Child Labor Is A Violation Of Fundamental Human Rights

Committee #8 405292 Child Labor Republic of France Position Paper Part 1 History and Background of Child Labor Child labor became most prevalent during the Industrial Revolution, which took place from 1760-1840, and has become prominent throughout our world since. Children would work around 19 hours a day, having approximately a one hour break, and work for almost no pay. In the 1900’s, statistics showed that over 200 million children were involved in the act of child labor worldwide, and 73 million of them were under 10 years old. By the year of 2012, that rate lowered to 168 million, which is 11% of children worldwide. Child labor does not just consist of agricultural work, but includes drug trafficking, child prostitution/pornography, armed combat, and working in factories. However, 60% of children in child labor work in the agricultural industry. â€Å"Child labor is a violation of fundamental human rights and has been shown to hinder children’s development, potentially leading to a physical or psychological damage.† The main causes of child labor are poverty w ithin families, lack of free education offered, and lack of law enforcement. When families are faced with low income and they cannot afford for their children to go to school, they send their children to work to increase their income. Based off of the Declaration of Human Rights, child labor is a violationShow MoreRelatedHuman Rights Violations During The Diamond Industry1410 Words   |  6 Pagesfrom the effects of the war. It is also said that there are many issues with child labor in the diamond industry being that because they have small hands, it is easier for them to sift through the diamonds easily. This allows for efficient mining. Today, workers get an average wage of 0.07 cents a day. 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WhatRead MoreThe First Global Attempt To Combat Trokosi Was Instated1699 Words   |  7 PagesThe first global attempt to combat Trokosi was instated in the International Covenant on Civil and Political Rights of 1966, with the goal of ensuring individual liberties through the regulation of inhumane practices. More specifically, the covenant addresses slavery, forced, labor, and servitude, all constituted under Trokosi, as many of these cruel and unjust practices. A year later, the United Nations General Assembly adopted the Convention on the Elimination of All Forms of Discrimination againstRead MoreAnnotated Bibliography On Human Rights Abuses1747 Words   |  7 Pagessignature: Topic -: Human rights abuses exist in many countries. Research the human rights situation in one country and evaluate the issues. Position-: Laws are still not effective to abolish child labor in India. 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Effectively teaching ethics in schools for later life Free Essays

string(89) " be called out as a biget and a male chauvinist, but is n’t it the same statement\." Ethical motives are an of import portion of decision-making but pupils arent taught to believe ethically. They do non understand what ethics is. They do non understand the difference between moralss and ethical motives and yet are n’t two of the SLO ‘s in the computing machine scientific discipline model related to Ethical Behaviour? So how do we travel about making this? Certain we could merely prophesy to them about what they should and should non make and the alleged grounds for this. We will write a custom essay sample on Effectively teaching ethics in schools for later life or any similar topic only for you Order Now This method would be fast and so we can travel on to more interesting things, but learning in this manner we will lose a great chance to learn pupils ethical thought. Plus if we were merely to prophesy to the pupils it would travel in one ear and out the other. So in order to understand if it would be a good thought to learn moralss decently to pupils we need to see where the pupils are at. We need to make this to see if learning moralss is a right for them. We besides need to see what computing machine moralss is and what it entails and in conclusion we need to look at the benefits of learning moralss in a computing machine class. Students In order to see it is a good thought to learn moralss to pupils we need to look at the pupils. Possibly the moragity of pupils understand moralss and therefore do n’t necessitate to be taught. Maybe it is better to state them what to make and non acquire them to believe about the grounds why. If we were to learn pupils moralss would they happen them utile. These all the things we need to cognize before we decide whether it is or is non a good thought to learn moralss to pupils. Let ‘s get down off by looking at the accomplishments the pupils already have. The article Computer Literacy: Deductions for Teaching a College-Level Course by Nitham M. Hindi is an older article that talked about what computing machine skills pupils have. It noted that computing machine accomplishments are really indispensable to concern and it recognizes pupils do non hold the appropriate accomplishments. Students today will alter occupations at least 10 times and alteration callings at least th ree times. The importance of computing machine accomplishments is non lost. In the module of instruction we need to take a computing machine use category even though they wo n’t name it that. Besides many other modules including concern demand to take a computing machine use category. This article besides noted that many pupils who took a computing machine class in high school had a huge cognition of pressmans, the Internet and difficult thrusts. Some of the pupils besides had cognition of virus protection runing systems and expose units. Although pupils had a batch of cognition about the how tos, they do non hold cognition about the â€Å" softer † issues. This cognition includes societal issues, ethical issues, planetary issues, and legal issues. It seems like non much has changed. In computing machine scientific discipline, movie and picture taking, or graphics the focal point is on the how to. The sociological side is n’t shown. In a artworks category where the pupils are working on Photoshop why non speak about the societal issues of retouching exposures. One side to this issue is Photoshoping images to make an unreal sense of beauty. This article goes on to state that work forces were two times more likely than females to hold discussed ethical issues in a computing machine class. This points out another interesting fact. That is that females are more likely non to hold looked at any societal branchings of computing machines. During my research I noticed an interesting subject that emerged. This subject suggested that discoursing societal branchings of computing machines may do computing machine classs more interesting to females. In fact this was a common yarn. I even found an article called Gender and computing machine moralss By Alison Adam which disputed this. Either manner thought in the societal side might hook different people with different positions. I besides found another article that mentioned that adult females ‘s assurance is frequently undermined in computing machine classs. This quotation mark is from a adult female who had a batch of programming experience that took a computing machine scientific discipline class she said that Then I got here and merely felt so improbably overwhelmed by the other people in the plan ( largely guys, yes ) that I began to lose involvement in coding because truly, whenever I sat down to plan there would be dozenss of people around traveling, â€Å" My God, this is so easy. Why have you been working on it for two yearss, when I finished in five hours? I remember how computing machine scientific discipline was. I went through the whole plan and got my grade. So I know this is how we treat everybody. We procrastinate and leave everything to the last-minute. We gloat when we complete assignments fast. We brag and show off. Possibly analyzing moralss or other do-gooders may do the ambiance more unfastened and friendly. This article besides points out that adult females may hold the same accomplishments as work forces but are given lesser functions and because of this it has become a male dominate industry. The article goes farther and suggests that because it is male dominated that everything computing machine from the interface to the bit layout is work forces oriented. This could go forth adult females confined to systems which work forces have created and these systems may non be ideally suited to them. I think this is a absurd thought. I do n’t see how something can be oriented towards one gender or another. If I said I do n’t see guys kicking about the interface of their ironing boards. I would be called out as a biget and a male chauvinist, but is n’t it the same statement. You read "Effectively teaching ethics in schools for later life" in category "Essay examples" There are a batch of things that have been designed by females and I do n’t hear cats kicking. It ‘s impossible to penetrate how something designed by one gender will hold negative effects on the other. I do hold a job with the fact that adult females, with the same accomplishment set as work forces, do non acquire the same occupations. This points out a turning demand for the instruction of moralss and if computing machines do hold a gender prejudice, hopefully equal chances will make a balance and this prejudice will henceforth be eliminated. The article entitled Teaching Information Ethics to High School Students by Kathy Lehman looks at a batch of plagiarism pupils do. It looks at the job from a librarian point of position and what a library should make to rectify the job of plagiarism. The bibliothec said that non really many of the 11th class pupils felt guilty downloading music without paying for it. They merely do non believe about the support of the persons. They do non believe about what it takes to contrive or make music or the sum of attempt involved. Those pupils that are 17 old ages or older do non experience really guilty about downloading music illicitly even though they do understand the branchings. The pupils do hold a sense of morality. They recognize the deductions of unethical behavior when it comes to misapply of a friend ‘s electronic mail or images and they understand the dangers of marauders and therefore maintain private information off the Internet. Basically the writer states that they teach the class 11 pupils the branchings of illicitly copying music but when the pupils reach the 12th class they could care less. If we use the same attack learning the moralss model in computing machine scientific discipline we do better to merely trash that constituent. Possibly we should non prophesy to the pupils or to concentrate on a specific aspect of the moralss argument but to hold the pupils create their ain moralss. If they are traveling to copy music they should hold to support their act ethically. I think our ends should be for pupils to utilize moralss to make ground. The focal point should non be on whether they do or make non copy music. As instructors we should focused on the bigger image. We need to concentrate on larning aims and non commercial aims. The article entitled Teaching Ethical motives to High School Students by SUSAN PASS and WENDY WILLINGHAM agrees with my point. The article says that the pupil should non be sidetracked by subjects of moral tyranny and relativism. Moral tyranny means that merely one morality is right. Relativism is the false belief that if certain moralss are right for one group or individual they are right morally. Basically these prejudices boil down to the fact that there are no different point of views when it comes to moral logical thinking. With moral concluding there is merely one right reply. Basically we need to allow the pupils know there are many ways of logical thinking and if you bump into these prejudices you should inquire the category if there are any extra suggestions or options. The article goes on and says â€Å" there is a existent danger of learning striplings in a mode that ignores personal or moral development, but focuses wholly on academic accomplishment. Adolescence is a cli p of turbulence when immature people need counsel † ( 21 ) . Galbraith ( 1979 ) warns us about utilizing indoctrination, dictatorship, and relativism. Indoctrination and dictatorship do non let the pupil to research their sense of moralss, we alternatively coerce them to accept or reject what the teacher tells them is true. Relativism besides creates a barrier to acquisition as it destroys systematic ethical doctrines. It assumes that because it is right for you it is right for everybody else. Thus it destroys the arguments before they begin. What we need to make is to make moral development through treatment. The article written by that bibliothec besides notes that pupils are really good at happening illegal signifiers of electronic media and importing them straight into their PowerPoint or multimedia undertakings. It besides points out that because these undertakings are normally done at place, there is no inadvertence from bibliothecs who can assist learn the pupils about right of first publication and plagiarism. Merely late there has been a province authorization, where this librarian works, that states that every school territory will implement the course of study of Internet safety. There libraries must be I safe certified. Their County has a really rigorous acceptable usage policy which all staff must subscribe. Classroom instructors need to implement the 10 % or 30 2nd regulation for utilizing proprietary digital media. In short, they talk about their carnival usage understandings and copyright Torahs and the importance of spying beginnings. In fact at Thomas Dale no pupil can co py a paper, either their ain or a siblings paper that took the class in the past, or from on-line beginnings, because the school has a database with all old documents of all time submitted to that school and of class they have a plan that will seek this database and the Internet for similar documents. The article said it was a powerful inducement for pupils non to plagiarise. This is of class because the pupils do non desire to acquire caught, non because they feel guilty or possess any ethical duty non to plagiarise. When I read this I thought this would be something cool to prove so I found a similar plan called Viper and I have had a batch of merriment look intoing to see if the writer themselves have plagiarized. At this school they besides teach pupils about how to make up one’s mind what information you should portion and about the importance of being true and honest. This manner the pupils know how to utilize societal networking sites suitably and non distribute false rumor. In short it seems they have become really hawkish to support right of first publication in all its signifiers. Alternatively of learning moralss to protect right of first publication they have used a run of menaces and coercion to support it. We have seen the shout approachs of these tactics. What they are rely learning the pupils is how non to acquire caught. So far it seems that pupils ca n’t believe ethically. We have seen that merely stating the pupils what to and what non to make does n’t work. Even if you merely show one side of an ethical issue and utilize ethical logical thinking to support it that would be a bad thought. You need to show the whole issue and your pupils need to develop their ain positions. They need to do judgements and to be able to support their ain point of views. We can besides see this information will profit the pupils as it will let them to make a fairer and more welcoming environment no affair where they may travel. What is computing machine moralss? We have seen that learning moralss to pupils is a good thought but what is computing machine moralss? The word â€Å" moralss † is a derivative of the Greek word ethos, which means â€Å" imposts † . This is because these are the steering beliefs on the ideals that defined a community. This is why I think we use the word moralss to speak about professional moralss and non the word ethical motives which relate to oneself. It is of class perchance that person ‘s moralss may conflict with their ethical motives. Ethical motives consists of statements that tell us how the universe should be. Everything we do and make non make can be a possible topic for ethical rating. When reading about computing machine moralss, most people view it as separate from regular moralss. Kallman and Grillo province that there is no existent particular class for computing machine moralss but the ethical state of affairss in which computing machines are involved have drastically changed the state of affairs. Computers have addressed the concerns related to free address, legal power, namelessness, and trust. There are besides some concerns about the features of personal information on the Internet. In short the Internet has made it so everybody can be an writer and the writer can be anon. . This has led to jobs with trust. If anyone can print, how can we swear the information? It has besides led to inquiries about free address because the Internet is so anon. people can compose or make whatever they want. They can print hateful messages and commit hatred offenses. Another job is that the Internet is planetary and different states have different Torahs so who has legal power when a jurisprudence is broken? Some states have erected a planetary firewall to ban the populati on to unwanted political or societal positions. Last there is a job with what people put up online sing privateness. I did non truly understand this issue but that is non the point. The point is that computing machines have made these jobs more broad spread and prevalent and yes these subjects were talked about in the regular moralss, but they were talked about separately. In computing machines they all come at the same clip and converge in different ways to make a new set of issues Moor has a nice manner to turn to it. He views computing machine moralss as a specific field where we identify policy vacuities that before the computing machine did non be. He states that computing machine moralss attempts to clear up conceptual confusion environing these issues and to explicate and warrant new policies in countries with either no policies or policies that have been broken. So who would be the best people to analyze this new signifier of moralss? In the article, On the Importance of Tea ching Professional Ethics to Computer Science Students, Gordana and Dodig-Crnkovic has an interesting thought. They say that In order to understand computing machine moralss jobs we need a new type of individual. We need person who understands the cultural functions that computing machines play and they besides have to hold an apprehension of the proficient inside informations of the job. In short we need person who understands societal branchings every bit good as the computing machine scientific discipline portion. Thus it makes sense to learn computing machine moralss with computing machine scientific discipline. So non merely is it portion of our computing machine scientific discipline model but people with proficient cognition are better suited for computing machine moralss. The following inquiry would be what ethical theories should be used in the schoolroom. It is of class non appropriate to try to utilize spiritual ethical theories so what should we utilize? Should we utiliz e useful or virtue moralss? One article I read said that a figure of philosophers have argued that traditional ethical theories can non be applied to all computing machine moralss issues. These ethical theories include deontological, useful, and aretaic ( virtue moralss ) theories. I besides read another article that suggested we use a intercrossed attack. It recommends that high school pupils can easy utilize Kantian moralss and virtuousness moralss to make an ethical determination. The pupils must happen a solution to which both of the ethical theories apply. So far we have seen that Computer ethics is different that regular moralss. I have demonstrated ways in which the computing machine engineering has created nothingnesss in policies and how engineering has changed ethical thought. Last I have shown that it takes techniquly minded people to understand computing machine moralss. Therefore there is a demand for computing machine scientific discipline pupils to understand moralss. We have seen that pupils will profit from a class in moralss and we have besides seen what computing machine morals is. We have besides talked about some benefits along the manner so now let ‘s take a expression at other benefits in learning our pupils moralss Reasons why There are many benefits in learning moralss to our pupils. The NCSS says that moralss is an indispensable constituent for societal engagement and interpersonal relationships so pupils need to make and show their ain personal strong beliefs as portion of their ethical decision-making procedure. In fact even John Dewey recognizes the demand to learn moral judgement to pupils. The article goes on to state that ethical thought gives pupils the ability to conceive of and research possibilities before they make a judgement. As pupils apply moralss to real-life scenarios they non merely develop their sense of moralss but they besides develop higher-order thought accomplishments. When pupils are believing ethically they ‘re working at the top three degrees of Bloom ‘s taxonomy. They are utilizing creativeness, synthesis and analysis. As already mentioned, computing machines have created many ethical issues that have non existed in the yesteryear. When people are working on computing machines they miss the face-to-face contact of working with people. They are indirectly removed by the machine, as such ; they do non see the moral branchings of their actions. They do non believe about other people when doing determinations. This means that as instructors we need to speak about these issues. We need to acquire our pupils to believe about the universe in which they like to populate. They need to develop a codification of behavior. They need to believe about how they treat other people, even people they do n’t see. Computers have created new signifiers of media which are more synergistic. Now anybody has the ability to pass on globally. They can be anon. . Peoples can copy and reproduce any signifier of digital information. This new signifier of engineering airss many jobs. Hackers could utilize distant terminus s to interrupt into systems. They may or may non hold a malicious purpose. They could be merely proving their accomplishments as a hacker and in making so may really assist by indicating out holes in the security. So does the Intent do this action ethical or is it still unethical because the individual broke in. Another job is the copying of proprietary plants. The writer or Godheads rely on income by selling their package to people who are willing to purchase their merchandise. If the people who are willing to purchase the merchandise acquire it for free, so the Godhead loses money. Not merely do writers hold to worry about their plants being copied, confidential records can be easy copied between databases. Another concern is about what types of information authoritiess or corporations collect about us. This is known as the large brother fright. It is of import to state pupils they have the right to see any information on any database sing themselves. This is known as the freedom of information act. The whole armory of ethical issues can be drawn from the field of unreal intelligence entirely. The involvement and consequence will go even more outstanding as clip Marches frontward Deborah Hurley ( 2000 ) presents the thought that computing machine devices will shortly be portion of our vesture and even portion of our organic structures such as biochips and implants. The ethical deductions will go on to progress. There are a batch of issues related to computing machine moralss and as the engineering evolves and becomes more incorporate into the societal facets of mundane life, there becomes a stronger demand to learn pupils about moralss and what it means to act ethically. Last we are learning our pupils computing machine scientific discipline. Computer scientific discipline is a profession and as such it has a codification of behavior. What I mean to state is that we have several professional organisations and each has its ain codification of behavior. There is ACM, AITP and IEEE-CS. We are learning our pupils computing machine scientific discipline and moralss is an built-in portion of it. In category we talked about how most pupils will non prosecute computing machine scientific discipline in any signifier of postsecondary surveies. My counter statement to this is merely because they are non taking station secondary surveies, does non intend they wo n’t develop plans in the hereafter. So it is up to us to learn them to believe ethically about the package they create. Just expression at the ruins of the yesteryear when coders and plans failed. There was The detonation of the country and five projectile in 1996 or the Therac-25 machine which ga ve people excessively much radiation. Computer scientific discipline has direct impact on the quality of people ‘s lives and they must take into history the wellness safety and public assistance of the populace. It is lt ; = a professional codification of behavior that makes moving ethically the norm. It outlines their duties to themselves and the public codification Acts of the Apostless as an educational tool supplying a focal point for treatment as it talks about professional behavior. I think it would be a good thought to do a professional codification of behavior with your category. This could work as a schoolroom direction scheme. In your category you want your pupils to move ethically. You do non desire them to copy and glue codification from the Internet. You do non desire them to disrespect each other. You want assignments in on clip. I could travel on and on but to sum it all up you want your pupils to move professionally. In this subdivision we once more looked at all the specific ethical issues from this it is easy to see all the negative effects they can hold on our pupils. We need to learn them moralss so they can believe about each state of affairs as the demand arises and while we do this we are learning them critical accomplishments. We are learning the higher degrees of Bloom ‘s taxonomy. If this is non an adequate ground to convert you we are learning them a profession and with that profession comes ethical duties. These duties can be imported into your schoolroom to make a better richer larning environment. We have seen that Computer ethics is a new typical field that your pupils can larn a great trade from and we have besides seen that the pupils will profit emencily. If your still non convinced the model says we have to learn moralss and we mine every bit good do it right. Dodig-Crnkovic, G. ( n.d. ) . On the Importance of Teaching Professional Ethics to Computer Science Students. www.idt.mdh.se. Retrieved November 4, 2010, from hypertext transfer protocol: //www.idt.mdh.se/~gdc/work/TeachingProfEthics.pdf Herman, T. ( 2001 ) . The province of computing machine moralss as a philosophical field of enquiry: Some modern-day positions, future projections, and current resources. Ethical motives and Information Technology, 3, 97 – 108. Hindi, N. M. ( 2002 ) . Computer Literacy: Deductions for Teaching a College-Level Course. Journal of Information Systems Education, Vol. 13 ( 2 ) , 143 – 152. Lehman, K. ( 2009 ) . Teaching Information Ethical motives to High School Students. Library Media Connection, v27, p28-30. Pass, S. ( 2009 ) . Teaching Ethical motives to High School Students. Social Studies, v100 n1, p23-30. Rikowski, R. ( n.d. ) . Teaching ethical issues in Information Technology: how and when. www.libr.org. Retrieved November 4, 2010, from www.libr.org/isc/issues/ISC23/B9a % 20Ruth % 20Rikowski.pdf How to cite Effectively teaching ethics in schools for later life, Essay examples

Ancient Mid

Ancient Mid-East History Essay History, or at least the study thereof, as shown by class, is divided into three specific categories: remembered, recovered and inventedeach having their own benefits and downfalls. The main purpose of studying history is to gather information about the past; to see the cause and effects of different situations; to see how this information can be applied to our lives, to understand why and how and others think in certain ways; and thus eventually lead to a better appreciation different peoplesà one way or another. It is also inprotant to realize that history is not just about à what-really-happened-in-the-past, but is a complex intersection of truth, bias and hopes. Realizing that the major importance of history is rooted upon ideas or principles and not facts, dates or names, this course was designed not to address the material as the history of X region from X date to X date, but rather in an order and a manner that the student (in this case, me) could retain the most valuable ideas possible and learn them in a fashion most aptly suited to the students understanding of certain ideas and principles. I also realize the importance of the ideas and processes of history over the actual facts, names or dates within our study. Thus, in composing this capstone, I will attempt to use specific examples of course-material to exemplify what I thought was the main theme (themes) of the class, rather than attempting to go section by section and enumerate the material within. After all, I already have print copies of all of the course notes; if I wanted to go back and look at the any of the material covered, I can use those (note to my long-off-as-of-yet-self); therefore, it would be pointless for me to attempt restate all that was learned in all of the courses sections. With that stated, let us first look at one of the first cases of history as a science to see an exaple of the first type of history, remembered. Because he is one of the first men that we have found to attempt to record the past, we say that Herodotus is the Father of History. Herodotuss works, The Histories, which are of form of both a remembered and invented are a record of primarily two things: the Persian Wars, and the Greeks double defeat of the mighty forces led against Greece by the Persian kings Darius and Xerxes. Just as any good entertaining story would, the histories are full of gossip, religion (gods), and a little sex to make it a bit juicy. We now know that many of these things were either made-up, mere legends, or even outright liesà another characteristic that a good story would also have; and thus we add to his title: Herodotus, the father of history as well as lies. Another historian-storyteller, Homer, shows us that sometimes the best histories are, in essence, the best stories. He also provides an example of oral, or remembered history. While Herodotus was the father of history, it can also be argued that Homer was the father of writing. His epics, The Iliad and The Odyssey, are fictional epics. However, it is apparent that, to some extent, there may be truths within them. Later, Virgil, another great epic poet wrote the Aeneid, which also proved valuable in the study of these ancient Greek cultures. From this we acquire the first realization that history, as an academic study, does not exist in a vacuum, nor does it rely solely on its own vices. In contrast, we see that in the interminable quest to find the answer to the question of what-really-happened-in-the-past often we rely on things that were not necessarily originally designed to be works of history and people that do not consider themselves historians to provide an accurate picture of life at the time. (Note: looking at the historical qualities of architecture and buildings shows another example of this idea; they can show a lot about a culture, such as lifestyle, artistic sensibilities and social structure) .u9613462b2677bfb1794f4d9c85822095 , .u9613462b2677bfb1794f4d9c85822095 .postImageUrl , .u9613462b2677bfb1794f4d9c85822095 .centered-text-area { min-height: 80px; position: relative; } .u9613462b2677bfb1794f4d9c85822095 , .u9613462b2677bfb1794f4d9c85822095:hover , .u9613462b2677bfb1794f4d9c85822095:visited , .u9613462b2677bfb1794f4d9c85822095:active { border:0!important; } .u9613462b2677bfb1794f4d9c85822095 .clearfix:after { content: ""; display: table; clear: both; } .u9613462b2677bfb1794f4d9c85822095 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9613462b2677bfb1794f4d9c85822095:active , .u9613462b2677bfb1794f4d9c85822095:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9613462b2677bfb1794f4d9c85822095 .centered-text-area { width: 100%; position: relative ; } .u9613462b2677bfb1794f4d9c85822095 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9613462b2677bfb1794f4d9c85822095 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9613462b2677bfb1794f4d9c85822095 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9613462b2677bfb1794f4d9c85822095:hover .ctaButton { background-color: #34495E!important; } .u9613462b2677bfb1794f4d9c85822095 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9613462b2677bfb1794f4d9c85822095 .u9613462b2677bfb1794f4d9c85822095-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9613462b2677bfb1794f4d9c85822095:after { content: ""; display: block; clear: both; } READ: Meet John Doe: Fighting for Social Integrity EssayAn additional theme of this course was to be able to help to understand why the world is like it is today; how factors such as the Black Death, the rise and so-called fall of Rome, and the evolution of languages have effected the thoughts and actions of current cultures. It also shows that as far different as the various cultures in this area are today, that at one time or another they were very similar to each other. For instance, when we look at the early roots of Christianity and Islam we see that they are very much the sameà or at least started out so. This course showed the way that one can take a critical analysis o f something like a religion and examine it in historical terms without having to infer anything about the actual ideology behind it; thus making it possible to dissect even your own religion for historical purposes. Sometimes, however, it is important for a historian to address the study of the study of history. Frequently, the major importance of a particular topic of history is not so much the importance of the actual events that happened, or the changes that ensued after which but rather is to address the way that historians have handled it. For example, look at the story of Heinrich Schliemann and his supposed discovery of the city troy. This example also provides us with an interesting example of invented history. Schliemann, a wealthy, eccentric, German Merchant, through the process of many well publicized archeological digs, revealed to the world that he had discovered the ancient city of Troy, and, as he so famously stated looked into the face of Agamemnon (one of the characters of the Aeneid). However, it was later found that this city may not have been the actual troy, and in fact probably wasnt. From this, we grasp a better understanding of one of the main themes of the course; that sometimes our view of history is not so much from what-really-happened as it is from what someone wanted us to (or perhaps more correctly in some instances, what they wanted themselves) to think. No more is this concept more apparent than as when looking at the way that the Christian Church handled the Crusades and how thy have treated them since. The Crusades originated form a propagandized need to rid the Holy Lands of the infidel Moslems. The church had used its influence to instill the idea that Muslims were evil, had no place in gods world and in general, posed a threat to everything good into the minds of all Europe. After they must have surely realized their failure and wrongness in the aftermath of the Crusades, the church still would not let anyone publicly address that. This further emphasizes the idea that a true understanding of history, and an education in general, is key to the well being of any society; enabling the individual to choose right from wrong, rather than relying on some leader to tell them what to believe (for another example of this, look at Hitler). Ironically, it is very easy to poke fingers and call Herodotus or Schliemann liars, because we do not trace our own personal values back to themà if they are found discreditable, that does not mean that anything that we believe in, or even ourselves, is threatened. However, put something that we cherish, for example the Christian Church, into the spotlight, and we quickly become very defensive and uncomfortable. Perhaps this says something about human nature, and more so, possibly says something about how our view of history could become perverted. Thus we see that history is much more than the study of Dead White European Males; it involves men and women from many different cultures, of many different lifestyles, the study of other related subjects such as language, writing and religion, it even at times requires one to be an expert on ceramics (as is the case of Denise Schmandt-Besserats theory on the origins of cuneiform). The course has also provided invaluable information that has revealed the common background shared by some of the most dramatically contrasting civilizations of today. It is now up to the individual to use what he or she has learned from this class to better current society, and as an aid to comprehending other matters.

Serial Killers Essays (808 words) - Misconduct, Crime, Murder

Serial Killers The nineteen-seventies was an incredible decade. It was a decade of change, one of freedom, a time for great music. It was also an incredible decade for shock, fear and serial killers. John Wayne Gacy, an amateur clown, was a pedophiliac homosexual. He tortured and killed thirty three little boys and stored their remains under his house. David Berkowitz, a.k.a. the Son of Sam, stalked New York City from nineteen-sixty-seven to nineteen-seventy-seven. He claimed to have been following a voice from his dog that told him when and where to kill. Ted Bundy, who is believed to have killed at least thirty-four people, was charged for only three under his own defense- and in fact, he was commended by the judge for his own defense. He was put to death . With the combination of a very powerful media and a society fascinated with gruesome, sadistic crimes, modern serial killers have been put in the spotlight. We are enraptured with serial killers so much, that we pay seven dollars to go see a movie where everyone except the bad guys gets strangled, mutilated, or shot- and enjoy it in some sick way. The media goes out of its way to glamorize murder and terrify the public. We support killers like Charles Manson on Death Row with our tax dollars. In fact, we support them with more than that. About two months ago there was an art show in California entitled: The Death Row Art Show III. Pieces sold for thousands of dollars regardless of their aesthetic appeal, because of the identity of the artists. Serial killers are becoming as popular as rock stars. Serial killers are a development of the industrial world; they really didn't "come about" until the late eighteen-hundreds when society was becoming modernized and the threat of the new age sort of displaced some individuals so much they felt they had to kill to get their point across to society. Jack the Ripper is probably the most notorious killer in history because he established the serial killer profile. Ripper set up a pattern for the new line of mass murderers who would follow in the tradition of a truly organized killer. He had a sexual obsession with prostitutes that led him to target complete strangers for a days work. When he was done, he laid his victim out in a ritualistic manner with various disemboweled items placed strategically on or around the victim's corpse. Of course, murder has been around for centuries, committed by under-educated thieves. No one was interested in meeting, and hearing about a poor peasant that slit someones throat in a dark alley. But ever since the introduction of serial killers into our society, with their precision and strategy of the murder, the media became fascinated with these people, and so did society. So instead of killing or punishing these horrible people, we now have television networks arguing over movie rights to the killers story. News shows fighting to get the "exclusive interview". T-shirts with the killers faces on them(e.g.. the famous "Manson T-shirt"). The only explanation I can offer is that we are still obsessed with our own mortality, and we always will be. As long as we die, we'll be fascinated by those who seem to be invincible from death like, serial killers, Hitler...its almost as is we like to see the act of death itself, over and over, to observe the exact moment- or what it is that puts us over that incredible brink between life and death. I can honestly say I am fascinated with the serial killer. But since when did we condone the practice of serial killers? Why aren't they put to death promptly after being convicted, instead of being kept alive for the media to interview? You have to wonder who is making money in this. When we allow people like this to dominate our media, it's like we're saying its all right to murder. Did society and the media forget that the victims of those serial killers are us and our families? Its not the serial killers that affected the twentieth century so much, but the spotlight that allowed them to grow. Maybe if not for all the attention,