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The Constitution and Revenge Porn
Pace Law Review Volume 35 Issue 1 Fall 2014 Article 8 Symposium: Social Media and Social Justice September 2014 The Constitution and Revenge Porn John A. Humbach Pace University School of Law, [email protected] Follow this and additional works at: https://digitalcommons.pace.edu/plr Part of the Constitutional Law Commons, Criminal Law Commons, First Amendment Commons, Internet Law Commons, Law and Society Commons, and the Legal Remedies Commons Recommended Citation John A. Humbach, The Constitution and Revenge Porn, 35 Pace L. Rev. 215 (2014) Available at: https://digitalcommons.pace.edu/plr/vol35/iss1/8 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. The Constitution and Revenge Porn John A. Humbach* “Many are those who must endure speech they do not like, but that is a necessary cost of freedom.”1 Revenge porn refers to sexually explicit photos and videos that are posted online or otherwise disseminated without the consent of the persons shown, generally in retaliation for a romantic rebuff.2 The problem of revenge porn seems to have emerged fairly recently,3 no doubt facilitated by the widespread practice of sexting.4 In sexting, people make and send explicit pictures of themselves using digital devices.5 These devices, in their very nature, permit the pictures to be easily shared with the entire online world. Although the move from sexting to revenge porn might seem as inevitable as the shifting winds * Professor of Law at Pace University School of Law. -
What Equilibrium Concept for Public Goods Provision? I - the Convex Case
Walras-Lindahl-Wicksell: What equilibrium concept for public goods provision ? I - The convex case Monique Florenzano To cite this version: Monique Florenzano. Walras-Lindahl-Wicksell: What equilibrium concept for public goods provision ? I - The convex case. 2009. halshs-00367867 HAL Id: halshs-00367867 https://halshs.archives-ouvertes.fr/halshs-00367867 Submitted on 12 Mar 2009 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Documents de Travail du Centre d’Economie de la Sorbonne Walras—Lindahl—Wicksell : What equilibrium concept for public goods provision ? I – The convex case Monique FLORENZANO 2009.09 Maison des Sciences Économiques, 106-112 boulevard de L'Hôpital, 75647 Paris Cedex 13 http://ces.univ-paris1.fr/cesdp/CES-docs.htm ISSN : 1955-611X WALRAS–LINDAHL–WICKSELL: WHAT EQUILIBRIUM CONCEPT FOR PUBLIC GOODS PROVISION? I - THE CONVEX CASE MONIQUE FLORENZANO Centre d’Economie de la Sorbonne, CNRS–Universit´eParis 1, monique.fl[email protected] Abstract. Despite the large number of its references, this paper is less a survey than a systematic exposition, in an unifying framework and assuming convexity as well on the consumption side as on the production side, of the different equilibrium concepts elaborated for studying provision of public goods. -
Public Goods in Everyday Life
Public Goods in Everyday Life By June Sekera A GDAE Teaching Module on Social and Environmental Issues in Economics Global Development And Environment Institute Tufts University Medford, MA 02155 http://ase.tufts.edu/gdae Copyright © June Sekera Reproduced by permission. Copyright release is hereby granted for instructors to copy this module for instructional purposes. Students may also download the reading directly from https://ase.tufts.edu/gdae Comments and feedback from course use are welcomed: Global Development And Environment Institute Tufts University Somerville, MA 02144 http://ase.tufts.edu/gdae E-mail: [email protected] PUBLIC GOODS IN EVERYDAY LIFE “The history of civilization is a history of public goods... The more complex the civilization the greater the number of public goods that needed to be provided. Ours is far and away the most complex civilization humanity has ever developed. So its need for public goods – and goods with public goods aspects, such as education and health – is extraordinarily large. The institutions that have historically provided public goods are states. But it is unclear whether today’s states can – or will be allowed to – provide the goods we now demand.”1 -Martin Wolf, Financial Times 1 Martin Wolf, “The World’s Hunger for Public Goods”, Financial Times, January 24, 2012. 2 PUBLIC GOODS IN EVERYDAY LIFE TABLE OF CONTENTS 1. INTRODUCTION .........................................................................................................4 1.1 TEACHING OBJECTIVES: ..................................................................................................................... -
DOCUMENT RESUME Dimensions of Interest and Boredom In
DOCUMENT RESUME ED 397 840 IR 018 028 AUTHOR Small, Ruth V., And Others TITLE Dimensions of Interest and Boredom in Instructional Situations. PUB DATE 96 NOTE 16p.; In: Prbceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Brainstorming; Cognitive Style; College Students; Educational Strategies; Higher Education; Instructional Development; *Instructional Effectiveness; Instructional Material Evaluation; *Learning Strategies; Likert Scales; Participant Satisfaction; Questionnaires; Relevance (Education); *Stimulation; Student Attitudes; *Student Motivation; Teacher Role; Teaching Methods IDENTIFIERS ARCS Model; *Boredom; Emotions ABSTRACT Stimulating interest and reducing boredom are important goals for promoting learning achievement. This paper reviews previous research on interest and boredom in educational settings and examines their relationship to the characteristics of emotion. It also describes research which seeks to develop a model of learner interest by identifying sources of "boring" and "interesting" leaming situations through analysis of learners' descriptions. Participants is, the study were 512 undergraduate and graduate students from two universities. Descriptive responses were elicited from 350 students through brainstorming -
Applying a Discrete Emotion Perspective
AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
Public Goods for Economic Development
Printed in Austria Sales No. E.08.II.B36 V.08-57150—November 2008—1,000 ISBN 978-92-1-106444-5 Public goods for economic development PUBLIC GOODS FOR ECONOMIC DEVELOPMENT FOR ECONOMIC GOODS PUBLIC This publication addresses factors that promote or inhibit successful provision of the four key international public goods: fi nancial stability, international trade regime, international diffusion of technological knowledge and global environment. Each of these public goods presents global challenges and potential remedies to promote economic development. Without these goods, developing countries are unable to compete, prosper or attract capital from abroad. The undersupply of these goods may affect prospects for economic development, threatening global economic stability, peace and prosperity. The need for public goods provision is also recognized by the Millennium Development Goals, internationally agreed goals and targets for knowledge, health, governance and environmental public goods. Because of the characteristics of public goods, leaving their provision to market forces will result in their under provision with respect to socially desirable levels. Coordinated social actions are therefore necessary to mobilize collective response in line with socially desirable objectives and with areas of comparative advantage and value added. International public goods for development will grow in importance over the coming decades as globalization intensifi es. Corrective policies hinge on the goods’ properties. There is no single prescription; rather, different kinds of international public goods require different kinds of policies and institutional arrangements. The Report addresses the nature of these policies and institutions using the modern principles of collective action. UNITED NATIONS INDUSTRIAL DEVELOPMENT ORGANIZATION Vienna International Centre, P.O. -
Neoliberalism and the Public Good in Higher Education
BACHELOR THESIS CTP 01.11.2015 Neoliberalism and the Public Good in Higher Education Name: Svenja Mielke Student Number: 930119571030 Chair Group: Law and Governance Supervisors: Michiel Köhne and Elisabet Rasch Wageningen UR *Cover picture by Van Nispen (2015). Contents Contents ..................................................................................................................................................... 1 Foreword .................................................................................................................................................... 2 Abstract ...................................................................................................................................................... 2 Introduction ................................................................................................................................................ 3 Problem Statement ...................................................................................................................... 4 Methods....................................................................................................................................... 6 Chapter 1. The Public Good and Neoliberalism ........................................................................................ 7 The Public Good ......................................................................................................................... 7 Neoliberalism ............................................................................................................................. -
Market Failure Guide
Market failure guide A guide to categorising market failures for government policy development and evaluation industry.nsw.gov.au Published by NSW Department of Industry PUB17/509 Market failure guide—A guide to categorising market failures for government policy development and evaluation An external academic review of this guide was undertaken by prominent economists in November 2016 This guide is consistent with ‘NSW Treasury (2017) NSW Government Guide to Cost-Benefit Analysis, TPP 17-03, Policy and Guidelines Paper’ First published December 2017 More information Program Evaluation Unit [email protected] www.industry.nsw.gov.au © State of New South Wales through Department of Industry, 2017. This publication is copyright. You may download, display, print and reproduce this material provided that the wording is reproduced exactly, the source is acknowledged, and the copyright, update address and disclaimer notice are retained. To copy, adapt, publish, distribute or commercialise any of this publication you will need to seek permission from the Department of Industry. Disclaimer: The information contained in this publication is based on knowledge and understanding at the time of writing July 2017. However, because of advances in knowledge, users are reminded of the need to ensure that the information upon which they rely is up to date and to check the currency of the information with the appropriate officer of the Department of Industry or the user’s independent advisor. Market failure guide Contents Executive summary -
Public Health Is a Public Good
2 Letter From the Dean 2017 EDITION mailman.columbia.edu n the world’s first modern economic treatise, Public The Wealth of Nations, Adam Smith introduced I the principle of public goods—things that, in his words, “may be in the highest degree advantageous Health to a great society, but are, however, of such a nature that the profits could never repay the expense to an Is a individual or small number of individuals, and which it therefore cannot be expected that any individual or small number of individuals can erect.” Lighthouses, Public bridges, and canals made Smith’s list. So, too, did “the most essential parts of education.” Good Nearly years later, Americans prize an array of public goods: our national parks, public transportation, clean air. In economic parlance, such goods are both available to and beneficial for all. Take clean air— anyone can inhale, and one person’s respiration does Dean Linda P. Fried, MD, MPH not deprive others of similar benefit. Let me then be so bold as to propose another public good: population health. Smith may have been a moral philosopher, but at its core, his take on the public good was strictly economic. Public goods spur commerce; illness erodes economic productivity. On that count alone, population health Accepting population demands our attention. Consider malaria. From to , more than one-third of the nations health as a public worldwide with intensive malaria had negative rates of economic growth; good can be the basis malaria-free countries boasted, on average, a . percent rate of growth. Closer to home, the Mailman School’s own Peter Muennig, MD, PhD, has for developing quantified the opportunity costs that accrue when children suer low-level and aligning eective lead exposure: nearly $ million in Flint, Michigan, alone. -
Externalities and Public Goods Introduction 17
17 Externalities and Public Goods Introduction 17 Chapter Outline 17.1 Externalities 17.2 Correcting Externalities 17.3 The Coase Theorem: Free Markets Addressing Externalities on Their Own 17.4 Public Goods 17.5 Conclusion Introduction 17 Pollution is a major fact of life around the world. • The United States has areas (notably urban) struggling with air quality; the health costs are estimated at more than $100 billion per year. • Much pollution is due to coal-fired power plants operating both domestically and abroad. Other forms of pollution are also common. • The noise of your neighbor’s party • The person smoking next to you • The mess in someone’s lawn Introduction 17 These outcomes are evidence of a market failure. • Markets are efficient when all transactions that positively benefit society take place. • An efficient market takes all costs and benefits, both private and social, into account. • Similarly, the smoker in the park is concerned only with his enjoyment, not the costs imposed on other people in the park. • An efficient market takes these additional costs into account. Asymmetric information is a source of market failure that we considered in the last chapter. Here, we discuss two further sources. 1. Externalities 2. Public goods Externalities 17.1 Externalities: A cost or benefit that affects a party not directly involved in a transaction. • Negative externality: A cost imposed on a party not directly involved in a transaction ‒ Example: Air pollution from coal-fired power plants • Positive externality: A benefit conferred on a party not directly involved in a transaction ‒ Example: A beekeeper’s bees not only produce honey but can help neighboring farmers by pollinating crops. -
Public Goods: Examples
Public Goods: Examples The classical definition of a public good is one that is non‐excludable and non‐rivalrous. The classic example of a public good is a lighthouse. A lighthouse is: Non‐excludable because it’s not possible to exclude some ships from enjoying the benefits of the lighthouse (for example, excluding ships that haven’t paid anything toward the cost of the lighthouse) while at the same time providing the benefits to other ships; and Non‐rivalrous because if the lighthouse’s benefits are already being provided to some ships, it costs nothing for additional ships to enjoy the benefits as well. This is not like a “rivalrous good,” where providing a greater amount of the good to someone requires either that more of the good be produced or else that less of it be provided to others – i.e., where there is a very real opportunity cost of providing more of the good to some people. Some other examples of public goods: Radio and television: Today no one who broadcasts a radio or TV program “over the air” excludes anyone from receiving the broadcast, and the cost of the broadcast is unaffected by the number of people who actually tune in to receive it (it’s non‐rivalrous). In the early decades of broadcasting, exclusion was not technologically possible; but technology to “scramble” and de‐scramble TV signals was invented so that broadcasters could charge a fee and exclude non‐ payers. Scrambling technology has been superseded by cable and satellite transmission, in which exclusion is possible. But while it’s now technologically possible to produce a TV or radio signal from which non‐payers are excluded (so that it’s not a public good), it’s important to note that because TV and radio signals are non‐rivalrous, they are technologically public goods: it’s technologically possible to provide them without exclusion.