Shame's Revival: an Unconstitutional Regression
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The Crucifix and the Christian Cross
Present 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). -
Action to End Child Sexual Abuse and Exploitation
ACTION TO END CHILD SEXUAL ABUSE AND EXPLOITATION Published by UNICEF Child Protection Section Programme Division 3 United Nations Plaza New York, NY 10017 Email: [email protected] Website: www.unicef.org © United Nations Children’s Fund (UNICEF) December 2020. Permission is required to reproduce any part of this publication. Permission will be freely granted to educational or non-profit organizations. For more information on usage rights, please contact: [email protected] Cover photo: © UNICEF/UNI303881/Zaidi Design and layout by Big Yellow Taxi, Inc. Suggested citation: United Nations Children’s Fund (2020) Action to end child sexual abuse and exploitation, UNICEF, New York This publication has been produced with financial support from the End Violence Fund. However, the opinions, findings, conclusions, and recommendations expressed herein do not necessarily reflect those of the End Violence Fund. Click on section bars to navigate publication CONTENTS 1. Introduction ............................................3 6. Service delivery ...................................21 2. A Global Problem...................................5 7. Social & behavioural change ................27 3. Building on the evidence .................... 11 8. Gaps & challenges ...............................31 4. A Theory of Change ............................13 Endnotes .................................................32 5. Enabling National Environments ..........15 1 Ending Child Sexual Abuse and Exploitation: A Review of the Evidence ACKNOWLEDGEMENTS -
What's Wrong with the Sociology of Punishment?1
1 What’s Wrong with the Sociology of Punishment?1 John Braithwaite Australian National University Abstract The sociology of punishment is seen through the work of David Garland, as contributing useful insights, but less than it might because of its focus on societal choices of whether and how to punish instead of on choices of whether to regulate by punishment or by a range of other important strategies. A problem in Garland’s genealogical method is that branches of the genealogy are sawn off – the branches where the chosen instruments of regulation decentre punishment. This blinds us to the hybridity of predominantly punitive regulation of crime in the streets that is reshaped by more risk- preventive and restorative technologies of regulation for crime in the suites, and vice versa. Such hybridity is illustrated by contrasting the regulation of pharmaceuticals with that of “narcotics” and by juxtaposing the approaches to a variety of business regulatory challenges. A four-act drama of Rudoph Guiliani’s career as a law enforcer - Wall Street prosecutor (I), “zero-tolerance” mayor (II), Mafia enforcement in New York (III), and Rudi the Rock of America’s stand against terrorism (IV) - is used to illustrate the significance of the hybridity we could be more open to seeing. Guiliani takes criminal enforcement models into business regulation and business regulatory models to street crime. The weakness of a genealogical approach to punishment can be covered by the strengths of a history of regulation that is methodologically committed to synoptically surveying all the important techniques of regulation deployed to control a specific problem (like drug abuse). -
Punishment on Trial √ Feel Guilty When You Punish Your Child for Some Misbehavior, but Have Ennio Been Told That Such Is Bad Parenting?
PunishmentPunishment onon TrialTrial Cipani PunishmentPunishment onon TrialTrial Do you: √ believe that extreme child misbehaviors necessitate physical punishment? √ equate spanking with punishment? √ believe punishment does not work for your child? √ hear from professionals that punishing children for misbehavior is abusive and doesn’t even work? Punishment on Trial Punishment on √ feel guilty when you punish your child for some misbehavior, but have Ennio been told that such is bad parenting? If you answered “yes” to one or more of the above questions, this book may Cipani be just the definitive resource you need. Punishment is a controversial topic that parents face daily: To use or not to use? Professionals, parents, and teachers need answers that are based on factual information. This book, Punishment on Trial, provides that source. Effective punishment can take many forms, most of which do not involve physical punishment. This book brings a blend of science, clinical experience, and logic to a discussion of the efficacy of punishment for child behavior problems. Dr. Cipani is a licensed psychologist with over 25 years of experience working with children and adults. He is the author of numerous books on child behavior, and is a full professor in clinical psychology at Alliant International University in Fresno, California. 52495 Context Press $24.95 9 781878 978516 1-878978-51-9 A Resource Guide to Child Discipline i Punishment on Trial ii iii Punishment on Trial Ennio Cipani Alliant International University CONTEXT PRESS Reno, Nevada iv ________________________________________________________________________ Punishment on Trial Paperback pp. 137 Distributed by New Harbinger Publications, Inc. ________________________________________________________________________ Library of Congress Cataloging-in-Publication Data Cipani, Ennio. -
Definitions of Child Abuse and Neglect
STATE STATUTES Current Through March 2019 WHAT’S INSIDE Defining child abuse or Definitions of Child neglect in State law Abuse and Neglect Standards for reporting Child abuse and neglect are defined by Federal Persons responsible for the child and State laws. At the State level, child abuse and neglect may be defined in both civil and criminal Exceptions statutes. This publication presents civil definitions that determine the grounds for intervention by Summaries of State laws State child protective agencies.1 At the Federal level, the Child Abuse Prevention and Treatment To find statute information for a Act (CAPTA) has defined child abuse and neglect particular State, as "any recent act or failure to act on the part go to of a parent or caregiver that results in death, https://www.childwelfare. serious physical or emotional harm, sexual abuse, gov/topics/systemwide/ or exploitation, or an act or failure to act that laws-policies/state/. presents an imminent risk of serious harm."2 1 States also may define child abuse and neglect in criminal statutes. These definitions provide the grounds for the arrest and prosecution of the offenders. 2 CAPTA Reauthorization Act of 2010 (P.L. 111-320), 42 U.S.C. § 5101, Note (§ 3). Children’s Bureau/ACYF/ACF/HHS 800.394.3366 | Email: [email protected] | https://www.childwelfare.gov Definitions of Child Abuse and Neglect https://www.childwelfare.gov CAPTA defines sexual abuse as follows: and neglect in statute.5 States recognize the different types of abuse in their definitions, including physical abuse, The employment, use, persuasion, inducement, neglect, sexual abuse, and emotional abuse. -
Slaves, Servants, and Motives in Early Virginia
Wright 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. -
PSYCO 282: Operant Conditioning Worksheet
PSYCO 282 Behaviour Modification Operant Conditioning Worksheet Operant Conditioning Examples For each example below, decide whether the situation describes positive reinforcement (PR), negative reinforcement (NR), positive punishment (PP), or negative punishment (NP). Note: the examples are randomly ordered, and there are not equal numbers of each form of operant conditioning. Question Set #1 ___ 1. Johnny puts his quarter in the vending machine and gets a piece of candy. ___ 2. I put on sunscreen to avoid a sunburn. ___ 3. You stick your hand in a flame and you get a painful burn. ___ 4. Bobby fights with his sister and does not get to watch TV that night. ___ 5. A child misbehaves and gets a spanking. ___ 6. You come to work late regularly and you get demoted. ___ 7. You take an aspirin to eliminate a headache. ___ 8. You walk the dog to avoid having dog poop in the house. ___ 9. Nathan tells a good joke and his friends all laugh. ___ 10. You climb on a railing of a balcony and fall. ___ 11. Julie stays out past her curfew and now does not get to use the car for a week. ___ 12. Robert goes to work every day and gets a paycheck. ___ 13. Sue wears a bike helmet to avoid a head injury. ___ 14. Tim thinks he is sneaky and tries to text in class. He is caught and given a long, boring book to read. ___ 15. Emma smokes in school and gets hall privileges taken away. ___ 16. -
Relationships Between Racial Slavery, Incarceration, and Policing, Part I THOM GEHRING
Journal 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. -
Prisons and Punishments in Late Medieval London
Prisons 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. -
Moral Labels Increase Cooperation and Costly Punishment in a Prisoner's
www.nature.com/scientificreports OPEN Moral labels increase cooperation and costly punishment in a Prisoner’s Dilemma game with punishment option Laura Mieth *, Axel Buchner & Raoul Bell To determine the role of moral norms in cooperation and punishment, we examined the efects of a moral-framing manipulation in a Prisoner’s Dilemma game with a costly punishment option. In each round of the game, participants decided whether to cooperate or to defect. The Prisoner’s Dilemma game was identical for all participants with the exception that the behavioral options were paired with moral labels (“I cooperate” and “I cheat”) in the moral-framing condition and with neutral labels (“A” and “B”) in the neutral-framing condition. After each round of the Prisoner’s Dilemma game, participants had the opportunity to invest some of their money to punish their partners. In two experiments, moral framing increased moral and hypocritical punishment: participants were more likely to punish partners for defection when moral labels were used than when neutral labels were used. When the participants’ cooperation was enforced by their partners’ moral punishment, moral framing did not only increase moral and hypocritical punishment but also cooperation. The results suggest that moral framing activates a cooperative norm that specifcally increases moral and hypocritical punishment. Furthermore, the experience of moral punishment by the partners may increase the importance of social norms for cooperation, which may explain why moral framing efects on cooperation were found only when participants were subject to moral punishment. Within Economics and Economic Psychology, social dilemma games such as the Ultimatum game 1, the Public Goods game2 and the Prisoner’s Dilemma game3 are used to break down the complexities of human social interactions into specifc payof structures. -
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. -
Arrested Development Discrimination and Slavery in the 21St Century
Arrested 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.