Trafficking in Person's Research Paper Example | Topics and Well Written Essays - 2500 words

Trafficking in Person's - Research Paper Example Whereas the individual reader may be thoroughly familiar with the trade in illicit substances and/or narcotics, the level of knowledge that many societal shareholders have with respect to human trafficking is quite limited. One need look no further than the way in which popular culture and media portray drug smugglers, drug addicts, and each and every wrong of the supply and demand chain for narcotics to realize that this has primarily come to be the focal point of discussion and analysis with respect to the illicit/underground economy. However, according to 2011 statistics, human trafficking is a $35 billion a year global industry (Knepper, 2013). Moreover, from an ethical and moral standpoint, the trade of human beings and the buying and selling of these individuals as if they were merely a commodity to be consumed and disposed of as perhaps the most troubling aspect of all. Whereas it is true that the impacts of illegal drugs have far-reaching consequences that can harm any number of individuals in any socioeconomic strata in any country, human trafficking is unique due to the fact that it is one of the only exhibitions of slavery that currently exist within the world. Sadly, human trafficking is increasing with each and every passing year as the demands for cheap labor, sexual services, and healthy babies only continues to rise with the increasing population of the world. As a function of this sad reality, the following analysis will seek to analyze the scope, definition, impacts, policies, levels of governmental engagement, and factors that ultimately encourage the prevalence and continued exhibition of human trafficking around the globe. Although the greatest emphasis with regards human trafficking will necessarily be with respect to the way it is evidenced within the United States, it is impossible to engage such a topic without realizing and appreciating the global ramifications that the increasingly interconnected world demonstrates. Within such a mann er, global aspects of human trafficking will be discussed and engaged interchangeably with domestic concerns. The United Nations typically defines human trafficking as international organized transnational crime. For this very purpose, the United Nations reached an international agreement entitled â€Å"The UN Convention against Transnational Organized Crime†; specifically targeting trafficking protocol is one of the first major issues that must be engaged. With regards to the actual definition of human trafficking, this particular analysis will refer to the Universal Declaration of Human Rights as a means of defining the way in which the reader should approach the issue throughout the course of this analysis (Onuoha, 2011). As such, the Universal Declaration of Human Rights defines human trafficking as the following: â€Å"†¦the recruitment, transportation, transfer, harboring, or receipt of persons, by means of threat or use of force or other forms of coercion, of the production, of fraud, a perception, of the abuse of power or of a position of vulnerability or the giving up of receiving payments or benefits to achieve the consent that a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude or the removal of organs†

Culturally Responsive Teaching in American Education Research Paper

Culturally Responsive Teaching in American Education - Research Paper Example Culturally responsive teaching is particularly important in the case of the USA. People from different backgrounds characterize the USA. Therefore, the students in a particular state experience a different culture from the student from a different state. The education in the different states is based on the culture of the region. The society in the USA is multi-racial with the intrusion of people from different countries. (Culture, n.d.). The presence of different races in society with their different backgrounds and culture has led to the importance of the culturally responsive teaching in the USA. The paper will deal with the importance of the culturally responsive teaching in the context of the USA. The modern world has been characterized by the globalization of the economy. The countries have come closer with the closeness in the economy and it is common nowadays to experience society as a multi-cultured one. People from a country moves to the other countries to integrate into the society. The people from the other countries bring some distinctive cultural traits with them, which become part of the society. The USA has become one of the most developed economies of the world. The development of the economy in the country attracted people across the world. They went to the USA to be part of the development and make them economically stable. The economy of USA offered an opportunity for all people in the world. The society of the USA has grown to become one of the most multicultural societies in the world with the influx of people from all over the world. The population of USA consists of people from different ethnic backgrounds. The Native Americans and the Alaskans are perhaps the oldest community in the country. Blacks are the descendants of the people from Africa. Many of the Blacks in the modern days came to the country in the days of slavery and the openness of the society and the economic development of the country convinced them to stay in the USA. The Black population in the country is projected to rise in the coming years.

Copyright Essay Example for Free

Copyright Essay A Copyright it the sole privilege of the owner to duplicate or allow someone else to duplicate their work. Items that can be copyrighted are anything that one creates including but not limited to literary work such as articles, stories and even computer programs. Along with any graphics, pictures, music, song lyrics, screenplays and movies can also be copyrighted by their owner or creator. If there is a question if something is copyrighted it more than likely is copyrighted and you will need permission to use it if not that is considered copyright infringement which is wrong and punishable by law. Something as simple as printing a Web page, downloading a picture, printing and image even copy the HTML, JavaScript is considered infringement and against the law. If you chose to copy code from a Web site you must show the original author respect by properly citing the material and following necessary steps. You do so by asking for permission to use their material. To use text or an image from a Web site you just need to contact the owner and explain what you would like to use the text or image for and then ask to use it. No matter if an image or text does not have a copyright notice or not it is still covered by the copyright laws, (J Kyrnin 2012) It is important to protect your own images and text as well. To protect your images and text create a copyright notice for you Web site. Images can have watermarks among different copyright details using a unique software program. Companies such as Digimarc have created a technology that enables you to watermark images and the back ground for text. The watermark cannot be adjusted or changed by the user of the image or text. Even though browsers all for the copying of information it is important to never use another person works without notifying them and receiving their consent to use their material. It is crucial that you ask for the permission to use anything created by someone else on the Web and that you properly cite your sources for the information.

Comparative Education Research: Approaches and Methods

Comparative Education Research: Approaches and Methods Comparative Education:Â  Some Reflections As we started discussing deep topics in our class, I came to analyze the need for comparative education in research and the practical use of it in schools. How do different cultures and countries deal with educational policy, issues, and curriculum? Can policy be borrowed and implemented the same way in a completely different context? Is educational research essential for policy making? We know that people in different cultures and nations behave different in many aspects. Is it unknown what aspects of humanity can be considered homogenous, therefore the questions of comparison and the need to sample data from a wide variety of nations and cultures becomes crucial. People in different cultures learn to learn differently, so if one wants to establish a proposition with a specific group of children, this is where an experiment should be performed with a different group of children from another culture and compare the results. There must always be compared data, since comparison now ent ers into the study of human behavior at this point (Farrell, 1979). If we want to take this position as valid, there is a need now for cross-national research, however, one must understand a single country first before comparing it to a second one. How can we compare the United States to New Zealand, if we do not provide an adequate explanation or research for the United States first? Comparative data can also explain single country findings and it is fundamental for the consequent comparisons of two countries. Now, who is to perform this job? A need for people engaged in educational research involving comparison arises since it would bring expertise from different fields into the field of comparative education. The term comparativist was created for this type of research, although, there is no concrete and specific field that must be acquired to be a comparativist. Researchers contribute their multi-disciplinary origins in different fields to inform their approaches and enrich the field of comparative education. Some requirements are needed though: intimate and expert knowledge of another society and its historical development, an acquired foreign language, they must be generalist scholars, well-traveled, and they must work within broader parameters, to have a wider perspective. Considerable knowledge of systems and different approaches and disciplines are necessary qualifications to be a comparativist and engage in studying education (Phillips, 2014). What is it that comparativists are trying to compare? It is simple to state that these researchers want to study education, but what is education? As Bereday (1964) says, education is nothing else than an aspect of life, education includes the training of the body and the training of the intellect, it is something greater and deeper than physical and intellectual training, and a moral influence as well. Education is not a matter of schools and book-learning only, so in order to study foreign systems of education, our attention should not only be focused on the classrooms, teachers, and students only, we should go outside into the streets and homes of people, and engage into the intangible, spiritual force that holds the school system. Comparativists should remember that the things outside the schools matter even more than the things inside of schools, and govern and interpret the things inside. Once that is done, the work of foreign systems of education will result in our being better fitted to study and understand our own (Bereday, 1964). However, not only comparativists can engage in studying comparative education. Any person who has worked in education before has some wise words to say, therefore it would be dangerous to just have the words of the specialist alone. We can all contribute to the field of education. What are some practical ways to engage on comparative education as a teacher or school administrator? An experienced teacher can learn significantly by visiting another school and watch another teacher at work. A very good way to improve this learning is if groups of experienced teachers could be sent abroad to see and to judge other systems of education. This way they would return home and inform thei r schools if what is been currently done is been executed correctly or needs improvement. Travel is important for educational researchers as well. Travel is one of the characteristics that most unites the work of contemporary comparative and international education researchers. The movement of educational policies, pedagogies, and curricula is much of what comparativists study as researchers and often engage in as practitioners (Sobe, 2002). This travel would create a view from the outside which is relevant for the social sciences, and also have the inside perspective that is already acquired and implemented. As Sobe states, these two components (the outside and the inside) should work in concert, integrally and mutually constituting one another to improve the study of comparative education. In conclusion, a wide approach and perspectives of research should be taken into account in comparative education. One approach adds to another and would consequently enrich the systems of education. Comparative studies should not become trapped in one single tradition and we should explore the outside world to benefit ours. Consequently, we should also compare objects that are more than the observable. More than just the sex, color, and school attendance of pupils, but also the factors of social status and other sources of social power and prestige in societies where observable traces are not important (Farrel, 1979). If somehow we can unite these ideas of the inside, outside, and external factors, comparativists and educators would create an effective system of comparative research and improve our systems of education. REFERENCES Bereday, G. Z. F. (1964). Sir Michael Sadlers Study of foreign systems of education. Comparative Education Review, 307-314. Farrell, J., P. (1979). The necessity of comparisons in the study of education: The salience of science and the problem of comparability. Comparative Education Review, 23(1). 3-16. Phillips, D. (2014). Comparatography, history and policy quotation: some reflections. Comparative Education, 50(1), 73-83. Sobe, N. W. (2002). Travel, social science and the making of nations in early 19th century comparative education. (141-166).

Hysteria :: essays research papers

Hysteria is a very unique and abnormal mental disease. What makes it so interesting is that it causes physical symptoms that someone would not normally experience. “Mental conflicts are unconsciously converted to symptoms that appear to be physical, but for which no organic cause is found';(Hysteria 1). One major outburst of hysteria occurred in 1692, resulting in the deaths of twenty-four innocent lives. “By the time hysteria had spent itself, twenty-four people had died';(TWHSTSV 2). This type of hysteria was mass hysteria, where a group of people are in a frenzy as opposed to just one individual. Evidently, hysteria is a very serious disease and has the potential to cause many avoidable deaths.   Ã‚  Ã‚  Ã‚  Ã‚  Mass hysteria is a frenzy that has the potential to effect an entire community, state or possibly even country or nation. “[It is] a condition where a group of people dash about wildly, screaming and sometimes talking as if another person is in them; experiencing rapid breathing, spasms of extremities or even fainting';(Hayes 1). In some ways, it can be look on as a chain reaction. “It is often caused by new problems that worsen existing difficulties';(TWHSTSV 2). When one person sees another running about wildly and finds out what the cause is, he or she will do the same; until eventually the idea spreads to the entire population. Some problems that cause these are “overly strict regulations, lack of open communication between the authorities and the residents, as well as inadequate healthy recreational outlets';(Hayes 1). All these issues are things that if performed, can help prevent or calm an outbreak of mass hysteria.   Ã‚  Ã‚  Ã‚  Ã‚  In the Salem Witch Trials, the “existing difficulties'; that led up to the witchcraft theory were ordinary stresses of seventeenth century life in Massachusetts. These include “a strong belief in the devil, factions among Salem Village fanatics and rivalry with nearby Salem Town, a recent small pox epidemic and the threat of attack by warring tribes';(D’Amario 1). All these issues led to rising fear and suspicion. “Soon prisons were filled with more that 150 men surrounding Salem; their names had been ‘cried out’ by tormented young girls as the cause of their pain. All would await trial for a crime punishable by death, the practice of witchcraft';(D’Amario 1). Many theories exist as to why these girls behaved as they did and caused the witchcraft hysteria. One theory states: “they had eaten bread contaminated with a hallucinogenic fungus';(TWHSTSV 2), which supposedly caused them to act as they did.

A Midsummer Nights Dream - A Feminist Perspective Essay example -- Fe

A Feminist Perspective of A Midsummer Night's Dream  Ã‚        Ã‚   At age fifteen, my hormones went wild and I threw myself at every boy in the neighborhood.   Although I didn’t go all the way, I offered as much flesh as I dared. If the suburbs can create such sexual angst, imagine the lust stirred by moonlight, fairies, and a warm midsummer night. In   Shakespeare's comedy A Midsummer Night's Dream, Helena represents the frenzy of young love when fueled by rejection and driven to masochistic extremes.    As the lovers sink deeper into the fantasy world of starlit woods, the Greek virtue of moderation disappears. Emotions intensify to a melodramatic pitch. Helena, in particular, plunges to a primitive and desperate level of passion. She pleads for attention from the "hardhearted adamant" Demetrius (II. i. 195). Teenage vulnerability, virginal desire, and an adolescent crush combine with the romance of an unobtainable object. Demetrius' hostility only strengthens Helena's willingness to degrade herself.    Shakespeare chooses language of pain and humiliation to express Hele... A Midsummer Night's Dream - A Feminist Perspective Essay example -- Fe A Feminist Perspective of A Midsummer Night's Dream  Ã‚        Ã‚   At age fifteen, my hormones went wild and I threw myself at every boy in the neighborhood.   Although I didn’t go all the way, I offered as much flesh as I dared. If the suburbs can create such sexual angst, imagine the lust stirred by moonlight, fairies, and a warm midsummer night. In   Shakespeare's comedy A Midsummer Night's Dream, Helena represents the frenzy of young love when fueled by rejection and driven to masochistic extremes.    As the lovers sink deeper into the fantasy world of starlit woods, the Greek virtue of moderation disappears. Emotions intensify to a melodramatic pitch. Helena, in particular, plunges to a primitive and desperate level of passion. She pleads for attention from the "hardhearted adamant" Demetrius (II. i. 195). Teenage vulnerability, virginal desire, and an adolescent crush combine with the romance of an unobtainable object. Demetrius' hostility only strengthens Helena's willingness to degrade herself.    Shakespeare chooses language of pain and humiliation to express Hele...

Leo XIII: Rerum Novarum

1. What did Leo say about the poor people? The present age has handed over the working poor to inhumane employers and greedy competitors. (a. 6) He saw the working poor as needy and helpless, (a. 66) And they are insufficiently protected against injustices and violence. (a. 32) 2. What did he want the working poor to understand? He wanted the working poor to understand that the lowest in society cannot be made equal with the highest and that poverty is no disgrace. (a. 37) To suffer and endure is human. (a. 27) The working poor are told not to injure the property or person of their employers and not to forcibly the property of others. (a. 55) 3. What was the moral component of Leo's message? The message to the working poor seems to be aimed at calming and consoling the poor, encouraging them to accept their position in society without rancor and without harm to others. Leo sought to enlist the aid of the working poor in preserving good order. 4. What did Leo say to those who work with the poor? Leo XIII declared that the working poor must be cared for. Employers have clear moral obligations: workers are not to be treated as slaves; the dignity of your workers' human personality must be respected; do not use people as things for gain; do not oppress the needy or the wretched for your own profit. The approach to employers is on a high moral plane, but it is also very practical: you need your poor worker, so work with him harmoniously. It is immoral to treat workers unjustly, and it is also not in the best interest of ownership and management. 5. What was the message to the employers? Leo warns the employers against the pitfalls of being wealthy; pointing out that wealth does not end sorrow and that it is a hindrance to eternal happiness. In view of eternity, what counts is not how much we have but how we use what we have, and we will have to account to God for our use of wealth 6. What did the Pope say to the wealthy? The wealthy are told that their goods are for their perfection and the benefit of others, and they are encouraged to share their goods when they see others in need: when the need is extreme, the demand is of justice: otherwise, the demand is of charity. 7. What was R.N's teachings of unions and strikes? The encyclical comes down strongly in favour of unions, stating that their increase is to be desired. (a. 69) The immediate object of unions is the private advantage of those associated, so that workers are to use their unions to secure increase in goods of body, soul and prosperity. (a. 71) The principal goal of unions is moral and religious perfection. (a. 77) The message about preserving good order is clear and unmistakable, but so is the message about standing up for rights. Leo XIII wanted the working poor to protect their interests, to make demands, to press their claims, and the principal means for doing this was the formation of unions. 8. What did Leo say about working conditions? Wages should never be less than enough to support a worker who is thrifty and upright. (a. 63) Work should not be so long that it dulls the spirit or that the body sinks from exhaustion. (a. 59) The factors in the establishment of hours are listed as: the nature of the work; the circumstances of time and place; the physical condition of the workers. (a. 59) 9. What was his stand on private ownership and property? Private ownership must be preserved inviolate. (a. 23) Must be regarded as sacred. (a. 65) It is wrong for ownership to be limited to a small number of people, and private property must be spread among the largest number of population. (a. 65) And a more equitable division of goods. (a. 66) 10. How did Leo see the role of government? The purpose of government is to cause public and individual well-being. (a. 48) The government must protect the community and it's constituent parts. (a. 52) Protect equitably each and every class of citizens. (a. 49) Give special consideration to the weak and poor. (a. 54) This special care should include the working poor. (a. 54) Improve the condition of workers. (a. 48) Safeguard the well-being and interests of workers. (a. 49) Protection of the goods of the worker's soul. (a. 57) The government's intervention in matters of wages, hours, and working conditions should be avoided. (a. 64) The government does not have the authority to forbid unions. (a. 72) It can oppose, dissolve and prevent unions when their objective is at variance with good morals, justice, or to it that there are no strikes. (a. 56) It should seek to remove the causes of strikes. (a. 56) Government must permit freedom of action to individuals and families. (a. 52) Government should give public aid to families in extreme difficulty. (a. 21) Â · Briefly summarise the popes intention and purpose for the Rerum Novarum. The Popes intention was his conviction that the present ages has handed over the working poor to inhumane employers and greedy competitors. He wanted to help the working poor by setting these rules. These rules help people to know their roles and obligations when dealing with work.