The Effect of Terrorism on Human Rights The Clash between the human rights advocates and victims of terrorism

Abstract Over the recent past, the issue of terrorism has raised a major security concern in the world. This has increased the need to have effective counter terrorism measures.Advertising We will write a custom dissertation sample on The Effect of Terrorism on Human Rights: The Clash between the human rights advocates and victims of terrorism specifically for you for only $16.05 $11/page Learn More However, the fight against terrorism has led to controversy between the measures taken by the state counter terrorism committee and the views of human right organizations. In this study, we seek to find out the implication of terrorism on human rights and its impact on global security. The discussion begins with an introduction to the general issue of terrorism and its implication on human rights. The question whether human rights are being violated by counter-terrorism measures will be critically analyzed through out this study. Finally, some attention has b een given to address the counter terrorism measures that are implemented to address the national and international security. In the process, there are human right issues that arise from the investigations, detention, and the prosecution of the terrorism suspects. Introduction and the Problem Statement and research question Over the past decade, the issue of terrorism has been one of the major concerns in many countries. Cases of terror have increased significantly; this is a fact that poses a major challenge to human rights as it raises issues for victims and perpetrators alike. There is therefore a need to have a critical analysis of terrorism and human right issues surrounding the vice. Terrorism can be considered as a vice because it is against the basic human rights. This study seeks to give a detailed analysis on this issue of terrorism and the differing views on how it should be mitigated. Cases of terrorism have increased significantly over the recent past as many innocent pe ople lost their lives. In order to mitigate the terrorism activities, many countries have put strict measures on individuals suspected to be involved in the vice. This raises further issues on the opinion that individuals found to be involved in terrorism have the right to be treated in the right manner as members of the human family (High Commissioner for Human Rights 3).Advertising Looking for dissertation on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The research will have a policy implication. It will provide the policy makers with the necessary information which may play a pivotal role in formulation of the most effective policies. This study will also provide a deep understanding of the issue of terrorism and its implication on human rights. In this case, a major question we need to ask is whether both governments as well as Human Rights organizations have effectively reacted in the right way to terrorism. That is, the approach which does not violate the rights of both the victims and the perpetrators. Human Rights organizations have the responsibility to ensure that the governments and other counter terrorism officials respect the human rights and the law in their fight against terrorism. The human rights organizations also have an important role to play in definition of terrorism at the international level and also participate in proposing the best way in which the issue should be handled (International Council on Human Rights Policy 2011: 10). There is a need for the advocates to have a clear and understandable stand on the issue of terrorism in order to come up with the most effective way to mitigate terrorism. Gani and Mathew (2008: 142) observed that there is a need to have a modern approach towards the war against terrorism. For instance, terrorists have changed their tactics and approaches to execute terror. There is a need to have a more advanced security check in airports and por ts to prevent exchange of dangerous weapons between countries. It is also necessary to have harmonised legal frameworks in order to improve the efficiency while dealing with terror cases that involves cross border issues. As already noted, the issue of terrorism has a critical human rights implication both for the victims and the perpetrators. The measures taken in an effort to mitigate terrorism has raised critical human rights issues.Advertising We will write a custom dissertation sample on The Effect of Terrorism on Human Rights: The Clash between the human rights advocates and victims of terrorism specifically for you for only $16.05 $11/page Learn More For instance, new means of controlling the movement of people from one place to another has critical human right issues because some of the means applied are seen to violate their movement rights (Australian Human Rights Commission 2011: par 4). In the contemporary world, the level of technology has significantly increased. Interaction between various parts of the world has also intensified due to increased efficiency in communication. This makes it easier to detect any plans of terror before it is executed. This has presented a major improvement in the war against terror. Meanwhile, several bodies are advocating for use of democratic strategies in the fight against terrorism (Weinberg 2008: 80). This has increased security threats from terrorism both at international and the national levels (Antonio and Sà ¡nchez 2009: 36). It has also raised a concern on violation of basic human rights both through the act and also through the process of mitigating the act itself. For instance, terrorism cases may rise when excessive emphasis is put on democratic strategies in mitigating terror. As earlier mentioned, there are different forms of terrorism which can be identified in this case. One kind of terrorism is religious terrorism. This is a type of terrorism where religious terrorists attack a large number of people whom they refer to as their enemies. Some of the religious terror groups include Hezbollah, Al Qaeda and Hamas. Narcoterrorism is another common kind of terrorism. This is the kind of terrorism which involves drugs. Other kinds of terrorism include the state sponsored terrorism. Different People have up with varying typologies in an attempt to understand the issue of terrorism. Lockinger categorises terrorism according to the players who are involved. Lockinger categorises terrorism based on the actors involved, means and methods used, motives as well as the geographical range (Schmid 2011: 173). In terms of geographical range, there can be either domestic or international terrorism (Schmid 2011: 173).Advertising Looking for dissertation on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Domestic terrorism is the kind of terrorism where the terrorism activities are conducted by the people from within the country. This is opposed to international terrorism where the perpetrators may be from a foreign country. In terms of the methods used, ter4rorism can be classified as suicide terrorism, Cyber terrorism, bio-terrorism, nuclear terrorism and chemical terrorism (Schmid 2011: 173). This study seeks to examine the conflicting issues on the best approach to handle the terrorism perpetrators. There are conflicting ideas on human rights concerning how the perpetrators should be treated from their judgement to their trial. In other words, the study will help in understanding better the issue of crime and its mitigation. Research Question Which differences results in determining the best approach to mitigate terrorism? In other words, this study seeks to examine the issues on human rights that arise from the intervention to combat terrorism. Literature Review Several studies have been done on the implication of the human rights on the terrorism activities. This literature seeks to identify the main contributions on the issue after which gaps on these studies will be identified. The literature reviewed will be useful in answering the research question. In the contemporary world, cases of terrorism have significantly increased. This has posed a great threat to the human rights. This is because the issue of terrorism raises critical human rights concern from both perspectives. There are critical human rights concerns to both the victims as well as the perpetrators of terrorism (Strossen 2003: 7). The concept of human rights can be traced back in 1948 through the Universal Declaration of the human rights (Zalman 2011: par 1). This involves both individual and collective human rights. This reveals the importance of observing the issues of human rights in the fight against terrorism. Transfer of Terrorist Suspects The transfer of individuals who are suspecte d for terrorist activities has significant implication on the human rights and international relations. The transfer if terror suspects can significantly affect international relations. For instance, the process in which the exercise is conducted may be seen to violate the basic human rights. It is necessary to have coordination between the countries involved to ensure that here is need for the terror suspects to be transferred in a more transparent way which is consistent with the human rights at both international and the national levels. According to the legal rights, detainees have the right to be notified about the reason for their detention and the offence they are charged for (Office of the United Nations High Commissioner for Human rights 2008: 825). They should also be allowed to access legal counsel. At the national level, the national authorities have the responsibility of ensuring that all the human rights and transfer or detention are in accordance with the internationa l law. In this case, the past studies have failed to compare the differences and the similarities on the various approaches applied by different countries to handle the case. For instance, Strossen (2003) carried out an intensive study on the views of many human right activists in mitigating terrorism (12). However, he did not make any attempt to compare the differing views on the rights if victims and terrorism perpetrators. ]This study seeks to fill such gaps. Several cases from the past have clearly demonstrated how the process of transporting terror suspects can raise critical human rights issues. One of these cases involved the transfer of Al Qaeda terrorist suspects from Bosnia to the United States. The suspects were perceived to have planned to bomb the U.S Embassy in Sarajevo (Naegele 2002). This led to protests as some believed that there was no enough evidence against the terrorists. Therefore, transferring them to the United States as terrorists was against their rights a s human beings. Some of the protestors also argued that the fight against terrorism was directed towards the Islam (Naegele 2002: par 4). Right to Security Through terrorism, innocent people suffer through the attack that leads to violation of their basic rights to live in security and peace. Therefore, these rights must also be considered in the process of prosecution. The perpetrators have the right not to pass through any kind of torture or any other form of treatment that degrades their dignity as members of the human family (Thomas 1999: 124). The suspects of the terrorist cases should remain innocent until they are proven guilty in the court. However, the previous studies have not addressed the security issues rising from the process of judgement. Kalhan et al discussed about arbitrary and non uniform enforcement of the measures against terrorism as one of the main causes of the controversy surrounding the fight against terrorism (Kalhan et al 2006: 174). He argued that there is a need for the government to consider impartiality while addressing the issue of terrorism. However, the study failed to come out clearly on the issue of security. Therefore, this raises a need to take a critical analysis in this field. According to Oberleitner (20003: 1), we live in a counter terrorism world and therefore there is a need to be prepared for terrorist attacks (1). In connection to this, it is argued that there is a need to limit human rights to some extent in an effort to combat terrorism. Oberleitner also noticed that the gap between the language of human rights and the language of the security a growing apart more and more (2003: 2). This study however does not cover the issue the rights to security arising from the issue of terrorism. Right against Torture In some cases, terror suspects are highly susceptible to torture. This has raised critical concerns on the issue of human rights. For instance, some people has been deported or expelled due to terror charges. When suspects of terror are suspended from their countries of origin, they are more likely to face ill treatment or torture (Office of the United Nations High Commissioner for Human Rights 2008: 11). For instance, many terror suspects have been found to have been severely beaten and injured in order in an attempt to force them to give information. However, it may be perceived that there is no enough evidence from the suspect’s country. Torturing such individuals may therefore be considered as going against the basic human rights. Other Issues In the recent past, the cases of Al Qaeda attacks led to a declaration of the global war against terrorism (Blanchfield 2010: 56). This fight was intensified by the Al Qaeda attacks of September 11 which left very many people dead (Grunwald 2001: par 4). This declaration was characterized by employment of more rigorous measures to mitigate terrorism. These harsh measures that are aimed to curb terrorism activities have raised a concern on the issue of human rights. This is more so in the United States as well as the countries that have agreed to join hands in the fight against terrorism in the world. As a result of these issues of human rights, many counter terrorism campaigners have collided severally with the human rights organizations. During his administration, Bush took a tough stance on the war against terrorism. This made him to fall at loggerheads with the human right organizations. Many countries like United Kingdom, Australia and others has been accused of taking the chance of hampering civil liberties for some of the citizens (Golder and Williams 2006: 46). For instance, the European Union has been accused by the human rights organizations for putting suspects under illegal detention and taking the terrorist suspects in other countries where they undergo torture. This is despite the fact that this form of treatment is against the international declaration of the human rights which accords special recogn ition of every human being as the member of the human family though the declaration has no legal power (High Commissioner for Human Rights 3). Despite of this declaration, it was observed that majority of countries continued to threaten basic human rights (Bureau of Democracy, Human Rights and Labour 2010: par 18). According to the Centre for Human Rights and Humanitarian law, many countries have been accused of taking the advantage of the September 11 to benefit from the use of terrorism prevention in other activities. For instance, some countries have been accused of using this opportunity to intensify their crackdown on the political opponents or religious groups (Alexander 2006: 24). For instance, political opponents may lay blames on each other to be associated with terrorism attacks. This may be purposely directed towards the opponent as a weapon against them. Many refugees and other foreigners have also undergone unnecessary suffering through the battle against terrorism. Acc ording to the information by the human right organizations some of the affected countries include China, Eritrea, Belarus, Russia, Australia, Israel, India, Liberia, Jordan, Kyrgyzstan, Syria, United States, Zimbabwe and Uzbekistan (Zalman 2011: par 6). In order to solve the issues arising from the efforts directed towards combating crime, the international law has prescriptions on the balance between the human rights and confrontation of terrorism. These prescriptions emphasizes on the need to respect the rights of both the terror victims and perpetrators. After the terrorism attacks of September 11, many countries focused on the fight against terrorism. Some of these officials included the former UN secretary general Kofi Annan (Yotopoulos et al 2004: 96). Following the intensification of the fight against terrorism, a number of human rights campaigners called upon the governments to ensure that all the measures taken to combat terrorism does not in one way or another interfere wi th human rights and fundamental freedoms (Yotopoulos 2004: 96). In an effort to combat terrorism, many people have attempted to convince that there is no conflict between the human rights activists and the government officials responsible in combating terrorism activities. However, the state officials have a major role to play in protecting the rights of both the victims as well as the possible target groups for terror attacks. The fight against terrorism has faced a big challenge from the human right activists (Goswami 2001: 58). One of the ways through which the state can ensure that it conforms to the basic human rights is by ensuring that they conduct their activities within the legal framework. In formulation of the policies to combat terrorism, the states must ensure that they act within the national and international legal framework. This is because neither of the two can lead to an effective solution when applied individually. For instance, there are some domestic terrorism crimes which are effectively solved domestically. This will require national legal guidance in order to coordinate the activities involved effectively. Terrorists’ human rights and its implication on the rights of victims The human rights organizations have in many cases differed with the counter terrorist campaigners on the way in which the issue of terrorism should be handled. These differences are based on the fact that the rectification of the vice should not in any way violate the basic rights of individuals as the part of the human family. On the other hand, the attempts made by the human rights organizations to protect the rights of the terrorist suspects is viewed as violating the human rights of the terrorist victims whose security, peace and life is threatened. The office of the United Nations High Commission of Human rights has however taken the issue optimistically arguing that the protection of the human rights acts as a supplement to the measures taken to combat terrorism rather than undermining its efficiency (Office of the United Nations High Commissioner for Human Rights 2008: 66). This reveals one some of the issues that leads to a clash between human rights and the governments’ efforts to combat terrorism. Both sides seem to be in perpetual disagreements arising from their differences on the most appropriate approach. This raises a serious issue on the efforts towards the fight against crime. These views are differing and therefore there decisions may take a very long duration in coming up with the most appropriate measures to apply in the fight against terrorism. Measures taken to curb terrorism and its implications on human rights Over the past years, there have been a number of different measures that have been applied in fighting terrorism. The first anti-terrorism legislation was the ordinance No. 33 of 5708 which was passed in 1948 by Israel (Legalsutra 2011: par 26). Many people have proposed different ways through which the issue of terrorism can best be solved. However, the issue of the best method through which this matter should be handled still remains controversial. â€Å"When we see that the struggle for human rights in all the world is the surest and best means to prevent and to punish terrorism properly so-called, we then understand what progress we have made, and we will see where we need to go from here† (Tigar 2011: par 19). Tigar emphasized on the need to have a critical consideration of the issue of terrorism from the global perspective, consider its implications on the human rights in order to make the most effective decisions on the way forward regarding the issue. A critical examination of the issue will help in solving the dilemma on how the terrorists should be sanctioned within the human rights’ framework. As already noted, the war against terrorism has been faced by many controversies. For instance, the approach taken on the war against terrorism is perceived in a negative manner by most Muslims all over the world. This is because they view the action as a threat towards their community and their religion and therefore threatening their rights to worship as human beings. Furthermore it is seen as torture for the human Muslims. Muslim societies in Christian- dominated parts of the world still feel that they are not treated equally (as the Christians) due to their practices of religion and faith. In other words, the actions taken to counter terrorism are viewed to violate the rights of the Muslims as human beings. This aspect hinders the success of the war against terrorism since some communities may not cooperate mainly because they feel they are being undermined (Blanchfield 2010: 16). In the process of combating terrorism action, there is threat assessment based on current data and information, and then the criticality and vulnerability assessment is done based on the threat assessment. Prevention measures in terms of personal and physical security, awareness creation and training is then done. Authority and jurisdiction are exercised and there is also crisis management planning and execution (Jenkins 2002: 17). These practices are aimed at bringing awareness to the public on the issue of terrorism. This helps in overcoming any misconceptions. After the September 11 attack, there were stringent measures which were taken by the member states of the UN. Strict measures were adopted to mitigate terrorism which was targeted on the individuals who were in any way involved or supported terrorism in the country (Skinnider 2011: 5). This was judged from all forms of terrorism manifestations. In connection to this, the member states were expected to report to the Counter Terrorism Committee all the measures they have implemented to combat terrorism (Skinnider 2011: 5). Soon after these measures were adopted, the concerns about the human rights were raised. Tension rose after the adoption of these measures over the respect for the human rights. The major problem was that the Counter Terrorism Committee rarely took into consideration the issue of human rights while giving directions to the member states to have stringent measures to curb terrorism in the world (Council of Europe Committee of Ministers 2005: 46). This is despite the fact that the High Commissioner for Human rights standards had proposed election of human right experts in the processes in order to ensure that human rights were not violated in the effort to fight terrorism. This implies that core security concerns can lead to violation of human rights. After the September 11 terrorism attack, the issue of the balance between security and the respect for the human rights raised serious concern. Leonard (not dated: par 7) observed that human rights cannot be respected if the security is threatened. There was therefore a big concern by the international human rights committee to marry the two. For instance, the bombing which took place in the la te 1998 after which several terrorist attacks followed led to the loss of many lives (Jakarta par 2011: 4). In such a case, there is a need to consider the safety of the nationals. More concerns were raised after the comment made by the Chairman of Counter Terrorism Committee that the issue of human rights was outside the mandate of the committee (Tsang 2008: 45). This triggered the action by the human rights organizations to rise to push for the consideration of the human rights in the fight against terrorism. In connection to this, the Security Council resolution 1456 emphasized on the responsibilities under the international law for the States to ensure that they comply with the international human rights, humanitarian and refugee law in the measures taken to mitigate terrorism in the world (Great Britain: Parliament Joint Committee on Human Rights 2008: 45). This case illustrates that it is difficult to combat terrorism activities without raising issues of human rights. The main concern is on how to optimizer on the two cases. That is, combating terror while minimizing violation of basic human rights in the process. Later, the General Assembly took another action where another resolution, which promoted the protection of the human rights and important freedoms in the fight against terrorism. In order to ensure that this was met, the High Commissioner for Human Rights was assigned with the responsibility of ensuring that human rights are protected in formulation and implementation of the counter terrorism measures. The commissioner was also responsible for giving recommendations to the United Nations and the governments on the necessary measures necessary in protection of the human rights. Therefore, the Committee members of the human rights provided the necessary guidelines to be considered in order to promote human rights in the battle against terror. From that point, the United Nations human rights bodies continued to monitor closely the implications of the measures adopted to combat terrorism on the human rights (Paul 2004: 940). According to Roger (2005), the fight against terrorism has made immigrants more susceptible to mistreatment (par 6). Some of the issues which were closely considered by the human rights committee included elimination of torture, racial discrimination and any possible activities which threatens the human rights. Other non-governmental organizations has recently joined in an effort to ensure continued scrutiny on continued observation of the law The response to the terrorism activities at the national level has also been similar to the approach at the international level. It has been characterized by contradiction over the human rights concerns raised in the battle against terrorism. Over the past, many states have been responding to the issue of terrorism in their own ways. Many countries have their own regulations which guide how they handle terrorism cases. However, these regulations were revised followi ng the September 11 incident which called for intensification of the security measures employed to counter terrorism. According to Odello and Cavandoli (2011: 148), the measures that had been applied earlier were not sufficient to solve the problem of terrorism in the contemporary world. This is the reason why the terrorist groups managed to strike America on September 11 leaving hundreds of people dead. There is therefore a need to revise these methods in order to increase their effectiveness. This will help in harmonizing the differences between the human rights and the efforts employed in the fight against crime. Although many states had earlier employed several measures to combat terrorism, these measures proved futile after September 11. This is because the laws that were directed to probe and arraign terrorists in court were no longer satisfactory (Bassiouni 1988: 110). For instance, there was need to intensify the measures which could help in preventing the crime from happeni ng. Although several countries had been applying terrorism prevention measures, these measures were not sufficient to combat terrorism which has been intensifying each and every day (Council of Europe 2002: 123). The preventive measures in this case were of great importance as they promoted the effectiveness of the counter terrorism laws. The report published by Inter-American Commission on Human Rights however insisted on the need to have vigilant investigation in order to promote fair judgment (Inter-American Commission on Human Rights 2002: par 1). Following the September 11 Attack, several countries revised their definition of crime. Before the incident, this was only prevalent in the countries that were at a higher risk of national terrorism (Shattuck 2003: 185). However, various countries have been applying the terms involving detention, prosecution and punishment of the terrorism suspects in varying degree (Baskaran 2003: 40). State of Emergency In most cases, the state of em ergency powers has been usually applied severally to justify application of certain measures which could be considered to be against the human rights. In the state of emergence, a state is justified to apply severe measures for the sake of national security. However, the human right organizations has been arguing that this freedom has been misused as an excuse to apply measures that violates State’s treaty obligations (Saul 2006: 86). These obligations required the states to ensure that they consider human rights in taking counter terrorism measures from the level of investigation to the punishment of terrorism suspects. However, it is important to note that the international human rights law recognizes the fact that states sometimes face some cases of emergency where they may face violent conflicts and other major problems which may pose a great threat to the nation (Burton and Shapiro 2010: 417). For instance, the cases of terrorism have recently increased significantly and therefore there may be the need to have emergency cases (Greenberg 2005: 45). The human rights laws have clearly defined the acceptable measures which are applicable in this situation in an attempt to balance the national security and the human rights. However, the human rights committee has helped in formation of the boundaries which has attempted to balance the measures applied in different states and the respective national security concerns (Kà ¤lin and Kà ¼nzli 2009: 89). In other words, the human rights laws have attempted to marry both the national security and the human rights in order to come up with the most effective laws to deal with the situation (Santow and Williams 2011: 3). For instance, some of the specifications in several human rights treaties had agreed with some of the measures that required a short term suspension of some rights in case there is high security threat from a terrorism attack (Lynch, MacDonald and Williams 2007: 134). Some of the states which h ave declared the state of emergency include the United Kingdom where it was rendered the right to apply exceptional measures for the sake of national security (Great Britain Parliament 2005: 35). Limitations of the Literature Reviewed (Gaps in the past studies) From the literature review, several gaps can be identified from the several researches done on the topic. However, there has been very little attempt made to investigate on the feasibility of the international measures against terrorism with the human rights requirements. The previous literature has also not provided adequate data to support the research findings. For instance, the past studies have failed to support its claims on the terror perpetrators whose rights have been violated. It has also failed to provide any data on torture cases. Such information is important in supporting the proposed claims. This study seeks to fill this gap by addressing the feasibility of the international counter terrorism measures with the human rights requirement. The main theme of the study is the differences on the best approach towards the fight against terror. Methodology Subjects for the Study This study will be based on the global perspective in the human rights and the war against terrorism. International data will therefore be necessary in this case. The main people who will provide important information in this study will be officials who are involved in the issue both from human rights organizations as well as from counter terrorism government officials. These leaders will be helpful in provision of the necessary information which will help in understanding the issue of combating terrorism and its implication on human rights. The government officials will also be significant in providing the necessary information in this study. Some of the common citizens will also help in provision of necessary information. These people will be helpful in providing the necessary information that will play a pivotal role in answering the research question. They will also help in understanding the issues surrounding the counter terrorism practices and its implications on the human rights. Information will be collected from the respondent through structured questionnaires. This will be emailed to the respondents who will be expected to send the filled questionnaire back within two weeks. Close contact will be maintained with the respondents to clarify any issues concerning the questionnaire. This method will be applied in collecting information which will play a significant role in making the final conclusions. Conclusion In conclusion this study will be very useful in helping the policy makers in understanding the balance between the human rights and counterterrorism activities. It will provide the necessary understanding of the main areas which leads to differences between the human rights organizations and the counter terrorism government officials. From the above discussion, it is clear that the iss ue of terrorism has brought a major concern on the issue of anti terrorism measures employed across the world and its implications on human rights. Therefore, there is need to adopt more democratic measures which take into account basic human rights. 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California: Rand Corporation, 2002 Naegele, Jolyon. â€Å"Bosnia: Transfer of Terrorist Suspects To U.S. Raises Many Questions.† Rferl, 2002. 17th Oct. 2011. http://www.rferl.org/content/article/1098541.html Oberleitner, Gerd. â€Å"Human rights and security – The Two Towers?† 2003. 17th Oct. 2011. https://www.google.com/url?sa=tsource=webcd= 3ved=0CDsQFjACurl=http%3A%2F%2Fwww2.lse.ac.uk%2FhumanRights%2FarticlesAndTranscripts%2FSecurity_and_human_rights.pdfrct=jq=Right%20to%20Security%2C%20terrorists%2C%20pdfei=4CecTuHCD46M4gTkguG7BAusg=AFQjCNGeuTjDTuzeFSn5Q_ZzjeaFJW0OJAcad=rja Odello Marco and Cavandoli Sofia. Emerging Areas of Human Rights in the 21st Century: The Role of the Universal Declaration of Human Rights. New York: Taylor Francis, 2011. Office of the United Nations High Commissioner for Human Rights. Human Rights, Terrorism and Counter terrorism. Fact Sheet No. 32. ISSN 1014-5567GE.08-41872–July 2008–7,820 Paul, Hoffman. Human Rights and Terrorism. 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New York Lay School Journal of Human Rights, Vol. 19. 2003. Thomas K. Human Rights, Terrorism and Policing in India. New Delhi: Indian Social Institute, 1999. Tigar, Michael. â€Å"Terrorism and Human Rights.† About.com, 30th Jul. 2011. http://terrorism.about.com/gi/o.htm?zi=1/XJzTi=1sdn=terrorismcdn=newsissuestm=239 96f=20tt=2bt=1bts=1zu=http%3A//www.monthlyreview.org/1101tigar.htm Tsang, Steve. Intelligence and Human Rights in the Era of Global Terrorism. U.S.A.: Stanford University Press, 2008. Weinberg Leonard. Democratic Responses to Terrorism. New York: Taylor Francis, 2008. Zalman, Amy. â€Å"Human Rights Terrorism: An Overview.† About.com, 2011. 30th Jul. 2011. http://terrorism.about.com/od/humanrights/a/Human_Rights.htm This dissertation on The Effect of Terrorism on Human Rights: The Clash between the human rights advocates and victims of terrorism was written and submitted by user Bella M. 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.

The education system is meritocratic Essays

The education system is meritocratic Essays The education system is meritocratic Paper The education system is meritocratic Paper Essay Topic: Education The education system is viewed in many different ways by different sociologists. When talking about the education system sociologists are referring to forms of education where people experience secondary socialisation which is the relearning of the norms and values learned during primary socialisation in the family; it is also viewed as an agent of social control where children are taught to conform to societies expectations and they are taught this through the hidden curriculum which is lessons which arent part of the national curriculum which the government says are needed to be learnt but are lessons such as how to be obedient and who to be obedient to. The system of meritocracy the idea that the ones who do well are rewarded and the ones who not do well are not i. e. those who do the best get the best job. The meritocratic view of the education system means that the system is fair and supports all however, other sociologists discard this view as legitimising a system of inequality where some people dues to wealth/class do better than others. Functionalists believe that the education system is meritocratic. A meritocracy is the idea that those who work hard receive rewards this is the view the hardest working students get the best grades and go on to get the best jobs they believe that it is difference in cultural values that lead to differences in class results which have been seen throughout the years and were evident in the end of the recent academic year with children in the highest social classes doing better than those in the lowest social classes. Trough this system of meritocracy there is an equality of opportunity which is where school creates a system where all people can become equal no matter what class, gender or ethnicity everyone has the same opportunity to become a police officer or a doctor. This meritocracy is said to sift and sort perspective students into their correct positions as an adult in society. According to Parsons school is simply the bridge between the family or primary socialisation and entry to employment. He views the education system as a positive system of placing the best students at the top both in school and eventually the work place. This idea is supported by Davis and Moore (1945) who say that meritocracy is the system which social institutes (this includes school) use to sift and sort its members into different positions in this way they believe that school is meritocratic. They view meritocracy as allowing the principles of stratification to take place where individuals are place and motivated into different positions. Marxists criticise Davis and Moore for having extreme conservative views and being very class based. Functionalists view meritocracy as being evident in society and they use evidence such as the rise of working class children in universities as there has been a rise of working class children in higher education than in the fifties supporting the idea of a meritocracy. This view however like others comes up against scrutiny from Marxists who say the proof that is given isnt as conclusive as would be made out as the expansion of universities has largely benefited the bourgeoisie as there are more middle and upper class people in universities. They say that meritocracy is made yup in order to legitimise the system they view the few working class kids in universities as letting a few through to keep the rest quiet as it means people accept their positions as if I would have worked harder I could have achieved this. Marxists then due to this fact view the education as unfair and not meritocratic. They do however believe that there is a myth of meritocracy which was made up to legitimise the system of unfairness in which the bourgeoisie rule and the proletariat are exploited. The myth of meritocracy sets up a way of making the working class accept that they are working class and will always be working class this is where legitimising comes in they believe that the few working class kids that go to university make the rest of the working class think that its possible but they just didnt try hard enough to achieve the top positions and in this way as Althusser talks about a docile and obedient workforce is produced because the education system of a capitalist society passes on the belief through meritocracy that it is fair and the poor should accept their poverty as its their fault as they didnt try hard enough or they messed around. The myth of meritocracy is spoken about by Bowles and Gintis they said that school did allocate students into jobs but said this was not a positive concept but a negative one which was legitimised by the myth of meritocracy where there is an idea that meritocracy exists and this is fed through the hidden curriculum as children are told through school if you work hard you can achieve this but this doesnt exist its just said to not only to make sure there is not an uprising against the capitalist system but also reproduce the classes. Marxists criticise functionalists ideas behind meritocracy for numerous reasons. Functionalists say that the free education system is proof of fairness however, Marxists disagree and talk about the existence of grammar schools (whose students are mostly from the middle class) and private schools which are also very middle class institutions and public schools which are too expensive for anyone outside the upper class and because these schools exist and have better funding and more money they can afford the best things to help students do well. Marxists also believe that there are disadvantages for working class children before they even start school this through things such as material deprivation this is that working class kids cant afford things that others can such as tutors and in some cases computers this means that they have disadvantaged resources so they cant possibly have the same chance as others. Also Bourdieu though criticised for being culturally bias and suggesting the working class culture is a deprived one he picks up the point that teachers are middle class and so schools are middle institutions and for this reason the working class cant fit in as well as the middle class who have cultural capital do the best which is proven year after year when GCSE and A-Level results are released. They are also disadvantaged in the way that they speak; Labov and Bernstein talk about speech codes and how these disadvantage the working class. Bernstein spoke about two different kinds of speech codes these are elaborated which are very descriptive this is a middle class way of speaking and what is needed in school and restricting which is colloquial and consists of slang words which create a view of a person not being as bright. Labov went on to say that we must be careful not to assume a restricted speech code means that a person is thick however, judgements are made based on the way people speak; because of these disadvantages the system can not be meritocratic as meritocracy is based on a system of fairness and depends on people being equal from the beginning. Interactionalists agree with Labov and Bernstein as they agree that people are labelled on how they look and sound so how can their be a meritocracy if people are treated differently according to aspects of their personality? The interactionalist approach is mostly against the idea of a meritocracy because they believe that teacher labelling exists and George Herbert Mead spoke about symbolic interactionalism where our behaviour is in part created by the way we are treated by those around us; in particular significant others which are people who have power and control in our lives such as parents, teachers, friends and partners. In particular the role of teachers in education is picked up upon as Jacobson and Rosenthal (1968) found that when a group of children came up from primary school all at the same level they told teachers that some did particularly well on a test they made which predicted future genius this was a fake test and they chose randomly who would be the intellectual bloomers after a term they went back and found those that were labelled as intellectual bloomers done a lot better than others this proves that meritocracy can not exist as teachers label and can change results so not every one gets a fair chance as if your labelled as bright youll do better and if your not you wont do as well. David Gillborn whos research is largely ethnographic and still continues to this day said in his book Racism and Education: Coincidence or Conspiracy published in 2008 that the system is not designed to promote equality but to maintain the achievement gap between the white pupils and those pupils of ethnic minorities by stating this he immediately rejects the idea of a meritocracy as meritocracy is about people having equality from the beginning and being judged upon hard work however, if people are judged upon by ethnicity fairness cannot exist. Evidence for this is that Gillborn found that there was race labelling in the Local education Authorities (LEA) who expected a rise in white pupils attainment of 40 percent but only a 17 percent rise in that of black pupils and because interactionalists believe that we are largely shaped by those around us if black pupils are not expected to do as well then they will not; this is the idea of a self fulfilling prophecy in which a child in continuously told that they will not do well so they do not do well. Stephan Ball (1981) also used ethnographic study in order to conduct his research. In his study Beachside Comprehensive he found that teachers treat pupils differently based on streaming which is where a person is put in one stream for all subjects (assuming a person who is bright at one subject is bright at all subjects) and setting which is when you have different sets for each subject (accepts pupils are bright at different things) and because of this difference in the way that people are treated there can not be a meritocracy as not everyone is treated the same and as teachers are considered as a significant other in the way we establish ourselves if they view us as not bright we will consider ourselves not bright. Social democrats look at class and attainment. Hasley (1960s) criticised the education system for wasting talent this is because streaming exists as if you are good at a particular subject but are placed in a lowest because you are not good at national curriculum subjects your talent at that subject is wasted because it may lead the child to think that they are not good at that subject so give up which wastes their talent and because of this equality of opportunity is not provided so therefore a system of meritocracy cant exist. The social democratic political time brought into play the comprehensive system as a way to try and make a meritocracy but they do not believe that it exists. The social democratic view is that of Gordon Brown and the Labour Party they believe in helping people to do well and not wasting talent but many social democrats believe this is not yet happening. Feminists believe that gender differences mean that the education system cannot be meritocratic because for good or for bad there are gender differences in attainment and because of such obvious differences they see that their cant be fairness. In the beginning of education girls werent doing as good as boys were and liberal feminists focused on law change and change in social attitudes to make the system and results more equal and stop gender stereotyped lessons being taught. Although after the introduction of the national curriculum girls tended to do better and this is put down to feminisation of the workplace and because there is still a difference between the sexes so there cant be a meritocracy while there are such obvious differences. These differences are proved by the results which are achieved by students each year at GCSE and A-Level data retrieved by DfES and UCAS found that there are 10% more girls achieving five or more A* to C grades and 8% more girls achieving A-B grades at A-Level and because of this factor there are 8% more girls being accepted into university degree courses. There are many different types of feminist though the main theme is gender difference and how this can not equate a meritocracy and although black feminists speak about ethnicity playing a role and Marxist feminists talk about economic factors playing a part in gender difference feminism as a whole accepts that because these differences exist there cant be fairness and therefore there cant be a meritocracy. Sylvia Walby (1999) who is a post-modernist feminist found that equality could not occur in the education system today when she spoke about her triple systems theory in which equality will only occur when we take into consideration the triple impact of sex. Class and race on a persons life experiences and because these things can either act as advantages or disadvantages to a persons education their cant be a meritocracy which is based on all people being the same and doing well due to their own personal attempts. Heaton and Lawson also argue that even within the hidden curriculum there is a system of inequality which operates in 5 ways: books and text books were women are displayed as dependant on men and absent from science text books, female students being made to feel uncomfortable in certain subjects (e. g. woodwork which is considered a male profession), teachers who label and assign girls and boys different tasks such as asking boys to move furniture and girls to wash up, a patriarchal curriculum where boys are more recognised than girls in subjects such as PE, and lack of positive role models. This however at the time was applied to girls failing but can also be attributed to the system not being meritocratic as the encouragement of working class boys into wood work which would not necessarily be put to middle class boys sees the myth of meritocracy in place as they are not treated (boys and girls as well as working and middle class) the same. Post modern is a period of time which occurs after the 1970s the period between the industrial revolution and 1970 is known as the modern where things were new and things were changing the time which we live in now is after the modern so is known as the post modern society. Post modernist sociologists view society as diverse and they believe this is represented in the educational system with the array of qualifications such as BTEC, Diploma and Vocational as well as GCSEs and A-Levels. They talk about society in terms of a grand narrative this is that religion and science are nothing but a big story and because knowledge that we have is a story then teachers are story tellers and as narrative changes over time teachers can never really prepare you for life this proves according to them that a meritocratic education system can not exist as it is designed to sift and sort people into their roles in society and if society is always changing the education system is pointless as what job school prepares you to take may not exist. Moore and Hickox (1994) argue that because our world changes so much so quickly it is impossible to provide a national curriculum that fully prepares people for the world they will live in this is further support that sifting and sorting cant take place because jobs can exist one moment and not the next which means that the meritocratic system cant put the brightest at the top as the top is continuously changing. The New Right are a political v iew like the social democrats but they criticises the system in a different way. The New Right claim that schools and the whole educational system are too soft and easy as children are not encouraged to be independent and this is mostly due to the welfare state which is the introduction of free schooling, free healthcare, pensions and sick pay and this has made a dependant society which has a lack of responsibility and because of this new culture of dependency there has to be a lot of money spent by the government to keep society running. This is a very right wing view as they believe schools should be run like a business and increase competition between schools with the introduction of league tables and different types of school. This view is associated with the conservative party in government which initially between 1979 and 1997 was run by Margaret Thatcher but is now run by David Cameron. The view that the education system seems to be out weighed by the evidence against its existence however, it must be accepted that there are more working class people in university than in the fifties when people did what their parents did and this means that a meritocracy where people can move up and down the social ladder must exist as if it did not then their would be no working class kids in universities. However Marxists hold the view that because there is such a small number of working class people in university that they are just there in order to make meritocracy seem as though it exists and legitimise the myth. Interactionalists also hold the view that meritocracy doesnt exist and talk about labelling which matches in with the Marxist view put forward by Labov and Bernstein when they spoke about speech codes and interactionalists talk about the significance of when teachers pick this up. Feminists talk about gender differences which play a role in how well males and females do in education. Political views such as the social democratic and new right also hold the view that meritocracy doesnt exist because the system wastes talent or is wasteful of resources. Post modernists talk about how a meritocracy to make everyone equal cant exist because of the vast differences in society. When weighed up meritocracy appears to be a myth made in order to make society function well and for continuation of the classes as middle class people cant move down as they will inherit money from their parents so that means working class children need to go on and become working class adults. Although this concluding view is a very Marxist one it must be accepted that different schools of thought also have an input in the conclusion post modernism in particular as it sets out how different society is this means that there cant be a way to make everyone equal in order to have a meritocracy as things such as cultural capital advantage the middle class however, not all teachers are middle class which must be accepted but even despite this fact there is still the element of material deprivation which leaves the working class at a disadvantage because they cant afford the same things as the higher classes such as tutors. The education system therefore is not and can not be meritocratic as it meritocracy is influenced by many other factors.

Confucianism Term Paper Example | Topics and Well Written Essays - 750 words

Confucianism - Term Paper Example Confucianism is a corner stone of Chinese life, and has been for thousands of years, yet during the Mao years, there was a stringent purging of this learned man’s teachings. For the people of China, Mao’s ferocious campaign against the teachings of Confucius are bewildering to say the least. However, when one reads the teachings of Confucius, it is not surprising that Mao thought all Confucian scholars were counter revolutionaries. Mao admired the political philosophy of Legalism, expounded by Han Fei, a rival of Confucius. Mao’s derision of the teachings of Confucius was because they clashed with the teachings of Han Fei. An authoritarian government like Mao’s would emphasize the absolute power of the state over its subjects, punishing everyone except for the ruler, and would consider law as a tool to keep its people under control. During the period of the cultural revolution, Mao wanted complete control. Absolutism was the way he saw for China to go forw ard. Mao believed that the government was all powerful and people were there to serve the government. This however was not what Confucius taught. Although Confucius believed that the Government was important, his view was that the government existed for the good of the people. An authoritarian system of governance believes that the system of severe punishments is necessary in order to run the state and avoid chaos, where Confucius believed in benevolence, humanity and tolerance. The political philosophy of Confucius is rooted in his belief that a ruler should learn self-discipline, and should lead by example treating his people with love and concern. â€Å"The relation between superiors and inferiors is like that between the wind and the grass. The grass must bend, when the wind blows across it." (The Analects By Confucius Section 3 Part 12) Confucius believed that what characterized a good ruler was the possession of de or ‘virtue† which was a kind of moral power that attracted followers without the need to resort to force. "He who exercises government by means of his virtue may be compared to the north polar star, which keeps its place and all the stars turn towards it.†(The Analects By Confucius Section 1 Part 2) These beliefs are totally opposite to what an authoritarian regime believes , hence would not be possible for governments such as Mao’s to adopt. Another dimension of the teachings of Confucius relate to education. He does not believe in intuition and adheres to the principle that the only way to really understand a subject is to study it minutely. He said, "Learning without thought is labor lost; thought without learning is perilous." (The Analects By Confucius Section 1 Part 2) Confucius also emphasizes the importance of integrity and disparages sycophancy. The Mao years in China, bred a contempt for intellectuals and a dislike for learning. Mao’s Red Guards were ordered to destroy all old habits customs and think ing in society. Hence the wise teachings of Confucius were buried till the time was ripe to resurrect them once again. As China stands at the crossroads today, there is a conscious effort to reverse the effect of Mao’s hatred of intellectuals and his contempt for traditional forms of learning. The sudden turnaround in China’s policy of restoration of Confucian philosophy hint at both domestic as well as international reasons. In its effort to make the nation richer, Chinese people are being encouraged to focus on education. The number of Chinese students enrolled in universities the world over is a telling example of how China is reverting to the teachings of

Supply Chain Management Essay Example | Topics and Well Written Essays - 1500 words - 5

Supply Chain Management - Essay Example Supply chain management also helps to improve customer service, thus increasing effectiveness. Supply chain management is an important aspect of operation management as it has profound effects on the successful functioning of an organization. Proper supply chain management can be used to eliminate redundancy and remove barriers arising from poor communication, by monitoring, controlling and coordinating the various processes within an organization. "Identifying the components of the supply chain, facilitating better decision-making, creating improved communication, and identifying weak links in the chain causing bottlenecks in an organization are crucial to supply chain integration. There are three principle elements of supply chain integration: management of information and financial flows, inventory management, and management of relationships of trading partners." (Power, 2005) According to Czinkota, Ronkainen and Moffett, supply chain management is the integration of three concepts; they are the systems concept, the total cost concept and the trade off concept. These concepts are also important to the business logistics. The system concept is based on the notion that materials- flow activities within and outside of the firm are so extensive and complex that they can be considered only in the context of their interaction. The system concept intends to provide the firm, its suppliers and its customers both domestic and foreign, with the benefits of synergism expected from the coordinated application of size. To get the system concept works, information flows and partnership trust are instrumental. Logistics capability is highly information dependent, since information availability is key in planning and to process implementation. (http://www.oppapers.com/topics/supply-chain-concepts/0) This paper discusses how the benefits reducing cost and profits can be achieved by utilizing information systems and information technology. I will also examine the supply chain processes between sellers and buyers. Due to continuous advancement in the field of information systems technology, it is possible for supply chain partners to coordinate more effectively to optimize the performance of their various organisations. Also, information sharing is a requisite in this coordination, and information sharing has been facilitated quite a lot by these advances in the field of information technology.According to Banavar et al, "Modern businesses are dynamic in nature and to stay competitive (organizations) need to optimize their business processes by understanding and reacting to the rapid changes in their environment" (Banavar, Black, Caceres, Ebling, et al, 2005) Serious use of supply chain management started in the 1980s. "It is to describe the range of activities coordinated by an organisation in order to procure and manage their supplies." (Oliver and Webber, 1982)Inventory control is a very essential part of the supply chain process of any organization, because inventory control has to do with reducing the cost of inventory. There are 3 major factors involved in the inventory control decision-making process. These are: The cost of shortage, i.e., what is lost if the stock is insufficient to meet all demand The cost of holding the stock The

History Of Why Learn Japanese English Language Essay

History Of Why Learn Japanese English Language Essay In todays world where so many activities, both national and personal, occur on a global scale, the study of a language in school and beyond develops the students intercultural competence. It enables them to enter into a challenging intercultural exchange to broaden their perspective, to deepen their capacity to understand and ultimately to deal with the unfamiliar and the unexpected. With over 130 million native speakers and a growing number of non-native speakers, Japanese is the 10th most spoken. Many believe that mastering the Japanese language is the key to engaging with the country. For students who have never been exposed to non-Western cultures, the study of Japanese opens the door to Asia. For students, it is a venue in which to understand their cultural heritage. Japan has the 2nd largest economy in the world. Just by learning Japanese can bring you many business opportunities. A key in winning their business might be being able to communicate with potential customers in their own language. Understanding the Japanese work ethic, their business etiquette, and knowing which cultural faux pas to avoid can often make or break an important business deal. Also to get a better understanding of the Asian market. In addition, when learning Japanese, you become not only proficient in the language but also gain an insider view of the culture. There is an explosion of the many cultural exports that can be found in Japan. From anime to food, karaoke to kimonos, Japanese culture is rich with both contemporary and traditional cultural ways. This unique culture determines the way they interact, react and behave in their daily lives. A knowledge of the language will give you direct access to Japanese film, animations, and comic books, give you insight into the special terminology used in your favourite martial art, and develop your ability to order sashimi like a native at your favourite Japanese restaurant! In addition to what they learn of the language and culture, they will also acquire basic language learning strategies, higher thinking skills, and broader perspectives from their Japanese studies. The benefits for students of learning Japanese can be considered in both the short term and the long term. In the short term, students can look forward to unique activities relating to a completely different culture from their own. They can enjoy fun activities in class, or even hosting a Japanese exchange student. There is always the motivation and pleasure of learning something new and different in Japanese. Furthermore, learning any foreign language, especially Japanese, teaches a student new learning skills, such as ways to increase concentration, memorization, and listening. Studies have shown that these new cognitive skills often improve students performance in other subjects as well. Finally, learning such a unique and special language often gives children a sense of self-confidence and pride they may not have had before. In the long term, a student learns many other important things through the study of Japanese. The value of persistence and respect for other cultures are two of the most important long-term benefits. Learning any foreign language, especially one as different from English as Japanese, helps one to look more critically at ones native language and understand it at a deeper level. Similarly, because it leads to the acquisition of critical communication skills, learning one foreign language is often a jumping-off point for people to learn other languages within their lifetime. Opportunity is possibly the most important long-term benefit of learning Japanese. A child can make lifelong friends and increase his or her opportunity to see Japan in a way most others cannot. In the global community we now live in, having the ability to speak Japanese not only opens doors in higher education and in employment in Japan-related fields, but shows employers that one is intelligent, unique, and globally conscious. The newest opportunity that has arisen for students of Japanese is, of course, a chance to get ahead in college through AP Japanese. In todays competitive collegiate environment, having taken AP courses and passed AP Exams can be a big help in getting into a better college or university. Most colleges and universities treat having passed an AP Exam as college credit, a policy that lightens students course loads and allows them to concentrate on other courses, earn double majors, or simply graduate in less time. Studying Japanese means learning a language that is so different from English that it will make you rethink your most basic assumptions about the way language works. It means learning to conjugate your verbs according not just to tense but also to politeness. It means getting used to the idea that adjectives can have a past tense. It means doing without plurals, choosing among dozens of different words for I, and learning to wait for the verb until the very end of the sentence. Japanese is difficult in ways that European languages are not, but it is also surprisingly easy in ways that they can be difficult. There is no subjunctive mood to worry about, no grammatical gender, no definite or indefinite articles, and no complex conjugations according to person. It is also extremely easy to pronounce Japanese. The Japanese language has a number of dialects, some of which are mutually unintelligible. Thanks to the development of mass communications and the governments directive to establish a common language, however, most people now speak a common tongue. Learning Japanese can and will open many door for you in the future. You just have try your best and have a goal and strive towards it.

World View and Citizenship Essay -- Citizenship

The Preamble to the United States Constitution states: â€Å"We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this constitution for the United States of America† (U.S. Const. pmbl.). While the United States Constitution was created in order to form a more perfect union, it is up to us, as citizens of the United States, to uphold all that has been established within this union. In order to do that, we all must fulfill our responsibilities as citizens. For me, citizenship is an entitlement that everyone is obliged to uphold; therefore, I try to follow through on my responsibilities as a citizen of my community, country, and world. Being a citizen of the United States has many responsibilities, and it is my duty to follow through with these responsibilities. In order to do this, I must employ my rights and act dutifully. To fulfill my responsibilities as a citizen, there are many things that I do. First, I exercise my right to vote. This right to vote is one that requires me to pay attention to my government, for a citizen’s time and attention to the government is necessary in order for a democracy to function properly. Furthermore, I make sure to obey the laws that the government has created. These laws play an important role in upholding the ideals that were stated in the Preamble of the United States Constitution. Finally, another important responsibility that I oblige to as a United States citizen is paying my taxes. Taxes allow this country to function successfully; therefore, it is important for me to fulf... ... a good citizen, to do more than your share under it is noble† (â€Å"Betterworld.net†). In order for me to enjoy the privileges that I have been given through citizenship, I must honor my contract with society by putting citizenship first. If I continue to take part in community service and to treat others in the same manner that I desire to be treated, I can continue to honor my contract with society while remaining a good citizen of my community, country, and world. Works Cited "Better World Quotes - Citizenship." BetterWorld.net - The BetterWorld Factory. Web. 17 Jan. 2011. . Franklin, Benjamin. The Autobiography of Benjamin Franklin. New York: Dover Publications, 1996. Print. Palmer, Parker J. Let Your Life Speak: Listening for the Voice of Vocation. San Francisco: Jossey-Bass, 2000. Print.

Element of Drama Essay

Accordingly, elements of drama consist of literary, technical and performance elements. In Hamlet, it can be said that the elements of drama for each category are quite obvious. The first element to consider is the characters. It can be said that most dramas composes of the major and minor characters and in line with Hamlet, The major characters include Hamlet and Claudius and the minor include Marcellus which serves a specific purpose of informing the lead character of the appearance of the his father’s ghost. There is also protagonist antagonist and in the case of Hamlet, the protagonist is Hamlet and the antagonist. Another type of character is the stereotype and the role of Hamlet also shows how such s stereotype has been modified. The theme of Hamlet is commonly stated as the failure’s of the youth of poetic temperament to adjust with different situations which demand action. The plot lies on the struggles of Hamlet and how she cope or not cope with the situation that challenges her. It can be said that Hamlet has been able to achieve artistic maturity through the opposing struggles of the people in the drama the moral integrity that it implies with the audiences. In terms of technical side, it can be said that drama plays have been able to produce a sense of hatred and revenge to the audience with how they perform the drama. For instance, the settings show a heavy feeling in the part of Hamlet because of the death of his father. The musical scores alike provide revengeful music as they try to make the people feel the tension among characters. The actors and actresses of the play has been very effective in making the audience feels the wrath of Hamlet because of what happened to his father (Bradley, 51). It can be said that Hamlet was written with poetic diction that uses eloquent words as well as phrases and the performance have shown in their actions how this drama has been able to create and keep tensions and suspense throughout the play. All in all, it can be said that this drama has been able to use different elements integrated to establish a tragedy. Reference Bradley, A. C. Shakespearean Tragedy: Lectures on Hamlet, Othello, King Lear & Macbeth. New York: Penguin, 1991.