Women Of A Modern Indian Sex Worker - 1339 Words

A woman is a mother, a sister, a daughter, and an aunt. She can be a teacher, a rocket scientist and a model. Sadly, sometimes she is also a prostitute. Exploitation of women for sex has been an ancient practice that is still prevalent in present time. Modern prostitution is a growing problem with its roots planted deep in the past. Ancient Athens was not an exception when it came to prostitution, with both men and women being targeted. There is limited information regarding the consequences of and characteristics of Athenian prostitutes but the sources that are available present many similarities as well as differences with modern Indian prostitutes. Even though these women are separated by centuries, their work still remains. Through a careful research of the definition of Athenian prostitute and characteristics of a modern Indian sex worker, the two types of women can be compared. Prostitution in Ancient Athens was not uncommon, however in order to paint a full picture of an Athenian prostitute one must start from the very beginning. Because sources are scarce and words such as â€Å"hubris and â€Å"hetaira† get lost in translation. There is no clear definition of Athenian prostitution, however, authors do seem to agree that â€Å"the word hubris is used in Athenian sources to refer to certain forms of sexual violence† (Cohen 171). Therefore, hubris may include rape and homo/heterosexual prostitution. It also involves physical violence, verbal insult, adultery, and seduction (CohenShow MoreRelatedAngela Davis and Feminism Essay1562 Words   |  7 PagesMothers, fathers, daughters, sons, aunts, uncles, grandparents, pimps, prostitutes, straight people, gay people, lesbian people, Europeans, Asians, Indians, and Africans all have once thing in common: they are products of sexuality. Sexuality is the most common activity in the world, yet is cons idered taboo and â€Å"out of the norm† in modern society. Throughout history, people have been harassed, discriminated against, and shunned for their â€Å"sexuality†. One person who knows this all too well is activistRead MoreSex Work And Sex Workers2331 Words   |  10 PagesSex workers attributions and systematic play in society have been explored throughout several centuries of global narration. Sex workers have always been an entity throughout history, seen as both symbols of beauty as well as patrons of Satan. The sex worker is not stagnant to one specific gender, but typically has been demonstrated as a female with little identification or recognition in the within modern day. Throughout the course of this semester we have explored examples of how sex work andRead MoreStatus of Woman in Indian Society1230 Words   |  5 PagesSTATUS OF WOMEN IN THE PAST TO THE PRESENT Ancient India:- In ancient India, the women enjoyed equal status with men in all fields of life. Works by ancient Indian grammarians such as Patanjali and Katyayana suggest that women were educated in the early Vedic period. Rigvedic verses suggest that the women married at a mature age and were probably free to select their husband. Scriptures such as Rig Veda and Upanishads mention several women sages and seers, notably Gargi and Maitreyi. AccordingRead MoreHealth Of India Essay760 Words   |  4 Pagesmaternal and child mortality are still high, malnutrition among children and pregnant women increase yearly, and the country leads the numbers of Tuberculosis (TB) infection. Furthermore, India’s HIV problem has increased and now is third among 195 countries. The lack of basic healthcare, support and supplies from Indian official has only fueled the healthcare challenges it faces. In 2017, the Indian government approved and passed a National Health Policy. In this policy, it â€Å"proposesRead MoreProstitution in India6516 Words   |  27 Pages  prostitution  (exchanging sex for money) is legal, but related activities such as soliciting sex, operating  brothels  and pimping are illegal.[1][2] Prostitution  is currently a contentious issue in India. In 2007, the  Ministry of Women and Child Development  reported the presence of 2.8 million  sex workers  in India, with 35.47 percent of them entering the trade before the age of 18 years.[3][4]  The number of prostitutes has doubled in the last decade.[5] According to a  Human Rights Watch  report, Indian anti-traffickingRead MoreWho Are Philosophers And Writers Of Great Ingenuity?1545 Words   |  7 Pagesto put down into direct words such global concepts, as are portrayed by the works of Karl Marx and Friedrich Engel, both of whom are philosophers and writers of great ingenuity. With the main aspects continuing to serve as important criticisms of modern day society, reflecting back upon the ideologies brought forth by two of the most influential figures is almost inevitable. Not only did they pursue to analyze the societal and economic world systems, but in the process of doing so, have opened theRead MoreComparing China s And India s Sexual History1161 Words   |  5 Pageshistory I saw that they had many unique preparative on sex compared to todays. For example in India’s famous book Kamasutra which discussed the nature of love and how to make a good family and home. This makes is seemingly normal compared to the mode rn day. However the thing that makes Kamasutra so unique and different is was that they categorized men by their penis sizes and women by the size of their vagina. The Kamasutra also recommended women on sexual techniques on how to please their husbandsRead MoreThe, Human Trafficking, And The Saga Of 53 Indian Nationals1375 Words   |  6 Pagesurinals†¦there were four showers†¦.we were told not to go anywhere or leave the dormitory†¦most of us had to stand or sit on the floor while we ate.† Footnote: Michael A. Scaperlanda, Human Trafficking in the Heartland: Greed, Visa Fraud, and the Saga of 53 Indian Nationals Enslaved by a Tulsa Company, Loyola University Chicago International Law Review, (2005): 232, accessed January 16, 2016, http://lawecommons.luc.edu/cgi/viewcontent.cgi?article=1130context=lucilr. †¢ â€Å"The new dorm†¦was larger, but we wereRead MoreInstitutional DIscrimination is Unjust716 Words   |  3 Pagesslavery and women as ‘stay at home moms’ but it still exist in the modern times of the last ten years. Everyday American’s face discrimination by companies and institutions based on gender, race, and social class with negative judgment. The negative judgments leads to the unjust treatment such as unequal payment, healthcare coverage and inaccurate stereotypes. In article, â€Å"Gender Gouging† from Multinational Monitor Magazine’s January/ February 2009 Edition, the unjust treatments of women comparedRead More Special Education Implementation For Native American Girls Essay1712 Words   |  7 Pagesneed for quality special education is strongly felt by the women and girls within the Native American culture because of the pressures of their cultures and societies. Woman and girls have always held distinctive roles within the Native American community. These role have withstood the test of time. In a discussion with Juan Zuniga, a bilingual educator with an emphasis on Hispanic and American Indian cultures, I found that women in the Native American society are very much so, encouraged

Arkansas Tech Admissions ACT Scores, Acceptance Rate

Islamic Architecture Free Essays

Structuralisms Architecture Islamic architecture encompasses a wide range of both secular and religious styles from the foundation of Islam to the present day, influencing the design and construction of buildings and structures in Islamic culture. What is Islam? * The name of the religion is Islam, which comes from an Arabic root word meaning â€Å"peace† and â€Å"submission. † * Islam teaches that one can only find peace in one’s life by submitting to Almighty God (Allah) in heart, soul and deed. We will write a custom essay sample on Islamic Architecture or any similar topic only for you Order Now * The same Arabic root word gives us â€Å"Salaam Alaskan,† (â€Å"Peace be with you†), the universal Muslim reediting. Geographical * The Moslem faith flourished in the countries of Southern Asia and North Africa. * Other important communities include Zanzibar, Madagascar and China. * In the 20th century mobility, Islam was brought throughout the world as far as Sydney and South shields. * The spread of Islam has been frequently associated with military conquest, racial movements and in some cases with the consequent displacement of established populations. * The most important were the Arab expansion northwards and westwards out of the Arabian peninsula, and the drive of the Turkish ND Mongol groups South, Southeast and Southwest of Central Asia. The Islamic world Geological * The countries into which Islam first expanded were already rich in building tradition and the important techniques of exploitation of natural resources for building work and trade in building materials had long been established. * Brick making and pipes’ walling was almost universal in the alluvial plains * Cooling effect of structures with very heavy walls and high rooms has been widely exploited. * Unprotected circulation are common. History * A. D. 622 – the year of the Hegira, when Mohammed moved from Mecca to Medina. Immediately after his death in 632 – the concerted efforts of the Arabian Tibet carried death as conquerors into Central Asia and westward towards the Atlantic. Social * The Arab group which were the spearhead of advanced Islam ,were essentially tribal, and in consequence the behavior patterns and attributes of emergent Islamic societies were based on traditions of the desert. * Public life was reserved for men. * Women play a secondary role, to be part of the household – the harem. In public, she is protected by the anonymity of the veil. * Equality was only granted to the Aromatic groups. * â€Å"peoples of the book† -Jews and Christians * Freedom of worship and interval government. Religious * Islam is the last of the three great religions of the middle east. * Its essence is contained in a simple sentence, which is both the profession of faith and the credo of its adherents * There is only one God and his prophet Mohammed. * Philosophy of life and government. * The Koran – is regarded as the revelation through the medium of the prophet Mohammed. * The Width – is the collection of his sayings or injunctions and is of lesser weight. The law – is extracted from the prophet’s instructions, from tradition and sample. * An acceptance of the transitory nature of earthly life; personal humility; an abhorrence of images worship. * The important architectural endeavor is normally expended on buildings having a direct social or community purpose, including worships; that decorations tends toward the abstract, using geometric, calligraphic and plant motifs , with a preference for a uniform field of decoration rather than a focal element; and that a basic conservatism discouraged innovations and favored established forms Terminologies * Massed (Persia, India) – mosque or a place of worship. * Jam – mosque, principal place of worship, or use of the building for Friday prayers * Messed (Turkey) – small * Salami – men’s or prayer house * Madras (Egypt) * Menders (Turkey) – religious college and mosque. * Sara; Sera – palace Building Components * Miramar – niche oriented towards Mecca * Member – raised platform for ceremonial announcements open-fronted vault facing on to a court * ABA – gateway * Sans – courtyard of a mosque * Minaret – tower from which call to prayer was made. Harem – women’s or private quarter’s of a house or palace quest’s quarters * Kibble; Kibble – axis oriented towards Mecca * Chatter (India) – kiosk Personnel * Muezzin – caller who summons the faithful to prayer * Imam – man who leads the congregation at prayer * ‘wan; Ivan (Persia) – * Caliph – successor to the prophet as military, Judicial and spiritual leader of Islam Architectural Character * Majority of Islamic buildings are fundamentally related to a principal axis. This axis is frequently extended into a formal landscape which is integral part of the sign. The prime axis was the kibble, the general concept was derived from the line of balance and symmetry implicit in the concept of perfect creation, as seen in gardens and buildings. * Islamic architecture is centered upon God. At its heart is the Mosque and inward – looking building whose prime purpose is contemplation and prayer. * Mosque may s erve as a school, transactions may be made there and storage for treasures. * Minaret – a tower from whose top the Muezzin gave the call to prayer. * Miramar – a niche where the leader of the congregation (the Imam) sakes his prayers. Menders/Madras – college * Han/Caravanserai’s – the hostel * The courtyard – the sides were punctuated with gateways, prayer chambers, or arched porches ‘wants. Architecture Forms and Styles of Mosques and buildings in Muslim countries Forms – Many forms of Islamic architecture have evolved in different regions of the Islamic world. These mosques are square or rectangular in plan with an enclosed courtyard and a covered prayer hall. Sheehan – The traditional Islamic courtyard, a Sheehan in Arabic, is found in secular and religious structures. When within a accidence or other secular building is a private courtyard and walled garden. A Sheehan – courtyard is in within almost every mosque in Islamic architecture. The courtyards are open to the sky and surrounded on all sides by structures with halls and rooms, and often a shaded semi-open arcade. Arabesque – An element of Islamic art usually found decorating the walls and window screens of mosques and Muslim homes and buildings, the arabesque is an elaborate application of repeating geometric forms that often echo the forms of plants, shapes and sometimes animals (specifically birds). Calligraphy – is associated with geometric Islamic art (the Arabesque) on the walls and ceilings of mosques. Contemporary artists in the Islamic world draw on the heritage of calligraphy to use calligraphic inscriptions or abstractions in their work. Examples Mosque – A Muslim house of worship Minaret – A tall tower in, or continuous to a mosque arch stairs leading up to one or more balconies from which the faithful are called to prayer. Kiosk – a small pavilion, usually open, built in gardens and parks Pointed arch – a two- and four- centered and generally constructed a true arch, Hough corbelled examples were common in India. How to cite Islamic Architecture, Papers

Learning Analytics Research For Australian â€Myassignmenthelp.Com

Question: Discuss About The Learning Analytics Research For Australian? Answer: Introduction The Auckland University of Technology was established in the year 2000. More than 29,000 students took admission in the University in the year 2016. The Auckland University of Technology is providing quality education to more than 4000 students from 96 countries. The University has North, City and South campuses in Auckland. AUT millennium and AUT center for Refugee education are specialist locations of the University. AUT got the position of 441-450 in the 2016 QS World University Ranking. The Auckland University of Technology addresses the local concerns related to sustainability as well as takes initiatives to address the global challenges. The operational facilities in the Auckland University of Technology management are in alignment to meet sustainability goals and a culture of Sustainability is promoted in the University through a network of partners, learning, research and teaching. The Auckland University of Technology focuses on the Three Bottom Line of Business-Profit, Peop le and Planet and the vision of the University is aligned to address the concerns of society, economy, environment and the planet. The curriculum of the Auckland University of Technology instills the culture of sustainability among students so that the graduates of the University can contribute to the society by bringing positive change in the field of sustainability (Cullingford Blewitt, 2013). Discussion The United Nations Sustainable Development Solutions (SDGs) Network provided membership to the Auckland University of Technology. Expert knowledge in the field of science and technology from civil society, academics and private sector was utilized for implementing solutions for sustainable development(Caeiro et al, 2013) The University is committed to achieve goals of sustainability a taskforce to meet commitments of sustainability for next 10 years was established by Vice-chancellor Derek Mc Cormack in the year 2012 Evaluation of AUTs Sustainability Measures 1) The Auckland University of Technology has sustainability goals and takes measures in the area of learning and teaching. The curriculum of the AUT enables its students to emerge as leaders and bring changes in the field of sustainability so that the students can contribute to society, environment and economy by their creativity and innovation. The teaching and learning framework embeds the principles of sustainability among students of the AUT. The students who graduate from the University gain the necessary knowledge and skills to contribute to the challenges of sustainability. They become literate about the local and global issues and challenges of sustainability through the learning modules of the University (Hazelkorn, 2015). Activities in AUT to promote sustainability 1) The University involves people from advisory boards of industries to review the curriculum so that elements of sustainability development are included in the teaching and learning framework. 2) The Auckland University of Technology also provides recognition and awards to students and staffs for their noteworthy contribution in the field of Sustainability. 3) The University increases the numbers of services of academics, programs and papers that addresses the perspective of sustainability and the University includes competencies of sustainability as a key quality for graduates. Research and Scholarship Positive change in the environment, society and economy of the New Zealand, Auckland as well as internationally is promoted through the research work undertaken by students and staffs of the AUT. 1) The consultancy projects, research and scholarship undertaken by the University which are encouraged by the Auckland University of Technology promotes a culture of sustainability and meets the goals of sustainability as well as reduces negative impacts, 2) There is transfer of knowledge and expertise among the stakeholders of the Auckland University of Technology which includes community and business through the research and scholarship of the University (Sterling Huckle, 2014). Governance, Staff and Leadership The staffs of the Auckland University of Technology are made capable to address issues of sustainability and it is ensured that the management and business processes of the University are aligned to marketing issues related to the sustainability so that benefits are provided to the well-being of the people of Auckland and worldwide. During the induction and training programs of staffs modules of sustainability are included and responsibilities of sustainability are mentioned in the position description of staffs. Learning in Future Environments (LIFE) index of the AUT monitors performance and progress against the sustainability goals of the University. The policies of sustainability are developed and practices and policies are audited to check the alignment of policies with goals of sustainability (Sustainability in AUT, 2017) Recognition and awards are given to individuals or groups of staffs who act as agents of change and innovators in the field of sustainability, Partnership and community engagement The Auckland University of Technology engages members of the community, and all stakeholders like business and industry and the ideals of Fair Trade are supported among all stakeholders. The policies of procurement of the University are continuously monitored to check their alignment with the principles of sustainability. The volunteering program for staffs and students to address sustainability-related challenges are well designed by the Auckland University of Technology. Entrepreneurial activity is promoted among students which are in alignment with principles of Sustainability (Vaughter et al., 2013). Operations and Facility The synergy is created in between the experience of students and the campus of Auckland University of Technology. The campuses of the University is managed effectively to achieve the goals of sustainability. Restorative practices towards the environment will be adopted by the University and the Auckland University of Technology will undertake projects that will reduce harmful effects on the environment both in Auckland and Worldwide. 1) Reuse and recycling is promoted in the operational activities of the University and non-renewable resources are discouraged to be consumed 2) A plan for management of waste is implemented and initiatives are taken to enhance green spaces within the campus of the University. 3) A plan of travel which is aligned with principles of sustainability is designed for students and staffs who travel for business of the Auckland University of Technology. Utility like gas, water and consumption of electricity is effectively managed in everyday operational activities of the University so that cost can be reduced. Health and safety of staffs and students are ensured within the campus of the University. Strategy of energy management is implemented and students are encouraged to take up activities for the improvement of the campus of Auckland University of Technology as a part of their assessment and activity at class (Lozano et al., 2013) Comparison with University of Melbourne In University of Melbourne there are advocates for student and staff who play a key role in the promotion of a culture of sustainability among staffs and students of University of Melbourne. The advocates promote awareness related to the challenges of sustainability among staffs and students and encourage them to take initiatives that would address sustainability challenges of the environment. The green impact is a sustainable program that was piloted for the first time in the campus of the University and the University which recognizes and gives awards to staffs and students who make significant contribution to this program (Ceulemans, Molderez Van Liedekerke, 2015). The University plans to publish a plan for the management of biodiversity by 2017 March and this plan will be ratified by the Landscape Committee. Maintaining biodiversity and protecting flora, fauna and wildlife is a part of the Sustainability Program for the University. Workstations and storage solutions are provided which addresses the need for furniture. Instead of offsite recycling or using transportation for sending furniture to the land-filling sites, the furniture are reused with the premises of the University. Staffs and students can make purchase of furniture for their personal use once in a month. Departments and staffs can meet team for reusing the furniture by taking an appointment from them. This provides a cost-effective and sustainable solution to the purchase of new furniture for office use. The University of Melbourne has adopted use of renewable energy and has undertaken several projects for effective management of energy. The University and Clean Energy Finance Corporation (CEFC) have signed a $ 9.1 million agreement with to install Solar photovoltaic panel across 6 cities which will help in reducing footprints of carbon by 850 tonnes every year. The service life of these panels and inverters are more than 20 years and they will require minimum maintenance. The University has an objective to achieve carbon neutrality by 2030 and receives funding to continue projects of energy management (Christie et al., 2013). The University takes part actively in Water Cycle Management in Melbourne and has taken part to monitor the use of harvested water. The quality of water is improved and the University has taken initiative to reduce 20% reduction in Total Nitrogen by the year 2018. The University of Melbourne promotes the usage of cycle, public transport and walking to reduce use of energy. The University has 1800 spaces for parking of bicycles. The University of Melbourne has more than 58,000 students and these consumers ensure that Fair Trade is promoted and there is alleviation of poverty worldwide. Difference is made in the lives of farmers of the community. The mark of Fair Trade can provide guarantee the products meet standards of the environment and the economy. The University of Melbourne ensures that farmers can adopt better farming practices and coffee and chocolate with Fair Trade mark are available in the University campus (Sustainability in University of Melbourne, 2017). Thus while comparing the University of Melbourne with Auckland University of Technology, it can be understood that the AUT is doing quite well. While University of Melbourne addressed sustainability issues related to environment more that AUT, but Auckland University of Technology adopts principles of sustainability in areas of research, teaching and learning. The sustainability issues are well addressed by both the Universities to create value for stakeholders in the long run. Both the Universities contribute holistically towards meeting their respective goals of sustainability (Lozano et al., 2013). Assessment of National And International Criteria For Measuring Sustainability The United Nations has mentioned that the goals of Sustainability cant be met by government alone. The United Nations recognize the important role that the universities in Auckland, New- Zealand and the Pacific play to achieve goals of Sustainable Development Solutions Network. The national and international criteria for measuring sustainability are the contribution of an organization in the field of environment, economics and equity. According to me, the Auckland University of Technology is doing quite well as compared to other universities in the region to create a sustainable environment and economy in the Auckland, New Zealand and worldwide. The University does not focus on creating short-term profitability for shareholders but involves in creating value for stakeholders in the long run by implementing principles of sustainability in the areas of learning and teaching, operations and facility, partnership and community engagement, governance, leadership and staff and research and scholarship. These criteria for measuring sustainability are chosen over other criteria because these criteria measure the holistic approach of the Auckland University of Technology towards creating a sustainable environment, economy and equity. These criteria measure the roles that the Auckland University of Technology have towards making a significant contribution towards the people and planet of Auckland, New Zealand and worldwide so that the mixes of the Three Bottom-Line of Business are well balanced (Siemens, Dawson Lynch, 2013). Conclusion Thus it can be concluded that sustainability plays a vital role in todays world and the University makes significant contribution towards economy, equity and environment to create a sustainable world both locally and worldwide. The United Nations has suggested that the government cant work towards creating a sustainable world alone and the universities of the globe plays a role of paramount importance to create a sustainable environment. The Universities should have curriculum for students that makes them responsible citizens and enhances the knowledge, skills and abilities related to sustainability. Universities should promote cultures of sustainability in different areas like principles of learning and teaching, research projects, development of staff and facilities and day-to-day operational activities. It can be concluded that Auckland University of Technology contributes holistically towards creating a sustainable environment in Auckland, New Zealand and worldwide. Reference List Caeiro, S., Leal Filho, W., Jabbour, C., Azeiteiro, U. (2013).Sustainability assessment tools in higher education institutions: mapping trends and good practices around the world. Springer International Publishing. Ceulemans, K., Molderez, I., Van Liedekerke, L. (2015). Sustainability reporting in higher education: A comprehensive review of the recent literature and paths for further research.Journal of Cleaner Production,106, 127-143. Christie, B. A., Miller, K. K., Cooke, R., White, J. G. (2013). Civil-engineering sustainability in higher education: how do academics teach?.Environmental Education Research,19(3), 385-414. Cullingford, C., Blewitt, J. (2013).The sustainability curriculum: The challenge for higher education. Routledge. Hazelkorn, E. (2015).Rankings and the reshaping of higher education: The battle for world-class excellence. Springer. Lozano, R., Lozano, F. J., Mulder, K., Huisingh, D., Waas, T. (2013). Advancing higher education for sustainable development: international insights and critical reflections. Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system.Journal of Cleaner Production,48, 10-19. Siemens, G., Dawson, S., Lynch, G. (2013). Improving the quality and productivity of the higher education sector.Policy and Strategy for Systems-Level Deployment of Learning Analytics. Canberra, ACT: Society for Learning Analytics Research for the Australian Office for Learning and Teaching. Sterling, S., Huckle, J. (Eds.). (2014).Education for sustainability. Operations. Sustainability in AUT. (2017).aut.ac.nz. Retrieved 23 September 2017, from https://www.aut.ac.nz/about-aut/sustainability-at-aut Sustainability in University of Melbourne. (2017).sustainablecampus.unimelb.edu.au. Retrieved 23 September 2017, from https://sustainablecampus.unimelb.edu.au/ Vaughter, P., Wright, T., McKenzie, M., Lidstone, L. (2013). Greening the ivory tower: A review of educational research on sustainability in post-secondary education.Sustainability,5(5), 2252-2271.