an international regime that looks at the rights of citizens, internationalism and cosmopolitanism looks at the welfare of citizens of a nation with more than statism Statism is very conservative. As a result, it leads to impassivity in debates regarding humanitarian interventions. ... The only challenge is that it does not fully support interventions as is seen in cosmopolitanism and internationalism. Internationalism model on the other hand corresponds to international theory. Internationalism and statist acknowledge that states are central as well as sovereign. Internationalism further focuses on how relations between states are regulated by international communal practices.3 This aspect is not well manifested in statism.Statists are greatly oppose states that that encourage good relations between member states. As a result, they don’t have feeling for war victims or nations that have witnessed serious crimes against humanity. According to internationalists, if the recipient state authorizes an intervention, they highly encourage it.Statism on the other hand does not fully welcome interventions .However, both statism and internationalism were used during the First World War and are still applicable today. In exceptional cases, statism allows interventions especially a government collapses. All the three models of human rights face major challenges. For example, they have to be approved by a national government of any country before they can be applied to any nation.Thus; the main priority in both cases is the rights the states have as far as any law is concerned4. Thereafter, the issues of human rights as far as international laws are concerned then follow later. This comparable conclusions means that there is no major difference in relation to some issues of international contexts. Cosmopolitanism is also a human right model that issued worldwide. Under this model, the international system looks keenly to the factors that affect individual members

A world Full of challenges Essay Example | Topics and Well Written Essays - 500 words

A world Full of challenges - Essay Example The individualism can be traced back to the 18th century. The ideologies of individual freedom, a chance to compete for ones material well-being and the government not interfering with individuals’ initiative. The assumption of those ideologies is that if individuals pursued their own goals it would be interfered with by the public spirit, which would hinder the common goal of shaping the social institutions. The ideal of an autonomous individual was embedded in moral ecology like family and the church (Robert, 2011). The economic initiative which is in the public sphere was hoped to grow together with public spirit. Public spirit is crucial to the institution of democracy, individualism is primarily expressed through market mentality, it has affected every part of individuals’ lives, it undermines institutions like family and community, in general, that have in the past worked for collective purpose. Lack of common concern or purpose for a common good is ill for people claiming to be democratic. To restore the institutions in a way that transform and revitalize the democracy, in a culture of individualism is not easy. The people have to shed their individualistic blinders and pay attention to things that they are dependent on and their collective responsibility for the institutions to shape their common life. Create space for collective responsibilities starting with the family, where the parent should share their responsibilities equitably, places of work where people should embrace teamwork. Religious and educational institutions bear peoples moral and hence plays a vital role in intelligent and active participation in public work (Robert, 2011). Underlying this proposal, people should participate in public projects hence broadening their perspectives and concerns. From the focus of self to viewing individuals as members of the larger community, concerned with fellow citizens,

Factors Causing Language Speaking Anxiety In Classroom English Language Essay

Factors Causing Language Speaking Anxiety In Classroom English Language Essay In the last few decades, considerable effort has been devoted to recognising the role of anxiety in L2 learning. Such studies (Scovel, 1978; Horwitz, 1986; Spolsky, 1989; Phillips, 1992; Maclntyre Grander, 1994; Baker Maclntyre, 2000; Cheng, 2004) have provided us with useful information about anxiety that has recently acknowledged one of the main barriers that impedes L2 learning (Brown, 2007; Grander, 2001 cited in Pritchard, 2007). According to Abdul Aziz (2005), it is vital to realize the role of anxiety and its affect on the process of language learning since it ranks high among factors that can influence language learning, regardless of whether the setting is formal or informal. So what is meant by anxiety and to what refers language anxiety? What are the reasons that prevent students from participating in language classes and make them resort to silence? What causes their language anxiety? And, from which sources does it stem? Such questions will be answering in this chapter alongside reviewing some previous studies on second/foreign language anxiety. 2.2. Definition of Anxiety The term anxiety in general, has been defined by Scovel (1978, p.134) as a state of apprehension, (and) a vague fear. It is a complicated phenomenon to describe since it arises from various sources. People usually are not able to specify the exact emission of their nervousness and anxiety. However, it is worth mentioning that although there are several studies that have dealt with such an area, Horwitz was the first investigator of foreign language classroom anxiety (Liu, 2006). Horwitz claims that anxiety experienced by L2 learners is unique to the learning process and completely different from other types of anxiety (1986). Language anxiety according to Maclntyer and Gardner (1994, p. 284), is a type of anxiety that can be defined as the feeling of tension and apprehension specifically associated with second language contexts, including listening, speaking and learning. Anxious students usually show some signs of panic such as panic stare, white face (and) cold trembling hands (Ganschow Sparks, 2001, a35). On top of that, Abdul Aziz (2005) adds that those students may suffer from headache, blushing and pounding heart. The anxiety symptoms also could be physiological, for example an upset stomach and numbness, or cognitive symptoms such as preoccupation and worry, or behavioural symptoms such as avoidance (Cheng, 1999). 2.3 The Correlation between Anxiety and L2 Learning Some research into language anxiety has considered it to be an important variable that causes negative effects on students performance in class. They maintain that the higher the level of anxiety, the less the students are willing to communicate (Horwitz, 1986; Maclnttyre Gardner, 1994; Baker Maclntyre, 2000). It also points out that anxiety is an aid in raising the affective filter of the learners, resulting in stress, depression or fear and thus blocks the input from being absorbed and processed (Richards Rodgers, 2001; Abdul Aziz, 2005; Harmer, 2009: 58). It has also been noted that such feelings as mentioned above, are mostly centred around listening and speaking tasks with difficulty in speaking in class being the most common complaint of anxious students (Horwitz, 1986; Spolsky, 1989). However it is not necessary for anxious students who allege that they have a mental block in foreign language classes, to have the same feelings in other situations. The same students might be good learners and strongly motivated in other classes. Where some research has proved that even highly proficient language learners experienced different degrees of anxiety (Horwitz: 1986, p. 125; Brown, 2007: 163). On the other hand, there are theorists who argue to the contrary, who say that there is no correlation between anxiety and low achievement. Aida (1994) for example, who studied Japanese learners, has found a negative relationship between the anxiety experienced by the students and their performance. Other researchers asserted that second language performance and anxiety are positively related (e.g., Kleinmann, 1977; Spolsky, 1989), especially facilitative anxiety that is closely related to competitiveness which is considered to be key to successful learning (Brown, 2007: 162). However, such facilitation has only been found when using very simple grammatical structures (and) in all other cases, anxiety has been a debilitating factor in language acquisition (Duxbury Tsai, 2010). With regard to the relationship between anxiety and L2 learning, it is still under debate whether it is the cause or the product of learners low performance, or whether it harms or helps their performance. Is it a negative or a positive factor? Can teachers avoid or ameliorate anxiety in foreign language classes? (Brown, 2007: 163). To date, the research in this segment has not yielded any consistent findings (Matsuda, 2004). The studies surrounding this phenomenon are still under developed and attempts to better clarify it are still being carried out (Bailey, 2000). From the previous discussion, it can be seen that the correlation between anxiety and performance may not be a simple linear one; some factors (e.g., culture and learners proficiency) could also play a part (Na, Z., 2007). 2.4 What Factors Could Boost Language Anxiety? Horwitz et al. (1986) has pointed out some related causal factors for second language anxiety which can be summarised by: (1) communication apprehension, which is a type of shyness characterised by fear or anxiety about communication with people, (2) fear of negative evaluation and (3) test-anxiety. The example of I am usually at ease during tests in my class language (Woodrow, 2006) clarifies test-anxiety. There are other factors associated with the learners themselves and the environment of their language classes. Such factors are: self perception, learners beliefs about language learning, and the instructors beliefs about language teaching and classroom procedure (Tanveer, 2007). Other factors include age, gender, motivation and lack of confidence (Horwitz, 1986; Sparks Ganschow, 1991; Baker Maclntyre, 2000; Ohata, 2005). All of the things mentioned above, and many other factors contribute to existing L2 anxiety.

OSI Model Essay -- Computers Networking Technology Essays

OSI Model Introduction Successful communication of any type contains four key characteristics. These characteristics follow: 1. A sender: This is the person who is sending information. 2. A receiver: This is the person the sender is sending the information to. 3. A common language: If the sender and receiver are going to understand each other, they will need a common language and protocol, or specific method of communicating. 4. A common medium: The sender and receiver could choose whether to communicate in person, by telephone, writing or any other method that both can agree on. The OSI (Open Systems Interconnect) model attempts to define and standardize these key communication characteristics for computer networks. It does so by breaking communication between computers into seven specific layers. Each layer performs specific tasks relative to achieving communication. This paper will address the layers by explaining what they do individually and how they work together as a whole. Each OSI layer labels the piece of data that it processes before passing it on to the next level. The next layer could be either above the current layer of below the current layer depending on whether the computer is receiving or sending data. For purposes of this paper, the layers will be described in top down fashion beginning with application and ending with the physical layer. This simulates the theoretical method that a computer sends data. When receiving data, the layers are reversed and the data flows from the physical up to the application layer. .. ...rk which companies use to develop network protocols. Each layer of the model was discussed separately. These layers are: Application Presentation Session Transport Network Data Link Physical Protocol stacks allow computers to communicate with each other over the network even when they have different applications and operating systems. Sources Cited 1. http://frontpage.idsonline.com/sallard/MCSE/Net%20Ess/OSI%20Model.html 2. http://eratosthenes.informatik.uni-mannheim.de/informatik/pi4/lectures/RN/CN-Title/form/basosie.htm 3. http://www.matcmp.sunynassau.edu/~kaplans/classes/osimodel.htm 4. http://www.atlantic-tech.com/osimodel.htm

Death Penalty Essay

The death penalty is the most inhuman and crucial punishment. Even though it is not applied in every state, the death penalty is a very strong debate and argument within our own government. There are people who support it and those who are against it. The death penalty is a punishment to those who due to their actions and circumstances commit crimes. All people are all equal under the eyes of the law and those people in the end are still humans no matter the crimes they have committed. The death penalty is looked as a violation to the eighth amendment. It is an invalid form of punishment. The risks of inaccurate judgment can change the live of a human within just a few seconds. Taking away another person’s life for committing a crime is like taken an easy way out. The U.S. government should stop using immediately death penalty as a way of punishment because it is unfair, unethical and crucial. Our founding fathers wanted a government that would show the tyrants or absolute monarchs of Europe that it was possible to coexist and live free within fair justice. Even though they excluded any religion to be part of the government regulations, they used Christianity to influence them and built a strong foundation for the new type of government. In a webpage of the history of death penalty they stated that they used the bible and popular teachings to create basic laws and form basic human rights that many religions would forbid death penalty such as; Catholics, Presbyterians, Quakers, Amish’s, and Mennonites. One can easily find a statement teaching that one should not kill, which was used to make a law against murder. No matter what circumstance killing is wrong. So, why are we killing criminals? Aren’t we basically acting against the laws within our own constitution? We are not only killing, but also the government contradicts itself because people have rights in which they are protected. The lives of every individual living on American land should be safe, and if something were to happen to one of us, the government would act with all its power to find justice. But a person’s right to this is denied when they are put to be executed. No one should have the right to determine when a person’s last day in this world should be. Only god can decide when that time should be. But, that does not mean a criminal should not be punished for their action of crimes. By using the death penalty against an individual we are basically using an easy way out to the problem; an escape. If an individual is found guilty then they should do time for their action of crime, but they do not have to relay it on punishing them by killing them. They should be punished by sentencing them to a whole life time of prison. In prison they are guaranteed of no future crimes and at the same time they are being punished for a life time. In an article in antideathpenaly.com they stated that executions cost more than life in prison. It costs $2 million per person. In an article by Dudley Sharp, a death penalty resource director discusses the costs of death penalty and the cost of life without parole. Performing eye for eye; simply get to even in a better or more efficient way is never the solution. Criminals should be isolated from society, making them work and pay for what they did. What is unfair regarding the death penalty is how there can be many innocent people declared as guilty. In situations like these, innocent people should be giving time to prove their innocence instead of preventing them from being killed due to a mistake. Sentencing a criminal to prison for a life time gives time for further investigation to prove a person’s innocence which was researched and said in an article of death penalty in deathpenalty.procon.org. Putting a person to death penalty the government could be killing someone innocent and only because they believe that person is guilty. The law states that every individual is incconent until proven guilty. However, the court does not always follow this law. In some cases people are not given time to prove his/her innocence. Many countries have abolished the death penalty and since the United States has a strong stand for fairness in criminal justice we should join those nations. In our home state, Virginia, it is one of the many states that still believe that killing is the best solution when it comes to solving these kinds of problems. Virginia has executed a total of 94 people since 1976. The most common methods used to perform justice are using gas chambers, lethal injection, and electric chairs. This is how they find their way of solution to get a person’s life over with. In 2000 Earl Washington was on death row in Virginia and was innocent but was not released after serving 16 years of prison. Death penalty is one form of punishment that can never be reversed which makes this unjust. Even though we like to believe that racism does not exist, it still does. History records seem to show that usually African Americans and other minority groups have higher rates when it comes to sentenced people. Death sentencing is not given in a fair manner. It is a very crucial system used against thousands of people. Homicide is illegal; however, what is it when it is performed by the government? If punishing a murder by murdering him/her; are we going to be punished as well? The U.S. government seems to have few flaws; flaws that can be easily fixed. But what happens when it is too late? Innocent until proven guilty is a common thing within our laws and regulations. Death penalty has claimed the lives of many innocent fathers, mothers, sisters, brothers, and so on. Many people in situations like these have been sentenced to death because everything seemed would accuse them. In an article by Adam Bedau, the author states that technology and science proofed usage of people’s innocence. In most cases, people are not giving time to prove their innocence. When a person is killed there is no way back. When you realize the mistake, it is too and nothing can be done to reverse it. Therefore, people should realize that dealing with a human’s life; something so precious and valuable, no technology or currency can replace it or manipulate. When violence is committed the judge has the order to either punish a person with a lifetime of prison or sentence them to death penalty. Homicide is a power that no one should have on their hands. If someone acts against another person, there should be another way of solution discarding the act of death penalty. The death penalty is a huge argument in which many people will always have different opinions towards it. People should realize and acknowledge the fact that we are are equal under the eyes of the law and mistakes are always done. The unfairness, cruelty, and unethical behaviors of the death penalty should be taken under major consideration.

Hope vs Hope

Jovon Abriam American Literature Mr. Taube March 6, 2013 Hope Vs. Hope It’s a plane! It’s a bird! Yes, it actually is a bird. The poem â€Å"Hope† is the thing with feathers, is a 19th century poem written by Emily Dickinson and the movie The Shawshank Redemption, written and directed by Frank Durabont, both use a bird as a major symbol to hope. The Shawshank Redemption use the characters Jack, Andy and Red to make connections to hope, while â€Å"Hope† is the thing with feathers really has no characters that make connections to hope. Hope† is the thing with feathers is a poem about how hope never dies and will get you through rough times. The Shawshank Redemption is a movie based in the 1940’s how hope can either be corrupt or the best thing in life. The Shawshank Redemption and â€Å"Hope† is the thing with feathers are similar because of the symbolism and the central theme in both works, but what makes them different is the connectio ns the characters has to hope and the different type of media used.When juxtaposing the two works, you will find that there are a few similarities between the two. In, â€Å"Hope† is the thing with feathers (which is the first line in the poem) and The Shawshank Redemption, they both use birds as the symbol of hope. Saying that â€Å"Hope† is the thing with feathers is basically referring to a bird and in The Shawshank Redemption, the bird symbolizes hope because when Jake gives up his bird, he loses hope and ends up killing himself. Hope does not only play as the symbol in both works, but also as the central theme in the two.In the poem, Emily Dickinson is saying that if you have hope, it can get you through hard times and she uses a gale and a storm to symbolize the hard times. In The Shawshank Redemption, having hope will lead to you accomplishing your greatest desires. On the other hand, there are a few differences between The Shawshank Redemption and â€Å"Hopeâ €  is the thing with feathers. One of the differences between the two is that obviously one is a movie and the other is a poem.Another thing different between the two is the way the characters have a connection to hope. In â€Å"Hope† is the thing with feathers, there is no character that really makes a connection to hope, unlike The Shawshank Redemption which uses Andy, Red and Jack to make connections to hope. While, â€Å"Hope† is the thing with feathers says that the bird is the one that produces music, the bird in The Shawshank Redemption does not make music, instead it is Andy that plays the music on the prison speakers.The Shawshank Redemption and â€Å"Hope† is the thing with feathers are both so similar, but so different at the same time. These two works share many things in common like using the bird as the symbol of hope, as well as hope being the central theme. However, they are different because the type of media and the characters’ connec tion that the have to hope. Even though a 19th century poem and a 20th century movie may seem like they may have many differences, they actually can share a few things in common.