Sunday, January 26, 2020

Impact of Imperialism on India

Impact of Imperialism on India Throughout history, many nations have implemented imperialism to enforce their will over others for money, protection and civilization. India was no exception. Since its discovery, Europeans were trying get a piece of Indias action. In many cases England was the imperial, or mother country. Since India was put under imperialism, a great deal of things changed, some for the good, mostly though for the bad. Between 1640 and 1949, India was ruled by two periods of imperialism, both of which effected India in a very profound and permanent manner. The first period of European control was between 1740 and 1858. During this period the British East India Company controlled the Indian sub-continent under the guise of economic imperialism, when in fact the manipulation of Indian affairs was much more political than let on. When it was founded in 1600 by Queen Elizabeth I, the East India Companys main purpose was to break into the Indonesian spice trade which was dominated by the Dutch. But after colonizing a post a Madras in 1640, the company was re-chartered to include such rights as coining money and act as government to British subjects at the East India Companys posts. As well, the British government also gave the company the right to make was or peaceful arrangements with powers who were non-Christian. This control expanded with the founding of a port at Bombay in 1668, and the founding of Calcutta in 1690. Then in 1756, a young employee named Robert Clive, who had been named lieutenant-governor in 1755, was sent to take back Calcutta from the Bengal nawab. He accomplished this in January of 1757. Then later that year, Clive lead a group of 950 European and 2,000 Indian soldiers(sepoys) against a group of 50,000 Indians lead by a degenerate nawab at Plassey. The victory of the English forces over the local resistance brought Bengal under the effective political control of the East India Company. Although a puppet nawab was left in control of the area, Clive was granted the right to extract land revenue from most of eastern India. Throughout this whole period, the company slowly found its privileges being revoked, until in 1858, the Sepoy Rebellion, or the Indian Revolution, finally brought an end to the rule of the East India Company in India when it was revealed the cause of the rebellion was the use of beef and pork fat to grease rifle cartridges, which are taboo to the Muslims and Hindus. This Revolution brought the rule of the East India Company to an end. The second period of English imperialism started in August of 1858 when the British monarchy assumed direct control of India from the East India Company. This established a full colonial government, where British officials run the countrys affairs, in India. This is known as colonial imperialism. This period was one of major change in Indian life and culture. While the East India Company tried respect local customs and learn local languages, the colonial government tried to impose British culture on India. . . encouraged the Indian people to abandon their traditions and learn to speak, dress and live like Europeans. This came to a head in 1877, when Queen Victoria was recognized as the Empress of India. The colonial government felt it was their duty to civilize the people of India, feeling I am a little bit better than you, therefore my presence is necessary. This all began to end in 1885 with the formation of the Indian National Congress, made up of middle-class Indians who were kno wn as the congress. This congress campaigned for free education for both sexes, more Indian representation in government, and other reforms. But then in the early 1900s, nationalists began to reject British rule and petition for its end in India by boycotting British goods and publishing books which restored peoples pride in Indias ancient heritage. The nationalist leader, Mohandas Gandhi, is perhaps best known for his method of passive resistance to help the struggle of India. Then finally in 1949, the partitioning of the British controlled lands into the independent countries of Pakistan and India brought an end to English rule in the Indian subcontinent. Throughout the rule of the British in India, the effect of the colonial and economic imperialism impacted the sub-continent in the form of many economic and social changes. On the economic side, many Indian goods were sold overseas by the East India Company, but the government of England saw India as a large base for British goods, as well as a source of raw materials. This lead to British officials discouraging Indian industry, as well as encouraging the production of export crops rather than food crops. In this way cotton was produced in India, processed in England, and thin sold back to the Indians. This change in food supplies killed millions of Indians from famine in the 1800s. Then when the British government took direct control, the construction of railways, canals, and roads, especially the opening of the Suez canal in 1869 opened the interior of India for trade throughout Europe and Asia. With the construction of the telegraph lines in India, exports from India jumped tremen dously. However, all of the profit went to the colonialists, plunging most Indians into poverty. The social changes included the introduction of health care and hospitals, which, while curing diseases and improving the general health of Indians, created such a tremendous population explosion that famine resulted in some regions. As well, the creation of British educated professionals and business people created a new upper-class in India changing the rule of class in India forever. All of these changes, while under the guise of helping the natives, only served to help the colonists and leave the Indians feeling inferior, as though Indians are only hewers of wood, and drawers of water All of these changes in Indian culture and economy forever changed the destiny of the Land of India. While many changes may have been good in retrospect, they were only meant to help the colonizing British. Overall, the colonization of India had nothing but a negative effect on its people and culture. Perhaps one day people will realize that imposing one culture on another is not only wrong, but it is destructive to the natural course of a countrys history.

Saturday, January 18, 2020

Justice System in a Tale of Two Cities Essay

It is no secret that, in a Tale of Two Cities, Dickens constantly critiques the English society. In chapters two and three he focuses on critiquing the justice system. By using various language strategies including juxtaposition, and the lack of quotation marks, Dickens comments on the ridiculousness of the court. Dickens’s use of juxtaposition is evident when he describes Charles Darnay as â€Å"a false traitor to our serene, illustrious, excellent, and so forth† (Dickens 65). He uses many formal and descriptive adjectives followed by â€Å"and so forth†, which is informal and vague. The informality of these words reflects the barbarous actions of the crowd. The crowd craves entertainment and information so much that, â€Å"people paid the see the play at the Old Bailey, just as they paid to see the play in Bedlam† (Dickens 63). Dickens demonstrates his animosity for the English judicial system by showing the reader the cruelty of the people. In chapter three there is a noticeable lack of quotation marks even when the characters are speaking. â€Å"Had he ever been a spy himself? No, he scored the base insinuation. What did he live upon? His property† (Dickens 69) is just one example. This absence reflects how in the English court people aren’t really heard. The â€Å"prisoner† has almost no opportunity to defend himself and is always guilty until proven innocent. The people are so positive that the prisoner will be convicted that they will even venture to say â€Å"‘Oh! they’ll find him guilty. Don’t you be afraid of that’† (Dickens 63). It is evident through his writing that Dickens believes that this is not the way to run things. He believes that people should be judged fairly. In using these language devices, Dickens conveys his opinion about the judicial system in England. He assesses the situation and works to convince the reader that the traditions need to be trained.

Friday, January 10, 2020

Inclusive Education Essay

According to Verma & Bagley, â€Å"Equality has long been a major goal of education around the world. As early as 1948, Article 26 of the United Nations’ Universal Declaration of Human Rights states that, â€Å"everyone has the right to education† and â€Å"education shall be free, at least at the elementary and fundamental stages† (2007, p. 3). In relation to this statement, most governments who are members of the United Nation have made substantial efforts geared towards the realization of this Universal Declaration of Human rights. There is a credible evidence to suggest that educational investment on an individual not only benefit the individual personally; in terms of their earnings, but the society as a whole in both economic and social areas ( Verma, & Bagley, 2007). Inclusion is a philosophy that focuses on the process of adjusting the home, school and the larger society to accommodate persons with diverse needs. All individuals regardless of their differences are accorded the opportunity to interact, play, learn, work and experience the feeling of belonging. Besides, they are also allowed to develop in accordance with their potential and abilities. Inclusion therefore, calls for various persons to be fully involved in all aspects of life which include: education, employment, access to information, decision making process, community and domestic activities, recreational and social activities, and access to consumer goods and services such as electricity and clean water supply (Hegarty, 1993). Inclusion is about the following: welcoming diversity, benefiting all (learners) with or without special needs, children in or out of school who may feel excluded, providing equal access to education to all learners, continuous search to finding better ways of responding to diversity, identification and removal of barriers to education, stimulating creativity and problem solving by all, learners who risk marginalization, exclusion and/or underachievement of all learners, reforming schools and other institutions to ensure that every child receives quality and appropriate education within these schools, and having a positive mind set and start seeing the possibilities rather than impossibilities, and finally it is about improving learning environment and providing opportunities for all learners to become successful in their learning experiences (Hegarty, 1993). Inclusive education is a philosophy that ensures that, schools, centres of learning and other educational settings and systems are open to all children. This enables the learners to be included in all aspects of school-life. According to UNESCO (2001), Inclusive Education takes the Education For All agenda foreword. This is done by finding the ways of enabling schools to serve all learners in their communities as part of an Inclusive Education. Therefore, an inclusive school includes learners with various diversities and differentiates educational experiences to cater for the various diversities (UNESCO, 2001). The benefits of Inclusive Education include, all learners learn and grow in the environment that they will eventually live and work. As participation of those who are â€Å"different† takes root, all learners and teachers gain the virtues of being accommodating, accepting, patient and co-operative. Other children gain some valuable virtues such as being considerate, patient and humble as they support their peers with special needs. It should also be remembered that some children with special needs are as well gifted and therefore other children or learners can as well benefit form them thus, it is not only the other way round. Besides, Inclusive Education offers to the teachers, an opportunity to share ideas and knowledge with each other, parent, and significant others, thus making education a meaningful aspect of everyday life. The also develop their skills and abilities when working as a team to address the challenges. This may also boost their status in the community. In addition, Inclusive Education creates a school for all, where everybody benefits resulting to an inclusive society. Further, the self-esteem of children who have special needs in education is improved. Inclusive Education is cost effective and gives equal opportunities to all children, thus promoting the right to all to education. Some of the concerns from the educators about barrier to inclusion frequently include: the school factors which include classroom factors like poor classroom arrangement, student factors like negative attitudes of learner with or without special needs towards each other, teacher factor which might range from negative attitude towards learners with special needs to inadequate training on various aspects of Inclusive Education. According to Loreman, Deppeler & Harvey, â€Å"Secondary teachers in Victoria, Australia, were found to lack the skills required to modify curriculum for children with diverse abilities and were reported to be in urgent need of training in this area in a study conducted by Grbich and Sykes. † (2005, p. 6). Curriculum factor which, often, is mostly rigid and some teachers lack the ability or knowhow to modify it; therefore, do not take into consideration the needs of the diverse learners. There are sub- standard government schools, negative attitude on the part of policy makers towards education of children with special needs, special education is at times planned on disability levels rather than on ability levels, there is a correlation between disability and extreme poverty levels (Hegarty & Alur, 2002). The other major concern is the support services and resource factors. Learners with special needs require basic support servicers for learning to be effective in an inclusive setting which are usually lacking in most inclusive setting. Examples of support services that can be made available to these learners include the following: resource rooms which should be adequately resourced, itinerant services, provision of educational resources relevant to their needs, parental support is also very paramount, technical support such as sign language interpreters and Braille transcribers, teacher-aides, peer support, physiotherapy, guidance and counselling, occupational therapies, community support and finally, provision of required equipment ( Daniels & Garner, 1999). â€Å"One of the major stumbling blocks to inclusion lies in the financial arrangement currently in place. Funding arrangements do not encourage inclusion, and the problem is not unique to England and Wales. The situation is similar in USA† ( Daniels & Garner 1999 p. 70). Collaboration and community involvement is very important. Lack of the same often hinders the process of inclusion. Collaboration and community involvement can be done through parental involvement, community involvement, partnership and networking, school management involvement, interactive relationships among the various stakeholders and home based programmes (Hornby, 1995). Some of the best practices that might alleviate the challenges faced in the practice of Inclusive Education may be adopted from the principles of Inclusive Education. These are principles that govern the practice of Inclusive Education. It calls for equalization of opportunities for all learners to experience normal mainstream activities, while making deliberate and appropriate measures to ensure quality education for all. Besides, Inclusive Education calls for a child centred curriculum and the learner to attend the school that he would naturally go to in his community if he had no special needs. In addition, it advocates for accessibility to the learning process and curriculum by all learners by differentiating the learning and assessment process according to the learner’s needs (Mitchell, 2007). Furthermore, Inclusive Education addresses the needs of all learners with visible or invisible learning difficulties such as visual, hearing, physical, intellectual, communication, emotional and behavioural, bereavement from HIV and AIDs, child abuse, poverty, racism, malnourishment, emotional effects of war, divorce, family separation and living on streets. It also recognises and caters for individual differences in race, religion, abilities, disabilities or circumstances are not seen as challenges but as resources. Inclusive Education also plans for positive learning opportunities with support to learners with special needs as an integral part of the ordinary school. Even further, Inclusive Education requires change of negative attitude, negative behaviours, teaching methodologies, curricula, and environments to meet the needs of all learners, hence overcoming barriers to learning and development and finally, Inclusive Education calls on special needs education service providers to work closely with others within the community such as health and social worker emphasizing prevention and early intervention strategies to minimize the occurrence and the impact of disabilities in the community. Conclusion In Inclusive Education, we endeavour to provide a comprehensive educational plan that modifies the mainstream curriculum to give maximum opportunity to children with special needs, children who are marginalised, and children who are vulnerable as well as those who are neglected; in order for them to become productive members of the society. Developing positive attitude in parents, teachers, peers and the community at large towards the various categories of children with special needs (Mitchell, 2007). Providing equal opportunities to all children to share knowledge, resources and experiences. Suggesting approaches and teaching methodologies to accommodate all children in regular classes regardless of their diversities or disabilities. Developing and implementing a curriculum that is all inclusive or flexible and accessible. Reaching the unreached children and youths within the regular education. Facilitating inclusion of children in all aspects of life. Identifying and minimizing if not eradicating all barriers to learning and development, and finally, minimizing the effects of disabilities on the child (Smith, 1998).

Thursday, January 2, 2020

The Counterfeit Access Device and Computer Fraud and Abuse Act - Free Essay Example

Sample details Pages: 5 Words: 1350 Downloads: 1 Date added: 2017/06/26 Category Information Systems Essay Type Analytical essay Tags: Act Essay Information Essay Did you like this example? Chapter 8: Question No. 2: The Counterfeit Access Device and Computer Fraud and abuse Act or CADCFA Act has categorically placed the provision of the law against authorised access and use of federal and private computers. The penalties under CADCFA Act are of 5 to 21 years of imprisonment. Don’t waste time! Our writers will create an original "The Counterfeit Access Device and Computer Fraud and Abuse Act" essay for you Create order Mr. Wang used his computer to pass on trade secrets to Gordon Eubanks, Symantecà ¢Ã¢â€š ¬Ã¢â€ž ¢s Chief. Unauthorised access to the federal and personal computer and the data contained in it is part of the theft. The use of the computer in the unauthorised manner is part of trespassing and misdemeanour. Ethics can be defined as the act of person against the law or which is not right. Here, Mr. Wang used his computer to pass on trade secrets to Gordon Eubanks, Symantecà ¢Ã¢â€š ¬Ã¢â€ž ¢s Chief. The case is not only unethical but also illegal. Mr. Wang was not authorised to pass the trade secret to Gordon Eubanks, Symantecà ¢Ã¢â€š ¬Ã¢â€ž ¢s Chief. The passing of the trade secrets amounts to be unethical. The information or the trade secrets were passed by Mr. Wang to Gordon Eubanks, Symantecà ¢Ã¢â€š ¬Ã¢â€ž ¢s Chief by using computer device. Had the information been in the head of Mr. Wang, he would not have used the computers to pass on the trade secrets to another person. There is no point thinking about the fact that Mr. Wang would not do such acts in future. The acts were done intentionally and no one can guarantee the good behaviours of Mr. Wang in future. Question No. 5: The causing of death of another person due reckless behaviour comes under involuntary manslaughter. The owner of the construction firm William Lattarulo charged with manslaughter as one of his construction worker suffered injury and died during digging. The charge against William Lattarulo was that he did not hire a consultant to oversee the digging work. In this case Mr. Ortegaà ¢Ã¢â€š ¬Ã¢â€ž ¢s co-worker and the consultant warned Mr. William Lattarulo that the trench was unsafe and needed support but Mr. Lattarulo did not care. The careless behaviour of Mr. William Lattarulo resulted into loss of precious life of Mr. Ortega. The gross negligence of Mr. Lattarulo amounts to wilful or depraved indifference to human life. Therefore, Mr. Lattarulo is rightly charged with second degree murder. Question No. 6: Two sections of the RICO act are important for analysis the case. The section 1962 (a) of RICO act says that it would be unlawful if one person receives income from racketeering activity and invest the part of the money for his own benefit (Carlan, Nored, Downey, 2011). The section 1962 (c) says that it would be unlawful if a person associated or employed by any organisation actively pursues activities that affects the interstate and foreign commerce. Here, Bernard Saul took the delivery of the auto parts and sold of a portion of the auto parts for his own benefits. It was an illegal activity from the point of view of the RICO act and Bernard Saul and A P Walter Company shall be charged for the same crime under RICO act. Question No. 8: The term extortion is the matter of contention in this case. The definition of extortion suggests that obtaining of the property or money from another and with his consent induced wrongfully and threatened force or violence. The inspector is responsible for the asking money to provide the permit of favourable inspection comes under the extortion criteria. The RICO act is applicable to that matter. Therefore, the inspectors of New York City Department of the Health are liable to be charged with the extortion act and the section 1962 (a) of RICO act. Question No. 9: Mens Rea is not applicable for the criminal wrong based on the accident. The application of the Mens Rea is applicable only if the person involved in the accident was warned earlier. In this case Jason Jones was not was not warned earlier. The gross negligence of Jason Jones resulted in death of John and Carole Hall. Wilful or depraved indifference to human life was the result of the act of Jason Jones. But he was not aware of the fact that use of cell phone could cause accident. Therefore Manslaughter cannot be made applicable in this case (Badar, 2013). Chapter 9: Question 2: Douglas Margreiter was severally injured in New Orleans on the night of April 6, 1976. He sued the Monteleone Hotel on the ground that the suspected used the elevator of the hotel and injured him. The hotel owners fought the case on the ground that he was intoxicated and met his fate. If it was proved during the Douglas Margreiter was correctly pointing out that two men broke down to his room and used the elevator then hotel is liable under the tort act. The negligence of the hotel resulted into the horrific incident. Therefore, Douglas Margreiter is right to seek compensation for the injury caused in the room of the hotel (Goldberg Zipursky, 2010). Question 3: The shopkeeperà ¢Ã¢â€š ¬Ã¢â€ž ¢s privilege is to see that person suspected of shoplifting has committed the crime. The shop keeper has to have the reasonable ground to believe the fact and swift investigation has to be conducted after such incidents. The suspected person has to be detained within the premises or within the vicinity of the shop. The privilege will end if the shop keeps fails to prove that the person committed the crime and the privilege will end. The charging of fine and holding of the identification card is not with in the shop keepers privileges. Question 7: The contention of Wal-Mart was right. The store pre-empted the incident and called police. The police went back satisfied but suddenly the crown broke the glasses and went violent that resulted into death of a worker of Wall-Mart. In no way Wall-Mart was responsible. Wall-Mart was apprehensive about such situation. Therefore the fine of $7000 is inappropriate. Wall-Mart was not in breach of duty. They have policies for crowed control and created $400000 fund to compensate trampling victims. Chapter 12: Question 2: The offer has to be made by one party to another. The primary part of the contract is offer and acceptance of the offer. The US contract act says that the offer and the acceptance of the offer have to be in writing in case of sale of goods. The hybrid contracts also need to be in writing. The offer is there but it was not properly accepeted or agreed upon. The contract was not properly written therefore ità ¢Ã¢â€š ¬Ã¢â€ž ¢s not contract under US contract act. The acceptance of the offer will be in writing and properly signed by one party. Question 5: Not a contract. Both the parties have to be sure about the offer and acceptance of the contract. As A was aware of the fact that A mailed the revocation of the contract. Offeree has right to accept or reject the order. Once the offer is accepted, it leaves the right to reject the offer. But in this case it is contract on 04.9.2010. It is contract. The revocation of the offer can be exercised before acceptance. References: Badar, M. E. (2013). The Concept of Mens Rea in International Criminal Law: The Case for a Unified Approach; https://books.google.co.in/books?id=WITbBAAAQBAJpg=PA27dq=mens+reahl=ensa=Xei=h0wdVdaEMY-VuASfh4HwBwved=0CCEQ6AEwAQ#v=onepageq=mens reaf=false . Oxford: Bloomsbury Publishing. Carlan, P., Nored, L., Downey, R. (2011). An Introduction to Criminal Law; https://books.google.co.in/books?id=75m64KF4l_4Cpg=PA170dq=rico+acthl=ensa=Xei=10IdVdTCOIHJuASrvYDQAQved=0CDAQ6AEwAw#v=onepageq=rico actf=false. London: Jones Bartlett Learning. Goldberg, J. C., Zipursky, B. C. (2010). The Oxford Introductions to U.S. Law: Torts; https://books.google.co.in/books?id=tNMobSiZ7DACprintsec=frontcoverdq=tort+in+ushl=ensa=Xei=60wdVY6TKNG9ugSxj4DwAwved=0CB0Q6AEwAA#v=onepageq=tort in usf=false. New York: Oxford University Press.