Cohen, Roberta
Total Page:16
File Type:pdf, Size:1020Kb

Load more
Recommended publications
-
The Death Penalty for Drug Crimes in Asia in Violation of International Standards 8
The Death Penalty For Drug Crimes in Asia Report October 2015 / N°665a Cover photo: Chinese police wear masks as they escort two convicted drug pedlars who are suffering from AIDS, for their executions in the eastern city of Hangzhou 25 June 2004 – © AFP TABLE OF CONTENTS Introduction 4 I- The death penalty for drug-related offences: illegal in principle and in practice 5 Legislation imposing the death penalty for drug crimes: a violation of international legal standards 5 The application of the death penalty for drug crimes in Asia in violation of international standards 8 II. Refuting common justifications for imposing the death penalty for drug crimes 11 III. Country profiles 15 Legend for drug crimes punishable by death in Asia 16 AFGhanisTAN 18 BURMA 20 CHINA 22 INDIA 25 INDONESIA 27 IRAN 30 JAPAN 35 LAOS 37 MALAYSIA 40 PAKISTAN 44 THE PHILIPPINES 47 SINGAPORE 49 SOUTH KOREA 52 SRI LANKA 54 TAIWAN 56 THAILAND 58 VIETNAM 62 Recommendations 64 Legislation on Drug Crimes 67 References 69 Introduction Despite the global move towards abolition over the last decade, whereby more than four out of five countries have either abolished the death penalty or do not practice it, the pro- gress towards abolition or even establishing a moratorium in many countries in Asia has been slow. On the contrary, in The Maldives there was a recent increase in the number of crimes that are punishable by death, and in countries such as Pakistan and Indonesia, who had de-facto moratoriums for several years, executions have resumed. Of particular concern, notably in Asia, is the continued imposition of the death penalty for drug crimes despite this being a clear violation of international human rights stan- dards. -
TREATED with CRUELTY: ABUSES in the NAME of DRUG REHABILITATION Remedies
TREATED WITH CRUELTY ABUSES IN THE NAME OF DRUG REHABILITATION Copyright © 2011 by the Open Society Foundations All rights reserved, including the right to reproduce this book or portions thereof in any form. For more information, contact: International Harm Reduction Development Program Open Society Foundations www.soros.org/harm-reduction Telephone: 1 212 548 0600 Fax: 1 212 548 4617 Email: [email protected] Cover photo: A heroin user stands in the doorway at the Los Tesoros Escondidos Drug Rehabilita- tion Center in Tijuana, Mexico. Addiction treatment facilities can be brutal and deadly places in Mexico, where better, evidence-based alternatives are rarely available or affordable. (Sandy Huf- faker/ Getty Images) Editing by Roxanne Saucier, Daniel Wolfe, Kathleen Kingsbury, and Paul Silva Design and Layout by: Andiron Studio Open Society Public Health Program The Open Society Public Health Program aims to build societies committed to inclusion, human rights, and justice, in which health-related laws, policies, and practices reflect these values and are based on evidence. The program works to advance the health and human rights of marginalized people by building the capacity of civil society leaders and organiza- tions, and by advocating for greater accountability and transparency in health policy and practice. International Harm Reduction Development Program The International Harm Reduction Development Program (IHRD), part of the Open Society Public Health Program, works to advance the health and human rights of people who use drugs. Through grantmaking, capacity building, and advocacy, IHRD works to reduce HIV, fatal overdose and other drug-related harms; to decrease abuse by police and in places of detention; and to improve the quality of health services. -
Reproductions Supplied by EDRS Are the Best That Can Be Made from the Ori Inal Document
DOCUMENT RESUME ED 464 313 CG 031 752 AUTHOR Loveland, Elaina C., Ed.; Raynor, Joyce, Ed. TITLE The Journal of College Admission Ethics Series. INSTITUTION National Association for College Admission Counseling, Alexandria, VA. ISBN ISBN-0-9718877-0-5 PUB DATE 2000-00-00 NOTE 1;9p. AVAILABLE FROM NACAC, P.O. Box 18214, Merrifield, VA 22118-0214 ($15 for members; $20 for nonmembers, plus $5 shipping). Tel: 800-822-6285 (Toll Free); Fax: 703-836-8015; Web site: http://www.nacac.com. PUB TYPE Books (010)-- Collected Works General (020) EDRS PRICE MF01/PC06 Plus Postage. DESCRIPTORS *Admissions Counseling; Admissions Officers; *College Admission; College Applicants; *Ethics; Higher Education; Scholarly Journals IDENTIFIERS *Professional Ethics ABSTRACT This book is the first significant body of literature on ethics in college admission published by the National Association for College Admission Counseling. The series is a select compilation of articles on ethics published in the Journal of College Admission in 1998 and 1999. The book is a source of information for the beginning and experienced counseling professional, as well as a tool for professionals in education who want to keep abreast of ethical issues in the field. Articles include: "Statement on Ethics" (Jerry Pope); "College Admission Professionals: Who Are We Now?" (Janet Lavin Rapelye); "College Admission: Profession or Industry?" (Lloyd Thacker); "Policies, Practices and Philosophy" (Joseph A. Russo); "Admission, Ethics and Financial Aid: Formulating and Applying an Ethical Framework to the Need-Blind Debate" (Andrew Roth); "Willingness To Use Deception on a College Application" (Ashley Rowatt and Wade C. Rowatt); "Time to Reassess the Application Essay" (Bruce Hammond) ;"Disclosure and College Admission" (Scott White); "Rank Bellies" (Marna Shapiro); and "Ethics: My Turn" (Lois C. -
The Staircase Model” – Labor Control of Temporary Agency Workers in a Swedish Call Center
“The Staircase Model” – Labor Control of Temporary Agency Workers in a Swedish Call Center ❚❚ Gunilla Olofsdotter Senior lecturer in Sociology, Department of Social Sciences, Mid Sweden University, Sweden ABSTRACT The article explores the labor control practices implemented in a call center with extensive con- tracting of temporary agency workers (TAWs). More specifically, the article focuses on how struc- tural and ideological power works in this setting and on the effects of this control for TAWs’ working conditions. Open-ended, semi-structured interviews were conducted with TAWs, regular employees, and a manager in a call center specializing in telecommunication services in Sweden. The results show that ideological power is important in adapting the interests of TAWs to correspond with those of temporary work agencies (TWAs) and their client companies, in this case the call center. The results also show how ideological power is mixed with structural control in terms of technologi- cal control systems and, most importantly, a systematic categorization of workers in a hierarchical structure according to their value to the call center. By systemically categorizing workers in the staircase model, a structural inequality is produced and reproduced in the call center. The motives for working in the call center are often involuntary and are caused by the shortage of work other than a career in support services. As a consequence, feelings of insecurity and an awareness of the precarious nature of their assignment motivate TAWs to enhance their performance and hopefully take a step up on the staircase. This implies new understandings of work where job insecurity has become a normal part of working life. -
10 ELA Info Booklet
August 2004 Texas Assessment of Knowledge and Skills Information Booklet 10 English Language Arts Revised Texas Education Agency • Student Assessment Division Copyright © 2004, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from Texas Education Agency. INTRODUCTION The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program. It assesses more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of Academic Skills (TAAS) did and asks questions in more authentic ways. TAKS has been developed to better reflect good instructional practice and more accurately measure student learning. We hope that every teacher will see the connection between what we test on this new state assessment and what our students should know and be able to do to be academically successful. To provide you with a better understanding of TAKS and its connection to the TEKS and to classroom teaching, the Texas Education Agency (TEA) has developed this newly revised edition of the TAKS information booklet. The information booklets were originally published in January 2002, before the first TAKS field test. Now, after several years of field tests and live administrations, we are able to provide an even more comprehensive picture of the testing program. We have clarified some of the existing material and, in some cases, provided new sample items and/or more explanations of certain item types. However, it is important to remember that these clarifications do not signify any change in the TAKS testing program. The objectives and TEKS student expectations assessed on TAKS remain unchanged. -
Enter Wild.Indd 3 11/19/19 10:46 AM Enter Wild All Scripture Quotations, Unless Otherwise Indicated, Are Taken from the Holy Bible, New International Version , NIV
Enter Wild.indd 3 11/19/19 10:46 AM Enter Wild All Scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version , NIV . Copyright © 1973, 1978, 1984, 2011 by Biblica Inc. Used by permission. All rights® reserved® worldwide. Scripture quotations marked (esv) are taken® from the Holy Bible, English Standard Version, ESV Text Edition (2016), copyright © 2001 by Crossway Bibles, a publishing ministry of Good® News Publishers.® All rights reserved. Scripture quotations marked (kjv) are taken from the King James Version. Scripture quotations marked (msg) are taken from The Message. Copyright © by Eugene H. Peterson 1993, 1994, 1995, 1996, 2000, 2001, 2002. Used by permission of NavPress. All rights reserved. Represented by Tyndale House Publishers Inc. Scripture quotations marked (ncv) are taken from the New Century Version . Copyright © 2005 by Thomas Nelson Inc. Used by permission. All rights reserved. Scripture® quotations marked (nkjv) are taken from the New King James Version . Copyright © 1982 by Thomas Nelson Inc. Used by permission. All rights reserved. Scripture ®quotations marked (nlt) are taken from the Holy Bible, New Living Translation, copyright © 1996, 2004, 2007, 2013, 2015 by Tyndale House Foundation. Used by permission of Tyndale House Publishers Inc., Carol Stream, Illinois 60188. All rights reserved. Details in some anecdotes and stories have been changed to protect the identities of the persons involved. Trade Paperback ISBN 978- 0- 525- 65400- 1 eBook ISBN 978- 0- 525- 65401- 8 Copyright © 2020 by Carlos Enrique Whittaker Cover design by Chris Pochiba All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by any information storage and retrieval system, without permission in writing from the publisher. -
A Preservation Plan for the Fred Harvey Houses
University of Pennsylvania ScholarlyCommons Theses (Historic Preservation) Graduate Program in Historic Preservation 2010 Branding the Southwest: A Preservation Plan for the Fred Harvey Houses Patrick W. Kidd University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/hp_theses Part of the Historic Preservation and Conservation Commons Kidd, Patrick W., "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses" (2010). Theses (Historic Preservation). 144. https://repository.upenn.edu/hp_theses/144 Suggested Citation: Kidd, Patrick W. (2010) "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses." (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hp_theses/144 For more information, please contact [email protected]. Branding the Southwest: A Preservation Plan for the Fred Harvey Houses Keywords Historic Preservation; Southwest, Railroad Disciplines Architecture | Historic Preservation and Conservation Comments Suggested Citation: Kidd, Patrick W. (2010) "Branding the Southwest: A Preservation Plan for the Fred Harvey Houses." (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This thesis or dissertation is available at ScholarlyCommons: https://repository.upenn.edu/hp_theses/144 BRANDING THE SOUTHWEST: A PRESERVATION PLAN FOR THE FRED HARVEY HOUSES Patrick W. Kidd A Thesis in Historic Preservation Presented to the Faculties of the University of Pennsylvania in Partial Fulfillment of the Requirements of the Degree of Master of Science in Historic Preservation 2010 ____________________________ Advisor Dr. Aaron V. Wunsch, PhD Lecturer in Architectural History ____________________________ Program Chair Dr. Randall F. Mason, PhD Associate Professor This work is dedicated to all those who strive to preserve and promote our rich rail heritage and to make it available to future generations. -
PSSA Grade 6 English Language Arts Item Sampler 2018-2019
The Pennsylvania System of School Assessment English Language Arts Item and Scoring Sampler 2018–2019 Grade 6 Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—September 2018 TABLE OF CONTENTS INFORMATION ABOUT ENGLISH LANGUAGE ARTS . 1 Introduction . 1 General Introduction . 1 Pennsylvania Core Standards (PCS) . 1 What Is Included . 1 Purpose and Uses . 1 Change in Test Design 2017–2018 . 1 Item Format and Scoring Guidelines . 2 English Language Arts Grade 6 . 3 PSSA ENGLISH LANGUAGE ARTS GRADE 6 . 4 English Language Arts Test Directions for Reading Passages and Questions . 4 Passage 1 . 6 Multiple-Choice Questions . 9 Evidence-Based Selected-Response Questions . 15 Multiple-Choice Question . 17 Passage 2 . 18 Text-Dependent Analysis Prompt . 21 Text-Dependent Analysis Scoring Guideline . 25 English Language Arts Test Directions for Language Questions . 40 Standalone Multiple-Choice Questions . 41 English Language Arts—Sample Item Summary Data . 45 ACKNOWLEDGEMENTS . 47 PSSA Grade 6 English Language Arts Item and Scoring Sampler—September 2018 ii INFORMATION ABOUT ENGLISH LANGUAGE ARTS INTRODUCTION General Introduction The Pennsylvania Department of Education (PDE) provides districts and schools with tools to assist in delivering focused instructional programs aligned with the Pennsylvania Core Standards (PCS) . These tools include Academic Standards, Assessment Anchor documents, assessment handbooks, and content-based item and scoring samplers . This Item and Scoring Sampler is a useful tool for Pennsylvania educators in preparing local instructional programs by providing samples of test item types and scored student responses . The Item Sampler is not designed to be used as a pretest, a curriculum, or other benchmark for operational testing . -
Narco-Terrorism: Could the Legislative and Prosecutorial Responses Threaten Our Civil Liberties?
Narco-Terrorism: Could the Legislative and Prosecutorial Responses Threaten Our Civil Liberties? John E. Thomas, Jr.* Table of Contents I. Introduction ................................................................................ 1882 II. Narco-Terrorism ......................................................................... 1885 A. History: The Buildup to Current Legislation ...................... 1885 B. Four Cases Demonstrate the Status Quo .............................. 1888 1. United States v. Corredor-Ibague ................................. 1889 2. United States v. Jiménez-Naranjo ................................. 1890 3. United States v. Mohammed.......................................... 1891 4. United States v. Khan .................................................... 1892 III. Drug-Terror Nexus: Necessary? ................................................ 1893 A. The Case History Supports the Nexus ................................. 1894 B. The Textual History Complicates the Issue ......................... 1895 C. The Statutory History Exposes Congressional Error ............ 1898 IV. Conspiracy: Legitimate? ............................................................ 1904 A. RICO Provides an Analogy ................................................. 1906 B. Public Policy Determines the Proper Result ........................ 1909 V. Hypothetical Situations with a Less Forgiving Prosecutor ......... 1911 A. Terrorist Selling Drugs to Support Terror ............................ 1911 B. Drug Dealer Using Terror to Support Drug -
Human Security for All Cahill.Qxp 10/1/2004 1:36 PM Page Ii
cahill.qxp 10/1/2004 1:36 PM Page i Human Security for All cahill.qxp 10/1/2004 1:36 PM Page ii INTERNATIONAL HUMANITARIAN AFFAIRS SERIES Kevin M. Cahill, M.D., series editor 1. Kevin M. Cahill, M.D., ed., Basics of International Humanitarian Missions. 2. Kevin M. Cahill, M.D., ed., Emergency Relief Operations. 3. Kevin M. Cahill, M.D., ed., Traditions, Values, and Humanitarian Action. 4. Kevin M. Cahill, M.D., ed., Technology for Humanitarian Action. cahill.qxp 10/1/2004 1:36 PM Page iii Human Security for All A Tribute to Sergio Vieira de Mello Edited by KEVIN M. CAHILL, M.D. A Joint Publication of FORDHAM UNIVERSITY PRESS and THE CENTER FOR INTERNATIONAL HEALTH AND COOPERATION New York • 2004 cahill.qxp 10/1/2004 1:36 PM Page iv Copyright © 2004 The Center for International Health and Cooperation All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means—electronic, mechanical, photocopy, recording, or any other—except for brief quotations in printed reviews, without the prior permission of the publisher. International Humanitarian Affairs Series, No. 5 ISSN 1541-7409 Library of Congress Cataloging-in-Publication Data Human security for all : a tribute to Sergio Viera de Mello / edited by Kevin M. Cahill.-- 1st ed. p. cm. -- (International humanitarian affairs series, ISSN 1541-7409 ; no.5) Includes bibliographical references and index. ISBN 0-8232-2398-1 (hardcover) -- ISBN 0-8232-2399-X (pbk.) 1. Humanitarian assistance. 2. War relief. 3. -
ENDER's GAME by Orson Scott Card Chapter 1 -- Third
ENDER'S GAME by Orson Scott Card Chapter 1 -- Third "I've watched through his eyes, I've listened through his ears, and tell you he's the one. Or at least as close as we're going to get." "That's what you said about the brother." "The brother tested out impossible. For other reasons. Nothing to do with his ability." "Same with the sister. And there are doubts about him. He's too malleable. Too willing to submerge himself in someone else's will." "Not if the other person is his enemy." "So what do we do? Surround him with enemies all the time?" "If we have to." "I thought you said you liked this kid." "If the buggers get him, they'll make me look like his favorite uncle." "All right. We're saving the world, after all. Take him." *** The monitor lady smiled very nicely and tousled his hair and said, "Andrew, I suppose by now you're just absolutely sick of having that horrid monitor. Well, I have good news for you. That monitor is going to come out today. We're going to just take it right out, and it won't hurt a bit." Ender nodded. It was a lie, of course, that it wouldn't hurt a bit. But since adults always said it when it was going to hurt, he could count on that statement as an accurate prediction of the future. Sometimes lies were more dependable than the truth. "So if you'll just come over here, Andrew, just sit right up here on the examining table. -
Idioms-And-Expressions.Pdf
Idioms and Expressions by David Holmes A method for learning and remembering idioms and expressions I wrote this model as a teaching device during the time I was working in Bangkok, Thai- land, as a legal editor and language consultant, with one of the Big Four Legal and Tax companies, KPMG (during my afternoon job) after teaching at the university. When I had no legal documents to edit and no individual advising to do (which was quite frequently) I would sit at my desk, (like some old character out of a Charles Dickens’ novel) and prepare language materials to be used for helping professionals who had learned English as a second language—for even up to fifteen years in school—but who were still unable to follow a movie in English, understand the World News on TV, or converse in a colloquial style, because they’d never had a chance to hear and learn com- mon, everyday expressions such as, “It’s a done deal!” or “Drop whatever you’re doing.” Because misunderstandings of such idioms and expressions frequently caused miscom- munication between our management teams and foreign clients, I was asked to try to as- sist. I am happy to be able to share the materials that follow, such as they are, in the hope that they may be of some use and benefit to others. The simple teaching device I used was three-fold: 1. Make a note of an idiom/expression 2. Define and explain it in understandable words (including synonyms.) 3. Give at least three sample sentences to illustrate how the expression is used in context.