The Period Of Medieval Japan - 2803 Words

The long, battle-weary, four hundred year period from the late twelfth century through the Kamakura period (1185-1333), Muromachi period (1336-1573), and well into the sixteenth century is referred to as Japan’s medieval period. The imperial government’s authority was deteriorating, the provinces were in chaos as warrior clans fought amongst themselves, and regional military chieftains challenged the imperial government for the right to rule. Medieval Japan saw the development of feudalism and a militaristic society led by samurai clans. The Gempei War, Shokyu War, Mongol Invasions, Kemmu Restoration, and The Onin War are five key turning points in Japan’s transition from a centralized imperial government to feudalism. These conflicts also demonstrate the evolution of the samurai ethos. Though the Kamakura period marked the beginning of warrior class rule in Japan, events in the late Heian period provided the means for samurai clans to rise to positions of power. The increase in the number and size of shoen (private estates exempt from government taxation) resulted in a significant decline of the imperial government’s authority. â€Å"By the twelfth century, it was estimated that only about one-tenth of land remained in the public domain under the authority of the provincial governors.† (Hane Perez p. 76) The lack of taxable land prevented the government from acquiring the financial resources necessary to maintain a national military. As the central government’s militaryShow MoreRelatedSimilarities Between Medieval Japan And Medieval Europe812 Words   |  4 PagesComparison Essay- Shogunate Japan and Medieval Europe When people think of â€Å"Medieval†, they often relate this to Europe. However, there was once a Medieval Japan too, and this time stretched from 1185-1868 CE. During this period, Shoguns ruled Japan, and they defined it as â€Å"Medieval† because, just like Europe society in Japan at this time was feudal in structure. Medieval Europe lasted from the 5th to the 15th century, and was often referred to as Christendom, because most civilians were ChristiansRead MoreReligion and Economy in Medieval Europe and Japan1305 Words   |  6 PagesReligion and Economy in Medieval Europe and Japan Social Hierarchy after Urbanization Religion did not have as much of an impact on daily life and the overall development of Japan as it did Europe. For instance the maximum of the wars were fought for wealth or power, not religion, but what it did do was influence certain features. The people in Japan stuck to their original Shinto religion when Buddhism was involuntary forced on them, b ut soon after they discovered Zen Buddhism; a practice that wasRead MoreEssay on Japanese Martial Arts1263 Words   |  6 PagesJapanese Martial Arts In Japan, especially during the earlier periods of Japanese history such as the Tokugawa, physical adeptness was much revered and valued. This was mainly because of the fact that these strengths were the basis on which much of the population depended upon for survival during these fairly turbulent periods. Throughout time, Japan has been a very organized and scrupulous society, and even its style of physical combat has been sorted into specific categories accordingRead MoreThe Image of Medieval Western Europe Essay769 Words   |  4 PagesThe image of medieval western Europe can be attributed to political, religious, economic, and cultural factors. The impulse of expansion, unity under Christianity, trade, and education were key developments within the factors. Ultimetly, these developments contributed to the advancement of medieval western Europe in the postclassical period. The medieval government in western Europe exercised feudalism which also established the structure of political powers. Kings held the most authority whileRead MoreReflection of Modern East Asia887 Words   |  4 Pagesregion. In subsequent classes, we were introduced to the major wars, political shifts, and economic interests which shaped Japan, China and Korea to what they are today. We examined the paradigm of pre-modern Japanese governance, the Shogunate, and the trained warriors which defended lord and land, Samurai. In addition, we examined the socio-economic classes of Medieval Japan, which included the Samurai, peasants, craftsmen, and the merchants. We also examined pre-1945 Japan’s policies toward foreignRead MoreThe Poetry of Tosa Nikki and Oku No Hosomichi Essay1390 Words   |  6 PagesThe origins of kiko, or travel literature, in Japan spans to well over 1000 years ago. One of the earliest examples of kiko is Ki no Tsurayuki’s Tosa nikki, a diary which Tsurayuki wrote most likely in 935 during the Heian period of Japan. Another important example of kiko, which is similar in ways yet also very dissimilar to Ki no Tsurayuki’s Tosa nikki, due in part to the many years that the two are separated by in terms of when they were composed, is Matsuo Basho’s Oku no hosomichi, or NarrowRead MoreBook Exploration of State of War: The Violent Order of Fourteenth Century Japan by Thomas Donald Conlan 1229 Words   |  5 PagesBook Exploration State of War: The Violent Order of Fourteenth Century Japan by Thomas Donald Conlan tracks the events in Japan between 1336 and 1392. Conlan provides his wisdom on how state and society operated in the Nanbokucho period through various source documents portraying the warriors not by their romanticized â€Å"knights of the round table† ideal, but rather showing that while there were alliances of connivence, they could be broken just as easily as they were made, revealing that pragmatismRead MoreInfluence of the Samurai on Modern Japanese Society Essay1730 Words   |  7 Pagesconstantly in today’s society. However, none of these groups is more known or referenced than the Japanese Samurai. Originating in 646 AD, these Japanese warriors developed from a loose organization of farmers to the dominant social class in Feudal Japan. Along with their dominant military and political standing, the samurai brought with them a unique code or moral belief that became the core of Samurai culture. Because of this, the Samurai and their principles still affect modern day Japanese societyRead MoreThe Japanese Epic, The Tales Of The Heike Essay949 Words   |  4 Pagespondering about. Many American millennials categorize the sexes in certain behavior patterns and we often do not realize it. Gender roles in a culture is defined more than just by the physical discrepancies. Similar to Korea and China, Japan is influenced by Confucian ideas. Japan was a somewhat reasonable matriarchal society until Confucian ideas traveled from China. The crucial principles of Confucian culture puts emphasis on the family. Nevertheless both men and women had a common expectation under ConfucianRead MoreThe Roots Of Tea From Japan1472 Words   |  6 Pages TYPOLOGY REPORT INTA3222: CRITICAL PERSPECTIVES ASSESMENT 2 NAME: ANNA LI STUDENT NUMBER: 3415239 TUTOR: BELLA DUNSTAN WORD COUNT: The roots of tea settled in Japan during 1191, marking the beginnings of Japanese tea ceremonies and architecture. The architecture of teahouses in Japan bloomed slowly, with the birth of tea masters and disciples. The architects of these spaces were credited with the art of tea before the analysis and creations of rooms to share this art. Many of these

The Death Penalty Is Immoral And Violates Human Rights

Punishment by death for people convicted of certain crimes also known as the death penalty is unethical. There are currently 31 states including New Hampshire, in the U.S. with the death penalty and 19 states without. The death penalty is immoral and violates human rights. In some parts of the United States we have a biased criminal justice system which can lead to false an unlawful sentence to death. The death penalty also has irreversible outcomes if proven innocent, it doesn’t lower crime rates, and it is very expensive. The death penalty is just contributing to the cycle of violence, retribution is not the answer. The Government should not and is not allowed to take a human life, it is immoral and goes against Articles: 3, 5, and 9 of The Universal Declaration of Human Rights. Article 3 states â€Å"Everyone has the right to life, liberty and security of person† which means, every person has a right to live, criminal or not. Article 5 states â€Å"No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment,† and lastly, Article 9 states â€Å"No one shall be subjected to arbitrary arrest, detention or exile.† Punishment by death is violating every aspect of these articles (Universal Declaration of Human Rights | United Nations, n.d.). In 1976, the United States Supreme Court removed the mandatory death penalty, stating that it was inhumane and also violated the Eighth Amendment to the U.S. Constitution (Mandatory Death Penalty, n.d.). TheShow MoreRelatedDeath Penalty Argumentative Essay1424 Words   |  6 PagesThe death penalty, or capital punishment, is the execution of an offender that is sentenced to death by a court of law for a criminal offense.   This type of punishment for inmates is involved in controversy over whether or not it is an acceptable form of punishment for criminals and also whether or not it is immoral.   There are many arguments for both sides of the debate, each making valid points and pointing out the flaws of the opposing position. Many religions are either for or against capitalRead MoreThe Death Penalty Of Capital Punishment903 Words   |  4 PagesDeath Penalty Capital punishment have been a main debate on whether it is a cruel and unusual punishment and what it actually consist of. Even though the death penalty has been abolished in most of the western nation, the United States remain to practice the activity. The death penalty is perceived by an abolitionist as a form of cruel, unusual punishment. The idea comes from the fact that the death penalty deny the criminal their right to life. The judgment to execute criminals comes from governmentRead MoreAgainst The Death Penalty Essay959 Words   |  4 PagesAgainst the Death Penalty â€Å"Murder is wrong† (â€Å"Capital Punishment†). We’ve been taught this indisputable truth since childhood. The death penalty is defined as one human taking the life of another. Coincidentally, that is a classification of murder. There are as many as thirty-six states with the death penalty, and it’s essential that they change it. The United States needs the death penalty abolished because it is filled with flaws, cruel and immoral, and is an ineffective means of deterrentRead MoreThe Issue Of Capital Punishment Essay1411 Words   |  6 Pagesalso known as death penalty is a legal procedure in which a state executes a person for crimes he/she has committed. This punishment has been implemented by many states and used for barbaric crimes, especially murder. It is also used on crimes against the state such as treason, crimes against humanity and violent crimes. There are mixed reactions on capital punishment depending on one’s faith. In my vi ew, I am not in favor of capital punishment as I strongly believe that death penalty is unacceptableRead MoreCapital Punishment and its Controversies 1434 Words   |  6 PagesCapital punishment uses death penalty as a form of punishment in many states and countries. It is a practice that has raised endless questions all over the world. Capital punishment or death penalty policy has changed in many countries overtime. Countries such as, New Australia, Zealand and 15 states in the US do not have capital punishment. One of the major concerns arising with capital punishment is because it causes ending of a human life. People and organizations of different backgrounds areRead MoreCapital Punishment : A Deadly Mistake1244 Words   |  5 Pageswords. What would they be? The execution of a human being is irreversible and should not be allowed anywhere. The death penalty is a crime in itself and should not be used as a form of punishment. I believe that the death penalty should be overturned in the U.S. because it is a slow and very expensive process that has been proven to be discriminatory in a lot of cases, and simply is immoral. IMMORAL Supporters of the death penalty argue that it brings closure to the victim’(s)Read MoreThe Death Penalty As A Form Of Punishment1491 Words   |  6 Pages The Death Penalty Elizabeth del Rio San Jose State University Abstract This paper will propose all the arguments for and against the use of the death penalty as a form of punishment. The death penalty, also known as Capital Punishment, is a punishmentRead MoreThe Death Penalty Should Not Be Applied975 Words   |  4 PagesCourt ruled that the death penalty was unconstitutional, removing over 600 prisoners from death row. The justices described the application of the death penalty as arbitrarily, random, and discriminatory. Justice Potter Stewart remarked that the death penalty like being â€Å"struck by lightning† and that â€Å"if society s ultimate punishment cannot be applied fairly, it should not be applied at all†  ¹. Of the 22,000 homicides committed every year, less than 100 people are sentenced to death, and politics, theRead MoreTaking a Look at Capital Punishment1080 Words   |  4 Pages Since 1608, legal systems have used capital punishment as justice. â€Å"As of November 2014, 32 states have the death penalty. There have been a total of 1348 executions from January 1977 to the end of 2014† (capitalpunishmentuk). The capital punishment only affects those who sentenced in the crime of rape or murder. The most popular death method is lethal injection. There are other options such as â€Å"electrocution, hanging, shooting, and the gas chamber† (capitalpunishmentuk) but theses alternativeRead MoreCapital Punishment : The Death Penalty1482 Words   |  6 Pagesconcluded the death penalty is wrong because it lowers us all; it is a surrender to the worst that is in us; it uses a power- the official power to kill by execution- that has never brought back a life, need inspired anything but hate. (Cuomo 1) This is one of the main arguments against capital punishment (also known as the death sentence.) Capital punishment is the ability for a government to exec ute a person who has committed a crime. People that agree with using the death penalty, will argue that

Sociological perspectives free essay sample

Functionalism is a perspective on social aspects (religion, political, kinship/family etc) function all together to meet the needs of their society. System stability is what functionalism is based on rather than the individuals that make up society. Individuals are born into society and become part of their surroundings that are socialised by institutions such as family, education and religion. Their view is that if there is a change in one part of the society e. g political, it will change the others too. Almost like a set of parts, if one part breaks the rest will gradually begin to fall apart too as they only formed a whole together. Talcott Parsons also saw society as a system, however he argued that every social system has only four basic functional needs, adaptation, goal attainment, integration and pattern maintenance. All parts of the social system is understood as it contributes to meeting the functional needs. We will write a custom essay sample on Sociological perspectives or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Criticism There has been much criticism towards the functionalist perspective for not taking the negative functions of society into account, such as divorce. They don’t see change as a desirable thing as they believe society will change naturally if problems arise. Functionalism does not encourage or advise people to get involved or try to change their environment, even if change would benefit them. Marxism Marxism was originally from Karl Marx who gave a critical explanation of the development and structure of capitalist society. For instance, he would be against the owner of a large shop, claiming he was brainwashing them and it was slave labour. It is a system of economic, social and political philosophy. Marxism is based on ideas that economic factors will be the cause of social change. He thought the Proletariat would advance themselves and gain power engaging in conflict with the Bourgeoisie. The revolutions in Eastern Europe in the 20th Century were based on a Marxist theory. Lenin was the leader of the Bolsheviks and adapted this theory which formed a basis of social and economic organisation in the early years of the Soviet Union. It was false conflict as people were unable to recognise the real relationships of power and didn’t realise they were oppressed. Marxists believe that people should be entitled to enjoy life but are prevented by living in a capitalist economic system, as it has divided our society into two classes. The belief that there is a large struggle between social classes will be a major force in history and we will eventually live in a society which has no social classes. Criticism Critics have said that Marx’s theory and law of the tendency of the rate of profit to fall are not consistent and smooth running as his conclusions didn’t follow from his theoretical premises.

Transgender Students on Colleges Needs and Challenges

Transgender Transgender is a term used to define a variety of groups of people who portray a deviation from the conventionally set gender identities. It is a case of one’s identity and has completely nothing to do with an individual’s sexual orientation because a transgender person can be heterosexual, bisexual, poly-sexual, pansexual, asexual or even homosexual (Beemyn, 2005, ).Advertising We will write a custom dissertation sample on Transgender Students on Colleges: Needs and Challenges specifically for you for only $16.05 $11/page Learn More Transgender is a state of the person not identifying with the assigned gender, which is mostly because of appearance or genetics. In order to accommodate all the involved groups of people, there is no attributed definition of transgender due to the diversity of the subject. It is important therefore to note that a transgender person may portray characteristics of a given gender, or identify in a dif ferent place in the gender continuum or fail to associate with any of the traditional gender identities. According to Carter (1999), the definition of the term transgender keeps on evolving and therefore the meaning is dynamic. There is a need therefore to understand what is inclusive in the transgender definition through comparing it with other related terminologies. The term transsexual has its origin in the medical and psychological disciplines. Many people under the category of transsexuals have the belief that for one to fit in the category completely, they have to undergo a surgery (Beemyn, 2005, p.80). It is however possible to reassign this change of gender simply by the administration of the hormones estrogen and testosterone. The sexual reassignment surgery (SRS) sets the foundation for the transition from one gender identity to the next or even settling in between for transsexuals. Transsexuals are therefore considered as components under the umbrella of transgender. This follows the simple logic that the transsexuals undergo the transition for the desire to identify with a gender different from the one they were assigned at birth by considering their genitals.Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Identities inclusive in transgender According to Beemyn (2005, p.34), there is a number of overlapping identities that can be included in the transgender bracket. This includes the Cross-dressers/ transvestite, adrogynes, gender queer, drag queens and kings, and transsexuals. The category of transvestite fetishists is not included in transgender because it is regarded as rather a paraphilia and not a gender identity. In order to be considered a transgender, the person must portray the desire to identify with a sex different from the one that they were assigned at birth (Carter, 1999, p. 45). This leaves out the category of those people who are interse x. These people have characteristics such as genitalia that do not conform strictly to the definitions of the traditional alignments of gender. These people cannot be strictly transgender considering that they do not necessarily disagree with their assigned gender or current identity. The condition of portraying the desire to identify with the opposite sex has however been contested by some scholars interested in the discipline. These include Bilodeau (2005, p.30), who states that by choosing that as a determining factor, an equally important group; the cross dressers/ transvestite will be left out. This is because according to his definition of cross dressers, the people involved do not desire to identify with the opposite sex but only fancy wearing clothing that belongs to the opposite sex not because they want to feel like the opposite sex but simply because it is of the opposite sex. This locks out those people who dress clothes belonging to the opposite sex for other reasons. A clear understanding of the challenges and the needs of students under this category is important to ensure that their welfare is catered for. Challenges Discrimination According to Beemyn ,most institutions of higher learning have gender exclusive policies that marginalize the transgender students (2005, p.77).Cases have been recorded whereby transgender students feel completely out of place due to the policies that are in place in their institutions of learning.Advertising We will write a custom dissertation sample on Transgender Students on Colleges: Needs and Challenges specifically for you for only $16.05 $11/page Learn More He explores the forms of discriminatory policies that exist in these institutions. For instance, he gives an example of a situation from Ohio State University where the campus admission form expects applicants to check either the M or F boxes for their gender (Beemyn, 2005, p. 34). In this case, transgender students wishing to join the university felt completely left out in the process since some are not fully aware of where they belong. Beemyn (2005) goes further to address the different challenges that the students face in accessing services from different facilities in the campuses and colleges (p.102). For instance, in the halls of residence, there is a tendency by most institutions to brand a given hall as belonging to either male only or females only. This makes it difficult for transgender students to take campus housing as an option since they already feel left out by the system. Disapproval A more personal problem that transgender students face is that of disapproval. They encounter hostility due to their changing or already changed identities (Lombardi, Wilchins, Priesling, Malouf, 2001, p.100). Worth noting is that people consider this a source of violence and harassment. Hate crimes directed to the transgender students is rampant in many institutions of higher learning (Beemyn, 2005, p. 100). In situations where these students are faced with harassment and there are no organs put in place by the institutions to help them, some end up dropping out of school or getting psychologically affected which results into poor academic performances by the students. Some of the students have testified having faced disapproval that has eventually affected them to an extent to dropping out of school. This is worse especially when the disapproval and lack of necessary support is also present at the student’s home (Carter, 1999, p. 78).Advertising Looking for dissertation on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Beemyn (2005) students who face disapproval, both in their homes and in campus were the most affected (p. 45). This in most cases results to depression and the student can no longer concentrate with his/ her studies. Depression The negative attention that transgender students receive results to depression. One of the most rampant occurrences is that of transgender students developing stress that deteriorates to depression. These students are abused, mistreated and worst still experience violence directed towards them simply because of their state. When depressed, these students cannot concentrate with their studies and their overall performance is greatly affected. A good example in where a student was insulted by being called a â€Å"fag† and a â€Å"queer† simply because he looks effeminate (Beemyn, 2005, p. 34). This must have been a tough time for the student who had to balance his social identity and his academic work to make sure that he excelled in his endeavors. Such treatment directed on transgender students is a major cause of concern since it is also the biggest cause of depression to the students. Most learning institutions lack enough facilities such as counseling centers to assist transgender students who find themselves caught up in such situations. This further contributes to the depression since the students tend to feel that no one cares for them and that they are all by themselves. Fear of their life after campus Transgender students live with the fear that they may face more problems in the future when they come out of their present institutions (Herbst, Malaney, 1999, p. 43). These fears include the fear that they might not get work in their respective areas of specialization when other people discover the truth about their identities. This is mostly in cases where by the employers or the faculty members might have a phobia and treat them harshly or deny them chances based on their identities. Some institutions in the society have policies that do not tolerate transgender people and the particular student might have interest in the specific area (Lees, 1998, p.23). As given in the example of the Ohio State University by Beemyn, transsexual students wonder and express fear in what to expect in the future, where they strive desperately to have their gender changed in the records to reflect their current appearance. They also express fears about how others will receive them when they get out finding jobs. Because of this fear, these students are always psychologically affected and this worry fills a portion of their minds where they should be receiving new knowledge from their teachers and professors. These worries also confuse some students when it comes to career choice since they become confused as what to do to impress others at the expense of their happiness and personal satisfaction. Sexual harassment and abuse from others There are reported cases in many institutions of higher learning where transgender students are victims of sexual harassment and abuse from their colleagues (Lombardi, Wilchins, Priesling, Malouf, 2001, p. 93). This is mostly in cases where the institutions have no consideration of transgender students especially when it comes to the assigning of amenities such as bathrooms, restrooms and residential halls. A good example is a case where a teacher might force a transsexual student to share a room with a bully who discovers the state of the other student and harasses him or her. Lombardi (2001, p.89) states that these cases have been rampant in most institutions and little has been addressed concerning the efforts that are being put in place to curb such a crime. Due to the fear of attracting unnecessary attention towards themselves, the students who become victims of their situations end up depressed and some result to desperate measures to liberate themselves while keeping it as a secret. There have been cases where by transsexual students who are victims of sexual abuse result into murdering their predators in order to seek their redemption. In fact, most people do not always consider such incidences when dealing with the investigation of such crimes, which leads to the real problems, which the people including teachers and parents leave unsolved by the end of the day. Low self-esteem Institutions such as colleges and universities are supposed to prepare students for the tough challenges of adulthood that people need to address with a lot of self-confidence and esteem. Due to the problems encountered by the transgender students in their social life, it becomes quite difficult for them to develop self-esteem since colleagues and other people they interact with always look down upon them. In some institutions, this is worse to the extent that a transgender student cannot make a class or a school presentation without others booing them (Pusch, 2005, p.62). This makes the students to feel out of place and always lacking the ir own confidence. There are many incidences where transsexual students face a good deal of ridicule from their closest friends because of their state. Since most cannot do a thing to change their current situations, they end up recoiling in themselves and as a result, their composure and overall self-esteem is lowered (Currah, Minter, Green, 2000, p.68). Lack of proper representation In some colleges especially those that are of the conservative type, transgender students face the problem of people not representing them as well as not giving a forum to their problems where they can be addressed (Lees, 1998, p. 41). This results to the problems that they face failing to be addressed fully and they end up collapsing under the weight of their challenges. However, though some institutions claim to represent fully the minority groups, they do not tackle appropriately the issue of transgender students based on their failure to address their problems to satisfaction. Needs of transgender students Full representation To address the issue of transgender students often feeling left out, invisible or underrepresented, the college and campus administrators should incorporate in their systems a more inclusive education program that allows the full participation of transgender students (Lees, 1998, p.43). Lees continues to state that the formation of associations that would act as forums for the students to share their experiences is a major need that any institution that is aimed at improving the environment to suite all groups of students and facilitate their academic excellence cannot disregard (1998, p.54). The programming of activities in the colleges and campuses should be such that they all-inclusive. As argued by Beemyn (2005, p.39), these activities contribute to the development of the students. There should be certain times while the activities should be specially designed to suite the transgender students for the reason of making them feel appreciated and compl etely part of the system. Support In most institutions, people address transgender issues together with that of the lesbian, gays and bisexuals (LGB) (Putsch, 2005, p.112). However, in most cases despite these organizations having the inclusive mandate of addressing the issues of the bisexuals, they end up not solving them by the end of the day. This is mostly the case for transgender students who identify themselves as heterosexuals (Beemyn, 2005, p.56). In order to receive this full support, transgender students need to form their own separate associations that will look into their issues separately to ensure that every issue related to transgender is reviewed and addressed accordingly. This is always possible when there is a supportive climate in the campus (Currah, Minter, Green, 2000). All inclusive policies The evident discriminatory policies in virtually all campuses affect transgender students largely. The situation therefore calls for the need to amend most of the nondiscr imination policies of these institutions that include the selection of the categories of â€Å"sex† or sexual orientation to cover the transgender people. In this case, people should perceive their gender expression rather than their biological gender without any interrogation as the gender identity of the student (Beemyn, 2005, p. 37). Confirming the Love (1999, p.295) states that there are other instances whereby a transgender student wants to change the identity that is currently reflected on their documents. In these instances, the procedure to do so should be an easy one to ensure that they can do so without any form of disapproval or rough interrogation. All inclusive housing in the campus Most institutions have housing policies that assume that all of the students are either male or female. These policies are dangerous in that they discriminate against the transgender students and expose them to ‘trans-phobic’ sexual violence and harassment. Therefore, the responsible people should amend these policies to address the concerns of transgender students especially those who are in the process of transition from one gender to the other. There should be separate residential halls for transgender students rather than simply labeling them as for males and females only (McKinney, 2005, p.102). When the amendment of these policies takes place with the housing of students in campuses becoming all-inclusive, the transgender students will feel appreciated based on the observance of their privacy. When they share halls of residence, they coexist easily with one another since they understand each other. Privacy According to Bochenek and Brown (2001), institutions accommodating transgender students need to accord them the right to privacy whereby their sexual orientation or nature should not form topics of discussion to others (p. 122). The need follows because most unnecessary attentions result to these students feeling uneasy as well as the feelin g of mistreatment by the management who seem to interfere with their privacy rights (Human Rights Watch, 2001, p. 19). This can only happen where the student fraternity as well as other members of the campus society is educated about the nature of transgender students. This deals with the attitudes of disapproval and hatred that can negatively affect these students. One everyone in the campus creates a suitable condition for the transgender student, social life becomes easy and the student feels that s/he is normal and part of the society. Putting aside bathrooms and locker rooms that are designated neither for males nor for females can pass for a good way of ensuring, that the students use the facilities that do not expose them to other people’s curiosities (Rankin, 2003, p.29). The Ease to amend vital identification College records and documents Institutions that harbor transsexual students need to give them the opportunity to amend their names and other vital information i n the college records with ease. They should allow those who decide transition from a particular gender to the other completely by the change of names to do so without any restrictions (Nakamura, 1998, p.102). They should further help them in the process legally or otherwise to avoid incidences whereby the arm of the government might catch them up in compromising situations and have to explain why their names do not reflect their original names or their current gender. The processes of changing important details such as names in vital documents however vary from one state to the other. Some states have cumbersome procedures that require the intervention of the administrators of the school to ensure that the students succeed in the venture. Conclusion Despite the fact that institutions of higher learning should prepare students to become responsible adults, transgender students continue face numerous challenges while in these institutions that include colleges and universities (Brown , Clarke, Gortmaker, Robinson-Keilig, 2005, p.65). These challenges influence negatively on their academic performance and psychologically. In order to address completely the needs of transgender students, it is important first to be aware of the major challenges affecting them. Institutions harboring these students need to give them the chance to excel academically and develop physically, mentally, and spiritually (Bilodeau, 2005, p.40). This can only be reached if all the challenges and needs that they have are addressed accordingly therefore making the environment conducive for their learning. Addressing these issue amounts to upholding their human rights, which make them feel appreciated and supported and given the right environment to make it in life (Carter, 1999, p.72). Otherwise, disability does not imply inability, as these are students like others with equal potential of excelling, not only academically but also in life in general. References List Beemyn, B. (2005). Makin g Campuses more Inclusive of Transgender Students.  Journal of Gay Lesbian issues in Education, 3(1), pp.77-87. Bilodeau, B. (2005). Beyond the Gender Binary: A case Study of two Transgender Students at a Midwestern Research University. Journal of Gay and Lesbian Issues in Education, 3(1), pp. 29-44. Bochenek, M., Brown, A. (2001). Hatred in the hallways: Violence and  discrimination against lesbian, gay, bisexual, and transgender students in U.S. schools. New York: Human Rights Watch. Brown, R., Clarke, B., Gortmaker, V., Robinson-Keilig, R. (2005). Assessing the Campus Climate for Gay, Lesbian, Bisexual and Transgender (LGBT) Students using a Multiple Perspectives Approach. In S. R. Rankin, Campus climate for sexual minorities. New Directions for Student Services, 111, pp.17-23. Carter, K. (1999). Transgenderism and College Students: Issues of Gender Identity and  its Role on our Campuses. Toward acceptance: Sexual Orientation Issues on Campus. USA: University Press of Am erica. Currah, P., Minter, S., Green, J. (2000). Transgender equality: A handbook for  activists and policymakers. Washington, DC: National Gay and Lesbian Task Force. Herbst, S., Malaney, G. (1999). Perceived Value of a Special Interest Residential Program for Gay, Lesbian, Bisexual, and Transgender Students. NASPA Journal, 36(2), pp.106-109. Human Rights Watch. (2001). Hatred in the hallways: Violence and discrimination  against lesbian, gay, bisexual, and transgender students in U.S. schools. New York: Human Rights Watch. Lees, L. (1998). Transgender Students on our Campuses. Working  With Lesbian, Gay, Bisexual, and Transgender College Students: A handbook for Faculty and Administrators. Westport, CT: Greenwood Press. Lombardi, E., Wilchins, R., Priesling, D., Malouf, D. (2001). Gender violence: Transgender experiences with violence and discrimination. The Journal of  Homosexuality, 42, pp.89-101. Love, P., (1999). Cultural barriers facing lesbian, gay, bisexual stude nts at a Catholic college. Journal of Higher Education, 69, pp.298–323. McKinney, J., (2005). On the Margins: A Study of the Experiences of Transgender College Students†. Journal of Gay and Lesbian Issues in Education, 3(1), pp. 58-84. Nakamura, K. (1998). Transitioning on Campus: A case Studies Approach. Working  with Lesbian, Gay, Bisexual, and Transgender College Students: A handbook for Faculty and Administrators. Westport, CT: Greenwood. Pusch, R. (2005). Objects of Curiosity: Transgender College Students’ Perception of the Reactions of Others†. Journal of Gay and Lesbian Issues in Education, 3(1), pp. 45-71. Rankin, S. (2003). Campus Climate for Gay, Lesbian, Bisexual, and Transgender  People: A National Perspective. New York: National Gay and Lesbian Task Force Policy Institute. This dissertation on Transgender Students on Colleges: Needs and Challenges was written and submitted by user Angela W. 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.