Note Taking in College

Note Taking in College While I was an “A+ student” in high school, I never found it necessary to take many notes to succeed. Sometimes in high school, teachers print out slides or give you the lecture material after class. While this still does happen occasionally in 100-level classes, you’ll be hard-pressed to find it when you start taking more difficult classes. This necessitates learning how to take notes on your own â€" fast. Computer or Hand-Written? While I can see the value of tech in the classroom, Im not a fan of online note-taking. Often on a computer, I get caught up in trying to type what a professor says verbatim. When I’m writing by hand, I have to quickly synthesize the information in my head before writing it down. This leads to far better comprehension, and I’m not distracted by the 40 email notifications I get in an hour.  If you get distracted easily, a computer might not be the way for you to go. Tools Your note-taking style will likely change throughout your time here as you adapt to different classrooms and professors. Each person has a different preference for note-taking, whether its with brand-new colored pens or a used-up Bic. I choose to keep a binder instead of a notebook. I used to write in notebooks, but I’ve found that binders are far more efficient. Im able to take out specific pages at a time and insert in-class activities next to the notes that they refer to. This is helpful when I’m reviewing, as I can see examples of the analyses I might be asked to do on the test!   Like I said, everyone does this differently, but I wanted to give you a quick overview of what my note-taking process looks like!   Pre-Exam This is a page from my notes on CMN 345: Visual Media Effects. My system for this class is a dashed line (-) to denote something that is written on a slide, and a plus sign (+) to denote my own summary of what a professor says. Later on, this helps me compare notes to other students. My interpretation of what the professor said might vary from theirs, and while I never make mistakes (ha ha), I’m always interested in different understandings of the material.   Post-Exam This is a page from my notes on CMN 368: Sexual Communication after our first exam. This gets into a little bit of my study habits, but that ties right into note-taking. Its been typical in my communication classes to get a study guide before the first exam that has a list of all the topics that will be on the exam. The best way for me to study is to go through my notes and readings and make a document of everything I know about each topic. I will then print that document and color-code it according to each subject. Once Im finished, Ill do the same in my original notes. The color-coordination per subject and the amount of times I go over the material help it stick better. It also makes me think about whether or not I have a comprehensive understanding of the material. My note-taking style has changed a lot throughout the years, and still changes slightly from class to class. How I take notes depends heavily on the professor, but I almost always stick to hand-written. Professors rarely put a lot of text on the slide, so you’re mostly relying on what they say. Alex Class of 2020 After switching majors four times, I've finally fallen in love with what I'm studying: communication in the College of Liberal Arts and Sciences. I hope hearing about my experiences can put all your worries at ease, because college really isn't as scary as you might think!

Analysis Of Jane Austen s The One Hand Mansfield Park

Jane Austen is an author who sticks to her own established tropes across many of her novels. Time and time again one can encounter the same sorts of characters and similar situations in her novel. But Mansfield Park and Emma are two novels that tend to stand out against Austen’s others – and what makes them stand out is not so much a departure from her pre-established tropes, but a deeper insight into them. In examining these two novels, one might think that the only similarity between them is the way Austen turns her own tropes on their heads. On the one hand Mansfield Park is possibly Austen’s darkest novel, featuring a desperately oppressed heroine whom readers have found hard to like. On the other hand Emma is a lively novel full of hilariously ridiculous missteps and a heroine who wields all the power necessary to cause those missteps. Yet they do have other things in common. For instance, both examine themes of isolation and issues of a small community, and in both novels, day trips and journeys serve to perpetuate that isolation, rather than relieve it. Both Nina Auerbach and Marilyn Butler touch briefly on this theme in their respective criticisms of Mansfield Park and Emma. Auerbach paints Fanny as a monster comparable to Frankenstein’s creature and other classic English monsters such as the vampire and even Beowulf’s Grendel. She states that â€Å"like Frankenstein and his monster†¦ Fanny is a killjoy† (448), and argues that Fanny â€Å"draws sustenance from her role asShow MoreRelated The Basic Elements of Jane Austens Pride and Prejudice4010 Words   |  17 PagesThe most important things about a novel are more than one. Which can be Plot, Themes, Conflicts, Settings, Mood etc. Pride and Prejudice is a very complicated but simple play and for a new learner of Jane Austens this work, one should have to know the basics of this novel. Under are discussed the same basics for the help of the new readers. BACKGROUND INFORMATION - BIOGRAPHY Jane Austen was born in 1775 at Steventon, Hampshire in southern England, where her father was a minister. She was theRead MoreThe Formation of Jane Austens Marriage Concept and the Reflection in Pride and Prejudice3822 Words   |  16 PagesTHE FORMATION OF JANE AUSTEN S MARRIAGE CONCEPT AND THE REFLECTION IN PRIDE AND PREJUDICE by Nie Zuyuan December,2010 College of Technology,Xiaogan University Abstract â€Å"It is a true universally acknowledged,that a single man in possession of a good fortune,must be in want of a wife.†Almost two centuries later,the deep impression on readers left by the opening sentence of Pride and Prejudice has not decreased because of their changing literary taste.As the author of Pride and Prejudice

What Everyone Is Saying About Time Management Essay Samples Is Wrong and Why

What Everyone Is Saying About Time Management Essay Samples Is Wrong and Why Understanding how to compose a strong argumentative paper will help you advance your very own argumentative thinking. Writing an argumentative essay is a skill that anyone in school should know, although it can be useful outside the classroom, also. It has been around for quite a long time. Deciding upon an emotional topic is also a superb idea. Great time management is essential in so many diverse levels. There's no need to waste time for what you don't have to do in the job, but what to do next, so the amount of productivity has to be increased. When you learn how to take charge of the time granted to you, you soon learn to enhance your capability to concentrate also. Luckily, there are several time management tactics that may work out for you. You only have to look closely at your work, which will raise the level of your results. If you've got an over baring list you might want to create the choice to trim it down so that it's a realistic collection of tasks. To attain success in any area, it is crucial to properly arrange your time. Should you need extra assistance with editing and revising, there are a few free tools readily available online. The New Fuss About Time Management Essay Samples It's not sufficient to simply disagree with a different point of view or opinion. While the focus is largely on your side, there's also a discussion concerning the opposing side which goes far beyond a single sentence or a paragraph. You're going to need to select a topic first, but your topic ought to be something that has two conflicting points or distinct conclusions. One of the principal problems is obesity. The body of your essay needs to be supported by research evidence you could gather. An argumentative essay exampl e will reveal the should possess some critical components which make it better in the practice of convincing. As an example, in college, you might be requested to compose a paper from the opposing viewpoint. For example, if the paper needs extensive research, find out how long you will need for the research approach. Abortion is a critical issue and it ought to be researched upon more. It is a very sensitive issue. It should not be considered as murder in the early stage, which is the first ten to twelve weeks. There have been lots of arguments over what is right about abortion and what's not. Life, Death, and Time Management Essay Samples When you develop this kind of essay, you must make your claims by your composition so it will be open fordebate. You might also see synthesis essay. You can also see essay examples. In order to give an in-depth understanding about the argumentative essay, it is advisable to take a look at some of the greatest examples of argumentative essay. Quite simply, essay writing was classified as a formal and informal type of writing. Remember that the amount of your essay is contingent on the assignment offered to you. You can also see travel essay. You could also see scholarship essay. Facts, Fiction and Time Management Essay Samples Not only will the switch help reduce the expense of textbooks, but nevertheless, it will also be saving the environment by decreasing waste and diminishing the quantity of paper used. Just ensure no undertaking is taking more time than it ought to be. Don't let each task take up a great deal of time. By doing this you're going to be in a position to accomplish your important task punctually. So if you're taking a sleep for 10-11 hours, lessen your time of sleep. Remember that time is restricted. It is essential for you to sleep for 7-8 hours every day. With just 24 hours every day, you want to generate every hour, every moment, and every second count. In the debut, that is the very first paragraph of the essay, Myrtle will want to spell out the problem and state her position. The position is not really that Myrtle should include within her essay. Frequently the discussions become heated up as debates and wind up as arguments. The introduction involves an explanation of the problem, background info, and the author's position. Look through the list of topics with care and get started making a mental collection of the evidence it is possible to use on topics you want. Quite frequently, the ideal topic is one which you truly care about, but you also will need to get well prepared to research it.

Female Foeticide Free Essays

Female Foeticide: A legal Analysis In 1988 there was an advertisement in the Diwali special number of a renowned Marathi magazine:[1] â€Å"Amniocentesis is a developed science To misuse it for abortion is a great sin. Better go in for sex-selection Read this book. Consult your family doctor for a sure way of begetting sons. We will write a custom essay sample on Female Foeticide or any similar topic only for you Order Now Female foeticide is perhaps one of the worst forms of violence against women where a woman is denied her most basic and fundamental right- the right to life enshrined in Article 21 of Indian Constitution. Elimination of the girl child by way of selectively eliminating the female embryos or foetuses is an age-old phenomenon. It negates the fundamental right to equality guaranteed under Articles 14 and 15 of our Constitution. The traditional mentality of the Indian culture of preferring the boy baby over the girl child combined with the ultra modern technology has only succeeded in boosting the status conscious Indian families to perpetuate their choice making process of the girl child elimination in the most sophisticated and easiest way. To top it all, the ethically conscious medical profession has been able to bring down the already imbalanced sex ratio on to 927 women per 1000 men. [2] It raises important issues on the interfacing of technology, health and society, of misuse of medical technology, of using techno-centric solutions for social problems, of violation of the principles of medical ethics, of social and demographic implications of such technologies, of the decision making processes involving technology, which can have far-reaching social effects, of regulating the medical profession (specially reproductive technology) both internally and externally, of limits to research and the techno-docs’ power ‘to play God’, of the role and limits of social legislation in tackling social problems; of ‘informed consent’, and patients’ rights and doctors accountability, of the possible fall-out of the advent of New Reproductive Technologies (NRTs) from Sex Pre-Selection Techniques (SPSTs) to non-coital reproduction through IVF- ET or GIFF, surrogate motherhood to genetic engineering; of decision-making process in family and socie ty and women’s role (or lack of it) in them. All these interrelated issues mean something to all our lives as it defines the way we see our past, present and future. Traditionally the patriarchal families got rid of the â€Å"unwanted child† either by way of poisoning the new-born baby or letting her coke on husk or simply by crushing her skull under a charpoy. Since modern medical tests have made it easier to determine the sex of the child even before the birth of the â€Å"unwanted child†, the number has only shot instead of decreasing. In one hospital, a study showed that out of 8,000 abortions performed, 7,999 were female foetuses. [3] Hence, the government was forced to pass the Pre Natal Diagnostic (Prevention) Act, 1994 in response to the increasing number of abortions performed on women carrying female foetuses. 4] Thus, India’s officials banned couples from using â€Å"technical means† to determine the sex of a foetus. [5] Although India’s Parliament passed the legislation in 1994, it could not become law until all state legislatures approved it. [6] The law finally took effect on January 1, 1996. The 1 994 Act is both prohibitive and regulatory. Prohibitive: According to the Act the use of pre-natal techniques for the purposes of sex determination are prohibited. [7] The Act prohibits any person conducting prenatal diagnostic procedure from communicating to the pregnant women concerned or her relatives the sex of the foetus by words, signs or in any other manner. 8] The Act prohibits any Genetic Counselling centre, Genetic Laboratory and Genetic Clinic to conduct activities relating to pre-natal diagnostic technique unless it is registered under the Act or to employ anyone who does not possess the prescribed qualifications. The medical practitioners are prohibited to conduct such techniques at any place, which is not registered under the Act. Regulatory: The Act provides for the regulation of pre-natal diagnostic techniques. Prenatal diagnostic techniques may be used to detect genetic or metabolic disorders or chromosomal abnormalities or certain congenital malformations or sex-li nked disorders. Prenatal Diagnostic Techniques may be employed only under specified conditions by registered institutions:[9] O  Ã‚  Ã‚  Ã‚   The tests can only be carried out on women who are either over the age of thirty-five; or O  Ã‚  Ã‚  Ã‚   Have had two or more miscarriages; or O  Ã‚  Ã‚  Ã‚   Who have been exposed to radiation, infection, chemicals or drugs which are harmful to the foetus; or O  Ã‚  Ã‚  Ã‚   The pregnant woman has a family history of mental retardation or physical deformities such as spasticity or any other genetic disease; or O  Ã‚  Ã‚  Ã‚   Any other condition as may be specified by the Central Supervisory Board. It is very important to note that the Act permits use of such techniques provided the medical practitioner has explained all the known side and after effects of such techniques to the pregnant woman and more importantly, has obtained her written consent in the language she understands. 10] Persons working in the clinics, as well as women and their families who use the clinics; or are liable for fines and imprisonment for violating the Act. [11] The Act provides for the construction of a Central Supervisory Board [herein after CSB], which shall be established to advise the government on policy matters relating to pre-natal diagnostic techniques; to review the implementation of the Act and its rules; and to recommend changes in the Act and its rules. [12] The CSB has been assigned a very important function of spreading public awareness against the practice of pre-natal determination of sex and foeticide. The CSB shall meet at least twice a year to review the functioning of the Act and make recommendations for its better implementation. [13] An Appropriate Authority shall be appointed in States and Union Territories and regions wherein the authorities are empowered:[14] O  Ã‚  Ã‚  Ã‚   To grant, suspend or cancel the registration of genetic counselling centres, laboratories and clinics; and O  Ã‚  Ã‚  Ã‚   Also to investigate complaints regarding breach of the provisions of the Act or the rules. The Act lays down prohibition on the issuance of advertisements[15] relating to pre-natal sex determination by any person, organisation or institutional and provides that any contravention/Violations of the same will entitle the offender a punishment of 3 years imprisonment and/ or Rs. 10,000/- fine for the first charge, this increasing to Rs. 50,000/- fine and 5 years imprisonment for a second charge. [16] But there are various loopholes in the Act, which has made it a failure to a great extent thus letting the demons of female foeticide/infanticide survive and flourish! Hence, the Pre-Natal Diagnostic Techniques (Regulation and Prevention of Misuse) Amendment Act, 2002 was passed to plug the loopholes. THE PRE-NATAL DIAGNOSTIC TECHNIQUES (REGULATION AND PREVENTION OF MISUSE) AMENDMENT ACT, 2002: Objectives of the New Act: The practices relating to female foeticide and techniques connected with the same are considered discriminatory to the female sex and not conducive to the dignity of the women. The proliferation of the technologies mentioned above may, in future, precipitate a catastrophe, in the form of severe imbalance in male-female ratio. The State is also duty bound to intervene in such matters to uphold the welfare of the society, especially of the women and children. Therefore, the government felt the necessary to enact and implement in letter and spirit a legislation to ban the pre-conception sex selection techniques and the misuse of pre-natal diagnostic techniques for sex-selective abortions and to provide for the regulation of such abortions. Such a law is also needed to uphold medical ethics and initiate the process of regulation of medical technology in the larger interests of the society. Accordingly, it is proposed by the government to amend the aforesaid Act with a view to banning the use of both sex selection techniques prior to conception as well as the misuse of pre-natal diagnostic techniques for sex selective abortions and to regulate such techniques with a view to ensuring their scientific use for which they are intended. The Amendment Act, 2002 seeks to achieve the aforesaid objects. Highlights of the New Act: 1. The Act provides for the prohibition and regulation of SD techniques before or after conception. [17] 2. For the words and brackets â€Å"the Pre-natal Diagnostic Techniques (Regulation and Prevention of Misuse)†, the words and brackets â€Å"the Pre-conception and Pre-natal Diagnostic Techniques (Prohibition of Sex Selection)† shall be substituted. [18] This lays a lot of emphasis on the issue of female foeticide in particular. 3. Definitions of â€Å"conceptus†, â€Å"embryo† and â€Å"foetus† have been laid down specifically, which helps in determining the cause and stage of use of PNDT. [19] 4. The Explanations added to Sec. (ii) in clause (d), (e) and (g) have enlarged the scope of the Act to include even the portable PNDT equipment/machinery. [20] 5. Qualifications of a genetic has been upgraded. [21] 6. Amendment of section 17 of the principal Act re ads as follows— â€Å"(e) to take appropriate legal action against the use of any sex selection technique by any person at any place, suo motu or brought to its notice and also to initiate independent investigations in such matter† This provision has given extra scope to the authorities for the utilisation of the powers to fulfil their duties. 7. Insertion of new section 17A. -After section 17 of the principal Act, the following section is proposed to be inserted, namely:— â€Å"17A. Powers of Appropriate Authorities. The Appropriate Authority shall have the powers in respect of the following matters, namely:— (a)  Ã‚  Ã‚  Ã‚   summoning of any person who is in possession of any information relating to violation of the provisions of this Act or the rules made thereunder; (b)  Ã‚  Ã‚   production of any document or material object relating to clause (a); (c)  Ã‚  Ã‚  Ã‚   issuing search warrant for any place suspected to be indulging in sex selectio n techniques or pre-natal sex determination; and (d)  Ã‚   any other matter which may be prescribed. †. This provision is very much in tune with the objective of Section 17 (e). 8. Provision with regard to the advertisements has been made more stringent. [22] 9. Definitely, the strongest provision of the Bill is the new section 24, which if brought to effect shall wipe all doubts with regard to the application of penal provisions to women undergoing the PNDT tests. The rovisions has rightly identified the problems of women in the cases of PNDT as in most cases, women are forced to go for these test or to forgo their marital lives their homes, even their lives. [23] Drawbacks of the new Act: I. Amendment of section 3. -In section 3 of the principal Act, for clause (2), the following clause shall be substituted, namely:— â€Å"(2) No Genetic Counselling Centre or Genetic Laboratory or Genetic Clinic shall employ or cause to be employed or take services of any person, w hether on honorary basis or on payment who does not possess the qualifications as may be prescribed. † The Section is negatively worded which gives a scope for the people specifically excluded in the provisions to take advantage of the loophole. Instead, if the provision was positively worded in the sense that it lad down as to who is eligible to carry the PNDT under the circumstances specified under the Act, it would have restrained anyone who is otherwise not specifically authorised to conduct such tests. II. Section 3B: Prohibition on sale of ultrasound machine, etc. , to persons, laboratories, clinics, etc. , not registered under the Act. – No person shall sell any ultrasound machine or imaging machine or scanner or any other equipment capable of detecting sex of foetus to any Genetic Counselling Centre, Genetic Laboratory, Genetic Clinic or any other person not registered under the Act. † Though this is a strongly worded Section, which aims at curbing the clandestine sale of the PNDT equipments, it suffers from a major drawback. The Act or he Section does to talk about the manufacturing of these equipments because since manufacturing is the first step towards the black-marketing and other misuses. As such, there have to be specific guidelines as to the manufacturing. The manufacturing license should be issued only to the Governmental Institutions so that the monitoring becomes so much easier because of the control that he Government can exercise over these institutions. Also very closely linked to above point is the licensing function. If licenses for prenatal diagnosis were granted only to government institutions, the task of vigilance would be further simplified. The ban on misuse of techniques for SD imposed upon government institutions has not been violated for the past 15 years. Also there is no provision to the effect that the registration of the portable PNDT machinery/equipment’s are also registered. III. Amendment of section 4. -In section 4 of the principal Act, for clauses (3) and (4), the following clauses shall be substituted, namely:— â€Å"(3) No pre-natal diagnostic techniques shall be used or conducted unless the person qualified to do so is satisfied for reasons to be recorded in writing that any of the following conditions are fulfilled, namely:— The provisions of this section prima facie seem like a good provision but are a toothless one. The issue is that though citing a reason which satisfies the condition precedent laid down in the Act before the PNDT tests are conducted, the provisions misses out a crucial point. It does not mandate for the production of the documents to prove that the condition in fact, is satisfied and is very much in spirit wit the object of the Act. Also should be included in this provision the requirement t record al these documentary proof which shall be made available for verification by the CSB/SSB, etc. IV. Section 13 sub clause (vi) Any other condition as may be specified by the Board: This provision gives a lot of discretionary powers to the Boards, which have to be curtailed in the form of the guidelines. V. Amendment of section 5. In section 5 of the principal Act, for sub-section (2), the following sub-section shall be substituted, namely:— â€Å"(2) No person including the person conducting pre-natal diagnostic procedures shall communicate to the pregnant woman concerned or her relatives or any other person the sex of the foetus by words, signs, or in any other manner. † This provision has practical difficulties in terms of implementation. It is suggested by the author that a kind of code system be adopted whereby the tests which have satisfied the conditions of the Act be given a code number and sent for testing in a place which is authorised to conduct he tests for a particular area or region. This is to ensure that there exists no direct links between the family concerned and the medical practitioner who can convey the sex of the foetus, which might lead to the death of the foetus in case it turns out to be a female. This is because though the provisions bar the practitioner from conveying in any manner whatsoever, the proof that the same has not been conveyed cannot be assured. VI. Automatic suspension/cancellation from the Registry of Medical Practitioners of the name of doctors found guilty by the court without referring the matter to the Medical Council. VII. Insertion of new section 16A. -After section 16 of the principal Act, the following section shall be inserted, namely:— â€Å"16A. Constitution of State Supervisory Board and Union territory Supervisory Board. (1) Each State and Union territory having Legislature shall constitute a Board to be known as the State Supervisory Board or the Union territory Supervisory Board, as the case may be, which shall ha ve the following functions:— (10) In respect of matters not specified in this section, the State Board shall follow procedures and conditions as are applicable to the Board. † There are no rules and regulations with regard to the powers of the Boards as to in what way the powers have to be synchronised to fulfil their duties and function as specified in the Act. Also, this Section suffers from a serious defect. That is the Section has adopted a very top-down approach, which has been time and again proved to be ineffective and fruitless. Therefore, the approach should have bee a grass-root eve approach. This is even more applicable n the cases of PNDT because of the Act that a good chunk of cases are from rural areas which are very difficult to monitor and control. A Panchayat level machinery working hand in hand with local rural institutions like the Anganwadis and the school would be an idea way to tackle and combat the problem of PNDT. VIII. Also the Act has certain vague and ambiguous terms and expressions like â€Å"eminent† which are very problematic as to how they should be interpreted and put to use. IX. Punishable with imprisonment for a term, which may extend to three years and with fine which may extend to fifty thousand rupees for the first offence and for any subsequent offence with imprisonment which may extend to five years and with fine which may extend to one lakh rupees. The hike in the fines though would be applicable to the urban areas, it’s a mere letter of black and white on the paper when it comes to the rural areas. The rural people who, more often than not are extremely poor, are in no position to pay those high fines, which makes the provisions a redundant provisions. Instead, thee ha to be a mechanism whereby these people can be sensitized to the problems associated with the girl child. It is the firm belief of the author that public awareness is a much better and powerful tool than mere fines, especially with regard to the rural poor. X. A major hurdle in the endeavor to prohibit sex determination and regulation of PNDT techniques is that there is no proper duty laid upon any of he authorities in the Act. There is no penalty attached for non performance of the duties- commission or omission- cast upon the authorities. Especially in the light of the fact that so far the CSB have never met regularly as per the provisions of the Act. XI. The Financial Memorandum affixed to the Bill with regard to the expenses falling under Section 16 A of the Act has no regulation with regard to transparency, a ccountability, and regulatory body. This is very problematic and might just prove to be plunder’s paradise. ——————————————– [ 2 ]. [1] See, http://www. evesindia. com/health/features/reprod_health. html, visited on 10/10/02. | | [ 3 ]. [2] Id.. | | [ 4 ]. [3]In one hospital, a study showed that out of 8,000 abortions performed, 7,999 were female foetuses. See Shailaja Bajpai, India’s Lost Women, World Press Rev. , Apr. 1991, at 49. Also see, Vidya Deshpande, Where have all the girls gone? , http://www. indianexpress. com/fe/daily/19991202/faf28033. html, visited 24/12/02. | | [ 5 ]. [4]John F. Burns, India Fights Abortion of Female Foetuses, N. Y. Times, Aug. 27, 1994, at 5, available in LEXIS, News Library, Curnws File. | | [ 6 ]. [5]Demographers pointing to such numbers have finally forced governments to take notice. Thus, India’s officials banned couples from using â€Å"technical means† to determine the sex of a foetus. The Sexes; Disappearing Girls; In China, India and South Korea, A Gender Gap Causes Worries, Asiaweek, Mar. 3, 1995, at 32 | [ 7 ]. [6]See India Bans Abortions of Female Fetuses; Another Move to Help Protect Baby Girls, Chi. Trib. , Jan. 10, 1996, at 13, available in LEXIS, World Library, Allwld File. | | [ 8 ]. [7] Section 3. | | [ 9 ]. [8] Section 4(4)| | [ 10 ]. [9] Section 4| | [ 11 ]. [10] Section 5(1)(c)| | [ 12 ]. [11] See section 24. Common response to the Act has been â€Å"If I do get arrested, I’ll spend a couple of months in prison, but what’s that compared to a lifetime of misery trying to bring up a girl? â€Å"| | [ 13 ]. [12] Section 17| | [ 14 ]. [13] Section 18| | [ 15 ]. [14] Sections 20-21| | [ 16 ]. [15] Section 22| | [ 17 ]. [16] Section 23| | [ 18 ]. 17] The long title of the Bill that is proposed to substituted the present long title reads as follows:— â€Å"An Act to provide for the prohibition of sex selection, before or after conception, and for regulation of pre-natal diagnostic techniques for the purposes of detecting genetic abnormalities or metabolic disorders or chromosomal abnormalities or certain congenital malformations or sex-linked disorders and for the prevention of their misuse for sex determination leading to female foeticide and for matters connected therewith or incidental thereto. † | | [ 19 ]. [18] Amendment of section 1 of the Act. | | [ 20 ]. [19] 4. Amendment of section 2. In section 2 of the principal Act,— (i) after clause (b), the following clauses shall be inserted, namely:— ‘(ba) â€Å"conceptus† means any product of conception at any stage of development from fertilisation until birth including extra embryonic membranes as well as the embryo or foetus; (bb) â€Å"embryo† means a developing human organism after fertilisation till the end of eight weeks (fifty-six days); (bc) â€Å"foetus† means a human organism during the period of its development beginning on the fifty-seventh day following fertilisation or creation (excluding any time in which its development has been suspended) and ending at the birth’ | | [ 21 ]. [20] â€Å"Explanation. — For the purposes of this clause, ‘Genetic Clinic’ includes a vehicle, where ultrasound machine or imaging machine or scanner or other equipment capable of determ ining sex of the foetus or a portable equipment which has the potential for detection of sex during pregnancy or selection of sex before conception, is used. † | | [ 22 ]. 21] ‘(g) â€Å"medical geneticist† includes a person who possesses a degree or diploma in genetic science in the fields of sex selection and pre-natal diagnostic techniques or has experience of not less than two years in any of these fields after obtaining— (i) any one of the medical qualifications recognised under the Indian Medical Council Act, 1956 (102 of 1956); or (ii) a post-graduate degree in biological sciences. ’ | | [ 23 ]. [22] Substitution of new section for section 22. -For section 22 of the principal Act, the following section shall be substituted, namely:— 22. Prohibition of advertisement relating to pre-conception and pre-natal determination of sex and punishment for contravention. (1) No person, organisation, Genetic Counselling Centre, Genetic Laboratory or Genetic Clinic, including clinic, laboratory or centre having ultrasound machine or imaging machine or scanner or any other technology capable of undertaking determination of sex of foetus or sex selection shall issue, publish, distribute, communicate or cause to be issued, published, distributed or communicated any advertisement, in any form, including internet, regarding facilities of pre-natal determination of sex or sex selection before conception available at such centre, laboratory, clinic or at any other place. See also, Substitution of new section for section 16. –    | | [ 24 ]. [23] Substitution of new section for section 24. For section 24 of the principal Act, the following section shall be substituted, namely:— â€Å"24. Presumption in the case of conduct of pre-natal diagnostic techniques. -Notwithstanding anything contained in the Indian Evidence Act, 1872, the court shall presume unless the contrary is proved that the pregnant woman was compelled by her husband or any other relative, as the case may be, to undergo pre-natal diagnostic technique for the purposes other than those specified in sub-section (2) of section 4 and such person shall be liable for abatement of offence under sub-section (3) of section 23 and shall be punishable for the offence specified under that section. †| | How to cite Female Foeticide, Papers

Summa Theologica and Natural Law

In his famous work Summa Theologica, Thomas Aquinas discusses such a concept as natural law or a system of rules which has to guide the actions of people irrespective of their culture, nationality, or religion. Moreover, in the author’s opinion, this set of rules is unchangeable.Advertising We will write a custom essay sample on Summa Theologica and Natural Law specifically for you for only $16.05 $11/page Learn More This paper is aimed at discussing Aquinas’s ideas in more detail. In particular, it is vital to show some of limitations of Aquinas’s ideas that are based on the assumption that omnipotent God has designed rules that can be intuitively comprehended by every human being. One of the arguments that the author makes is that â€Å"the normative force is the same for everyone and known by all† (Aquinas 112). This statement implies that every individual has an inherent understanding of the natural law, especially if one is speaking about ethical principles. Therefore, the actions of an individual should be evaluated according to these principals. It is possible to dispute this claim because this approach does not explain why the laws can differ dramatically in various countries or cultures. Aquinas says that â€Å"man is inclined to natural law† (Aquinas 112). However, he does not tell why this universal inclination did not lead to the creation of the state in which natural law is observed by everyone. This is one of the paradoxes that should not be overlooked. Furthermore, in many cases, people, who possess the knowledge of the natural law, can commit cruel crimes. This is one of the main objections that one can raise. Certainly, Thomas Aquinas might have responded to this objection. In particular, he could have said that a person can violate the natural law because of ignorance. Furthermore, in his work, the author speaks about the so-called â€Å"evil disposition† (Aquinas 113). Th is means that a person can be inclined to evil. Furthermore, Aquinas speaks about passions that prevent people from understanding the natural law. Nevertheless, Aquinas’s theory overlooks the complexity of human behavior. The problem is that a person’s actions can be both moral and immoral. So, one cannot speak about the so-called evil disposition. It is unlikely that this disposition exists. Moreover, intelligence does not mean that an individual will always comply with the principles of natural law. Such an assumption can hardly be called realistic. Despite these limitations, the ideas of Thomas Aquinas have profound theological implications. His conception of natural law implies that there are certain rules and principles that should be observed by every individual regardless of his/her religion, country, or culture.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Currently, the con cept of natural law guides the work of policy-makers and lawyers. Later the works of Thomas Aquinas influenced many philosophers who tried to identify a set of principles that could be applicable to every community. Therefore, his pioneering work should not be disregarded by people who study the history of religion or theology. This discussion indicates that the idea of natural plays an important role in the religious views of Thomas Aquinas. His belief in the omnipotence of God requires the system of ethical rules that every person has to follow. However, there are certain inconsistencies in his theory. For instance, one can speak about the complexity of people’s behavior that can involve both ethical and unethical actions. Furthermore, the author does not prove that the inclination to natural law is universal. Works Cited Aquinas, Thomas. â€Å"Summa Theologica.† Philosophy: An Innovative Introduction. Ed. Michael Boylan. New York: Westview Press, 2010.111-113.Print. This essay on Summa Theologica and Natural Law was written and submitted by user Elite to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Womens Right to Education

Womens Right to Education Hashtag: #HappyWomensDay The Struggle for Formal Education The international Women’s Day is celebrated to recognize the struggles and achievements of women around the word. Two of the most prominent of these achievements are the right to vote and the right to education. The struggle for women’s equality began in early 19th century. In the 1830’s, while maintaining their role as wives and mothers, women’s movement in America sought to broaden their knowledge through a formal college education. However, the cult of motherhood and limited social and political rights during that time restricted this education to home application. For instance, the American educators who pushed for women’s education justified their efforts on the benefits of education in the domestic sphere, in marriage, and motherhood. Consequently, colleges offered a limited range of courses that are mostly relevant to women’s role as homemakers and mothers. The fight for their right to education was further made difficult and prolonged by the fear that educated women would abandon their traditional domestic duties and intrude upon the male sphere. In fact, the male-dominated popular press of the early 20th century even publicized the notion that women are destined parlor, nursery, and kitchen workers and mentally and physiologically incapable of education. Moreover, although firmly promoting equality for women, the movement itself during that time had no strong position on the role of educated women in western society and in fact spreading the doctrine of separate spheres. Women had achieved the right to vote in the 1920 but made little progress in their struggle for employment and education. Women remained largely excluded in the educational system until they started to pursue higher education and earned more bachelors degree than men in the 1980s. Achieving Gender Equality Through Education Education for women is one of UNESCO’s gender equality priorities. Consequently, most educational systems around the world offer women education and empowerment. Women’s continuing effort to improved their knowledge and skills not only resulted in the creation of more institutions for women’s learning but recognition of the fact that women’s education is as necessary and beneficial as that of men. The study shows that that are more women in formal education now than in the past. The reason is that formal schooling not only enhanced their opportunity for employment but also improved their conditions in life. In developing countries, for instance, educational helped women meet their practical gender needs, benefit from salaried employment and healthier households. However, due to cultural attitudes, women in some developing nations appear restrained and need to put more effort in their quest equality, knowledge, and skills. Although the majority of developing nations, provide women greater access to formal education, they are restrained by cultural attitudes pertaining to female education. In fact, study shows that education for females in some African countries lagged behind that of males. Some of the barriers found include sexual abuse and harassment, particularly in mixed gender schools. Education had already improved the lives of millions of women around the world. They have greater access to higher education offered by public and private universities. Women are increasingly benefitting from online courses offered by Open University and Continuing Education Programs. They are now empowered, independent, have greater participation in government, and better employment opportunities.

Definition and Examples of Morphemes in English

Definition and Examples of Morphemes in English In English grammar and morphology, a  morpheme is a meaningful linguistic unit consisting of a word such as dog, or a word element, such as the -s at the end of dogs, that cant be divided into smaller meaningful parts. Morphemes are the  smallest units of meaning in a language. They are  commonly classified as either free morphemes, which can occur as separate words or  bound morphemes, which cant stand alone as words. Many words in English are made up of a single free morpheme. For example, each word in the following sentence is a distinct morpheme: I need to go now, but you can stay. Put another way, none of the nine words in that sentence can be divided into smaller parts that are also meaningful. Etymology From the French, by analogy with phoneme, from the Greek, shape, form. Examples and Observations A prefix may be a morpheme:What does it mean to pre-board? Do you get on before you get on?- George CarlinIndividual words may be morphemes:They want to put you in a box, but nobodys in a box. Youre not in a box.- John TurturroContracted word forms may be morphemes:They want to put you in a box, but nobodys in a box. Youre not in a box.- John TurturroMorphs and AllomorphsA word can be analyzed as consisting of one morpheme (sad) or two or more morphemes (unluckily; compare luck, lucky, unlucky), each morpheme usually expressing a distinct meaning. When a morpheme is represented by a segment, that segment is a morph. If a morpheme can be represented by more than one morph, the morphs are allomorphs of the same morpheme: the prefixes in- (insane), il- (illegible), im- (impossible), ir- (irregular) are allomorphs of the same negative morpheme.- Sidney Greenbaum, The Oxford English Grammar. Oxford University Press, 1996Morphemes as Meaningful Sequences of SoundsA word cannot be divided i nto morphemes just by sounding out its syllables. Some morphemes, like apple, have more than one syllable; others, like -s, are less than a syllable.  A morpheme is  a form (a sequence of sounds) with a recognizable meaning. Knowing a words early history, or etymology, may be useful in dividing it into morphemes, but the decisive factor is the form-meaning link.A morpheme may, however,  have more than one pronunciation or spelling.  For example, the regular noun plural  ending has two spellings (-s and -es) and three pronunciations (an s-sound as in backs, a z-sound as in bags, and a vowel plus z-sound as in batches).  Similarly, when the morpheme  -ate is followed by -ion (as in activate-ion), the t of -ate combines with the i of -ion as the sound sh (so we might spell the word activashun). Such allomorphic variation is typical of the morphemes of English, even though the spelling does not represent it.- John Algeo,  The Origins and Development of the English Langua ge, 6th ed.  Wadsworth, 2010 Grammatical TagsIn addition to serving as resources in the creation of vocabulary, morphemes supply grammatical tags to words, helping us to identify on the basis of form the parts of speech of words in sentences we hear or read. For example, in the sentence Morphemes supply grammatical tags to words, the plural morpheme ending {-s} helps identify morphemes, tags, and words as nouns; the {-ical} ending underscores the adjectival relationship between grammatical and the following noun, tags, which it modifies.- Thomas P. Klammer et al. Analyzing English Grammar. Pearson, 2007Language AcquisitionEnglish-speaking children usually begin to produce two-morpheme words in their third year, and during that year the growth in their use of affixes is rapid and extremely impressive. This is the time, as Roger Brown showed, when children begin to use suffixes for possessive words (Adams ball), for the plural (dogs), for present progressive verbs (I walking), for third-person singular present ten se verbs (he walks), and for past tense verbs, although not always with complete corectness (I brunged it here) (Brown 1973). Notice that these new morphemes are all of them inflections. Children tend to learn derivational morphemes a little later and to continue to learn about them right through childhood . . ..- Peter Bryant and Terezinha Nunes, Morphemes and Literacy: A Starting Point. Improving Literacy by Teaching Morphemes, ed. by T. Nunes and P. Bryant. Routledge, 2006 Pronunciation: MOR-feem