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												  The Crucifix and the Christian CrossPresent Day Idols: The Crucifix and the Christian Cross Author: Pierre Dungee www.getyouranswersonline.com This article is going to be very difficult for many people to stomach and to comprehend as they have been taught over the centuries that what Jesus did on the cross was significant and that we should commemorate what he did by constantly showing Him on a cross. This is the thinking of lunatics, as you will see shortly. To really understand what is being said here, let’s take a look at what crucifixion really was, and what it really represented. So, let’s go to Wikipedia to see what it says: Crucifixion is a method of capital punishment in which the victim is tied or nailed to a large wooden beam and left to hang for several days until eventual death from exhaustion and asphyxiation. The crucifixion of Jesus is a central narrative in Christianity, and the cross (sometimes depicting Jesus nailed onto it) is the main religious symbol for many Christian churches. Crucifixion was most often performed to dissuade its witnesses from perpetrating similar (usually particularly heinous) crimes. Victims were sometimes left on display after death as a warning to any other potential criminals. Crucifixion was usually intended to provide a death that was particularly slow, painful (hence the term excruciating, literally "out of crucifying"), gruesome, humiliating, and public, using whatever means were most expedient for that goal. Crucifixion methods varied considerably with location and time period. The Greek and Latin words corresponding to "crucifixion" applied to many different forms of painful execution, including being impaled on a stake, or affixed to a tree, upright pole (a crux simplex), or (most famous now) to a combination of an upright (in Latin, stipes) and a crossbeam (in Latin, patibulum).
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												  Slaves, Servants, and Motives in Early VirginiaWright State University CORE Scholar Browse all Theses and Dissertations Theses and Dissertations 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Jamin P. Riley Wright State University Follow this and additional works at: https://corescholar.libraries.wright.edu/etd_all Part of the History Commons Repository Citation Riley, Jamin P., "Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia" (2012). Browse all Theses and Dissertations. 537. https://corescholar.libraries.wright.edu/etd_all/537 This Thesis is brought to you for free and open access by the Theses and Dissertations at CORE Scholar. It has been accepted for inclusion in Browse all Theses and Dissertations by an authorized administrator of CORE Scholar. For more information, please contact [email protected]. Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia A thesis submitted in partial fulfillment of the requirements for the degree of Masters of Arts By JAMIN PAUL RILEY B. A., Hampden-Sydney College, 2010 2012 Wright State University March 9, 2012 WRIGHT STATE UNIVERSITY GRADUATE SCHOOL I HEREBY RECOMMEND THAT THE THESIS PREPARED UNDER MY SUPERVISION BY Jamin Paul Riley ENTITLED Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia BE ACCEPTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF Masters of Arts . ____________________________ Noeleen McIlvenna, Ph. D. Thesis Director ____________________________ Carol Herringer, Ph. D. Chair, Department of History Committee on Final Examination _________________________ Noeleen McIlvenna, Ph. D. _________________________ Edward Haas, Ph. D. _________________________ Nancy Garner, Ph. D. _________________________ Andrew Hsu, Ph. D. Dean, Graduate School iii ABSTRACT Riley, Jamin Paul. M.A., Department of History, Wright State University 2012 Misrepresenting Misery: Slaves, Servants, and Motives in Early Virginia Violence has frequently been connected to the history of slavery.
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												  Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRINGJournal of Prison Education and Reentry Vol. 6 No. 3, 2020 FEATURE–HISTORICAL VIGNETTE Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING The brutal death of George Floyd on May 25, 2020, while in police custody in Minne- apolis, Minnesota, focused attention in the U.S. on the problem of racism. Black Lives Matter and other organizations helped frame subsequent protests around the relationships between racial slavery, incarceration, and policing. Our task as prison educators is to stretch toward clarity. There is a strong parallel between the dehumanization of slaves and the dehumanization of prisoners. One way this dehumanization has been enacted was by blaming individuals for their plight with no consideration for historical context. Genocide against Indigenous Amer- icans, racial slavery, and penitentiaries all began during the British watch, before American independence. Just as slaves were perceived as lazy and incapable, prisoners were reported to be inclined toward “universal riot and debauchery” (Freedman, E. 1981. Their sister’s keepers: Women’s prison reform in America, 1830-1930. Ann Arbor: University of Michigan Press, p. 47). Prisons had a long history, but they were places where torture and executions took place, mostly for political prisoners. This is particularly evident in American prisons: “The penitentiary was seen as an American invention” (Hughes, R. 1987. The fatal shore. New York: Alfred A. Knopf, p. 426). In 1773, Philadelphia’s Walnut Street Jail was established for everyday criminals, by Quakers who advocated it as a holding facility, to replace harsh punishments such as mutilation, staggering fines, and public humiliation (Carney, L.P.
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												  Prisons and Punishments in Late Medieval LondonPrisons and Punishments in Late Medieval London Christine Winter Thesis submitted for the Degree of Doctor of Philosophy in the University of London Royal Holloway, University of London, 2012 2 Declaration I, Christine Winter, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Date: 3 Abstract In the history of crime and punishment the prisons of medieval London have generally been overlooked. This may have been because none of the prison records have survived for this period, yet there is enough information in civic and royal documents, and through archaeological evidence, to allow a reassessment of London’s prisons in the later middle ages. This thesis begins with an analysis of the purpose of imprisonment, which was not merely custodial and was undoubtedly punitive in the medieval period. Having established that incarceration was employed for a variety of purposes the physicality of prison buildings and the conditions in which prisoners were kept are considered. This research suggests that the periodic complaints that London’s medieval prisons, particularly Newgate, were ‘foul’ with ‘noxious air’ were the result of external, rather than internal, factors. Using both civic and royal sources the management of prisons and the abuses inflicted by some keepers have been analysed. This has revealed that there were very few differences in the way civic and royal prisons were administered; however, there were distinct advantages to being either the keeper or a prisoner of the Fleet prison. Because incarceration was not the only penalty available in the enforcement of law and order, this thesis also considers the offences that constituted a misdemeanour and the various punishments employed by the authorities.
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												  Teaching American Literature: a Journal of Theory and Practice Fall 2017 (9:2)Teaching American Literature: A Journal of Theory and Practice Fall 2017 (9:2) Ascending the Scaffold: Knowing and Judging in Hawthorne's The Scarlet Letter David Rampton, University of Ottawa, Canada Abstract: Reminding students that Hawthorne's The Scarlet Letter begins with an exercise in public shaming helps them relate to the novel. It is set in the mid-17th century, a long time ago, yet the continuities persist. Hester Prynne is forced to mount the scaffold and expose herself and her child to the citizens of Boston, who want to see her degraded and to learn the name of her partner in moral crime. Today convicted criminals in the American justice system are routinely required to make a similar sort of public display. The desire to know how the battle between good and evil is going in Puritan Boston, Hawthorne says, is something that binds the community together and threatens to tear it apart. Knowing can mean sympathy and compassion, but it can also involve a pernicious desire to trespass in the interior of another's heart. Our exercises in close reading reveal that the desire to "know" someone, as the novel's slow motion "whodunit" clearly shows, can lead to deeper intimacy, or a denial of their quintessential humanity. Analyzing the shaming scenes that organize the narrative means helping students to see more clearly the structure of the novel, the issues at stake in it, and the ambiguities of guilt and innocence that dominate in our meditations on our own lives. Teaching The Scarlet Letter is one of the great experiences in the career of any teacher, for reasons that are not far to seek: it is arguably the most widely read 19th-century American novel; its subject, adultery, still has a magnetic attractiveness for us; and the story it narrates is firmly inscribed in the history of America and its culture.
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												  Arrested Development Discrimination and Slavery in the 21St CenturyArrested Development Discrimination and slavery in the 21st century Mike Kaye Anti-Slavery International 2008 © Anti-Slavery International 2008 ISBN: 978 0 900918 66 7 Written by Mike Kaye Design & layout by Becky Shand Cover image: 60 year old Shyari’s hands are bound in cloth in an attempt to protect them against the bricks she has to shift for twelve hours a day. Photographer: Pete Pattisson - www.petepattisson.com Printed by The Printed Word, UK August 2008 Arrested Development: Discrimination and slavery in the 21st century Contents page Introduction 1 What is slavery? 2 The global link between slavery and discrimination 5 Bonded labour in Asia 5 Forced labour in South America 7 Descent based slavery in Africa 8 The trafficking of people to developed countries 10 Equal before the law? 12 Legislation that is part of the problem 12 Accessing justice 14 Making the law work 19 Poverty and prejudice 21 Roma and Egyptian communities in Albania 22 Indigenous people in the Republic of Congo 23 Indigenous people in Paraguay 26 Dalits, ‘low’ caste and indigenous people in India 26 Gender discrimination and slavery 27 Multiple discrimination and slavery 32 Kicking them when they’re down: discrimination based on enslavement 34 Breaking the cycle of discrimination and social exclusion 35 Education 35 Sustainable livelihoods 36 The double edged sword of development policy 37 Conclusions and solutions 39 1 Arrested Development: Discrimination and slavery in the 21st century “No individual, no community, and no country can remain silent in the face of this evil. Slavery is a problem for all regions and for all governments.
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												  Crime and Punishment C.1250-PresentCrime and Punishment c.1250-Present Name ………………………………… 1 hour 45 minutes Section A is worth 20% of the overall assessment for this specification Section A is worth a total of 40 marks This paper will also include the Elizabethans Crime and Punishment Through Time Revision Checklist Time Period Subject Content Revised Confidence (tick) Medieval The characteristic features of Medieval Britain Britain: an overview c. 1250– Crimes and criminals in Medieval Britain c.1500 Enforcing law and order including policing and different types of court Punishing offenders: capital punishment, fines, whipping, public humiliation and imprisonment Early Major religious, political and social Modern changes: an overview Britain The changing nature of crime including c.1500- vagrancy, moral crime and witchcraft c.1750 Enforcing law and order including secular and church courts and the roles of different law enforcers Changes in punishment including the introduction of the ‘Bloody Code’ Industrial The enlightenment, urbanisation and Britain political change: an overview c.1750- Crimes and criminals in industrial Britain c.1900 including the increase in crime in the first half of the nineteenth century The introduction and development of the police force Changes in punishment including the growth of prisons, transportation to Australia and prison reform Britain Major technological, social and political since changes: an overview c.1900 Changes in the crime rate and in types of crime Changes in law enforcement including the use of new technology Changes in punishment including the abolition of capital punishment and changes in prisons The Middle Ages/Medieval Period (1250-1500) Food and Tools and famine technology Religion Home and leisure Overview of Medieval Period Kings and people Wars and Rebellions Land Medieval Crimes Minor Crimes Felonies The most common crime was: Most homicides were a result of: Match up the headings and definitions: Outlaws 1351 Act.
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												  An Examination of Scandalous Puritan Women in Massachusetts from 1635 to 1700Salem State University Digital Commons at Salem State University Honors Theses Student Scholarship 2015-5 Those Loose Ladies: An Examination of Scandalous Puritan Women in Massachusetts From 1635 to 1700 Rachel Fleming Follow this and additional works at: https://digitalcommons.salemstate.edu/honors_theses Part of the Women's History Commons Recommended Citation Fleming, Rachel, "Those Loose Ladies: An Examination of Scandalous Puritan Women in Massachusetts From 1635 to 1700" (2015). Honors Theses. 48. https://digitalcommons.salemstate.edu/honors_theses/48 This Thesis is brought to you for free and open access by the Student Scholarship at Digital Commons at Salem State University. It has been accepted for inclusion in Honors Theses by an authorized administrator of Digital Commons at Salem State University. 1 THOSE LOOSE LADIES: AN EXAMINATION OF SCANDALOUS PURITAN WOMEN IN MASSACHUSETTS FROM 1635 TO 1700 Honors Thesis Presented in Partial Fulfillment of the Requirements For the Degree of Bachelor of Arts in History In the College of Arts and Sciences At Salem State University By Rachel Fleming Dr. Dane Morrison Faculty Advisor Department of History *** The Honors Program Salem State University 2015 2 ACKNOWLEDGEMENTS I would like to sincerely thank everyone who was part of this journey with me. I could not have completed this project without my adviser Dr. Dane Morrison, who always answered my crazy emails and met with me whenever I needed him. He has always been an amazing mentor, and I so incredibly grateful for his guidance these past few years. I thank my roommate Corinne Turner for proof reading this paper (several times) and laughing at my Puritan jokes even though they are not actually funny.
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												  Unreasonable Force New Zealand’S Journey Towards Banning the Physical Punishment of ChildrenUnreasonable Force New Zealand’s journey towards banning the physical punishment of children Beth Wood, Ian Hassall and George Hook with Robert Ludbrook Unreasonable Force Unreasonable Force New Zealand’s journey towards banning the physical punishment of children Beth Wood, Ian Hassall and George Hook with Robert Ludbrook © Beth Wood, Ian Hassall and George Hook, 2008. Save the Children fights for children’s rights. We deliver immediate and lasting improvements to children’s lives worldwide. Save the Children works for: • a world which respects and values each child • a world which listens to children and learns • a world where all children have hope and opportunity. ISBN: 978-0-473-13095-4 Authors: Beth Wood, Ian Hassall and George Hook with Robert Ludbrook Editor: George Hook Proof-reader: Eva Chan Publisher: Save the Children New Zealand First published: February 2008 Printer: Astra Print, Wellington To order copies of this publication, please write to: Save the Children New Zealand PO Box 6584 Marion Square Wellington 6141 New Zealand Telephone +64 4 385 6847 Fax +64 4 385 6793 Email: [email protected] Website: http://www. savethechildren.org.nz DEDICATION Our tamariki mokopuna (children) carry the divine imprint of our tupuna (ancestors), drawing from the sacred wellspring of life. As iwi (indigenous nations) we share responsibility for the well-being of our whānau (families) and tamariki mokopuna. Hitting and physical force within whānau is a viola- tion of the mana (prestige, power) and tāpu (sacredness) of those who are hit and those who hit. We will continue to work to dispel the illusion that violence is normal, acceptable or culturally valid.
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												  Unusual Punishments” in Anglo- American Law: the Ed Ath Penalty As Arbitrary, Discriminatory, and Cruel and Unusual John DNorthwestern Journal of Law & Social Policy Volume 13 | Issue 4 Article 2 Spring 2018 The onceptC of “Unusual Punishments” in Anglo- American Law: The eD ath Penalty as Arbitrary, Discriminatory, and Cruel and Unusual John D. Bessler Recommended Citation John D. Bessler, The Concept of “Unusual Punishments” in Anglo-American Law: The Death Penalty as Arbitrary, Discriminatory, and Cruel and Unusual, 13 Nw. J. L. & Soc. Pol'y. 307 (2018). https://scholarlycommons.law.northwestern.edu/njlsp/vol13/iss4/2 This Article is brought to you for free and open access by Northwestern Pritzker School of Law Scholarly Commons. It has been accepted for inclusion in Northwestern Journal of Law & Social Policy by an authorized editor of Northwestern Pritzker School of Law Scholarly Commons. Copyright 2018 by Northwestern University Pritzker School of Law `Vol. 13, Issue 4 (2018) Northwestern Journal of Law and Social Policy The Concept of “Unusual Punishments” in Anglo-American Law: The Death Penalty as Arbitrary, Discriminatory, and Cruel and Unusual John D. Bessler* ABSTRACT The Eighth Amendment of the U.S. Constitution, like the English Bill of Rights before it, safeguards against the infliction of “cruel and unusual punishments.” To better understand the meaning of that provision, this Article explores the concept of “unusual punishments” and its opposite, “usual punishments.” In particular, this Article traces the use of the “usual” and “unusual” punishments terminology in Anglo-American sources to shed new light on the Eighth Amendment’s Cruel and Unusual Punishments Clause. The Article surveys historical references to “usual” and “unusual” punishments in early English and American texts, then analyzes the development of American constitutional law as it relates to the dividing line between “usual” and “unusual” punishments.
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												![Full Text [PDF]](https://docslib.b-cdn.net/cover/7592/full-text-pdf-3667592.webp)  Full Text [PDF]International Journal of Emerging Trends & Technology in Computer Science (IJETTCS) Web Site: www.ijettcs.org Email: [email protected] Volume 4, Issue 4, July - August 2015 ISSN 2278-6856 Enhancing supportive and healthy environment for adolescents by doing away with Corporal Punishment: A Reflection. Dr. Amita Puri , Chhaya Tomar Amity Univ, Gurgaon Research Scholar statement we can say that corporal punishment is the use Abstract: of any kind of physical force towards a child for the This paper will discuss the effects of enhancing supportive purpose of deter and/or correction, and as a disciplinary and healthy environment for adolescents by doing away with penalty inflicted on the body with the intention of causing corporal punishment. Self-concept is an essential determinant some degree of pain or discomfort. Punishment of this of juvenile delinquency. Research evidences have suggested nature is referred to in several ways, for example: hitting, that many school characteristics may be linked to antisocial smacking, spanking, and belting (Cashmore & de Haas, behaviour in children like: Low level of teacher satisfaction; 1995). Although most forms of corporal punishment little cooperation among teachers. Poor student-teacher involve hitting children with a hand or an implement relations, the prevalence of norms and values that support (such as a belt or wooden spoon), other forms of corporal antisocial behaviour, poorly defined rules and expectations for punishment include: kicking, shaking, biting and forcing conduct, Inadequate rule enforcement, etc. In every human culture, bringing up the child with love, care and affection is a child to stay in uncomfortable positions (United Nations the basic duty of parents and the family.
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												  UC Irvine UC Irvine Electronic Theses and DissertationsUC Irvine UC Irvine Electronic Theses and Dissertations Title The Adolescent in American Print and Comics Permalink https://escholarship.org/uc/item/4h64k2t2 Author Mugnolo, Christine Elizabeth Publication Date 2021 Peer reviewed|Thesis/dissertation eScholarship.org Powered by the California Digital Library University of California UNIVERSITY OF CALIFORNIA, IRVINE The Adolescent in American Print and Comics DISSERTATION submitted in partial satisfaction of the requirements for the degree of DOCTOR OF PHILOSOPHY in Visual Studies by Christine Elizabeth Mugnolo Dissertation Committee: Professor Cécile Whiting, Chair Professor Kristen Hatch Professor Lyle Massey 2021 © 2021 Christine Elizabeth Mugnolo TABLE OF CONTENTS Page LIST OF FIGURES iv ACKNOWLEDGEMENTS x VITA xii ABSTRACT OF THE DISSERTATION xiii CHAPTER 1: INTRODUCTION 1 CHAPTER 2: THE IMMIGRANT JUVENILE AS URBAN AVATAR: 30 SUNDAY COMICS AND THE YELLOW KID The Sunday Supplement vs. the Comic Weekly 32 Bad Boy Comic Strips 50 The Yellow Kid and the Residents of Hogan’s Alley 56 The Return Gaze and a New Form of Political Humor 65 The Yellow Kid as Mask and Mirror 79 CHAPTER 3: THE MIDDLE-CLASS JUVENILE AS CULTURAL IDIOT: BUSTER BROWN 95 Reform in Comics and Buster Brown 96 Buster Brown Breaks the Comic Strip Formula 99 Buster and Middle-Class Child Rearing 109 “Resolved!” 115 Spank as Shock 121 CHAPTER 4: THE ADOLESCENT BODY IN THE AMERICAN IMAGINATION, 130 PAINTING, AND PRINT Formulating the Adolescent as a Visual Type 132 The Adolescent Body and the Masculine Ideal 138 Adolescence