Policing As Torture a Report on Systematic Brutality and Torture by the Police in Faisalabad, Pakistan
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The Crucifix and the Christian Cross
Present Day Idols: The Crucifix and the Christian Cross Author: Pierre Dungee www.getyouranswersonline.com This article is going to be very difficult for many people to stomach and to comprehend as they have been taught over the centuries that what Jesus did on the cross was significant and that we should commemorate what he did by constantly showing Him on a cross. This is the thinking of lunatics, as you will see shortly. To really understand what is being said here, let’s take a look at what crucifixion really was, and what it really represented. So, let’s go to Wikipedia to see what it says: Crucifixion is a method of capital punishment in which the victim is tied or nailed to a large wooden beam and left to hang for several days until eventual death from exhaustion and asphyxiation. The crucifixion of Jesus is a central narrative in Christianity, and the cross (sometimes depicting Jesus nailed onto it) is the main religious symbol for many Christian churches. Crucifixion was most often performed to dissuade its witnesses from perpetrating similar (usually particularly heinous) crimes. Victims were sometimes left on display after death as a warning to any other potential criminals. Crucifixion was usually intended to provide a death that was particularly slow, painful (hence the term excruciating, literally "out of crucifying"), gruesome, humiliating, and public, using whatever means were most expedient for that goal. Crucifixion methods varied considerably with location and time period. The Greek and Latin words corresponding to "crucifixion" applied to many different forms of painful execution, including being impaled on a stake, or affixed to a tree, upright pole (a crux simplex), or (most famous now) to a combination of an upright (in Latin, stipes) and a crossbeam (in Latin, patibulum). -
Structural Violence Against Children in South Asia © Unicef Rosa 2018
STRUCTURAL VIOLENCE AGAINST CHILDREN IN SOUTH ASIA © UNICEF ROSA 2018 Cover Photo: Bangladesh, Jamalpur: Children and other community members watching an anti-child marriage drama performed by members of an Adolescent Club. © UNICEF/South Asia 2016/Bronstein The material in this report has been commissioned by the United Nations Children’s Fund (UNICEF) regional office in South Asia. UNICEF accepts no responsibility for errors. The designations in this work do not imply an opinion on the legal status of any country or territory, or of its authorities, or the delimitation of frontiers. Permission to copy, disseminate or otherwise use information from this publication is granted so long as appropriate acknowledgement is given. The suggested citation is: United Nations Children’s Fund, Structural Violence against Children in South Asia, UNICEF, Kathmandu, 2018. STRUCTURAL VIOLENCE AGAINST CHILDREN IN SOUTH ASIA ACKNOWLEDGEMENTS UNICEF would like to acknowledge Parveen from the University of Sheffield, Drs. Taveeshi Gupta with Fiona Samuels Ramya Subrahmanian of Know Violence in for their work in developing this report. The Childhood, and Enakshi Ganguly Thukral report was prepared under the guidance of of HAQ (Centre for Child Rights India). Kendra Gregson with Sheeba Harma of the From UNICEF, staff members representing United Nations Children's Fund Regional the fields of child protection, gender Office in South Asia. and research, provided important inputs informed by specific South Asia country This report benefited from the contribution contexts, programming and current violence of a distinguished reference group: research. In particular, from UNICEF we Susan Bissell of the Global Partnership would like to thank: Ann Rosemary Arnott, to End Violence against Children, Ingrid Roshni Basu, Ramiz Behbudov, Sarah Fitzgerald of United Nations Population Coleman, Shreyasi Jha, Aniruddha Kulkarni, Fund Asia and the Pacific region, Shireen Mary Catherine Maternowska and Eri Jejeebhoy of the Population Council, Ali Mathers Suzuki. -
Slaves, Servants, and Motives in Early Virginia
Wright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Jamin P. Riley Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the History Commons Repository Citation Riley, Jamin P., "Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia" (2012). Browse all Theses and Dissertations. 537. https://corescholar.libraries.wright.edu/etd_all/537 This Thesis is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Arts By JAMIN PAUL RILEY B. A., Hampden-Sydney College, 2010 2012 Wright State University March 9, 2012 WRIGHT STATE UNIVERSITY GRADUATE SCHOOL I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY Jamin Paul Riley ENTITLED Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Masters of Arts . ____________________________ Noeleen McIlvenna, Ph. D. Thesis Director ____________________________ Carol Herringer, Ph. D. Chair, Department of History Committee on Final Examination _________________________ Noeleen McIlvenna, Ph. D. _________________________ Edward Haas, Ph. D. _________________________ Nancy Garner, Ph. D. _________________________ Andrew Hsu, Ph. D. Dean, Graduate School iii ABSTRACT Riley, Jamin Paul. M.A., Department of History, Wright State University 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Violence has frequently been connected to the history of slavery. -
Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING
Journal of Prison Education and Reentry Vol. 6 No. 3, 2020 FEATURE–HISTORICAL VIGNETTE Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING The brutal death of George Floyd on May 25, 2020, while in police custody in Minne- apolis, Minnesota, focused attention in the U.S. on the problem of racism. Black Lives Matter and other organizations helped frame subsequent protests around the relationships between racial slavery, incarceration, and policing. Our task as prison educators is to stretch toward clarity. There is a strong parallel between the dehumanization of slaves and the dehumanization of prisoners. One way this dehumanization has been enacted was by blaming individuals for their plight with no consideration for historical context. Genocide against Indigenous Amer- icans, racial slavery, and penitentiaries all began during the British watch, before American independence. Just as slaves were perceived as lazy and incapable, prisoners were reported to be inclined toward “universal riot and debauchery” (Freedman, E. 1981. Their sister’s keepers: Women’s prison reform in America, 1830-1930. Ann Arbor: University of Michigan Press, p. 47). Prisons had a long history, but they were places where torture and executions took place, mostly for political prisoners. This is particularly evident in American prisons: “The penitentiary was seen as an American invention” (Hughes, R. 1987. The fatal shore. New York: Alfred A. Knopf, p. 426). In 1773, Philadelphia’s Walnut Street Jail was established for everyday criminals, by Quakers who advocated it as a holding facility, to replace harsh punishments such as mutilation, staggering fines, and public humiliation (Carney, L.P. -
Police Organisations in Pakistan
HRCP/CHRI 2010 POLICE ORGANISATIONS IN PAKISTAN Human Rights Commission CHRI of Pakistan Commonwealth Human Rights Initiative working for the practical realisation of human rights in the countries of the Commonwealth Human Rights Commission of Pakistan The Human Rights Commission of Pakistan (HRCP) is an independent, non-governmental organisation registered under the law. It is non-political and non-profit-making. Its main office is in Lahore. It started functioning in 1987. The highest organ of HRCP is the general body comprising all members. The general body meets at least once every year. Executive authority of this organisation vests in the Council elected every three years. The Council elects the organisation's office-bearers - Chairperson, a Co-Chairperson, not more than five Vice-Chairpersons, and a Treasurer. No office holder in government or a political party (at national or provincial level) can be an office bearer of HRCP. The Council meets at least twice every year. Besides monitoring human rights violations and seeking redress through public campaigns, lobbying and intervention in courts, HRCP organises seminars, workshops and fact-finding missions. It also issues monthly Jehd-i-Haq in Urdu and an annual report on the state of human rights in the country, both in English and Urdu. The HRCP Secretariat is headed by its Secretary General I. A. Rehman. The main office of the Secretariat is in Lahore and branch offices are in Karachi, Peshawar and Quetta. A Special Task Force is located in Hyderabad (Sindh) and another in Multan (Punjab), HRCP also runs a Centre for Democratic Development in Islamabad and is supported by correspondents and activists across the country. -
M.A. /M.Sc. in Criminology & Police Studies Syllabus
SARDAR PATEL UNIVERSITY OF POLICE, SECURITY AND CRIMINAL JUSTICE JODHPUR, RAJASTHAN, INDIA M.A. /M.Sc. in Criminology & Police Studies SYLLABUS From the Academic Year 2017 - 2018 Onwards 1 SARDAR PATEL UNIVERSITY OF POLICE, SECURITY AND CRIMINAL JUSTICE, JODHPUR, RAJASTHAN, INDIA M.A. /M. Sc. in Criminology and Police Studies From the academic year 2017 - 2018 onwards Scheme, Regulations and Syllabus Title of the course M.A/M.Sc in Criminology and Police Studies Duration of the course Two Years under Semester Pattern. Eligibility Graduate in any discipline with minimum 55% marks. (5% relaxation for SC/ST/PH candidates) Total Credit Points: 105 Structure of the programme This Master’s programme will consist of: a. Compulsory Papers and Elective Papers; I Semester: (22 Credits) 4 Compulsory Papers, 1 Elective Paper & 1 Practical Paper II Semester: (27 Credits) 4 Compulsory Papers, 1 Elective Paper & 2 Practical Papers (1 of them elective), Winter Internship (to be commenced at the ending of I semester and finished at beginning of II Semester) III Semester: (32 Credits) 4 Compulsory Papers, 1 Elective Paper, 1 Practical Paper & Summer Internship (to be commenced at the ending of II semester and finished at beginning of III Semester) Theory Papers: Each theory paper comprises 4 Contact hours / week. 4 Contact Hours = 2 Lectures+ 1 Tutorial+ 1 Seminar 2 • Electives: Electives will be offered only if a minimum of 5 students opt for that paper. • Practical Paper : The Subject called ‘Practical Paper’ may include any of the/some of the following activities such as Institutional field visits(for practical) & debate on particular issues or article writing on particular issues related to the subject / subject related discussion on short-films/ field based case-study etc. -
EASO Country of Origin Information Report Pakistan Security Situation
European Asylum Support Office EASO Country of Origin Information Report Pakistan Security Situation October 2018 SUPPORT IS OUR MISSION European Asylum Support Office EASO Country of Origin Information Report Pakistan Security Situation October 2018 More information on the European Union is available on the Internet (http://europa.eu). ISBN: 978-92-9476-319-8 doi: 10.2847/639900 © European Asylum Support Office 2018 Reproduction is authorised, provided the source is acknowledged, unless otherwise stated. For third-party materials reproduced in this publication, reference is made to the copyrights statements of the respective third parties. Cover photo: FATA Faces FATA Voices, © FATA Reforms, url, CC BY-NC-SA 2.0 Neither EASO nor any person acting on its behalf may be held responsible for the use which may be made of the information contained herein. EASO COI REPORT PAKISTAN: SECURITY SITUATION — 3 Acknowledgements EASO would like to acknowledge the Belgian Center for Documentation and Research (Cedoca) in the Office of the Commissioner General for Refugees and Stateless Persons, as the drafter of this report. Furthermore, the following national asylum and migration departments have contributed by reviewing the report: The Netherlands, Immigration and Naturalization Service, Office for Country Information and Language Analysis Hungary, Office of Immigration and Nationality, Immigration and Asylum Office Documentation Centre Slovakia, Migration Office, Department of Documentation and Foreign Cooperation Sweden, Migration Agency, Lifos -
Teaching American Literature: a Journal of Theory and Practice Fall 2017 (9:2)
Teaching American Literature: A Journal of Theory and Practice Fall 2017 (9:2) Ascending the Scaffold: Knowing and Judging in Hawthorne's The Scarlet Letter David Rampton, University of Ottawa, Canada Abstract: Reminding students that Hawthorne's The Scarlet Letter begins with an exercise in public shaming helps them relate to the novel. It is set in the mid-17th century, a long time ago, yet the continuities persist. Hester Prynne is forced to mount the scaffold and expose herself and her child to the citizens of Boston, who want to see her degraded and to learn the name of her partner in moral crime. Today convicted criminals in the American justice system are routinely required to make a similar sort of public display. The desire to know how the battle between good and evil is going in Puritan Boston, Hawthorne says, is something that binds the community together and threatens to tear it apart. Knowing can mean sympathy and compassion, but it can also involve a pernicious desire to trespass in the interior of another's heart. Our exercises in close reading reveal that the desire to "know" someone, as the novel's slow motion "whodunit" clearly shows, can lead to deeper intimacy, or a denial of their quintessential humanity. Analyzing the shaming scenes that organize the narrative means helping students to see more clearly the structure of the novel, the issues at stake in it, and the ambiguities of guilt and innocence that dominate in our meditations on our own lives. Teaching The Scarlet Letter is one of the great experiences in the career of any teacher, for reasons that are not far to seek: it is arguably the most widely read 19th-century American novel; its subject, adultery, still has a magnetic attractiveness for us; and the story it narrates is firmly inscribed in the history of America and its culture. -
Arrested Development Discrimination and Slavery in the 21St Century
Arrested Development Discrimination and slavery in the 21st century Mike Kaye Anti-Slavery International 2008 © Anti-Slavery International 2008 ISBN: 978 0 900918 66 7 Written by Mike Kaye Design & layout by Becky Shand Cover image: 60 year old Shyari’s hands are bound in cloth in an attempt to protect them against the bricks she has to shift for twelve hours a day. Photographer: Pete Pattisson - www.petepattisson.com Printed by The Printed Word, UK August 2008 Arrested Development: Discrimination and slavery in the 21st century Contents page Introduction 1 What is slavery? 2 The global link between slavery and discrimination 5 Bonded labour in Asia 5 Forced labour in South America 7 Descent based slavery in Africa 8 The trafficking of people to developed countries 10 Equal before the law? 12 Legislation that is part of the problem 12 Accessing justice 14 Making the law work 19 Poverty and prejudice 21 Roma and Egyptian communities in Albania 22 Indigenous people in the Republic of Congo 23 Indigenous people in Paraguay 26 Dalits, ‘low’ caste and indigenous people in India 26 Gender discrimination and slavery 27 Multiple discrimination and slavery 32 Kicking them when they’re down: discrimination based on enslavement 34 Breaking the cycle of discrimination and social exclusion 35 Education 35 Sustainable livelihoods 36 The double edged sword of development policy 37 Conclusions and solutions 39 1 Arrested Development: Discrimination and slavery in the 21st century “No individual, no community, and no country can remain silent in the face of this evil. Slavery is a problem for all regions and for all governments. -
Pakistan: First Information Reports (Firs) (2010-December 2013) Research Directorate, Immigration and Refugee Board of Canada, Ottawa
Responses to Information Requests - Immigration and Refugee Board of Canada Page 1 of 8 Immigration and Refugee Board of Canada Home > Research Program > Responses to Information Requests Responses to Information Requests Responses to Information Requests (RIR) respond to focused Requests for Information that are submitted to the Research Directorate in the course of the refugee protection determination process. The database contains a seven-year archive of English and French RIRs. Earlier RIRs may be found on the UNHCR's Refworld website. 10 January 2014 PAK104714.E Pakistan: First Information Reports (FIRs) (2010-December 2013) Research Directorate, Immigration and Refugee Board of Canada, Ottawa 1. Definition and Function Sources report that the First Information Report (FIR) is the "basic document" used to report a crime (USIP May 2013, 7) or the "first step to launching the criminal investigation process" (Pakistan 11 Dec. 2013). Specifically, the Punjab Police website defines an FIR as "an account of a cognizable (i.e. over which police has jurisdiction) offence that is entered in a particular format in a register at the police station" (Punjab n.d.c). Similarly, the Islamabad-based Centre for Peace and Development Initiatives-Pakistan (CPDI-Pakistan), an independent and non-partisan group that promotes citizenship rights in Pakistan (CPDI [2006], 4), produced a booklet in 2006 titled First Information Reports (FIR) (A Guide for Citizens) that explains that the FIR is the "written document prepared by the police when they receive information about the commission of a cognizable offence," usually lodged by the victim or someone on their behalf (ibid., 1). -
Thematic Compilation of Relevant Information Submitted by Pakistan
THEMATIC COMPILATION OF RELEVANT INFORMATION SUBMITTED BY PAKISTAN ARTICLE 8 UNCAC CODES OF CONDUCT FOR PUBLIC OFFICIALS PAKISTAN (SECOND MEETING) Article 8: Codes of Conduct for public officials Pakistan has been making efforts to prevent corruption in its state machinery through both civil and criminal codes. These laws not only facilitate initiation of civil and criminal proceedings against public officials found involved in corruption, but also act as an important deterrent against such behavior. A detailed list of such laws is given asunder; Relevant Offences under Pakistan Penal Code, 1860 Prevention of Corruption Act, 1947 The Pakistan Special Police Establishment Ordinance, 1948 List of Orders & Notification under Anti-Corruption Laws, 1948 The Public Servants (Inquiries) Act, 1950 The Sindh Prevention of Bribery and Corruption Act, 1950 The Civil Services of Pakistan (Composition and Cadre) Rules, 1954 Prevention of Corruption Act (West Pakistan Extension) Ordinance, 1958 Pakistan Criminal Law Amendment Act, 1958 The Police Department Delegation of Powers Rules, 1958 The West Pakistan Departmental Inquiries (Powers) Act, 1958 Anti-Corruption Establishment Ordinance, 1961 Pakistan Criminal Law Amendment Rules, 1962 Pakistan Criminal Law Amendment Rules, 1962 (Pb. Amendment 1980) The Government Servants (Conduct) Rules, 1964 Anti-Corruption Laws (Application to Tribal Areas) Regulation, 1966 The Government Servants (Conduct) Rules 1966 The West Pakistan Government Servants (Conduct) Rules, 1966 The Government -
ANTI RAGGING POLICY (For Prohibition, Prevention & Punishment)
ANTI RAGGING POLICY (For Prohibition, Prevention & Punishment) SAY ‘NO’ TO RAGGING RAGGING STUDENT BROCHURE Ragging - A Violation of Human Rights Ragging is strictly prohibited on campus & off campus Vidya Jyothi Institute of Technology (AUTONOMOUS) (Accredited by NAAC, Approved by AICTE New Delhi & Permanently Affiliated to JNTUH) Aziznagar Gate, C.B. Post, Hyderabad-500 075) AWARENESS OF RAGGING As per the orders of the Hon'ble Supreme Court of India, UGC Regulations and the Andhra Pradesh Prohibition of Ragging Act 1997 as adopted by the State Govt. of Telangana. Ragging is considered as a sadistic thrill, and it is a violation of Human Rights. INSTRUCTIONS TO FRESHERS 1. You do not have to submit to ragging in any form. 2. You do not have to compromise with your dignity and self-respect. 3. You can report incidents of ragging to the authorities concerned. 4. You can contact any member of the Anti Ragging Squad / Anti Ragging Committee of the College, or the Principal. 5. The college is obliged to permit the use of communication facilities (Landline and Mobile phones) for seeking help. 6. If you are not satisfied with the enquiry conducted by the College, you can lodge a First Information Report (FIR) with the local Police, and can complain with the civil authorities also. 7. The college is in any case required to file FIR if your parents or you are not satisfied with the action taken against those who 'ragged' you. 8. Your complaint can be oral or written, and would be treated by the authorities in strict confidence.