Detailed Lesson Plan - 2290 Words

I. OBJECTIVES At the end of a 45-minute period, the grade four pupils will be able to: 1. Add and subtract fractions with the same denominators, 2. Add and subtract fractions with dissimilar denominators, 3. Add and subtract mixed numbers with similar denominators, and 4. Add and subtract mixed numbers with dissimilar denominators with 75% proficiency level. II. SUBJECT MATTER ADDING AND SUBTRACTING OF FRACTIONS A. References Liking Mathematics in the Grade School: Textbook in Mathematics for Grade-Four by Prepotente et.al. 21st Century Mathematics (6) by Villame et.al. B. Materials Power point presentation, visual aids C. Ideas To†¦show more content†¦To add fractions with similar denominators,we simply add the numerators and write the sum over the same denominator. Dulce ate â…â€" of the cake in the morning and â…• in the afternoon. How much cake was eaten by her? What is asked in the problem? STUDENT: The amount of cake eaten by Dulce, teacher. TEACHER: What are given? STUDENT: 2/5 cake in the morning and 1/5 in the afternoon. TEACHER: So we are going to add the given fractions to answer what is asked in the problem. As what is stated in the rule, we simply add the numerators and write the sum over the same denominator in adding of similar fractions. So we simply add 2 and 1 which is equal to 3 and write it over the same denominator which is 5. And the answer is 3/5. TEACHER: Did you get it? STUDENT: Yes,teacher. TEACHER: So let’s proceed.To subtract fractions with similar denominators, we simply subtract the numerators and write the difference over the same denominator. This is somewhat similar as in adding of fractions with similar denominators. The only difference is we are going to subtract the numerators instead of adding. A water tank was â…ž full of water. After a day of use, it was â…Å" full. How much water was used during the day? What is asked? STUDENT: The amount of water that wasShow MoreRelatedA Detailed Lesson Plan-Developmental Reading1618 Words   |  7 PagesA Semi-detailed Lesson Plan in Developmental Reading I. Objectives At the end of the lesson, the students are expected to: a. Define reading b. Enumerate the types of reading c. Specify the purposes of reading d. Demonstrate the proper postures in oral reading II. Subject Matter Developmental Reading I References: 1. Developmental Reading I, Dr. Edisteo B. Bernardez Page 4-5 2. Developmental Reading, Dr. Angelita Romero Dr. Rene Romero III. Materials: Powerpoint presentation, video clips andRead MoreDetailed Lesson Plan1479 Words   |  6 PagesA DETAILED DEMOSTRATION LESSON PLAN IN SCIENCE AND HEALTH V I. OBJECTIVES At the end of the lesson, the pupils should be able to: a. Identify ways by which solar energy is used by plants, animals and humans. b. Writes the importance of solar energy in our daily lives. c. Appreciate of the importance of the sun. II. SUBJECT MATTER â€Å"Solar Energy† References Science and Health V by Jessie Villegas pp.256-257 Activity Workbook in Elementary Science page 48 Materials Power pointRead MoreDetailed Lesson Plan2233 Words   |  9 PagesCatherine U. Toledo Detailed Lesson Plan I. Objectives: At the end of the lesson, the first year section one students should be able to: * Recognize key word that indicates certain mathematical operations. * Translate verbal statement into equations. * Identify the basic steps in solving word problem. * Solve age problems in at least 5 minutes. * Show the process in solving the Age problems. * Demonstrate honesty through solving and checking Age problems. II. Subject Matter:Read MoreDetailed Lesson Plan in English1110 Words   |  5 Pagesï » ¿A Detailed Lesson Plan in English (Grade 2) Prepared By: Yvonne T. Bautista I. Objectives At the end of a 30-minute period, the Grade II pupils will be able to: 1. Identify the use of the Three Degree of Comparison of Adjectives. 2. Describe persons, animals, places or things using The Three Degree of Comparison. 3. Appreciate the differences of every individual or thing in their daily lives. II. Subject Matter Three Degree of Comparison of Adjectives Reference/s: Teacher AngelynRead MoreA Detailed Lesson Plan In English1614 Words   |  7 PagesA Detailed Lesson Plan in English (Reading) I. Objectives At the end of the lesson, the pupils are expected to: a. State the sequence of the story b. Identify the different seasons describe c. Appreciate the story read II. Subject Matter Topic: The Tiny Seed Reference: Reading Network, pages 103- 108 Author: Delia Hamoy Soroy Materials: Charts, pictures III. Procedure A. Preparation Teacher’s Activities Pupils’ Activities 1. Energizer I have here a song entitled â€Å" Minicar â€Å". I’ll singRead MoreA Detailed Lesson Plan in English 41400 Words   |  6 PagesA DETAILED LESSON PLAN IN ENGLISH IV I. Objectives 1. Use easily confused verbs ( Two – word verbs) 2. Give a heading or title for texts read without title. 3. Writing a paragraph II. Subject Matter: 1. Use easily confused verbs ( Two – word Verbs) 2. Give a heading or title for texts read without title. 3. Writing a paragraph A. Materials: Visual Aids B. References: 1. BEC 2002 Handbook in English 2. Fun in English Reading 3. Fun in English languageRead MoreExample of Detailed Lesson Plan in Values Education2492 Words   |  10 PagesDolphins have been kept in captivity for since the 1870s. The keeping of dolphins has long been a controversial issue. The main argument for keeping dolphins in captivity relates to the positive conservation message that seeing a living dolphin can create. Those who argue against dolphins in captivity highlight the inadequacy of dolphinariums to cater for the needs of these highly intelligent creatures. Today, North American dolphinariums are successfully breeding these cetaceans and are not dependentRead MoreSample Detailed Lesson Plan in English for First Year10155 Words   |  41 Pagesparticipants over time will be part of an ongoing evaluation system that is an integral part of the instructional design process and the work of faculty, students, and administrators with interests in the instruction. 6. Metaevaluate the evaluation plan, process, and activities formatively and summatively on a continual basis to improve them while improving the evaluands. Summary. So, what does all this information about evaluation have to do with learning objects? How does the world of valuesRead MoreI Discovered One Of The Top Technologies For Teacher Organization And Lesson Planning848 Words   |  4 Pagesone of the top technologies for teacher organization and lesson planning. Planboard is ranked number twenty-three overall and second in the category of ‘Lesson Planning and Tools: Use these tech tools to pull together great lessons and design amazing and memorable student projects’. Planboard Free is free to download. It includes 100 lesson plans and 25MB of storage. Planboard Pro is an upgraded version that includes unlimited lesson plans, unlimited standards, and 1GB of storage (Edshelf) PlanboardRead MoreThe Curriculum And Lesson Planning930 Words   |  4 PagesTeacher Interview During the interview I asked Ms. Mandy questions about the curriculum and lesson planning. During the summer she works with kindergarten and first grade. When the children go back to school she works with the younger groups. She is working in a toddler room. For Ms. Mandy a good teacher is someone who is reliable patient, and compassionate. She also believes teachers should get down to the child’s level and to pay attention to the children’s needs in order to be a good teacher

Margaret Atwood s The Handmaid s Tale - 1345 Words

Women or Women? (Or Canada?) â€Å"Women as a Metaphor in Margaret Atwood’s The Handmaid’s Tale† by Sonia Chadha compares the treatment of women in society to the treatment of women in The Handmaid’s Tale by Margaret Atwood. Chadha’s essay leaves her readers in a state of bewilderment after only a few pages. Her disorganized structure and repetitive subjects are only a couple reasons of why this essay is an absolute mess. Chadha’s essay is all over the place and only shows one-side of the argument. Overall, this essay was poorly written and very repetitve. In â€Å"Women as a Metaphor in Margaret Atwood’s The Handmaid’s Tale†, Sonia Chadha represents the feminist view of the treatment of women in today’s society. Chadha chooses to only show the†¦show more content†¦According to Chadha, women are merely a sexual object for men to play with. She never looks into the other perspective of things, AKA the man’s point of view. Although more risks and expectations come with being a woman, men also have some reasons to be scared in society today. From The Handmaid’s Tale perspective, men do not have the best treatment toward them either; they are restricted of freedoms, have responsibilities only to them, and are restricted to a life without women. This novel shows how men crave attention from females, just how the Commander is with Offred. Although the novel does show more abuse towards the women, it tends to be more gender neutral compared to Chadha’s point of view. The novel shows bo th the suffering and loneliness of the men and the high expectations and harsh treatment of the women. Chadha only talks about the women’s perspective and sees men as harsh, selfish creatures. This one-sided view causes her essay to be restricted to certain audiences because of her harsh and clear-cut opinions shown. If Chadha opened up to both sides of the argument, her essay would be more credible and affective for all audiences. Chadha also says that she does not believe that the term â€Å"women† in the novel is just a gender-based definition. She believes that the term â€Å"women† in The Handmaid’s Tale serves as a metaphorShow MoreRelatedThe Handmaid s Tale By Margaret Atwood1357 Words   |  6 PagesOxford definition: â€Å"the advocacy of women s rights on the ground of the equality of the sexes† (Oxford dictionary). In the novel The Handmaid’s Tale, Margaret Atwood explores feminism through the themes of women’s bodies as political tools, the dynamics of rape culture and the society of complacency. Margaret Atwood was born in 1939, at the beginning of WWII, growing up in a time of fear. In the autumn of 1984, when she began writing The Handmaid’s Tale, she was living in West Berlin. The BerlinRead MoreThe Handmaid s Tale By Margaret Atwood1249 Words   |  5 PagesDystopian Research Essay: The Handmaid’s Tale by Margaret Atwood In the words of Erika Gottlieb With control of the past comes domination of the future. A dystopia reflects and discusses major tendencies in contemporary society. The Handmaid s Tale is a dystopian novel written by Margaret Atwood in 1985. The novel follows its protagonist Offred as she lives in a society focused on physical and spiritual oppression of the female identity. Within The Handmaid s Tale it is evident that through the explorationRead MoreThe Handmaid s Tale By Margaret Atwood1060 Words   |  5 Pagesideologies that select groups of people are to be subjugated. The Handmaid’s Tale by Margaret Atwood plays on this idea dramatically: the novel describes the oppression of women in a totalitarian theocracy. Stripped of rights, fertile women become sex objects for the politically elite. These women, called the Handmaids, are forced to cover themselves and exist for the sole purpose of providing children. The Handmaid’s Tale highlights the issue of sexism while also providing a cruel insight into theRead MoreThe Handmaid s Tale By Margaret Atwood1659 Words   |  7 Pagesbook The Handmaid s Tale by Margaret Atwood, the foremost theme is identity, due to the fact that the city where the entire novel takes place in, the city known as the Republic of Gilead, often shortened to Gilead, strips fertile women of their identities. Gilead is a society that demands the women who are able to have offspring be stripped of all the identity and rights. By demeaning these women, they no longer view themselves as an individual, but rather as a group- the group of Handmaids. It isRead MoreThe Handmaid s Tale By Margaret Atwood1237 Words   |  5 Pages The display of a dystopian society is distinctively shown in The Handmaid’s Tale, by Margaret Atwood. Featuring the Republic of Gilead, women are categorized by their differing statuses and readers get an insight into this twisted society through the lenses of the narrator; Offred. Categorized as a handmaid, Offred’s sole purpose in living is to simply and continuously play the role of a child-bearing vessel. That being the case, there is a persistent notion that is relatively brought up by thoseRead MoreThe Handmaid s Tale By Margaret Atwood1548 Words   |  7 PagesIn Margaret Atwood’s The Handmaid’s Tale, The theme of gender, sexuality, and desire reigns throughout the novel as it follows the life of Offred and other characters. Attwood begins the novel with Offred, a first person narrator who feels as if she is misplaced when she is describing her sleeping scenery at the decaying school gymnasium. The narrator, Offred, explains how for her job she is assigned to a married Commander’s house where she is obligated to have sex with him on a daily basis, so thatRead MoreThe Handmaid s Tale, By Margaret Atwood1629 Words   |  7 Pages Atwood s novel, The Handmaid s Tale depicts a not too futuristic society of Gilead, a society that overthrows the U.S. Government and institutes a totalitarian regime that seems to persecute women specifically. Told from the main character s point of view, Offred, explains the Gilead regime and its patriarchal views on some women, known as the handmaids, to a purely procreational function. The story is set the present tense in Gilead but frequently shifts to flashbacks in her time at the RedRead MoreThe Handmaid s Tale By Margaret Atwood1540 Words   |  7 Pages Name: Nicole. Zeng Assignment: Summative written essay Date:11 May, 2015. Teacher: Dr. Strong. Handmaid’s Tale The literary masterpiece The Handmaid’s Tale by Margaret Atwood, is a story not unlike a cold fire; hope peeking through the miserable and meaningless world in which the protagonist gets trapped. The society depicts the discrimination towards femininity, blaming women for their low birth rate and taking away the right from the females to be educated ,forbidding them from readingRead MoreThe Handmaid s Tale By Margaret Atwood1256 Words   |  6 Pageshappened to Jews in Germany, slaves during Christopher Columbus’s days, slaves in the early 1900s in America, etc. When people systematically oppress one another, it leads to internal oppression of the oppressed. This is evident in Margaret Atwood’s book, The Handmaid’s Tale. This dystopian fiction book is about a young girl, Offred, who lives in Gilead, a dystopian society. Radical feminists complained about their old lifestyles, so in Gilead laws and rules are much different. For example, men cannotRead More The Handmaid s Tale By Margaret Atwood1667 Words   |  7 Pagesrhetorical devices and figurative language, that he or she is using. The Handmaid’s Tale, which is written by Margaret Atwood, is the novel that the author uses several different devices and techniques to convey her attitude and her points of view by running the story with a narrator Offred, whose social status in the Republic of Gilead is Handmaid and who is belongings of the Commander. Atwood creates her novel The Handmaid’s Tale to be more powerful tones by using imagery to make a visibleness, hyperbole

Echr Free Essays

string(36) " aimed at restricting the press, e\." The Right to Freedom of Expression and Religion This chapter includes two rights: a) the freedom of opinion and expression and b) the freedom of conscience and religion. Although these are two distinctive rights, they are in the same group as they both entail essential conditions for individual personal development. These rights are juxtaposed because freedom of expression is a quintessential aspect of the freedom to hold, practice and share one’s religious beliefs. We will write a custom essay sample on Echr or any similar topic only for you Order Now It is important to note, however, that the freedom of expression is subject to more restrictions than the freedom of religion. A. The right to freedom of opinion and expression The freedom of expression is a right without which other rights are difficult to acquire and defend. The right to freedom of expression is rooted in the 17th century struggle of European legislators for freedom of speech. The world has seen a continuing struggle for the freedom of expression, including the freedom of speech and freedom of the press, often going hand in hand with the endeavour to limit the power of governments. The freedom of expression can be considered an essential aspect of the individual’s defence against government, just as the suppression of the freedom of expression is essential to tyranny. Human rights defenders also rely heavily on this right to challenge government indifference to or infliction of human rights abuses. As freedom of expression is a foundation for religious and political activities, it is often exercised in concert with the right to freedom of thought and assembly. Under present international Conventions, state obligations in relation to freedom of expression are absolute and immediate. At the same time, as with other forms of liberty, completely unrestricted freedom of expression may lead to the infringement on the rights of others. The freedom of expression has been hedged in by a number of limitations and restrictions, often more extensively than other rights. Historically, most limitations have dealt with the expression of sentiments contrary to prevailing institutions or religious, political or other beliefs. In addition, in times of war, governments often restrict the freedom of expression in the interest of national security. Like in the US Supreme Court decided in the Schenk vs. United States- case. As a cornerstone of democracy, the complexity and importance of freedom of expression has lead to extensive case-law before national courts and international supervisory mechanisms. Standards International human rights law recognises a spectrum of expression, ranging from those forms that must be protected to those that must be punished. Article 19 of both the UDHR and the ICCPR establish the freedom of opinion and expression. Article 19 UDHR stipulates: ‘everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. ’ The regional Conventions also contain provisions regarding the freedom of expression: Article 10 ECHR, Article 13 ACHR and Article 9 ACHPR. The freedom of expression and opinion is a complex right that includes the freedom to seek, receive and impart information and ideas of all kinds through any media. The exercise of this right ‘carries with it special duties and responsibilities’ (see Article 19 ICCPR and Article 10 ECHR). Therefore, in general, certain restrictions or limitations on the freedom of expression are permitted under human rights law. Thus, Article 20(2) of the ICCPR requires states parties to prohibit ‘advocacy of national, racial or religious hatred that constitutes incitement to discrimination, hostility or violence. ’ CERD also requires states parties to prohibit certain hostile expressions. Article 19 ICCPR stipulates that these limitations ‘shall only be such as are provided by law and are necessary: a) for respect of the rights or reputations of others; b) for the protection of national security or public order (ordre public), or of public health or morals’. In addition, Article 10 ECHR explicitly gives the state broad discretion in licensing of the media. In the Inter-American system, the Inter-American Court has dealt with freedom of expression in Advisory Opinion No. 5 on ‘Membership in an Association Prescribed by Law for the Practice of Journalism’. A strong correlation between freedom of expression and the right to gain access to information in order to form and express opinions has been recognised in the Inter-American System. In June, 2006, the OAS General Assembly adopted a Resolution that ‘urge[d] the States to respect and promote respect for everyone’s access to public information and to promote the adoption of any necessary legislative or other types of provisions to ensure its recognition and effective application. ’ In the African system, the ‘Declaration of Principles on Freedom of Expression in Africa’ was adopted by the African Commission in 2002. It stresses the ‘fundamental importance of freedom of expression as an individual human right, as a cornerstone of democracy and as a means of ensuring respect for all human rights and freedoms’. The Danish Cartoon Controversy What has become known as the Danish cartoon controversy exemplifies the precarious balance between freedom of expression and the repression of expression. In 2006 a Danish newspaper published a series of cartoons depicting the prophet Mohammed as a possible terrorist, in one instance with a bomb in his turban. Many Muslims were outraged because depictions of Mohammed are prohibited in the majority of Muslim communities and likening Muslims to terrorists could incite discrimination and prejudice. Other factions upheld the right of the paper to publish the cartoons as a freedom of expression issue. The Danish cartoon incident sparked mass demonstrations throughout the world resulting in death and extensive damage of property in addition to sparking a fiery debate on international law, freedom of expression and permissible limitations of this right. * Supervision The freedom of expression is reduced by possible limitations under several international standards mentioned above. Moreover, freedom of expression and its internationally accepted limitations can be distorted by government initiatives through propaganda, control of the media and various other measures aimed at restricting the press, e. You read "Echr" in category "Essay examples" g. , licensing requirements, economic measures or restrictions on access to information. The right to freedom of expression has engendered a substantial body of case-law, in which both the right itself as well its limitations have been further defined. Under the auspices of the European system, the European Court has stated that freedom of expression:  Ã‚   [C]onstitutes one of the essential foundations of such a (democratic) society, one of the basic working conditions for its progress and for the development of every man. [†¦ ] It is applicable not only to ‘information’ or ‘ideas’ that are favourably received or regarded as inoffensive or as a matter of indifference, but also to those that offend, shock or disturb the State or any sector of the population. Such are the demands of that pluralism, tolerance and broadmindedness without which there is no ‘democratic society’ (Handyside v. The United Kingdom). Many cases have been brought before the former European Commission and the Court regarding the freedom of expression; several deal with the rights of journalists to freedom of expression. Case law zoeken!!! In the Chorherr judgment of August 1993 the Court dealt with an application concerning the applicant’s arrest, detention and conviction for breach of the peace after he had refused to stop distributing leaflets and exhibiting placards at a military parade. The Court held that the interfer- ence was â€Å"prescribed by law† and that there were legitimate grounds based on Article 10  §2 (prevention of disorder) for regarding the interfer- ence as â€Å"necessary in a democratic society†. The Court has established that, according to the protection granted by the American Convention, the right to freedom of thought and expression includes ‘not only the right and freedom to express one’s own thoughts, but also the right and freedom to seek, receive and impart information and ideas of all kinds’ (Lopez Alvarez et al. . Honduras). On this note the Court has held that the state has a positive obligation to ensure that laws and regulations governing restrictions to access to state-held information comply with the Convention’s parameters and restrictions may only be applied for the reasons allowed by the Convention; this also relates to the decisions on this issue adopted by domestic bodies (Claudio Rey es et al. v. Chile). In the African system, the African Commission on Human and Peoples’ Rights has addressed the right to freedom of expression in diverse realms. It has, inter alia, found the detention of members of opposition parties and trade unions under legislation outlawing all political opposition during a state of emergency a violation of the freedom of expression; it has found that the failure of a state to investigate attacks against journalists violates their right to express and disseminate information and opinions and also violates the public’s right to receive such information and opinions (Sir Dawda K. Jawara v. The Gambia, Communications 147/95 and 149/96). The Commission has held that state harassment with the aim of disrupting legitimate activities of an organisation that informs and educates people about their rights constitutes a clear violation of the right to freedom of expression. Recognising the importance of freedom of expression, international fora and national governments have sought to promote additional standards to protect particular elements of this right. Several governments have enacted legislation to improve access to information; to provide adequate access to media; to protect employees from reprisals for disclosing illegal activities of their employers; and to provide data protection so that individuals have access to their personal files held by public authorities and to ensure that such information is withheld from all persons not expressly entitled to it. International organisations have addressed the implementation and supervision of the right to freedom of expression by, for instance, appointing experts on the issue. B. The right to freedom of conscience and religion The guarantees of freedom of conscience and religion are closely related to other substantive rights. For instance, the rights to freedom of expression, assembly and association are fundamental to holding religious beliefs and practising one’s religion. Thoughts and views are intangible before they have been expressed, and convictions are valuable for a person only if he or she can express them. The private freedom of thought and religion is an absolute right that does not permit any limitation. The guarantee of the value of freedom of thought and religion implies that one cannot be subjected to treatment intended to change one’s process of thinking, be forced to express thoughts, to change opinion, or to divulge a religious conviction; thus, the right to freedom of thought, conscience, religion, belief and opinion is closely associated with the right to privacy. No sanction may be imposed for holding any view, or for changing religion or conviction; and the freedom of thought and religion protects against indoctrination by the state. The public aspect of the freedom, the right to manifest one’s belief in worship, observance, practice or teaching, is subject to limitations and defining the meaning of the freedom is complex; for instance, may refusal to serve in the military or pay taxes be justified on grounds of religion? Many states include guarantees for the right to freedom of thought, conscience, religion and belief in their constitutional traditions; in laws and regulations provisions are incorporated to prevent and punish interference with legitimate manifestations of religion or belief. Nevertheless, violations of the principles of non-discrimination and tolerance in the area of religion or belief are extensive; millions of people enjoy the freedom of thought, conscience, religion and belief only to a limited extent. Most human rights Conventions do not allow governments to impose as many limitations on freedom of religion as on comparable rights such as freedom of assembly and freedom of expression. In the last decades increasing political attention has been given to the freedom of religion, notably in Europe, in the light of religious intolerance. 1. STANDARDS One of the first standards for protection against religious intolerance was the founding document of the Republic of the United Netherlands, the Union of Utrecht from 1579, which stipulated that no one will be persecuted because of his religion. With the founding of the United Nations, protection against religious intolerance found its way into modern international standard setting. All regional Conventions contain provisions regarding the freedom of thought and religion: Article 9 ECHR defines the right to freedom of thought, conscience and religion in the same words as Article 18 ICCPR. The First Protocol to the ECHR includes a provision ensuring education and teaching in conformity with the parents’ religious and philosophical convictions. Supervision The international supervisory bodies have dealt with a number of communications regarding violations of the freedom of thought and religion. The Human Rights Committee has dealt with several individual communications regarding freedom of thought and religion. For instance, the Committee has found forbidding prisoners wearing a beard and worshipping at religious services and taking away their prayer books a violation of this right. The Committee affirms that: ‘[T]he freedom to manifest religion or belief in worship, observance, practice and teaching encompasses a broad range of acts and that the concept of worship extends to ritual and ceremonial acts giving expression to belief, as well as various practices integral to such acts’ (Boodoo v. Trinidad and Tobago). The Committee has, however, found that requiring a Sikh who wears a turban in daily life to wear a safety-helmet at work does not violate his right to religious freedom (Singh Bhinder v. Canada). Similarly, the European Court of Human Rights held that refusing a Muslim medical student entry into classes and examinations in accordance with a school ban on head scarves upheld the principles of secularism and equality between men and women and was necessary in a democratic society (Leyla Sahin v. Turkey). In recent years the Committee has departed from its previous jurisprudence, stating that conscientious objection to military service can be derived from Article 18 ICCPR (General Comment 22). In this General Comment, the Committee, inter alia, ‘views with concern any tendency to discriminate against any religion or belief for any reasons, including the fact that they are newly established, or represent religious minorities that may be the subject of hostility by a predominant religious community’. The Committee states, inter alia, that Article 18(2) bars coercion that would impair the right to retain one’s religion or belief, including threats of violence and that designated state religions may not serve as justifications of violations of the right to freedom of religion. The ‘Declaration on the Elimination of All Forms of Intolerance and of Discrimination Based on Religion or Belief’ stipulates that all states must take effective measures to prevent and eliminate discrimination on the grounds of religion or belief. Within the regional systems several cases regarding freedom of thought and religion have been brought before the supervisory mechanisms. The European Court of Human Rights has decided numerous cases regarding the right to freedom of conscience and religion, many of which have dealt with the freedom of religion in Greece. Article 9 protects non-religious beliefs; the Court has said that the values of the article are the foundation of a democratic society: ‘It is, in its religious dimension, one of the most vital elements that go to make up the identity of believers and their conception of life, but is also a precious asset for theists, agnostics, sceptics and the unconcerned’ (Kokkinakis v. Greece). Further to indoctrination, the Court has made a distinction between ‘improper proseltysm’ and ‘bearing witness to Christianity’, the former possibly entailing brainwashing or violence (Kokkinakis v. Greece). Finally, in a controversial communication r egarding assisted suicide, it was stated that freedom of thought under Article 8, that had hitherto included beliefs such as veganism and pacifism, could be applied to the applicant’s belief in and support for the notion of assisted suicide for herself. This was rejected by the Court as her claims did not involve a form of manifestation of a religion or belief, through worship, teaching, practice or observance as described in the ICCPR (Pretty v. The United Kingdom), citing, inter alia, a case where the European Commission had found that not all acts which are motivated by religion or belief constitute ‘religious practice’ (Arrowsmith v. The United Kingdom). In regard to the right to freedom of conscience and religion under the Inter- American system, the Commission has ruled on a number of cases concerning Jehovah’s witnesses and legitimate limitations of the right. The Commission has found that prosecuting members of that religion for refusing to swear oaths of allegiance, recognise the state and its symbols and to serve in the military is a violation of the right (Jehovah’s Witnesses v. Argentina (Case 2137)). Case of Plan de Sanchez Massacre v. Guatemala (Series C No. 105)). The African Commission has also dealt with the freedom of religion; it has, for instance, found harassment of Jehovah’s witnesses and religious leaders, assassinations and death threats aimed at them and destruction of religious structures in violation of the right (Free Legal Assistance Group, Lawyers’ Committee for Human Rights, Union Interafricaine des Droits de l’Homme, Les Temoins de Jehovah v. Zaire, Communications 25/89, 47/90, 56/91, 100/93). It has also stipulated that the expulsion of political activists was denying them, inter alia, the right to freedom of conscience in violation of Article 8 ACPHR (Amnesty International v. Zambia, Communication 212/98). How to cite Echr, Essay examples

Welspun Group of Companies

Question: Discuss about theWelspun Group of Companies. Answer: Introduction Welspun group is one of the largest and fastest growing conglomerates of India and is a company of $3 billion (Cavusgil, et al., 2011). It is involved in many sectors like steel, energy and infrastructure and have an established product range in different sectors like pipes, textiles and plates coils. It is a company expanded firmly in more than 50 countries, employing about 24000 people and having more than 100000 shareholders. ChallengesFaced and Swot Analysis Challenges As the group took its path towards success and globalization, challenges started showing up so as to bring the brand down. The path towards globalization was not so smooth but according to the people working under Mr. BK Goenka, the company overcame all the challenges and progressed towards success. There were many challenges faced by the company, some of them are mentioned below: From all the challenges the one that came first is the problem of faith. All the foreign buyers were in great dilemma about the product and quality of the product produced by an Indian based company (Cavusgil, et al., 2014). Second is the layers of middlemen between the company and its foreign clients as the middlemen reduce the margin of profit of the company and also intrudes in the direct communication between the clients and the company. Third most important part is the penetration in market. As the culture of company is different from the foreign markets, so it faced some problem due to the cross culture business (Singh., 2015:60-61). In different countries it faced different problems regarding the political, cultural and legislative differences. Fourth one is a various serious challenge which the company has to face and that is the attrition of many of the senior executives ("Welspun Group Faces Top-Level Executives Attrition"., 2010). According to the results of some of the interviews and survey, it is showed that most of them left due to job dissatisfaction. Swot Analysis Strengths Domestic markets are the main factors for the success of the company (Mathur and Mathur., 2009). The company got monetary assistance from many sources. Its sales and distribution network is very strong. The company has many powerful strategies to overcome the market penetration barriers. Weaknesses The competition is very high ("Welspun Group SWOT Analysis., 2016). Debt rating for the future is high Opportunities The company has huge opportunities to grow. Threats Low profit range Fluctuating economy Cash flow Competitors Politics and laws of government. Sustainability From many researches it can be seen that the group is growing at a high rate since the last two decades. It has expanded in many countries along with providing a high range of employment. It is adding a huge amount to the economy of the company and also to the development of the country. According to the CEO of the Welspun Group, the high growth of the company is going to sustain for a long term due to some of the most successful sectors of the group (Rau., N.A). There are many key factors which are contributing to the success of the company and helping it to move high up. Some of them are: Cost Leadership: The Company has tried its best to have the cost leadership in all its sectors among its competitors. It has introduced many products in low cost but without any lack in the quality of the product. For example Welspun is expertise in constructing tough in-house designs with great engineering at low cost (Pathak and Singh., 2010). Quality of Product: The quality of the products of the company is the major key factor for the success of the company. As at the starting many company were having the faith problem as Welspun was an Indian based company but with the course of time all trusted the company mainly for its quality. Strong Execution: Welspun has the capability to commit to its client as it has the ability to fulfil the commitment. It has an experienced team of employees and management which are capable of turning the promise to reality in the given amount of time and budget. Innovation: Welspun keeps on experimenting on the market by introducing new innovative and attractive products so as to increase the customer base. Growth Startegy as Role Model The company rose high up in the success scale in a short period of time. The company mainly focused on the two main strategies to grow and those are Geographical strategy and Product diversification strategy (Khan., et al., 2009:57-82). According to these strategy, the company explored all the suitable markets which can be helpful to start their market and entered all the emerging markets along with that they also introduced new products as well as old products in a new way to the market. Talking about the role model strategy, yes, other companies can make this strategy of growth as their role model for success but that to be in special conditions. Some of them are: Joint venture: If the company is in a joint venture with other company or it is planning to go for joint ventures. Having ownership specifications: If the company can get the advantages of having ownership specifications as it can make it more reliable to success than others. Location Specifications: If the company is in favorable condition and can get more advantage as compared to other locations can follow this strategy. Globalization: If the company is having a strong network for globalization. Conclusion From the above study we can conclude that, Welspun is one of the largest group of companies which is growing at a high rate and doing its best to maintain its position. It has been expanding its brand name in about 50 countries. The path towards globalization was not so smooth but according to the people working under Mr. BK Goenka, the company overcame all the challenges and progressed towards success. Some of the challenges are faith, middleman, leaving of executive level employees and market penetration barriers. It has the highest rate of sustainability due to many factors. The company mainly focused on the two main strategies to grow and those are Geographical strategy and Product diversification strategy. References Cavusgil, S.T., Knight, G., Riesenberger, J.R., Rammal, H.G. and Rose, E.L., 2014. International business. Pearson Australia. Cavusgil, S.T., Rammal, H. and Freeman, S., 2011. International business: the new realities. Pearson Higher Education AU. 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